Syllabus School of Humanities and Social Sciences

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D E L H I - N C R , I N D I A

School of Humanities and Social Sciences

Delhi NCR Campus

Syllabus

Master of Arts (English with Communication Studies) 2020-22

CHRIST(Deemed to be University) Delhi NCR Campus www.ncr.christuniversity.in 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/…

Department of ENGLISH-AND-CULTURAL-STUDIES

Syllabus for Master of Arts (English with Communication Studies) Academic Year (2020)

1 Semester - 2020 - Batch Hours Paper Paper Per Credits Marks Code Week MEL111 TECHNICAL WRITING 3 3 50 AMERICAN LITERATURE: VOICES MEL132 4 4 100 FROM THE NATION MEL133 CRITICAL STUDIES 4 4 100 MEL134 LINGUISTICS 4 4 100 INTRODUCTION TO MASS MEL135 COMMUNICATION AND 4 4 100 JOURNALISTIC WRITING 2 Semester - 2020 - Batch Paper Paper Hours Credits Marks https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 1/178

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10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… Code Per Week MEL211 SPEECH AND ACCENT 3 3 50 BRITISH LITERATURE II: CRITICAL MEL231 4 4 100 READINGS MEL232 RESEARCH METHODOLOGY 4 4 100 MEL233 LITERARY THEORY 4 4 100 MEL234 ENGLISH LANGUAGE EDUCATION 4 4 100 MEL241A DEVELOPING MEDIA SKILLS 4 4 100 3 Semester - 2019 - Batch Hours Paper Paper Per Credits Marks Code Week INDIAN LITERATURES IN MEL331 4 4 100 Department of TRANSLATION MEL332 POSTCOLONIAL LITERATURES 4 4 100 ENGLISH-AND-CULTURAL-STUDIES CULTURAL STUDIES : EXPLORING MEL333 4 4 100 IDENTITIES MEL334 GENDER STUDIES 4 4 100 MEL381 INTERNSHIP 4 4 100 4 Semester - 2019 - Batch Hours Paper Paper Per Credits Marks Code Syllabus for Week SOCIAL INNOVATION AND MEL411 3 3 50 Master of Arts (English with ENTREPRENUERSHIP MEL431 INDIAN LITERATURES IN ENGLISH 4 4 100 Communication Studies) MEL432 WORLD LITERATURES 4 4 100 Academic Year (2020) MEL433 FILM STUDIES : PERSPECTIVES 4 4 100 MEL441A TRANSLATION STUDIES 4 4 100 MEL441B READING THE CITY 4 4 100 1 Semester - 2020 - Batch MEL441C CHILDREN'S LITERATURE 4 4 100 Hours MEL441D BHAKTI POETRY 4 4 100 Paper Paper Per Credits Marks CULTURAL POLITICS OF FOOD IN Code MEL441E 4 4 100 Week INDIA MEL111 TECHNICAL WRITING 3 3 50 MEL481 DISSERTATION 4 4 100 AMERICAN LITERATURE: VOICES MEL132 4 4 100 FROM THE NATION

MEL133 CRITICAL STUDIES 4 4 100 MEL134 LINGUISTICS 4 4 100 INTRODUCTION TO MASS MEL135 COMMUNICATION AND 4 4 100 Assesment Pattern JOURNALISTIC WRITING Internal assessment - 50% 2 Semester - 2020 - Batch

Paper Paper Hours Credits Marks https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 2/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 1/178

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Examination And Assesments Written exam, Portfolio, Research papers, Dissertation, Performances, Internship Department Overview: The Department of English in consonance with its mission statement is committed to promoting an intellectual climate through artistic creation, critical mediation and innovative ideation. The Department inculcates among its students a critical reading of the self, the society and the imagined with the aim of moulding them into responsible and socially sensitive citizens. The Department facilitates their holistic development by building emotional, academic, social, professional and global competencies. The Department aspires to create a nuanced understanding of canonical and non-canonical literary and cultural texts, their social milieu for an engaged and enduring understanding of life. The Department concurrently functions as a service department across the University and as a core Department under the Deanery of Humanities and Social Sciences. As a service department it offers English as a language to Undergraduate students of the Deaneries of Humanities and Social Sciences, Sciences, Commerce and Management. Additional English is offered in lieu of a second language to foreign students who have no prior knowledge of any Indian language or foreign language offered in the University and to Indian and NRI students who have not had a regional language in their school days. The Department offers the following core courses: English Studies and MA English with Communication Studies; two full time Research Programmes namely: MPhil and PhD

Mission Statement: Vision Towards critically reading Self, Society and the Imagined Mission The Department of English aspires to promote an intellectual climate through artistic creation, critical mediation and innovative ideation in a culture of reciprocal transformation.

Page - 4 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… End Sem exam 50% communication study papers and the internship component are skill based and endeavour to make the programme application oriented. Examination And Assesments The programme will offer one value added course per semester at Written exam, Portfolio, Research papers, Dissertation, Performances, the Postgraduate level for the first three semesters alone. Value Internship added courses provide students an opportunity to develop discipline Department Overview: specific and inter-disciplinary skills.These courses will give the adequate training to the students to develop their own interests and The Department of English in consonance with its mission aptitudes. The objective is to help them enhance and gain a nuanced statement is committed to promoting an intellectual climate through understanding of their curriculum. artistic creation, critical mediation and innovative ideation. The Department inculcates among its students a critical reading of the Program Objective: self, the society and the imagined with the aim of moulding them into responsible and socially sensitive citizens. The Department ? By the end of the four semesters the programme will prepare facilitates their holistic development by building emotional, students to carry out independent and scholarship/original academic, social, professional and global competencies. The contribution that informs research, teaching and service in English Department aspires to create a nuanced understanding of canonical departments. ? The students will have ? o Core knowledge methods and non-canonical literary and cultural texts, their social milieu for and scholarship o Specialization knowledge, methods and an engaged and enduring understanding of life. The Department scholarship o Critical thinking and creative synthesis o Research concurrently functions as a service department across the University methods, methodology and publication o Become independent and as a core Department under the Deanery of Humanities and learners o Hands on experience through internships and service Social Sciences. As a service department it offers English as a learning language to Undergraduate students of the Deaneries of Humanities and Social Sciences, Sciences, Commerce and Management. Additional English is offered in lieu of a second language to foreign Assesment Pattern students who have no prior knowledge of any Indian language or Internal assessment - 50% foreign language offered in the University and to Indian and NRI End Sem exam 50% students who have not had a regional language in their school days. The Department offers the following core courses: English Studies Examination And Assesments and MA English with Communication Studies; two full time Written exam, Portfolio, Research papers, Dissertation, Performances, Internship Research Programmes namely: MPhil and PhD Department Overview: Mission Statement: The Department of English in consonance with its mission statement is committed to promoting an intellectual climate through Vision Towards critically reading Self, Society and the Imagined artistic creation, critical mediation and innovative ideation. The Mission The Department of English aspires to promote an Department inculcates among its students a critical reading of the intellectual climate through artistic creation, critical mediation and self, the society and the imagined with the aim of moulding them innovative ideation in a culture of reciprocal transformation. into responsible and socially sensitive citizens. The Department facilitates their holistic development by building emotional, Introduction to Program: academic, social, professional and global competencies. The The Masters programme in English with Communication Studies Department aspires to create a nuanced understanding of canonical aspires to sustain and revive an academic interest in literary and and non-canonical literary and cultural texts, their social milieu for cultural theories. The papers offered are as contemporarily relevant an engaged and enduring understanding of life. The Department as possible, even eclectic. A conscious effort is made to ensure that concurrently functions as a service department across the University theories are grounded in textual readings, wherever possible. and as a core Department under the Deanery of Humanities and Testing and evaluation patterns aim at fostering a culture of research Social Sciences. As a service department it offers English as a rather than an exam driven system, which will enhance student language to Undergraduate students of the Deaneries of Humanities reading and creativity. In keeping with practical demands, ELT, and Social Sciences, Sciences, Commerce and Management. https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 3/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 4/178

Page - 5 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… Additional English is offered in lieu of a second language to foreign students who have no prior knowledge of any Indian language or foreign language offered in the University and to Indian and NRI students who have not had a regional language in their school days. The Department offers the following core courses: English Studies and MA English with Communication Studies; one full time Research Programme namely: PhD

Mission Statement: Vision: Towards critically reading Self, Society and the Imagined. Mission: The Department of English aspires to promote an intellectual climate through artistic creation, critical mediation and innovative ideation in a culture of reciprocal transformation.

Introduction to Program: The Masters programme in English with Communication Studies aspires to sustain and revive an academic interest in literary and cultural theories. The papers offered are as contemporarily relevant as possible, even eclectic. A conscious effort is made to ensure that theories are grounded in textual readings, wherever possible. Testing and evaluation patterns aim at fostering a culture of research rather than an exam driven system, which will enhance student reading and creativity. In keeping with practical demands, ELT, communication study papers and the internship component are skill based and endeavor to make the programme application oriented. The programme will offer one value added course per semester at the Postgraduate level for the first three semesters alone. Value added courses provide students an opportunity to develop discipline specific and inter-disciplinary skills.These courses will give the adequate training to the students to develop their own interests and aptitudes. The objective is to help them enhance and gain a nuanced understanding of their curriculum.

Program Objective: By the end of the four semesters the programme will prepare students to carry out independent and scholarship/original contribution that informs research, teaching and service in English departments. The students will have: 1) Core knowledge methods and scholarship 2) Specialization knowledge, methods and scholarship 3) Critical thinking and creative synthesis 4)Research methods, methodology and publication 5) Become independent learners 6) Hands on experience through internships and service learning Learning Outcomes Students will : 1) Acquire general knowledge of a range of historical fields, theories, methods, research protocols and scholarly practices 2) Demonstrate comprehensive knowledge of texts ? literary, cultural and filmic in https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 5/178

Page - 6 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… Additional English is offered in lieu of a second language to foreign their chosen historical fields or research focus. 3) Acquire numerous students who have no prior knowledge of any Indian language or skills like practical skills, creative thinking, critical reading, foreign language offered in the University and to Indian and NRI analytical writing and self-learning 4) Learn a number of strategies students who have not had a regional language in their school days. for analyzing individual examples of literary and cultural texts 5) The Department offers the following core courses: English Studies Learn how to design and carry out original and persuasive research, and MA English with Communication Studies; one full time produce original scholarship that contributed to the growth of Research Programme namely: PhD knowledge, demonstrate an ability to define projects and conduct research independently Mission Statement: Vision: Towards critically reading Self, Society and the Imagined. MEL111 - TECHNICAL WRITING (2020 Batch) Mission: The Department of English aspires to promote an intellectual climate through artistic creation, critical mediation and Total Teaching Hours for No of Lecture innovative ideation in a culture of reciprocal transformation. Semester:45 Hours/Week:3 Max Marks:50 Credits:3 Introduction to Program: Course Objectives/Course The Masters programme in English with Communication Studies Description aspires to sustain and revive an academic interest in literary and cultural theories. The papers offered are as contemporarily relevant Course Description as possible, even eclectic. A conscious effort is made to ensure that theories are grounded in textual readings, wherever possible. Testing and evaluation patterns aim at fostering a culture of research rather than an exam driven system, which will enhance student The course aspires to enable the learners to develop rhetorical and reading and creativity. In keeping with practical demands, ELT, professional competencies to plan, draft, revise, edit and produce scientific communication study papers and the internship component are skill and/or technical documents by employing the appropriate research methods based and endeavor to make the programme application oriented. The programme will offer one value added course per semester at as well as comprehending the ethical standards for the same. The focal point the Postgraduate level for the first three semesters alone. Value of the course will be on technical writing. However, oral communication of added courses provide students an opportunity to develop discipline scientific and technical information will also form a vital component of the specific and inter-disciplinary skills.These courses will give the adequate training to the students to develop their own interests and course. As the paper is intended to add value to the learners’ professional aptitudes. The objective is to help them enhance and gain a nuanced skills, the prescribed readings and the mode of assessment endeavour to understanding of their curriculum. embed as well as extend the course on technical writing within and beyond Program Objective: the syllabus. By the end of the four semesters the programme will prepare students to carry out independent and scholarship/original contribution that informs research, teaching and service in English departments. The students will have: 1) Core knowledge methods Course Objectives and scholarship 2) Specialization knowledge, methods and scholarship 3) Critical thinking and creative synthesis 4)Research methods, methodology and publication 5) Become independent learners 6) Hands on experience through internships and service •To create scientific and/or technical documents with rhetorical and learning Learning Outcomes Students will : 1) Acquire general professional competencies. knowledge of a range of historical fields, theories, methods, •To understand the legal and ethical considerations for creating the technical research protocols and scholarly practices 2) Demonstrate comprehensive knowledge of texts ? literary, cultural and filmic in and/or scientific documents. https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 5/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 6/178

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•To correspond in professional environments equipped with skills in content creation, copyedit as well as content review.

Learning Outcome Learning Outcomes

A student should be able to copyedit, critically review and also produce technical and/or scientific documents for professional purposes. The ability to master this skill will enhance the students’ chances of employability as a technical writer or content editor at organizations that necessitate learning and content development. The student should be equipped to create content catering to varied spheres, ranging from scientific products to technical applications to online tools.

Unit-1 Teaching Hours:7 Introduction The unit will engage with the technical and/or scientific writing at a basic level, discuss technical writing process and related genres, and critically analyze the need and scope for technical writing as a necessary professional skill, in the form of email, business letters, and other such correspondences. •Introduction to technical/scientific writing •Writing in the Professional set-up

•Structure of the Formal Communication Avenues Unit-2 Teaching Hours:12 Writing Style, Content Review and Copy-

Edit The unit will engage with the technical and/or scientific writing at the pragmatic level. The lesson will help the learners understand the nuances of Content review and copy-editing skills. The learners will also identify and apply the strategies for editing documents and standard proofreading. •Introduction to Writing style, Copy editing and Reviewing •Discussion on Writing Styles for Technical/Scientific writing https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 7/178

Page - 8 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… •The Need for Reviewing and copyediting in the Professional set-up •Technical and/or scientific Language, Grammar and Punctuation Review •To correspond in professional environments equipped with skills in content creation, copyedit as well as content review.

•Copyediting and Reviewing the technical documents Learning Outcome Unit-3 Teaching Hours:4 Learning Outcomes Ethics in Technical Writing

The unit will analyze the ethical and legal considerations with the technical A student should be able to copyedit, critically review and also produce and/or scientific writing through discussions and critical analysis. The lesson technical and/or scientific documents for professional purposes. The ability will help the learners understand the need for understanding the ethical and to master this skill will enhance the students’ chances of employability as a legal criteria for technical and/or scientific writing. technical writer or content editor at organizations that necessitate learning and content development. The student should be equipped to create content •Examining the Ethical and legal considerations of technical writing catering to varied spheres, ranging from scientific products to technical Unit-4 Teaching Hours:7 Target Audience, Motive and Research in applications to online tools. Technical Writing Unit-1 Teaching Hours:7 The unit will analyze the importance of identifying the target audience or Introduction end-users of the Technical content, the purpose of the target audience with The unit will engage with the technical and/or scientific writing at a basic regard to the content, and the research that should be employed towards the level, discuss technical writing process and related genres, and critically same. The lesson will help the learners plan, draft and revise the technical analyze the need and scope for technical writing as a necessary professional and/or scientific content with valid prior assessments of the vital criteria. skill, in the form of email, business letters, and other such correspondences. •Evaluate the audience or end users for technical and/or scientific writing. •Introduction to technical/scientific writing •Analyse the Document Adaptability of Primary, secondary and tertiary end •Writing in the Professional set-up users.

•Structure of the Formal Communication Avenues •Decipher and Apply the Research Methods for technical and/or scientific Unit-2 Teaching Hours:12 writing. Teaching Hours:2 Writing Style, Content Review and Copy- Unit-5 Graphics, Page Design and Layout in Edit Technical Writing The unit will engage with the technical and/or scientific writing at the The unit will teach graphical aids (including tables and figures), page design pragmatic level. The lesson will help the learners understand the nuances of and layout related techniques. The lesson will enhance the learner’s visual Content review and copy-editing skills. The learners will also identify and aid, page design and layout application skills for the technical and/or apply the strategies for editing documents and standard proofreading. scientific content that they develop. •Introduction to Writing style, Copy editing and Reviewing •Assessment and application of tables and figures (including charts and •Discussion on Writing Styles for Technical/Scientific writing illustrations) and best practices for integrating them into a technical and/or https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 7/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 8/178

Page - 9 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… scientific document.

•Definitions and examples of page design and layout and best practices for integrating them into a technical and/or scientific document. Unit-6 Teaching Hours:8 Online Content and Oral Presentations in

Technical Writing The unit will examine the nuances of technical writing for online portals. The lesson will also study the techniques of oral presentations for technical and/or scientific content. •Examine the nuances of online media and technical content writing

•Analyse and evaluate concepts, strategies and supplementary aids for oral presentations. Text Books And Reference Books: Markel, M. Practical strategies for technical communication. (Boston, 2013).

Diana Hacker and Nancy Sommers, A Writer’s Reference

Martha Kolln & Loretta Gray, Rhetorical Grammar: Grammatical Choices, Rhetorical Effects (7th ed.) Essential Reading / Recommended Reading

Markel, M. Practical strategies for technical communication. (Boston, 2013).

Diana Hacker and Nancy Sommers, A Writer’s Reference

Martha Kolln & Loretta Gray, Rhetorical Grammar: Grammatical Choices, Rhetorical Effects (7th ed.) https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 9/178

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•Definitions and examples of page design and layout and best practices for Every module will require a practical assignment which is graded to integrating them into a technical and/or scientific document. demonstrate an understanding of the topics discussed. The Unit-6 Teaching Hours:8 assignment could be individually maintained or collaborative, depending on the class dynamics and size (20 marks). Online Content and Oral Presentations in

Technical Writing The unit will examine the nuances of technical writing for online portals. End Semester: Project Submission The lesson will also study the techniques of oral presentations for technical and/or scientific content. The Project can be a combination of various scientific or technical •Examine the nuances of online media and technical content writing content documents that are created by the students individually and it could vary from content copy-edit and/or content review and/or content creation. This form of assessment allows for a learner to apply the course knowledge as they develop their technical writing •Analyse and evaluate concepts, strategies and supplementary aids for oral skills (30Marks). presentations. Text Books And Reference Books: The written evaluation to understand the theoretical knowledge of Markel, M. Practical strategies for technical communication. the students in lieu of the course. (100 marks). (Boston, 2013).

MEL111N - TECHNICAL WRITING (2020 Batch) Diana Hacker and Nancy Sommers, A Writer’s Reference No of Lecture Total Teaching Hours for Semester:45 Hours/Week:3 Max Marks:50 Credits:3 Martha Kolln & Loretta Gray, Rhetorical Grammar: Grammatical Course Objectives/Course Description The course aspires to enable the learners to develop rhetorical and Choices, Rhetorical Effects (7th ed.) professional competencies to plan, draft, revise, edit and produce scientific Essential Reading / Recommended Reading and/or technical documents by employing the appropriate research methods as well as comprehending the ethical standards for the same. The focal point Markel, M. Practical strategies for technical communication. of the course will be on technical writing. However, oral communication of (Boston, 2013). scientific and technical information will also form a vital component of the course. As the paper is intended to add value to the learners’ professional skills, the prescribed readings and the mode of assessment endeavour to embed as well as extend the course on technical writing within and beyond the syllabus. Diana Hacker and Nancy Sommers, A Writer’s Reference To create scientific and/or technical documents with rhetorical and professional competencies. To understand the legal and ethical considerations for creating the technical and/or scientific documents. To correspond in professional environments equipped with skills in Martha Kolln & Loretta Gray, Rhetorical Grammar: Grammatical content creation, copyedit as well as content review. Choices, Rhetorical Effects (7th ed.) https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 9/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 10/178

Page - 11 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… Learning Outcome A student should be able to copyedit, critically review and also produce technical and/or scientific documents for professional purposes. The ability to master this skill will enhance the students’ chances of employability as a technical writer or content editor at organizations that necessitate learning and content development. The student should be equipped to create content catering to varied spheres, ranging from scientific products to technical applications to online tools.

• Introduction to technical/scientific writing • Writing in the Professional set-up • Structure of the Formal Communication Avenues Unit-2 Teaching Hours:12 Writing Style, Content Review and Copy-

• Introduction to Writing style, Copy editing and Reviewing

• Discussion on Writing Styles for Technical/Scientific writing

• The Need for Reviewing and copyediting in the Professional set-up

• Technical and/or scientific Language, Grammar and Punctuation Review

• Copyediting and Reviewing the technical documents Unit-3 Teaching Hours:4 Ethics in Technical Writing The unit will analyze the ethical and legal considerations with the technical and/or scientific writing through discussions and critical analysis. The lesson will help the learners understand the need for understanding the ethical and legal criteria for technical and/or scientific writing.

• Examining the Ethical and legal considerations of technical writing Unit-4 Teaching Hours:7 Target Audience, Motive and Research in

Technical Writing https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 11/178

Page - 12 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… Learning Outcome The unit will analyze the importance of identifying the target audience or A student should be able to copyedit, critically review and also produce end-users of the Technical content, the purpose of the target audience with technical and/or scientific documents for professional purposes. The ability regard to the content, and the research that should be employed towards the to master this skill will enhance the students’ chances of employability as a same. The lesson will help the learners plan, draft and revise the technical technical writer or content editor at organizations that necessitate learning and/or scientific content with valid prior assessments of the vital criteria. and content development. The student should be equipped to create content catering to varied spheres, ranging from scientific products to technical • Evaluate the audience or end users for technical and/or scientific applications to online tools. writing. • Analyse the Document Adaptability of Primary, secondary and Unit-1 Teaching Hours:7 tertiary end users. Introduction • Decipher and Apply the Research Methods for technical and/or The unit will engage with the technical and/or scientific writing at a basic scientific writing. level, discuss technical writing process and related genres, and critically analyze the need and scope for technical writing as a necessary professional Unit-5 Teaching Hours:7 skill, in the form of email, business letters, and other such correspondences. Graphics, Page Design and Layout in

Technical Writing • Introduction to technical/scientific writing The unit will teach graphical aids (including tables and figures), page design • Writing in the Professional set-up and layout related techniques. The lesson will enhance the learner’s visual • Structure of the Formal Communication Avenues aid, page design and layout application skills for the technical and/or Unit-2 Teaching Hours:12 scientific content that they develop. Writing Style, Content Review and Copy- • Assessment and application of tables and figures (including charts Edit and illustrations) and best practices for integrating them into a technical The unit will engage with the technical and/or scientific writing at the and/or scientific document. pragmatic level. The lesson will help the learners understand the nuances of Content review and copy-editing skills. The learners will also identify and • Definitions and examples of page design and layout and best apply the strategies for editing documents and standard proofreading. practices for integrating them into a technical and/or scientific document. Unit-6 Teaching Hours:8 • Introduction to Writing style, Copy editing and Reviewing Online Content and Oral Presentations in

• Discussion on Writing Styles for Technical/Scientific writing Technical Writing The unit will examine the nuances of technical writing for online portals. • The Need for Reviewing and copyediting in the Professional set-up The lesson will also study the techniques of oral presentations for technical and/or scientific content. • Technical and/or scientific Language, Grammar and Punctuation Review • Examine the nuances of online media and technical content writing

• Copyediting and Reviewing the technical documents • Analyse and evaluate concepts, strategies and supplementary aids for Unit-3 Teaching Hours:4 oral presentations. Ethics in Technical Writing Text Books And Reference Books: The unit will analyze the ethical and legal considerations with the technical Markel, M. Practical strategies for technical communication. (Boston, and/or scientific writing through discussions and critical analysis. The lesson 2013). will help the learners understand the need for understanding the ethical and Diana Hacker and Nancy Sommers, A Writer’s Reference legal criteria for technical and/or scientific writing. Martha Kolln & Loretta Gray, Rhetorical Grammar: Grammatical Choices, Rhetorical Effects (7th ed.) • Examining the Ethical and legal considerations of technical writing Unit-4 Teaching Hours:7 Essential Reading / Recommended Reading Target Audience, Motive and Research in

Technical Writing As suggested by the course instructor. Evaluation Pattern https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 11/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 12/178

Page - 13 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… Every module will require a practical assignment which is graded to demonstrate an understanding of the topics discussed. The assignment could be individually maintained or collaborative, depending on the class dynamics and size (20 marks).

End Semester: Project Submission

The Project can be a combination of various scientific or technical content documents that are created by the students individually and it could vary from content copy-edit and/or content review and/or content creation. This form of assessment allows for a learner to apply the course knowledge as they develop their technical writing skills (30Marks).

The written evaluation to understand the theoretical knowledge of the students in lieu of the course. (50 marks). MEL131N - BRITISH LITERATURE I: CRITICAL READINGS (2020 Batch)

No of Lecture Total Teaching Hours for Semester:60 Hours/Week:4 Max Marks:100 Credits:4 Course Objectives/Course Description This is a survey course that studies a selection of British texts and their contexts. Chronologically this paper introduces literatureof medieval through early post French Revolution Britain, from the earliest written English poems, such as Beowulf to select texts of the Romantic era. Students learn to read this literature both formally and culturally, in relation to the charged and constantly changing social, political, religious, and linguistic landscape of pre-modern Britain. The syllabus attends to the early history of literary forms, to the developing idea of a vernacular literary canon, and to the category of the literary and canon itself. This paper actively engages students in the critical reading process-to read, comprehend, respond to, analyze, interpret, evaluate and appreciate a wide variety of fiction, nonfiction and poetic texts.

Course Objectives

· Be able to extend beyond basic comprehension of a text in order to evaluate and appraise its themes, motifs, characters, and structure.

· Participate in theoretical discussions about the text and produce extended written arguments regarding themes, motifs, characterization, etc.

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Every module will require a practical assignment which is graded to · Develop proficiency in written analysis demonstrating the ability to develop demonstrate an understanding of the topics discussed. The assignment could and expand upon ideas which support a clear and well formulated thesis. be individually maintained or collaborative, depending on the class dynamics and size (20 marks).

End Semester: Project Submission · Follow MLA style in formatting text and citing sources.

The Project can be a combination of various scientific or technical content documents that are created by the students individually and it could vary from content copy-edit and/or content review and/or content creation. This · Demonstrate awareness of rhetorical and grammatical conventions in all form of assessment allows for a learner to apply the course knowledge as written assignments. they develop their technical writing skills (30Marks).

The written evaluation to understand the theoretical knowledge of the students in lieu of the course. (50 marks). · Understand the relevant social, historical, and artistic contexts of these MEL131N - BRITISH LITERATURE I: literary works. (2020 Batch) CRITICAL READINGS No of Lecture Learning Outcome Total Teaching Hours for Semester:60 Hours/Week:4 Students will demonstrate:

Max Marks:100 Credits:4 · The ability to read complex texts, closely and accurately. Course Objectives/Course Description This is a survey course that studies a selection of British texts and their · The ability to comprehend both traditional and contemporary contexts. Chronologically this paper introduces literatureof medieval through schools/methods of critical theory and apply them to literary texts to early post French Revolution Britain, from the earliest written English generate relevant interpretations. poems, such as Beowulf to select texts of the Romantic era. Students learn to read this literature both formally and culturally, in relation to the charged and · The knowledge of literary history of particular periods of British literature. constantly changing social, political, religious, and linguistic landscape of pre-modern Britain. The syllabus attends to the early history of literary · The ability to effectively conduct literary research. forms, to the developing idea of a vernacular literary canon, and to the category of the literary and canon itself. This paper actively engages students · The ability to write clear, grammatically correct prose for a variety of in the critical reading process-to read, comprehend, respond to, analyze, purposes besides literary analysis. interpret, evaluate and appreciate a wide variety of fiction, nonfiction and Unit-1 Teaching Hours:15 poetic texts. Demons, Dragons and Heroes This is a survey of medieval British literature from the 7th c. through the 15th c. Unit 1 will help learners to describe the cultural hallmarks of the Course Objectives English Middle Ages that define it as a distinct period, while also pointing out the problematic of trying to separate it from the Renaissance or Early Modern period (usually identified with the sixteenth and seventeenth centuries in England). The learners will find significant continuities as well · Be able to extend beyond basic comprehension of a text in order to evaluate as differences between the medieval past and modernity, problematizing the and appraise its themes, motifs, characters, and structure. notion of a sudden “Rebirth” of England. Instead of stereotypical notions of the Middle Ages as the nostalgic view of a simpler time of great faith and communal living with knights in shining armor and devout pilgrims, or the caricature of a barbaric and benighted time of reckless violence, superstition, and provincialism, the unit will reconstruct a more heterogeneous British · Participate in theoretical discussions about the text and produce extended written arguments regarding themes, motifs, characterization, etc. Middle Age with both its riches and its shortcomings, while uncovering the many ways in which the Middle Ages continue to shape and inform current ideas, values, beliefs, etc. https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 13/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 14/178

Page - 15 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… Key Concepts and Movements: Medieval Times, Anglo Saxon Literature, Literary forms- Heroic Poems, Elegy, Lais, Verse Romance, Allegorical Dream Vision, Estate Satires, Literary Confessions, Spiritual Autobiography, Miracle, Mystery and Morality Plays, Literary Devices – Alliteration, apposition, meter, end rhyme, Tropes- epithet, blazon, affected modesty topos, personification and Irony

· NAEL Introduction to the Middle Ages (PP 3-28)

· Who is a medieval literature author? JSTOR article - SLB

· Excerpts- Caedmon’s hymn, Beowulf, Marie de France- Milun, Pearl Poet- Sir Gawain and the Green Knight

· Excerpts- Malory- Morte D'arthur,

· Mary Hoffman from Women of Camelot,- SLB

· Article- King Arthur as Christian and Pagan - SLB

· Excerpts- William Langland- Piers Ploughman -The Prologue

· John Ball- When Adam delved and Eve span...

· Chaucer- Wife of Bath’s Prologue, Excerpt- The Franklin’s Tale

· Excerpts -Margery Kempe- The Book of Margery Kempe

· Excerpts- The Wakefield Second shepherds Play, Everyman - SLC Unit-2 Teaching Hours:15 Renaissance This unit focuses on Renaissance and marks a difference between the Italian Renaissance and the English Renaissance. The great age of English literary awakening, this period is also called Elizabethan Age. The new culture was refined by other European influences mainly Italian followed by French and Spanish. The evolution of the theatre, novels and religious poetry are results of Italian encounters. Reformation marks a break from this influence and the need to establish an English national character which was an antithesis to the Italian character. Unlike the medieval age, patriotism became the guiding force which desired to monopolize God and resulted in the triumph of Protestantism. The written works of England became as successful as their voyages, discoveries and political conquests in the sixteenth century. The emergence of English poetry intoxicated with the newness of metre and the freshness of vocabulary.

Key Concepts and Movements: Renaissance, Reformation, Humanism, Anglicanism, English Theatre, Greek Tragedy and Comedy, Bible Translations, Protestantism, The Dissolution of Monasteries, University Wits, Puritanism, Sonnets, Epic, Metaphysical poetry, Royal Society of London, Oliver Cromwell and British Commonwealth.

· Excerpts from Utopia, Thomas More https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 15/178

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Key Concepts and Movements: Medieval Times, Anglo Saxon Literature, · Excerpts from Apologie for Poetry Philip Sydney Literary forms- Heroic Poems, Elegy, Lais, Verse Romance, Allegorical Dream Vision, Estate Satires, Literary Confessions, Spiritual Autobiography, · Epithalamion , Edmund Spenser Miracle, Mystery and Morality Plays, Literary Devices – Alliteration, apposition, meter, end rhyme, Tropes- epithet, blazon, affected modesty · Dr. Faustus Christopher Marlowe- Select monologues - SLC topos, personification and Irony · Hamlet William Shakespeare · NAEL Introduction to the Middle Ages (PP 3-28) · “Of Truth” Francis Bacon · Who is a medieval literature author? JSTOR article - SLB · John Milton L’Allegro and Il Penseroso · Excerpts- Caedmon’s hymn, Beowulf, Marie de France- Milun, Pearl Poet- Sir Gawain and the Green Knight · Andrew Marvell To His Coy Mistress Unit-3 Teaching Hours:15 · Excerpts- Malory- Morte D'arthur, Neo Classical Age · Mary Hoffman from Women of Camelot,- SLB In continuation with the survey of British social history, this unit deals with the latter half of the seventeenth century after the restoration of the · Article- King Arthur as Christian and Pagan - SLB monarchy to Charles II. As is characteristic of the age, a new revival of classics (neoclassical) by the learned men of letters made it an Age of · Excerpts- William Langland- Piers Ploughman -The Prologue Reason. The spirit of enquiry popularized by the influence of Renaissance gave impetus to empirical experience. The intellectual vigour made people · John Ball- When Adam delved and Eve span... move away from orthodoxy and the literate middle class even the poor felt dogmatism to be dangerous. A ‘homogenous coterie audience’ gave rise to · Chaucer- Wife of Bath’s Prologue, Excerpt- The Franklin’s Tale Comedy of Manners. The Church of England became very powerful with its sacrament. The emergence of the political parties due to the decline of · Excerpts -Margery Kempe- The Book of Margery Kempe confidence in the monarchy (James I being catholic) and the civil war had its impact on literature. The latter half of the seventeenth century saw the · Excerpts- The Wakefield Second shepherds Play, Everyman - SLC emergence of a new genre of writing called the novel. There was a need to respect private and individual life as is evident in the writings of diaries and Teaching Hours:15 Unit-2 letters. Renaissance This unit focuses on Renaissance and marks a difference between the Italian Key Concepts and Movements: Reaction to Puritanism, Heroic couplet, Renaissance and the English Renaissance. The great age of English literary prose allegories, Coffee houses of London, Restoration Comedy, town awakening, this period is also called Elizabethan Age. The new culture was poetry, (high and low verse), mock-epic, The Rise of the Novel, travelogues, refined by other European influences mainly Italian followed by French and Journalistic writing, diaries, The Whigs and the Tories. Spanish. The evolution of the theatre, novels and religious poetry are results of Italian encounters. Reformation marks a break from this influence and the · Macflecknoe (Part I) John Dryden need to establish an English national character which was an antithesis to the Italian character. Unlike the medieval age, patriotism became the guiding · Excerpts from Hudibras Samuel Butler (delete) force which desired to monopolize God and resulted in the triumph of Protestantism. The written works of England became as successful as their · John Bunyan The Pilgrim’s Progress(Chapter one and final Chapter) - SLC voyages, discoveries and political conquests in the sixteenth century. The emergence of English poetry intoxicated with the newness of metre and the · Samuel Pepys Excerpts from Diary freshness of vocabulary. · Alexander Pope Preface to Epistle to Dr. Arbuthnot Key Concepts and Movements: Renaissance, Reformation, Humanism, Anglicanism, English Theatre, Greek Tragedy and Comedy, Bible · Daniel Defoe Journal of the Plague Year- Excerpts Translations, Protestantism, The Dissolution of Monasteries, University Wits, Puritanism, Sonnets, Epic, Metaphysical poetry, Royal Society of · Jonathan Swift excerpts from The Travels London, Oliver Cromwell and British Commonwealth. · Oliver Goldsmith -She Stoops to Conquer · Excerpts from Utopia, Thomas More Unit-4 Teaching Hours:15 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 15/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 16/178

Page - 17 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… Romantic Age In the aftermath of the French Revolution, ideas of equality, liberty and fraternity found echoes in literature and the arts across Europe. Romanticism thus emerged as a differential aesthetic which radically rethought the purpose and meaning of literature, emphasizing connections with nature and society. The transcendental and sublime were extensively explored by Romantic poets who highlighted imagination as a powerful approach to realizing the world in subjective terms. Poetic language and diction became more accessible and ushered in the spirit of democracy in Literature. The Gothic Novel and the Novel of Romance and Sensibility alike introduced more women writers into popular fiction.

Key Concepts and Movements: Revolution and reaction, Spirit of the age, Romanticism as an aesthetic category, The Romantic Novel

· William Blake: “The Tyger”/ “The Poison Tree”

· Percy Bysshe Shelley: “Ode to the West Wind”

· Preface to The Lyrical Ballads

· William Wordsworth: The World is too Much With Us

· Lord Byron: She Walks in Beauty

· William Hazlitt: Excerpts from “The spirit of the Age”

· John Keats: “Ode upon a Grecian Urn”

· Coleridge: “Kubla Khan”

· Jane Austen: Pride and Prejudice - SLC Text Books And Reference Books:

The Norton Anthology of English Literature. 10th edition

Self-Learning Matrix:

SLA: Reading

SLB: Reading and Discussion

SLC: Reading, Discussion and Assessment

Essential Reading / Recommended Reading

1. Attridge, Derek. The Rhythms of English Poetry, 1982 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 17/178

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Romantic Age 2. Baugh, Albert. A Literary History of England, 1967 In the aftermath of the French Revolution, ideas of equality, liberty and fraternity found echoes in literature and the arts across Europe. Romanticism 3. Brantlinger, Patrick. Rule of Darkness: British Literature and Imperialism, thus emerged as a differential aesthetic which radically rethought the 1830-1914, 1988 purpose and meaning of literature, emphasizing connections with nature and society. The transcendental and sublime were extensively explored by Romantic poets who highlighted imagination as a powerful approach to 4. Conrad, Peter. Modern Times, Modern Places. 1998 realizing the world in subjective terms. Poetic language and diction became more accessible and ushered in the spirit of democracy in Literature. The 5. Doody, Margaret. The True Story of the Novel. 1996 Gothic Novel and the Novel of Romance and Sensibility alike introduced more women writers into popular fiction. 6. Ellmann, Richard and Feidelson, Charles (ed.)The Modern Tradition: Key Concepts and Movements: Revolution and reaction, Spirit of the age, Backgrounds of Modern Literature, 1965 Romanticism as an aesthetic category, The Romantic Novel 7. Pinsky, Robert. The Sounds of Poetry: A Brief Guide, 1998 · William Blake: “The Tyger”/ “The Poison Tree”

8. Poovey, Mary. Making a Social Body: British Cultural Formation, 1830- · Percy Bysshe Shelley: “Ode to the West Wind” 1864, 1995

· Preface to The Lyrical Ballads 9. Watt, Ian. The Rise of the Novel, 1957 · William Wordsworth: The World is too Much With Us 10. Bradley, A C. Shakespearean Tragedy · Lord Byron: She Walks in Beauty

11. Wilson, F P. The English Drama · William Hazlitt: Excerpts from “The spirit of the Age”

· John Keats: “Ode upon a Grecian Urn” 12. Tomlinson, T. B. A Study of Elizabethan and Jacobean Tragedy

· Coleridge: “Kubla Khan” 13. Walker, Hugh. English Essays and Essayists Evaluation Pattern · Jane Austen: Pride and Prejudice - SLC Text Books And Reference Books: CIA I and III can be either written analysis / presentation of a movement or dominant idea of the time, literary quiz or debates or seminar / panel The Norton Anthology of English Literature. 10th edition discussions.

Mid-semester exam will be a written paper on the modules covered for 50 marks (5 questions out of 8, 10 marks each) Self-Learning Matrix: End semester exam: One Section: Five questions carrying 20 marks to be answered out of eight.

SLA: Reading MEL132 - AMERICAN LITERATURE: VOICES FROM THE NATION (2020 Batch) SLB: Reading and Discussion Total Teaching Hours for No of Lecture SLC: Reading, Discussion and Assessment Semester:60 Hours/Week:4 Max Marks:100 Credits:4 Course Objectives/Course Essential Reading / Recommended Reading Description 1. Attridge, Derek. The Rhythms of English Poetry, 1982 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 17/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 18/178

Page - 19 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… Course Description The course offers a survey of American Literature from the Beginning to the Contemporary time period. It attempts to map out the socio-political and cultural domains of the Nation from its formative years to the struggle and shaping and forging of an American ethos across centuries. The syllabus has a vast representation from all forms of literature, thus giving learners the opportunity to have a dialogue with oral, written and audio-visual texts that zooms one’s vision to the intricate mixture of identities and aesthetic sensibilities of the ages; from ‘melting pot’ to ‘salad bowl’ culture. The uniqueness of the syllabus lies in the selection of the texts under each period which attempts to help the learners understand the nature and composition of literatures across times.

Course Objectives The course intends to enable learners to: •Critically appreciate literary texts •Systematically study the pattern in the historicity of America leading to Nation formation •Understand the uniqueness and singular identities that many writers of America have

•Interact with the richness of culture and concepts that the various literatures represent

Learning Outcome Learning Outcomes By the end of the course, learners will be able to: •Demonstrate familiarity with fundamental terminology and concepts relevant to the analysis of American literature. •Demonstrate critical thinking skills to understand texts. •Identify and appreciate the language of expression present in the various selections presented. https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 19/178

Page - 20 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… Course Description •Demonstrate the ability to formulate a thesis through readings and support it The course offers a survey of American Literature from the Beginning to the with evidence and argumentation. Contemporary time period. It attempts to map out the socio-political and cultural domains of the Nation from its formative years to the struggle and Unit-1 Teaching shaping and forging of an American ethos across centuries. The syllabus has Hours:10 a vast representation from all forms of literature, thus giving learners the xploring Origins, Contact Zone and American opportunity to have a dialogue with oral, written and audio-visual texts that Revolution (Native American ? 1820) zooms one’s vision to the intricate mixture of identities and aesthetic Unit Description sensibilities of the ages; from ‘melting pot’ to ‘salad bowl’ culture. The The unit introduces the learners to the history of Native America and the first uniqueness of the syllabus lies in the selection of the texts under each period stories of nation formation. The focus of this unit will be on the history of which attempts to help the learners understand the nature and composition of settlers, invaders and colonizers. The unit aims to help learners understand literatures across times. how the initial settlements, invasions and establishment of colonies shaped the nation formation. An overview of the entry of Columbus, John Smith and others will enable us to establish the history. The unit will focus on the

Course Objectives Enlightenment period with specific reference to religion and science. The The course intends to enable learners to: unit will also highlight the American Revolution, the expansion of the •Critically appreciate literary texts nation, democracy formation, the thirteen colonies and American •Systematically study the pattern in the historicity of America leading to Independence. Nation formation •Understand the uniqueness and singular identities that many writers of America have •“The Iroquois Creation Story” •Jan van der Straet, called Stradanus - Discovery of America: Vespucci Landing in America ca. 1587–89

•Interact with the richness of culture and concepts that the various literatures •Bartolome De Las Casas – Excerpt from An Account, Much Abbreviated, represent of the Destruction of the Indies- SLA •Thomas Paine – “In What the True Revelation Consists” •Excerpts from The Declaration of Independence Learning Outcome Learning Outcomes By the end of the course, learners will be able to: Unit-2 Teaching Hours:20 •Demonstrate familiarity with fundamental terminology and concepts Creating an American Idiom and New relevant to the analysis of American literature. Trajectories (1820- 1914) •Demonstrate critical thinking skills to understand texts. The unit will highlight the major changes with expansion of the nation. •Identify and appreciate the language of expression present in the various Racism would be discussed. The focus will be on Civil war and other major selections presented. https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 19/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 20/178

Page - 21 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… movements with regards to philosophy and literature- Transcendentalism, romanticism and dark romanticism.

•Longfellow – “A Psalm of Life” •Emerson – “Brahma” •Edgar Allan Poe – “The Cask of Amontillado” - SLC •Herman Melville - Moby Dick (Audio-visual text - 1956) •Frederick Douglass – Excerpt from The claims of the Negro Ethnologically Considered (Reference to Paul Laurence Dunbar – “Frederick Douglass” - SLA) •Abraham Lincoln – “Gettysburg Address” (Audio text) •Emily Dickinson – “My Life had Stood a Loaded Gun” •Walt Whitman – “One's Self I Sing” •Mark Twain - “The Celebrated Jumping Frog of Calaveras County” - SLC

Unit-3 Teaching Hours:15 Modernism: Breaking/ Re-envisioning

Traditions (1914 -1945) The unit will focus on the new forms in literature, Afro-American writers, key movements like Harlem Renaissance and the American Dream. The central theme will also be World War and its effects on the psyche of the people of the nation. The fundamental idea of modernism and its influence on literature will be highlighted.

•Robert Frost – “Fire and Ice” •Sandburg – “Cool Tombs” •Wallace Stevens – “Of Modern Poetry” •William Carlos Williams - “The red wheelbarrow” and “This is Just to Say” - SLC •Ezra Pound – “In a Station of the Metro” and “A Pact” - SLC • Zora Neal Hurston – “How it feels to be Colored me” •E.E.Cummings – “The Grasshopper” https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 21/178

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•Longfellow – “A Psalm of Life” • F. Scott Fitzgerald - The Great Gatsby •Emerson – “Brahma”

•Edgar Allan Poe – “The Cask of Amontillado” - SLC Unit-4 Teaching •Herman Melville - Moby Dick (Audio-visual text - 1956) Hours:15 •Frederick Douglass – Excerpt from The claims of the Negro Ethnologically Coming of Age Literature (1945 - present) Considered (Reference to Paul Laurence Dunbar – “Frederick Douglass” - SLA) The unit will cover the post war effect on the nation. The American psyche •Abraham Lincoln – “Gettysburg Address” (Audio text) which underwent a metamorphosis post world war and emerged as the •Emily Dickinson – “My Life had Stood a Loaded Gun” superpower will be central to this unit. This unit has a wide range of texts to •Walt Whitman – “One's Self I Sing” be discussed with specific reference to the contexts. •Mark Twain - “The Celebrated Jumping Frog of Calaveras County” - SLC

Teaching Unit-3 •Allen Ginsberg – “A Desolation” Hours:15 Modernism: Breaking/ Re-envisioning •Arthur Miller – Crucible

Traditions (1914 -1945) •Gwendolyn Brooks – “Kitchenette Building” The unit will focus on the new forms in literature, Afro-American writers, •Anne Sexton – “The Black Art” key movements like Harlem Renaissance and the American Dream. The •Hunter S Thompson – Excerpt from Generation of Swine: Tales of Shame central theme will also be World War and its effects on the psyche of the and Degradation in the '80's (Amazon) – SLB people of the nation. The fundamental idea of modernism and its influence •Bob Dylan – “All along the Watchtower” on literature will be highlighted.

•Barack H. Obama - Speech at 2004 DNC Convention •Robert Frost – “Fire and Ice”

•Sandburg – “Cool Tombs” Text Books And Reference Books: •Wallace Stevens – “Of Modern Poetry” •William Carlos Williams - “The red wheelbarrow” and “This is Just to Say” - SLC The Norton Anthology of American Literature. 9th ed •Ezra Pound – “In a Station of the Metro” and “A Pact” - SLC Essential Reading / Recommended Reading • Zora Neal Hurston – “How it feels to be Colored me” Required Reading •E.E.Cummings – “The Grasshopper” https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 21/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 22/178

Page - 23 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… American Literature, Volume 1: Colonial and Early National Writing, (ed) Darrel Abel. American Literature, Volume 2: Literature of the Atlantic Culture, (ed) Darrel Abel. Recent American Literature to 1930, (ed) Heiney and Downs Lenthiel H, Volume 3; Barron’s Educational Series Recent American Literature After 1930, (ed) Heiney and Downs, Lenthiel H. Volume 4; Barron’s Educational Series Literary History of The United States. (ed) Spiller, Thorp, Johnson, Canby, Ludwig, Third Edition: Revised; Amerind Publishing Co. Pvt. Ltd. The Heath Anthology of American Literature, Volume 1, Second Edition; (ed) Lauter, Yarborough et al, Heath The Harper American Literature, Compact Edition; (ed) McQuade, Atwan et al, Harper and Row

Recommended Reading

Anne Bradstreet: from Contemplations Sarah Kemble Knight : The journal of Madame Knight Philip Freneau : The Indian Student or Force of Nature Washington Irving : From A History of New York James Fenimore Cooper : From The Last of the Mohicans William Apess: An Indian’s Looking-Glass for the White Man Herman Melville: The Paradise of Bachelors and The Tartarus of Maids Sarah Margaret Fuller:“Woman in the Nineteenth Century” American Literature; Its position in the present time, and prospects for the future Sojourner Truth: Address to the first Annual Meeting of the American Equal Rights Association Frances Ellen Watkins Harper: The Colored People in America and the “Woman Question” Mariano Guadalupe Vallejo (1808-1890): An Account of the Gold Rush

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Page - 24 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… American Literature, Volume 1: Colonial and Early National Writing, (ed) Lydia Howard Huntley Sigourney (1791-1865):The suttee Darrel Abel. Sherwood Anderson: From Winesburg, Ohio American Literature, Volume 2: Literature of the Atlantic Culture, (ed) John Dos Passos: U.S.A Darrel Abel. Elizabeth Bishop: In the waiting room Recent American Literature to 1930, (ed) Heiney and Downs Lenthiel H, Sylvia Plath: Lady Lazarus Volume 3; Barron’s Educational Series Robert Lowell: Skunk hour Recent American Literature After 1930, (ed) Heiney and Downs, Lenthiel H. Alice Walker: The child who favoured daughter Volume 4; Barron’s Educational Series Adrienne Rich: Upper Broadway Literary History of The United States. (ed) Spiller, Thorp, Johnson, Canby, Gary Snyder: Sixth-month song in the foothills Ludwig, Vladimir Nabokov: Lolita Third Edition: Revised; Amerind Publishing Co. Pvt. Ltd. Ralph Ellison: Invisible Man The Heath Anthology of American Literature, Volume 1, Second Edition;

(ed) Lauter, Yarborough et al, Heath The Harper American Literature, Compact Edition; (ed) McQuade, Atwan et Thomas Pynchon: Entropy al, Harper and Row

Evaluation Pattern CIA I: The students are required to analyze any literary text based on Units 1 Recommended Reading & 2 and write an analytical essay reviewing and examining the text closely with reference to the socio-political context. The text chosen could be either Anne Bradstreet: from Contemplations teacher’s selection list or student choice based on the class dynamics. Sarah Kemble Knight : The journal of Madame Knight Philip Freneau : The Indian Student or Force of Nature

Washington Irving : From A History of New York CIA II: Mid-semester exam James Fenimore Cooper : From The Last of the Mohicans Short essays based on the texts 3x10 = 30 marks William Apess: An Indian’s Looking-Glass for the White Man Long essay may be based on a single text or comparison of texts with Herman Melville: The Paradise of Bachelors and The Tartarus of Maids reference to an age, phenomenon, movement or any socio-political Sarah Margaret Fuller:“Woman in the Nineteenth Century” discourse. 1 x 20= 20 marks American Literature; Its position in the present time, and prospects for the future

Sojourner Truth: Address to the first Annual Meeting of the American Equal CIA III: Students may base their assignment on Understanding America Rights Association through Hollywood, through Television shows, Advertisements, Paintings Frances Ellen Watkins Harper: The Colored People in America and the and the like and present their analysis in the form of an essay or display. The “Woman Question” assignment could be done in groups. Mariano Guadalupe Vallejo (1808-1890): An Account of the Gold Rush

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Page - 25 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… End Semester Exam Short Essay type 1- 4 x 10 = 40 (Short essays could be based on genre, context, concept / movement and the like, questions could also include comparison of texts) Essay type 2- 3 x 20 = 60 (Socio-Political discourse based questions)

MEL132N - AMERICAN LITERATURE: VOICES FROM THE NATION (2020 Batch)

No of Lecture Total Teaching Hours for Semester:60 Hours/Week:4 Max Marks:100 Credits:4 Course Objectives/Course Description The course offers a survey of American Literature from the Beginning to the Contemporary time period. It attempts to map out the socio-political and cultural domains of the Nation from its formative years to the struggle and shaping and forging of an American ethos across centuries. The syllabus has a vast representation from all forms of literature, thus giving learners the opportunity to have a dialogue with oral, written and audio-visual texts that zooms one’s vision to the intricate mixture of identities and aesthetic sensibilities of the ages; from ‘melting pot’ to ‘salad bowl’ culture. The uniqueness of the syllabus lies in the selection of the texts under each period which attempts to help the learners understand the nature and composition of literatures across times.

The course intends to enable learners to:

• Critically appreciate literary texts

• Systematically study the pattern in the historicity of America leading to Nation formation

• Understand the uniqueness and singular identities that many writers of America have

• Interact with the richness of culture and concepts that the various literatures represent Learning Outcome By the end of the course, learners will be able to:

• Demonstrate familiarity with fundamental terminology and concepts relevant to the analysis of American literature. https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 25/178

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Short Essay type 1- 4 x 10 = 40 (Short essays could be based on genre, • Identify and appreciate the language of expression present in the context, concept / movement and the like, questions could also include various selections presented. comparison of texts) • Demonstrate the ability to formulate a thesis through readings and Essay type 2- 3 x 20 = 60 (Socio-Political discourse based questions) support it with evidence and argumentation.

Unit-1 Teaching Hours:10 MEL132N - AMERICAN LITERATURE: VOICES Exploring Origins, Contact Zone and American

FROM THE NATION (2020 Batch) Revolution (Native American ? 1820) The unit introduces the learners to the history of Native America No of Lecture and the first stories of nation formation. The focus of this unit will Total Teaching Hours for Semester:60 Hours/Week:4 be on the history of settlers, invaders and colonizers. The unit aims Max Marks:100 Credits:4 to help learners understand how the initial settlements, invasions and establishment of colonies shaped the nation formation. An Course Objectives/Course Description overview of the entry of Columbus, John Smith and others will The course offers a survey of American Literature from the enable us to establish the history. The unit will focus on the Beginning to the Contemporary time period. It attempts to map out Enlightenment period with specific reference to religion and the socio-political and cultural domains of the Nation from its science. The unit will also highlight the American Revolution, the formative years to the struggle and shaping and forging of an expansion of the nation, democracy formation, the thirteen colonies American ethos across centuries. The syllabus has a vast and American Independence. representation from all forms of literature, thus giving learners the opportunity to have a dialogue with oral, written and audio-visual • “The Iroquois Creation Story” texts that zooms one’s vision to the intricate mixture of identities and aesthetic sensibilities of the ages; from ‘melting pot’ to ‘salad • Jan van der Straet, called Stradanus - Discovery of America: bowl’ culture. The uniqueness of the syllabus lies in the selection of Vespucci Landing in America ca. 1587–89 the texts under each period which attempts to help the learners understand the nature and composition of literatures across times. • Bartolome De Las Casas – Excerpt from An Account, Much Abbreviated, of the Destruction of the Indies- SLA The course intends to enable learners to: • Thomas Paine – “In What the True Revelation Consists” • Critically appreciate literary texts • Excerpts from The Declaration of Independence • Systematically study the pattern in the historicity of America Unit-2 Teaching leading to Nation formation Hours:20 Creating an American Idiom and New

• Understand the uniqueness and singular identities that many Trajectories (1820- 1914) writers of America have The unit will highlight the major changes with expansion of the • Interact with the richness of culture and concepts that the various nation. Racism would be discussed. The focus will be on Civil war literatures represent and other major movements with regards to philosophy and literature- Transcendentalism, romanticism and dark romanticism. Learning Outcome By the end of the course, learners will be able to: • Longfellow – “A Psalm of Life”

• Demonstrate familiarity with fundamental terminology and • Emerson – “Brahma” concepts relevant to the analysis of American literature. https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 25/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 26/178

Page - 27 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… • Edgar Allan Poe – “The Cask of Amontillado” - SLC

• Herman Melville - Moby Dick (Audio-visual text - 1956)

• Frederick Douglass – Excerpt from The claims of the Negro Ethnologically Considered (Reference to Paul Laurence Dunbar – “Frederick Douglass” - SLA)

• Abraham Lincoln – “Gettysburg Address” (Audio text)

• Emily Dickinson – “My Life had Stood a Loaded Gun”

• Walt Whitman – “One's Self I Sing”

• Mark Twain - “The Celebrated Jumping Frog of Calaveras County” - SLC Unit-3 Teaching Hours:15 Modernism: Breaking/ Re-envisioning

• Robert Frost – “Fire and Ice”

• Sandburg – “Cool Tombs”

• Wallace Stevens – “Of Modern Poetry”

• William Carlos Williams - “The red wheelbarrow” and “This is Just to Say” - SLC

• Ezra Pound – “In a Station of the Metro” and “A Pact” - SLC

• Zora Neal Hurston – “How it feels to be Colored me”

• E.E.Cummings – “The Grasshopper”

• Faulkner – “A Rose for Emily”

• Hemingway – “Hills Like White Elephants” - SLC

• F. Scott Fitzgerald - The Great Gatsby Unit-4 Teaching Hours:15 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 27/178

Page - 28 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… • Edgar Allan Poe – “The Cask of Amontillado” - SLC Coming of Age Literature (1945 - present) The unit will cover the post war effect on the nation. The American • Herman Melville - Moby Dick (Audio-visual text - 1956) psyche which underwent a metamorphosis post world war and emerged as the superpower will be central to this unit. This unit has • Frederick Douglass – Excerpt from The claims of the Negro a wide range of texts to be discussed with specific reference to the Ethnologically Considered (Reference to Paul Laurence Dunbar – contexts. “Frederick Douglass” - SLA) • Allen Ginsberg – “A Desolation” • Abraham Lincoln – “Gettysburg Address” (Audio text) • Arthur Miller – Crucible • Emily Dickinson – “My Life had Stood a Loaded Gun” • Gwendolyn Brooks – “Kitchenette Building” • Walt Whitman – “One's Self I Sing” • Anne Sexton – “The Black Art” • Mark Twain - “The Celebrated Jumping Frog of Calaveras County” - SLC • Hunter S Thompson – Excerpt from Generation of Swine: Tales of Unit-3 Teaching Shame and Degradation in the '80's (Amazon) – SLB Hours:15 Modernism: Breaking/ Re-envisioning • Bob Dylan – “All along the Watchtower” Traditions (1914 -1945) The unit will focus on the new forms in literature, Afro-American • Barack H. Obama - Speech at 2004 DNC Convention writers, key movements like Harlem Renaissance and the American Text Books And Reference Books: Dream. The central theme will also be World War and its effects on the psyche of the people of the nation. The fundamental idea of The Norton Anthology of American Literature. 9th ed modernism and its influence on literature will be highlighted. American Literature, Volume 1: Colonial and Early National • Robert Frost – “Fire and Ice” Writing, (ed) Darrel Abel.

• Sandburg – “Cool Tombs” American Literature, Volume 2: Literature of the Atlantic Culture, (ed) Darrel Abel. • Wallace Stevens – “Of Modern Poetry” Recent American Literature to 1930, (ed) Heiney and Downs • William Carlos Williams - “The red wheelbarrow” and “This is Lenthiel H, Volume 3; Barron’s Educational Series Just to Say” - SLC Recent American Literature After 1930, (ed) Heiney and Downs, • Ezra Pound – “In a Station of the Metro” and “A Pact” - SLC Lenthiel H. Volume 4; Barron’s Educational Series

• Zora Neal Hurston – “How it feels to be Colored me” Literary History of The United States. (ed) Spiller, Thorp, Johnson, Canby, Ludwig, • E.E.Cummings – “The Grasshopper” Third Edition: Revised; Amerind Publishing Co. Pvt. Ltd. • Faulkner – “A Rose for Emily” The Heath Anthology of American Literature, Volume 1, Second • Hemingway – “Hills Like White Elephants” - SLC Edition; (ed) Lauter, Yarborough et al, Heath

• F. Scott Fitzgerald - The Great Gatsby The Harper American Literature, Compact Edition; (ed) McQuade, Atwan et al, Harper and Row Unit-4 Teaching Hours:15 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 27/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 28/178

Page - 29 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… Self-Learning Matrix

SLA: Reading

SLB: Reading and Discussion

SLC: Reading, Discussion and Assessment

Students are expected to read the self-readingtexts before the discussion in class. These texts will be briefly analyzed in class with reference to the age and not dealt with in detail. The texts will provide the students with the literature necessary for understanding the socio-political and literary movements of America. The plays and novels will not be read in the classroom, but will be discussed during the class sessions. Essential Reading / Recommended Reading

Anne Bradstreet: from Contemplations

Sarah Kemble Knight : The journal of Madame Knight

Philip Freneau : The Indian Student or Force of Nature

Washington Irving : From A History of New York

James Fenimore Cooper : From The Last of the Mohicans

William Apess: An Indian’s Looking-Glass for the White Man

Herman Melville: The Paradise of Bachelors and The Tartarus of Maids

Sarah Margaret Fuller:“Woman in the Nineteenth Century”

American Literature; Its position in the present time, and prospects for the future

Sojourner Truth: Address to the first Annual Meeting of the American Equal Rights Association

Frances Ellen Watkins Harper: The Colored People in America and the “Woman Question”

Mariano Guadalupe Vallejo (1808-1890): An Account of the Gold Rush

Lydia Howard Huntley Sigourney (1791-1865):The suttee

Sherwood Anderson: From Winesburg, Ohio https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 29/178

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SLA: Reading Elizabeth Bishop: In the waiting room

SLB: Reading and Discussion Sylvia Plath: Lady Lazarus

SLC: Reading, Discussion and Assessment Robert Lowell: Skunk hour

Students are expected to read the self-readingtexts before the Alice Walker: The child who favoured daughter discussion in class. These texts will be briefly analyzed in class with reference to the age and not dealt with in detail. The texts will Adrienne Rich: Upper Broadway provide the students with the literature necessary for understanding the socio-political and literary movements of America. The plays Gary Snyder: Sixth-month song in the foothills and novels will not be read in the classroom, but will be discussed Vladimir Nabokov: Lolita during the class sessions. Essential Reading / Recommended Reading Ralph Ellison: Invisible Man

Anne Bradstreet: from Contemplations Thomas Pynchon: Entropy Sarah Kemble Knight : The journal of Madame Knight Evaluation Pattern CIA I: The students are required to analyze any literary text based Philip Freneau : The Indian Student or Force of Nature on Units 1 & 2 and write an analytical essay reviewing and Washington Irving : From A History of New York examining the text closely with reference to the socio-political context. The text chosen could be either teacher’s selection list or James Fenimore Cooper : From The Last of the Mohicans student choice based on the class dynamics.

William Apess: An Indian’s Looking-Glass for the White Man CIA II: Mid-semester exam

Herman Melville: The Paradise of Bachelors and The Tartarus of Short essays based on the texts 3x10 = 30 marks Maids Long essay may be based on a single text or comparison of texts Sarah Margaret Fuller:“Woman in the Nineteenth Century” with reference to an age, phenomenon, movement or any socio- political discourse. 1 x 20= 20 marks American Literature; Its position in the present time, and prospects for the future CIA III: Students may base their assignment on Understanding America through Hollywood, through Television shows, Sojourner Truth: Address to the first Annual Meeting of the Advertisements, Paintings and the like and present their analysis in American Equal Rights Association the form of an essay or display. The assignment could be done in groups. Frances Ellen Watkins Harper: The Colored People in America and the “Woman Question” End Semester Exam

Mariano Guadalupe Vallejo (1808-1890): An Account of the Gold Short Essay type 1- 4 x 10 = 40 (Short essays could be based on Rush genre, context, concept / movement and the like, questions could also include comparison of texts) Lydia Howard Huntley Sigourney (1791-1865):The suttee Essay type 2- 3 x 20 = 60 (Socio-Political discourse based Sherwood Anderson: From Winesburg, Ohio questions) (2020 Batch) https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 29/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020MEL133 - CRITICAL STUDIES 30/178

Page - 31 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… MEL133 - CRITICAL STUDIES (2020 Batch)

Course Objectives •To introduce students to diverse perspectives in literary criticism. •To encourage students to read primary texts. •To enable students to critically evaluate the contributions and limitations of key thinkers

•To enable students to critique the relevance of early principles of art evaluation to the contemporary times

Learning Outcome Learning Outcomes

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Page - 32 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… MEL133 - CRITICAL STUDIES (2020 Batch) •The student will have an overview of major thinkers and their contributions to the field of literary criticism. No of Lecture Total Teaching Hours for Semester:60 Hours/Week:4 •The student will attempt to encounter thinkers by approaching their primary Max Marks:100 Credits:4 sources. Course Objectives/Course Description •The student will develop the ability to question the relevance of some key Course Description critical positions. The critic is perhaps the author’s simultaneous ‘Other’. Art has perennially •The student will learn to summarise key arguments of an essay. been chased by certain philosophical questions like: What is the purpose of

Art? What is the role of the Artist? Has Art changed the world? True to the mysterious nature of art, it has not been able to dislodge these questions. On •The students will learn to apply some of these principles to their reading of the contrary, it thrives on continuously unpacking answers to these questions. literature. In so doing, every age has come up with its individual answers to some of Teaching Hours:15 these questions. That leads us to the next set of questions: How has the Unit-1 The beginnings of literary criticism nature and role of Art changed over the years? Does Art influence its The unit is an introduction to early developments in the area of intellectual and social environment or is Art a culmination, a product of its Western Literary Criticism and will look at issues related to socio-political times? literature and its criticism In this semester, we will look at discussions around the nature and purpose of Art. Our context of study will be focused on major trends that emerged in Europe, from the classical times to the beginning of the 20th century. •What is Literary criticism and literary theory?: Introductions from the Internet Encyclopedia of Philosophy and Norton Anthology.

•Plato: Republic - Books 3, 5, 7

Course Objectives •Aristotle’s Poetics: Books I-III •To introduce students to diverse perspectives in literary criticism. (Self-Study: Open Yale Courses - Dr. Paul H. Fry’s Lecture 1: •To encourage students to read primary texts. Introduction- SLB) •To enable students to critically evaluate the contributions and limitations of key thinkers Unit-2 Teaching Hours:15 The Humanist Tradition: From Medieval to

Victorian Criticism •To enable students to critique the relevance of early principles of art The unit is an overview of ideas around Art, Artist, World and Text as it evaluation to the contemporary times developed from the Medieval to Renaissance and Enlightenment and

Romantic and Victorian Theory and Criticism. All essays are from the Learning Outcome Norton Anthology. Learning Outcomes

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Page - 33 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… •Dante: The Letter to Can Grande •Sir Phillip Sydney: An Apology for Poetry •Samuel Johnson: From Preface to Shakespeare •William Wordsworth: Preface to Lyrical Ballads

•Matthew Arnold: Sweetness and Light from Culture and Anarchy

Unit-3 Teaching Hours:15 Literary Criticism in the 20th century The unit will focus on text-based approaches to literary studies – these were the first schools of literary thought that emerged in the 20th century

•Formalism and New Criticism : from Internet Encyclopedia of Philosophy •T.S. Eliot: Tradition and the Individual Talent (Norton Anthology) •Cleanth Brooks: The Language of Paradox •Wimsatt and Beardsley: Intentional and Affective Fallacies

(Self-study: Yale Open Courses: Dr. Paul H. Fry’s Lecture 6: the New Criticism and Western Formalisms and Lecture 7: Russian Formalism- SLB)

Unit-4 Teaching Hours:15 Structuralism and Post-structuralism The unit looks at the directions paved by Formalisms – we move from unified notions of literature to a challenging of these positions

•Structuralism and Post-structuralism. From Internet Encyclopedia of Philosophy. •Saussure: Course on General Linguistics. From the Norton Anthology •Roland Barthes: Elements of Semiology •Foucault: What is an Author? https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 33/178

Page - 34 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… •Dante: The Letter to Can Grande •Derrida: Structure, Sign and Play. •Sir Phillip Sydney: An Apology for Poetry

•Samuel Johnson: From Preface to Shakespeare •William Wordsworth: Preface to Lyrical Ballads (Self-study: Yale open Courses Lecture 8 – Semiotics and Structuralism - SLB)

•Matthew Arnold: Sweetness and Light from Culture and Anarchy Text Books And Reference Books: Leitch B. Vincent. Ed. The Norton Anthology of Theory and Criticism.

Unit-3 Teaching Hours:15 W.W. Norton Company, 2010. Literary Criticism in the 20th century Yale University’s Open Yale Courses: Introduction to the theory of The unit will focus on text-based approaches to literary studies – these were Literature: Dr. Paul H. fry’s Lecture Series the first schools of literary thought that emerged in the 20th century The Stanford Encyclopedia of Philosophy The Internet Encyclopedia of philosophy

•Formalism and New Criticism : from Internet Encyclopedia of Philosophy Essential Reading / Recommended Reading •T.S. Eliot: Tradition and the Individual Talent (Norton Anthology) Habib, M.A. R. A History of Literary Criticism: From Plato to the Present. •Cleanth Brooks: The Language of Paradox Wiley – Blackwell, 2011. •Wimsatt and Beardsley: Intentional and Affective Fallacies Waugh, Patricia. Ed. Literary Theory and Criticism. Oxford University

Press, 2006. Lavine, T. Z. From Socrates to Sartre: The Philosophic Quest. Bantam (Self-study: Yale Open Courses: Dr. Paul H. Fry’s Lecture 6: the New Books, U.S.A., 1984. Criticism and Western Formalisms and Lecture 7: Russian Formalism- SLB) Abrams, M.H.The Mirror and the Lamp: Romantic theory and the Literary Tradition. OUP. 1972

Unit-4 Teaching Hours:15 J.A. Cuddon: Dictionary of Literary Terms and Literary Theory Structuralism and Post-structuralism Jeremy hawthorn: A Glossary of Contemporary Literary Theory The unit looks at the directions paved by Formalisms – we move from unified notions of literature to a challenging of these positions Evaluation Pattern CIA I:NET / SET like objective questions on syllabus covered. This could be an online test. 20 marks •Structuralism and Post-structuralism. From Internet Encyclopedia of CIA II:A written test. One section – 5 questions out of 7 – 10 marks each. Philosophy. CIA III: A response paper that critiques formalism or an application of •Saussure: Course on General Linguistics. From the Norton Anthology Formalism to the reading of a poem. •Roland Barthes: Elements of Semiology •Foucault: What is an Author? https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 33/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 34/178

Page - 35 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… End Semester Exam: A written exam of 100 marks. 5 questions out of 8 carrying 20 marks each. MEL133N - CRITICAL STUDIES (2020 Batch)

No of Lecture Total Teaching Hours for Semester:60 Hours/Week:4 Max Marks:100 Credits:4 Course Objectives/Course Description Course Description The critic is perhaps the author?s simultaneous ? Other?. Art has perennially been chased by certain philosophical questions like: What is the purpose of Art? What is the role of the Artist? Has Art changed the world? True to the mysterious nature of art, it has not been able to dislodge these questions. On the contrary, it thrives on continuously unpacking answers to these questions. In so doing, every age has come up with its individual answers to some of these questions. That leads us to the next set of questions: How has the nature and role of Art changed over the years? Does Art influence its intellectual and social environment or is Art a culmination, a product of its socio-political times? In this semester, we will look at discussions around the nature and purpose of Art. Our context of study will be focused on major trends that emerged in Europe, from the classical times to the beginning of the 20th century. Course Objectives ?To introduce students to diverse perspectives in literary criticism. ?To encourage students to read primary texts. ?To enable students to critically evaluate the contributions and limitations of key thinkers ?To enable students to critique the relevance of early principles of art evaluation to the contemporary times Learning Outcome Learning Outcomes ?The student will have an overview of major thinkers and their contributions to the field of literary criticism. ? The student will attempt to encounter thinkers by approaching their primary sources. ?The student will develop the ability to question the relevance of some key critical positions. ?The student will learn to summarise key arguments of an essay. ?The students will learn to apply some of these principles to their reading of literature. Unit-1 Teaching Hours:15 The beginnings of literary criticism The unit is an introduction to early developments in the area of Western Literary Criticism and will look at issues related to literature and its criticism

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Page - 36 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… End Semester Exam: A written exam of 100 marks. 5 questions out of 8 carrying 20 marks each. •What is Literary criticism and literary theory?: Introductions from MEL133N - CRITICAL STUDIES (2020 Batch) the Internet Encyclopedia of Philosophy and Norton Anthology.

No of Lecture Total Teaching Hours for Semester:60 Hours/Week:4 •Plato: Republic - Books 3, 5, 7 Max Marks:100 Credits:4 Course Objectives/Course Description Course Description The critic is perhaps the author?s simultaneous ? Other?. Art has perennially been chased by certain philosophical •Aristotle’s Poetics: Books I-III questions like: What is the purpose of Art? What is the role of the

Artist? Has Art changed the world? True to the mysterious nature of art, it has not been able to dislodge these questions. On the contrary, it thrives on continuously unpacking answers to these questions. In so doing, every age has come up with its individual answers to some (Self-Study: Open Yale Courses - Dr. Paul H. Fry’s Lecture 1: of these questions. That leads us to the next set of questions: How Introduction- SLB) has the nature and role of Art changed over the years? Does Art Unit-2 Teaching Hours:15 influence its intellectual and social environment or is Art a The Humanist Tradition: From Medieval to culmination, a product of its socio-political times? In this semester, we will look at discussions around the nature and purpose of Art. Victorian Criticism Our context of study will be focused on major trends that emerged The unit is an overview of ideas around Art, Artist, World and Text in Europe, from the classical times to the beginning of the 20th as it developed from the Medieval to Renaissance and century. Course Objectives ?To introduce students to diverse Enlightenment and Romantic and Victorian Theory and Criticism. perspectives in literary criticism. ?To encourage students to read All essays are from the Norton Anthology. primary texts. ?To enable students to critically evaluate the contributions and limitations of key thinkers ?To enable students to critique the relevance of early principles of art evaluation to the contemporary times Learning Outcome •Dante: The Letter to Can Grande Learning Outcomes ?The student will have an overview of major thinkers and their contributions to the field of literary criticism. ? The student will attempt to encounter thinkers by approaching their primary sources. ?The student will develop the ability to question •Sir Phillip Sydney: An Apology for Poetry the relevance of some key critical positions. ?The student will learn to summarise key arguments of an essay. ?The students will learn to apply some of these principles to their reading of literature. •Samuel Johnson: From Preface to Shakespeare Unit-1 Teaching Hours:15 The beginnings of literary criticism The unit is an introduction to early developments in the area of •William Wordsworth: Preface to Lyrical Ballads Western Literary Criticism and will look at issues related to literature and its criticism

•Matthew Arnold: Sweetness and Light from Culture and Anarchy https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 35/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 36/178

Page - 37 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… Unit-3 Teaching Hours:15 Literary Criticism in the 20th century The unit will focus on text-based approaches to literary studies – these were the first schools of literary thought that emerged in the 20th century

•Formalism and New Criticism : from Internet Encyclopedia of Philosophy

•T.S. Eliot: Tradition and the Individual Talent (Norton Anthology)

•Cleanth Brooks: The Language of Paradox

•Wimsatt and Beardsley: Intentional and Affective Fallacies

(Self-study: Yale Open Courses: Dr. Paul H. Fry’s Lecture 6: the New Criticism and Western Formalisms and Lecture 7: Russian Formalism- SLB) Unit-4 Teaching Hours:15 Structuralism and Post-structuralism The unit looks at the directions paved by Formalisms – we move from unified notions of literature to a challenging of these positions

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Page - 38 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… Unit-3 Teaching Hours:15 •Structuralism and Post-structuralism. From Internet Encyclopedia Literary Criticism in the 20th century of Philosophy. The unit will focus on text-based approaches to literary studies – these were the first schools of literary thought that emerged in the 20th century •Saussure: Course on General Linguistics. From the Norton Anthology

•Roland Barthes: Elements of Semiology

•Formalism and New Criticism : from Internet Encyclopedia of Philosophy •Foucault: What is an Author?

•T.S. Eliot: Tradition and the Individual Talent (Norton Anthology) •Derrida: Structure, Sign and Play.

•Cleanth Brooks: The Language of Paradox

•Wimsatt and Beardsley: Intentional and Affective Fallacies (Self-study: Yale open Courses Lecture 8 – Semiotics and Structuralism - SLB)

Text Books And Reference Books:

Leitch B. Vincent. Ed. The Norton Anthology of Theory and Criticism. W.W. Norton Company, 2010. Yale University?s Open Yale Courses: Introduction to the theory of Literature: Dr. Paul H. (Self-study: Yale Open Courses: Dr. Paul H. Fry’s Lecture 6: the fry?s Lecture Series The Stanford Encyclopedia of Philosophy The New Criticism and Western Formalisms and Lecture 7: Russian Internet Encyclopedia of philosophy Formalism- SLB) Essential Reading / Recommended Reading Unit-4 Teaching Hours:15 Habib, M.A. R. A History of Literary Criticism: From Plato to the

Structuralism and Post-structuralism Present. Wiley ? Blackwell, 2011. Waugh, Patricia. Ed. Literary The unit looks at the directions paved by Formalisms – we move Theory and Criticism. Oxford University Press, 2006. Lavine, T. Z. from unified notions of literature to a challenging of these positions From Socrates to Sartre: The Philosophic Quest. Bantam Books, U.S.A., 1984. Abrams, M.H.The Mirror and the Lamp: Romantic theory and the Literary Tradition. OUP. 1972 J.A. Cuddon: Dictionary of Literary Terms and Literary Theory Jeremy hawthorn:

A Glossary of Contemporary Literary Theory Evaluation Pattern

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Page - 39 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… CIA I:NET / SET like objective questions on syllabus covered. This could be an online test. 20 marks CIA II:A written test. One section ? 5 questions out of 7 ? 10 marks each. CIA III: A response paper that critiques formalism or an application of Formalism to the reading of a poem. End Semester Exam: A written exam of 100 marks. 5 questions out of 8 carrying 20 marks each. MEL134 - LINGUISTICS (2020 Batch)

No of Lecture Total Teaching Hours for Semester:60 Hours/Week:4 Max Marks:100 Credits:4 Course Objectives/Course Description Course Description The course will provide a conceptual foundation for understanding the concerns, theories, and methodologies of linguistics. The paper will begin with the discussions on the basic principles/subfields of linguistics, covering aspects of phonology, morphology, syntax, semantics and pragmatics. The course will help students synthesise the knowledge pertaining to these principles/sub-fields and reflect on their implications on the cognitive, social, and pedagogical dimensions of language. The course will provide an in-depth understanding of the theoretical and methodological frameworks relevant for linguistics. The primary focus of the course will be on the sociolinguistic dimensions. Students will have an opportunity to learn how to analyse and evaluate historical and contemporary research observations on a varied range of issues in linguistics, thereby, familiarizing them with the research possibilities associated with linguistics.

Course Objectives ●Introduce the students to the core concepts in Linguistics. ●Instill basic understanding of the different levels of analysis in Linguistics, including Phonology, Morphology, Syntax, Semantics and Pragmatics. ● Introduce the learners to the basic theories and concepts in Psycholinguistics - Language Acquisition and Production. ●Introduce learners to basic concepts and scholarship in Sociolinguistics – Specific attention towards multilingualism as a problem or resource, language minoritisation https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 39/178

Page - 40 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… CIA I:NET / SET like objective questions on syllabus covered. This could be an online test. 20 marks CIA II:A written test. One section ? 5 questions out of 7 ? 10 marks each. CIA III: A response paper ●Introductory exposure to research protocols in Linguistics. that critiques formalism or an application of Formalism to the reading of a poem. End Semester Exam: A written exam of 100 marks. 5 questions out of 8 carrying 20 marks each. Learning Outcome MEL134 - LINGUISTICS (2020 Batch) Learning Outcomes: ●Demonstrate a critical understanding of the scientific study of language; No of Lecture Total Teaching Hours for Semester:60 Hours/Week:4 ●Demonstrate proficiency in conceptualization of phonetic, syntactic, and Max Marks:100 Credits:4 semantic aspects of language; Course Objectives/Course Description ● Demonstrate the ability to apply acquired knowledge and theories to Course Description diverse settings: policy framework evaluations, El or SL classrooms, The course will provide a conceptual foundation for understanding the language endangerment, or language conflicts concerns, theories, and methodologies of linguistics. The paper will begin with the discussions on the basic principles/subfields of linguistics, covering aspects of phonology, morphology, syntax, semantics and pragmatics. The ●Demonstrate the ability to analyze and conduct independent analyses of course will help students synthesise the knowledge pertaining to these linguistic phenomena principles/sub-fields and reflect on their implications on the cognitive, social, and pedagogical dimensions of language. The course will provide an Unit-1 Teaching Hours:6 Introduction to Linguistics in-depth understanding of the theoretical and methodological frameworks Introduction to Linguistics: Brief history of the discipline; Major branches of relevant for linguistics. The primary focus of the course will be on the sociolinguistics; Introduction to the sub-systems of language; Relationship linguistic dimensions. Students will have an opportunity to learn how to between language and communication; Communication: Definition, nature, analyse and evaluate historical and contemporary research observations on a requirements and types of communication varied range of issues in linguistics, thereby, familiarizing them with the research possibilities associated with linguistics. Unit-2 Teaching Hours:25

Essential of Linguistics Course Objectives Part 1: Definitions of major concepts, nature, properties, and functions of ●Introduce the students to the core concepts in Linguistics. language ●Instill basic understanding of the different levels of analysis in Linguistics, Part 2: Battle of Ideas: Often, courses introduce students to the concepts of including Phonology, Morphology, Syntax, Semantics and Pragmatics. syntax, semantics and pragmatics in a decontextualised manner, as separate ● Introduce the learners to the basic theories and concepts in courses. After introducing the individual components, this module will Psycholinguistics - Language Acquisition and Production. attempt to demonstrate the interrelatedness of the components, how the ●Introduce learners to basic concepts and scholarship in Sociolinguistics – current research paradigms are reflecting on it and provide them a broad Specific attention towards multilingualism as a problem or resource, overview of the multiple dimensions of connecting the word and the world. language minoritisation https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 39/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 40/178

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Part 1a. Phonetics This module will familiarise the students with basic principles of Phonetics and introduce the social implications of accent, pitch and intonations. •Definition and branches - articulatory, acoustic and auditory phonetics •Speech: Formation, organs of speech and airstream mechanism (clicks ingressive sounds) •Stress, rhythm and intonation •Introduction to language families through tonal variations/qualities

Part 1b. Morphology- •Etymology •Morph, morpheme, and allomorph and their relationship. •Word: Definition and types; Processes of word formation

Part 1c. Syntax: •Syntactic analysis •Acceptability and grammaticality of sentences.

Part 1d. Semantics: •Concept of meaning. •Different types of meanings. •Meaning Relations, Semantic ambiguity.

•Pragmatics: Presupposition, implicature and entailment Part 2: Essentials of Linguistics: The battle of syntax, semantics and pragmatics This unit will conclude by orienting students to these four perspectives and their interrelations four essential aspects of language studies. Using contemporary research and studies, issues and examples, an attempt will be https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 41/178

Page - 42 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… made to make the learner aware of the interconnectedness of the framework. E.g., learners will be exposed to question whether grammar is/is not a Part 1a. Phonetics pragmatist’s concern. This module will familiarise the students with basic principles of Phonetics and introduce the social implications of accent, pitch and intonations. •Definition and branches - articulatory, acoustic and auditory phonetics •Relationship between language and words •Speech: Formation, organs of speech and airstream mechanism (clicks •Relationship between language and grammar ingressive sounds) •Relationship between language and meaning (language change and •Stress, rhythm and intonation language varieties) •Introduction to language families through tonal variations/qualities

•Relationship between language and interpretation Part 1b. Morphology- •Etymology •Morph, morpheme, and allomorph and their relationship. Unit-3 Teaching Hours:7 •Word: Definition and types; Processes of word formation Language in society: Sociolinguistics This unit will aim to provide a foundation for understanding the ‘place’ of a language in society. Students will be exposed to myriad range of social factors, including but not restricted to, class, gender, ethnicity and age, Part 1c. Syntax: including language change and evolution. •Syntactic analysis •Acceptability and grammaticality of sentences.

•Language families (Indo European family, Austro Asiatic, Sino Tibetan, and

Part 1d. Semantics: Dravidian), the branching of languages and the relevance of analyzing •Concept of meaning. languages, dialects through the lens of language families. •Different types of meanings. •Relationships between language and social structure: Linguistic relativity •Meaning Relations, Semantic ambiguity. •Introduction to Sociolinguistics: Language isolates, Language change, Language varieties, Languages in Contact. •Multilingual speech communities: dialects, pidgins and creoles, code- switching and code-mixing, language maintenance and shift: •Pragmatics: Presupposition, implicature and entailment •Sociolinguistic variation: class, gender, region, age Part 2: Essentials of Linguistics: The battle of syntax, semantics and •Language change pragmatics •Diaglossia This unit will conclude by orienting students to these four perspectives and their interrelations four essential aspects of language studies. Using contemporary research and studies, issues and examples, an attempt will be https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 41/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 42/178

Page - 43 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… •Social networks, style and register, politeness, cross-cultural communication

Unit-4 Teaching Hours:7 Language and Mind: Psycholinguistics This unit will provide an understanding of the psychological and cognitive aspects of linguistics. Contemporary research will be discussed in class wherein, the innateness, universalisable aspects of issues such as ‘competence’ will be debated. For example, students will be made aware of the cognitive aspects of a bilingual language speaker and learner. •Introduction to psycholinguistics •Competence and performance •Language acquisition (e.g., FL, SL will be covered) •Language production

•Bilingualism, Multilingualism Unit-5 Teaching Hours:7 Concerns of Applied Linguistics: Language,

Ideology and Identity The attempt of this unit is to orient students to understand Linguistics within a multidisciplinary framework. This approach aims to relook at the course on Linguistics as a competency based course, increasing the opportunities for the graduating students to engage, not only with traditional concerns of Linguistics (phonetics, semantics, syntax and pragmatics), but also contribute, with their training, to practical, policy based concerns, such as contributing to policy formulations and research driven projects, service and entrepreneurships. Keeping in mind the relevance of three core concerns: discourse of language within sub-disciplines of linguistics, research- level/action-driven research potential of course modules and to build on the range of the course, not delimiting it to generic categories of Linguistics, this module aims to elaborate the socio-cultural-anthropological implications of linguistic analysis. Specifically, this module will aim to provide a foundation for understanding the ‘place’ of a language in society. Therefore, the module will discuss issues that deal with how ideologies operate and create language https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 43/178

Page - 44 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… •Social networks, style and register, politeness, cross-cultural rights and policies, minoritisation, and discrimination. Students will also communication learn how languages are constitutive of the discourses of nation and identities.

•Linguicism-linguistic discrimination Unit-4 Teaching Hours:7 Language and Mind: Psycholinguistics •Language rights This unit will provide an understanding of the psychological and cognitive •Language planning aspects of linguistics. Contemporary research will be discussed in class •Future of endangered language, Language revitalization and maintenance wherein, the innateness, universalisable aspects of issues such as (G N Devy, ref. 14) ‘competence’ will be debated. For example, students will be made aware of •Language and its ecological niche (ref. 15, 16) the cognitive aspects of a bilingual language speaker and learner. •Ethnicity and identity (ref. 17, 18) •Introduction to psycholinguistics •Territories, nations and their languages ( ref. 19) •Competence and performance •National languages •Language acquisition (e.g., FL, SL will be covered) •Linguistic minorities

•Language production

•Language and the media

•Bilingualism, Multilingualism Unit-6 Teaching Hours:8 Linguistic Research Methods Unit-5 Teaching Hours:7 Concerns of Applied Linguistics: Language, This unit will provide an introductory foundation for research in Linguistics.

Ideology and Identity This will orient the students to the various methods, their scope, differential The attempt of this unit is to orient students to understand Linguistics within relevance for varied research projects and their limitations. a multidisciplinary framework. This approach aims to relook at the course on •Linguistic Analysis: Contemporary approaches of linguistic analyses (data- Linguistics as a competency based course, increasing the opportunities for based Corpus design). Varied theoretical and methodological approaches of the graduating students to engage, not only with traditional concerns of data will be discussed. Linguistics (phonetics, semantics, syntax and pragmatics), but also •Corpus Linguistics Methods contribute, with their training, to practical, policy based concerns, such as •Field Linguistic Methods (ref. 20, 21) contributing to policy formulations and research driven projects, service and •Ethnography: the ‘observer's paradox’ (ref. 33) entrepreneurships. Keeping in mind the relevance of three core concerns: •Discourse Analysis: Hands-on experience in data collection and analysis of discourse of language within sub-disciplines of linguistics, research- discursive data. Understanding how linguists, through discursive data, level/action-driven research potential of course modules and to build on the uncover meanings, interpretations, and ideologies. (ref. 29) range of the course, not delimiting it to generic categories of Linguistics, this •Language Advocacy: Creating a language revitalisation programme: module aims to elaborate the socio-cultural-anthropological implications of assessing needs, goals, attitudes/The role of the researcher and external linguistic analysis. Specifically, this module will aim to provide a foundation ‘expert’ (and case studies) (ref. 30,31,32) for understanding the ‘place’ of a language in society. Therefore, the module will discuss issues that deal with how ideologies operate and create language https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 43/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 44/178

Page - 45 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… Text Books And Reference Books: Fromkin, V., Rodman, R. &Hyams., N. (2010). An Introduction to Language. 7th ed. Boston: Thomson Heinle. Balasubramanian, T. (2000). A Textbook of English Phonetics: For Indian Students. Macmillan. Ball, M. J. (Ed.). (2009). The Routledge handbook of sociolinguistics around the world. London: Routledge. Chandler, Daniel. (2002). Semiotics: The Basics. New York. Krishnaswamy, N, &Burde, A. S. (2004). The Politics of Indians' English : Linguistic colonialism and the expanding English empire. New Delhi: OUP. Levinson S. (1983). Pragmatics. Cambridge, CUP. Bourdieu, Pierre. 1991. Introduction. Language and Symbolic Power. Cambridge: Polity Press. Woolard, K. A., &Schieffelin, B. B. (1994). Language Ideology. Annual Review of Anthropology 23:55-82. May, Stephen. 2003. Rearticulating the case for minority language rights. Current Issues in Language Planning 4:95–125. Bradley, David. 2002. Language attitudes: the key factor in language maintenance. In Bradley, David, and Bradley, Maya eds. Language Endangerment and Language Maintenance: An Active Approach. London: Routledge. Pp. 1-10. Ladefoged, Peter. 1992. Another view of endangered languages. Language 68:809-11. Choi, Jinny K. 2003. Language Attitudes and the Future of Bilingualism: The Case of Paraguay. International Journal of Bilingual Education and Bilingualism 6:81–94. Patrick, Peter L. 2004. ‘Linguistic Human Rights: A Sociolinguistic Introduction.’ Dept. of Language and Linguistics, University of Essex. http://privatewww.essex.ac.uk/~patrickp/lhr/linguistichumanrights.htm Whiteley, Peter. 2003. Do "Language Rights" serve indigenous interests? Some Hopi and other queries. American Anthropologist 4:712-22. UN 2008. Draft resolution on linguistic rights http://www.linguistic- declaration.org/index-gb.htm UNESCO International Expert Meeting, Paris, 10 – 12 March 2003. Safeguarding of Endangered Languages: Recommendations for Action https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 45/178

Page - 46 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… Text Books And Reference Books: Plans. http://www.unesco.org/culture/ich/doc/src/00117-EN.pdf Fromkin, V., Rodman, R. &Hyams., N. (2010). An Introduction to Mühlhäusler, Peter. 2000. Language planning and language ecology. Current Language. 7th ed. Boston: Thomson Heinle. Issues in Language Planning 1/3: 306–367. Balasubramanian, T. (2000). A Textbook of English Phonetics: For Indian Calvet, Jean-Louis. 2006. Towards an Ecology of World Languages. Students. Macmillan. Cambridge: Polity Terralingua website http://www.terralingua.org/ Ball, M. J. (Ed.). (2009). The Routledge handbook of sociolinguistics around Thieberger, N. 2002. Extinction in whose terms? In Language Endangerment the world. London: Routledge. and Language Maintenance: An Active Approach, eds. David Bradley and Chandler, Daniel. (2002). Semiotics: The Basics. New York. Maya Bradley. Pp. 310-28. London: RoutledgeCurzon. Krishnaswamy, N, &Burde, A. S. (2004). The Politics of Indians' English : Myhill, John. 1999. Identity, Territoriality and Minority Language Survival. Linguistic colonialism and the expanding English empire. New Delhi: OUP. Journal of Multilingual and Multicultural Development 20:34-50. Levinson S. (1983). Pragmatics. Cambridge, CUP. Blommaert, Jan. 2004. Rights in places. In Language Rights and Language Bourdieu, Pierre. 1991. Introduction. Language and Symbolic Power. Survival, eds. Jane Freeland and Donna Patrick. Manchester: St Jerome Cambridge: Polity Press. Press. Woolard, K. A., &Schieffelin, B. B. (1994). Language Ideology. Annual Abbi, Anvita, 2001. A manual of linguistic field work and structures of Review of Anthropology 23:55-82. Indian languages. München: LINCOM EUROPA. May, Stephen. 2003. Rearticulating the case for minority language rights. Himmelmann, Nikolaus P. 1998. Documentary and descriptive linguistics, Current Issues in Language Planning 4:95–125. Linguistics 36: 161-195. Bradley, David. 2002. Language attitudes: the key factor in language Grenoble, Lenore A., and Whaley, Lindsay J. 2006. Saving Languages: An maintenance. In Bradley, David, and Bradley, Maya eds. Language Introduction to Language Revitalization. Cambridge: Cambridge University Endangerment and Language Maintenance: An Active Approach. London: Press Routledge. Pp. 1-10. Hinton, Leanne. 2003a. Language revitalization. Annual Review of Applied Ladefoged, Peter. 1992. Another view of endangered languages. Language Linguistics 23:44-57. 68:809-11. Hinton, Leanne. 2003b. How to teach when the teacher isn't fluent. In Choi, Jinny K. 2003. Language Attitudes and the Future of Bilingualism: Nurturing Native Languages, eds. John Reyhner, Octaviana Trujillo, Roberto The Case of Paraguay. International Journal of Bilingual Education and Luis Carrasco and Louise Lockard. 79-92. Flagstaff, Arizona: Northern Bilingualism 6:81–94. Arizona University. Patrick, Peter L. 2004. ‘Linguistic Human Rights: A Sociolinguistic Amery, Rob. 2001. Language Planning and Language Revival. University of Introduction.’ Dept. of Language and Linguistics, University of Essex. Sydney. http://cilp.arts.usyd.edu.au?Themes/CILP-LREvival.html. http://privatewww.essex.ac.uk/~patrickp/lhr/linguistichumanrights.htm Bentahila, A., and Davies, E. E. 1993. Language revival: Restoration or Whiteley, Peter. 2003. Do "Language Rights" serve indigenous interests? transformation? Journal of Multilingual and Multicultural Development Some Hopi and other queries. American Anthropologist 4:712-22. 14:355-74. UN 2008. Draft resolution on linguistic rights http://www.linguistic- Milroy, Lesley. 1982. Language and Group Identity. Journal of Multilingual declaration.org/index-gb.htm and Multicultural Development 3:207-16. UNESCO International Expert Meeting, Paris, 10 – 12 March 2003. Coupland, Nik and Jaworski, Adam (eds.) 2009. New Sociolinguistics Safeguarding of Endangered Languages: Recommendations for Action Reader. Palgrave Macmillan. https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 45/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 46/178

Page - 47 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… Jaworski, A., &Coupland, N. (2014). The discourse reader. Routledge. Sallabank, Julia. 2005. Prestige From the Bottom Up: A Review of Language Planning in Guernsey. Current Issues in Language Planning 6:44– 63. Harrison, K. D. (2007). When languages die: The Extinction of the world's languages and the erosion of human knowledge. Oxford: Oxford University Press. Nettle, Daniel and Suzanne Romaine 2000 Vanishing Voices. Oxford: OUP. Vine, T., Clark, J., Richards, S., & Weir, D. (Eds.). (2017). Ethnographic Research and Analysis: Anxiety, Identity and Self. Springer. Gries, S. T. (2009).What is Corpus Linguistics?Language and Linguistics Compass, 3, 1–17, doi:10.1111/j.1749-818x.2009.00149.x

Labov, W. (1972). Some principles of linguistic methodology. Language in society, 1(1), 97-120. Essential Reading / Recommended Reading Matilal, B.K. (1990).The word and the world: India's contribution to the study of language. India: Oxford India Paperbacks. Palmer, F. R. (1976). Semantics: A new outline. Cambridge, CUP. Prakasam, V. &Anvita, A. (1985). A semantic theories and language teaching. New Delhi, Allied Publishers. Saussure, F. D. (1966). A course in general linguistics. New York: McGraw- Hill. Anderson, B. 1983. Imagined Communities. London: Verso. Kramsch, Claire. 1998. Language and Culture. Oxford: Oxford University Press. (v. short) Harris, R. and Rampton, B. (eds) 2003. The Language, Ethnicity, and Race Reader. London: Routledge. Schiffman, H. F. 1996. Linguistic Culture and Language Policy. London: Routledge. Sallabank, Julia. 2006. Guernsey French, identity and language endangerment. In The Sociolinguistics of Identity, eds. Tope Omoniyi and Goodith White. 131-56. London: Continuum

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Page - 48 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… Jaworski, A., &Coupland, N. (2014). The discourse reader. Routledge. Thieberger, N. 1990. Language maintenance: why bother? Multilingua Sallabank, Julia. 2005. Prestige From the Bottom Up: A Review of 9:333-258. Language Planning in Guernsey. Current Issues in Language Planning 6:44– Walsh, Michael. 2005. Will Indigenous Languages Survive? Annual Review 63. of Anthropology 34:293-315; DOI: Harrison, K. D. (2007). When languages die: The Extinction of the world's 10.1146/annurev.anthro.34.081804.120629. languages and the erosion of human knowledge. Oxford: Oxford University UNESCO, Ad Hoc Expert Group on Endangered Languages. 2003. Press. Language Vitality and Endangerment: By way of introduction. UNESCO. Nettle, Daniel and Suzanne Romaine 2000 Vanishing Voices. Oxford: OUP. http://portal.unesco.org/culture/en/ev.php- Vine, T., Clark, J., Richards, S., & Weir, D. (Eds.). (2017). Ethnographic URL_ID=9105&URL_DO=DO_TOPIC&URL_SECTION=201.html Research and Analysis: Anxiety, Identity and Self. Springer. May, Stephen. 2003. Rearticulating the case for minority language rights. Gries, S. T. (2009).What is Corpus Linguistics?Language and Linguistics Current Issues in Language Planning 4:95–125. Compass, 3, 1–17, doi:10.1111/j.1749-818x.2009.00149.x Abley, Mark 2003 Spoken Here: Travels among Threatened Languages. New York: Heinemann

Crystal, David 2000 Language Death. Cambridge: CUP Labov, W. (1972). Some principles of linguistic methodology. Language in Dalby, Andrew 2002 Language in Danger: How language loss threatens our society, 1(1), 97-120. future. London: Penguin. Essential Reading / Recommended Reading Fishman, Joshua A. (ed.) 1991. Reversing Language Shift: Theoretical and Matilal, B.K. (1990).The word and the world: India's contribution to the Empirical Foundations of Assistance to Threatened Languages. Clevedon: study of language. India: Oxford India Paperbacks. Multilingual Matters. Palmer, F. R. (1976). Semantics: A new outline. Cambridge, CUP. Reyhner, Jon, Cantoni, Gina, St. Clair, Robert N., and Parsons Yazzie, Prakasam, V. &Anvita, A. (1985). A semantic theories and language Evangeline (eds.) 1999. Revitalizing Indigenous Languages. Flagstaff, AZ: teaching. New Delhi, Allied Publishers. Northern Arizona University (http://jan.ucc.nau.edu/~jar/books.html). Saussure, F. D. (1966). A course in general linguistics. New York: McGraw-

Hill. Anderson, B. 1983. Imagined Communities. London: Verso. Holmes, Janet. 2008. An introduction to sociolinguistics. 3rd edn. London: Kramsch, Claire. 1998. Language and Culture. Oxford: Oxford University Longman. ISBN: 9781405821315 Press. (v. short) Evaluation Pattern Harris, R. and Rampton, B. (eds) 2003. The Language, Ethnicity, and Race CIA I: A Review of Literature (Unit I and Unit II 1.a, b) / Reflective Journal Reader. London: Routledge. / review of an Article Schiffman, H. F. 1996. Linguistic Culture and Language Policy. London: CIA 3: Full length article (Research Article/Proposal - Language Routledge. Policy/Advocacy) Sallabank, Julia. 2006. Guernsey French, identity and language Mid-semester written exam based on modules 1 to 3 for 50 marks (2 hours) endangerment. In The Sociolinguistics of Identity, eds. Tope Omoniyi and End-semester written exam based on all the modules for 100 marks (3 hours) Goodith White. 131-56. London: Continuum

(2020 Batch) https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 47/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020MEL134N - LINGUISTICS 48/178

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No of Lecture Total Teaching Hours for Semester:60 Hours/Week:4 Max Marks:100 Credits:4 Course Objectives/Course Description The course will provide a conceptual foundation for understanding the concerns, theories, and methodologies of linguistics. The paper will begin with the discussions on the basic principles/subfields of linguistics, covering aspects of phonology, morphology, syntax, semantics and pragmatics. The course will help students synthesize the knowledge pertaining to these principles/sub-fields and reflect on their implications on the cognitive, social, and pedagogical dimensions of language. The course will provide an in-depth understanding of the theoretical and methodological frameworks relevant for linguistics. The primary focus of the course will be on the socio-linguistic dimensions. Students will have an opportunity to learn how to analyse and evaluate historical and contemporary research observations on a varied range of issues in linguistics, thereby, familiarizing them with the research possibilities associated with linguistics.

Introduce the students to the core concepts in Linguistics. Instill basic understanding of the different levels of analysis in Linguistics, including Phonology, Morphology, Syntax, Semantics and Pragmatics. Introduce the learners to the basic theories and concepts in Psycholinguistics - Language Acquisition and Production. Introduce learners to basic concepts and scholarship in Sociolinguistics – Specific attention towards multilingualism as a problem or resource, language minoritisation Introductory exposure to research protocols in Linguistics.

Learning Outcome Demonstrate a critical understanding of the scientific study of language; Demonstrate proficiency in conceptualization of phonetic, syntactic, and semantic aspects of language; Demonstrate the ability to apply acquired knowledge and theories to diverse settings: policy framework evaluations, El or SL classrooms, language endangerment, or language conflicts Demonstrate the ability to analyze and conduct independent analyses of linguistic phenomena.

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Page - 50 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… MEL134N - LINGUISTICS (2020 Batch) Unit-1 Teaching Hours:6 Introduction to Linguistics No of Lecture Total Teaching Hours for Semester:60 Introduction to Linguistics: Brief history of the discipline; Major branches Hours/Week:4 of linguistics; Introduction to the sub-systems of language; Relationship Max Marks:100 Credits:4 between language and communication; Communication: Definition, nature, Course Objectives/Course Description requirements and types of communication. The course will provide a conceptual foundation for understanding Unit-2 Teaching Hours:25 the concerns, theories, and methodologies of linguistics. The paper Part 1a. Phonetics will begin with the discussions on the basic principles/subfields of This module will familiarize the students with basic principles of Phonetics linguistics, covering aspects of phonology, morphology, syntax, and introduce the social implications of accent, pitch and intonations. semantics and pragmatics. The course will help students synthesize the knowledge pertaining to these principles/sub-fields and reflect Definition and branches - articulatory, acoustic and auditory phonetics on their implications on the cognitive, social, and pedagogical Speech: Formation, organs of speech and airstream mechanism (clicks dimensions of language. The course will provide an in-depth ingressive sounds) understanding of the theoretical and methodological frameworks Stress, rhythm and intonation relevant for linguistics. The primary focus of the course will be on Introduction to language families through tonal variations/qualities the socio-linguistic dimensions. Students will have an opportunity to learn how to analyse and evaluate historical and contemporary Unit-2 Teaching Hours:25 research observations on a varied range of issues in linguistics, Essential of Linguistics thereby, familiarizing them with the research possibilities associated Part 1: Definitions of major concepts, nature, properties, and functions of with linguistics. language Introduce the students to the core concepts in Linguistics. Part 2: Battle of Ideas: Often, courses introduce students to the concepts of Instill basic understanding of the different levels of analysis in syntax, semantics and pragmatics in a decontextualized manner, as separate Linguistics, including Phonology, Morphology, Syntax, courses. After introducing the individual components, this module will Semantics and Pragmatics. attempt to demonstrate the interrelatedness of the components, how the Introduce the learners to the basic theories and concepts in current research paradigms are reflecting on it and provide them a broad Psycholinguistics - Language Acquisition and Production. overview of the multiple dimensions of connecting the word and the world. Introduce learners to basic concepts and scholarship in Sociolinguistics – Specific attention towards multilingualism Unit-2 Teaching Hours:25 as a problem or resource, language minoritisation Part 1b. Morphology Introductory exposure to research protocols in Linguistics. Etymology Morph, morpheme, and allomorph and their relationship. Learning Outcome Word: Definition and types; Processes of word formation. Demonstrate a critical understanding of the scientific study of language; Unit-2 Teaching Hours:25 Demonstrate proficiency in conceptualization of phonetic, Part 1d. Semantics syntactic, and semantic aspects of language; Concept of meaning. Demonstrate the ability to apply acquired knowledge and Different types of meanings. theories to diverse settings: policy framework evaluations, El Meaning Relations, Semantic ambiguity. or SL classrooms, language endangerment, or language Pragmatics: Presupposition, implicature and entailment conflicts Demonstrate the ability to analyze and conduct independent Unit-2 Teaching Hours:25 analyses of linguistic phenomena. Part 1c. Syntax Syntactic analysis https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 49/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 50/178

Page - 51 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… Acceptability and grammaticality of sentences.

Unit-2 Teaching Hours:25 Part 2: Essentials of Linguistics: The battle of

syntax, semantics and pragmatics This unit will conclude by orienting students to these four perspectives and their interrelations four essential aspects of language studies. Using contemporary research and studies, issues and examples, an attempt will be made to make the learner aware of the interconnectedness of the framework. E.g., learners will be exposed to question whether grammar is/is not a pragmatist’s concern.

Relationship between language and words Relationship between language and grammar Relationship between language and meaning (language change and language varieties) Relationship between language and interpretation

Unit-3 Teaching Hours:7 Language in society: Sociolinguistics This unit will aim to provide a foundation for understanding the ‘place’ of a language in society. Students will be exposed to myriad range of social factors, including but not restricted to, class, gender, ethnicity and age, including language change and evolution.

Language families (Indo European family, Austro Asiatic, Sino Tibetan, and Dravidian), the branching of languages and the relevance of analyzing languages, dialects through the lens of language families. Relationships between language and social structure: Linguistic relativity Introduction to Sociolinguistics: Language isolates, Language change, Language varieties, Languages in Contact. Multilingual speech communities: dialects, pidgins and creoles, code- switching and code-mixing, language maintenance and shift: Sociolinguistic variation: class, gender, region, age Language change Diaglossia Social networks, style and register, politeness, cross-cultural communication

Unit-4 Teaching Hours:7 Language and Mind: Psycholinguistics This unit will provide an understanding of the psychological and cognitive aspects of linguistics. Contemporary research will be discussed in class wherein, the innateness, universalisable aspects of issues such as ‘competence’ will be debated. For example, students will be made aware of the cognitive aspects of a bilingual language speaker and learner. https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 51/178

Page - 52 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… Acceptability and grammaticality of sentences. Introduction to psycholinguistics Competence and performance Unit-2 Teaching Hours:25 Language acquisition (e.g., FL, SL will be covered) Part 2: Essentials of Linguistics: The battle of Language production syntax, semantics and pragmatics Bilingualism, Multilingualism This unit will conclude by orienting students to these four perspectives and their interrelations four essential aspects of language studies. Using contemporary research Unit-5 Teaching Hours:7 and studies, issues and examples, an attempt will be made to make the learner aware Concerns of Applied Linguistics: Language, of the interconnectedness of the framework. E.g., learners will be exposed to question Ideology and Identity whether grammar is/is not a pragmatist’s concern. The attempt of this unit is to orient students to understand Linguistics within a Relationship between language and words multidisciplinary framework. This approach aims to relook at the course on Linguistics as a competency based course, increasing the opportunities for the Relationship between language and grammar graduating students to engage, not only with traditional concerns of Linguistics Relationship between language and meaning (language change and (phonetics, semantics, syntax and pragmatics), but also contribute, with their training, language varieties) to practical, policy based concerns, such as contributing to policy formulations and Relationship between language and interpretation research driven projects, service and entrepreneurships. Keeping in mind the relevance of three core concerns: discourse of language within sub-disciplines of linguistics, research-level/action-driven research potential of course modules and to Unit-3 Teaching Hours:7 build on the range of the course, not delimiting it to generic categories of Linguistics, Language in society: Sociolinguistics this module aims to elaborate the socio-cultural-anthropological implications of This unit will aim to provide a foundation for understanding the ‘place’ of a linguistic analysis. Specifically, this module will aim to provide a foundation for language in society. Students will be exposed to myriad range of social understanding the ‘place’ of a language in society. factors, including but not restricted to, class, gender, ethnicity and age, Therefore, the module will discuss issues that deal with how ideologies including language change and evolution. operate and create language rights and policies, minoritisation, and Language families (Indo European family, Austro Asiatic, Sino discrimination. Students will also learn how languages are constitutive of Tibetan, and Dravidian), the branching of languages and the relevance the discourses of nation and identities. of analyzing languages, dialects through the lens of language families. Linguicism-linguistic discrimination Relationships between language and social structure: Linguistic Language rights relativity Language planning Introduction to Sociolinguistics: Language isolates, Language change, Future of endangered language, Language revitalization and Language varieties, Languages in Contact. maintenance (G N Devy, ref. 14) Multilingual speech communities: dialects, pidgins and creoles, code- Language and its ecological niche (ref. 15, 16) switching and code-mixing, language maintenance and shift: Ethnicity and identity (ref. 17, 18) Sociolinguistic variation: class, gender, region, age Territories, nations and their languages ( ref. 19) Language change National languages Diaglossia Linguistic minorities Social networks, style and register, politeness, cross-cultural Language and the media communication

Unit-4 Teaching Hours:7 Language and Mind: Psycholinguistics This unit will provide an understanding of the psychological and cognitive Unit-6 Teaching Hours:8 aspects of linguistics. Contemporary research will be discussed in class Linguistic Research Methods wherein, the innateness, universalisable aspects of issues such as ‘competence’ will be debated. For example, students will be made aware of the cognitive aspects of a bilingual language speaker and learner. https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 51/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 52/178

Page - 53 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… This unit will provide an introductory foundation for research in Linguistics. This will orient the students to the various methods, their scope, differential relevance for varied research projects and their limitations.

Linguistic Analysis: Contemporary approaches of linguistic analyses (data-based Corpus design). Varied theoretical and methodological approaches of data will be discussed. Corpus Linguistics Methods Field Linguistic Methods (ref. 20, 21) Ethnography: the ‘observer's paradox’ (ref. 33) Discourse Analysis: Hands-on experience in data collection and analysis of discursive data. Understanding how linguists, through discursive data, uncover meanings, interpretations, and ideologies. (ref. 29) Language Advocacy: Creating a language revitalisation programme: assessing needs, goals, attitudes/The role of the researcher and external ‘expert’ (and case studies) (ref. 30,31,32)

Text Books And Reference Books:

Fromkin, V.,Rodman,R.& Hyams., (2010). An Introduction to Language. 7th ed. Boston: Thomson Heinle Balasubramanian, T. (2000). A Textbook of English Phonetics: For Indian Students. Macmillan. Ball, M. J. (Ed.). (2009). The Routledge handbook of sociolinguistics around the world. London: Routledge. Chandler, Daniel. (2002). Semiotics: The Basics. New York. Krishnaswamy, N, &Burde, A. S. (2004). The Politics of Indians' English : Linguistic colonialism and the expanding English empire. New Delhi: OUP. Levinson S. (1983). Pragmatics, CUP. Bourdieu, Pierre. 1991. Introduction. Language and Symbolic Power. Cambridge: Polity Press. Woolard, K. A., &Schieffelin, B. B. (1994). Language Ideology. Annual Review of Anthropology 23:55-82. May, Stephen. 2003. Rearticulating the case for minority language rights. Current Issues in Language Planning 4:95–125. Bradley, David. 2002. Language attitudes: the key factor in language maintenance. In Bradley, David, and Bradley, Maya eds. Language Endangerment and Language Maintenance: An Active Approach. London: Routledge. Pp. 1-10. Ladefoged, Peter. 1992. Another view of endangered languages. Language 68:809-11. https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 53/178

Page - 54 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… This unit will provide an introductory foundation for research in Choi, Jinny K. 2003. Language Attitudes and the Future of Linguistics. This will orient the students to the various methods, their scope, Bilingualism: The Case of Paraguay. International Journal of Bilingual differential relevance for varied research projects and their limitations. Education and Bilingualism 6:81–94. Patrick, Peter L. 2004. ‘Linguistic Human Rights: A Sociolinguistic Introduction.’ Dept. of Language and Linguistics, University of Essex. http://privatewww.essex.ac.uk/~patrickp/lhr/linguistichumanrights.htm Linguistic Analysis: Contemporary approaches of linguistic analyses Whiteley, Peter. 2003. Do "Language Rights" serve indigenous (data-based Corpus design). Varied theoretical and methodological interests? Some Hopi and other queries. American Anthropologist approaches of data will be discussed. 4:712-22. Corpus Linguistics Methods UN 2008. Draft resolution on linguistic rights http://www.linguistic- Field Linguistic Methods (ref. 20, 21) declaration.org/index-gb.htm Ethnography: the ‘observer's paradox’ (ref. 33) UNESCO International Expert Meeting, Paris, 10 – 12 March 2003. Discourse Analysis: Hands-on experience in data collection and Safeguarding of Endangered Languages: Recommendations for Action analysis of discursive data. Understanding how linguists, through Plans. http://www.unesco.org/culture/ich/doc/src/00117-EN.pdf discursive data, uncover meanings, interpretations, and ideologies. Mühlhäusler, Peter. 2000. Language planning and language ecology. (ref. 29) Current Issues in Language Planning 1/3: 306–367. Language Advocacy: Creating a language revitalisation programme: Calvet, Jean-Louis. 2006. Towards an Ecology of World Languages. assessing needs, goals, attitudes/The role of the researcher and Cambridge: Polity Terralingua website http://www.terralingua.org/ external ‘expert’ (and case studies) (ref. 30,31,32) Thieberger, N. 2002. Extinction in whose terms? In Language Endangerment and Language Maintenance: An Active Approach, eds. David Bradley and Maya Bradley. Pp. 310-28. London: Text Books And Reference Books: RoutledgeCurzon. Myhill, John. 1999. Identity, Territoriality and Minority Language Fromkin, V.,Rodman,R.& Hyams., (2010). An Introduction to th Survival. Journal of Multilingual and Multicultural Development Language. 7 ed. Boston: Thomson Heinle 20:34-50. Balasubramanian, T. (2000). A Textbook of English Phonetics: For Blommaert, Jan. 2004. Rights in places. In Language Rights and Indian Students. Macmillan. Language Survival, eds. Jane Freeland and Donna Patrick. Ball, M. J. (Ed.). (2009). The Routledge handbook of sociolinguistics Manchester: St Jerome Press. around the world. London: Routledge. Abbi, Anvita, 2001. A manual of linguistic field work and structures Chandler, Daniel. (2002). Semiotics: The Basics. New York. of Indian languages. München: LINCOM EUROPA. Krishnaswamy, N, &Burde, A. S. (2004). The Politics of Indians' Himmelmann, Nikolaus P. 1998. Documentary and descriptive English : Linguistic colonialism and the expanding English empire. linguistics, Linguistics 36: 161-195. New Delhi: OUP. Grenoble, Lenore A., and Whaley, Lindsay J. 2006. Saving Levinson S. (1983). Pragmatics, CUP. Languages: An Introduction to Language Revitalization. Cambridge: Bourdieu, Pierre. 1991. Introduction. Language and Symbolic Power. Cambridge University Press Cambridge: Polity Press. Hinton, Leanne. 2003a. Language revitalization. Annual Review of Woolard, K. A., &Schieffelin, B. B. (1994). Language Ideology. Annual Applied Linguistics 23:44-57. Review of Anthropology 23:55-82. Hinton, Leanne. 2003b. How to teach when the teacher isn't fluent. In May, Stephen. 2003. Rearticulating the case for minority language Nurturing Native Languages, eds. John Reyhner, Octaviana Trujillo, rights. Current Issues in Language Planning 4:95–125. Roberto Luis Carrasco and Louise Lockard. 79-92. Flagstaff, Arizona: Bradley, David. 2002. Language attitudes: the key factor in language Northern Arizona University. maintenance. In Bradley, David, and Bradley, Maya eds. Language Amery, Rob. 2001. Language Planning and Language Revival. Endangerment and Language Maintenance: An Active Approach. University of Sydney. http://cilp.arts.usyd.edu.au?Themes/CILP- London: Routledge. Pp. 1-10. LREvival.html. Ladefoged, Peter. 1992. Another view of endangered languages. Bentahila, A., and Davies, E. E. 1993. Language revival: Restoration Language 68:809-11. or transformation? Journal of Multilingual and Multicultural https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 53/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 54/178

Page - 55 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… Development 14:355-74. Milroy, Lesley. 1982. Language and Group Identity. Journal of Multilingual and Multicultural Development 3:207-16. Coupland, Nik and Jaworski, Adam (eds.) 2009. New Sociolinguistics Reader. Palgrave Macmillan. Sallabank, Julia. 2005. Prestige From the Bottom Up: A Review of Language Planning in Guernsey. Current Issues in Language Planning 6:44–63. Harrison, K. D. (2007). When languages die: The Extinction of the world's languages and the erosion of human knowledge. Oxford: Oxford University Press. Nettle, Daniel and Suzanne Romaine 2000 Vanishing Voices. Oxford: OUP. Vine, T., Clark, J., Richards, S., & Weir, D. (Eds.). (2017). Ethnographic Research and Analysis: Anxiety, Identity and Self. Springer. Gries, S. T. (2009).What is Corpus Linguistics? Language and Linguistics Compass, 3, 1–17, doi:10.1111/j.1749-818x.2009.00149.x Labov, W. (1972). Some principles of linguistic methodology. Language in society, 1(1), 97-120.

Essential Reading / Recommended Reading

Matilal, B.K. (1990).The word and the world: India's contribution to the study of language. India: Oxford India Paperbacks. Palmer, F. R. (1976). Semantics: A new outline. Cambridge, CUP. Prakasam, V. &Anvita, A. (1985). A semantic theories and language teaching. New Delhi, Allied Publishers. Saussure, F. D. (1966). A course in general linguistics. New York: McGraw-Hill. Anderson, B. 1983. Imagined Communities. London: Verso. Kramsch, Claire. 1998. Language and Culture. Oxford: Oxford University Press. (v. short) Harris, R. and Rampton, B. (eds) 2003. The Language, Ethnicity, and Race Reader. London: Routledge. Schiffman, H. F. 1996. Linguistic Culture and Language Policy. London: Routledge. Sallabank, Julia. 2006. Guernsey French, identity and language endangerment. In The Sociolinguistics of Identity, eds. Tope Omoniyi and Goodith White. 131-56. London: Continuum Thieberger, N. 1990. Language maintenance: why bother? Multilingua 9:333-258. Walsh, Michael. 2005. Will Indigenous Languages Survive? Annual Review of Anthropology 34:293-315; DOI: 10.1146/annurev.anthro.34.081804.120629. https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 55/178

Page - 56 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… Development 14:355-74. UNESCO, Ad Hoc Expert Group on Endangered Languages. 2003. Milroy, Lesley. 1982. Language and Group Identity. Journal of Language Vitality and Endangerment: By way of introduction. Multilingual and Multicultural Development 3:207-16. UNESCO. http://portal.unesco.org/culture/en/ev.php- Coupland, Nik and Jaworski, Adam (eds.) 2009. New Sociolinguistics URL_ID=9105&URL_DO=DO_TOPIC&URL_SECTION=201.html Reader. Palgrave Macmillan. May, Stephen. 2003. Rearticulating the case for minority language Sallabank, Julia. 2005. Prestige From the Bottom Up: A Review of rights. Current Issues in Language Planning 4:95–125. Language Planning in Guernsey. Current Issues in Language Planning Abley, Mark 2003 Spoken Here: Travels among Threatened 6:44–63. Languages. New York: Heinemann Harrison, K. D. (2007). When languages die: The Extinction of the Crystal, David 2000 Language Death. Cambridge: CUP world's languages and the erosion of human knowledge. Oxford: Dalby, Andrew 2002 Language in Danger: How language loss Oxford University Press. threatens our future. London: Penguin. Nettle, Daniel and Suzanne Romaine 2000 Vanishing Voices. Oxford: Fishman, Joshua A. (ed.) 1991. Reversing Language Shift: Theoretical OUP. and Empirical Foundations of Assistance to Threatened Languages. Vine, T., Clark, J., Richards, S., & Weir, D. (Eds.). (2017). Clevedon: Multilingual Matters. Ethnographic Research and Analysis: Anxiety, Identity and Self. Reyhner, Jon, Cantoni, Gina, St. Clair, Robert N., and Parsons Yazzie, Springer. Evangeline (eds.) 1999. Revitalizing Indigenous Languages. Flagstaff, Gries, S. T. (2009).What is Corpus Linguistics? Language and AZ: Northern Arizona University Linguistics Compass, 3, 1–17, doi:10.1111/j.1749-818x.2009.00149.x (http://jan.ucc.nau.edu/~jar/books.html). Labov, W. (1972). Some principles of linguistic methodology. Holmes, Janet. 2008. An introduction to sociolinguistics. 3rd edn. London: Language in society, 1(1), 97-120. Longman. ISBN: 9781405821315

Essential Reading / Recommended Reading Evaluation Pattern

Matilal, B.K. (1990).The word and the world: India's contribution to CIA I: A Review of Literature (Unit I and Unit II 1.a, b) / Reflective Journal the study of language. India: Oxford India Paperbacks. / review of an Article Palmer, F. R. (1976). Semantics: A new outline. Cambridge, CUP. Prakasam, V. &Anvita, A. (1985). A semantic theories and language CIA 3: Full length article (Research Article/Proposal - Language teaching. New Delhi, Allied Publishers. Policy/Advocacy) Saussure, F. D. (1966). A course in general linguistics. New York: McGraw-Hill. Mid-semester written exam based on modules 1 to 3 for 50 marks (2 hours) Anderson, B. 1983. Imagined Communities. London: Verso. End-semester written exam based on all the modules for 100 marks (3 hours) Kramsch, Claire. 1998. Language and Culture. Oxford: Oxford University Press. (v. short) MEL135 - INTRODUCTION TO MASS Harris, R. and Rampton, B. (eds) 2003. The Language, Ethnicity, and COMMUNICATION AND JOURNALISTIC WRITING Race Reader. London: Routledge. (2020 Batch) Schiffman, H. F. 1996. Linguistic Culture and Language Policy. London: Routledge. No of Lecture Total Teaching Hours for Semester:60 Sallabank, Julia. 2006. Guernsey French, identity and language Hours/Week:4 endangerment. In The Sociolinguistics of Identity, eds. Tope Omoniyi Max Marks:100 Credits:4 and Goodith White. 131-56. London: Continuum Course Objectives/Course Description Thieberger, N. 1990. Language maintenance: why bother? Multilingua 9:333-258. Course Description Walsh, Michael. 2005. Will Indigenous Languages Survive? Annual Review of Anthropology 34:293-315; DOI: 10.1146/annurev.anthro.34.081804.120629. https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 55/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 56/178

Page - 57 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… The course is designed to provide students considerable input regarding areas related to communication, the newspaper industry, the profession of reporting & the legal- ethical issues linked to news writing and news dissemination.

Course Objectives

•To enable students garner considerable knowledge regarding the communication process and the news industry with special emphasis to newspapers. •To provide students a clear understanding about the newspaper industry and the dynamics within.

•To inculcate in students the skill to write news articles for newspapers.

Learning Outcome Learning Outcomes

•Students will have good knowledge about newsroom roles and responsibilities. •Students will be able to create content for the various pages of the newspaper across different domains-politics, economy and society.

•Students will have a functional understanding of newspaper design and page layout. Unit-1 Teaching Hours:15 Communication Definitions, process, elements, function, barriers •Kinds of communication- intra/inter-personal, group, mass. •Communication, society & socialization. Mass media communication- nature, characteristics, impact. •Models of communication: Aristotle, Shannon and Weaver, Harold Laswell, Frank Dance.

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Page - 58 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… The course is designed to provide students considerable input regarding areas related •Media Effects Theories: News Framing; Media Priming; Social-Cognitive to communication, the newspaper industry, the profession of reporting & the legal- theory of mass communication; Uses and Gratifications; Cultivation theory. ethical issues linked to news writing and news dissemination. Unit-2 Teaching Hours:15 Print Media Communication

•History of newspapers-world/India. Course Objectives •Contribution of newspapers to India’s freedom struggle. •Newspapers in India post-independence. Iconic individuals and their

contributions to Indian journalism.

•To enable students garner considerable knowledge regarding the communication •Philosophy & Editorial stands of select newspapers-TOI, The Hindu, process and the news industry with special emphasis to newspapers. Hindustan Times, Indian Express. •To provide students a clear understanding about the newspaper industry and the dynamics within. •Regional newspapers and their relevance. Milestones in Indian journalism.

Unit-3 Teaching Hours:15 •To inculcate in students the skill to write news articles for newspapers. Reporting News Aspects of beat reporting- research, reading & recording of information.

•Cultivating news sources. Learning Outcome •Reporting techniques-Investigative, interpretative, depth reports, human Learning Outcomes interest.

•Conducting interviews. •Students will have good knowledge about newsroom roles and responsibilities. •Reporting different domains-Politics, economy, crime, sports, law, lifestyle. •Students will be able to create content for the various pages of the newspaper across different domains-politics, economy and society.

•Students will have a functional understanding of newspaper design and page layout. •Legal & ethical issues while reporting. Unit-1 Teaching Hours:15 Unit-4 Teaching Hours:15 Communication Writing for newspapers Definitions, process, elements, function, barriers Journalistic writing-nature, process and styles. •Kinds of communication- intra/inter-personal, group, mass. •Concept of news-definitions, news values, nose for news. •Communication, society & socialization. Mass media communication- •News writing- elements of news stories-Lead, body & closure; 5 Ws & 1 H. nature, characteristics, impact. •News writing structures- pyramid, inverted pyramid, hourglass, •Models of communication: Aristotle, Shannon and Weaver, Harold Laswell, chronological. Frank Dance. •Feature writing and supplement pages. •Newspaper design.

•Anatomy of a newspaper. •Typography-font type, anatomy of type, type families. https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 57/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 58/178

Page - 59 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… •Readability & aesthetic principles.

•Page layout & design. Text Books And Reference Books: Text Books and Reference Books

•David K. Berlo, The Process of Communication, Holt Rhinehart and Winston, 1960. •Denis McQuail, Mass Communication Theory, Third Edition, Sage Publication, 1994 •Julius Harris The Complete Reporters, Macmillon, Newyork, 1981. •Kamath M.V., Professional Journalism, Vikas Publications, 1980. •Louis Alexnde, Beyond the Facts: A guide to the art of the Feature writing,

•Gulf Publishing Company, 1982.

Essential Reading / Recommended Reading Text Books and Reference Books

•Gulf Publishing Company, 1982.

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Page - 60 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… •Readability & aesthetic principles. Evaluation Pattern

•One comprehensive current affairs test based on newspaper reading-20 •Page layout & design. marks (Individual) Text Books And Reference Books: Text Books and Reference Books •A weekly newsletter in groups of 5, which will have university news & views, conceptualized and created by the students-text, visuals and design-20 marks (group) •Portfolio-A collection of articles written by the student. One article every •David K. Berlo, The Process of Communication, Holt Rhinehart and week by each student on either Google classroom or LMS. Each article Winston, 1960. would represent the different journalistic styles discussed in class-50 marks •Denis McQuail, Mass Communication Theory, Third Edition, Sage (Individual) Publication, 1994 •Design the cover page of the portfolio using principles of design & layout- •Julius Harris The Complete Reporters, Macmillon, Newyork, 1981. 10 marks (Individual) •Kamath M.V., Professional Journalism, Vikas Publications, 1980. •Newsletters will have to be printed and a colour copy of the same submitted •Louis Alexnde, Beyond the Facts: A guide to the art of the Feature writing, by group to the concerned faculty offering the course. The cost of printing must be borne by the group.

•Gulf Publishing Company, 1982.

•Similarly, the portfolio will showcase the articles of each individual and Essential Reading / Recommended Reading have an attractive cover page. The cover page should be in colour but the Text Books and Reference Books rest of the pages may be in black/white. A print copy of the portfolio should be submitted to the concerned faculty offering the course. The cost of printing must be borne by the individual student. •David K. Berlo, The Process of Communication, Holt Rhinehart and Winston, 1960. •Denis McQuail, Mass Communication Theory, Third Edition, Sage MEL135N - INTRODUCTION TO MASS Publication, 1994 COMMUNICATION AND JOURNALISTIC •Julius Harris The Complete Reporters, Macmillon, Newyork, 1981. WRITING (2020 Batch) •Kamath M.V., Professional Journalism, Vikas Publications, 1980. Total Teaching Hours for No of Lecture •Louis Alexnde, Beyond the Facts: A guide to the art of the Feature writing, Semester:60 Hours/Week:4 Max Marks:100 Credits:4

Course Objectives/Course

Description •Gulf Publishing Company, 1982. The course is designed to provide students considerable input regarding areas related to communication, the newspaper industry, https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 59/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 60/178

Page - 61 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… the profession of reporting & the legal-ethical issues linked to news writing and news dissemination.

• To enable students garner considerable knowledge regarding the communication process and the news industry with special emphasis to newspapers.

• To provide students a clear understanding about the newspaper industry and the dynamics within.

• To inculcate in students the skill to write news articles for newspapers Learning Outcome Students will have good knowledge about newsroom roles and responsibilities. Students will be able to create content for the various pages of the newspaper across different domains-politics, economy and society. Students will have a functional understanding of newspaper design and page layout.

Unit-1 Teaching Hours:15 Communication • Definitions, process, elements, function, barriers

• Kinds of communication- intra/inter-personal, group, mass.

• Communication, society & socialization. Mass media communication- nature, characteristics, impact.

• Models of communication: Aristotle, Shannon and Weaver, Harold Laswell, Frank Dance.

• Media Effects Theories: News Framing; Media Priming; Social- Cognitive theory of mass communication; Uses and Gratifications; Cultivation theory. Unit-2 Teaching Hours:15 Print Media Communication • History of newspapers-world/India.

• Contribution of newspapers to India’s freedom struggle.

• Newspapers in India post-independence. Iconic individuals and their contributions to Indian journalism.

https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 61/178

Page - 62 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… the profession of reporting & the legal-ethical issues linked to news • Philosophy & Editorial stands of select newspapers-TOI, The writing and news dissemination. Hindu, Hindustan Times, Indian Express.

• To enable students garner considerable knowledge regarding the • Regional newspapers and their relevance. Milestones in Indian communication process and the news industry with special emphasis journalism. to newspapers. Unit-3 Teaching Hours:15 Reporting News • To provide students a clear understanding about the newspaper industry and the dynamics within. • Aspects of beat reporting- research, reading & recording of information. • To inculcate in students the skill to write news articles for newspapers • Cultivating news sources. Learning Outcome • Reporting techniques-Investigative, interpretative, depth reports, Students will have good knowledge about newsroom roles and human interest. responsibilities. Students will be able to create content for the various pages of • Conducting interviews. the newspaper across different domains-politics, economy and society. • Reporting different domains-Politics, economy, crime, sports, law, Students will have a functional understanding of newspaper lifestyle. design and page layout. • Legal & ethical issues while reporting. Unit-1 Teaching Hours:15 Unit-4 Teaching Hours:15 Communication Writing for newspapers • Definitions, process, elements, function, barriers • Journalistic writing-nature, process and styles.

• Kinds of communication- intra/inter-personal, group, mass. • Concept of news-definitions, news values, nose for news.

• Communication, society & socialization. Mass media • News writing- elements of news stories-Lead, body & closure; 5 communication- nature, characteristics, impact. Ws & 1 H.

• Models of communication: Aristotle, Shannon and Weaver, Harold • News writing structures- pyramid, inverted pyramid, hourglass, Laswell, Frank Dance. chronological.

• Media Effects Theories: News Framing; Media Priming; Social- • Feature writing and supplement pages. Cognitive theory of mass communication; Uses and Gratifications; Cultivation theory. • Newspaper design. Unit-2 Teaching Hours:15 • Anatomy of a newspaper. Print Media Communication • History of newspapers-world/India. • Typography-font type, anatomy of type, type families.

• Contribution of newspapers to India’s freedom struggle. • Readability & aesthetic principles.

• Newspapers in India post-independence. Iconic individuals and • Page layout & design. their contributions to Indian journalism. Text Books And Reference Books:

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Page - 63 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… David K. Berlo, The Process of Communication, Holt Rhinehart and Winston, 1960. Denis McQuail, Mass Communication Theory, Third Edition, Sage Publication, 1994 Julius Harris The Complete Reporters, Macmillon, Newyork, 1981. Kamath M.V., Professional Journalism, Vikas Publications, 1980. Louis Alexnde, Beyond the Facts: A guide to the art of the Feature writing, Gulf Publishing Company, 1982.

Essential Reading / Recommended Reading

As suggested by the course instructor Evaluation Pattern

• One comprehensive current affairs test based on newspaper reading-20 marks (Individual)

• A weekly newsletter in groups of 5, which will have university news & views, conceptualized and created by the students-text, visuals and design-20 marks (group)

• Portfolio-A collection of articles written by the student. One article every week by each student on either Google classroom or LMS. Each article would represent the different journalistic styles discussed in class-50 marks (Individual) • Design the cover page of the portfolio using principles of design & layout-10 marks (Individual) • Newsletters will have to be printed and a colour copy of the same submitted by group to the concerned faculty offering the course. The cost of printing must be borne by the group. • Similarly, the portfolio will showcase the articles of each individual and have an attractive cover page. The cover page should be in colour but the rest of the pages may be in black/white. A print copy of the portfolio should be submitted to the concerned faculty offering the course. The cost of printing must be borne by the individual student. MEL211 - SPEECH AND ACCENT (2020 Batch)

Total Teaching Hours for No of Lecture Semester:45 Hours/Week:3 Max Marks:50 Credits:3 Course Objectives/Course

Description

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Page - 64 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… David K. Berlo, The Process of Communication, Holt Course Description Rhinehart and Winston, 1960. Denis McQuail, Mass Communication Theory, Third Edition, Sage Publication, 1994 Julius Harris The Complete Reporters, Macmillon, Newyork, Although most Indian students are well versed in reading and writing 1981. English, their speaking and listening skills still lag behind. In today’s Kamath M.V., Professional Journalism, Vikas Publications, 1980. globalized world, where addressing international audience is a requirement, Louis Alexnde, Beyond the Facts: A guide to the art of the it is necessary to have the desired speaking skills which is not impregnated Feature writing, Gulf Publishing Company, 1982. with mother tongue/ first language (L1) influence. Although L1 interferences Essential Reading / Recommended Reading are natural and acceptable, it is desirable if a learner of English language can attain near-native fluency. This course will facilitate the students to improve As suggested by the course instructor Evaluation Pattern their English-speaking skills, focusing on pronunciation, syllable structure, stress and intonation. • One comprehensive current affairs test based on newspaper reading-20 marks (Individual)

• A weekly newsletter in groups of 5, which will have university Course Objectives news & views, conceptualized and created by the students-text, visuals and design-20 marks (group) • Portfolio-A collection of articles written by the student. One article every week by each student on either Google classroom or LMS. •To introduce the concept of International Phonetic Alphabet (IPA) Each article would represent the different journalistic styles •To acquaint the learners with segmental features of English discussed in class-50 marks (Individual) •To acquaint the learners with suprasegmental/prosodic features of English • Design the cover page of the portfolio using principles of design & layout-10 marks (Individual) •To enable Dictionary assisted learning of English pronunciation • Newsletters will have to be printed and a colour copy of the same submitted by group to the concerned faculty offering the course. The cost of printing must be borne by the group. • Similarly, the portfolio will showcase the articles of each •To minimize Mother Tongue interferences in the learners’ English Speech individual and have an attractive cover page. The cover page should be in colour but the rest of the pages may be in black/white. A print copy of the portfolio should be submitted to the concerned faculty Learning Outcome offering the course. The cost of printing must be borne by the •Learners will be acquainted with IPA scripts and symbols individual student. •Learners will be equipped to use a dictionary to facilitate self-learning MEL211 - SPEECH AND ACCENT (2020 Batch) •Learners will be able to distinguish English consonant and vowel sounds

Total Teaching Hours for No of Lecture from other languages. Semester:45 Hours/Week:3 •Learners will have knowledge in syllable structure, stress and intonational Max Marks:50 Credits:3 patterns in English. Course Objectives/Course

Description •Learners will be aware of the MT interferences and ways to overcome such interferences. https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 63/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 64/178

Page - 65 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… Unit-1 Teaching Hours:7 Introduction to Phonetics This unit will engage with topics such as speech production and articulatory phonetics. International Phonetic Alphabet/ IPA helps the learners to understand the phonemes of all known languages and thereby, facilitates the learners to distinguish English sounds from others. This unit will also train the students to use a dictionary in order enhance their pronunciation. •Speech Productions •Organs of Speech •Manner and Place of Articulation •IPA Chart •Phonetic Transcription

•Dictionary Assisted Learning Unit-2 Teaching Hours:10 Segmental Features of English This unit will familiarize the students with the segmental properties of English language. •English Vowels •English Consonants •English Diphthongs

•Case study Unit-3 Teaching Hours:15 Suprasegmental Features of English Learners will be introduced to the concept of syllabification and other prosodic features such as stress and intonation. This will help the learners to use appropriate accent and tone while delivering a sentence. •Syllable Structure and Types of Syllables •Syllable Structure in English •Word Stress •Phonemic Stress •Intonation

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Page - 66 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… Unit-1 Teaching Hours:7 •Lab Sessions Introduction to Phonetics Unit-4 Teaching Hours:13 This unit will engage with topics such as speech production and articulatory Mother Tongue Interferences and Accent phonetics. International Phonetic Alphabet/ IPA helps the learners to Neutralization understand the phonemes of all known languages and thereby, facilitates the For a speaker to eliminate MT/L1 interferences, he/she has to be aware of learners to distinguish English sounds from others. This unit will also train such interferences. Features of Indian English varieties will be discussed so the students to use a dictionary in order enhance their pronunciation. that the learners know the extent of MT/L1 influence in the variety of •Speech Productions English they speak. •Organs of Speech •Mother Tongue Interferences •Manner and Place of Articulation •Interferences in Segmental level •IPA Chart •Interferences in Suprasegmental level •Phonetic Transcription •Syllable Structure in Indian English Varieties- Case Study •Minimizing Interferences

•Dictionary Assisted Learning Unit-2 Teaching Hours:10 •Accent Neutralization Segmental Features of English Text Books And Reference Books:

This unit will familiarize the students with the segmental properties of English language. •English Vowels •Jones, D. (1922). An outline of English phonetics. BG Teubner. •English Consonants •Jones, D. (2006). English pronouncing dictionary. Cambridge University •English Diphthongs Press. •Ladefoged, P., & Johnson, K. (2014). A course in phonetics. Nelson •Case study Education. Unit-3 Teaching Hours:15 •Pierrehumbert, J. B. (1980). The phonology and phonetics of English Suprasegmental Features of English intonation (Doctoral dissertation, Massachusetts Institute of Technology). Learners will be introduced to the concept of syllabification and other •Roach, P. (2009). English Phonetics and Phonology Paperback with Audio prosodic features such as stress and intonation. This will help the learners to CDs (2): A Practical Course. Cambridge university press. use appropriate accent and tone while delivering a sentence. •Sethi, J., & Dhamija, P. V. (1999). A course in phonetics and spoken •Syllable Structure and Types of Syllables English. PHI Learning Pvt. Ltd. •Syllable Structure in English •Word Stress •Phonemic Stress Essential Reading / Recommended Reading

•Intonation

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Page - 67 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… •Carr, P. (2019). English phonetics and phonology: An introduction. John Wiley & Sons. •Fromkin, V., Rodman, R., & Hyams, N. (2018). An introduction to language. Cengage Learning.

•Ladefoged, P., & Johnson, K. (2014). A course in phonetics. Nelson Education.

Evaluation Pattern Students will be continuously assessed for their speaking skills and phonetic transcription. •Homework and class tests: Homework assignments will be distributed almost every week, and will often include transcription of sound files. (10 marks) •Quizzes: Occasional dictation-style transcription quizzes will be held during most lectures. Best three quiz scores will be considered for evaluation. (10 marks) •Speaking Exercise 1: Each student’s skills at accurately producing various speech sounds will be tested individually. (20 marks)

•Speaking Exercise 2: Students will be asked to speak on various topics for 5-10 minutes. Pronunciation, stress assignment and intonation will be assessed. (15 marks) MEL231 - BRITISH LITERATURE II: CRITICAL READINGS (2020 Batch)

No of Lecture Total Teaching Hours for Semester:60 Hours/Week:4 Max Marks:100 Credits:4 Course Objectives/Course Description Course Description Literature can never be separated from the culture that produces it. This course is an introduction to British literature from the 19th century to the https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 67/178

Page - 68 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… •Carr, P. (2019). English phonetics and phonology: An introduction. John Contemporary times through a close reading of fiction, drama, poetry and Wiley & Sons. other literary forms. Placing the texts in a social, historical and formal •Fromkin, V., Rodman, R., & Hyams, N. (2018). An introduction to context, they will consider how the definition of ‘Englishness’ has shifted in language. Cengage Learning. the course of the century and has become more inclusive and complex, and how the changing position of Britain in the world is reflected in the

literature. This course will examine how British authors have responded to •Ladefoged, P., & Johnson, K. (2014). A course in phonetics. Nelson historical and cultural change through the twentieth century to the twenty Education. first, a history that has moved from the heights of colonialism at the end of the nineteenth century to contemporary multiculturalism, with all of its

attendant ideological and geographical restructurings. The course will Evaluation Pattern Students will be continuously assessed for their speaking skills and phonetic examine the politics of realism, the growth of modernism, and the response transcription. and contribution of the British writers to the increasingly postmodern and •Homework and class tests: Homework assignments will be distributed postcolonial experience of British culture. Cultural, historical, and almost every week, and will often include transcription of sound files. (10 theoretical context will be integrated into the discussion by means of lecture marks) and secondary readings and resources, to situate close reading of the texts •Quizzes: Occasional dictation-style transcription quizzes will be held during within the historical moment of their production and reception. most lectures. Best three quiz scores will be considered for evaluation. (10 marks) •Speaking Exercise 1: Each student’s skills at accurately producing various Course Objectives speech sounds will be tested individually. (20 marks) ●To become familiar with the narrative forms and themes of contemporary British literature ●To study contemporary British literature within the cultural context of its

•Speaking Exercise 2: Students will be asked to speak on various topics for production and reception 5-10 minutes. Pronunciation, stress assignment and intonation will be ●To participate in lively and informed discussions about/ around the reading assessed. (15 marks) ●To develop and apply critical skills for reading, thinking, and writing about MEL231 - BRITISH LITERATURE II: CRITICAL several genres ●To explore what a literary or cultural text conveys (its themes, its view of READINGS (2020 Batch) the world) No of Lecture Total Teaching Hours for Semester:60 ● To examine how a literary or cultural text conveys that knowledge (its Hours/Week:4 aesthetic form, its selection/omission of detail) Max Marks:100 Credits:4 Course Objectives/Course Description Course Description Learning Outcome Literature can never be separated from the culture that produces it. This Course Learning Outcomes course is an introduction to British literature from the 19th century to the Students will demonstrate: https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 67/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 68/178

Page - 69 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… ●The ability to read complex texts, closely and accurately. ● The ability to comprehend both traditional and contemporary schools/methods of critical theory and apply them to literary texts to generate relevant interpretations. ●The knowledge of literary history of particular periods of British literature. ●The ability to effectively conduct independent research.

● The ability to write clear, grammatically correct prose for a variety of purposes besides literary analysis.

Unit-1 Teaching Hours:15 Victorian Age The Victorian Age marked the rise of British imperialism, material prosperity and global cosmopolitanism on the one hand and crisis of faith and fear of moral decadence on the other. Both colonial outreach and rise in scientific temper characterize the spirit of inquiry, quest and self-analysis evident in early and late Victorian literature. Darwin’s theory of evolution shook the foundation of Religion while asserting human agency, flux and change. Empiricism and Utilitarian ideologies transformed worldviews. Industrialization and large scale urbanization, coupled by huge class divides, growing corruption and increasing poverty reflected themselves in realistic modes of writing. Much of Victorian literature gave expression to the stark contrast between private and public worlds and increasing mechanization of human relationships. Many Victorian writers thus retrieve the past to make sense of a changing world, be it classical or medieval

Key Concepts and Movements: Spirit of Quest, Industrialization, Cosmopolitanism, Urban Economy and Class Divide, Women in Victorian Times, Art for Art’s Sake ●Alfred Tennyson: Excerpts from “In Memoriam” ●Robert Browning: My Last Duchess ●Elizabeth Barrett Browning: “The Cry of the Children” ●Annie Besant: Excerpts from White Slavery in London https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 69/178

Page - 70 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… ●The ability to read complex texts, closely and accurately. ●Charles Dickens: Christmas Carol ● The ability to comprehend both traditional and contemporary ●Emily Bronte: Wuthering Heights- SLC schools/methods of critical theory and apply them to literary texts to ●Christina Rossetti: “Goblin Market” generate relevant interpretations.

●The knowledge of literary history of particular periods of British literature. ●The ability to effectively conduct independent research. ●Oscar Wilde: The Importance of Being Earnest- SLC

Unit-2 Teaching Hours:15 ● The ability to write clear, grammatically correct prose for a variety of Early Modernism ? Alienation and purposes besides literary analysis. Exile The units 2 and 3 will seek to explore, define, and critique several key Unit-1 Teaching Hours:15 concepts that emerged in 20th Century British literature and were expressed Victorian Age in terms of sociology, history, and politics. Many of the Modernist British The Victorian Age marked the rise of British imperialism, material writers were ‘outsiders’ (Irish, immigrants, expatriates, exiles) - Joyce, Eliot, prosperity and global cosmopolitanism on the one hand and crisis of faith Lawrence, Conrad and others. It is then imperative to explore important and fear of moral decadence on the other. Both colonial outreach and rise in terms such as. The unit will also survey several momentous periods from the scientific temper characterize the spirit of inquiry, quest and self-analysis end of the Victorian period through the First World War and the height of evident in early and late Victorian literature. Darwin’s theory of evolution Empire to the first ‘modern’ revolutionary attempts to undermine British shook the foundation of Religion while asserting human agency, flux and imperialism. The unit will go on to examine the years between the two change. Empiricism and Utilitarian ideologies transformed worldviews. World Wars, the post-War period and the slow dismantling of the imperial Industrialization and large scale urbanization, coupled by huge class divides, state. growing corruption and increasing poverty reflected themselves in realistic modes of writing. Much of Victorian literature gave expression to the stark contrast between private and public worlds and increasing mechanization of Key Concepts and Movements: Modernism, Bildungsroman, Stream of human relationships. Many Victorian writers thus retrieve the past to make consciousness novel, nationalism, imperialism, regionalism, post- sense of a changing world, be it classical or medieval industrialization, class, race and gender, world wars, rise of mystery thrillers, absurd drama, modernism in other art forms ● “The Twentieth Century and After” Norton Anthology of English Key Concepts and Movements: Spirit of Quest, Industrialization, Literature, pages 1827-1847 Cosmopolitanism, Urban Economy and Class Divide, Women in Victorian ●Thomas Hardy – The Convergence of the Twain Times, Art for Art’s Sake ●Joseph Conrad – Preface to The Heart of Darkness and The Nigger and the ●Alfred Tennyson: Excerpts from “In Memoriam” Narcissus,” ●Robert Browning: My Last Duchess ●W. B. Yeats -- “The Second Coming”, “Leda and the Swan” ●Elizabeth Barrett Browning: “The Cry of the Children” ●Virginia Woolf – A Haunted House ●Annie Besant: Excerpts from White Slavery in London https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 69/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 70/178

Page - 71 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… ●Wilfred Owen - Dulce et Decorum Est ●James Joyce- Portrait of the Artist as a young Man (Excerpts) - SLC ●DH Lawrence – The Odour of Chrysanthemums- SLC ●Katherine Mansfield- The Garden Party- SLC ●GK Chesterton- Upon this Rock

●TS Eliot – The Waste Land (Excerpts),

Unit-3 Teaching Hours:15 Late Modernism?A Project of

Disrupture George Orwell- Politics and the English Language ●WH Auden- Unknown Citizen ●Agatha Christie- The King of Clubs- SLC ● Harold Pinter – The Dumb Waiter- SLB ●Doris Lessing- To Room Nineteen- SLC ●Angela Carter- The Werewolf- SLC ●Adrian Henri- Where ‘Er you walk ●Tom Stoppard- Shakespeare in Love (Original Screenplay)- SLC

●Adaptations of any one of J K Rowling's Harry Potter series - SLB Unit-4 Teaching Hours:15 Postmodernism?Multicultural

Fluidity This unit introduces students to concerns of globalization, multiculturalism, diasporic identity and the postcolonial bulwark of writings which characterize postmodernity in the UK of the late 20th and early 21st centuries.

Key Concepts and Movements: The rise of conservatism and neoliberalism in the 1980s and ‘90s, the reappearance of armed resistance to British rule in Northern Ireland, and the moves toward devolution in Scotland and Wales. https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 71/178

Page - 72 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… ●Wilfred Owen - Dulce et Decorum Est ●Salman Rushdie: English is an Indian Literary Language. ●James Joyce- Portrait of the Artist as a young Man (Excerpts) - SLC ●Monica Ali: Brick Lane- SLC ●DH Lawrence – The Odour of Chrysanthemums- SLC ●Carol Ann Duffy- Medusa ●Katherine Mansfield- The Garden Party- SLC ●Kazuo Ishiguro: Never Let Me Go- SLB ●GK Chesterton- Upon this Rock

●Buchi Emecheta- Second Class Citizen- SLC ●TS Eliot – The Waste Land (Excerpts),

Text Books And Reference Books: Teaching Hours:15 Unit-3 Late Modernism?A Project of

Disrupture Greenblatt, S.The Norton Anthology of English Literature, 10th ed. Vol.A. George Orwell- Politics and the English Language New York: (2012) ●WH Auden- Unknown Citizen Essential Reading / Recommended Reading ●Agatha Christie- The King of Clubs- SLC Attridge, Derek. The Rhythms of English Poetry, 1982 ● Harold Pinter – The Dumb Waiter- SLB Baugh, Albert. A Literary History of England, 1967 ●Doris Lessing- To Room Nineteen- SLC Brantlinger, Patrick. Rule of Darkness: British Literature and Imperialism, ●Angela Carter- The Werewolf- SLC 1830-1914, 1988 ●Adrian Henri- Where ‘Er you walk Conrad, Peter. Modern Times, Modern Places. 1998 ●Tom Stoppard- Shakespeare in Love (Original Screenplay)- SLC Doody, Margaret. The True Story of the Novel. 1996 Ellmann, Richard and Feidelson, Charles (ed.)The Modern Tradition:

Backgrounds of Modern Literature, 1965 ●Adaptations of any one of J K Rowling's Harry Potter series - SLB Pinsky, Robert. The Sounds of Poetry: A Brief Guide, 1998 Unit-4 Teaching Hours:15 Poovey, Mary. Making a Social Body: British Cultural Formation, 1830- Postmodernism?Multicultural 1864, 1995

Fluidity This unit introduces students to concerns of globalization, multiculturalism, diasporic identity and the postcolonial bulwark of writings which Watt, Ian. The Rise of the Novel, 1957 characterize postmodernity in the UK of the late 20th and early 21st Evaluation Pattern centuries. CIA I and III can be either written analysis/presentation of a movement or

dominant idea of the time, literary quiz or debates or seminar/panel discussions. Key Concepts and Movements: The rise of conservatism and neoliberalism Mid semester exam will be a written paper on the modules covered for 50 in the 1980s and ‘90s, the reappearance of armed resistance to British rule in marks (5 questions out of 8, 10 marks each) Northern Ireland, and the moves toward devolution in Scotland and Wales. https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 71/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 72/178

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End-semester exam- One Section: Five questions carrying 20 marks to be answered out of eight. MEL232 - RESEARCH METHODOLOGY (2020 Batch)

Total Teaching Hours for No of Lecture Semester:60 Hours/Week:4 Max Marks:100 Credits:4 Course Objectives/Course

Description Course Description This course is designed to provide an introduction to research skills relevant to postgraduate work in English language and literature. Topics center on research practices, research tools, and dissertation preparation. The goal of the course is to equip students with both practical tools and guiding principles for issues like the identification of a research question, the use of relevant literature, the collection and analysis of data, the format and style of writing, and the methods and methodologies followed in the field of English literary studies.

Course Objectives •To introduce students to the fundamentals of research •To train students on the process of organizing and drafting a research paper/project, •To help students to identify, and use a wide variety of sources in the service of responsible research and scholarship, •To introduce students to different methods and methodologies pertaining to English literary studies,

•To prepare students to produce a paper using MLA documentation and manuscript styles.

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Page - 74 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… Learning Outcome Learning Outcomes End-semester exam- One Section: Five questions carrying 20 marks to be From the perspective of one’s program of study, this course poses a real- answered out of eight. world test helping to make a realistic transition from coursework to MEL232 - RESEARCH METHODOLOGY (2020 dissertation. A successful completion of the course is marked by your ability Batch) to do the following: Total Teaching Hours for No of Lecture •Apply the theoretical and methodological understanding and skills into Semester:60 Hours/Week:4 devising researchable ideas and specific research questions and hypotheses, Max Marks:100 Credits:4 •Utilize various sources to gather data for a research paper, Course Objectives/Course

Description •Organize ideas, write annotated bibliographies, and thesis statements, Course Description •Conduct a focused review of the relevant literature and create appropriate This course is designed to provide an introduction to research skills relevant conceptual framework, to postgraduate work in English language and literature. Topics center on •Think through and articulate a chapter-by-chapter outline of the intended research practices, research tools, and dissertation preparation. The goal of dissertation, the course is to equip students with both practical tools and guiding principles for issues like the identification of a research question, the use of relevant literature, the collection and analysis of data, the format and style of •Communicate research ideas and their appropriate theoretical and writing, and the methods and methodologies followed in the field of English methodological issues effectively and efficiently. literary studies. Unit-1 Teaching Hours:20 The Philosophy of Research Fundamentals of Research Course Objectives •Defining the ‘Construct’ of Research •To introduce students to the fundamentals of research •Research in the Academia •To train students on the process of organizing and drafting a research •Nature of Research -Translation, Documentation and Archiving paper/project, •Interpretation and Validity •To help students to identify, and use a wide variety of sources in the service Nature of inquiry in Physical Sciences, Social Sciences and Humanities of responsible research and scholarship, •Positivism, Post-positivism, Constructivism, Interpretivism •To introduce students to different methods and methodologies pertaining to The Philosophy of Research in Literature. English literary studies, •Subjectivities, Identities, Vulnerabilities and Biases

•To prepare students to produce a paper using MLA documentation and •Criticism and Evolution of Research in literature ( Terry Eagleton and manuscript styles. Gabriele Griffith) Unit-2 Teaching Hours:30 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 73/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 74/178

Page - 75 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… The Process of Research: Theory and Practice Reading for Research •Pre-reading, Pre-writing (Mind mapping, Concept mapping, Analyzing and Synthesizing ) •Language, Style and Types of Discourses (Scholarly, Narrative, Argumentative, Expository, Descriptive) •Contemporary fields of research •Genres of Academic writing: response paper, essay, reviews, annotated bibliography Research Design •Thinking through the Research Issue •Background Reading •Methodology and Theoretical Framework •Data Collection •Data Analysis •The Writing Process •Dissemination The Design component should look into the Research Problem – Topic Idea, C.A.R.S Model,Research Questions, Literature Review, The Object of research and Rationale, Identification of a Research Gap •Research Proposal •Writing for research - abstract, introduction, literature review, theoretical and methodological framework, analysis, discussion, inferences and implications

•Protocols for Submission Unit-3 Teaching Hours:10 The Mechanics of Research The Format (Presentation) of a research paper •Procedures in Literary Research / Culture Studies/Film Studies/Language Studies •Ethics in research - Plagiarism and Consensus and Conflict of interest https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 75/178

Page - 76 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… The Process of Research: Theory and •Referencing and citation - MLA & APA (SLA) Practice Reading for Research •Pre-reading, Pre-writing (Mind mapping, Concept mapping, Analyzing and Text Books And Reference Books: Synthesizing ) •Language, Style and Types of Discourses (Scholarly, Narrative, Carter V. Good. “Fundamentals of Research: Methodology.”The Journal of Argumentative, Expository, Descriptive) Educational Research Vol. 31, No. 2 (Oct., 1937), pp. 138-139 •Contemporary fields of research Griffin, Gabriele. Research Methods for English Studies. Edinburgh •Genres of Academic writing: response paper, essay, reviews, annotated University Press, 2014 bibliography James C. Raymond. “Rhetoric: The Methodology of the Research Design Humanities.”College English. Vol. 44, No. 8 (Dec., 1982), pp. 778-783 •Thinking through the Research Issue Paul Rico. “The Model of the Text: Meaningful Action Considered as a •Background Reading Text.” Interpretive Social Science: A Reader edited by Paul Rabinow, •Methodology and Theoretical Framework William M. Sullivan •Data Collection Rens Bod and Julia Kursell. “Introduction: The Humanities and the •Data Analysis Sciences.” Isis. Vol. 106, No. 2 (June 2015), pp. 337-340 •The Writing Process •Dissemination The Design component should look into the Research Problem – Topic Idea, Srivastava, Raju. Research Methodolgy in English Studies. Sublime C.A.R.S Model,Research Questions, Literature Review, The Object of publications, 2013 research and Rationale, Identification of a Research Gap •Research Proposal Essential Reading / Recommended Reading •Writing for research - abstract, introduction, literature review, theoretical and methodological framework, analysis, discussion, inferences and Carter V. Good. “Fundamentals of Research: Methodology.”The Journal of implications Educational Research Vol. 31, No. 2 (Oct., 1937), pp. 138-139 Griffin, Gabriele. Research Methods for English Studies. Edinburgh University Press, 2014 •Protocols for Submission James C. Raymond. “Rhetoric: The Methodology of the Unit-3 Teaching Hours:10 Humanities.”College English. Vol. 44, No. 8 (Dec., 1982), pp. 778-783 The Mechanics of Research Paul Rico. “The Model of the Text: Meaningful Action Considered as a The Format (Presentation) of a research paper Text.” Interpretive Social Science: A Reader edited by Paul Rabinow, •Procedures in Literary Research / Culture Studies/Film Studies/Language William M. Sullivan Studies •Ethics in research - Plagiarism and Consensus and Conflict of interest https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 75/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 76/178

Page - 77 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… Rens Bod and Julia Kursell. “Introduction: The Humanities and the Sciences.” Isis. Vol. 106, No. 2 (June 2015), pp. 337-340

Srivastava, Raju. Research Methodolgy in English Studies. Sublime publications, 2013

Evaluation Pattern CIA 1: Annotated bibliography For this assignment, each student will draft a 25-30 annotated bibliography of books and articles on the topic you chose for your dissertation. The Annotated Bibliography is a list of the sources the student has found so far in his/her area of research. The list is in alphabetical order as it would be on the Works Cited page, and includes a full citation for each source as it would appear on the Works Cited page. However, in addition, an Annotated Bibliography includes an annotation for each source, which is basically a summary of the source and some commentary on why the source is useful to the project. The purpose of the Annotated Bibliography is to motivate students to begin their research early, to begin evaluating research sources, and to begin thinking about how they might fit together in his/her paper. In addition, this assignment asks students to put together Works Cited page citations now, so that they are not scrambling to do them at the last minute. This assignment also helps give the instructor a clearer sense of where students are headed with his/her dissertation/project so that the instructor can better advise him/her and help him/her generate ideas. It also allows the instructor to identify any problems with sources early on.

CIA 2: Literature Review For this assignment, each student will compose a 10-12 source researched literature review of the assigned topic. Your paper must be typed per MLA format and submitted to me before your presentation.

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Page - 78 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… Rens Bod and Julia Kursell. “Introduction: The Humanities and the A literature review is a survey of scholarly material relevant to a particular Sciences.” Isis. Vol. 106, No. 2 (June 2015), pp. 337-340 issue, area of research, or theory that provides a description, summary, and critical evaluation of each work. The purpose of a literature review is to offer

a particular overview of significant literature published on a given topic. A Srivastava, Raju. Research Methodolgy in English Studies. Sublime literature review, framed to suit the needs of your project, demonstrates your publications, 2013 familiarity with literature pertinent to your topic of research. As such, it serves as the foundational material from which your argument will emerge in

the final paper you compose for this class. In addition to developing and Evaluation Pattern CIA 1: Annotated bibliography enriching your knowledge about your research topic, writing a literature For this assignment, each student will draft a 25-30 annotated bibliography review affords you the opportunity to develop and practice three of books and articles on the topic you chose for your dissertation. fundamental skills: Research, Analysis, and Synthesis. The Annotated Bibliography is a list of the sources the student has found so a. Research: The ability to find existing data by scanning the literature far in his/her area of research. The list is in alphabetical order as it would be efficiently using the databases common to scholars in the university and the on the Works Cited page, and includes a full citation for each source as it ability to identify a set of useful sources. would appear on the Works Cited page. However, in addition, an Annotated b. Analysis: The ability to identify significant findings, connections, or Bibliography includes an annotation for each source, which is basically a conclusions in and among the published literature on your topic. summary of the source and some commentary on why the source is useful to c. Synthesis: The ability to articulate connections, patterns, common themes the project. and areas of disagreement within a range of studies.

The purpose of the Annotated Bibliography is to motivate students to begin their research early, to begin evaluating research sources, and to begin thinking about how they might fit together in his/her paper. In addition, this CIA 3: Portfolio assignment assignment asks students to put together Works Cited page citations now, so Every student turns in a portfolio that contains final versions of the literature that they are not scrambling to do them at the last minute. review, drafts of the research paper, plus a reflection on the dissertation This assignment also helps give the instructor a clearer sense of where writing experience. (Reflection on the Dissertation Writing Experience: This students are headed with his/her dissertation/project so that the instructor can assignment is designed for the student to reflect on personal expectations, better advise him/her and help him/her generate ideas. It also allows the concerns, and questions related to the dissertation writing process. Roughly, instructor to identify any problems with sources early on. the students will answer the following question in an essay format: What are your thoughts on the dissertation process, fears, and questions? What is your current interest in the topic you selected? What resources can you use in the

CIA 2: Literature Review dissertation writing process? What are your strengths and weakness related For this assignment, each student will compose a 10-12 source researched to writing?) literature review of the assigned topic. Your paper must be typed per MLA format and submitted to me before your presentation. End Semester Exam: Research Paper

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Students should complete a research paper using up to two primary sources and a minimum of ten secondary sources, correctly documented utilizing MLA / APA style citations, with a Works Cited page.

MEL233 - LITERARY THEORY (2020 Batch)

No of Lecture Total Teaching Hours for Semester:60 Hours/Week:4 Max Marks:100 Credits:4 Course Objectives/Course Description Course Description In continuation with the paper on Literary Studies (MEL 133), this paper begins with 20th century developments in Europe that are ‘transdiscursive’. Foucault used this term to describe certain works that began as part of a specific discourse but became legitimately relevant to other discourses like Marxism, for instance. Following the works of these transdiscursive thinkers, the 20th century became a hotbed of radical ways of viewing the world. In this paper, we will look at several prominent thinkers who have had a dominating influence in shaping the ways in which the world and the text can be viewed and received. Towards the latter part of the 20th century, several approaches to literature like postcolonial studies, gender studies and cultural studies have added dimensions of location, gender and caste to the classical questions on the nature and reception of art. The focus has shifted from what constitutes meaning to how meanings are produced. We conclude this paper with reflections on the future of literary theory.

Course Objectives •To make students familiar with key terms and ideas that contributed to the critical and theory-driven movements. •To encourage students to develop capabilities in interpreting/critiquing literary texts in relation to philosophical, intellectual, social and historical https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 79/178

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The student will apply multiple frames of thinking to a text. MEL233 - LITERARY THEORY (2020 Batch) •The student will develop the ability to write a response paper to any one No of Lecture Total Teaching Hours for Semester:60 thinker or theoretical framework. Hours/Week:4 •Students will make use of theoretical tools in their research papers. Max Marks:100 Credits:4 Course Objectives/Course Description Course Description Unit-1 Teaching Hours:15 In continuation with the paper on Literary Studies (MEL 133), this paper Concepts of Self, Other and Identity begins with 20th century developments in Europe that are ‘transdiscursive’. Politics Foucault used this term to describe certain works that began as part of a Following a text-centred approach that inaugurated the 20th century, we specific discourse but became legitimately relevant to other discourses like move to the reader and the artist and the idea of what constitutes the self Marxism, for instance. •A Freudian Reading of Fiction: Key Terms and extracts from The Following the works of these transdiscursive thinkers, the 20th century Interpretation of Dreams: The Material and Sources of Dreams / The Dream became a hotbed of radical ways of viewing the world. In this paper, we will Work/ Creative Writers and Day Dreaming. look at several prominent thinkers who have had a dominating influence in This is to be followed by application on the concepts and ideas on the select shaping the ways in which the world and the text can be viewed and fiction of D.H. Lawrence or any other relevant material. received. •A Lacanian Reading of Literary Language: The Mirror Stage / The Agency Towards the latter part of the 20th century, several approaches to literature of the Letter in the Unconscious. like postcolonial studies, gender studies and cultural studies have added This would be followed by a Lacanian reading of the plays of Shakespeare – dimensions of location, gender and caste to the classical questions on the the unconscious / Real in Twelfth Night, for example. nature and reception of art. The focus has shifted from what constitutes •The Ecriture Feminine of Literature: Approaches to Feminism: from the meaning to how meanings are produced. We conclude this paper with Stanford Encyclopedia of Philosophy. reflections on the future of literary theory. The class is to conclude with an application of important feminist ideas like writing the body and identifying and encountering the Law of the Father. •Gender Studies and Queer theory: Internet Encyclopedia. The classes would attempt a retake on literature from the past till Course Objectives contemporary times in terms of the problematics of gender. •To make students familiar with key terms and ideas that contributed to the •Identity Politics: Stanford Encyclopedia. critical and theory-driven movements. •To encourage students to develop capabilities in interpreting/critiquing literary texts in relation to philosophical, intellectual, social and historical https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 79/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 80/178

Page - 81 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… A reading of identity politics in terms of how literature has evolved in contemporary times. This would provide a survey of the emergence of identity politics literature and would also problematize them in terms of theory Unit-2 Teaching Hours:15 Marxism and Ideology What drives Human consciousness? If for the psychoanalysts it was the irrational, for another school of theorists it was your social class that determined consciousness •Karl Marx and Engels: Excerpts from the Communist manifesto: The Norton Anthology •Walter Benjamin: Stanford Encyclopedia •Marxism and Critical Theory: Internet Encyclopedia •Althusser: From Ideology and Ideological State Apparatuses

(Self Study: Yale Open Courses Lecture 17: The Frankfurt School of Critical Theory and Lecture 18: the Political Unconscious) Unit-3 Teaching Hours:10 Language, Text, Reader This unit focusses attention of how meanings are produced and who owns meaning making •Bakhtin: from Discourse in the Novel •J.L.Austin: Performative Utterances •Wolfgang Iser: Interaction Between Text and Reader

•JSTOR :Dr. Louise M. Rosenblatt : The Poem as Event (for Reader- Response Theory) Unit-4 Teaching Hours:4 Texts and Contexts The reader who creates meaning is a construct of history and location •New Historicism and Cultural Materialism: Internet Encyclopedia

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Page - 82 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… A reading of identity politics in terms of how literature has evolved in Unit-5 contemporary times. This would provide a survey of the emergence of New Directions identity politics literature and would also problematize them in terms of This unit looks at newer theories that have left critics questioning the future theory of theory Unit-2 Teaching Hours:15 •Ecocriticism Marxism and Ideology •Trauma Theory What drives Human consciousness? If for the psychoanalysts it was the •Chaos Theory irrational, for another school of theorists it was your social class that •Against Theory: William Deresiewicz: The Business of Theory determined consciousness

•Karl Marx and Engels: Excerpts from the Communist manifesto: The Norton Anthology •JSTOR: Evolutionary Paradigm for Literary Study: Dr. Joseph Carroll •Walter Benjamin: Stanford Encyclopedia Unit-6 Teaching Hours:10 Application of Theory to Literary •Marxism and Critical Theory: Internet Encyclopedia Texts •Althusser: From Ideology and Ideological State Apparatuses This unit is meant to help students read a text from different lenses •Psychoanalytical criticism of a novel / poem prescribed for study. •Marxist criticism of a novel / poem prescribed for study (Self Study: Yale Open Courses Lecture 17: The Frankfurt School of Critical •Feminist criticism of a text prescribed for study. Theory and Lecture 18: the Political Unconscious) •Formalist reading of a poem Unit-3 Teaching Hours:10 •Critique of any prominent critic / school of criticism prescribed for study. Language, Text, Reader (Self – study: Glossary of Semiotics, Intertextuality, Aporia, Difference, This unit focusses attention of how meanings are produced and who owns Dialectical Materialism, False consciousness, Hermeneutics, meaning making Phenomenology, Alterity, Interpellation) •Bakhtin: from Discourse in the Novel •J.L.Austin: Performative Utterances •Wolfgang Iser: Interaction Between Text and Reader (For Textual Analysis: Students can choose any text prescribed for study in the British, American or Indian Literature syllabi. They could take one text or multiple texts) •JSTOR :Dr. Louise M. Rosenblatt : The Poem as Event (for Reader- Response Theory) Unit-4 Teaching Hours:4 Text Books And Reference Books: Texts and Contexts Introduction to The Norton Anthology of Theory and Criticism. Ed. Vincent The reader who creates meaning is a construct of history and location Leitch. Norton, New York, 2010. •New Historicism and Cultural Materialism: Internet Encyclopedia Yale University lectures on You Tube. Internet Encyclopedia of Philosophy •Edward Said: From Orientalism Teaching Hours:6 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 81/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 82/178

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Stanford Encyclopedia of Philosophy Essential Reading / Recommended Reading Leitch, Vincent and William Cain. Eds. The Norton Anthology of Theory and Criticism. Norton, New York, 2010. (Introduction) Tyson, Lois. Critical theory Today: A user-friendly guide. Routledge, 2006. Habib, M.A.R. A History of Literary Criticism and Theory: from Plato to the Present. Blackwell, 2005. Rice, Phillip and Patricia Waugh. Modern Literary Theory. Hodder Arnold, London. 1989. Sturrock,John. Structuralism and Since: from Levi-Strauss to Derrida. Oxford University Press, 1979. Zima, Peter V. The Philosophy of Modern Literary Theory. Athlone, London.1999. Klages, Mary. Literary Theory: A Guide for the Perplexed. A &C Black, 2006. Hall, Donald. Literary and Cultural Theory. Houghton Mifflin Company, 2001. Richter, David. Ed. The Critical Tradition: Classic Texts and Contemporary Trends. 3rded.Boston: Bedford / St. Martin’s, 2007.

Cuddon, John Anthony. Dictionary of Literary Terms and Literary Theory. John Wiley and Sons, 2012. Evaluation Pattern CIA I Application of Psychoanalysis or Marxism to a literary text prescribed for study in British, American or Indian literatures. CIA II Written exams: Answer any 5 out of 7 questions. 10 marks for each answer. CIA III Application of Feminism or Formalism to a literary text prescribed for study. End Semester Exam

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Stanford Encyclopedia of Philosophy MEL234 - ENGLISH LANGUAGE EDUCATION (2020 Batch) Essential Reading / Recommended Reading Leitch, Vincent and William Cain. Eds. The Norton Anthology of Theory No of Lecture Total Teaching Hours for Semester:60 and Criticism. Norton, New York, 2010. (Introduction) Hours/Week:4 Tyson, Lois. Critical theory Today: A user-friendly guide. Routledge, 2006. Max Marks:100 Credits:4 Course Objectives/Course Description Habib, M.A.R. A History of Literary Criticism and Theory: from Plato to the Course Description Present. Blackwell, 2005. The course visualizes the paradigm of English language education as a wide Rice, Phillip and Patricia Waugh. Modern Literary Theory. Hodder Arnold, platform that primarily is concerned with but not limited to issues of London. 1989. teaching and learning English. It is with this broad understanding that the Sturrock,John. Structuralism and Since: from Levi-Strauss to Derrida. present paper has been designed. The purpose of the paper is to view ELE Oxford University Press, 1979. not just as a skill focused paper but as a paper that would give equal Zima, Peter V. The Philosophy of Modern Literary Theory. Athlone, importance to the various theories and notions in language education. London.1999. Therefore, the paper is inclusive of issues that concern education in general Klages, Mary. Literary Theory: A Guide for the Perplexed. A &C Black, and language education in specific. The paper starts with introducing the 2006. notions of language classrooms as shaping social identities, issues of gender Hall, Donald. Literary and Cultural Theory. Houghton Mifflin Company, neutrality and policies in education with specific focus on language 2001. education. It uses the notion of English language education as a base to Richter, David. Ed. The Critical Tradition: Classic Texts and Contemporary discuss various aspects of language education from a theoretical as well as Trends. 3rded.Boston: Bedford / St. Martin’s, 2007. practical perspective basing theory on philosophies of education, learning and teaching. The Units are designed and graded in an attempt to attach equal importance to both theory and practice. Cuddon, John Anthony. Dictionary of Literary Terms and Literary Theory. John Wiley and Sons, 2012. Evaluation Pattern CIA I Course Objectives Application of Psychoanalysis or Marxism to a literary text prescribed for The present course aims to: study in British, American or Indian literatures. •familiarize learners with core theories of language education CIA II •provide a detailed historical overview of language teaching Written exams: Answer any 5 out of 7 questions. 10 marks for each answer. •make learners aware of the notions of alternate education and home- CIA III schooling Application of Feminism or Formalism to a literary text prescribed for study. •explore the role of language in Education and understand notions of End Semester Exam language hegemony and hierarchy •discuss different aspects of the structure of education with specific focus on language https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 83/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 84/178

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•provide opportunities for practice teaching

Learning Outcome By the end of this course learners will be able to •debate and discuss various educational process with a sound theoretical understanding •research on issues that impact language education •teach English as a skill based subject •create material based for teaching English •be sensitive to the use of gender biased language in education •critique current educational process and policies with specific focus on language

•critically reflect on their roles and abilities as teachers and learners

Unit-1 Teaching Hours:5 Approaches and Methods in Language

Teaching The unit is designed for giving learners a basic introduction to English Language Teaching and the various approaches and methods that have developed over a period of time. The unit is divided into two halves. The first half sets the historical background required to understand ELT as a discipline. The second half of the unit introduces the notion of curriculum and syllabus to the learners. As a major component of this paper is a project/text book that the learners would design, the second half of the unit is designed to provide the learners with the training required to design text books.

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•critique current educational process and policies with specific focus on language •Situating the position of English within India- Macaulay’s Minutes

Unit-2 Teaching Hours:10 •critically reflect on their roles and abilities as teachers and learners Basic components of Syllabus, Curriculum

design and Pedagogy Unit-1 Teaching Hours:5 Syllabus, curriculum design Approaches and Methods in Language •Processes in syllabus and curriculum design Teaching •Reading the National Curriculum Framework The unit is designed for giving learners a basic introduction to English •Types of curriculum Language Teaching and the various approaches and methods that have •Types of Syllabi developed over a period of time. The unit is divided into two halves. The •Framing a syllabus first half sets the historical background required to understand ELT as a Content Design- Designing a Textbook discipline. The second half of the unit introduces the notion of curriculum •Selection and Grading and syllabus to the learners. As a major component of this paper is a •Tasks Design project/text book that the learners would design, the second half of the unit is designed to provide the learners with the training required to design text books. •Packaging the content https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 85/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 86/178

Page - 87 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… Unit-3 Teaching Hours:15 Service Learning This unit is an integral component of the paper as it integrates theory into practice. It explores the notion of experiential learning and situates service learning within experiential learning.

Experiential Learning- Theories- •Kolbe’s Learning cycle, •Constructivism •Nodding’s Care in Education •Affect in teaching/learning Defining Service Learning- Philosophy and Rationale Service learning and Community Needs Service Learning in India: Challenges and concerns Designing Lesson Plans for Service learning Issues and Challenges in Classroom teaching Reflection as a tool in Service Learning: Maintaining reflective Journals

Educational Equality- Opportunities, Policies and Practicality

Unit-4 Teaching Hours:10 Skill Based Teaching Receptive Skills: (reading and listening materials): reasons and strategies for reading; reading speed; intensive and extensive reading and listening; reading development; reasons and strategies for listening; listening practice materials and listening development. Productive Skills: (speaking and writing): skimming, scanning, taking notes from lectures and from books; reasons and opportunities for speaking; development of speaking skills; information-gap activities; simulation and role-play; dramatization; mime-based activity; relaying instructions; written and oral communicative activities.

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Page - 88 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… Unit-3 Teaching Hours:15 Vocabulary: choice of words and other lexical items; active and passive Service Learning vocabulary; word formation; denotative, connotative meanings. This unit is an integral component of the paper as it integrates theory into Grammar: teaching of word classes; morphemes and word formation; practice. It explores the notion of experiential learning and situates service noun(s); prepositional and adjective phrases; verb phrases; form and function learning within experiential learning. in the English tenses; semantics and communication.

Experiential Learning- Theories- Peer Teaching: Teaching skill oriented lessons as a part of peer teaching in •Kolbe’s Learning cycle, the class. This could also be considered as CIA I •Constructivism Unit-5 Teaching Hours:10 •Nodding’s Care in Education Testing and Assessment •Affect in teaching/learning Understanding Evaluation, Assessment and Testing, Content-based and Defining Service Learning- Philosophy and Rationale Skill-based Testing Service learning and Community Needs •Validity, reliability, standardised testing Service Learning in India: Challenges and concerns •Alternative teaching and assessment practices Designing Lesson Plans for Service learning Unit-6 Teaching Hours:10 Issues and Challenges in Classroom teaching Language, pedagogy and education Reflection as a tool in Service Learning: Maintaining reflective Journals The last unit of the paper deals with different concerns related to the notions of language, pedagogy and identity. It discusses various theoretical positions related to these areas. It also introduces learners to the different policies Educational Equality- Opportunities, Policies and Practicality related to education with specific focus on language education. It also

introduces the notion of home schooling and alternative education and Unit-4 Teaching Hours:10 provides a brief overview of gender roles and gender neutrality in language Skill Based Teaching classroom. Receptive Skills: (reading and listening materials): reasons and strategies for reading; reading speed; intensive and extensive reading and listening; reading development; reasons and strategies for listening; listening practice Language, pedagogy and Social identities in pedagogic spaces- challenges materials and listening development. and concerns Productive Skills: (speaking and writing): skimming, scanning, taking notes Introduction to alternative education and home schooling from lectures and from books; reasons and opportunities for speaking; Policies in Education development of speaking skills; information-gap activities; simulation and •Kothari Commission role-play; dramatization; mime-based activity; relaying instructions; written •Right To education and oral communicative activities. •No child Left behind •Recapitulating Language policies

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Page - 89 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… Gender and Language- gender biases and gender neutrality in the language classroom Understanding notions of classrooms as pedagogic spaces •Space as a notion in education •Role and impact of space in language classrooms •Negotiating space of the language classroom

Text Books And Reference Books: Gabriel, S.L and Smithson, I. 1990. Gender in the Classroom Richards, J.C. and Rogers,T. 2001. Approaches and Methods in Language Teaching. Sadker, D.S. (Ed.) and Silber, E.S. (Ed). 2006. Gender in the Classroom: Foundations, Skills, Methods and Strategies AcrossCurrciulum. Bailey, Richard W. Images of English. A Cultural History of the Language. Cambridge: CUP 1991. Bayer, Jennifer. Language and social identity. In: Multilingualism in India. Clevedon: Multilingual Matters Ltd: 101-111. 1990. Durairajan, G. (2015). Assessing Learners. A Pedagogic Resource. India: Cambridge University Press. Ellis, R. Understanding Second Language Acquisition. Oxford:OUP. 1991. Freire, P. (2014). Pedagogy of hope: Reliving pedagogy of the oppressed. Bloomsbury Publishing. Richards Jack C. Curriculum Development in Language Teaching. India: Cambridge University Press. 2001. Richards Jack C. and Rodgers Theodore S. Approaches and Methods in Language Teaching. Cambridge University Press.1986. Widdowson, H G. Teaching Language as Communication. Oxford University Press.1978.

Ur, P. 1996. A Course in Language Teaching: Practice and Theory. Cambridge: Cambridge University Press. Essential Reading / Recommended Reading Gabriel, S.L and Smithson, I. 1990. Gender in the Classroom

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Page - 90 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… Gender and Language- gender biases and gender neutrality in the language Richards, J.C. and Rogers,T. 2001. Approaches and Methods in Language classroom Teaching. Understanding notions of classrooms as pedagogic spaces Sadker, D.S. (Ed.) and Silber, E.S. (Ed). 2006. Gender in the Classroom: •Space as a notion in education Foundations, Skills, Methods and Strategies AcrossCurrciulum. •Role and impact of space in language classrooms Bailey, Richard W. Images of English. A Cultural History of the Language. •Negotiating space of the language classroom Cambridge: CUP 1991. Bayer, Jennifer. Language and social identity. In: Multilingualism in India.

Clevedon: Multilingual Matters Ltd: 101-111. 1990. Text Books And Reference Books: Gabriel, S.L and Smithson, I. 1990. Gender in the Classroom Durairajan, G. (2015). Assessing Learners. A Pedagogic Resource. India: Richards, J.C. and Rogers,T. 2001. Approaches and Methods in Language Cambridge University Press. Teaching. Ellis, R. Understanding Second Language Acquisition. Oxford:OUP. 1991. Sadker, D.S. (Ed.) and Silber, E.S. (Ed). 2006. Gender in the Classroom: Freire, P. (2014). Pedagogy of hope: Reliving pedagogy of the oppressed. Foundations, Skills, Methods and Strategies AcrossCurrciulum. Bloomsbury Publishing. Bailey, Richard W. Images of English. A Cultural History of the Language. Richards Jack C. Curriculum Development in Language Teaching. India: Cambridge: CUP 1991. Cambridge University Press. 2001. Bayer, Jennifer. Language and social identity. In: Multilingualism in India. Richards Jack C. and Rodgers Theodore S. Approaches and Methods in Clevedon: Multilingual Matters Ltd: 101-111. 1990. Language Teaching. Cambridge University Press.1986. Durairajan, G. (2015). Assessing Learners. A Pedagogic Resource. India: Widdowson, H G. Teaching Language as Communication. Oxford Cambridge University Press. University Press.1978. Ellis, R. Understanding Second Language Acquisition. Oxford:OUP. 1991. Freire, P. (2014). Pedagogy of hope: Reliving pedagogy of the oppressed. Bloomsbury Publishing. Ur, P. 1996. A Course in Language Teaching: Practice and Theory. Richards Jack C. Curriculum Development in Language Teaching. India: Cambridge: Cambridge University Press. Cambridge University Press. 2001. Evaluation Pattern CIA Ifor this paper will be based on the decision take by the teacher. It could Richards Jack C. and Rodgers Theodore S. Approaches and Methods in be a research based paper or a test. Language Teaching. Cambridge University Press.1986. Widdowson, H G. Teaching Language as Communication. Oxford University Press.1978. CIA II or the Mid Sem is a submission of the Srujana Teaching Report- 50 Marks Srujana is a significant component of the paper and the teacher in charge of Ur, P. 1996. A Course in Language Teaching: Practice and Theory. the paper needs to coordinate with the coordinator for Srujana for the smooth Cambridge: Cambridge University Press. functioning of the process. A cluster of 4-5 can be assigned to a particular Essential Reading / Recommended Reading Gabriel, S.L and Smithson, I. 1990. Gender in the Classroom faculty member who would be in charge of approving the lesson plans and

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Page - 91 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… the Srujana reports. The Centre for Social Action, of which Srujana is a part, would also review the reports at an interval of every three months. For CIA II all report would have to submit to the paper in charge along with the lesson plans of the respective reports. The submissions would include comments and suggestions on the reports by the faculty in charge and, the feedback by the CSA. All the students should have finished two round of teaching by the time they appear for the Mid semester exam. The Mid semester exam will comprise of a compilation of the two lesson plans that the students would have used for their classes. These lessons plans will have to be in the format that the tutor would have provided. All lesson plans need approval of the teacher in charge of the group prior to the actual teaching. The self- analysis report would be a reflection report on the learners teaching experiences in Srujana. Unit II of the syllabus familiarizes the learners with the format of the report and the theory behind reflection. The learners are expected to adhere to the theory and the guidelines provided. The learners would have to submit signed and approved copies of the lesson plan along with the self-analysis report. Both of these would be evaluated for 50 Marks.

CIA III - The first draft of the text book or the project that the learners seek to undertake would comprise the CIA III The learners should have designed the first two Units of the text book. The draft will be accompanied by a report that states the aims, objectives, grade and rationale of the text book. The learners will be graded on the report and the two draft units that they design.

End Semester Exam - The end semester is divided into two parts- 50 marks would be allotted to the submission of the text book and 50 marks would be a written test for two hours.

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Page - 92 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… the Srujana reports. The Centre for Social Action, of which Srujana is a part, MEL241A - DEVELOPING MEDIA SKILLS (2020 would also review the reports at an interval of every three months. Batch) For CIA II all report would have to submit to the paper in charge along with No of Lecture Total Teaching Hours for Semester:60 the lesson plans of the respective reports. The submissions would include Hours/Week:4 comments and suggestions on the reports by the faculty in charge and, the Max Marks:100 Credits:4 feedback by the CSA. All the students should have finished two round of Course Objectives/Course Description teaching by the time they appear for the Mid semester exam. Course Description

The Mid semester exam will comprise of a compilation of the two lesson plans that the students would have used for their classes. These lessons plans will have to be in the format that the tutor would have provided. All lesson The course hopes to enable the student with basic grounding in mass plans need approval of the teacher in charge of the group prior to the actual communication and media theory to build her media skill set and thereby teaching. The self- analysis report would be a reflection report on the gain a rounded media perspective. The student will be exposed to the learners teaching experiences in Srujana. Unit II of the syllabus familiarizes technicalities of designing, photography and videography. the learners with the format of the report and the theory behind reflection. The learners are expected to adhere to the theory and the guidelines Course Objectives provided. The learners would have to submit signed and approved copies of the lesson plan along with the self-analysis report. Both of these would be evaluated for •To build on the knowledge gained through the Mass Communication 50 Marks. courses of the previous semesters •To enable a basic understanding of audio-visual skills •To ensure the creation of visual narratives

End Semester Exam - The end semester is divided into two parts- 50 marks After the completion of this course, the student will have a basic would be allotted to the submission of the text book and 50 marks would be understanding of the camera, AV software, and editing to create a visual a written test for two hours. narrative.

Unit-1 Teaching Hours:15 Basics of media https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 91/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 92/178

Page - 93 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… Pre-production procedures - Generating Idea, Developing the idea using mind mapping/mood board concept, Design thinking, Importance of research, Screenwriting, Preparing digital storyboard, Casting, budget Unit-2 Teaching Hours:15 Visual Media Designing software basics, Photography – Fundamentals, Introduction to different Cameras, film and digital Formats, lenses, Different file formats, ISO, Aperture, Shutter, White balance, new trends in Photography Unit-3 Teaching Hours:15 Real-time project Field-Reporting based on the assigned instructions •-shooting video/taking pictures •-conducting the on-camera interview (PTC) •-composing interesting shots

•-telling stories in unconventional ways Unit-4 Teaching Hours:15 Basics of Editing Editing in camera, types of editing, Time code, finding the right cut, parallel narratives, long format and short format editing principles, elements of mixed media editing, Transitions-sound effects and visual effects Text Books And Reference Books: Michael Rabiger, Directing the Documentary. •Hugh W Badly, The techniques of documentary film production

•Joseph Marshelli, 5c’s of Cinematography Essential Reading / Recommended Reading Michael Rabiger, Directing the Documentary. •Hugh W Badly, The techniques of documentary film production

•Joseph Marshelli, 5c’s of Cinematography Evaluation Pattern

CIA I (dept level) – Storyboarding CIA II (dept level) -3 minutes story, Photo essay CIA III (dept level) -PSA for 60 seconds

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Unit-2 Teaching Hours:15 Visual Media MEL331 - INDIAN LITERATURES IN Designing software basics, Photography – Fundamentals, Introduction to TRANSLATION (2019 Batch) different Cameras, film and digital Formats, lenses, Different file formats, ISO, Aperture, Shutter, White balance, new trends in Photography Total Teaching Hours for No of Lecture Unit-3 Teaching Hours:15 Semester:60 Hours/Week:4 Real-time project Max Marks:100 Credits:4 Course Objectives/Course Field-Reporting based on the assigned instructions Description •-shooting video/taking pictures Course Description •-conducting the on-camera interview (PTC) •-composing interesting shots

•-telling stories in unconventional ways This course is offered in third semester course for the M A programme. The Unit-4 Teaching Hours:15 course attempts to offer an exposure to the various language (Bhasha) Basics of Editing literatures of India in Translation. The multi-lingual, multi-ethnic and multi- Editing in camera, types of editing, Time code, finding the right cut, parallel religious entity that India encompasses make it almost a task to know all the narratives, long format and short format editing principles, elements of languages and the literatures written in all of these languages. This course is mixed media editing, Transitions-sound effects and visual effects an endeavour to include literatures of as many of these different languages Text Books And Reference Books: which are available in translation. This is done without repeating the themes Michael Rabiger, Directing the Documentary. and concerns dealt with in the texts. Each of these texts are selected keeping •Hugh W Badly, The techniques of documentary film production in mind the myriad socio-political concerns within a region expressed in a •Joseph Marshelli, 5c’s of Cinematography language which is not accessible to all. Hence translation theories which are Essential Reading / Recommended Reading specific to the Indian languages and practice are also included to compliment Michael Rabiger, Directing the Documentary. the reading of the texts. The syllabus is in four Modules broadly divided as •Hugh W Badly, The techniques of documentary film production the Early Translations, Translations and Freedom Struggle, Dalit

•Joseph Marshelli, 5c’s of Cinematography Translations and Contemporary Translations. This broad, general Evaluation Pattern categorisation is done to avoid any kind of affiliations in foregrounding ideologies or polarities. In compiling a syllabus under this title there is the

danger of leaning towards discourses like Post Colonial studies, Indology, CIA I (dept level) – Storyboarding Genre Studies, Aesthetics of Indian Literatures and Translation Studies. This CIA II (dept level) -3 minutes story, Photo essay course is a blend of all these discourses and many more that evolves during CIA III (dept level) -PSA for 60 seconds the deliberations in class.

Course Objectives https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 93/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 94/178

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•To sensitise students to the literary works available in Bhasha literatures. •To expose students to the variety of Indian literatures and the nuanced selections of translations

••To appreciate and acknowledge the aesthetics of Indian Bhasha literatures and to be an informed reader of translations.

Learning Outcome Course Outcomes

•Students will be able to discern the historical, socio-cultural and political incidents in India and its impact on various literatures. •Students can also be aware of writing in bhashas and the nuances of translation.

•This will give a better understanding of the literatures written in various languages of India.

Unit-1 Teaching Hours:15 Early Translations This module is to introduce students to some of the earliest forms of literature available in Indian languages and translated for a larger reading public. This encompasses a vast literary period from Vedic literature to medieval representations. The texts are largely poems or hymns as a popular genre of the time. •Rig Veda, Mandala 10, hymn CXXIX (129). Creation. A. L. Basham's Version •Tirukkural - Chapter: 79 - On Friendship •Basavanna - Select Vachanaas

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Page - 96 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… •Vidyapati - Select Poems •Bhima Bhoi - Select Poems •To sensitise students to the literary works available in Bhasha literatures. •Kabirdas - Select Dohas (any 10) •To expose students to the variety of Indian literatures and the nuanced selections of translations

•Mirza Ghalib- Ghazal, Temple lamp Unit-2 Teaching Hours:15 ••To appreciate and acknowledge the aesthetics of Indian Bhasha literatures Translations and Freedom Struggle and to be an informed reader of translations. The spurt of translations from Indian languages and from other languages to Indian languages led to the spirit of nationalism. It is important to read the Learning Outcome nationalistic spirit and the literatures that influenced nation building. This Course Outcomes module can be approached from a postcolonial perspective.

•Anandmath- Bankim Chandra Chatterjee (novel) •Hind Swaraj or the Indian Home Rule (chapters 06 & 13) M.K Gandhi •Students will be able to discern the historical, socio-cultural and political •Sadaat Hasan Manto- “The Price of Freedom” (Short Story) incidents in India and its impact on various literatures. •Mother of 1084- Mahasweta Devi (novel) •Students can also be aware of writing in bhashas and the nuances of Unit-3 Teaching Hours:15 translation. Dalit Translations While Dalits have contributed to the literature that emanated from India from an early age, the Dalit literary movement gained momentum breaking the •This will give a better understanding of the literatures written in various millennia old shackles in the twentieth century. The movement, spread languages of India. across India, has resulted in the development of a new aesthetic and has produced self-narratives that are reflective of the oppression that the Dalits Unit-1 Teaching Hours:15 face in their everyday life. Early Translations •Baby Kamble, The Prison We Broke (Novel) Trans. By Maya Pandit This module is to introduce students to some of the earliest forms of •“Deities” - K U Uma Devi (Poem From Tamil) literature available in Indian languages and translated for a larger reading •“Damlai Piaral” - R L Thanmawia (Mizo Christian Hymn) public. This encompasses a vast literary period from Vedic literature to •“For a Fistful of Self-Respect” - Kalekuri Prasad (Telugu Poem) medieval representations. The texts are largely poems or hymns as a popular genre of the time. •Rig Veda, Mandala 10, hymn CXXIX (129). Creation. A. L. Basham's •“Transitions” - Lal Singh Dil ( Poem from Punjabi) Version Unit-4 Teaching Hours:15 •Tirukkural - Chapter: 79 - On Friendship Contemporary Translations •Basavanna - Select Vachanaas

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Page - 97 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… The recent burgeoning of quality literary works being published in the regional languages of India has brought the much deserved focus on Indian ‘Bhasha’ literature. This module includes texts from different parts of India that mirror the varied concerns and political, socio-cultural and economic milieus of the regions that they come from. •Suresh Joshi: “On Interpretation” (Gujrati; Chintamayi Manasa) •“The Land of the Half-Humans” - Thangjam Ibopishak (Manipuri Poem) •Poonachi: Or the Story of a Black Goat - Perumal Murugan (Tamil Novel) •Cobalt Blue -Sachin Kundalkar (Trans. By Jerry Pinto) (Marathi Novel)

•“Interregnum” -Naiyer Masud (Urdu Short Story Trans. By Muhammad Umar Memon) Text Books And Reference Books: Devy, G.N, “Indian Literary Criticism: Theory and Interpretation” Hyderabad: Orient Longman, 2002. •Nandy,Ashis.The Intimate Enemy: Loss and Recovery of Self under Colonialism. OUP, Delhi.1983. Print. •Mehrotra, Arvind Krishna, “Illustrated History of Indian Literatures in English” New Delhi: Permanent Black, 2003. •Towards an Aesthetic of Dalit Literature: History, Controversies and Considerations, by Sharankumar Limbale. Translated by Alok Mukherjee. Orient Longman, 2004 •Basu, Tapan, Ed. Volume 2. Translating Caste: Studies in Culture and Translation, Katha, New Delhi.2002. Print. •Meenakshi Mukherjee, ‘Divided by a Common Language’, in The Perishable Empire (New Delhi: OUP, 2000) pp.187–203.

Essential Reading / Recommended Reading K.R.S. Iyengar, Indian Writing in English, Bombay, 1962 • Krishnaswami, Subasree, Ed..Short fiction from South India, Oxford University Press. 2005.

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Page - 98 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… The recent burgeoning of quality literary works being published in the • Tiwari, Shubha.Ed.. Indian Fiction in English Translation.New Delhi, regional languages of India has brought the much deserved focus on Indian Atlantic, 2005. Print. ‘Bhasha’ literature. This module includes texts from different parts of India • The Little Magazine. Vol- VIII issues 1, 2&3 Sahitya Academy. New that mirror the varied concerns and political, socio-cultural and economic Delhi.2009. Print. milieus of the regions that they come from. •The Little Magazine. Vol- VIII issues 4 &5 Sahitya Academy. New •Suresh Joshi: “On Interpretation” (Gujrati; Chintamayi Manasa) Delhi. 2009. Print. •“The Land of the Half-Humans” - Thangjam Ibopishak (Manipuri Poem) •Ahmad, Aijaz. In Theory: Nations, Classes, Literatures. London: Verso, •Poonachi: Or the Story of a Black Goat - Perumal Murugan (Tamil Novel) 1992. Print. •Cobalt Blue -Sachin Kundalkar (Trans. By Jerry Pinto) (Marathi Novel) •Goswami, Indira. The Moth- eaten Howdah of the Tusker.Rupa 2004. • Grassman, Edith. Ed. Why Translation Matters,Orient Blackswan.New

Delhi.2011.Print •“Interregnum” -Naiyer Masud (Urdu Short Story Trans. By Muhammad •Venuti, Lawrence. (2012). The Translation Studies Reader, 3rd ed. London: Umar Memon) Routledge. Text Books And Reference Books: •Mehrotra, Aravind Krishna, “The Oxford India Anthology of Twelve Devy, G.N, “Indian Literary Criticism: Theory and Interpretation” Modern Indian Poets”, OUP.1992. Hyderabad: Orient Longman, 2002. •Thayil , Jeet, “60 Indian Poets” Penguin Books. •Nandy,Ashis.The Intimate Enemy: Loss and Recovery of Self under •Asaduddin, Mohammed, “The Penguin Classic Urdu Stories”, Penguin, Colonialism. OUP, Delhi.1983. Print. Viking, 2006. •Mehrotra, Arvind Krishna, “Illustrated History of Indian Literatures in •Vinay Dharwadkar, ‘Orientalism and the Study of Indian Literature’, in English” New Delhi: Permanent Black, 2003. Orientalism and the Postcolonial Predicament: Perspectives on South Asia, •Towards an Aesthetic of Dalit Literature: History, Controversies and ed. Carol A. Breckenridge and Peter van der Veer (New Delhi: OUP, 1994) Considerations, by Sharankumar Limbale. Translated by Alok Mukherjee. pp.158–95. Orient Longman, 2004 •Raja Rao, Foreword to Kanthapura (New Delhi: OUP, 1989) pp.v–vi. •Basu, Tapan, Ed. Volume 2. Translating Caste: Studies in Culture and •Salman Rushdie, ‘Commonwealth Literature does not exist’, in Imaginary Translation, Katha, New Delhi.2002. Print. Homelands (London: Granta Books, 1991) pp.61–70. •Meenakshi Mukherjee, ‘Divided by a Common Language’, in The

Perishable Empire (New Delhi: OUP, 2000) pp.187–203. • Bruce King, ‘Introduction’, in Modern Indian Poetry in English (New

Delhi: OUP,2nd edn, 2005) pp.1–10 Evaluation Pattern Essential Reading / Recommended Reading CIA I - 20 marks (A written survey on any Indian language literature and K.R.S. Iyengar, Indian Writing in English, Bombay, 1962 history) • Krishnaswami, Subasree, Ed..Short fiction from South India, Oxford CIA II - Mid semester Exam (50 Marks) Written Exam University Press. 2005. CIA II- 20 marks (Project/Presentations/ Discussions/Viva)

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End Semester Exam (100 Marks) MEL332 - POSTCOLONIAL LITERATURES (2019 Batch)

Total Teaching Hours for No of Lecture Semester:60 Hours/Week:4 Max Marks:100 Credits:4 Course Objectives/Course

Description Course Description

This course will look at issues, themes and debates in writing from Asia, Africa, South America and other formerly colonized spaces. Postcolonial Literatures will also be looked at as writing which is an attempt at retrieving local, native and particular community histories freed from Euro-American versions of the same. The Texts therefore selected for this course will critically engage with a history of oppression, internal and external colonialism, racism, injustice and ethnicity. Postcolonial Literatures could also be looked at as literatures of emancipation, critique and transformation. Students learn to read this literature both formally and culturally, in relation to the charged and constantly changing social, political, religious, and linguistic landscape of post independent nation states. The question of identity is central to much postcolonial literature, especially since this literature often operates in contexts of individual and collective transformation. At stake is not simply a redefinition of selfhood, but also a re-imagining of political and cultural community and its relationship to a changing world. Accordingly, considerations of how texts balance literary concerns with wider political and ethical concerns will be explored. This course also leans towards in terms of theory and epistemology, the Global South as it is an exciting perspective through which to reflect on the infinite epistemic diversity of the world and the inherent impossibility of a general theory to understand it, but also to explore contemporary routes of conversations, critiques and coalitions towards a multi-epistemic world and a

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MEL332 - POSTCOLONIAL LITERATURES (2019 Course Objectives Batch)

Total Teaching Hours for No of Lecture Semester:60 Hours/Week:4 •Be able to extend beyond basic comprehension of a text in order to evaluate Max Marks:100 Credits:4 Course Objectives/Course and appraise its themes, motifs, characters, and structure.

Description •Participate in theoretical discussions about the text and produce extended Course Description written arguments regarding themes, motifs, characterization, etc. •Develop proficiency in written analysis demonstrating the ability to develop

and expand upon ideas which support a clear and well formulated thesis. This course will look at issues, themes and debates in writing from Asia, •Demonstrate awareness of rhetorical and grammatical conventions in all Africa, South America and other formerly colonized spaces. Postcolonial written assignments. Literatures will also be looked at as writing which is an attempt at retrieving •Understand the relevant social, historical, political and artistic contexts of local, native and particular community histories freed from Euro-American these literary works. versions of the same. The Texts therefore selected for this course will critically engage with a history of oppression, internal and external colonialism, racism, injustice and ethnicity. Postcolonial Literatures could also be looked at as literatures of emancipation, critique and transformation.

Students learn to read this literature both formally and culturally, in relation Learning Outcome to the charged and constantly changing social, political, religious, and Course Learning Outcomes linguistic landscape of post independent nation states. The question of identity is central to much postcolonial literature, especially since this literature often operates in contexts of individual and collective Students will demonstrate: transformation. At stake is not simply a redefinition of selfhood, but also a •Increased knowledge of postcolonial literatures and an enhanced awareness re-imagining of political and cultural community and its relationship to a of debates surrounding the issues of postcolonial identities. changing world. Accordingly, considerations of how texts balance literary •The ability to read complex texts, closely and politically. concerns with wider political and ethical concerns will be explored. This •The ability to comprehend both traditional and contemporary course also leans towards in terms of theory and epistemology, the Global schools/methods of critical theory and apply them to literary texts to South as it is an exciting perspective through which to reflect on the infinite generate relevant interpretations. epistemic diversity of the world and the inherent impossibility of a general •The knowledge of particular community histories theory to understand it, but also to explore contemporary routes of •The ability to effectively conduct literary research. conversations, critiques and coalitions towards a multi-epistemic world and a

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Unit-1 Teaching Hours:15 The Postcolonial Frame This unit will introduce key concepts, thinkers, scholars, theorists, movements and discourses that will be the launch pad to contemporary debates, issues and narratives to Postcolonial understanding in the 21st century. The Unit will be a historical survey of Postcolonial theory from early Imperial turn to anti-colonial struggle to Gandhi and his resistance method, Fanon and the psychopathology of Colonialism, Aime Cesaire and Negritude to Edward Said, Orientalism and the Postcolonial moment. Facilitators are encouraged to bring in literary texts to augment the theories prescribed. Key Concepts and Movements: Colonialism, Imperialism, Neocolonialism, White Studies, decolonization, Settler colonialism, Race, Discourse, Anti- colonial Struggle, Mk Gandhi •Postcolonial Literature- An introduction- Pramod Nayar (pp1-35) SLB •The Fact of Blackness- Frantz Fanon SLC •Introduction to Orientalism- Edward Said SLC •Of Mimicry and Man: The Ambivalence of Colonial Discourse -Homi K. Bhabha SLB

•The intimate Enemy- Ashis Nandy- SLC Unit-2 Teaching Hours:15 Questioning Colonialism, Retrieving

History The Unit will explore the myriad ways of contesting Colonialism, among which the most important tool for decolonising is making use of history and historiography. The Unit will also look at how specific ‘Other histories’ were constructed, represented and the underpinning narratives formed. The essays prescribed will form the theoretical underpinning for understanding the texts

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Studies, white histories, Other histories, race, space, memory, representation, Unit-1 Teaching Hours:15 fiction, identity The Postcolonial Frame •The Harp of India- Henry Derozio SLC This unit will introduce key concepts, thinkers, scholars, theorists, •Rebel Sultans- Manu S Pillai (pp 1-20) SLC movements and discourses that will be the launch pad to contemporary •Invention of Traditions- Eric Hobsbawm (Introduction) debates, issues and narratives to Postcolonial understanding in the 21st •History without a Cause? Grand Narratives, World History, and the century. The Unit will be a historical survey of Postcolonial theory from Postcolonial Dilemma -Barbara Weinstein SLC early Imperial turn to anti-colonial struggle to Gandhi and his resistance •Tonight- Agha Shahid Ali (an English ghazal) SLC method, Fanon and the psychopathology of Colonialism, Aime Cesaire and Negritude to Edward Said, Orientalism and the Postcolonial moment. Facilitators are encouraged to bring in literary texts to augment the theories •The Mummy- 1999 (Movie) SLC prescribed. Teaching Hours:15 Key Concepts and Movements: Colonialism, Imperialism, Neocolonialism, Unit-3 Nation and Cultural Identity White Studies, decolonization, Settler colonialism, Race, Discourse, Anti- The unit will discuss current debates and conversations regarding Colonial colonial Struggle, Mk Gandhi discourses, English studies and Englishes, Language and Imperialism and •Postcolonial Literature- An introduction- Pramod Nayar (pp1-35) SLB look at modes of representation and narratives where Europeans constructed •The Fact of Blackness- Frantz Fanon SLC the natives in politically significant ways. This unit will attempt to unpack •Introduction to Orientalism- Edward Said SLC literary figures, themes and representations that have enforced imperialist •Of Mimicry and Man: The Ambivalence of Colonial Discourse -Homi K. ideology, colonial dominance and continuing western hegemony. Bhabha SLB Key Concepts and Movements: Constructing the nation, locality, community, identity, Imagi- Nations, Imagined Communities, Cultural Identity, Aime Cesaire, nativism, writing Aboriginal, multinational citizenship, religion and •The intimate Enemy- Ashis Nandy- SLC spirituality, Postcolonial Subalternization, Continuing colonialism, Unit-2 Teaching Hours:15 postcolonial protest, orality and literature, folk, myth, history, ELIAC, Magic Questioning Colonialism, Retrieving

History Realism, Decanonisation, Nation Languages, Postcolonial Englishes The Unit will explore the myriad ways of contesting Colonialism, among •Literature as History of Social Change- KN Panikkar which the most important tool for decolonising is making use of history and •Literature/Identity: Transnationalism, Narrative and Representation - Arif historiography. The Unit will also look at how specific ‘Other histories’ were Dirlik SLB constructed, represented and the underpinning narratives formed. The essays •The Famished Road- Ben Okri SLC prescribed will form the theoretical underpinning for understanding the texts •Anwar’s Legacy- Rahul Maheshwari

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Page - 103 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… •Ulysses by the Merlion- Edwin Thumboo SLC Unit-4 Teaching Hours:15 Gender and Queer The Feminist critics have argued that the empire was always a ‘masculine adventure’. This has resulted in the effacement of woman in studies of colonialism. Feminist readings have foregrounded both the racial as well as the gendered contexts and problems of both European and native women in the colonial context. Imperialism also had a problematic relationship with other forms of sexuality. This unit will look at contemporary theorizations that have called into question the problematic linkage of caste and class configurations with that of national identity, gender roles and sexuality.

Key Concepts and Movements: Postcolonial feminism, gendered nation, national movements and women, gendered traditions and modernities, diasporas and women, marriage and family, Motherism, Motherhood, African feminism, motherland, mother tongue, patriarchy, fundamentalism, war, Islamic feminism, , body, desire, sexuality, subaltern women and life writing, queer, queering identities, queering borders •Veils and Sales:Muslims and the Spaces of Postcolonial Fashion Retail - Reina Lewis SLB •“Patriarchal Colonialism” and Indigenism: Implications for Native Feminist Spirituality and Native Womanism -M. A. Jaimes Guerrero SLB •Nampally Road- Meena Alexander SLC •Women at Point Zero- El Saadawi SLB •Parinayam(malayalam movie with subtitles) SLB •Kamasutra- Vatsyayna (Excerpts) SLC

•Scent of Love- Hoshang Merchant SLC

Text Books And Reference Books:

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Page - 104 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… •Ulysses by the Merlion- Edwin Thumboo SLC •Postcolonial Literature- An Introduction- Pramod k Nayar Unit-4 Teaching Hours:15 Essential Reading / Recommended Reading Gender and Queer

The Feminist critics have argued that the empire was always a ‘masculine adventure’. This has resulted in the effacement of woman in studies of •Achebe, Chinua. "An Image of Africa: Racism in Conrad's Heart of colonialism. Feminist readings have foregrounded both the racial as well as Darkness." Massachusetts Review, Vol. 18, 1977. the gendered contexts and problems of both European and native women in •Achebe, Chinua. Things Fall Apart. UK: Heinemann, 1958. the colonial context. Imperialism also had a problematic relationship with •Bhabha, Homi K. The Location of Culture. London: Routledge, 1994. other forms of sexuality. This unit will look at contemporary theorizations •Boehmer, Elleke. Colonial and Postcolonial Literature: Migrant Metaphors. that have called into question the problematic linkage of caste and class Oxford: Oxford University Press, 1995. configurations with that of national identity, gender roles and sexuality. •Conrad, Joseph. Heart of Darkness. UK: Blackwood's Magazine, 1899. •Derozio, Henry Louis Vivian. “The Harp of India.” In Songs of the Stormy

Petrel: Complete Works of Henry Louis Vivian Derozio. Ed. Abirlal

Key Concepts and Movements: Postcolonial feminism, gendered nation, Mukhopadhyay. Kolkata: Progressive Publisher, 2001. national movements and women, gendered traditions and modernities, •Derozio, Henry Louis Vivian. “To India - My Native Land.” In Songs of the diasporas and women, marriage and family, Motherism, Motherhood, Stormy Petrel: Complete Works of Henry Louis Vivian Derozio. Ed. Abirlal African feminism, motherland, mother tongue, patriarchy, fundamentalism, Mukhopadhyay. Kolkata: Progressive Publisher, 2001. war, Islamic feminism, , body, desire, sexuality, subaltern women and life •Devi, Mahasweta. “Pterodactyl.” In Imaginary Maps: Three Stories. Tr. writing, queer, queering identities, queering borders Gayatri Chakravorty Spivak. New York & London: Routledge, 1994. •Veils and Sales:Muslims and the Spaces of Postcolonial Fashion Retail - •Fanon, Frantz. The Wretched of the Earth. New York: Grove Press, 1963. Reina Lewis SLB •Foucault, Michel. “The Order of Discourse.” In Untying the Text: A Post- •“Patriarchal Colonialism” and Indigenism: Implications for Native Feminist Structuralist Reader. Ed. Robert Young. Boston: Routledge & Keagan Paul Spirituality and Native Womanism -M. A. Jaimes Guerrero SLB Ltd., 1971. •Nampally Road- Meena Alexander SLC •Lahiri, Jhumpa. Interpreter of Maladies. Boston: Houghton Mifflin, 1999. •Women at Point Zero- El Saadawi SLB •Loomba, Ania. Colonialism/Postcolonialism. London: Routledge, 1998. •Parinayam(malayalam movie with subtitles) SLB •Rao, Raja. Kanthapura. London: New Directions, 1938. •Kamasutra- Vatsyayna (Excerpts) SLC •Said, Edward. Orientalism. New York: Pantheon Books, 1978. •Spivak, Gayatri Chakravorty. "Can the Subaltern Speak?" In Marxism and the Interpretation of Culture. Ed. Cary Nelson and Lawrence Grossberg.

•Scent of Love- Hoshang Merchant SLC Urbana: University of Illinois Press, 1988. •Tagore, Rabindranath. Nationalism. San Fransisco: The Book Club of

California, 1917. Text Books And Reference Books: •Walcott, Derek. “A Far Cry from Africa.” Collected Poems, 1948-1984. New York: Noonday Press, 1986.

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•Walcott, Derek. “North and South.” Collected Poems, 1948-1984. New York: Noonday Press, 1986.

Evaluation Pattern CIA I and III can be either written analysis/presentation of a movement or dominant idea of the time, literary quiz or debates or seminar/ panel discussions. Mid semester exam will be a written paper on the modules covered for 50 marks (5 questions out of 8, 10 marks each, open book or crib sheet exam)

End-semester: Submission of a Research Paper MEL333 - CULTURAL STUDIES : EXPLORING IDENTITIES (2019 Batch)

No of Lecture Total Teaching Hours for Semester:60 Hours/Week:4 Max Marks:100 Credits:4 Course Objectives/Course Description Course Description

This course is designed to provide contemporary intersectional and interdisciplinary perspectives on cultural phenomena and theories, with specific focus on India. The students will be provided epistemological and methodological frameworks to read, examine, understand, and analyse cultural phenomenon and ideological frameworks that specifically pertain to caste, identities, and regionalism.

Course Objectives

•To introduce students to culture studies as a discipline •To help students engage with “culture” as an academic inquiry https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 105/178

Page - 106 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… •To introduce theoretical interventions in studying culture from within culture studies •Walcott, Derek. “North and South.” Collected Poems, 1948-1984. New •To help students analyze cultural artefacts using dimensions such as nation, York: Noonday Press, 1986. identity, power as interconnected entities

Evaluation Pattern CIA I and III can be either written analysis/presentation of a movement or •To help students engage with cultural debates from India and the world dominant idea of the time, literary quiz or debates or seminar/ panel discussions. Mid semester exam will be a written paper on the modules covered for 50 Learning Outcome marks (5 questions out of 8, 10 marks each, open book or crib sheet exam) Students will demonstrate: •Understand culture studies as a discipline and framework of academic investigation

End-semester: Submission of a Research Paper •Develop a theoretical understanding of cultural artefacts MEL333 - CULTURAL STUDIES : EXPLORING •Be able to understand and engage with debates in the formulations of ‘culture’ IDENTITIES (2019 Batch) •Develop a critical understanding of culture, culture studies, and other No of Lecture Total Teaching Hours for Semester:60 related dimensions Hours/Week:4 Unit-1 Teaching Hours:15 Max Marks:100 Credits:4 Studying Culture- Issues of Definition,

Course Objectives/Course Description Scope and Methods Course Description This module will help the students understand the basic ideas, concepts, debates and methods of culture studies as practiced in contemporary times while retaining the traditional grounding of the discipline. They would be This course is designed to provide contemporary intersectional and introduced to the ideas and interrelations of myth and culture, popular interdisciplinary perspectives on cultural phenomena and theories, with articulations of culture, culture as industry, and the processes of coding and specific focus on India. The students will be provided epistemological and decoding cultural artefacts. methodological frameworks to read, examine, understand, and analyse cultural phenomenon and ideological frameworks that specifically pertain to caste, identities, and regionalism. •Fiske, J. (2010). Understanding popular culture. Routledge. Course Objectives •Barthes, Roland (1957). "Myth Today". •Williams, Raymond, (1958) "Culture is Ordinary" from The Everyday Life

Reader. •To introduce students to culture studies as a discipline •Adorno, Theodor and Max Horkheimer. “The Culture Industry: •To help students engage with “culture” as an academic inquiry Enlightenment as Mass Deception.” The Cultural Studies Reader. Simon https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 105/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 106/178

Page - 107 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… During(ed). New York, London: Routlege, 1993, 29-43. •Hall, Stuart. “Encoding, decoding.” The Cultural Studies Reader. Simon During (ed). New York, London: Routlege, 1993, 90-103.

•Miller, Toby. "What it is and what it isn't: Introducing... Cultural Studies." A companion to cultural studies (2001): 1-19.

Unit-2 Teaching Hours:15 Culture and Nation This module is designed to familiarise the students with the current debates around culture and nationality, construction of a nation, divergences and convergences between imagined communities and culture, with a specific focus on caste and nationality.

•Vinod, M.J. and Deshpande, M. (2013). Contemporary Political Theory. New Delhi: PHI Learning. •Romila Thapar: From On Nationalism •Benedict Anderson: From Imagined Communities •Partha Chatterjee: “Whose Imagined Community?” •Volpp, L. (1996). Talking" culture": Gender, race, nation, and the politics of multiculturalism. Columbia Law Review, 96(6), 1573-1617.

•Guru, Gopal. “Archaeology of Untouchability”. The Cracked Mirror. New Delhi: OUP, 2012.

Unit-3 Teaching Hours:30 Culture and Texts This module, primarily based on the ocular models of culture will shed light on visualizing and conceptualizing culture. The module will also address various modes and text forms of culture and their connotations and ideological implications. https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 107/178

Page - 108 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… During(ed). New York, London: Routlege, 1993, 29-43. •Hall, Stuart. “Encoding, decoding.” The Cultural Studies Reader. Simon Culture and texts: Ways and Modes of Seeing During (ed). New York, London: Routlege, 1993, 90-103. •Berger, J. (2008). Ways of seeing (Vol. 1). Penguin UK. (video edition) https://www.youtube.com/watch?v=0pDE4VX_9Kk Advertisement •Miller, Toby. "What it is and what it isn't: Introducing... Cultural Studies." •Arnould, E. J., & Thompson, C. J. (2005). Consumer culture theory (CCT): A companion to cultural studies (2001): 1-19. Twenty years of research. Journal of consumer research, 31(4), 868-882. •Vilanilam, J. (1989). Television advertising and the Indian poor. Media, Unit-2 Teaching Hours:15 Culture & Society, 11(4), 485-497. Culture and Nation Twitter, YouTube and Social Media This module is designed to familiarise the students with the current debates around culture and nationality, construction of a nation, divergences and convergences between imagined communities and culture, with a specific •Gill, R., & Pratt, A. (2008). In the social factory? Immaterial labour, focus on caste and nationality. precariousness and cultural work. Theory, culture & society, 25(7-8), 1-30. •Blackmore, S. (2000). The meme machine (Vol. 25). Oxford Paperbacks.

(pp 1-66) •Vinod, M.J. and Deshpande, M. (2013). Contemporary Political Theory. •Marwick, A. E., & Boyd, D. (2011). I tweet honestly, I tweet passionately: New Delhi: PHI Learning. Twitter users, context collapse, and the imagined audience. New media & •Romila Thapar: From On Nationalism society, 13(1), 114-133. •Benedict Anderson: From Imagined Communities •Banet-Weiser, S., & Miltner, K. M. (2016). #Masculinity So Fragile: •Partha Chatterjee: “Whose Imagined Community?” culture, structure, and networked misogyny. Feminist Media Studies, 16(1), •Volpp, L. (1996). Talking" culture": Gender, race, nation, and the politics of 171-174. multiculturalism. Columbia Law Review, 96(6), 1573-1617. Fashion

•Guru, Gopal. “Archaeology of Untouchability”. The Cracked Mirror. New •Crane, D. (2012). Fashion and its social agendas: Class, gender, and identity Delhi: OUP, 2012. in clothing. University of Chicago Press. •Sara Pendergrast: “Clothing, Headgear and Body Decorations in India”

Unit-3 Teaching Hours:30 •Dhareshwar, V., & Niranjana, T. (1996). Kaadalan and the politics of Culture and Texts resignification: Fashion, violence and the body. This module, primarily based on the ocular models of culture will shed light Art on visualizing and conceptualizing culture. The module will also address various modes and text forms of culture and their connotations and ideological implications. https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 107/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 108/178

Page - 109 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… •The Iconic Urinal & Work of Art, “Fountain,” Wasn’t Created by Marcel Duchamp But by the Pioneering Dada Artist Elsa von Freytag-Loringhoven. http://www.openculture.com/2018/07/the-iconic-urinal-work-of-art-fountain- wasnt-created-by-marcel-duchamp.html and How Duchamp’s Urinal Changed Art Forever. https://www.artsy.net/article/artsy-editorial-duchamps- urinal-changed-art-forever •D'Souza, R. E. (2013). The Indian Biennale Effect: The Kochi-Muziris Biennale 2012. Cultural Politics, 9(3), 296-312. Language

•Rita Kothari “Caste in a Casteless Language: English as a language of Dalit Expression” •Probal Dasgupta “Sanskrit, English and Dalits” EPW, 35 (16), 2000. •Rubdy, R. (2013). Hybridity in the linguistic landscape: democratizing English in India. The global–local interface and hybridity: Exploring language and identity, 43-65. Films

•Kluge, Alexander, "On Film and the Public Sphere," New German Critique 24/25, Autumn, 1981 — Winter 1981. (pp. 206-220). •Lal, V., & Nandy, A. (2006). Fingerprinting popular culture: the mythic and the iconic in Indian cinema. Oxford.

Theatre

•Dutt, U. (2009). On Theatre. •Irving, H. (1994). Theatre, culture and society: essays, addresses and lectures. Edinburgh University Press. Culture and Food- Identities and Nationality

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Page - 110 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… •The Iconic Urinal & Work of Art, “Fountain,” Wasn’t Created by Marcel Duchamp But by the Pioneering Dada Artist Elsa von Freytag-Loringhoven. •Narayan, Uma. "Eating cultures: incorporation, identity and Indian food." http://www.openculture.com/2018/07/the-iconic-urinal-work-of-art-fountain- Social Identities, Vol.1, No. 1, 1995, pp.63-86. wasnt-created-by-marcel-duchamp.html and How Duchamp’s Urinal •Bourdieu, Pierre, Distinction: A Social Critique of the Judgment of Taste. Changed Art Forever. https://www.artsy.net/article/artsy-editorial-duchamps- Cambridge, MA: Harvard University Press, 1984, pp.169-200. urinal-changed-art-forever •D'Souza, R. E. (2013). The Indian Biennale Effect: The Kochi-Muziris Biennale 2012. Cultural Politics, 9(3), 296-312. •Natrajan, B., & Jacob, S. (2018). ‘Provincialising’ Vegetarianism. Language Economic & Political Weekly, 53(9), 55.

•Rita Kothari “Caste in a Casteless Language: English as a language of Dalit Text Books And Reference Books: Agamben, Giorgio. “What is an apparatus?” What is an Apparatus and Other Expression” Essays. Stanford: Stanford UP, 2009, 1-24. (on Carmen). •Probal Dasgupta “Sanskrit, English and Dalits” EPW, 35 (16), 2000. •Pramod K Nayar: “Star Power: The Celebrity as Power”Zizek, Slavoj. •Rubdy, R. (2013). Hybridity in the linguistic landscape: democratizing Violence. New York: Picador, 2008. English in India. The global–local interface and hybridity: Exploring •Spivak, Gayatri Chakravorty and Sneja Gunew. “Questions of language and identity, 43-65. multiculturalism.”The Cultural Studies Reader. Simon During (ed). New Films York, London: Routlege, 1993, 193-202. •Basu, D., & Das, D. (2014). Poverty–hunger divergence in India. Economic and Political Weekly, 49(2), 22-24. •Kluge, Alexander, "On Film and the Public Sphere," New German Critique •Van Den Berghe, Pierre L,"Ethnic cuisine: culture in nature." Ethnic and 24/25, Autumn, 1981 — Winter 1981. (pp. 206-220). Racial Studies, Vol.7, No. 3, 1984, pp.387-397. •Lal, V., & Nandy, A. (2006). Fingerprinting popular culture: the mythic and •UTPAL, K. B. (1991). Folk Theatre: Pageantry and Performance. the iconic in Indian cinema. Oxford. •Bhattacharya, K. (2006). Non-western traditions: Leisure in India. In A handbook of leisure studies (pp. 75-89). Palgrave Macmillan, London. •Jacques Rancière. Politics of Literature. London: Polity Press, 2011

Theatre •Castells, M. (2008). The new public sphere: Global civil society, communication networks, and global governance. The aNNalS of the american academy of Political and Social Science, 616(1), 78-93. •Cairns, Kate, and Josée Johnston, Food and Femininity. New York: •Dutt, U. (2009). On Theatre. Bloomsbury Publishing, 2015, pp. 23-41. •Irving, H. (1994). Theatre, culture and society: essays, addresses and •Dwyer, R., & Patel, D. (2002). Cinema India: The visual culture of Hindi lectures. Edinburgh University Press. film. Rutgers University Press. Culture and Food- Identities and Nationality

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Page - 111 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… •Tharu, Susie. Subject to Change: Teaching Literature in the Nineties. Orient Longman, 1998. •Han, S. P., & Shavitt, S. (1994). Persuasion and culture: Advertising appeals in individualistic and collectivistic societies. Journal of experimental social psychology, 30, 326-326.

•Nayar, P. Contemporary Literary and Cultural theory: from Structuralism to Eco criticism would be a good suggestion. Essential Reading / Recommended Reading Agamben, Giorgio. “What is an apparatus?” What is an Apparatus and Other Essays. Stanford: Stanford UP, 2009, 1-24. (on Carmen). •Pramod K Nayar: “Star Power: The Celebrity as Power”Zizek, Slavoj. Violence. New York: Picador, 2008. •Spivak, Gayatri Chakravorty and Sneja Gunew. “Questions of multiculturalism.”The Cultural Studies Reader. Simon During (ed). New York, London: Routlege, 1993, 193-202. •Basu, D., & Das, D. (2014). Poverty–hunger divergence in India. Economic and Political Weekly, 49(2), 22-24. •Van Den Berghe, Pierre L,"Ethnic cuisine: culture in nature." Ethnic and Racial Studies, Vol.7, No. 3, 1984, pp.387-397. •UTPAL, K. B. (1991). Folk Theatre: Pageantry and Performance. •Bhattacharya, K. (2006). Non-western traditions: Leisure in India. In A handbook of leisure studies (pp. 75-89). Palgrave Macmillan, London. •Jacques Rancière. Politics of Literature. London: Polity Press, 2011 •Castells, M. (2008). The new public sphere: Global civil society, communication networks, and global governance. The aNNalS of the american academy of Political and Social Science, 616(1), 78-93. •Cairns, Kate, and Josée Johnston, Food and Femininity. New York: Bloomsbury Publishing, 2015, pp. 23-41. •Dwyer, R., & Patel, D. (2002). Cinema India: The visual culture of Hindi film. Rutgers University Press. •Tharu, Susie. Subject to Change: Teaching Literature in the Nineties. Orient Longman, 1998.

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Page - 112 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… •Tharu, Susie. Subject to Change: Teaching Literature in the Nineties. Orient •Han, S. P., & Shavitt, S. (1994). Persuasion and culture: Advertising appeals Longman, 1998. in individualistic and collectivistic societies. Journal of experimental social •Han, S. P., & Shavitt, S. (1994). Persuasion and culture: Advertising appeals psychology, 30, 326-326. in individualistic and collectivistic societies. Journal of experimental social psychology, 30, 326-326. •Nayar, P. Contemporary Literary and Cultural theory: from Structuralism to

Eco criticism would be a good suggestion. •Nayar, P. Contemporary Literary and Cultural theory: from Structuralism to Evaluation Pattern Eco criticism would be a good suggestion. Students are required to submit a project report taking any one of the units as Essential Reading / Recommended Reading primary by the end of the semester. The project could be a detailed Agamben, Giorgio. “What is an apparatus?” What is an Apparatus and Other understanding, review, analysis, production (e.g., a documentary (short) Essays. Stanford: Stanford UP, 2009, 1-24. (on Carmen). written, shot, edited by the individual or an exhibition, designed, curated by •Pramod K Nayar: “Star Power: The Celebrity as Power”Zizek, Slavoj. the individual) of any of the cultural texts. They will be given a framework Violence. New York: Picador, 2008. in which they should submit the report. The report will be typed in Times •Spivak, Gayatri Chakravorty and Sneja Gunew. “Questions of New Roman, 12, double spaced with the author name and project initials multiculturalism.”The Cultural Studies Reader. Simon During (ed). New mentioned on header. Plagiarism will not be tolerated. Proper referencing York, London: Routlege, 1993, 193-202. format should be used. It’s an individual submission. The student will be •Basu, D., & Das, D. (2014). Poverty–hunger divergence in India. Economic evaluated on selection of theme, rationale of the study, an argument to justify and Political Weekly, 49(2), 22-24. why the question should be handled in Culture Studies, provide a review of •Van Den Berghe, Pierre L,"Ethnic cuisine: culture in nature." Ethnic and literature with a critical approach wherein, the ideas should be shown as Racial Studies, Vol.7, No. 3, 1984, pp.387-397. contested, and the student’s attempt to negotiate the constructedness with an •UTPAL, K. B. (1991). Folk Theatre: Pageantry and Performance. argument of his/her own. The report should be bound and submitted 2 days •Bhattacharya, K. (2006). Non-western traditions: Leisure in India. In A prior to the deadline. handbook of leisure studies (pp. 75-89). Palgrave Macmillan, London. CIA I: For CIA 1, the student will be asked to submit the proposal for the •Jacques Rancière. Politics of Literature. London: Polity Press, 2011 project. It will be evaluated on the selection of theme, rationale of the study, •Castells, M. (2008). The new public sphere: Global civil society, an argument to justify why the question should be handled in Culture communication networks, and global governance. The aNNalS of the Studies. Academic format should be followed and will be an aspect for american academy of Political and Social Science, 616(1), 78-93. evaluation. (20 marks, 5 marks each for each criterion) •Cairns, Kate, and Josée Johnston, Food and Femininity. New York: CIA II - Mid Semester Examination: Section A (10X5=50 marks) - Bloomsbury Publishing, 2015, pp. 23-41. Centralised •Dwyer, R., & Patel, D. (2002). Cinema India: The visual culture of Hindi CIA III: The student is required to provide a review of literature with a film. Rutgers University Press. critical approach wherein, the ideas should be shown as contested, and the •Tharu, Susie. Subject to Change: Teaching Literature in the Nineties. Orient student’s attempt to negotiate the constructedness with an argument of Longman, 1998. his/her own. Academic format should be followed and will be an aspect for evaluation. (20 marks, 5 marks each for each criterion) https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 111/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 112/178

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End Semester Examination: Submission of a project-100 marks MEL334 - GENDER STUDIES (2019 Batch)

No of Lecture Total Teaching Hours for Semester:60 Hours/Week:4 Max Marks:100 Credits:4 Course Objectives/Course Description Course Description

•The course examines the idea of Gender and its social constructs •The difference between sex and gender and important concepts of Gender Studies are examined •There is an attempt to answer questions pertaining to how the social constructs of race, class, gender, sexuality and ethnicity intersect •The theoretical framework for the discussion of gender studies will be based on theories of the body, major movements in gender studies, femininity, masculinity and queer studies •Students will integrate readings and theoretical frameworks of gender to real life contexts through assignments based on experiential learning in the form of case studies, interviews and production of material for further reading and research •The course will involve interface with NGOs and public organizations working for individuals marginalized on the basis of gender

Course Objectives

•Help students understand biological, social and cultural dimensions of sex and gender and popular discourses of the body •Enable approaches to concerns of gender through intersectional and interdisciplinary perspectives through a close reading of literary and visual texts

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Max Marks:100 Credits:4 Course Objectives/Course Description Course Description Learning Outcome Course Learning Outcomes

•The course examines the idea of Gender and its social constructs The students will demonstrate •The difference between sex and gender and important concepts of Gender •Basic understanding of concepts, theories, movements and contexts of Studies are examined Gender Studies conceptual understanding of Gender Studies •There is an attempt to answer questions pertaining to how the social •A broad based historical overview of concerns of gender from across the constructs of race, class, gender, sexuality and ethnicity intersect world in literature and visual texts •The theoretical framework for the discussion of gender studies will be based •Experiential and contextual understanding of contemporary issues of on theories of the body, major movements in gender studies, femininity, gender masculinity and queer studies •Ability to pursue individual research in interdisciplinary fields with an •Students will integrate readings and theoretical frameworks of gender to intersectional understanding of gender concerns real life contexts through assignments based on experiential learning in the form of case studies, interviews and production of material for further reading and research •The course will involve interface with NGOs and public organizations •The Institutional Values of CHRIST through gender sensitivity, social working for individuals marginalized on the basis of gender responsibility and love of fellow beings

Unit-1 Teaching Course Objectives Hours:10 Doing Gender

•Help students understand biological, social and cultural dimensions of sex The unit introduces students to primary concepts of sex and gender through and gender and popular discourses of the body the critical lens of ‘Biological Determinism’ and ‘Social Constructivism’, •Enable approaches to concerns of gender through intersectional and underlining the difference between the two. It will also introduce the body as interdisciplinary perspectives through a close reading of literary and visual an ideological construct and enable students to comprehend how the body is texts narrativised in various popular discourses to uphold normative constructions of binaries of sex and gender https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 113/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 114/178

Page - 115 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… Theoretical Framework: •Dani Cavallaro: “Why the Body?” •Simone de Beauvoir: Chapter 1, The Second Sex •Anne Fausto Sterling: “The Five Sexes: Why Male and Female are not Enough” (SL B) •Michel Foucault: Excerpts from History of Sexuality

Literary Texts: •Excerpts from Vachanas of Devara Dasimmaiah and Akka Mahadevi

•Kalki Subramaniam: “Phallus I Cut”

Unit-2 Teaching Hours:20 From Equity to Identity Politics: Feminist Trajectories, Women?s Writing and Contemporary Femininities This unit will give a historical overview of feminist concerns, movements and women’s writing apart from sensitizing students to the intersectional and inclusive nature of contemporary feminisms Theoretical Framework: Introduction to major feminist movements, intersectionality and contemporary approaches to feminism •Virginia Woolf: “Professions for Women” •Women Pioneers in India: Excerpts from the lives of Cornelia Sorabji, Ramabai Ranade & Savitribai Phule (SL B) •Helene Cixous: “The Laugh of the Medusa” •Luce Irigaray: “When our Lips Speak Together” •Susie Tharu & Lalita. K: Introduction to Women Writing in India, Vol. 1 & 2 •Kumkum Sangari: “Mirabai and the Spiritual Economy of Bhakti” •Ashapurna Devi: Subarnalatha (SL A) •Bell hooks: Excerpts – Feminist Theory: From Margin to Centre •Vandana Shiva: Videos on Eco-feminism (Youtube) •Donna Haraway: Excerpts from The Cyborg Manifesto

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Page - 116 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… Theoretical Framework: •Ismat Chugtai: “Lihaaf” •Dani Cavallaro: “Why the Body?” •Jharna Rahman: Arshinagar •Simone de Beauvoir: Chapter 1, The Second Sex •Olga Broumas: “Circe”, “Red Riding Hood” •Anne Fausto Sterling: “The Five Sexes: Why Male and Female are not •Mahasweta Devi: “Breast-Giver” Enough” (SL B) •Volga: Excerpts from The Liberation of Sita •Michel Foucault: Excerpts from History of Sexuality Visual Text Literary Texts:

•Excerpts from Vachanas of Devara Dasimmaiah and Akka Mahadevi •Chimamanda Adichie – The Danger of a Single Story (YouTube)

Unit-3 Teaching Hours:10 •Kalki Subramaniam: “Phallus I Cut” Hegemonic & Subversive Masculinities Unit-2 Teaching Hours:20 This unit will introduce students to the concept of Masculinities, theoretical From Equity to Identity Politics: Feminist frameworks for concerns of masculinities and the intersectional elements of Trajectories, Women?s Writing and race, class, caste and ethnicity in studies of masculinities Contemporary Femininities

This unit will give a historical overview of feminist concerns, movements Theoretical Framework: Introduction to studies in Masculinities, Hegemonic and women’s writing apart from sensitizing students to the intersectional and and Subversive Masculinities, Alpha-male, Adonis Complex, Men and inclusive nature of contemporary feminisms violence Theoretical Framework: Introduction to major feminist movements, •Rahul Roy & Anupama Chatterjee: A Little Book on Men intersectionality and contemporary approaches to feminism •Stephen M. Whitehead: “Materializing Male Bodies” •Virginia Woolf: “Professions for Women” •Radhika Chopra: “Invisible Men: Masculinity, Sexuality and Male •Women Pioneers in India: Excerpts from the lives of Cornelia Sorabji, Domestic Labour” Ramabai Ranade & Savitribai Phule (SL B)

•Helene Cixous: “The Laugh of the Medusa” Literary Texts •Luce Irigaray: “When our Lips Speak Together” •James Baldwin: Giovanni’s Room (SLC) •Susie Tharu & Lalita. K: Introduction to Women Writing in India, Vol. 1 &

2 Visual Text •Kumkum Sangari: “Mirabai and the Spiritual Economy of Bhakti” •Ashapurna Devi: Subarnalatha (SL A) •Bell hooks: Excerpts – Feminist Theory: From Margin to Centre •Barry Jenkins: Moonlight •Vandana Shiva: Videos on Eco-feminism (Youtube) Unit-4 Teaching •Donna Haraway: Excerpts from The Cyborg Manifesto Hours:20 Gender Performativity: Towards Multiple

Literary Texts Ontologies of Gender https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 115/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 116/178

Page - 117 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… This unit will introduce students to queer theory and literature •Ruth Vanita & Saleem Kidwai: Excerpts from Same Sex Love in India •Judith Butler: Excerpts from Gender Trouble •Sara Ahmed: “Orientations: Towards a Queer Phenomenology”

Literary Texts •Shyam Selvadurai: The Funny Boy

Visual Texts •Santosh Sivan: Navarasa (visual text) •Tom Hooper: The Danish Girl (visual text)

Text Books And Reference Books: Brinda Bose, “The Desiring Subject: Female Pleasures and Feminist Resistance in Deepa Mehta’s Fire.” in Indian Journal of gender studies (volume 7 Number 2 July – December 2000 Special Issue: Feminism and the Politics of Resistance) Ed. Rajeswari Sunder Rajan. Print. •Butler, Judith. Undoing Gender. New York: Routledge, 2004. Print. •Chandra Talpade Mohanty, “Cartographies of Struggle: Third World Women and The Politics of Feminism.” In Feminism Without Borders: Decolonizing Theory, Practicing Solidarity, Duke UP: 2004. Pp: 43-84. Print. •David; Kaplan, Cora. Genders. Glover, London, Routledge: 2000. Print •Eagleton, Mary (Ed). A Concise Companion to Feminist Theory, Oxford, Blackwell Publishing: 2003. Print. •Jain, Jasbir (ed). Women in Patriarchy, New Delhi, Rawat Publications: 2005. Print. •Kimmel, Michael, and Amy Aronson (eds). Men and Masculinities: A Social, Cultural, and Historical Encyclopedia. Santa Barbara, CA: ABC-Clio Press, 2003. Print.

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Page - 118 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… This unit will introduce students to queer theory and literature •Spivak, Gayatri Chakravorty. “Three Women’s Text and a Critique of •Ruth Vanita & Saleem Kidwai: Excerpts from Same Sex Love in India Imperialism”, in Henry Louis Gates, Jr. Ed., “Race”, Writing and Difference •Judith Butler: Excerpts from Gender Trouble Chicago: Chicago University Press: 1985. Print. •Sara Ahmed: “Orientations: Towards a Queer Phenomenology” •Whitehead, Stephen M., and Frank J. Barrett. (eds). The Masculinities Reader, Cambridge: Polity Press, 2001. Print.

Essential Reading / Recommended Reading Literary Texts Cavallaro, Dani. The Body for Beginners. Orient Longman: 2001. Print. •Shyam Selvadurai: The Funny Boy •Collins, Patricia Hill. Black Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment. Routledge: 2000. Print. Visual Texts •Featherstone M., Hepworth M., and Turner, B. (eds).The Body: Social •Santosh Sivan: Navarasa (visual text) Process and Cultural Theory. London, Sage: 1991. Print. •Tom Hooper: The Danish Girl (visual text) •Illich, Ivan. Gender. New York: Pantheon Books: 1982. Print. •Kumar, Radha. The History of Doing: An Illustrated Account of Movements for Women’s Rights and Feminism in India, 1800-1990. New

Delhi: Kali for Women: 1993. Print. •Moi, Toril. “‘I Am Not a Woman Writer’: About Women, Literature and Feminist Theory Today”, Feminist Theory 9.3 (December 2008), 259-71. Text Books And Reference Books: Print. Brinda Bose, “The Desiring Subject: Female Pleasures and Feminist •Ratheesh Radhakrishnan: “PE Usha, Hegemonic Masculinities and the Resistance in Deepa Mehta’s Fire.” in Indian Journal of gender studies Public Domain in Kerala: On the Historical Legacies of the Contemporary”. (volume 7 Number 2 July – December 2000 Special Issue: Feminism and the Inter-Asia Cultural Studies, 6:2, 187-208, 2005. DOI: Politics of Resistance) Ed. Rajeswari Sunder Rajan. Print. 10.1080/146493705000659 •Butler, Judith. Undoing Gender. New York: Routledge, 2004. Print. •Chandra Talpade Mohanty, “Cartographies of Struggle: Third World Women and The Politics of Feminism.” In Feminism Without Borders: •Showalter, Elaine. "Toward a Feminist Poetics," Women's Writing and Decolonizing Theory, Practicing Solidarity, Duke UP: 2004. Pp: 43-84. Writing About Women. London: Croom Helm, 1979. Print. Evaluation Pattern •David; Kaplan, Cora. Genders. Glover, London, Routledge: 2000. Print Evaluation Pattern •Eagleton, Mary (Ed). A Concise Companion to Feminist Theory, Oxford,

Blackwell Publishing: 2003. Print. Students will be evaluated on the basis of their performance in Continuous •Jain, Jasbir (ed). Women in Patriarchy, New Delhi, Rawat Publications: Internal Assessments (CIAs) and the End-semester examination. 2005. Print. CIA I: Individual Presentations with written abstracts based on discourses of •Kimmel, Michael, and Amy Aronson (eds). Men and Masculinities: A the body (20 Marks) Social, Cultural, and Historical Encyclopedia. Santa Barbara, CA: ABC-Clio CIA II: Mid-semester Exam for 50 marks (10x5 =50 marks – Answer any 5 Press, 2003. Print. out of 8 questions) https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 117/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 118/178

Page - 119 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… CIA III: Research Paper/ Presentation in Seminar or Workshop/ Content Creation for gender sensitization (20 Marks)

End-semester Examination: 20x5= 100 (Answer any 5 out of 8 questions). MEL381 - INTERNSHIP (2019 Batch)

No of Lecture Total Teaching Hours for Semester:240 Hours/Week:4 Max Marks:100 Credits:4 Course Objectives/Course Description Course Description

The course aims at introducing internship to the students. It helps them to get a practical experience in learning through the various kinds of jobs that they select according to their levels of interests and gain professional experience. This course also aims to aid students to choose their career according to the internship experiences.

Course Objectives

•To expose students to the field of their professional interest •To give an opportunity to get a practical experience of the field of their interest •To strengthen the curriculum based on internship-feedback where relevant

•To help student choose their career through practical experience

Learning Outcome Course Learning Outcomes

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Page - 120 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… CIA III: Research Paper/ Presentation in Seminar or Workshop/ Content •Experiential knowledge of workplace Creation for gender sensitization (20 Marks) Unit-1 Teaching Hours:240 Internship Hours / Days - Criteria MA English students have to undertake an internship of not less than 30 End-semester Examination: 20x5= 100 (Answer any 5 out of 8 questions). working days or 240 hours at any of the following: reputed research centers: MEL381 - INTERNSHIP (2019 Batch) recognized educational institutions; print, television, radio organizations; No of Lecture HR, PR firms; theatre groups/organizations; or any other approved by the Total Teaching Hours for Semester:240 Hours/Week:4 Department. Max Marks:100 Credits:4 Course Objectives/Course Description The internship is to be undertaken during the second semester break. The Course Description internship is a mandatory requirement for the completion of the MA programme. However the Report and Viva will be conducted during Semester III and the marks will appear in the mark sheet of Semester III. The course aims at introducing internship to the students. It helps them to get a practical experience in learning through the various kinds of jobs that they The students will have to give an internship proposal with the following select according to their levels of interests and gain professional experience. details: organization where the student proposes to do the internship; reasons This course also aims to aid students to choose their career according to the for the choice, nature of the internship, period of internship, relevant internship experiences. permission letters, if available, name of the mentor in the organization,

email, telephone and mobile numbers of the person in the organization with Course Objectives whom CHRIST (Deemed to be University) could communicate matters related to internship. Typed proposals will have to be given at least a month before the end of the second semester. •To expose students to the field of their professional interest •To give an opportunity to get a practical experience of the field of their The coordinator of the programme in consultation with the HOD will assign interest faculty members from the department as guides at least two weeks before the •To strengthen the curriculum based on internship-feedback where relevant end of the second semester. The students will have to be in touch with the guides during the internship period either through person meetings, over the phone or through internet. At the place of internship the students are advised •To help student choose their career through practical experience to be in constant touch with their mentors.

Learning Outcome At the end of the required period of internship the candidates will submit a Course Learning Outcomes report in not less than 1500 words. The report should be submitted within first 10 days of reopening of the university for the III semester.

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Page - 121 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… Apart from a photocopy of the letter from the organization stating the successful completion of internship, the report shall have the following parts. oIntroduction to the place of internship oReasons for the choice of the place and kind of internship oNature of internship oObjectives of the internship oTasks undertaken oChallenges Faced oLearning outcome oSuggestions, if any oConclusion

A photocopy of the portfolio, if available may be given along with the report. However, the original output, if available should be presented during the internship report presentation.

Report Format

• 12 font size • Times New Roman font • One and half line spaced • Name, register no, and programme name, date of submission on the left-hand top corner of the page • Below that in the centre title of the report ‘Report of internship undertaken at ____ from ____ (date, month in words, year); no separate cover sheet to be attached.

Within 20 days from the day of re-opening, the department must hold a presentation by the students. Students should preferably be encouraged to make a PowerPoint presentation of their report. A minimum of 10 minutes should be given for each of the presenter. The maximum limit it left to the discretion of the evaluation committee. If the first year students are present they could also be made the audience.

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Page - 122 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… Apart from a photocopy of the letter from the organization stating the successful completion of internship, the report shall have the following parts. oIntroduction to the place of internship Text Books And Reference Books: oReasons for the choice of the place and kind of internship Guidelines for internship: A manual for students, faculty and site oNature of internship supervisors. (2002). Peterborough, Ont.: Sir Sandford Fleming College. oObjectives of the internship •Internship program: A vital working experience. (1974). Washington, D.C.: oTasks undertaken The Administration. oChallenges Faced •Clowes, K. (2015). Put college to work: How to use college to the fullest to oLearning outcome discover your strengths and find a job you love before you graduate. Fresno, oSuggestions, if any CA: Quill Driver Books. oConclusion •Cooper, D. L. (2002). Learning through supervised practice in student affairs. New York: Brunner-Routledge. A photocopy of the portfolio, if available may be given along with the •Hall, B. L., Etmanski, C., & Dawson, T. (2014). Learning and teaching report. However, the original output, if available should be presented during community-based research: Linking pedagogy to practice. Toronto: the internship report presentation. University of Toronto Press. •McDonald, B. A. (1983). VES 495 Teaching Internship. Student Manual. Report Format S.l.: Distributed by ERIC Clearinghouse. •McDonald, B. A. (1983). VES 496 Professional Internship. Student Manual. S.l.: Distributed by ERIC Clearinghouse. • 12 font size •Snowden, M. (1997). Internship program: Student reports. Lismore, N.S.W.: • Times New Roman font Southern Cross University. • One and half line spaced • Name, register no, and programme name, date of submission on the left-hand top corner of the page • Below that in the centre title of the report ‘Report of internship Essential Reading / Recommended Reading undertaken at ____ from ____ (date, month in words, year); no separate Guidelines for internship: A manual for students, faculty and site cover sheet to be attached. supervisors. (2002). Peterborough, Ont.: Sir Sandford Fleming College. •Internship program: A vital working experience. (1974). Washington, D.C.: Within 20 days from the day of re-opening, the department must hold a The Administration. presentation by the students. Students should preferably be encouraged to •Clowes, K. (2015). Put college to work: How to use college to the fullest to make a PowerPoint presentation of their report. A minimum of 10 minutes discover your strengths and find a job you love before you graduate. Fresno, should be given for each of the presenter. The maximum limit it left to the CA: Quill Driver Books. discretion of the evaluation committee. If the first year students are present •Cooper, D. L. (2002). Learning through supervised practice in student they could also be made the audience. affairs. New York: Brunner-Routledge.

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Page - 123 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… •Hall, B. L., Etmanski, C., & Dawson, T. (2014). Learning and teaching community-based research: Linking pedagogy to practice. Toronto: University of Toronto Press. •McDonald, B. A. (1983). VES 495 Teaching Internship. Student Manual. S.l.: Distributed by ERIC Clearinghouse. •McDonald, B. A. (1983). VES 496 Professional Internship. Student Manual. S.l.: Distributed by ERIC Clearinghouse. •Snowden, M. (1997). Internship program: Student reports. Lismore, N.S.W.: Southern Cross University.

Evaluation Pattern

End Semester Examinations – 100 marks oPPT – 30 marks oPresentation- 40 marks,

oReport Submission- 30 marks MEL411 - SOCIAL INNOVATION AND ENTREPRENUERSHIP (2019 Batch)

Total Teaching Hours for No of Lecture Semester:45 Hours/Week:3 Max Marks:50 Credits:3 Course Objectives/Course

Description Rural India comprises 66.46% of India’s population and contributes to a large portion of India’s GDP by way of agriculture, services, skilled and non- skilled labour. Rural India suffers from socio-economic distress due to several factors, small land holding, rain dependent agriculture, and lack of alternative sources of income, migration to urban centers and due to several sociological factors. Rural India in its diverse geographies has a huge potential to provide solutions to some of the gravest global challenges pertaining to environment and sustainable development and which remains largely untapped. This calls

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Page - 124 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… •Hall, B. L., Etmanski, C., & Dawson, T. (2014). Learning and teaching for a focused approach in exploring the potential opportunities through a community-based research: Linking pedagogy to practice. Toronto: scientific approach of critical thinking and creativity, pro-active engagement University of Toronto Press. of rural communities, creating effective structures to implement and create •McDonald, B. A. (1983). VES 495 Teaching Internship. Student Manual. global visibility for the proprietary products and services created. Such an S.l.: Distributed by ERIC Clearinghouse. approach will substantially mitigate socio-economic distress in rural •McDonald, B. A. (1983). VES 496 Professional Internship. Student Manual. communities by providing them income generating opportunities by S.l.: Distributed by ERIC Clearinghouse. engaging social enterprises and also contribute to the sustainability goals of •Snowden, M. (1997). Internship program: Student reports. Lismore, N.S.W.: the UN. Southern Cross University. The course of Social Innovation and Entrepreneurship for students of English Language and Literature seeks to sensitise students with an on field

immersion with rural India and explore possibilities for enterprise through case studies on innovative rural enterprises. The course seeks to apply their Evaluation Pattern finer eye for aesthetics and culture and Course Objectives End Semester Examinations – 100 marks oPPT – 30 marks oPresentation- 40 marks, •To familiarize students with the Sustainability goals envisioned by UN and motivate them to proactively contribute towards its attainment. oReport Submission- 30 marks MEL411 - SOCIAL INNOVATION AND •To create a firsthand awareness of rural India and challenges which can be translated into entrepreneurial opportunities. ENTREPRENUERSHIP (2019 Batch) •To study and analyze different Social Enterprise models and their relative Total Teaching Hours for No of Lecture outcomes Semester:45 Hours/Week:3 •To gain an understanding of the challenges of running a social enterprise. Max Marks:50 Credits:3 •To give students a firsthand experience of understanding the challenges of Course Objectives/Course

Description capacity building and leadership creation in rural communities for an Rural India comprises 66.46% of India’s population and contributes to a enterprise and engage them proactively in building a sustainable business. large portion of India’s GDP by way of agriculture, services, skilled and non- •To stimulate curiosity in students to identify the areas of gaps in products skilled labour. Rural India suffers from socio-economic distress due to and services and come up with creative solutions which can be translated several factors, small land holding, rain dependent agriculture, and lack of into profitable enterprises. alternative sources of income, migration to urban centers and due to several •To help students develop ethical business models founded on the principles sociological factors. of equity and fair play vis-à-vis the engagement of rural and grass root Rural India in its diverse geographies has a huge potential to provide communities solutions to some of the gravest global challenges pertaining to environment and sustainable development and which remains largely untapped. This calls

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Page - 125 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… •To enable students to curate branding and market strategies for products and services emerging from a social enterprise to make them profitable and sustainable

Learning Outcome At the end of the course- •Students will have a comprehensive understanding of the U N Sustainability goals and get engaged in it proactively. •Students will have gained a firsthand awareness of rural India and challenges which can be translated into entrepreneurial opportunities. •Students will be exposed to different Social Enterprise models and their relative outcomes •Students will have envisaged the challenges of running a social enterprise. •Students will have gained on-field experience of engaging with rural communities for capacity building and leadership. •Students will have identified at least one problem/gap area in a product or service and will have come up with creative solutions as part of their project. •Students will develop business models founded on the principles of equity and fair play vis-à-vis the engagement of rural and grass root communities •Students will simulate branding and market strategies for products and services which they will have developed as part of their project work.

Unit-1 Teaching Hours:2 Sustainable Development Sustainable Development Goals for Socially and Environmentally better world by 2030 UN Sustainability Goals

-17 sustainable goals and how it they can be achieved Unit-2 Teaching Hours:4 Rural India

Understanding Rural India

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Unit-1 Teaching Hours:2 Sustainable Development •Suggested overnight field trip to SMID, Kanyakumari for on field case Sustainable Development Goals for Socially and Environmentally better study of social enterprise world by 2030 Text Books And Reference Books: UN Sustainability Goals A Handbook of Rural India (Readings on Economy, Polity and Society) -17 sustainable goals and how it they can be achieved Surinder S Jodka Unit-2 Teaching Hours:4 •Women in Rural India: Vani Prabhakar Rural India •Rural Development in India Strategies and Processes: G Sreedhar and D Rajasekar

Understanding Rural India •Communication for Rural Innovation: Cees Leeuwis, A. W. van den ban

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Page - 127 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… •Frugal Innovation: How to Do More With Less: Navi Radjou Jaideep Prabhu •Jugaad Innovation: Navi Radjou, Jaideep Prabhu, Simone Ahuja •Poor Economics: Abhijit Bannerjee, Esther Duflo •The Open Book of Social Innovation: Geoff Mulgan, Robin Murray •The 22 Immutable Laws of Branding: Al Ries

•Marketing Strategy- A Decision-Focused Approach: Walker, Mullins Essential Reading / Recommended Reading A Handbook of Rural India (Readings on Economy, Polity and Society) Surinder S Jodka •Women in Rural India: Vani Prabhakar •Rural Development in India Strategies and Processes: G Sreedhar and D Rajasekar •Communication for Rural Innovation: Cees Leeuwis, A. W. van den ban •Frugal Innovation: How to Do More With Less: Navi Radjou Jaideep Prabhu •Jugaad Innovation: Navi Radjou, Jaideep Prabhu, Simone Ahuja •Poor Economics: Abhijit Bannerjee, Esther Duflo •The Open Book of Social Innovation: Geoff Mulgan, Robin Murray •The 22 Immutable Laws of Branding: Al Ries

•Marketing Strategy- A Decision-Focused Approach: Walker, Mullins Evaluation Pattern Two Case Studies-40 Marks Live Project-40 Marks

Presentation-20 Marks MEL431 - INDIAN LITERATURES IN ENGLISH (2019 Batch)

No of Lecture Total Teaching Hours for Semester:60 Hours/Week:4 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 127/178

Page - 128 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… •Frugal Innovation: How to Do More With Less: Navi Radjou Jaideep Max Marks:100 Credits:4 Prabhu Course Objectives/Course Description •Jugaad Innovation: Navi Radjou, Jaideep Prabhu, Simone Ahuja •Poor Economics: Abhijit Bannerjee, Esther Duflo Course Description

•The Open Book of Social Innovation: Geoff Mulgan, Robin Murray •The 22 Immutable Laws of Branding: Al Ries This course on Indian Writing in English is intended to give a comprehensive understanding of the evolution of Indian writing in English,

•Marketing Strategy- A Decision-Focused Approach: Walker, Mullins spanning from pre-independence time to the current days. The selection of Essential Reading / Recommended Reading texts problematizes the acceptance of Indian English as an equivalent A Handbook of Rural India (Readings on Economy, Polity and Society) language to Indian bashas.Further, it guarantees a critical, analytical and an Surinder S Jodka aesthetic engagement with a few representative works from Indian Writing •Women in Rural India: Vani Prabhakar in English. The course intends to orient the learners towards a holistic •Rural Development in India Strategies and Processes: G Sreedhar and D understanding and engagement with the nature and dynamics of Indian Rajasekar writing in English. •Communication for Rural Innovation: Cees Leeuwis, A. W. van den ban •Frugal Innovation: How to Do More With Less: Navi Radjou Jaideep Course Objectives Prabhu

•Jugaad Innovation: Navi Radjou, Jaideep Prabhu, Simone Ahuja •Poor Economics: Abhijit Bannerjee, Esther Duflo •To introduce learners to major movements and figures of Indian Literature •The Open Book of Social Innovation: Geoff Mulgan, Robin Murray in English through the study of selected literary texts •The 22 Immutable Laws of Branding: Al Ries •To create a sense of appreciation of literary text located in various geographical and cultural spaces.

•To enable learners to the nuanced language use in Indian Writing in English •Marketing Strategy- A Decision-Focused Approach: Walker, Mullins •To enhance literary and linguistic competence of learners Evaluation Pattern •To aid students to understand issues such as representation of culture, Two Case Studies-40 Marks identity, history, national and gender politics Live Project-40 Marks •To provide students opportunities to understand that antiquity and contemporary are brought together

Presentation-20 Marks MEL431 - INDIAN LITERATURES IN ENGLISH •To enhance students’ ability to understand and interpret Indian identity, (2019 Batch) ideologies, culture and history reflected through the voice of prominent writers of various ages in various forms and genres. No of Lecture Total Teaching Hours for Semester:60 Hours/Week:4 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 127/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 128/178

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Learning Outcome Course Learning Outcomes

•After the completion of this course, the participants would gain insight into “Indianness” through representative works. •Students will be able to identify the relationship between Indian Writing in English and its social context. •They will be able to critically respond to Indian English texts. •Students will learn to analyze the diverse issues/thought processes that shape critical thinking in Indian Literature. •They will utilize their knowledge empirically by applying to their immediate environment

•Students will be able to understand and interpret Indian identity, ideologies, culture and history reflected through the voice of prominent writers of various ages in various forms and genres. Unit-1 Teaching Hours:8 Essays The unit aims to introduce the idea of Indian literature. The essays would help the learners to understand the complexities involved in creating literature in English but unique in culture, region, emotions and more. This section aims to help the learners to locate Indian Writing in English as a significant part of literature and to appreciate the diversity. •Foreword to Kanthapura - Raja Rao -SL •Is There an Indian way of Thinking- A.K.Ramanujam -SLC •The Anxiety of Indianness- Meenakshi Mukerjee - SLC

•The politics and Poetics of Expatriation- C. Vijayasree-SLB Unit-2 Teaching Hours:12 Poetry The unit provides the learners with a wide range of poetry from the initial phase to the contemporary, thereby allowing the learners to engage with a multiplicity in expression which allows for a closer peek into the unique world of Indian English poetry. •Tagore’s- Excerpts from Gitanjali SLC

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Page - 130 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… •Kamala Das- The Stone age / The Dance of the Eunuchs /The Learning Outcome Grandmother’s House-SLC Course Learning Outcomes •Gieve Patel - On Killing a Tree-SLB

•A K Ramanujam- Obituary, Extended Family, Prayers to Lord Murugan - •After the completion of this course, the participants would gain insight into SLC “Indianness” through representative works. •Toru Dutt- Our Casuarina Tree - SLC •Students will be able to identify the relationship between Indian Writing in •Mahapatra- Freedom -SL English and its social context. •K.Satchidanandan- Gandhi & Poetry SL •They will be able to critically respond to Indian English texts. •Jeet Thayyil - New Year,Goa, Round and Round-SL •Students will learn to analyze the diverse issues/thought processes that •Jerry Pinto - I Want a Poem-SL shape critical thinking in Indian Literature. •Arundathi Subramaniam - Heirloom - SLB •They will utilize their knowledge empirically by applying to their •Sri Aurobindo – Savitri -SL immediate environment

•Students will be able to understand and interpret Indian identity, ideologies, culture and history reflected through the voice of prominent writers of •Vikram Seth -Protocols-SL various ages in various forms and genres. Unit-3 Teaching Hours:14 Unit-1 Teaching Hours:8 Plays Essays

The unit aims to introduce the idea of Indian literature. The essays would help the learners to understand the complexities involved in creating The plays chosen attempt to help the learners read and understand the many literature in English but unique in culture, region, emotions and more. This issues that the Indian societies faced and the ideologies that Indian minds section aims to help the learners to locate Indian Writing in English as a were trying to grapple with. significant part of literature and to appreciate the diversity. •Manjula Padmanabhan – Lights Out - SLB •Foreword to Kanthapura - Raja Rao -SL •Mahesh Dattani - Thirty Days in September, Dance Like a Man – SLC •Is There an Indian way of Thinking- A.K.Ramanujam -SLC •Hayavadana- Girish Karnad - SLC •The Anxiety of Indianness- Meenakshi Mukerjee - SLC •Silence the Court is in Session- Vijay Tendulkar SLC

•The politics and Poetics of Expatriation- C. Vijayasree-SLB Unit-2 Teaching Hours:12 Poetry •Evam Indrajit- Badal Circar-SL The unit provides the learners with a wide range of poetry from the initial phase to the contemporary, thereby allowing the learners to engage with a Unit-4 Teaching Hours:14 multiplicity in expression which allows for a closer peek into the unique Novels world of Indian English poetry. In this section, the learners would get to read a variety of texts to perceive •Tagore’s- Excerpts from Gitanjali SLC the indigenous nature of experiences of the Indian society. It aims to help the learners reflect and question the ways of life that exist in India. https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 129/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 130/178

Page - 131 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… •Jhumpa Lahiri - In other Words SLC •Upamanyu Chetterji - English August: An Indian Story SL •Anitha Desai - In Custody - SLB •Salman Rushdie - Shame - SL •Khushwant Singh- Train to Pakistan - SL •Salman Rushdie- Midnight’s Children -SLB •Amitav Ghosh- The Calcutta Chromosome - SLC •Bharathi Mukherjee- Desirable Daughters -SLB

•Srividya Natarajan- Bhimayana-SLC Unit-5 Teaching Hours:12 Short Stories

Like the novel, the short story section also aims to provide an insight into the lives of Indians and also helps to identify the uniqueness in the writing style used to deliver the same. •The Mark of Vishnu- Khushwant Singh - SL •The Blue Umbrella- Ruskin Bond - SLC •Girls- Mrinal Pandey-SL •Interpreter of Maladies- Jumpha Lahiri- SLC

•The Political Murder- Shashi Tharoor- SLB

Text Books And Reference Books: •Vishwanathan,G. Masks of Conquest: Literary Study and British Role in India. New York: Colombia University Press, 1989. •Iyenger,K R S. Indian Writing in English. New Delhi. Sterling Publisher, 1984. •Devy, G.N. An Another Tongue: Essays on Indian English Literature, Madras: Macmillan India Ltd. 1995. https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 131/178

Page - 132 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… •Jhumpa Lahiri - In other Words SLC •Jha, Gauri Shankar. Current Perspectives in Indian English Literature. New •Upamanyu Chetterji - English August: An Indian Story SL Delhi, •Anitha Desai - In Custody - SLB Atlantic Publishers, 2006. •Salman Rushdie - Shame - SL •Mehrotra, K. ed. An Illustrated History of Indian Literature in English. New •Khushwant Singh- Train to Pakistan - SL Delhi: •Salman Rushdie- Midnight’s Children -SLB

•Amitav Ghosh- The Calcutta Chromosome - SLC •Bharathi Mukherjee- Desirable Daughters -SLB Permanent Black, 2003. Print. Essential Reading / Recommended Reading

Deshmane, Chetan, ed. Muses India: Essays on English-Language Writers •Srividya Natarajan- Bhimayana-SLC from Unit-5 Teaching Hours:12 Mahomet to Rushdie. Jefferson, NC, and London: McFarland & Co., 2013. Short Stories •Naik, M. K. A History of Indian English Literature. Delhi: Sahitya Akademi, 1992. •Devy, G. N. After Amnesia: Tradition and Changes in Indian Literary Like the novel, the short story section also aims to provide an insight into the Criticism. lives of Indians and also helps to identify the uniqueness in the writing style Hydrabad: Orient Longman and Sangam Books, 1992. used to deliver the same. •Mukherji, Minakshi . The Twice Born Fiction. New Delhi: Heinemann, •The Mark of Vishnu- Khushwant Singh - SL 1971. •The Blue Umbrella- Ruskin Bond - SLC •Nandy, A. The Intimate Enemy: Loss and Recovery of Self Under •Girls- Mrinal Pandey-SL Colonialism. Delhi, •Interpreter of Maladies- Jumpha Lahiri- SLC OUP, 1983. •Radhakrishnan, N. Indo Anglian Fiction: Major Trends and Themes. Madras: Emerald. •The Political Murder- Shashi Tharoor- SLB 1984. •Rao, Krishna. The Indo-Anglian Novels and the Changing Tradition. Text Books And Reference Books: Mysore: Rao and •Vishwanathan,G. Masks of Conquest: Literary Study and British Role in Raghavan, 1973. India. New •Olney, James,(Ed.) Autobiography Essays-Theoretical and Critical. New York: Colombia University Press, 1989. Jersy: Princeton •Iyenger,K R S. Indian Writing in English. New Delhi. Sterling Publisher, U P.1980. 1984. •Anderson, Linda. Autobiography. Landon: Rontledge,2001. •Devy, G.N. An Another Tongue: Essays on Indian English Literature, •Pradeep Trikha, Ajmar. Multiple Celebration, Celebrating Multiplicity: Madras: Girish Karnad. Macmillan India Ltd. 1995. •Madras:ARAW LII publication,2009. https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 131/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 132/178

Page - 133 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… •Ansani, Shyam M. New Dimensions of Indian English Novels, Delhi: Doaba House, 1987. •Gandhi, Leela. Post-Colonialism, New : Oxford University Press, 2002. •Gokak, V K Indian and World Culture, Delhi: Sahitya Akademi, 1989. •Gupta, Balram G S. (Ed.) Studies in Indian Fiction in English, Gulbarga: JIWE Publications, 1987. •Jain, Jasbir. Beyond Postcolonialism: Dreams and Realities of a Nation, Jaipur: Rawat Publications, 2006. •Kumar, Gajendra and Uday Shankar Ojha. The Post Modern Agony and Ecstasy of •Indian English Literature, New Delhi: Sarup Book Publishers, 2009. •Mehrotra, Arvind Krishna (Ed.) A Concise History of Indian Literature in English, Ranikhet: Permanent Black, 2010. •Narasimhaiah, C D. (Ed.) Makers of Indian English Literature, Delhi: Pencraft International, 2000. •Awari, M.D. Arun Joshi as a Novelist, Snevardhan, Pune, 2014 •Amur, G. S. (Ed.) Indian Reading in Common Wealth Literature. New Delhi: Sterling Publishers, 1985. •Mehrotra, A. K. (Ed.) Twelve Modern Indian Poets. Calcutta: OUP, 1992. •Nandy Pritish. Indian Poetry in English Today, Delhi: OUP, 1976. •Sarang, Vilas. (Ed.) Indian English Poetry since 1950, Anthology. Hyderabad: Disha Books, 1990. •Ameeruddin, Syed (ed.) Indian Verse in English, Madras: Poet Press India, 1977. •Deshpande Gauri. (Ed.) An Anthology of Indian English Poetry, Delhi: Hind Pocket Books,n.d.

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Page - 134 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… •Ansani, Shyam M. New Dimensions of Indian English Novels, Delhi: •Dwivedi, A.N. (Ed.) Indian Poetry in English, New Delhi: Arnold Doaba House, Heinemann, 1980. 1987. •King, Bruse. Modern Indian Poetry in English, Delhi: OUP,1987. •Gandhi, Leela. Post-Colonialism, New : Oxford University Press, 2002. •Kharat, S. Cheating & Deception Motif in the Plays of Girish Karnad, •Gokak, V K Indian and World Culture, Delhi: Sahitya Akademi, 1989. Sahitya Manthan, •Gupta, Balram G S. (Ed.) Studies in Indian Fiction in English, Gulbarga: Kanpur,2012 JIWE •Parthasarathy, R. (Ed.) Ten Twentieth – Century Indian Poets, Delhi: Publications, 1987. Oxford University •Jain, Jasbir. Beyond Postcolonialism: Dreams and Realities of a Nation, Press, 1976. Jaipur: Rawat •Peeradina, S. (ed.) Contemporary Indian Poetry in English, Bombay: The Publications, 2006. Macmillan Co., •Kumar, Gajendra and Uday Shankar Ojha. The Post Modern Agony and 1972. Ecstasy of •Sett, A.K. (ed.) An Anthology of Modern Indian Poetry, Londan: John •Indian English Literature, New Delhi: Sarup Book Publishers, 2009. Murray, 1929. •Mehrotra, Arvind Krishna (Ed.) A Concise History of Indian Literature in •Singh, R.P.N.(ed.) A Book of English Verse on Indian Soil, Bombay: Orient English, Longmans, Ranikhet: Permanent Black, 2010. 1967. •Narasimhaiah, C D. (Ed.) Makers of Indian English Literature, Delhi: •Jain R. S. Dalit Autobiography. Nagar, Ritu Publications. 2010 Pencraft •Pandey Sudhakar, Raj Rao (Ed.). Image of India in Indian Novel in English, International, 2000. Orient •Awari, M.D. Arun Joshi as a Novelist, Snevardhan, Pune, 2014 Blackswan, 1991 •Amur, G. S. (Ed.) Indian Reading in Common Wealth Literature. New •Iyengar, K. R. S. Indian Writing in English. New Delhi: Sterling, 1985. Delhi: Sterling Print. Publishers, 1985. •King, Bruce Modern Indian Poetry in English. New Delhi: Oxford •Mehrotra, A. K. (Ed.) Twelve Modern Indian Poets. Calcutta: OUP, 1992. University Press, 1987. Print. •Nandy Pritish. Indian Poetry in English Today, Delhi: OUP, 1976. •Mukherjee, Meenakshi. Twice Born Fiction. New Delhi: Heinemann, 1971. •Sarang, Vilas. (Ed.) Indian English Poetry since 1950, Anthology. Print. Hyderabad: Disha •. - - -. The Perishable Empire: Essays on Indian Writing in English. New Books, 1990. Delhi: Oxford University Press, 2000. Print. •Ameeruddin, Syed (ed.) Indian Verse in English, Madras: Poet Press India, •Naik, M. K. ed., Aspects of Indian Writing in English. Delhi: Macmillan, 1977. 1979. Print. •Deshpande Gauri. (Ed.) An Anthology of Indian English Poetry, Delhi:

Hind Pocket Books,n.d.

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Page - 135 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… •Rangacharya, Adya. The Indian Theatre. New Delhi: National Book Trust, 1971. Print. 8. Balmiki, Om Prakash. Dalit Sahityaka Soundarya Shastra. New Delhi: Radhakrishana Parkashan Pvt. Ltd., 2001. Print. Evaluation Pattern CIA I and III would be assignments for 20 marks each. The teacher could choose from the following options Comparative analysis of two texts with similar themes but from different parts of the country or different themes from the same part of the country. Students may be given topics to identify texts (not included in the syllabus) and make presentations of the same. The topics could include major movements, new style in writing, etc. CIA II - Mid semester examination

End Term Exam - 100 Marks MEL432 - WORLD LITERATURES (2019 Batch)

Total Teaching Hours for No of Lecture Semester:60 Hours/Week:4 Max Marks:100 Credits:4 Course Objectives/Course

Description Course Description

Literature as a repository of human experience walks hand-in-hand with time, which passes but doesn’t pass away. However, our understanding of literature, time and the world presupposes an attempt at asking some of the following fundamental questions: What is life? What is time? What is literature and what is its role in a world which is incredibly diverse – culturally, demographically, ethnically, geographically, linguistically, racially, religiously, socially and biologically? What is the role of literature in the context of other modes of thinking and expression? Can literature be universal? If so, then what could be the possible hallmarks of its universality? If the word “literature” is thought of as subsuming all the literatures of the world, then what is the need for having disciplines like https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 135/178

Page - 136 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… •Rangacharya, Adya. The Indian Theatre. New Delhi: National Book Trust, “Comparative Literature” and “World Literature”? Is our world that unified 1971. Print. 8. Balmiki, Om Prakash. Dalit Sahityaka Soundarya Shastra. that one can think of a common literature by the name “World Literature”? If New Delhi: Radhakrishana Parkashan Pvt. Ltd., 2001. Print. so, then what is “World Literature”? Is it a discipline or a method of study; Evaluation Pattern and how can it be theorized? Thus, this course will attempt at creating a CIA I and III would be assignments for 20 marks each. The teacher could dialogic space in the intersection of these questions, not for developing any choose from the following options kind of rigid definition or sets of definitions, but for a better understanding Comparative analysis of two texts with similar themes but from different of the human race, its rises and falls through the undulating whisper of time. parts of the country or different themes from the same part of the country. Students may be given topics to identify texts (not included in the syllabus) Course Objectives and make presentations of the same. The topics could include major •To introduce students to the philosophy behind “World Literature”. movements, new style in writing, etc. •To enable students to study the elements of “World Literature” in a rapidly CIA II - Mid semester examination changing world. •To encourage students to understand the course through some of the

important texts, contexts and periods of the world. End Term Exam - 100 Marks •To equip students with skills necessary for being a scholar in the field of MEL432 - WORLD LITERATURES (2019 Batch) “World Literature”. •To encourage students to become the citizens of the world by exposing them Total Teaching Hours for No of Lecture to events (literary and otherwise) that shape our world. Semester:60 Hours/Week:4 Max Marks:100 Credits:4 •To develop the interest of the students in reading, appreciating and Course Objectives/Course critiquing the literatures, philosophies and societies of the world with

Description genuine empathy. Course Description

•To develop their skills of reading, understanding and writing the world – Literature as a repository of human experience walks hand-in-hand with logos redeemed by pathos. time, which passes but doesn’t pass away. However, our understanding of literature, time and the world presupposes an attempt at asking some of the Learning Outcome following fundamental questions: What is life? What is time? What is Course Learning Outcomes literature and what is its role in a world which is incredibly diverse – •Students will be able to develop a better understanding of the world through culturally, demographically, ethnically, geographically, linguistically, an empathetic reading of texts and contexts. racially, religiously, socially and biologically? What is the role of literature •Students will be able to theorize “World Literature” as a discipline through in the context of other modes of thinking and expression? Can literature be an acute awareness of the various disciplinary currents and crosscurrents. universal? If so, then what could be the possible hallmarks of its •Students will be aware of the importance of translation (theory and practice) universality? If the word “literature” is thought of as subsuming all the as an activity in the understanding of “world Literature”. literatures of the world, then what is the need for having disciplines like https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 135/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 136/178

Page - 137 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… •Students will have a fair understanding of some of the important texts and contexts of the world.

•Students will be able to demonstrate mature abilities of interpretation, discrimination and synthesis through the course of this course.

Unit-1 Teaching Hours:15 The Beginning: A Little Learning:

Essays This unit focuses on opening a window on the theoretical dimension of World Literature as a discipline. •David Damrosch: “Reading Across Time”, “Reading Across Cultures” and “Reading in Translation” (from How to Read World Literature?) •Abhai Maurya: “”Evolution of the Concept of World Literature” (from Confluence: Historico-Comparative and Other Literary Studies) •Vilashinin Coppan, "World Literature and Global Theory: Comparative Literature for the New Millennium" from World Literature: A Reader, Ed. Theo D'hean, Cesar Dominguez and Mads Rosendahl Thomsen, Routledge, 2013 •Ipshita Chanda, "World Literature": A View from Outside the Window, Contextualising World Literature, Ed. Jean Bessiere, Gerald Gillespie, PIE Peter Lang, 2015

•Martin Puchner, "Introduction: Earthrise Map and Timeline of the Written Word" from The Written World: How Literature Shapes History" Granta Publicaitons, 2017 Unit-2 Teaching Hours:15 Let?s Overhear: Poetry The unit, through an eclectic representation, strives to find a direction toward human truth an understanding of human existence. •Arun Kolatkar (India: Asia): “Heart of Ruin”

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Reason : One poem from Jejuri is not enough to understand Post- Independent Modern Indian Poetry •Students will be able to demonstrate mature abilities of interpretation, •Kofi Awoonor (Ghana: Africa): “This Earth, My Brother” (Needs to be discrimination and synthesis through the course of this course. replaced with "NON-commitment" and other poems from Collected Unit-1 Teaching Hours:15 Poemsby Chinua Achebe) The Beginning: A Little Learning:

Essays

This unit focuses on opening a window on the theoretical dimension of •Sophia De Mello Breyner (Portugal: Europe): “I Feel the Dead” (can be World Literature as a discipline. replaced with Bing Xin’s “The Paper-Boat – To Mother” and other poems •David Damrosch: “Reading Across Time”, “Reading Across Cultures” and Or Toni Morrison’s “The Perfect Ease of Grain” and other poems) “Reading in Translation” (from How to Read World Literature?) •Claribel Alegria (El Salvador: Latin America): “Documentary” •Abhai Maurya: “”Evolution of the Concept of World Literature” (from Confluence: Historico-Comparative and Other Literary Studies)

•Vilashinin Coppan, "World Literature and Global Theory: Comparative •Maria Elena Cruz Varela (Cuba: The Caribbean): “Love Song for Difficult Literature for the New Millennium" from World Literature: A Reader, Ed. Times” Theo D'hean, Cesar Dominguez and Mads Rosendahl Thomsen, Routledge, 2013 Unit-3 Teaching Hours:15 •Ipshita Chanda, "World Literature": A View from Outside the Window, A Hyphenated World: Stories Contextualising World Literature, Ed. Jean Bessiere, Gerald Gillespie, PIE It is difficult for human beings to merely live life without turning the events Peter Lang, 2015 of life into stories. Through the included stories, this unit tries to understand the ruthless mixture of human motives. •Georgi Gulia (USSR): “The Old Man and the Spring” (to be replaced with •Martin Puchner, "Introduction: Earthrise Map and Timeline of the Written “The Dead” by James Joyce) Word" from The Written World: How Literature Shapes History" Granta •Rabindranath Tagore (Asia): “The Hungry Stones” Publicaitons, 2017 •Gloria Kembabazi Muhatane (Africa): “The Gem and Your Dreams” (to be Unit-2 Teaching Hours:15 replaced with “The Aleph” by Jorge Luis Borges) Let?s Overhear: Poetry •Juan Carlos Onetti (Latin America): “Welcome, Bob” The unit, through an eclectic representation, strives to find a direction toward •Merle Collins (Caribbean): “The Walk” (can be replaced with “A human truth an understanding of human existence. Madman's Diary” by Lu Xun Or “Minutes of Glory” by Ngugi Wa Thiongo •Arun Kolatkar (India: Asia): “Heart of Ruin” Or “Civil Peace” by Chinua Achebe)

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Page - 139 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… Unit-4 Teaching Hours:15 The Hues of Life: Novel and Drama Life is a kaleidoscope. This units attempts to explore the uninterrupted drama of life through two of the potent mediums of human expression - Novel and Drama. •Gabriel Garcia Marquez: Love in the Time of Cholera Or •Haruki Murakami: The Wind-Up Bird Chronicle Or •Milan Kundera: The Unbearable Lightness of Being Or •Sandor Marai: Embers •Aristophanes: The Frogs Or •Sophocles: Oedipus Rex (with reference to Poetics by Aristotle) And /Or

Abhigyanam Shakuntalam by Kalidasa (With reference to “Rasa Theory” from Natyasastra)

Text Books And Reference Books: Bassnett, Susan. Comparative Literature: A Critical Introduction. USA: Wiley- Blackwell, 1993 •------. Translation Studies. UK: Routledge, 2003. •------. Translation and World Literature. UK: Routledge, 2018. •------. Translation. UK: Routledge, 2013. •------. Reflections on Translation. UK. Multilingual Matters, 2011. •------. Post-Colonial Translation: Theory and Practice. UK: Routledge,1998. •Damrosch, David – How To Read World Literature? •Grossman, Edith. Why Translation Matters. India: Orient Blackswan, 2011.

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Page - 140 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… Unit-4 Teaching Hours:15 •Hornstein, Lillian Herlands and Percy, G. D. The Reader’s Companion to The Hues of Life: Novel and Drama World Literature. USA: Penguin, 2002. Life is a kaleidoscope. This units attempts to explore the uninterrupted •N. Magill, Frank. Masterpieces of World Literature. USA: Collins drama of life through two of the potent mediums of human expression - Reference, 1991. Novel and Drama. •Puchner, Martin and Akbari, Suzanne. The Norton Anthology of World •Gabriel Garcia Marquez: Love in the Time of Cholera Literature. USA: W W Norton & Co Inc, 2018. Or •Totosy, Steven De Zepetnek and Mukherjee, Tutun. Companion to •Haruki Murakami: The Wind-Up Bird Chronicle Comparative Literature, World Literatures and Comparative Cultural Or Studies. India: CUPIPL, 2012. •Milan Kundera: The Unbearable Lightness of Being •Walder, Dennis. Literature in the Modern World. UK: OUP, 2003. Or •Sandor Marai: Embers

•Aristophanes: The Frogs •Puchner, Martin. The Written World: How Literature Shaped History. UK: Or Granta Books, 2017. •Sophocles: Oedipus Rex (with reference to Poetics by Aristotle) Essential Reading / Recommended Reading And /Or Bassnett, Susan. Comparative Literature: A Critical Introduction. USA: Wiley- Blackwell, 1993 Abhigyanam Shakuntalam by Kalidasa (With reference to “Rasa •------. Translation Studies. UK: Routledge, 2003. Theory” from Natyasastra) •------. Translation and World Literature. UK: Routledge, 2018. •------. Translation. UK: Routledge, 2013. •------. Reflections on Translation. UK. Multilingual Matters,

Text Books And Reference Books: 2011. Bassnett, Susan. Comparative Literature: A Critical Introduction. USA: •------. Post-Colonial Translation: Theory and Practice. UK: Wiley- Blackwell, 1993 Routledge,1998. •------. Translation Studies. UK: Routledge, 2003. •Damrosch, David – How To Read World Literature? •------. Translation and World Literature. UK: Routledge, 2018. •Grossman, Edith. Why Translation Matters. India: Orient Blackswan, 2011. •------. Translation. UK: Routledge, 2013. •Hornstein, Lillian Herlands and Percy, G. D. The Reader’s Companion to •------. Reflections on Translation. UK. Multilingual Matters, World Literature. USA: Penguin, 2002. 2011. •N. Magill, Frank. Masterpieces of World Literature. USA: Collins •------. Post-Colonial Translation: Theory and Practice. UK: Reference, 1991. Routledge,1998. •Puchner, Martin and Akbari, Suzanne. The Norton Anthology of World •Damrosch, David – How To Read World Literature? Literature. USA: W W Norton & Co Inc, 2018. •Grossman, Edith. Why Translation Matters. India: Orient Blackswan, 2011. •Totosy, Steven De Zepetnek and Mukherjee, Tutun. Companion to Comparative Literature, World Literatures and Comparative Cultural Studies. India: CUPIPL, 2012. https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 139/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 140/178

Page - 141 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… •Walder, Dennis. Literature in the Modern World. UK: OUP, 2003.

•Puchner, Martin. The Written World: How Literature Shaped History. UK: Granta Books, 2017. Evaluation Pattern

CIA I- Students have to submit an analytic essay on one of the texts/contexts/authors/movements of their choice. The assignment must adhere to the nuances of contemporary research. CIA II (50 Marks) - Centralized. Written Examination. CIA III (20 Marks) - Students have to prepare an anthology of “World Literature” with a proper introduction/ translate poems/stories/essays/excerpts/novella with a proper introduction.

End-Semester Examination (100 Marks)

MEL433 - FILM STUDIES : PERSPECTIVES (2019 Batch)

Total Teaching Hours for No of Lecture Semester:60 Hours/Week:4 Max Marks:100 Credits:4 Course Objectives/Course

Description Course Description

Cinema, one of the universal languages is the easiest to comprehend, be it a silent one or a talkie. As a mode of entertainment it caters to our interests and imagination in manifold ways. However as an audio-visual text it demands a more focused viewing towards the form, techniques, ideas and issues involved. Cinema a communicative system of representation, invites attention to the triadic structure of the creator (crew), the text (film) and the https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 141/178

Page - 142 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… •Walder, Dennis. Literature in the Modern World. UK: OUP, 2003. receiver (audience) which makes a film a film. Film Studies is a distinct yet interdisciplinary field inviting varied approaches to the understanding and

analysis of films and the film culture associated with it. The course offers a •Puchner, Martin. The Written World: How Literature Shaped History. UK: comprehensive insight into the different histories, theories and concepts Granta Books, 2017. emerging in this field. The course is designed to enable students to be active Evaluation Pattern recipients of the audio-visual images and understand the multiple ways of film production, distribution and reception.

CIA I- Students have to submit an analytic essay on one of the Course Objectives texts/contexts/authors/movements of their choice. The assignment must adhere to the nuances of contemporary research.

CIA II (50 Marks) - Centralized. Written Examination. Students will be able to: CIA III (20 Marks) - Students have to prepare an anthology of “World •Explore the extensive ways of reading films as audio-visuals texts worthy of Literature” with a proper introduction/ translate academic engagement poems/stories/essays/excerpts/novella with a proper introduction. •Gain a deeper knowledge of film history, theory, production and reception

End-Semester Examination (100 Marks) •Make a nuanced reading of films through the application of the theories and

concepts to films

MEL433 - FILM STUDIES : PERSPECTIVES (2019 Batch) Learning Outcome Total Teaching Hours for No of Lecture Upon successful completion of this course, students will be able to: Semester:60 Hours/Week:4 •View films as signifying texts open to multiple interpretations based on the Max Marks:100 Credits:4 lens adopted` Course Objectives/Course •Understand, analyze and interpret films as audio-visuals texts in relation to Description key cultural debates and issues Course Description

•Recognize, interpret and understand the historical and cultural contexts that Cinema, one of the universal languages is the easiest to comprehend, be it a films operate in silent one or a talkie. As a mode of entertainment it caters to our interests and imagination in manifold ways. However as an audio-visual text it Unit-1 Teaching Hours:5 demands a more focused viewing towards the form, techniques, ideas and Basics issues involved. Cinema a communicative system of representation, invites attention to the triadic structure of the creator (crew), the text (film) and the https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 141/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 142/178

Page - 143 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… Many techniques are employed in filmmaking and they aid in reading films as audio-visual texts. The unit gives an insight into the ideas of mise-en- scene and mise-en-shot to understand how films are put together. •Mise-en-scene •Cinematography •Editing

•Sound Unit-2 Teaching Hours:20 Theories and Lenses Several theories with a long standing history have been developed and structured through insights from literature, linguistics and politics. The unit focuses on these perspectives towards reading films together with the early insights into films as art and as texts. The texts move from an idea of authorship to the notions of genre specifications, negotiations between literature and films to an understanding of films as narrative structures.

Initial Trajectories in Film Theory

Formalism

Realism

Realism in Formalism: A Synthesis

Authorship and Auteur Approach

Texts: Films by Alfred Hitchcock / Satyajit Ray

Genre Theory

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•Sound Texts: Rashomon / Pulp Fiction / Snow White and the Seven Dwarfs / Unit-2 Teaching Hours:20 Shawshank Redemption Theories and Lenses Several theories with a long standing history have been developed and structured through insights from literature, linguistics and politics. The unit Adaptation focuses on these perspectives towards reading films together with the early Texts: Sense and Sensibility / Schindler’s List / Fight Club / Spider Man / insights into films as art and as texts. The texts move from an idea of Romeo and Juliet authorship to the notions of genre specifications, negotiations between literature and films to an understanding of films as narrative structures. Structuralism and Semiotics

Initial Trajectories in Film Theory

Formalism Texts: Se7en / Citizen Kane

Realism Unit-3 Teaching Hours:20 Representation and Ideology Cinema as a system of representation embodies different frames of Realism in Formalism: A Synthesis references imbued by various ideologies. There are many emerging trajectories in Film studies from Cultural Studies and other related areas. The focus is on reading the representation of a few ideologies which structure the narrative. Moving from the ideology of the filmmaker and the crew, the unit Authorship and Auteur Approach looks into the different ideologies represented in the films and the power paradigms involved. Texts: Films by Alfred Hitchcock / Satyajit Ray

Psyche Genre Theory Texts: A Clockwork Orange / Annie Hall / Psycho / Fight Club https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 143/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 144/178

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Class Struggle

Texts: Modern Times / Slumdog Millionaire

Gender and Sexuality

Texts: Frozen / Chak de India / Astitva / Arth / Margarita with a Straw / Boys Don’t Cry / Mirch Masala

Race and Ethnicity

Texts: Avatar / Monsoon Wedding / Lagaan / Salaam Bombay

Unit-4 Teaching Hours:15 Processes Cinema is a cultural artefact with a clear complementary relation between production and reception. An evolving artefact it has moved from its vaudeville origins to being one of the most powerful mediums becoming even intertextual and self-referential in its approach. The unit delves into these pivotal aspects of production and consumption together with the circulation of stars as signs and the very existence of cinema in a hyperreal context.

Production

Reception

Texts: Shrek / Fast and Furious

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Stars Class Struggle Texts: Rajnikant / Elizabeth Taylor / Marilyn Monroe / Amitabh Bachchan Texts: Modern Times / Slumdog Millionaire

Postmodernism and New Media Gender and Sexuality Texts: Pulp Fiction / Run Lola run / Memento / Inception / The Matrix Texts: Frozen / Chak de India / Astitva / Arth / Margarita with a Straw /

Boys Don’t Cry / Mirch Masala

Text Books And Reference Books: Race and Ethnicity Shrader, “Notes on Film Noir,” 581–91. •Karen Hollinger, “Film Noir, Voice-Over, and the Femme Fatale,” 243–59. Texts: Avatar / Monsoon Wedding / Lagaan / Salaam Bombay •Sergei Eisenstein, “Beyond the Shot” and “The Dramaturgy of Film Form,” 13–40. •André Bazin, “The Ontology of the Photographic Image,” 159–63.

•Jafar Panahi: The White Balloon - story and plot 1. - linear narration Unit-4 Teaching Hours:15 •Hitchcock: Vertigo or North by Northwest or Psycho - story and plot 2. - Processes suspense Cinema is a cultural artefact with a clear complementary relation between •Orson Welles: Citizen Kane - story and plot 3. - games with time 1: production and reception. An evolving artefact it has moved from its flashback and jigsaw puzzle vaudeville origins to being one of the most powerful mediums becoming •Alexander Tarkovsky: The Mirror - story and plot 4. - games with time 2: even intertextual and self-referential in its approach. The unit delves into time as a sculpture, black and white, colour and time these pivotal aspects of production and consumption together with the •Quentin Tarantino: Pulp Fiction - story and plot 5 - games with time 3: time circulation of stars as signs and the very existence of cinema in a hyperreal as a serpent context. •Wong Kar-wai: In the Mood for Love - story and plot 4. - games with

time4: time as...? Production •Laura Mulvey, “Visual Pleasure and Narrative Cinema” 711–22. •Walter Benjamin “The Work of Art in the Age of Mechanical

Reproduction,” 665–85.

Reception

Texts: Shrek / Fast and Furious •Siegfried Kracauer, “Cult of Distraction: On Berlin’s Picture Palaces,” 323– 28. https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 145/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 146/178

Page - 147 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… Essential Reading / Recommended Reading Andrew, J Dudley. The Major Film Theories. Oxford University Press, 1976. •Bazin, Andre. What is Cinema? 2 volumes. University of California Press, 1971. •Bordwell, David. Narration in the Fiction Film. Methuen, 1985. •Branigan, Edward. Narrative Comprehension and Film. Routledge, 1992. •Cartmell, Deborah, and Imelda Whelehan , eds. Screen Adaptation: Impure Cinema. Palgrave Macmillan, 2010. •Caughie, John, ed. Theories of Authorship: A Reader. Routledge & Kegan Paul, 1981. •Thompson, Kristin. Storytelling in New Hollywood: Understanding Classical Narrative Technique. Harvard University Press, 1999. •Truffaut, Francois. “A Certain Tendency of the French Cinema”, Movies and Methods: An Anthology, ed. Bill Nichols. University of California Press, 1976. 224-37 •Wollen, Peter. Signs and Meaning in the Cinema, 4th ed. BFI, 1998. •Geraghty, Christine. Now a Major Motion Picture: Film Adaptations of Literature and Drama. Rowman & Littlefield, 2008. •Grant, Barry Keith. Film Genre: From Iconography to Ideology. Wallflower, 2006. •Hayward, Susan. Cinema Studies: The Key Concepts. Routledge. 2006. •Hill, John, and Pamela Church Gibson, eds. The Oxford Guide to Film Studies, University Press Inc, 1998. •Hutcheon, Linda. A Theory of Adaptation. Routledge, 2006. •Neale, Stephen. Genre. BFI, 1980. •Neale, Steve. Genre and Hollywood. Routledge, 2000. •Neale. Steve, ed. Genre and Contemporary Hollywood. BFI, 2002. •Perkins, Victor. Film as Film: Understanding and Judging Movies, 1993. •Stam, Robert and Raengo, Alessandra, eds. (2005). Literature and Film: A Guide to the Theory and Practice of Film Adaptation. Blackwell.

•Warshow, Robert. The Immediate Experience: Movies, Comics, Theatre and Other Aspects of Popular Culture. Harvard University Press, 2002. Evaluation Pattern https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 147/178

Page - 148 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… Essential Reading / Recommended Reading CIA I can be a Test on the reading the techniques used in different films Andrew, J Dudley. The Major Film Theories. Oxford University Press, 1976. CIA III presentation on essays which have implemented any of these •Bazin, Andre. What is Cinema? 2 volumes. University of California Press, concepts to analyze films 1971. CIA II Mid semester will be a written exam for 50 marks •Bordwell, David. Narration in the Fiction Film. Methuen, 1985. End-semester: Submission •Branigan, Edward. Narrative Comprehension and Film. Routledge, 1992. •Cartmell, Deborah, and Imelda Whelehan , eds. Screen Adaptation: Impure

Cinema. Palgrave Macmillan, 2010. Students will choose a film released during the even semester and analyze it •Caughie, John, ed. Theories of Authorship: A Reader. Routledge & Kegan with regard to the production aspect, as an audio-visual text through different Paul, 1981. lenses and the reception aesthetics. The compilation will have 5 parts. The •Thompson, Kristin. Storytelling in New Hollywood: Understanding first part will be on the production aspect, the next three through theories, Classical Narrative Technique. Harvard University Press, 1999. concepts and the different ideologies and the last with reference to reception. •Truffaut, Francois. “A Certain Tendency of the French Cinema”, Movies The submission will be in the form of individual soft bound books on and Methods: An Anthology, ed. Bill Nichols. University of California Press, different films released during the semester when the course is offered. 1976. 224-37 MEL441A - TRANSLATION STUDIES (2019 Batch) •Wollen, Peter. Signs and Meaning in the Cinema, 4th ed. BFI, 1998. •Geraghty, Christine. Now a Major Motion Picture: Film Adaptations of Total Teaching Hours for No of Lecture Literature and Drama. Rowman & Littlefield, 2008. Semester:60 Hours/Week:4 Max Marks:100 Credits:4 •Grant, Barry Keith. Film Genre: From Iconography to Ideology. Wallflower, Course Objectives/Course

2006. Description •Hayward, Susan. Cinema Studies: The Key Concepts. Routledge. 2006. Course Description •Hill, John, and Pamela Church Gibson, eds. The Oxford Guide to Film

Studies, University Press Inc, 1998. The course will introduce students to the ‘what’ and the ‘how’ of translation. •Hutcheon, Linda. A Theory of Adaptation. Routledge, 2006. It offers an overview of translation processes and approaches that have been •Neale, Stephen. Genre. BFI, 1980. commonly used till recent times. It will also look at the role of the translator as a cultural mediator. The focus will be on reading recent essays on what •Neale, Steve. Genre and Hollywood. Routledge, 2000. Translation means, and on engaging in the act of translating. Given the •Neale. Steve, ed. Genre and Contemporary Hollywood. BFI, 2002. multilingual ethos of India with the combined complexities of multiple and mixed dialects, the methodological approach in this course will be task- •Perkins, Victor. Film as Film: Understanding and Judging Movies, 1993. based and will be limited to translating texts from a few Indian languages** •Stam, Robert and Raengo, Alessandra, eds. (2005). Literature and Film: A into English. The broad aim is to look at both the ‘craft’ and the ‘art’ of translating and will be oriented towards both the process and the product. Guide to the Theory and Practice of Film Adaptation. Blackwell.

Course Objectives •Warshow, Robert. The Immediate Experience: Movies, Comics, Theatre and · To introduce students to key terms and approaches associated with Other Aspects of Popular Culture. Harvard University Press, 2002. Translation Studies. Evaluation Pattern https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 147/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 148/178

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· To enable students to locate the linguistic competence and the ideological role of a translator.

· To encourage students to translate texts from multiple genres

· To equip students with relevant skills for being a translator

· To indicate to students the relevance and importance of translation in the ‘Indian’ context. Learning Outcome Students will demonstrate:

· Their awareness of the various approaches in Translation Studies to fidelity and freedom ( Paraphrasing, interpreting, restructuring, achieving formal or dynamic equivalence or literal translation)

· Their understanding of language functions ( referential, poetic, definitional)

· Their ability to translate texts by analysing the role of the translator.

Unit-1 Teaching Hours:15 Types of texts and Translating techniques

This is an introductory unit which will begin with a hands-on experience of translating different kinds of texts.

· The student will translate – Artistic text: one poem and a part of a play – How it is said

· The student will translate – Informative text: Technical reports, textbooks – What is said

· The student will translate - Appellative texts: Notices, Advertisements, Political Speeches, Sermons or religious texts – How and What is said.

· The student will provide Subtitles for a short film. Unit-2 Teaching Hours:15 Translation Processes

The unit will look at some discussions around the act of translating

· Ten, Zaixi. ‘Metaphors of Translation’. (from Perspectives: Studies in Translatology. Volume 14: 1) 2006.

· Munday, Jeremy. ‘Main Issues of Translation Studies’. (PDF from the Routledge Translation Studies portal) https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 149/178

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· To enable students to locate the linguistic competence and the ideological · Donald Frame’s ‘Pleasures and Problems of Translation’ from: Theories of role of a translator. Translation. Schulte, Rainer, Biguenet eds. Chicago: University of Chicago Press, 1992. (Octavio Paz,) · To encourage students to translate texts from multiple genres · Article: ‘The Eight Stages of Translation’ by Robert Bly - SLB · To equip students with relevant skills for being a translator Unit-3 Teaching Hours:15 A Step by Step Approach to Target · To indicate to students the relevance and importance of translation in the ‘Indian’ context. Language Translating Learning Outcome Students will demonstrate: This Unit will look at translating select parts of a text so that the focus is completely on the language. · Their awareness of the various approaches in Translation Studies to fidelity and freedom ( Paraphrasing, interpreting, restructuring, achieving formal or · Benjamin, Walter. ‘The Task of a Translator’ from Selected Writings, dynamic equivalence or literal translation) Volume I. London: Harvard University press, 1996 - SLC

· Their understanding of language functions ( referential, poetic, definitional) · Translating metaphors, alliterations

· Their ability to translate texts by analysing the role of the translator. · Translating the cultural markers – (Food, clothing, rituals, social practices)

Unit-1 Teaching Hours:15 · Translating mythological names / characters Types of texts and Translating techniques · Translating book/ chapter titles

· Translating puns This is an introductory unit which will begin with a hands-on experience of translating different kinds of texts. · Translating dialogues

· The student will translate – Artistic text: one poem and a part of a play – · Translating dialects / class indicators / time indicators How it is said · Translating irony / sarcasm

· The student will translate – Informative text: Technical reports, textbooks – What is said · Translating proverbs · Creating a style sheet for translation. · The student will translate - Appellative texts: Notices, Advertisements, Political Speeches, Sermons or religious texts – How and What is said. Unit-4 Teaching Hours:15 The Translated Product · The student will provide Subtitles for a short film.

Unit-2 Teaching Hours:15 Translation Processes This unit will cover the stages of translations - reading, writing and editing.

· Barnstone, Willis. The ABCs of Translation. From poets.org. Posted, 2001- The unit will look at some discussions around the act of translating SLB

· Reading two translations of a text. (either Tuka Says or Aandal’s · Ten, Zaixi. ‘Metaphors of Translation’. (from Perspectives: Studies in Translatology. Volume 14: 1) 2006. Paasurams)

· The student will translate a short story or a novella or an essay. (Student · Munday, Jeremy. ‘Main Issues of Translation Studies’. (PDF from the Routledge Translation Studies portal) must keep notes to document translating process – humour, puns, dialect, region specific words) https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 149/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 150/178

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· Editing a translated text. Chapter 5: The Editing Process from Paul, Gill ed. Translation in Practice. London: Dalkey Archive Press, 2009.

Text Books And Reference Books:

As per course pack Essential Reading / Recommended Reading

· Baker, Mona, ed. The Routledge Encyclopaedia of Translation Studies. London: Routledge, 1998.

· Bassnett, Susan. Translation Studies. London: Methuen, 1980

· Mukherjee, Sujit. Translation as Discovery. Delhi: Allied, 1981.

· Niranjana, Tejaswini. Siting Translation: History, Post-structuralism and the Colonial Context. Hyderabad: orient Longman, 1995.

· St. Pierre, Paul and Prafulla Kar eds. In Translation: Reflections, Refractions, Transformations. Delhi: Pencraft International, 2005.

· Trivedi, Harish, Bassnett. Postcolonial Translation: Theory and Practice. London: Routledge, 1999.

· Venuti, Lawrence, ed. The Translation Studies Reader. London: Routledge, 2000

Evaluation Pattern

CIA I

a) Submission of a short report on the differences while translating different types of writing – 10 marks – team work.

b) Submission of a translation of a short poem – not more than 15 lines. 10 marks. Individual assignment.

CIA II:

Written examination – 50 marks

Short notes: Any 3 out of 5. 10 marks each answer.

Essay type answer: 1 out of 2. 20 marks

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· Editing a translated text. Chapter 5: The Editing Process from Paul, Gill ed. CIA III: Translation in Practice. London: Dalkey Archive Press, 2009. Submission of a style sheet for translations. Group work. 20 marks

Text Books And Reference Books:

As per course pack End Semester – Portfolio Submission for 100 marks Essential Reading / Recommended Reading

· Baker, Mona, ed. The Routledge Encyclopaedia of Translation Studies. Individual work: 20-25 pages - a) translation of a complete text * into London: Routledge, 1998. English or b) a monograph on translation.

· Bassnett, Susan. Translation Studies. London: Methuen, 1980 *If you choose to translate poems and if the poems are short, then at least 5 poems by the same poet must be translated. · Mukherjee, Sujit. Translation as Discovery. Delhi: Allied, 1981. · Translation of text: 30 marks

· Niranjana, Tejaswini. Siting Translation: History, Post-structuralism and the Colonial Context. Hyderabad: orient Longman, 1995. · Documentation of translation process: 30 marks · Viva: 20 marks – justification of choices made. · St. Pierre, Paul and Prafulla Kar eds. In Translation: Reflections, Refractions, Transformations. Delhi: Pencraft International, 2005. · Editing a fellow students’ translation from the target language perspective: 20 marks. · Trivedi, Harish, Bassnett. Postcolonial Translation: Theory and Practice. London: Routledge, 1999.

· Venuti, Lawrence, ed. The Translation Studies Reader. London: Routledge, Monograph on translation studies: 2000 · Summary of processes – 10 marks

Evaluation Pattern · Demonstration of linguistic and cultural / ideological challenges across any 2 genres – 30

· Structural differences in Source language and Target language – 20 CIA I marks a) Submission of a short report on the differences while translating · Bibliography – 10 marks different types of writing – 10 marks – team work. · Relevance of translation studies in India – 10 marks b) Submission of a translation of a short poem – not more than 15 lines. 10 marks. Individual assignment. · Viva – 20 marks.

CIA II: ** Choice of Indian Languages is restricted to Tamil, Malayalam, Kannada, Telugu, Hindi, Urdu, Bengali, Oriya, Marathi and Gujarati. Oral literature Written examination – 50 marks can be transcribed and then translated.

Short notes: Any 3 out of 5. 10 marks each answer. Essay type answer: 1 out of 2. 20 marks MEL441B - READING THE CITY (2019 Batch)

Total Teaching Hours for Semester:60 No of Lecture https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 151/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 152/178

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This course aims at introducing Children’s literature to the learners. The syllabus is framed to enable students to understand the discourses around children’s literature and approaches used by authors to address their readers. The course aims at enabling students to read and frame Children’s Literature from a socio cultural and political trajectory where the child occupies a unique position of Subject both as reader and character. Explore the shifts in children’s literature.

Course Objectives

· Understand the nuances and expressions used in Children’s literature · Discern how illustration influences the written text · Identify the diverse genres in children’s literature and channel that knowledge to books they read · Become sensitive to social and cultural issues in children’s literature Learning Outcome Course Learning Outcomes

· Be able to analyse and critique children’s literature · Be able to discern children’s texts including their form, language and tone · Comprehend the manner in which children’s books encourage children’s multiple perceptions and aesthetic progress · Progression in understanding and appreciating diversity at a global level through children’s literature

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Hours/Week:4 · Writing Essays about Literature by Katherine O. Acheson Max Marks:100 Credits:4 Unit-2 Teaching Hours:10 Course Objectives/Course Description Poetry / Rhymes Course Description To understand how children’s poetry works as a genre with socio cultural and political overarching themes and contexts This course aims at introducing Children’s literature to the learners. · Richard Shackburg – Yankee Doodle The syllabus is framed to enable students to understand the · Lewis Carrol- Jabberwocky discourses around children’s literature and approaches used by · Roud Folk Song Index - Georgie Porgie authors to address their readers. The course aims at enabling · Eugene Field – Wynken, Blynken, and Nod students to read and frame Children’s Literature from a socio · This is the house that jack Built cultural and political trajectory where the child occupies a unique position of Subject both as reader and character. Explore the shifts · Here we go round the mulberry bush in children’s literature. Unit-3 Teaching Hours:12 Course Objectives Short Stories An attempt to focus on the elements of short stories and its impact on young · Understand the nuances and expressions used in Children’s readers. literature · R.K.Narayan – Malgudi Days – The Blind Dog · Discern how illustration influences the written text · Ruskin Bond- A Boy Called Rusty (excerpts) · Identify the diverse genres in children’s literature and · Enid Blyton- Amelia Jane series channel that knowledge to books they read · Dr. Seuss – The Lorax · Become sensitive to social and cultural issues in children’s · Hans Christian Andersen – The Little Mermaid literature · Brothers Grimm- Rapunzel Learning Outcome Unit-4 Teaching Hours:12 Course Learning Outcomes Graphic Texts Learners will understand that the illustrations add a level of context and · Be able to analyse and critique children’s literature meaning to the book that would not generally be understood from words alone. · Be able to discern children’s texts including their form, · Anushka Ravishankar - Tiger on a Tree language and tone · Amar Chitra Katha · Comprehend the manner in which children’s books · Peter Rabbit series encourage children’s multiple perceptions and aesthetic · Samhita Arni- The Mahabharata: A Child’s view progress · Princess Vaslissa and other stories · Progression in understanding and appreciating diversity at a · Phantom- the ghost who walks global level through children’s literature Unit-5 Teaching Hours:12

Novels

Unit-1 Teaching Hours:2 Helps learners understand how writers attempt to shape the concepts of culture, society and childhood through narratives Essays · Mark Twain- Tom Sawyer and Huckleberry Enables the learners to understand the basis of Children’s literature · Geronimo Stilton series and develop an aesthetic sense towards the genre · J. K. Rowling – Harry Potter and the Sorcerer’s Stone Introductory reading · Charles Dickens- A Christmas Carol · Reading Children’s Literature: A Critical Introduction by Carrie Hintz and Eric L. Tribunella Unit-6 Teaching Hours:12 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 153/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 154/178

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Text Books And Reference Books:

As per the course pack Essential Reading / Recommended Reading Recommended Reading

· Bala, Rich. "Behind the song: 'Yankee Doodle' is a dandy." Sing out! The folk song magazine 46, no. 3 (Fall 2002): 72- 74. Call number: ML1 .S588, ISSN: 0037-5624. · Carroll, Lewis, 1832-1898. Lewis Carroll's Jabberwocky: With Annotations by Humpty Dumpty. New York: F. Warne, 1977. Print. · Bhat, V. Nithyananth~ '"Existence for its Own Sake': R.K Narayan's's Stories on Children", Indian Literature Today. Vol. II: Poetry and Fiction Dhawan R. K (Ed) New Delhi: Prestige Books, 1994. Pp.121-130. · http ://modernenglish2012.blogspot.in/2014/05/the-eyes- have-it-by-ruskin-bond-analysis.html?m=1 Similarities and contrast between the characters · Holt, Ronald, Linda Clark, and Arthur Conan Sir Doyle. A Scandal in Bohemia. New ed. Harlow, England: Pearson Education, 1999. · Kipling, Rudyard, 1865-1936. The Jungle Book. New York: Arcade Pub., 1991. Print. · Wasserstein, Wendy. The Heidi Chronicles and Other Plays. New York: Vintage Books, 1991. Print. · Feige, Kevin, Stephen McFeely, Christopher Markus, Joe Johnston, Chris Evans, Hayley Atwell, Hugo Weaving, Sebastian Stan, Tommy L. Jones, Samuel L. Jackson, and Alan Silvestri. Captain America, the First Avenger. Hollywood, Calif: Paramount Home Entertainment, 2011. · Rowling, J. K., author. Harry Potter And the Sorcerer's Stone. New York: Arthur A. Levine Books, 1998. Print. · Keats, Ezra Jack, illustrator, author. The Snowy Day. New York: Viking Press, 1962. Print. · Andersen, H. C. (Hans Christian), 1805-1875. Hans Christian Andersen's The Snow Queen. Cambridge, Mass.: https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 155/178

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· Lion King CIA I – 20 marks · Wizard of OZ Mid Semester Examinations – 50 marks · My Dear Kuttichatan CIA II – 20 marks

Text Books And Reference Books: End Semester - Submission

As per the course pack MEL441C - CHILDREN'S LITERATURE (2019 Batch) Essential Reading / Recommended Reading Total Teaching Hours for No of Lecture Recommended Reading Semester:60 Hours/Week:4

· Bala, Rich. "Behind the song: 'Yankee Doodle' is a dandy." Max Marks:100 Credits:4 Course Objectives/Course Sing out! The folk song magazine 46, no. 3 (Fall 2002): 72- 74. Call number: ML1 .S588, ISSN: 0037-5624. Description · Carroll, Lewis, 1832-1898. Lewis Carroll's Jabberwocky: Course Description With Annotations by Humpty Dumpty. New York: F. Warne, 1977. Print. This course aims at introducing Children’s literature to the learners. · Bhat, V. Nithyananth~ '"Existence for its Own Sake': R.K The syllabus is framed to enable students to understand the Narayan's's Stories on Children", Indian Literature Today. discourses around children’s literature and approaches used by Vol. II: Poetry and Fiction Dhawan R. K (Ed) New Delhi: authors to address their readers. The course aims at enabling Prestige Books, 1994. Pp.121-130. students to read and frame Children’s Literature from a socio · http ://modernenglish2012.blogspot.in/2014/05/the-eyes- cultural and political trajectory where the child occupies a unique have-it-by-ruskin-bond-analysis.html?m=1 Similarities and position of Subject both as reader and character. Explore the shifts contrast between the characters in children’s literature. · Holt, Ronald, Linda Clark, and Arthur Conan Sir Doyle. A Scandal in Bohemia. New ed. Harlow, England: Pearson Course Objectives Education, 1999. · Understand the nuances and expressions used in Children’s · Kipling, Rudyard, 1865-1936. The Jungle Book. New York: Arcade Pub., 1991. Print. literature · Discern how illustration influences the written text · Wasserstein, Wendy. The Heidi Chronicles and Other Plays. New York: Vintage Books, 1991. Print. · Identify the diverse genres in children’s literature and · Feige, Kevin, Stephen McFeely, Christopher Markus, Joe channel that knowledge to books they read Johnston, Chris Evans, Hayley Atwell, Hugo Weaving, · Become sensitive to social and cultural issues in children’s Sebastian Stan, Tommy L. Jones, Samuel L. Jackson, and literature Alan Silvestri. Captain America, the First Avenger. Learning Outcome Hollywood, Calif: Paramount Home Entertainment, 2011. Course Learning Outcomes · Rowling, J. K., author. Harry Potter And the Sorcerer's Stone. New York: Arthur A. Levine Books, 1998. Print. · Be able to analyse and critique children’s literature · Keats, Ezra Jack, illustrator, author. The Snowy Day. New · Be able to discern children’s texts including their form, York: Viking Press, 1962. Print. language and tone · Andersen, H. C. (Hans Christian), 1805-1875. Hans Christian Andersen's The Snow Queen. Cambridge, Mass.: https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 155/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 156/178

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· Comprehend the manner in which children’s books encourage children’s multiple perceptions and aesthetic progress · Progression in understanding and appreciating diversity at a global level through children’s literature

Unit-1 Teaching Hours:2 Essays Enables the learners to understand the basis of Children’s literature and develop an aesthetic sense towards the genre Introductory reading · Reading Children’s Literature: A Critical Introduction by Carrie Hintz and Eric L. Tribunella · Writing Essays about Literature by Katherine O. Acheson Unit-2 Teaching Hours:10 Poetry / Rhymes To understand how children’s poetry works as a genre with socio cultural and political overarching themes and contexts · Richard Shackburg – Yankee Doodle · Lewis Carrol- Jabberwocky · Roud Folk Song Index - Georgie Porgie · Eugene Field – Wynken, Blynken, and Nod · This is the house that jack Built · Here we go round the mulberry bush

Unit-3 Teaching Hours:12 Short Stories An attempt to focus on the elements of short stories and its impact on young readers. · R.K.Narayan – Malgudi Days – The Blind Dog · Ruskin Bond- A Boy Called Rusty (excerpts) · Enid Blyton- Amelia Jane series · Dr. Seuss – The Lorax · Hans Christian Andersen – The Little Mermaid · Brothers Grimm- Rapunzel Unit-4 Teaching Hours:12 Graphic Texts Learners will understand that the illustrations add a level of context and meaning to the book that would not generally be understood from words alone. · Anushka Ravishankar - Tiger on a Tree · Amar Chitra Katha https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 157/178

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· Comprehend the manner in which children’s books · Peter Rabbit series encourage children’s multiple perceptions and aesthetic · Samhita Arni- The Mahabharata: A Child’s view progress · Princess Vaslissa and other stories · Progression in understanding and appreciating diversity at a · Phantom- the ghost who walks global level through children’s literature Unit-5 Teaching Hours:12

Novels

Unit-1 Teaching Hours:2 Helps learners understand how writers attempt to shape the concepts of culture, society and childhood through narratives Essays · Mark Twain- Tom Sawyer and Huckleberry Enables the learners to understand the basis of Children’s literature · Geronimo Stilton series and develop an aesthetic sense towards the genre · J. K. Rowling – Harry Potter and the Sorcerer’s Stone Introductory reading · Charles Dickens- A Christmas Carol · Reading Children’s Literature: A Critical Introduction by Carrie Hintz and Eric L. Tribunella Unit-6 Teaching Hours:12 · Writing Essays about Literature by Katherine O. Acheson Audio-visual Texts Unit-2 Teaching Hours:10 Comprehend how an integration of words, sounds and images Poetry / Rhymes contribute to construction of a text · Jungle Book directed by Wolfgang Reitherman To understand how children’s poetry works as a genre with socio · cultural and political overarching themes and contexts Lion King · Wizard of OZ · Richard Shackburg – Yankee Doodle · My Dear Kuttichatan · Lewis Carrol- Jabberwocky

· Roud Folk Song Index - Georgie Porgie Text Books And Reference Books: · Eugene Field – Wynken, Blynken, and Nod · This is the house that jack Built As per the course pack · Here we go round the mulberry bush Essential Reading / Recommended Reading Recommended Reading Unit-3 Teaching Hours:12 Short Stories · Bala, Rich. "Behind the song: 'Yankee Doodle' is a dandy." An attempt to focus on the elements of short stories and its impact on young Sing out! The folk song magazine 46, no. 3 (Fall 2002): 72- readers. 74. Call number: ML1 .S588, ISSN: 0037-5624. · R.K.Narayan – Malgudi Days – The Blind Dog · Carroll, Lewis, 1832-1898. Lewis Carroll's Jabberwocky: · Ruskin Bond- A Boy Called Rusty (excerpts) With Annotations by Humpty Dumpty. New York: F. Warne, · Enid Blyton- Amelia Jane series 1977. Print. · · Dr. Seuss – The Lorax Bhat, V. Nithyananth~ '"Existence for its Own Sake': R.K Narayan's's Stories on Children", Indian Literature Today. · Hans Christian Andersen – The Little Mermaid Vol. II: Poetry and Fiction Dhawan R. K (Ed) New Delhi: · Brothers Grimm- Rapunzel Prestige Books, 1994. Pp.121-130. Unit-4 Teaching Hours:12 · http ://modernenglish2012.blogspot.in/2014/05/the-eyes- Graphic Texts have-it-by-ruskin-bond-analysis.html?m=1 Similarities and Learners will understand that the illustrations add a level of context and contrast between the characters meaning to the book that would not generally be understood from words alone. · Holt, Ronald, Linda Clark, and Arthur Conan Sir Doyle. A · Anushka Ravishankar - Tiger on a Tree Scandal in Bohemia. New ed. Harlow, England: Pearson · Amar Chitra Katha Education, 1999. https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 157/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 158/178

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· Kipling, Rudyard, 1865-1936. The Jungle Book. New York: Arcade Pub., 1991. Print. · Wasserstein, Wendy. The Heidi Chronicles and Other Plays. New York: Vintage Books, 1991. Print. · Feige, Kevin, Stephen McFeely, Christopher Markus, Joe Johnston, Chris Evans, Hayley Atwell, Hugo Weaving, Sebastian Stan, Tommy L. Jones, Samuel L. Jackson, and Alan Silvestri. Captain America, the First Avenger. Hollywood, Calif: Paramount Home Entertainment, 2011. · Rowling, J. K., author. Harry Potter And the Sorcerer's Stone. New York: Arthur A. Levine Books, 1998. Print. · Keats, Ezra Jack, illustrator, author. The Snowy Day. New York: Viking Press, 1962. Print. · Andersen, H. C. (Hans Christian), 1805-1875. Hans Christian Andersen's The Snow Queen. Cambridge, Mass.: Candlewick Press, 1996. Print.

Evaluation Pattern Evaluation Pattern

CIA I – 20 marks Mid Semester Examinations – 50 marks CIA II – 20 marks

End Semester - Submission MEL441D - BHAKTI POETRY (2019 Batch)

Total Teaching Hours for No of Lecture Semester:60 Hours/Week:4 Max Marks:100 Credits:4 Course Objectives/Course

Description Course Description

It is often remarked about Indian scholars that most of them come to know India from and through the West. Indian students of literature go to the American transcendentalists Thoreau and Emerson to learn about Indian philosophy. This paper is an introduction to a vast body of literary and philosophical knowledge that underlies “Indian” thought. It begins with the most ancient text available to the world – The Rg Veda – and traces trajectories of reform movements that took shape under the umbrella concept https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 159/178

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· Kipling, Rudyard, 1865-1936. The Jungle Book. New York: of ‘Bhakti’ right up to the 19th century. It looks at the idea of mysticism as it Arcade Pub., 1991. Print. panned out in India over a few millennia and attempts to understand the · Wasserstein, Wendy. The Heidi Chronicles and Other Plays. New York: Vintage Books, 1991. Print. continuity of this line of thinking. Unlettered poets like Tukaram, Andal, · Feige, Kevin, Stephen McFeely, Christopher Markus, Joe Meera, Akka Mahadevi and Kabir Das remain alive in their specific Johnston, Chris Evans, Hayley Atwell, Hugo Weaving, geographic hinterlands in an almost uninterrupted tradition that is not at Sebastian Stan, Tommy L. Jones, Samuel L. Jackson, and variance with modernity. At the heart of this exploratory paper is a recovery Alan Silvestri. Captain America, the First Avenger. Hollywood, Calif: Paramount Home Entertainment, 2011. of the ‘Indian’ past and an understanding of the complex notions of ‘Truth’ · Rowling, J. K., author. Harry Potter And the Sorcerer's and ‘Self’ as these were delivered orally by wandering , mostly subaltern, Stone. New York: Arthur A. Levine Books, 1998. Print. saint poets of India · Keats, Ezra Jack, illustrator, author. The Snowy Day. New York: Viking Press, 1962. Print. · Andersen, H. C. (Hans Christian), 1805-1875. Hans Christian Andersen's The Snow Queen. Cambridge, Mass.: Course Objectives Candlewick Press, 1996. Print.

Evaluation Pattern Evaluation Pattern The course aims to:

CIA I – 20 marks •Create an environment that explores an approach to ‘Bhakti’. Mid Semester Examinations – 50 marks •Enable students to engage with the past as it is available in the present CIA II – 20 marks

End Semester - Submission MEL441D - BHAKTI POETRY (2019 Batch) •Encourage students to critically evaluate the relevance of the fund of ancient oral wisdom Total Teaching Hours for No of Lecture Semester:60 Hours/Week:4 Max Marks:100 Credits:4 Learning Outcome Course Objectives/Course

Description Course Description Learning Outcomes

It is often remarked about Indian scholars that most of them come to know The student will: India from and through the West. Indian students of literature go to the •Become familiar with the bhakti poets and their themes. American transcendentalists Thoreau and Emerson to learn about Indian •Gain an understanding of the conflicts between folk wisdom and modernity. philosophy. This paper is an introduction to a vast body of literary and philosophical knowledge that underlies “Indian” thought. It begins with the most ancient text available to the world – The Rg Veda – and traces •Arrive at a personal understanding of the role of saint poetry in trajectories of reform movements that took shape under the umbrella concept contemporary times. https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 159/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 160/178

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Unit-1 Teaching Hours:12 The Beginnings This unit will cover an introduction to this paper – it will attempt a definition of the word ‘Bhakti’ as spelt out by many thinkers. It will also cover those ideas that originated around 3,500 B.C and then gradually grew into a consolidation of the various schools of ‘Vedantic’ philosophy.

•Introduction to the terms Veda, Vedanta, Smritis, Shrutis. •Rg Veda : Creation poem and three other popular poems •Bhagwad Gita: Excerpts from chapter on Bhakti

•Adi Shankaracharya: 4 verses from the Bhaja Govindam

Unit-2 Teaching Hours:12 Medieval bhakti poets from the

South This Unit looks at the origins of Bhakti poetry. •Alvar poets •Veerashaiva poets

For detailed study: •Andal – 3 pasurams •Basavanna – 3 vachanas •Mahadevi Akka •Kshetrayya

Unit-3 Teaching Hours:12 Bhakti poets from the North This Unit looks at poets who sang their songs in one of the many dialects of Hindi and this includes Sufi poetry.

https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 161/178

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Unit-1 Teaching Hours:12 The Beginnings •Kabir Das •Mirabai This unit will cover an introduction to this paper – it will attempt a definition •Lalla Ded of the word ‘Bhakti’ as spelt out by many thinkers. It will also cover those •Bhulle-shah ideas that originated around 3,500 B.C and then gradually grew into a •Raidas consolidation of the various schools of ‘Vedantic’ philosophy.

Unit-4 Teaching Hours:12 •Introduction to the terms Veda, Vedanta, Smritis, Shrutis. Bhakti poets from the East •Rg Veda : Creation poem and three other popular poems This unit will cover the Vaishnava tradition of bhakti. •Bhagwad Gita: Excerpts from chapter on Bhakti

•Vidyapati •Adi Shankaracharya: 4 verses from the Bhaja Govindam

•Baul poetry Unit-2 Teaching Hours:12 Medieval bhakti poets from the

South Unit-5 Teaching Hours:12 This Unit looks at the origins of Bhakti poetry. Bhakti poets from the West •Alvar poets This unit will look at the Varkari tradition of Bhakti •Veerashaiva poets

•Tukaram – 10 abhangs For detailed study: •Janabai •Andal – 3 pasurams •Basavanna – 3 vachanas •Jnandev Text Books And Reference Books: •Mahadevi Akka •Kshetrayya Course pack is compiled by the faculty Essential Reading / Recommended Reading

Unit-3 Teaching Hours:12 Bhakti poets from the North •Bhagavan, Manu and Anne Feldhaus. Eds. Speaking Truth to Power: This Unit looks at poets who sang their songs in one of the many dialects of Religion, Caste, and the Subaltern Question in India. New Delhi: Oxford Hindi and this includes Sufi poetry. University Press, 2008. https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 161/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 162/178

Page - 163 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… •Schelling, Andrew. Ed. The Oxford Anthology of Bhakti Literature. New Delhi: Oxford University Press, 2011. Evaluation Pattern

Each unit will have a class assignment carrying 10 marks each. There will be a written exam for 100 marks.

MEL441E - CULTURAL POLITICS OF FOOD IN INDIA (2019 Batch)

Total Teaching Hours for No of Lecture Semester:60 Hours/Week:4 Max Marks:100 Credits:4 Course Objectives/Course

Description Course Description

In contemporary times, food has become an area of academic inquiry, a space for contestations of identity, and at the same time, a means of asserting and establishing material and cultural identities. In terms of food studies, one can note three strands (not only three, however for purposes of laying out the overview of the paper, three areas become relevant), one that looks at nutrition and scientific methods of inquiry highlighting food and its nutritional and wellness values. On the other hand, we have a theoretical strand working on understanding the material culture of food, often contesting the pure attention to symbolic references of food. The other strand focuses on the cultural turn in food, wherein food is analyzed for its semiotic and cultural connotations. More importantly, the intersectional framework that has been raising relevant concerns across disciplinarian boundaries have added to the understanding of food studies as an area where class, gender and race intersect in establishing the access, privilege and power dynamics of consumption and production of food. The Course titled You are what you eat - Exploring class, caste and gender in food aims to provide the students a broad overview of the history of the discipline, analytical and https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 163/178

Page - 164 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… •Schelling, Andrew. Ed. The Oxford Anthology of Bhakti Literature. New methodological frameworks to analyze food as a contested space of material Delhi: Oxford University Press, 2011. Evaluation Pattern culture, politics and identity intersecting caste, gender and class. The objective of the course is to orient students to the tensions between the

cultural politics and material culture of food. Each unit will have a class assignment carrying 10 marks each.

There will be a written exam for 100 marks. Course Objectives

MEL441E - CULTURAL POLITICS OF FOOD IN INDIA (2019 Batch) The paper enables learners to develop an understanding of Total Teaching Hours for No of Lecture •The intersections of caste-class-gender intersections on the food individuals Semester:60 Hours/Week:4 consume Max Marks:100 Credits:4 •The cultural politics and material culture of food Course Objectives/Course

Description Course Description •Food as a contested space of asserting and contesting identities

In contemporary times, food has become an area of academic inquiry, a Learning Outcome space for contestations of identity, and at the same time, a means of asserting Learning Outcomes and establishing material and cultural identities. In terms of food studies, one can note three strands (not only three, however for purposes of laying out the overview of the paper, three areas become relevant), one that looks at •Analyze the intersections of food-caste-class-gender nutrition and scientific methods of inquiry highlighting food and its •Understand how food is a site of constructing identities nutritional and wellness values. On the other hand, we have a theoretical strand working on understanding the material culture of food, often contesting the pure attention to symbolic references of food. The other strand •Evaluate the intersecting structures of oppression with reference to food in focuses on the cultural turn in food, wherein food is analyzed for its semiotic the Indian society and cultural connotations. More importantly, the intersectional framework that has been raising relevant concerns across disciplinarian boundaries have Unit-1 Teaching Hours:15 added to the understanding of food studies as an area where class, gender Introduction and race intersect in establishing the access, privilege and power dynamics This unit will provide a foundation and introduction to the academic of consumption and production of food. The Course titled You are what you discipline of food studies and its material and socio-cultural dimension. eat - Exploring class, caste and gender in food aims to provide the students a broad overview of the history of the discipline, analytical and https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 163/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 164/178

Page - 165 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… •Ray, U. (2015). Culinary culture in colonial India. Cambridge University Press. •Bourdieu, Pierre. Distinction: A Social Critique or the Judgment of Taste. (1979) •Ashley, Bob et al. Food-cultural studies – three paradigms (2004)

•De Certeau, Michael, Luce Giard, Pierre Mayol. The Practice of Everyday Life:Living and Cooking – Part II Doing-Cooking by Luce Giard (1998)

Unit-2 Teaching Hours:5 Agrarian questions on Food The module will provide a background of agrarian questions, public distribution system and hegemony pertaining to food.

•Friedmann, H. (2016). Commentary: Food regime analysis and agrarian questions: widening the conversation. The Journal of Peasant Studies, 43(3), 671-692. •Ahluwalia, D. (1993). Public distribution of food in India: Coverage, targeting and leakages. Food Policy, 18(1), 33-54. •Drèze, J and R Khera (2015): “Understanding Leakages in the Public Distribution System,” Economic & Political Weekly, Vol 50, No 7, pp 39– 42. •Anveshi (2012): “What’s the Menu? Food Politics and Hegemony,” Broadsheet on Contemporary Politics, Vol 1, No 4, pp 2–3.

Unit-3 Teaching Hours:15 Food and Identity The unit provides a foundation for understanding food and identity, with specific reference to food and nation.

•Appadurai, A. (1988). How to make a national cuisine: cookbooks in https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 165/178

Page - 166 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… •Ray, U. (2015). Culinary culture in colonial India. Cambridge University Contemporary India. Comparative studies in society and history, 30(1), 3-24 Press. •Pant, Pushpesh. India: Food and the Making of the Nation (2013) •Bourdieu, Pierre. Distinction: A Social Critique or the Judgment of Taste. •Yadav, Y and S Kumar (2006): “The Food Habits of a Nation,” Hindu, 14 (1979) August, viewed on 26 December 2016, http://www.thehindu.com/todays- •Ashley, Bob et al. Food-cultural studies – three paradigms (2004) paper/the-food-habits-of-a-nation/arti-cle3089973.ece •Chakrabarty, D (2000): Provincializing Europe: Postcolonial Thought and

Historical Difference, Princeton University Press. •De Certeau, Michael, Luce Giard, Pierre Mayol. The Practice of Everyday •Banerjee, S (2012): Make Me a Man!: Masculinity, Hinduism, and Life:Living and Cooking – Part II Doing-Cooking by Luce Giard (1998) Nationalism in India, SUNY Press. •Chakravarti, A K (1974): “Regional Preference for Food: Some Aspects of

Food Habit Patterns in India,” Canadian Geographer, Vol 18, No 4, pp 395– Unit-2 Teaching Hours:5 Agrarian questions on Food 41 The module will provide a background of agrarian questions, public distribution system and hegemony pertaining to food. Unit-4 Teaching Hours:15 Food and Discrimination

This unit provides a foundation for understanding food and identity, with •Friedmann, H. (2016). Commentary: Food regime analysis and agrarian specific reference to oppressions related to food, caste and class. questions: widening the conversation. The Journal of Peasant Studies, 43(3),

671-692. •Ahluwalia, D. (1993). Public distribution of food in India: Coverage, •Natrajan, B., & Jacob, S. (2018). ‘Provincialising’ Vegetarianism Putting targeting and leakages. Food Policy, 18(1), 33-54. Indian Food Habits in their Place. Economic and Political Weekly, 53(9), 54- •Drèze, J and R Khera (2015): “Understanding Leakages in the Public 64. Distribution System,” Economic & Political Weekly, Vol 50, No 7, pp 39– •Freed, A. Stanley. Caste Ranking and Exchange of Food and Water in North 42. oIndian Village (1970) •Anveshi (2012): “What’s the Menu? Food Politics and Hegemony,” •Guru, Gopal. Food as a Metaphor for Cultural Hierarchies (2009) Broadsheet on Contemporary Politics, Vol 1, No 4, pp 2–3. •Bruckert, Michael. The Politicization of Beef and Meat in Contemporary India:

Unit-3 Teaching Hours:15 Food and Identity The unit provides a foundation for understanding food and identity, with oProtecting Animals and Alienating Minorities (2019) specific reference to food and nation. Unit-5 Teaching Hours:10

Writing and analyzing food in India •Appadurai, A. (1988). How to make a national cuisine: cookbooks in https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 165/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 166/178

Page - 167 10/28/2020 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/… The last section will focus on how individual students can use the theoretical frameworks to analyse any of the following:

•Food blogs •Street food culture •Recipe books

•Food shows

Text Books And Reference Books:

Texts are compiled by the faculty Essential Reading / Recommended Reading

Recommed readings will be incorporated on a timely basis Evaluation Pattern Students are required to submit a project report taking any one of the units as primary by the end of the semester. The project could be a detailed understanding, review, analysis, production (e.g., a documentary (short) written, shot, edited by the individual or an exhibition, designed, curated by the individual) of any of the texts. They will be given a framework in which they should submit the report. The report will be typed in Times New Roman, 12, double spaced with the author name and project initials mentioned on header. Plagiarism will not be tolerated. Proper referencing format should be used. It’s an individual submission. The student will be evaluated on selection of theme, rationale of the study, an argument to justify why the question should be handled in Culture Studies, provide a review of literature with a critical approach wherein, the ideas should be shown as contested, and the student’s attempt to negotiate the constructedness with an argument of his/her own. The report should be bound and submitted 2 days prior to the deadline. CIA I: For CIA 1, the student will be asked to submit the proposal for the project. It will be evaluated on the selection of theme, rationale of the study, an argument to justify why the question should be handled in Culture https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 167/178

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Centralized •Food blogs CIA III: The student is required to provide a review of literature with a •Street food culture critical approach wherein, the ideas should be shown as contested, and the •Recipe books student’s attempt to negotiate the constructedness with an argument of his/her own. Academic format should be followed and will be an aspect for

evaluation. (20 marks, 5 marks each for each criterion) •Food shows

End Semester Examination: Submission of a project-100 marks Text Books And Reference Books: MEL481 - DISSERTATION (2019 Batch) Texts are compiled by the faculty Essential Reading / Recommended Reading Total Teaching Hours for No of Lecture Semester:60 Hours/Week:4 Recommed readings will be incorporated on a timely basis Max Marks:100 Credits:4 Evaluation Pattern Course Objectives/Course Students are required to submit a project report taking any one of the units as Description primary by the end of the semester. The project could be a detailed Course Description understanding, review, analysis, production (e.g., a documentary (short) written, shot, edited by the individual or an exhibition, designed, curated by the individual) of any of the texts. They will be given a framework in which The MA Dissertation intends to foster a research culture by focusing on critical reading and academic writing. Students are expected to make a they should submit the report. The report will be typed in Times New submission at the end of the second year of their Postgraduate programme, MA in English with Communication Studies. Tapping on their interests in Roman, 12, double spaced with the author name and project initials particular fields of study, the aim is to probe new areas of understanding, mentioned on header. Plagiarism will not be tolerated. Proper referencing research domains and knowledge repositories. This paper will cater to diverse and disparate possibilities of doing research without limiting the format should be used. It’s an individual submission. The student will be scope of the paper to conventional methods and understandings of a evaluated on selection of theme, rationale of the study, an argument to justify dissertation. The aim is to cut across disciplines and patterns to equip students to cultivate reading habit with special focus on topics of research why the question should be handled in Culture Studies, provide a review of interest, honing writing skills with due emphasis on grammar and vocabulary literature with a critical approach wherein, the ideas should be shown as and integrating reading and writing to communicate their knowledge about the chosen field of study in the most effective manner. contested, and the student’s attempt to negotiate the constructedness with an argument of his/her own. The report should be bound and submitted 2 days prior to the deadline. The focus will be on defining their area of study, contextualizing it within English studies. The students should have a comprehensive knowledge of the CIA I: For CIA 1, the student will be asked to submit the proposal for the significance of the research they undertake. The prime focus will be to help project. It will be evaluated on the selection of theme, rationale of the study, students put into practice the theoretical knowledge that they have acquired from the Research Methodology paper (MEL 132). an argument to justify why the question should be handled in Culture https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 167/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 168/178

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As part of the requirements of the programme, the students will write a guided dissertation in the fourth semester of the course or they may undertake a guided project for the duration of the semester culminating in a Project Report. The choice between Dissertation or Project may be made on the basis of the student’s skill sets and career choice on the advice of the faculty instructor in consultation with the Course Coordinator and HoD.

The coordinator in consultation with the HoD will assign guides to the students before the end of the second semester. The student may also indicate the names of supervisors they prefer. However, the coordinator in consultation with the HoD will allot the students to members of the faculty in consultation with them. If the dissertation demands and the coordinator feels the need for a supervisor outside the department, coordinator may assign guides from other departments in consultation with them.

The students are expected to start working with their guides in their third semester. In their 3rd semester, the students will also participate in a colloquium where they will be expected to present their work to an internal examiner and will be graded on it. Apart from this, each student will have to either present/publish a paper related to their area of interest by the end of the first year. By the end of the 4th semester, each student should have published atleast one article in an UGC approved journal. These publications and presentations will carry marks and also ensure the acceptance of the dissertation for final evaluation.

The dissertation should be submitted to the coordinator in the prescribed format in the penultimate week of the fourth semester. The evaluation and viva should be completed within a month from the last working day of the semester. The thesis will be evaluated by preferably external examiner and by the guide out of 100 each and the average of both the evaluations should be awarded out of 100. If there is a difference of more than 20 marks, a third evaluation should by both the evaluators together. The viva should be conducted out of 50 each and average of the two should be taken. Only the supervisor and the external evaluator shall evaluate the thesis. The external examiner should have valid research experience, namely, MPhil or PhD or equivalent qualification, or should have undertaken a research project from reputed organizations in social sciences or humanities, or should have research publications preferably in refereed journals.

The course plan drawn for the dissertation needs to specify the evaluation rubrics/parameters that would be used to evaluate the students. Each supervisor can draw their course plans. The evaluation of the dissertation will be based on the rubrics specified in the course plan.

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As part of the requirements of the programme, the students will write a The Department of English can decide to evolve with a common set of guided dissertation in the fourth semester of the course or they may parameters or rubrics for both dissertation and project. These can further be undertake a guided project for the duration of the semester culminating in a modified to suit the needs of individual students. Project Report. The choice between Dissertation or Project may be made on the basis of the student’s skill sets and career choice on the advice of the faculty instructor in consultation with the Course Coordinator and HoD. Course Objectives

The coordinator in consultation with the HoD will assign guides to the students before the end of the second semester. The student may also At the end of the course the students will: indicate the names of supervisors they prefer. However, the coordinator in consultation with the HoD will allot the students to members of the faculty · Understand research in different areas of interest in consultation with them. If the dissertation demands and the coordinator feels the need for a supervisor outside the department, coordinator may · Develop research skills in areas of interest assign guides from other departments in consultation with them. · Produce research in areas of relevance

· Gain a clear understanding of the different concerns in the areas of The students are expected to start working with their guides in their third english studies semester. In their 3rd semester, the students will also participate in a colloquium where they will be expected to present their work to an internal · Critique ideas with specific focus theoretical and methodological examiner and will be graded on it. Apart from this, each student will have to positions either present/publish a paper related to their area of interest by the end of the first year. By the end of the 4th semester, each student should have Learning Outcome published atleast one article in an UGC approved journal. These publications Course Learning Outcomes and presentations will carry marks and also ensure the acceptance of the dissertation for final evaluation.

At the end of the course students will be able to: The dissertation should be submitted to the coordinator in the prescribed · Identify research areas in English studies format in the penultimate week of the fourth semester. The evaluation and viva should be completed within a month from the last working day of the · Formulate research questions semester. The thesis will be evaluated by preferably external examiner and by the guide out of 100 each and the average of both the evaluations should · Review literature in related areas of research be awarded out of 100. If there is a difference of more than 20 marks, a third evaluation should by both the evaluators together. The viva should be · Design and execute research projects applying the knowledge acquired conducted out of 50 each and average of the two should be taken. Only the in the discipline supervisor and the external evaluator shall evaluate the thesis. The external examiner should have valid research experience, namely, MPhil or PhD or · Draw logical arguments and conclusion equivalent qualification, or should have undertaken a research project from reputed organizations in social sciences or humanities, or should have · Conduct research in different areas of English studies research publications preferably in refereed journals.

· Write and publish papers in the areas of English studies

The course plan drawn for the dissertation needs to specify the evaluation Unit-1 Teaching Hours:60 rubrics/parameters that would be used to evaluate the students. Each Dissertation / Project supervisor can draw their course plans. The evaluation of the dissertation will be based on the rubrics specified in the course plan. Dissertation Guidelines

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The MA dissertation can be:

· A thesis with a definite research objective, questions, thesis statement, analysis and findings. The thesis can be in any domain but should be linked to Literature. The students can undertake their research in Literature, Languages, Cultural studies, Film Studies, ELT, Linguistics. Since the prime criterion is to strengthen the reading culture, the emphasis will be on an exhaustive bibliography (minimum of 15 research articles / papers connected to the immediate area of study and feeding into the research undertaken). It is mandatory that the background is clear and the students have to be abreast of the latest developments in the chosen field of study (contemporariness is the binding concern). The research has to definitely contribute to the existing body of knowledge and the students should be able to articulate their questions and focus with utmost clarity. Any mere comparison or description will not be considered unless the student qualifies the necessary understanding as deemed by the supervising guide for the field chosen.

· A biography which will contextualize and enquire into the literary, political and socio-cultural climate of the time period of the individual taken up for study. The aim is to go beyond a simple biography and read the life history and socio-political history as co- texts than contexts.

· An ethnographic study thoroughly rooted in the notion of ‘writing a culture’. It involves a perfect blend of description and interpretation with multi-methods of data collection and analysis.

· An action research that is simultaneously participatory and collaborative. The stress will be on the procedure and the analysis of the outcome. The implementation should feed into these processes perfectly.

· A literary translation with due emphasis on the mechanics of translation and the critical elucidation of the process involved. The translated piece should subscribe to the common understanding of Translation studies based on the invisibility of the translator.

· A project emanating from internships and research associations in the past, but with connection to the core understanding of English with Communication studies.

· The dissertation will enable students to bring about a confluence of their research interest and academic orientation, with a definite understanding of research and its parameters. Every student will have to be thorough with the different aspects of any dissertation.

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The MA dissertation can be: A clear abstract stating -

· A thesis with a definite research objective, questions, thesis o The area and purpose of the study statement, analysis and findings. The thesis can be in any domain but should be linked to Literature. The students can undertake their o The research problem research in Literature, Languages, Cultural studies, Film Studies, ELT, Linguistics. Since the prime criterion is to strengthen the o The methods reading culture, the emphasis will be on an exhaustive bibliography (minimum of 15 research articles / papers connected to the o The conclusion and findings immediate area of study and feeding into the research undertaken). It is mandatory that the background is clear and the students have to be o The significance of the research project abreast of the latest developments in the chosen field of study (contemporariness is the binding concern). The research has to definitely contribute to the existing body of knowledge and the students should be able to articulate their questions and focus with A literature review to - utmost clarity. Any mere comparison or description will not be considered unless the student qualifies the necessary understanding o Place each work in the context of study as deemed by the supervising guide for the field chosen. o Describe the relationship between different works · A biography which will contextualize and enquire into the literary, political and socio-cultural climate of the time period of the o Unearth different interpretations, applications and gaps / individual taken up for study. The aim is to go beyond a simple limitations biography and read the life history and socio-political history as co- texts than contexts. o Situate the research within the framework of existing research · An ethnographic study thoroughly rooted in the notion of ‘writing a culture’. It involves a perfect blend of description and interpretation Annotated Bibliography to highlight - with multi-methods of data collection and analysis. o The problem · An action research that is simultaneously participatory and collaborative. The stress will be on the procedure and the analysis of o Research questions the outcome. The implementation should feed into these processes perfectly. o Sources

· A literary translation with due emphasis on the mechanics of o Relevance translation and the critical elucidation of the process involved. The translated piece should subscribe to the common understanding of Translation studies based on the invisibility of the translator. As stated above the prime aim of the dissertation is to help students · A project emanating from internships and research associations in implement: the past, but with connection to the core understanding of English with Communication studies.

· The dissertation will enable students to bring about a confluence of · Critical reading – their research interest and academic orientation, with a definite understanding of research and its parameters. Every student will · Seeking mere information is not the sole aim have to be thorough with the different aspects of any dissertation. · Unearthing and understanding new ways of thinking (central aim, reasoning, evidence and evaluation) about the topic

As postgraduate students they should be able to write clearly: https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 171/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 172/178

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· Academic Writing –

· Writing as a process

· Seeking interpretations

Using specific methodologies relevant to the topic of study

· Asking questions

· Building arguments

· Bringing in evidence

· Documentation that breathes credibility

Researchers are expected to follow a definite strategy while carrying out their study. They have to:

Primarily outline their field of study within Humanities -

· Literature, Languages, Religion, History, Art, Music, Film, Theatre, Dance

Narrow the topic –

· Time period, Geographical location, Group associated, Genre or form, School or Movement, Theme, Associated social, cultural, historical or political concerns

Critical approaches:

· Historiographical, Comparative, Theoretical, Textual criticism, Gender studies, Ethnographic, Film Studies, Postcolonial, Psychoanalytic, Eco- aesthetics, Interdisciplinary

Guidelines for the supervisors

· Supervisors should prudently decide based on any relevant assessment strategy, whether the candidate is proficient to handle the nature of study they propose to undertake.

· Supervisors also need to assure that the dissertation has a potential relevance for research

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· Academic Writing – · Language consistency, logical flow and flawless grammar are compulsory criteria. · Writing as a process · The guide is expected to facilitate the student with proofreading and timely · Seeking interpretations help and intervention.

Using specific methodologies relevant to the topic of study · Ensure that the ward adheres to the plan, guidelines and deadlines like clockwork · Asking questions

· Evaluate and enable the paper facilitator to submit the marks on time · Building arguments

· Create an evaluation rubric for grading the dissertation · Bringing in evidence

· · Documentation that breathes credibility Ensure that there is no delay in the submission of the various mandatory assignments on a timely basis.

Researchers are expected to follow a definite strategy while carrying out their study. They have to:

Primarily outline their field of study within Humanities - Project Guidelines

· Literature, Languages, Religion, History, Art, Music, Film, Theatre, Dance

· The duration of the project work should be 7-8 weeks. Narrow the topic –

· Each student will be attached with one internal project guide, with · Time period, Geographical location, Group associated, Genre or form, whom they shall be in continuous touch during the period of project School or Movement, Theme, Associated social, cultural, historical or work. political concerns · The internal project guide will be required to evaluate (out of 100 Critical approaches: marks) on the basis of the viva voce and project report prepared by the student. The evaluation of the remaining 100 marks shall be made by · Historiographical, Comparative, Theoretical, Textual criticism, Gender external examiner appointed by the University who shall evaluate on the studies, Ethnographic, Film Studies, Postcolonial, Psychoanalytic, Eco- basis of viva-voce and the project report prepared by the student. aesthetics, Interdisciplinary

Suggested Areas of Projects

Guidelines for the supervisors · Translation of substantial text ( 50 pages)

· Content Development · Supervisors should prudently decide based on any relevant assessment strategy, whether the candidate is proficient to handle the nature of study · Creative work : Short Film Making , Recordings, Stage Production, they propose to undertake. Curating, Technical Writing, Editing and Publication, Materials Production · Supervisors also need to assure that the dissertation has a potential relevance for research

Instructions for Students https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 173/178 https://christuniversity.in/school-of-arts-and-humanities/english-and-cultural-studies/ma-in-english-with-communication-studies/syllabus/153/2020 174/178

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Students shall be required to undertake a project in an organization approved of by the department. The organization may assign a specific project to the candidate, which will be completed by him / her during a specific period. The work done by the candidate on the project shall be submitted in the form of a Project Report.

The Project Report, wherever specified will be submitted in the typed form as per the following requirements:

o The typing should be done on one side of the paper

o The font size should be 12 with Times Roman / Arial Format.

o The Project Report be typed in 1.5 (one and a half) space. But the References/Bibliography should be typed in a single space.

o The paper should be A-4 size.

o One copy meant for the purpose of evaluation for the final submission along with duly signed declaration form by concerned faculty guide and one copy a student should keep with them for further reference.

Evaluation method of the project

· The evaluation shall be done in the manner specified in the Scheme of Examination of the program. The Project Report shall carry 100 marks which will be evaluated by internal examiner for 50Marks and the external examiner for 50Marks.

· The students will be evaluated based on a set of parameters/ rubrics developed for the same

· The Faculty guide has liberty to visit the Organization where the student is working to assess and evaluate fruitfulness of the project.

Choice of the topic

· No two students should work on a single Topic during their Training Report. Even if the students are assigned the same project it is expected that they work on different aspects of the project.

Guide - Student interaction during the project work and while preparing the project report

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Students shall be required to undertake a project in an organization approved The students are required to meet their guides phase wise before submitting of by the department. The organization may assign a specific project to the the report for final evaluation and are expected to send the weekly progress candidate, which will be completed by him / her during a specific period. report by E- mail to their Faculty guide & program coordinator. It is The work done by the candidate on the project shall be submitted in the form obligatory for students to get their draft approved from concerned guide of a Project Report. before giving final draft Project Report for submission.

The Project Report, wherever specified will be submitted in the typed form · The first phase includes synopsis research methodology finalization, as per the following requirements: research questionnaire, action plan for data collection, sample data collection for pretesting & review of literature. o The typing should be done on one side of the paper · The second phase consists of progress report, literature review, quality o The font size should be 12 with Times Roman / Arial Format. & volume of data collection, corrective measures & further action for data collection. o The Project Report be typed in 1.5 (one and a half) space. But the References/Bibliography should be typed in a single space. · In third phase progress report, data compilation &, preliminary data analysis, plan for report writing will be analyzed. o The paper should be A-4 size. · In fourth phase draft report& final report based on guide’s inputs shall o One copy meant for the purpose of evaluation for the final submission be assessed. Then students will prepare for presentation & viva-voce. along with duly signed declaration form by concerned faculty guide and The duration of phases shall be decided and declared by the guides in one copy a student should keep with them for further reference. consultation with Course Coordinator and HOD.

Evaluation method of the project Project report submitted should have a proper declaration form attached to it by the candidate · The evaluation shall be done in the manner specified in the Scheme of Examination of the program. The Project Report shall carry 100 marks which will be evaluated by internal examiner for 50Marks and the external examiner for 50Marks. Project report should contain following aspects of Organization i.e.

· The students will be evaluated based on a set of parameters/ rubrics developed for the same · Organization profile · The Faculty guide has liberty to visit the Organization where the student is working to assess and evaluate fruitfulness of the project. · Business of the organization

· Management procedures and updates in various functional areas of Organization Choice of the topic

· Critical assessment and evaluation of Organization Business, strength & · No two students should work on a single Topic during their Training weaknesses and future prospects of Organization. Report. Even if the students are assigned the same project it is expected that they work on different aspects of the project. · Suggestions and Recommendation for the organization.

Guide - Student interaction during the project work and while Project report may be of following types: preparing the project report

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· Covering single Organization, Multi-Functional Area, Problem Formulation, Analysis and Recommendations. Empirical study

Text Books And Reference Books:

· Gibaldi, Joseph. MLA Style Manual and Guide to Scholarly Publishing. 3rd ed. New York: Modern Language Association, 2008.

· Somekh, Bridget and Cathy Lewin. eds. Research Methods in Social Sciences. New Delhi: Sage/Vistaar, 2005.

· Griffin, Gabriele. ed. Research Methods for English Studies. Edinburgh: Edinburgh University Press, 2005.

· Mckee, Alan. Textual Analysis: A Beginners Guide Sage, 2003

· Reissman, Catherine K. Narrative analysis Sage, c1993

· Ruane, Janet M. Essentials of Research Methods: A Guide to Social Science Research. Blackwell, 2004

· The Chicago Manual of Style 15th ed. Chicago: Chicago University Press, 2003.

Essential Reading / Recommended Reading

· Gibaldi, Joseph. MLA Style Manual and Guide to Scholarly Publishing. 3rd ed. New York: Modern Language Association, 2008.

· Somekh, Bridget and Cathy Lewin. eds. Research Methods in Social Sciences. New Delhi: Sage/Vistaar, 2005.

· Griffin, Gabriele. ed. Research Methods for English Studies. Edinburgh: Edinburgh University Press, 2005.

· Mckee, Alan. Textual Analysis: A Beginners Guide Sage, 2003

· Reissman, Catherine K. Narrative analysis Sage, c1993

· Ruane, Janet M. Essentials of Research Methods: A Guide to Social Science Research. Blackwell, 2004

· The Chicago Manual of Style 15th ed. Chicago: Chicago University Press, 2003.

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Text Books And Reference Books: CIA I - Introduction and Literature Review 20 marks · Gibaldi, Joseph. MLA Style Manual and Guide to Scholarly Publishing. 3rd ed. New York: Modern Language Association, 2008. CIA II - Submission of Core Chapters – 50 marks

· Somekh, Bridget and Cathy Lewin. eds. Research Methods in Social Sciences. New Delhi: Sage/Vistaar, 2005. CIA III - Final Draft – 20 marks End Semester – Submission of Dissertation / Project + Viva - 100 marks · Griffin, Gabriele. ed. Research Methods for English Studies. Edinburgh: Edinburgh University Press, 2005.

· Mckee, Alan. Textual Analysis: A Beginners Guide Sage, 2003

· Reissman, Catherine K. Narrative analysis Sage, c1993

· Ruane, Janet M. Essentials of Research Methods: A Guide to Social Science Research. Blackwell, 2004

· The Chicago Manual of Style 15th ed. Chicago: Chicago University Press, 2003.

Essential Reading / Recommended Reading

· Gibaldi, Joseph. MLA Style Manual and Guide to Scholarly Publishing. 3rd ed. New York: Modern Language Association, 2008.

· Somekh, Bridget and Cathy Lewin. eds. Research Methods in Social Sciences. New Delhi: Sage/Vistaar, 2005.

· Griffin, Gabriele. ed. Research Methods for English Studies. Edinburgh: Edinburgh University Press, 2005.

· Mckee, Alan. Textual Analysis: A Beginners Guide Sage, 2003

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· The Chicago Manual of Style 15th ed. Chicago: Chicago University Press, 2003.

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