Annex - 2, 5year BA Program Syllabus
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KunalAnnex - 2, 5year BA Program Syllabus
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KunalFOUR-YEAR INTEGRATED PROGRAM
COURSE STRUCTURE
MISSION STATEMENT
The department aims at facilitatingandaidingstudentsindevelopinganunderstandingofthesubject
matter and methodology within literary studies. Our focus lies in cultivating an interdisciplinary
approachtoknowledge,evidentthroughthevariouscoursesthatareoffered,suchasWomen’sStudies,
FilmStudies,EnvironmentalStudies,DisabilitiesStudies,andDiasporaStudies.Uponcompletingtheir
course, our students may find themselves competent to pursue careers in education, research, law,
journalismandpublishing.Thedepartment’spoliciesanditsteachingandresearchintensivecurriculum
emphasises and demonstrates our commitment to liberal arts.
VISION STATEMENT
To stimulate and develop the imagination and critical thinking of the students through teaching and
research and to develop the department as a centre for academic excellence and high-quality research.
COURSE OBJECTIVES
● Foster comfort with English in reading and listening.
● Develop receptive skills through reading and listening for language and literary exposure.
● Cultivate effective written and spoken English communication in various contexts.
● Enhance speech and writing style, mastering language tools for effective expression.
● Expose learners to seminal prose texts and poems, instilling value-based ideas.
● Improve language skills, focusing on grammar and pronunciation.
● Cultivate appreciation for diverse literature, exploring various works, authors, and traditions.
● Encourage creative writing and storytelling, exploring poetry, short stories, and non-fiction.
● Promote independent research and intellectual exploration for lifelong learning.
● Foster active class participation, encouraging collaborative learning through discussions and
debates.
PROGRAMME OUTCOMES:
After the completion of Four Year B. A Program in English (Hons), the students/learners would be able
to:
● Acquire a broad knowledge of the history of English literature, about the writers and their major
works and would be able to define issues of canonical and non-canonical literature.
● Become familiar with world literature.
● Enhance their skills to remember, understand, apply, analyse, and evaluate literature.
● Improve their creative writing.
● Become aware of the significance of literature and different literary forms.
● Equipped with advanced literary and linguistic skills.
● Develop competency in the use of English from /for a variety of domains
● Develop a spirit of inquiry and critical thinking
● Articulate thoughts and generate /understand multiple interpretations.
● Locate and contextualise texts across theoretical orientations and cultural spaces.
● Possess reading and writing skills catering to academic and other professional disciplines viz.
print and electronic media, advertising, content writing etc.
● Imbibe a multi-disciplinary approach in higher education and research.
● Be skilled in multiple domains and careers.
● Adept at the use of English in the current technological climate.
● Provide hands-on training and practice to develop practical skills required in the professional
world.
● Develop leadership qualities and the ability to work effectively as part of a team.
● Encourage students to explore diverse topics beyond their main area of study, fostering a
multidisciplinary approach to learning.
● Integrate theoretical knowledge with practical applications to enhance problem-solving and
decision-making skills.
● Instil a passion for continuous learning and self-improvement, motivating students to seek
knowledge beyond the confines of the classroom.
● Encourage students to think critically and creatively, promoting innovative ideas and solutions.
CENTRAL UNIVERSITY OF JHARKHAND
DEPARTMENT OF ENGLISH STUDIES
OURSE STRUCTURE OF FOUR YEAR INTEGRATED BA PROGRAMME
C
Semester I
Course Paper Name Paper Details redit
C
s
Major 1 I ntroduc Semester I: Introduction to English Literature and Genres 5
tion to
English Course Objectives:
Literatur
his course aims to familiarise the students with basic concepts
T
e &
relating to language, English literature and genres. It aims to
Genres familiarise students with the origin and development of English
literature from the early period up to the contemporary period. It
aims to give them conceptual clarity regarding the evolution of
various literary genres.
Course Outcome :
his course will acquaint students with chronological
T
understanding of different ages in the history of English Literature
and enable students to develop a keen interest in life and works of
seminal literary figures. This course will acquaint students with
various literary terms and concepts which will be helpful in the
overall programme.
Course Content
Unit I
Anglo-Saxon Literature
Medieval Literature
Renaissance Literature
Unit II
Restoration Literature
Neo-Classical Literature
Unit III
Romantic Literature
Victorian Literature
Unit IV
Modern Literature
Postmodern Literature
Unit V
Genres: Tragedy, Comedy, Novel, Lyric and Epic.
Terms and concepts: Mimesis, Symbol, Imagination, Realism.
Rhetoric and Prosody
SuggestedReadings
➢ S anders, Andrew.The Short Oxford History of English
Literature. 4th ed. Oxford UP, Oxford, 2004.
➢ Carter, Ronald, and John McRae.The Routledge Historyof
Literature in English: Britain and Ireland.2nd ed.
Routledge, London and New York, 2001.
➢ Baugh, Albert C., and Thomas Cable.A History of the
English Language.5th ed. Routledge, London, 1993.
➢ Freeborn, Dennis.From Old English to Standard English.
2nd ed. Macmillan, London, 1992.
➢ Trevelyan, G. M.English Social History. Penguin,
Harmondsworth, 1992.
➢ Sampson, George.A Concise Cambridge History of English
Literature. 3rd ed. Cambridge UP, Cambridge, 1982.
➢ Toyne, Anthony.An English Reader’s History of England.2
vols. Hutchinson, London, 1976.
➢ Strang, Barbara M. H.A History of English. Methuen,
London, 1970.
➢ Daiches, David.A Critical History of English Literature.4
vols. 2nd ed. Penguin, Harmondsworth, 1969–82.
➢ Legouis, Émile.A Short History of English Literature.4th
ed. Methuen, London, 1966.
➢ Albert, Edward.A History of English Literature.3rded.
Macmillan, London, 1962.
➢ Ford, Boris, ed.A New Pelican Guide to English Literature.
8 vols. Penguin, Harmondsworth, 1954–61
Minor 1 L
anguage, 4
Society and Semester I: Language , Society and Culture
Culture
Course Objectives
• Explore the dynamic relationship between language,society,
and culture, understanding how they influence and shape each other.
• Examine the role of language as a marker of social identity,
analysing how language choices reflect and reinforce individual and
group affiliations.
• Investigate language variation and language attitudes,
recognizing their significance in communication across different
social contexts.
• Understand the impact of multilingualism and language
contact on linguistic diversity and cultural exchange.
• Analyse the role of language in power dynamics and social
hierarchies, considering issues of language discrimination and
language policy.
• Explore the influence of media, technology, and globalisation
on language use and cultural expression.
• Discuss language endangerment and language revitalization
efforts, recognizing the importance of preserving linguistic and
cultural heritage.
• Engage with case studies and real-world examples to
highlight the intersection of language, society, and culture in various
contexts.
Course Outcomes:
By the end of the course, students will be able to:
• Explain the intricate relationship between language, society,
and culture, recognizing their interdependence.
• Analyse the use of language as a tool for social identity
construction and expression.
• Identify and interpret language variation in different social
and cultural settings.
• Evaluate the impact of multilingualism on communities and
cultural exchange.
• Critically assess issues of language discrimination and the
role of language in reinforcing social hierarchies.
• Understand the influence of media, technology, and
globalization on language and cultural practices.
• Demonstrate an awareness of language endangerment and the
importance of language preservation efforts.
• Apply theoretical knowledge to analyze real-world examples
of language, society, and culture interactions.
Unit-1 Introduction
• Introducing Language, Society and Culture
hat is Sociolinguistics and Sociology of Language? Relation
W
between language, culture and Society. Sapir-Whorf Hypothesis
• Variation in Language
• Dialects, Registers, Idiolects, and Diglossia
Unit-2 Functional Aspects of Human Language
• Language and Identity
• Language and Gender
• Language and Nation
• Language, Media and Movies
• Language and Education
• Politics of Language
• Discourse
Unit-3 Language Contact
• What is Language Contact?
• Basic Concepts in Multilingualism and Bilingualism.
• Language Maintenance, Shift and Death
• Pidgins and Creoles, Linguistic Diversity
• Social Networks, Network Members, Types of Networks
Unit-4 Discourse
• What is discourse
• Understanding speech, text and context
• Doing Critical Discourse Analysis
Suggested Readings
• Alim, H. Samy, John R. Rickford, and Arnetha F. Ball (Eds.).
Raciolinguistics: How Language Shapes Our Ideas About Race.
Oxford University Press, 2020.
• Meyerhoff, Miriam. Introducing Sociolinguistics. Oxford
University Press, 2019.
• Heller, Monica. The Sociolinguistics of Language.
Routledge, 2017.
• Fairclough, Norman. Language and Power. 3rd ed.,
Routledge, 2015.
• Fiske, John, et al. Tools for Cultural Studies: An
Introduction. Routledge, 2015.
• Scollon, Ron, and Suzanne Wong Scollon. Intercultural
Communication: A Discourse Approach. 3rd ed., Wiley-Blackwell,
2015.
• Wardhaugh, Ronald, and Janet M. Fuller. An Introduction to
Sociolinguistics. 7th ed., Wiley-Blackwell, 2015.
• Lippi-Green, Rosina. English with an Accent: Language,
Ideology, and Discrimination in the United States. Routledge, 2012.
• Tannen, Deborah. You Just Don't Understand: Women and
Men in Conversation. William Morrow Paperbacks, 2007.
• Crystal, David. Language and the Internet. 2nd ed.,
Cambridge University Press, 2006.
• Milroy, James, and Lesley Milroy. Authority in Language:
Investigating Standard English. Routledge, 1999.
• Kramsch, Claire J. Language and Culture. Oxford University
Press, 1998.
• Cameron, Deborah. Verbal Hygiene. Routledge, 1995.
• Bourdieu, Pierre. Language and Symbolic Power. Harvard
University Press, 1991.
• Woolard, Kathryn A. Double Talk: Bilingualism and the
Politics of Ethnicity in Catalonia. Stanford University Press, 1989.
• Hymes, Dell H. Foundations in Sociolinguistics: An
Ethnographic Approach (Conduct and Communication). Routledge,
1974.
ultidis
M 3
ciplinary
1
AEC 2
SEC 1 3
VAC 1 3
otal
T 20
Credits
SEMESTER II
Course Paper Name Paper Details CR
Major 2 I ndian SEMESTER II: Indian Writing in English 5
Writings
in English Course Objectives :
his course highlights Indian literary writing in English, including
T
those works of translation that have been translated by the authors
themselves. All the four major genres, Poetry, Prose, Novel and
Drama, will be studied in some detail in representative selections.
This would help in understanding the movement from traditional
and imitative modes of representation as seen in the early poetry
and novels, to recent modes of experimentation.
Course Outcome:
his course will help the students to understand the growth and
T
spread of Indian Writings in English. They will delve in the major
genres and forms of Indian Writings and develop fundamental
skills required for close reading and critical thinking of the texts
and concepts. They will be able to appreciate and analyse the
prose, poems and plays written in English or translated into English
by Indian writers. They will also learn about major movements and
figures of Indian Literature in English through the study of selected
literary texts.
Course Contents
nit 1:
U
❖ Derozio: “Harp of India”, “Freedom to the Slave”
❖ Tagore: Selections fromGitanjali
❖ Toru Dutt: “Casuarina Tree”
Unit 2:
❖
N issim Ezekiel: “Night of the Scorpion”
❖ Kamala Das: “Introduction”, “My Grandmother’s House”
❖ AK Ramanujan: “The Striders”/”Relations”
Unit 3 : (Any One)
❖ Rabindranath Tagore:Gora
Or
Mulk Raj Anand:Untouchable
Or
R.K. Narayan:The Guide
Unit 4:(Any One)
❖ Girish Karnad:Nagamandala/H
ayavadana
Or
Mahesh Dattani:Seven Steps Around the Fire
Or
Manjula Padmanabhan:Lights Out/Harvest
Unit 5 : (Any One)
❖ R
abindranath Tagore: “The Religion of the Forest”
Or
CDNarasimhaiah:“TowardsanUnderstandingoftheSpecies
called ‘Indian Writing in English’”
Suggested Readings
Mehrotra, Arvind Krishna, ed. A Concise History of Indian
iterature in English. Ranikhet:Permanent Black,2010.
L
Kumar, Gajendra, and Uday Shankar Ojha.The Post Modern
Agony and Ecstasy of Indian English Literature.NewDelhi: Sarup
Book Publishers, 2009.
radeep Trikha, Ajmer.Multiple Celebration, Celebrating
P
Multiplicity: Girish Karnad.Madras: ARAW LII publication,
2009.
J ha, Gauri Shankar.Current Perspectives in IndianEnglish
Literature.New Delhi: Atlantic Publishers, 2006.
andhi, Leela.Post-Colonialism. New Delhi: OxfordUniversity
G
Press, 2002.
arasimhaiah, C. D., ed.Makers of Indian EnglishLiterature.
N
Delhi: Pencraft International, 2000.
evy, G.N.After Amnesia: Tradition and Changes inIndian
D
Literary Criticism. Hyderabad: Orient Longman andSangam
Books, 1992.
ehrotra, A.K., ed.Twelve Modern Indian Poets.Calcutta:Oxford
M
University Press, 1992.
aik, M.K.A History of Indian English Literature.Delhi: Sahitya
N
Akademi, 1992.
arang, Vilas, ed. Indian English Poetry since 1950,Anthology.
S
Hyderabad: Disha Books, 1990.
upta, Balram G.S., ed.Studies in Indian Fictionin English.
G
Gulbarga: JIWE Publications, 1987.
nsani, Shyam M.New Dimensions of Indian EnglishNovels.
A
Delhi: Doaba House, 1987.
ing, Bruce.Modern Indian Poetry in English.Delhi:Oxford
K
University Press, 1987.
adhakrishnan, N.Indo Anglian Fiction: Major Trendsand
R
Themes.Madras: Emerald, 1984.
I yenger, K.R.S.Indian Writing in English.New Delhi:Sterling
Publishers, 1984.
andy, A.The Intimate Enemy: Loss and Recovery ofSelf Under
N
Colonialism.Delhi: Oxford University Press, 1983.
wivedi, A.N., ed.Indian Poetry in English.New Delhi:Arnold
D
Heinemann, 1980.
lney, James, ed.Autobiography Essays-Theoreticaland Critical.
O
Princeton, NJ: Princeton University Press, 1980.
meeruddin, Syed, ed.Indian Verse in English.Madras:Poet Press
A
India, 1977.
andy, Pritish.Indian Poetry in English Today.Delhi:Oxford
N
University Press, 1976.
arthasarathy, R., ed.Ten Twentieth-Century IndianPoets.Delhi:
P
Oxford University Press, 1976.
eshpande, Gauri, ed.An Anthology of Indian EnglishPoetry.
D
Delhi: Hind Pocket Books, 1974.
eeradina, S., ed.Contemporary Indian Poetry in English.
P
Bombay: The Macmillan Co., 1972.
ukherji, Minakshi.The Twice Born Fiction. New Delhi:
M
Heinemann, 1971.
ett, A.K., ed.An Anthology of Modern Indian Poetry.London:
S
John Murray, 1929
.
Minor 2 L
iterat 4
ure Literature and Theatre
and
Course Objectives
Theatr
e his course explores the rich and interconnected world of literature
T
and theatre. Through a comprehensive study of various literary
genres and theatrical works, students will gain a deeper
appreciation for the arts, learn to analyze and interpret texts
critically, and understand the historical and cultural contexts that
shaped these masterpieces. The course will encompass both classic
and contemporary works, providing students with a well-rounded
understanding of the artistic expression and its impact on society.
Course Outcomes
tudents will gain a deeper understanding of the connections
S
between literature and theatre, developing critical thinking,
analytical, and creative skills that can be applied to both academic
and artistic pursuits. They will also foster an appreciation for the
power of storytelling through different mediums, enriching their
cultural and artistic awareness.
nit I (AnyTwo)
U
❖Introduction to Literature and Theatre.
❖Definition and significance of literature and theatre.
❖Key literary terms and dramatic elements
❖Understanding the relationship between literature and theatre.
❖Edward Wilson and Alvin F. Goldfarb:Theatre: TheLively Art
(Selections)
❖Paul Kuritz:The Making of Theatre History(Selections)
❖Ananda Lal:The Oxford Companion to Indian Theatre
(Selections)
Unit II Classical Indian and European Theatre (AnyOne)
❖
Kalidasa:Abhijnanashakuntalam
❖Shudrak:Mricchakatika
❖Sophocles:Oedipus Rex
❖Euripides:Medea
nit III Contemporary Indian and European Theatre (Any
U
One)
❖Rakesh Mohan:Halfway House
❖Chandrashekhara Kambara:Sirisampige
❖Vijay Tendulkar:Silence! The Court Is In Session
❖Henrik Ibsen:A Doll’s House
❖Bertolt Brecht:Six Characters in Search of an Author
Suggested Readings
➢Remshardt, Ralf, and Aneta Mancewicz, eds.The Routledge
Companion to Contemporary European Theatre and
Performance. Taylor & Francis, 2023.
➢Anand, Mulk Raj.The Indian Theatre.Read Books Ltd,2016.
➢Bhosale, Bhimrao. "Bharata’s Natyashastra: Fundamentalsof
Dramatics and Aesthetics." 2016.
➢Nagy, Peter, Phillippe Rouyer, and Don Rubin, eds. World
Encyclopedia of Contemporary Theatre: Volume 1: Europe.
Vol. 1. Routledge, 2013.
➢Delgado, Maria M., and Dan Rebellato.ContemporaryEuropean
Theatre Directors.Routledge, 2010.
➢Wilson, Edwin, and Alvin Goldfarb.Living theatre:History of
the Theatre. Boston, MA: McGraw-Hill, 2008.
➢Yarrow, Ralph.Indian Theatre: Theatre of Origin,Theatre of
Freedom.Routledge, 2000.
➢Mee, Erin B. Contemporary Indian Theatre: Three Voices.
Performing Arts Journal19.1, 1997.
➢Stanton, Sarah, and Martin Banham, eds.The Cambridge
Paperback Guide to Theatre.Cambridge University Press,
1996.
➢Karnad, Girish. Performance, Meaning, and the Materialsof
Modern Indian Theatre.New Theatre Quarterly11.44,1995.
➢Richmond, Farley P., Darius L. Swann, and PhillipB. Zarrilli,
eds.Indian Theatre: Traditions of Performance. Vol.1. Motilal
Banarsidass Publ., 1993.
➢Fischer-Lichte, Erika, Josephine Riley, and Michael
Gissenwehrer, eds.The Dramatic Touch of Difference:Theatre,
Own and Foreign. Vol. 2. Gunter Narr Verlag, 1990.
➢Karnad, Girish. Theatre in India. Daedalus118.4,1989.
➢Varadpande, Manohar Laxman.History of Indian Theatre:
Classical Theatre.Vol. 3. Abhinav Publications, 1987.
➢Bharucha, Rustom. A Collision of Cultures: Some Western
Interpretations of the Indian Theatre.Asian TheatreJournal 1.1,
1984.
➢Kavi, Ramakrishna.Natya Shastra with Commentaryof
Abhinavgupta. Рипол Классик, 1934.
ultidis
M 3
ciplinary
2
AEC 2
(English
2
SEC 2 3
VAC 2 3
otal
T 20
Credits
SEMESTER III
Course Paper Name Paper Details CR
ajor Poetry I
M SEMESTER III: POETRY I 4
3
Course Objectives
he main objective of this course is to offer students an
T
in-depth reading of selected poems. This unit offers students
the earliest poetic achievement of the millennium-old history
of British poetry.
Course Outcomes
tudents will acquire a critical perspective of understanding
S
poetry after they study the selected poems of different poets.
It will give them a conceptual clarity of the rise and
development of Anglo-Saxon and medieval British poetry.
Unit 01
❖“The Wanderer”, “The Seafarer”
Or
❖ “Caedmon’s Hymn”
❖Chaucer: Prologue toThe Canterbury Tales
❖Spenser: Amoretti (54, 75)
Or
❖Philip Sidney: Sonnets 14, 90
Unit 02
❖Queen Elizabeth I: “When I Was Fair and Young”
❖
Christopher Marlowe: “The Passionate Shepherd to His
Love”
❖Walter Raleigh: “The Nymph’s Reply to the Shepherd”
Unit 03
v William Shakespeare: Sonnets (18, 20, 71, 144)
v Ben Johnson: “To the Memory of My Beloved the
Author, Mr. William Shakespeare”
Or
“A Hymn to God the Father”
❖ John Milton: “Lycidas”
Unit 04
❖ J ohn Donne: “The Good Morrow”, “The
Canonization", "The Sun Rising"
❖ George Herbert: “The Retreat”
❖ Abraham Cowley: “ The Collar”
❖ Henry Vaughan: “The Wish”
❖ Andrew Marvell: “To His Coy Mistress”
Suggested Readings
➢
Cummings, R. M., editor. Edmund Spencer:The Critical
Heritage. Taylor & Francis, 2020.
➢
Lees, Clare A., editor.The Cambridge History ofEarly
Medieval English Literature.Cambridge University Press,
2016.
➢
Saunders, Cronnie, editors. A Companion to Medieval
Poetry.Wiley, 2010.
➢
Scanlon, Larry, editor. The Cambridge Companion to
Medieval English Literature 1100-1500.Cambridge
University Press, 2009.
➢
Mann, Jill, and Piero Boitani, editors. The Cambridge
Companion to Chaucer. Cambridge University Press, 2004.
➢
Gray, Douglas, et al., editors. Medieval English Literature.
United Kingdom, Oxford University Press, 2002.
➢
Wallace, David, editor. The Cambridge History of Medieval
English Literature. United Kingdom, Cambridge University
Press, 2002.
➢
Speirs, John. Medieval English Poetry: The
Non-Chaucerian Tradition. United Kingdom, Faber & Faber,
1957
➢ M cDowell, Nicholas.Poet of Revolution: The Making
of John Milton. Princeton University Press, 2020.
➢ Shakespeare, William.All the Sonnets of
Shakespeare, edited by Paul Edmondson, Stanley
Wells. Cambridge University Press, 2020.
➢ Miles, Rosalind.Ben Jonson: His Life and Work.
Taylor & Francis, 2017.
➢ Burrow, Colin.Metaphysical Poetry. Penguin Books
Limited, 2013.
➢ H aworth, Peter, and A. D. Cousins, editors.The
Cambridge Companion to the Sonnet. Cambridge
University Press, 2011.
➢ Bloom, Harold, editor.John Donne and the
Metaphysical Poets. Chelsea House Publishers, 2010.
➢ Woodman, Thomas, editor.Early Romantics:
Perspectives in British Poetry from Pope to
Wordsworth. Palgrave Macmillan, 1998.
➢ Hammond, P. John Dryden: a literary life. United
Kingdom, Palgrave Macmillan UK, 1991.
➢ Bloom, Harold.Alexander Pope. Chelsea House
Publishers, 1986.
➢ Gardner, Helen, editor.The Metaphysical Poets.
Penguin Books, 1967.
➢ Cummings, R. M., editor. Edmund Spencer:The Critical
Heritage. Taylor & Francis, 2020.
➢ Lees, Clare A., editor.The Cambridge History ofEarly
Medieval English Literature. Cambridge UniversityPress,
2016.
➢ Saunders, Cronnie, editors. A Companion to Medieval
Poetry. Wiley, 2010.
➢ Scanlon, Larry, editor. The Cambridge Companion to
Medieval English Literature 1100-1500. Cambridge
University Press, 2009.
➢ Mann, Jill, and Piero Boitani, editors. The Cambridge
Companion to Chaucer. Cambridge University Press, 2004.
➢ Gray, Douglas, et al., editors. Medieval English Literature.
United Kingdom, Oxford University Press, 2002.
➢ Wallace, David, editor. The Cambridge History of
Medieval English Literature. United Kingdom, Cambridge
University Press, 2002.
➢ Speirs, John. Medieval English Poetry: The
Non-Chaucerian Tradition. United Kingdom, Faber & Faber,
1957.
ajor DRAMA I
M .
4 4
Semester II:Drama I
Course Objectives
his course is the first of the Core British Drama courses out
T
of three. This course initiates the student into the earliest
writings in theatre and drama in England from Renaissance to
Jacobean period. This course aims to introduce students to the
tradition of English Literature of the Renaissance, explores the
key writers and texts within their historical and intellectual
c ontexts and offers a perspective on the history of ideas and its
varied meanings within this period.
Course Outcomes
nderstanding the concepts, expressing those concepts
U
through writing and demonstrating conceptual and textual
understanding in tests in exams. Further to think critically and
write with clarity about what the students have learnt.
Unit 1
❖ Christopher Marlowe:Doctor Faustus(Detailed)
Or
Thomas Kyd:The Spanish Tragedy(Non-detailed)
Unit II
❖ Shakespeare:Macbeth(Detailed)
Or
The Merchant of Venice(Detailed)
❖ Shakespeare:Midsummer Night’s Dream(Detailed)
Or
As You Like It(Detailed)
Unit III
❖ John Webster:The Duchess of Malfi(Detailed)
Or
homas Middleton:The Revenger's Tragedy
T
(Non-detailed)
Suggested Readings
➢ inney, Arthur F. ( ed.) A Companion to
K
Renaissance Drama. xford:
O Blackwell
Publishing, 2002.
➢ rne,Lukas.Beyond"TheSpanishTragedy":A
E
Study of the Works of Thomas Kyd. Manchester
University Press, 2001.
➢ rasad,Birjadish.ABackgroundtotheStudyof
P
English Literature.MacMillan India Ltd., 1998.
➢ vans,BlakemoreG.,ed.ElizabethanJacobean
E
Drama: The Theatre initsTime.NewAmsterdam
Books, 1998.
➢ hite, R. S. Natural Law in English
W
Renaissance Literature. Cambridge: Cambridge
University Press, 1996.
➢ ord, Boris ed. The New Pelican Guide to
F
English Literature: The Age of Shakespeare, Vol.
2. London: Penguin Books, 1993.
➢ lamires,Harry.AHistoryofLiteraryCriticism.
B
MacMillan India Ltd., 1991.
➢ Williamson, Marilyn. The Patriarchy of
hakespeare’s Comedies. MI.: Wayne State
S
University Press, 1986.
➢ Bamber,Linda.ComicWomen,TragicMen:A
tudy of Gender and Genre in Shakespeare.
S
Stanford University Press, 1982.
➢ M.H.Abrams,TheNortonAnthologyofEnglish
iterature, 4th Edition, W.W. Norton and
L
Company, New York and London, 1979.
I nterns Book Review
hip
inor L
M iterature SEMESTER III:Literature and Gender 4
3 and Gender
Course Objective
he objective of this course is to explore the intersection of
T
literature and gender, examining how gender identities, roles,
and representations are portrayed and negotiated in various
literary works. Through critical analysis and discussion,
students will gain a deeper understanding of the ways in
which gender influences the creation, interpretation, and
reception of literature.
Course Outcomes
y the end of the course, students will be able to:
B
Demonstrate an understanding of key theoretical frameworks
related to gender and literature.
Analyze and interpret literary texts through a gendered lens
Identify and evaluate the ways in which gender intersects with
other social categories
Engage in critical discussions on the role of gender in shaping
literary canons and literary history.
Unit 1: (Any One)
❖
eena Kandasamy: When I Hit You
M
❖ Jeannette Winterson: Sexing the Cherry
❖ Mohammed Hanif: Our Lady of Alice Bhatti
❖ Chimamanda Ngozi Adichie: Americanah
Unit 2: (Any Two)
❖
ukirat:Exile
S
❖ Fay Weldon:The Weekend
❖ Shashi Deshpande:Why a Robin?
❖ Katherine Mansfield:The Garden Party
Unit 3:
❖
race Peterson:Exclusively on Venus
T
❖ Adrienne Rich:Rape
❖ Nikki Giovanni: Legacies
❖ Sylvia Plath:The Applicant
❖ Marge Piercy:The Token Woman
Unit 4: (Any Two)
❖ Simone de Beauvoir:The Second Sex(Selections)
❖ Bell Hooks:Understanding Patriarchy
❖ Emman Goldman:The Tragedy of Woman's
Emancipation
Suggested Readings
➢ L orde, Audre.Sister Outsider. London: Penguin
Classics, 2019.
➢ Gay, Roxane, editor.Not That Bad: Dispatches from
Rape Culture.Australia: Allen & Unwin, 2019.
➢ Adichie, Chimamanda Ngozi. Dear Ijeawele:A
Feminist Manifesto in Fifteen Suggestions. London:
Fourth Estate, 2018.
➢ Orenstein, Peggy.Don't Call Me Princess: Essays on
Girls, Women, Sex, and Life. New York: Harper
aperbacks, 2018.
P
➢ Shraya, Vivek.I'm Afraid of Men. Canada: Penguin
Canada, 2018.
➢ Machado, Carmen Maria.Her Body and Other Parties.
USA: Graywolf Press, 2017.
➢ Bandopadhyay, Manobi.A Gift of Goddess Lakshmi.
Penguin Random House India, 2017.
➢ Pink. Directed by Aniruddha Roy Chowdhury,
screenplay by Aniruddha and Shoojit Sircar, Ritesh
Shah by Sujit Sircar. 2016,Netflix.
➢ Moran, Caitlin.How to Be a Woman. Delhi: RHUK,
2012. New York: Columbia University Press, 2014.
➢ Walker, Alice.The Color Purple.London: Weidenfeld
& Nicolson, 2014.
➢ Solnit, Rebecca.Men Explain Things to Me: And
Other Essays.London: Granta Books, 2014.
➢ English Vinglish. Directed by Gauri Shinde, screenplay
by Guari Shinde. 2012,Eros International.
➢ Mootoo, Shani.Cereus Blooms At Night. Canada:
Penguin Random House, 2009.
➢ Selvadurai, Shyam.Funny Boy.New Delhi: Penguin
India, 2000.
➢ Munro, Alice. Boys and Girls.Dance of the Happy
Shades.Vintage International, 1998.
➢ Hurston, Zora Neale.Sweat. US: Rutgers University
Press, 1997.
➢ Atwood, Margaret.The Handmaid's Tale. UK:
Vintage, 1996.
➢ Atwood, Margaret. Unpopular Gals.Good Bones and
Simple Murders.McClelland & Stewart, 1994.
➢ Anzaldua, Gloria.Borderlands: The New Mestiza.
California: Aunt Lute Books, 1987
➢ Moraga, Cherrie L., Anzaldúa, Gloria E., editors.This
Bridge Called My Back: Writings by Radical Women
of Color. US: Kitchen Table Press, 1983
ultidi
M 3
sciplina
ry 3
SEC 3 3
AEC3 2
otal
T 20
Credits
Semester IV
Course P aper Paper Details CR
Name
Major Prose 1 4
5 Semester IV: Prose 1
Course Objectives
his course is the first of Core British prose out of three, and covers
T
the prose writers from the 18th and 19thcentury.The course offers
readings crucial to understanding the sociocultural and religious
aspects of the age. This course aims to introduce students to the
tradition of British prose writings and explores the key writers and texts
within their historical and intellectual contexts.
Course Outcomes
nderstanding the concepts, expressing those concepts through
U
writing and demonstrating conceptual and textual understanding in
tests in exams. Further to think critically and write with clarity about
what the students have learnt.
Unit I
❖ Jonathan Swift:Gulliver’s Travels
Or
Daniel Defoe:Robinson Crusoe
Or
Samuel Richardson:Pamela
Unit II
Horace Walpole:Castle of Otranto
Or
Walter Scott:Ivanhoe
Unit III
❖ Jane Austen -Pride and Prejudice/Emma
Or
Mary Shelley –Frankenstein(1818)
Unit IV
❖
T he Diary of Samuel Pepys (Selections)
❖ Select essays from Bacon
❖ Select essays from Addison and Steele
Suggested Readings
➢ W att, Ian.The Rise Of The Novel: Studies in Defoe,Richardson
and Fielding. United Kingdom, Random House, 2015.
➢ Rogers, Pat.Documenting Eighteenth Century Satire:Pope,
Swift, Gay, and Arbuthnot in Historical Context. Cambridge
Scholars Publishing, 2011.
➢ Jakubowski, Zuzanna.Moors, Mansions, and Museums:
Transgressing Gendered Spaces in Novels of the Brontë Sisters.
Vol. 493. Peter Lang, 2010.
➢ Galchinsky, Michael, et al. “Theory of the Novel: An Historical
Approach.”South Atlantic Review, Modern Language
Association, Jan. 2001.
➢ Prentis, Barbara.The Bronte Sisters and George Eliot:A Unity
of Difference.Springer, 1988.
➢ Boulton, Marjorie.The Anatomy of Prose.1968.
➢ Masson, David.British Novelists and Their Styles:Being a
Critical Sketch of the History of British Prose Fiction.
Macmillan and Company, 1859.
ajor Drama II
M 4
6 Semester IV: Drama II
Course Objectives
his course is the second of the Core British literature dramas out of
T
three, and covers the period from Restoration to the 20th century. The
course offers readings crucial to understanding the sociocultural and
religious aspects of the age. This course aims to introduce students to
the tradition of British drama from Restoration to the 20th century,
explores the key writers and texts within their historical and intellectual
contexts and offers a perspective on the history of ideas and its varied
meanings within this period.
Course Outcomes
Understanding the concepts, expressing those concepts through
riting and demonstrating conceptual and textual understanding in
w
tests in exams. Further to think critically and write with clarity about
what the students have learnt.
Unit 1
❖ William Congreve:The Way of the World
Or
Wycherley:The Country Wife
Unit II
❖ Aphra Behn:The Rover
Or
Sheridan:The School for Scandal
Unit III
❖ George Bernard Shaw:Candida / Pygmalion
Unit IV
❖ T.S. Eliot:The Murder in the Cathedral / The FamilyReunion
Suggested Readings
➢ L ynch, Kathleen M. Social Mode of Restoration Comedy.
Routledge, 2019.
➢ Estill, Laura. Dramatic Extracts in Seventeenth-Century
English Manuscripts: Watching, Reading, Changing Plays.
Rowman & Littlefield, 2015.
➢ Nicoll, Allardyce. EnglishDrama,1900-1930:TheBeginnings
of the Modern Period. Vol. 2. Jones & Bartlett Learning,2009.
➢ Raine, Craig.TS Eliot. Oxford University Press, 2006.
➢ Innes, Christopher. Modern British Drama: The Twentieth
Century. Cambridge University Press, 2002.
➢ Griffith, Gareth. Socialism and Superior Brains: The Political
Thought of George Bernard Shaw. Routledge, 2002.
➢ Fisk, Deborah Payne, ed. The Cambridge Companion to
English Restoration Theatre. Cambridge University Press,
2000.
➢ Moody, Anthony David, ed. TheCambridgeCompaniontoTS
Eliot. Cambridge University Press, 1994.
➢ Beckson, Karl. London in the 1890s: A Cultural History.
Norton, 1993.
➢ Maguire, Nancy Klein. Regicide and Restoration: English
Tragicomedy, 1660-1671. Cambridge University Press,1992.
➢ Pfister, Manfred. The Theory and Analysis of Drama.
Cambridge University Press, 1988.
➢ M.H.Abrams,TheNortonAnthologyofEnglishLiterature,4th
Edition, W.W. Norton and Company, New York and London,
1979.
ajor A
M merican Semester IV:American Literature 3
7 Literature
Course Objectives
he course will outline the social and cultural contexts of American
T
literature in the nineteenth and twentieth century. It will introduce
students to some major authors.
Course Outcomes
hrough achieving these course outcomes, students will gain a
T
profound appreciation for American literature's cultural significance,
artistic value, and its role in shaping the nation's identity and literary
heritage.
Unit I:Poetry:
❖ Walt Whitman : Selection fromLeaves of Grass
❖ Robert Frost: Selections
❖ Emily Dickinson: Selections
❖Maya Angelou: “Phenomenal Woman”/”Still I Rise”
❖Gwendolyn Brooks: “An Aspect of Love, Alive in the Ice and Fire”
nit II: Drama: (Any One)
U
❖Tennessee Williams:A Streetcar Named Desire
❖Arthur Miller :Death of a Salesman
nit III: Novel: (Any One)
U
❖Ernest Hemingway:The Old Man and the Sea
❖Mark Twain :Adventures of Huckleberry Finn
❖F
. Scott Fitzgerald:The Great Gatsby
Suggested Readings
❖ BelascoSusanetal.ACompaniontoAmericanLiterature.John
Wiley & Sons 2020.
❖ Lawrence, David Herbert. Studies in Classic American
Literature. Rosetta Books, 2019.
❖ Vials, Chris. American Literature in Transition 1940-1950.
Cambridge University Press, 2018.
❖ Temperley,HowardandC.W.EBigsby.ANewIntroductionto
American Studies. Taylor and Francis, 2014.
❖ Gray,Richard.AHistoryofAmericanLiterature.JohnWiley&
Sons, 2011.
❖ Perkins, George B and Barbara Perkins. The American
Tradition in Literature. 12th ed. McGraw-Hill 2009.
❖ Allen, Donald, ed. The New American Poetry, 1945-1960.
University of California Press, 1999.
❖ Hart, James D., and Phillip Leininger. TheOxfordCompanion
to American Literature. Oxford University Press, 1995.
❖ Cunliffe, Marcus. The Literature of the United States. 4th ed.
Penguin Books 1991.
❖ Bigsby, Christopher W. E.ACriticalIntroductiontoTwentieth
Century American Drama. Cambridge Univ. Pr 1985.
❖ Spiller,RobertE.LiteraryHistoryoftheUnitedStates.4thed.
rev ed. Macmillan 1974.
❖ Christy, Arthur. The Orient in American Transcendentalism.
1969.
❖ Hoffman Frederick J. The Modern Novel in America
1900-1950. Frederick J. Hoffman. H. Regnery 1951.
ajor I ntroduc S
M emester IV: Introduction to General Linguistics 3
8
tion to Course Objectives:
● Introduce students to the fundamentalconceptsandtheoriesin
General linguistics, providing a comprehensive understanding of
language as a complex system.
Linguisti ● Familiarize students with the major subfields of linguistics,
includingphonetics,phonology,morphology,syntax,semantics,
cs and pragmatics.
● Enable students to analyze the structure and components of
language at various levels, fostering critical thinking and
analytical skills in linguistic analysis.
● Exploretherelationshipbetweenlanguage,society,andculture,
highlighting the impact of language on social identity and
communication patterns.
● Examine the role of linguistics in various professional and
academic fields, demonstrating the practical applications of
linguistic knowledge.
ourse Outcomes:
C
By the end of the course, students will be able to:
● Definelanguageandidentifyitskeycharacteristicsasasystem
of communication.
● Demonstrate a comprehensive understanding of the major
subfields of linguistics and their significance in language
analysis.
● A nalyze the phonetic, phonological, morphological, syntactic,
semantic, and pragmatic features of languages.
● Evaluate theimpactoflanguageonsocialinteractions,cultural
practices, and identity formation.
● Apply linguistic knowledge in practical settings, recognizing
the relevance of linguistics in diverse fields.
Unit 1. Introduction:
❖ What is Language? Basic Characteristics of humanlanguage.
(Design Features). Sign Language, What is Linguistics? Key
concepts , Key thinkers and their contributions
Unit 2. Phonetics and Phonology:
❖ Introducing IPA. What is Phonetics? Articulatory phonetics.
Acoustic phonetics. Auditory phonetics. What is Phonology?
Key Concepts
Unit 3. Morphology, Syntax, Semantics and Pragmatics:
❖ Basic Concepts of Morphology, Syntactic categories (N, V, P,
D), SyntactictreeConstituencytests.Phrasestructurerulesand
phrase structure trees. Recursion. Ambiguity. What is
Semantics and Pragmatics?
SuggestedReadings
➢ F inegan, Edward. Language: Its Structure and Use. Cengage,
2018.
➢ Akmajian, Adrian, et al. Linguistics: An Introduction to
Language and Communication.7th ed., MIT Press, 2017.
➢ Fromkin, V., Rodman, R., & Hyams, N. An Introduction to
Language (11th ed.). Cengage Learning, 2017.
➢ Heller, M.The Sociolinguistics of Language. Routledge,2017.
➢ O'Grady, William, et al. Contemporary Linguistics: An
Introduction.Bedford/St. Martin's, 2017.
➢ Radford, Andrew, et al. Linguistics: An Introduction.
Cambridge University Press, 2017.
➢ Traxler,M.J.IntroductiontoPsycholinguistics:Understanding
LanguageScience. Wiley-Blackwell, 2017.
➢ Wardhaugh, R., & Fuller, J. M. An Introduction to
Sociolinguistics(7th ed.). Wiley-Blackwell, 2015.
➢ Ladefoged, Peter, and Keith Johnson. A Course in Phonetics.
Cengage, 2014.
➢ Yule, George. The Study of Language. Cambridge University
Press, 2014.
➢ Crystal, David. The Cambridge Encyclopedia of Language.
Cambridge University Press, 2010.
➢ Verma, S.K. Linguistics for Language Teaching. Oxford
University Press, 2010.
➢ Pinker, S. The Language Instinct: How the Mind Creates
Language. Harper Perennial, 2007.
➢ Kapoor, Kapil. Dimensions of Panini Grammar. D.K. Print
World Ltd, 2005.
➢ L
yons, John. Language and Linguistics: An Introduction.
Cambridge University Press, 2002.
➢ V
erma,ShivendraKishore,andN.Krishnaswamy.Modern
Linguistics: An Introduction.OUP, 1989
inor L
M Semester IV:Literature and Environment 4
4 i
t Course Objectives
e elpstudentsdevelopanunderstandingofsomeoftheimplicationsof
H
ecologicalthinkinginrelationtoliteraryandculturalstudies.Enhanced
r
their ability to recognise and discuss critically t8he cultural
a assumptions about ‘nature’ and ‘the body’ informing a variety of
t significant(religious,philosophicalandcreative)textsfromarangeof
u geographical and historical contexts. Get students familiar with a
r number of distinct approaches within ecocritical literary and cultural
e studies.Makethemawareoftheimplicationsoftheirownassumptions
a regarding nature and the body for their self-understanding, relations
with others and mode of being in the world.
n
d Course Outcomes
E
n y the end of this course on Literature and Environment, students will
B
v be able to critically analyze literary texts from various genres and time
i periods, demonstrating a deep understanding of the complex
r relationship between literature and the natural world, while also
recognizing the broader ecological implications and ethical
o
considerations surrounding environmental issues. Additionally,
n students will develop the ability to articulate the significance of
m ecological themes in literature, fostering a heightened appreciation for
e the role of literature in promoting environmental awareness and
n sustainability.
t
Course Contents
UNIT 1
❖ Hone Tuwhare:No Ordinary Sun, Friend
❖ Rabindranath Tagore:Stray Birds(Selections)
❖ Jacinta Kerketta:Angor(Selections)
❖ Fatimah Ashgar:I Don’t Know What Will Kill Us First:The
Race War or What We’ve Done to the Earth
UNIT 2 (Any Three)
❖ Rachel Carson’s:Silent Spring(Selections)
❖ Patrick D Murphy’s :Rethinking the Relations of Nature,
Culture and Agency
❖ Robert Macfarlane:Underland(Selections)
❖ David Attenborough:A Life on Our Planet
UNIT 3 (Any One)
❖ Amitav Ghosh:The Hungry Tide/The Gun Island
❖
P ankaj Sekhsaria:The Last Wave
❖ Richard Powers:The Overstory
❖ Jim Corbett:The Jim Corbett Omnibus(Selection)
UNIT 4 (Any Two)
❖ Ruskin Bond:My Favourite Nature Stories
❖ Doris Lessing:A Mild Attack of Locusts
❖ Isabel Allende:And of Clay We Are Created
Suggested Readings
➢ T uwhare, Hone Morton, Timothy.Ecology without nature:
Rethinking Environmental Aesthetics.Harvard UniversityPress,
2009.
➢ Branch, Michael P., and Scott Slovic, eds.The ISLEReader:
Ecocriticism,1993-2003. University of Georgia Press,2003..
➢ Armbruster, Karla, and Kathleen R. Wallace, eds.Beyond
Nature Writing: Expanding the Boundaries of Ecocriticism.
University of Virginia Press, 2001.
➢ Gaard, Greta and Murphy, Patrick.Ecofeminist Literary
Criticism. Theory, Interpretation, Pedagogy. Urbana/Chicago:
Univ. of Illinois Press, 1998.
➢ Kerridge, Richard and Sammells, Neil.Writing the
Environment: Ecocriticism and Literature. London:Zed Books,
1998.
➢ Jagtenberg, Tom, and David McKie.Eco-impacts andthe
Greening of Postmodernity: New Maps for Communication
Studies, Cultural Studies, and Sociology. Sage Publications,
1996.
➢ Glotfelty, Cheryll, and Harold Fromm, eds.The Ecocriticism
Reader: Landmarks in Literary Ecology.Universityof Georgia
Press, 1996.
➢ Murphy, Patrick.Literature, Nature, Other: Ecofeminist
Critiques.Albany: SUNY Press, 1995.
➢ Schama, Simon.Landscape and Memory. New York: Knopf,
1995.
➢ Soule, Michael E. and Lease, Gary (eds).ReinventingNature?
Responses to Postmodern Deconstruction. WashingtonD.C.:
Island Press, 1995.
➢ Harrison, Robert Pogue.Forests: The Shadow of Civilization.
Chicago: Uni. of Chicago Press, 1992.
➢ Oelschlaeger, Max.The Idea of Wilderness: From Prehistoryto
the Age of Ecology.New Haven: Yale UP, 1991.
➢ Short, John R.Imagined Country: Society, Cultureand
Environment.London/New York: Routledge, 1991
➢ Glacken, Clarence J.Traces on the Rhodian shore:Nature and
culture in Western thought from ancient times to the end of the
eighteenth century. Vol. 170. Univ of California Press,1967.
Internship 2
otal
T 20
Credits
Semester V
Course Paper Name Paper Details CR
Major 9 Prose II 4
Semester V: Prose II
Course Objectives
his course is the second of Core British prose out of three, and
T
covers the prose writers from the 19th and 20thcentury.The
course offers readings crucial to understanding the sociocultural
and religious aspects of the age. This course aims to introduce
students to the tradition of British prose writings and explores
the key writers and texts within their historical and intellectual
contexts.
Course Outcomes
nderstanding the concepts, expressing those concepts through
U
writing and demonstrating conceptual and textual understanding
in tests in exams. Further to think critically and write with
clarity about what the students have learnt.
Unit I
❖ Emily Bronte:Wuthering Heights
Or
Charlotte Bronte:Jane Eyre
Unit II
❖ Charles Dickens:Great Expectations
Or
A Tale of Two Cities
Unit III
❖ George Eliot:Middlemarch
Or
The Mill on the Floss
❖ Thomas Hardy:Tess of the D’Urbervilles
Or
Far from the Madding Crowd
Unit IV
● C
harles Lamb: Dream Children:A Reverie, The
Superannuated Man
Or
● Thomas Carlyle:The Hero as Poet
Suggested Readings
➢ A dams, James Eli.A History of Victorian Literature.Vol.
10. John Wiley & Sons, 2012.
➢ Gallagher, Catherine L. George Eliot: Immanent
Victorian. Representations, vol. 90, no. 1, Universityof
California Press, Jan. 2005.
➢ Levine, George.Darwin and the Novelists: Patternsof
Science in Victorian Fiction.University of Chicago
Press, 1991.
➢ Clubbe, John, and Jerome Meckier.Victorian
Perspectives : Six Essays.University of DelawarePress
eBooks, 1989.
➢ Loesberg, Jonathan.Fictions of Consciousness: Mill,
Newman, and the Reading of Victorian Prose.1986.
➢ Brownell, William Crary.Victorian Prose Masters:
Thackeray, Carlyle, G. Eliot, A. Arnold, Ruskin, G.
Meredith,.Nutt, 1902.
Major10 Poetry II SEMESTER V: POETRY II 5
Course Objectives
he objective of this course is to provide students with a critical
T
understanding of British poetry. It offers students the onward
development of British poetry across ages. It introduces the rich
imagination of Romantic poetry , the diversity of Victorian
poetry and modern poetry. It provides an in-depth study of
modernist poetry, its political, social, and cultural complexities.
Course Outcome
he course will enable the students in developing a deeper
T
appreciation and understanding of various poetic forms, styles,
and literary techniques of the period. It offers students an
in-depth reading of selected poems and prepares their skills for
critical reading of poetry.
Unit 01
❖
J ohn Dryden: “A Song for St. Cecilia’s Day”
❖ Alexander Pope: “The Rape of the Lock” Or “An
Epistle to Dr. Arbuthnot”
❖ Oliver Goldsmith: “The Deserted Village”
Unit 02
❖ W illiam Collins: “Ode to Evening”
❖ Thomas Gray: “Elegy Written in a Country
Churchyard”
❖ Robert Burns: “A Red Red Rose”, “To a Mouse”
❖ William Blake:Songs of Innocence,Songs of
Experience(one from each)
nit 03 (Any two poets from the Romantic period and any
U
two poets from the Victorian Period)
❖ William Wordsworth: “Lines Written a Few Miles
above Tintern Abbey”
❖ Samuel Coleridge: “Kubla Khan”
❖ John Keats: “Ode to a Nightingale”, “Ode on a
Grecian Urn”
❖ P. B. Shelley: “Ode to the West Wind”;
“Ozymandias”
❖ Lord Byron: “She Walks in Beauty”
❖ Alfred Lord Tennyson: “The Lotos-Eaters”,
“Ulysses”
❖ Robert Browning: “My Last Duchess”, “Porphyria’s
Lover”, “Rabbi Ben Ezra”
❖ Matthew Arnold: “Dover Beach”
❖ D.G. Rossetti: “The Blessed Damozel”
❖ Christina Rossetti: “When I am dead, my dearest”
Unit 04 (Any Three Poets)
❖ G. M. Hopkins: “Pied Beauty”
❖ Wilfred Owen: “The Strange Meeting”
❖ T. S. Eliot: “Love Song of J Alfred Prufrock”, “The
Hollow Men”,
❖ W . B. Yeats: “The Second Coming”; “Leda and the
Swan”
❖ W.H. Auden: “In Memory of W. B. Yeats”, “The
Unknown Citizen”
Unit 05 (Any Three Poets)
❖ Stephen Spender: “An Elementary School Classroom
in a Slum”
❖ Dylan Thomas: “Do Not Go Gentle into That Good
Night”,
❖ Philip Larkin: “Ambulance”, “Church Going”
❖ Ted Hughes: “Thought Fox”; “Hawk Roosting”
❖ Sylvia Plath: “Daddy”, “Mad Girl’s Love Song”
❖ Seamus Heaney: “Digging”, “Requiem for the
Croppies”
Suggested Readings
➢ R owland, Antony.Modernism and Contemporary
British Poetry. Cambridge UP, 2021.
➢ Corbett, F. St. John.A History of British Poetry:
From the Earliest Times to the Beginning of the
Twentieth Century. Alpha Editions, 2019.
➢ Untermeyer, Louis.Modern British Poetry. Creative
Media Partners, LLC. 2019.
➢ Larrissy, Edward, editor.The Cambridge Companion
to British Poetry, 1945-2010. Cambridge UP, 2016.
➢ Thwaite, Anthony.Poetry Today: A Critical Guideto
British Poetry, 1960-1995. Taylor & Francis, 2016.
➢ Davis, Alex, and Lee M. Jenkins, editors. A History
of Modernist Poetry. United Kingdom, Cambridge
University Press, 2015.
➢ Watson, J.R..English Poetry of the Romantic Period
1789-1830. United Kingdom, Taylor & Francis,
2014.
➢ Bavis, Matthew, editor.The Oxford Handbook of
Victorian Poetry. United Kingdom, OUP Oxford,
2013.
➢ Miles, Rosie.Victorian Poetry in Context. United
Kingdom, Bloomsbury Academic, 2013.
➢ Quinn, Vincent.Pre-Romantic Poetry. United
Kingdom, Northcote House, 2012.
➢ Davis, Alex, and Lee M. Jenkins, editors. The
Cambridge Companion to Modernist Poetry. N.p.,
Cambridge University Press, 2007.
➢ Ferguson, Margaret, et al., editors.The Norton
Anthology of Poetry. 5th ed., London and New York,
W. W. Norton & Company, 2005.
➢ Wordsworth, Jonathan.The Penguin Book of
Romantic Poetry. United Kingdom, Penguin Books
imited, 2005.
L
➢ O'Gorman, Francis, editor.Victorian Poetry: An
Annotated Anthology. United Kingdom, Wiley, 2004.
➢ Simic, Charles, and Don Paterson.New British
Poetry. University of Michigan, 2004.
➢ Glancy, Ruth.Thematic Guide to British Poetry.
Bloomsbury Academic, 2002.
➢ Korte, Barbara et al., editors.Anthologies ofBritish
poetry: Critical Perspectives from Literary and
Cultural Studies. Rodopi, 2000.
➢ Woodman, Thomas, editor.Early Romantics:
Perspectives in British Poetry from Pope to
Wordsworth. Palgrave Macmillan, 1998.
➢ Achson, James, and Romana Huk.Contemporary
British Poetry: Essays in Theory and Criticism. State
University of New York Press, 1996.
➢ Kennedy, David.New Relations: The Refashioningof
British Poetry, 1980-1994. Seren, 1996.
➢ Docherty, Brian, and Gary Day, editors.British
Poetry: Aspects of Tradition. St. Martin’s Press,
1995.
➢ Ruoff, Gene W., and Karl Kroeber, editors.Romantic
Poetry: Recent Revisionary Criticism. United States,
Rutgers University Press, 1993.
➢ Survey of British Poetry: Anthology & Criticism.
United States, Poetry Anthology Press, 1988.
➢ Garrett, John.British Poetry Since the Sixteenth
Century. Barnes & Noble Books, 1987.
➢ Lucie-Smith, Edward, editor. British Poetry Since
1945. University of Minnesota Press, 1985.
➢ Durrell, Lawrence.A Key to Modern British Poetry.
University of Oklahoma Press, 1952.
➢ R owland, Antony.Modernism and Contemporary British
Poetry. Cambridge UP, 2021.
➢ Corbett, F. St. John.A History of British Poetry:From
the Earliest Times to the Beginning of the Twentieth
Century. Alpha Editions, 2019.
➢ Untermeyer, Louis.Modern British Poetry. Creative
Media Partners, LLC. 2019.
➢ Larrissy, Edward, editor.The Cambridge Companionto
British Poetry, 1945-2010. Cambridge UP, 2016.
➢ Thwaite, Anthony.Poetry Today: A Critical Guide to
British Poetry, 1960-1995. Taylor & Francis, 2016.
➢ D avis, Alex, and Lee M. Jenkins, editors. A Historyof
Modernist Poetry. United Kingdom, Cambridge
University Press, 2015.
➢ Watson, J.R..English Poetry of the Romantic Period
1789-1830. United Kingdom, Taylor & Francis, 2014.
➢ Bavis, Matthew, editor.The Oxford Handbook of
Victorian Poetry. United Kingdom, OUP Oxford, 2013.
➢ Miles, Rosie.Victorian Poetry in Context. United
Kingdom, Bloomsbury Academic, 2013.
➢ Quinn, Vincent.Pre-Romantic Poetry. United Kingdom,
Northcote House, 2012.
➢ Davis, Alex, and Lee M. Jenkins, editors. The
Cambridge Companion to Modernist Poetry. N.p.,
Cambridge University Press, 2007.
➢ Ferguson, Margaret, et al., editors.The Norton Anthology
of Poetry. 5th ed., London and New York, W. W. Norton
& Company, 2005.
➢ Wordsworth, Jonathan.The Penguin Book of Romantic
Poetry. United Kingdom, Penguin Books Limited, 2005.
➢ O'Gorman, Francis, editor.Victorian Poetry: An
Annotated Anthology. United Kingdom, Wiley, 2004.
➢ Simic, Charles, and Don Paterson.New British Poetry.
University of Michigan, 2004.
➢ Glancy, Ruth.Thematic Guide to British Poetry.
Bloomsbury Academic, 2002.
➢ Korte, Barbara et al., editors.Anthologies of British
poetry: Critical Perspectives from Literary and Cultural
Studies. Rodopi, 2000.
➢ Woodman, Thomas, editor.Early Romantics:
Perspectives in British Poetry from Pope to Wordsworth.
Palgrave Macmillan, 1998.
➢ Achson, James, and Romana Huk.Contemporary British
Poetry: Essays in Theory and Criticism. State University
of New York Press, 1996.
➢ Kennedy, David.New Relations: The Refashioning of
British Poetry, 1980-1994. Seren, 1996.
➢ Docherty, Brian, and Gary Day, editors.British Poetry:
Aspects of Tradition. St. Martin’s Press, 1995.
➢ Ruoff, Gene W., and Karl Kroeber, editors.Romantic
Poetry: Recent Revisionary Criticism. United States,
Rutgers University Press, 1993.
➢ Survey of British Poetry: Anthology & Criticism. United
States, Poetry Anthology Press, 1988.
➢ Garrett, John.British Poetry Since the SixteenthCentury.
Barnes & Noble Books, 1987.
➢ L ucie-Smith, Edward, editor. British Poetry Since 1945.
University of Minnesota Press, 1985.
➢ Durrell, Lawrence.A Key to Modern British Poetry,
Oklahoma Press,1952.
Major 11 Criticism Semester V: Literary Criticism 5
ourse Objective:
C
The course will provide a comprehensive understandingof
literary criticism within the context of English literature. By
exploring various critical approaches, the students will develop
analytical skills and deepen their understanding of the
complexities and nuances of literary texts.
ourse Outcomes:
C
The course will enable students to:
Develop a nuanced understanding of the relationship between
literary texts, culture, and society.
Evaluate and critique existing critical interpretations and
arguments in English literature.
Unit I (Any One)
❖ Bharata’sNatyashastra
❖ Anandavardhana’sDhvanyaloka
Unit II (Any One)
❖
P lato’s Concept of Mimesis
❖ Aristotle –Poetics
❖ Longinus –On the Sublime
Unit III
❖ Pope – “Essay on Criticism”
❖ Dryden - “Essay on Dramatic Poesy”
Unit IV
❖
W
illiam Wordsworth – “Preface to the Lyrical Ballads”
❖ S T Coleridge –Biographia Literaria(Chapter XVII
and Chapter XVIII)
Unit V (Any Two)
❖ Matthew Arnold –The Study of Poetry
❖ T S Eliot –Function of Criticism
❖ Virginia Woolf-Modern Fiction
Suggested Readings
➢ Leitch, Vincent B., editor.The Norton Anthology of
Theory and Criticism. W. W. Norton & Company, 2018.
➢ Eagleton, Terry.How to Read Literature.Yale University
Press, 2013.
➢ Eagleton, Terry.Literary Theory: An Introduction.
iley-Blackwell, 2008.
W
➢ Waugh, Patricia.The Cambridge Introduction to Literary
Criticism.Cambridge University Press, 2006.
➢ Gilbert, Sandra, and Susan Gubar.The Madwoman inthe
Attic: The Woman Writer and the Nineteenth-Century
Literary Imagination. Yale University Press, 2000.
➢ Taylor and Francis Eds.An Introduction to Literature,
Criticism and Theory. Routledge, 1996.
➢ Lewis, C.S.Introduction in An Experiment in Criticism.
Cambridge University Press, 1992.
➢ Meeker, Joseph W.The Comedy of Survival: Studiesin
Literary Ecology. New York: Scribner’s, 1972.
➢ Abrams, M H. The Mirror and the Lamp. Oxford
University Press, 1971.
➢ Wellek Rene, Nicholas Stephen G.Concepts of
Criticism. Yale University, 1963.
anguage
L
Lab
MINOR iteratur
L 4
e and Semester I: Literature and Media
Media
Course Objectives
he Literature and Media course seeks to equip students with a
T
comprehensive understanding of the dynamic relationship
between literature and various media forms. By exploring
historical and cultural contexts, the learners will gain a deeper
understanding of how these works reflect societal norms and
values. This curriculum will enable the students to assess and
interpret concepts, ideas and meanings presented in
contemporary media. Moreover, creative expression will be
encouraged through various writing and storytelling exercises,
while fostering ethical awareness concerning representation and
inclusivity in literature and media.
Course Outcomes
he Literature and Media course equips students with the skills
T
and knowledge to critically engage with diverse forms of
storytelling, fostering media literacy, cultural awareness, and
creativity in various fields of media like Print, Electronic and
Digital media while appreciating the powerful role of literature
and media in shaping society and individual perspectives.
Unit 1 - Interface of Literature and Media through Language
Book/Film Reviews and Features
Unit 2 - Interviews of eminent personalities in media
Unit 3 - Storytelling across Media
Unit 4: Artificial Intelligence in Media
Suggested Readings
➢ Curran, James, and Michael Gurevitch.Media
a nd Society: An Introduction.Bloomsbury
Academic, 2020.
➢ Rehman Teresa.Bullet Proof : A Journalist's
Notebook on Reporting Conflict.Penguin Random
House, 2019.
➢ Horkheimer, Max, and Theodor W. Adorno.The
ulture Industry: Enlightenment as Mass Deception.
C
Routledge, 2017.
➢ Gowda, Chandan.The Way I See It: A Gauri
ankesh Reader.Navayana Publishing Pvt. Ltd.,
L
2017.
➢ O'Flynn, Siobhan, and Judith Aston.Transmedia
Storytelling: The Rise of Narrative Worlds.
University of Nebraska Press, 2016.
➢ Ryan, Marie-Laure, et al.Storyworlds Across
edia: Toward a Media-Conscious Narratology.
M
University of Nebraska Press, 2014.
➢ Hay, James, Stuart Hall, and Lawrence
rossberg. "Interview with Stuart Hall."
G
Communication and Critical/Cultural Studies10.1
(2013): 10-33.
➢ Jenkins, Henry.Convergence Culture: WhereOld
and New Media Collide.NYU Press, 2008.
➢ Abbott, H. Porter. The Cambridge Introductionto
Narrative.Cambridge University Press, 2008.
➢ Ryan, Marie-Laure, editor.Narrative Across
edia: The Languages of Storytelling. University of
M
Nebraska Press, 2004.
➢ Manovich, Lev.The Language of New Media.
MIT Press, 2001.
➢ Bolter, Jay David, and Richard Grusin.
emediation: Understanding New Media. MIT Press,
R
1999.
➢ Kittler, Friedrich A.Literature, Media,
Information Systems: Essays.G+B Arts
International, 1997.
➢ Birkerts, Sven.The Gutenberg Elegies: TheFate
o f Reading in an Electronic Age. Fawcett Columbine,
1994.
Minor 6 ont
C Semester V: Contemporary Voices from Jharkhand 4
empo
rary Course Objectives :
Voice
his course aims to familiarise the students with the diverse
T
s
voices from Jharkhand with a special emphasis on its tribal
from population. The students will not only learn about cultural
Jhar diversity of the state but also be able to develop an interest in
khan tribal aesthetics and history pertaining to their resistance and
d struggles to survive in the contemporary era.
Course Outcome :
tudents will learn about a wide range of topics pertaining to
S
challenges and complexities of tribal identities. They will
developakeenacademicinterestandintheprocesswillalsobe
sensitised to appreciate the tribal heritage of the state.
Course Content
Unit 1
❖
J acinta Kerketta:Angor(S
elections)
❖ Mahadev Toppo: Lesson from Forest and
Mountain(Selections)
Unit 2
❖ Hansda Sowvendra Shekhar: The Adivasi Will Not
Dance(S elections)
❖ S .BosuMullick:SylvanTales:StoriesFromTheMunda
Country(Selections)
❖ Mihir Vatsa:Tales of Hazaribagh(Selections)
Unit 3
❖ R anendra:LordsoftheGlobalVillage:ANovel,trans.by
Rajesh Kumar
Unit 4
❖ A rvind Das: “Jharkhand’s Roots: “Tribal Identities in
Indian History”
❖ Gladson Dungdung:Adivasis And Their Forest
❖ V irginius Xaxa: “TribesandSocialExclusion”,“Tribes
as Indigenous People of India”
Suggested Readings
➢ T ete, Vandana, editor. Jharkhand Ke Sahitykaar aur
Naye Sakshatkar.Prabhat Prakashan, 2019.
➢ T oppo, Mahadev. Sabhyo Ke Bich Adivasi. Anugya
Books, 2018.
➢ M unda, Ram Dayal. Adi-Dharam: Religious Beliefs of
the Adivasis of India. Birsa-Adivani-Sarini, 2014.
➢ M ohanty, Prasanna Kumar. E
ncyclopaedia of Primitive
Tribes in India. Gyan Publishing House, 2003.
➢ B osu Mullick, Sanjay and MundaRD.TheJharkhand
Movement: Indigenous People’s Struggle for Autonomy
in India.IWGIA , 2001.
➢ Omvedt, Gail. Call us Adivasis, Please. The Hindu:
Folio11 (2000): 10-13.
➢ Sharma, Suresh. A Society in Transition. The Hindu
Folio11 (2000): July 21-28
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Credits
Semester VI
Course Paper Name Paper Details CR
ajor Drama III
M 4
12 Semester VI: Drama III
Course Objectives
his course is the last of the drama paper and primarily
T
focuses on the modern drama and explores the key writers and
texts within their historical and intellectual contexts. This
course offers a perspective on the history of ideas and its
varied meanings within this period.
Course Outcomes
nderstanding the concepts, expressing those concepts
U
through writing and demonstrating conceptual and textual
understanding in tests in exams. Further to think critically and
write with clarity about what the students have learnt.
Unit I
❖ J. M. Synge:The Playboy of the Western World
Unit II
❖ John Osborne:Look Back in Anger
Unit III
❖ Samuel Beckett:Waiting for Godot
Or
Tom Stoppard:Rosencrantz and GuildensternAre
Dead
Unit IV
❖ Harold Pinter:The Homecoming
Or
The Birthday Party
Suggested Readings
➢
H inchliffe, Arnold.The Absurd. Routledge, 2017.
➢ Bennett, Michael Y. The Cambridge Introduction to
Theatre and Literature of the Absurd. Cambridge
University Press, 2015.
➢ N icoll, Allardyce. English Drama, 1900-1930: The
Beginnings of the Modern Period. Jones & Bartlett
Learning, 2009.
➢ Innes, Christopher. Modern British Drama: The
Twentieth Century. Cambridge University Press, 2002.
➢ Beckson, Karl. London in the 1890s: A Cultural
History. Norton, 1993.
➢ Booth, Michael R. Theatre in the Victorian Age.
Cambridge University Press, 1991.
➢ Pfister, Manfred. The Theory and Analysis of Drama.
Cambridge University Press, 1988.
➢ M.H. Abrams, The Norton Anthology of English
Literature, 4th Edition, W.W. Norton and Company,
New York and London, 1979.
ajor Prose III
M 4
13 Semester VI: Prose III
Course Objectives
his course is the last of the Core British prose out of three,
T
and covers the prose writers from the late 19th and20th century.
The course offers readings crucial to understanding the
sociocultural and religious aspects of the age. This course aims
to introduce students to the tradition of British prose writings
and explores the key writers and texts within their historical
and intellectual contexts.
Course Outcomes
Understanding the concepts, expressing those concepts
through writing and demonstrating conceptual and textual
understanding in tests in exams. Further to think critically and
write with clarity about what the students have learnt.
Unit I
❖ Joseph Conrad:Heart of Darkness
Or
Rudyard Kipling:Kim
Unit II
❖ D.H. Lawrence:Sons and Lovers
Or
E.M. Forster:A Passage to India
Unit III
❖ James Joyce:The Portrait of the Artist as aYoung
Man
Unit IV
❖ Virginia Woolf:To the Lighthouse
Suggested Readings
➢ H arding, Jason. “Steven Matthews,. T. S. Eliot and
Early Modern Literature.”The Review of English
Studies,vol. 65, no. 269, Oxford UP, Sept. 2013,pp.
375–77.
➢ Dickinson, Renée.Female Embodiment and
Subjectivity in the Modernist Novel: The Corporeum of
Virginia Woolf and Olive Moore. Routledge, 2012.
➢ Kern, Stephen.The Modernist Novel: A Critical
Introduction. Cambridge University Press, 2011.
➢ Matz, Jesse.The Modern Novel: A Short Introduction.
John Wiley & Sons, 2008.
➢ Shiach, Morag, ed.The Cambridge Companion to the
Modernist Novel.Cambridge University Press, 2007.
➢ Liebler, Naomi Conn.Early Modern Prose Fiction.
2006.
➢ Bell, Michael J.The Metaphysics of Modernism.
Cambridge University Press eBooks, 1999.
➢ Schiralli, Martin, and Michael H. Levenson. “A
Genealogy of Modernism: A Study of English Literary
octrine 1908-1922.”The Journal of Aesthetic
D
Education, vol. 21, no. 4, University of IllinoisPress,
Jan. 1987..
➢
Rubin, William Stanley, and William S. Rubin.Dada,
Surrealism, and Their Heritage. New York: Museum of
Modern Art, 1968.
ajor P
M ost-Colo Semester VI: Postcolonial Literature 4
14 nial
Literature Course Objective
he objective of this course is to explore the rich and diverse
T
field of postcolonial literature, examining the literary works
produced in various regions and countries that have
experienced the effects of colonisation.
ourse Outcomes
C
By the end of the course, students will be able to:
Demonstrate a comprehensive understanding of postcolonial
literature and its key concepts.
Analyse and interpret postcolonial literary texts, considering
the themes of identity, power, resistance, hybridity, and
cultural representation.
Identify and evaluate the contributions of diverse postcolonial
writers and their unique literary styles and techniques.
UNIT I (Any Three)
❖ Frantz Fanon:Black Skin, White Masks(Selections)
❖ George Orwell: “Shooting an Elephant”
❖ Ngugi Wa Thiong’O:Decolonising The Mind
(Selections)
❖ Nawal El Saadawi: “How to Fight Against the
Postmodern Slave System”
UNIT II (Any One)
❖ Wole Soyinka:The Dance of the Forests
❖ August Wilson:The Piano Lesson
❖ Athol Fugard's: "Master Harold" . . . and the Boys
❖ Howard Brenton:Drawing the Line
UNIT III (Any One)
❖ Chinua Achebe:Things Fall Apart
❖ George Lamming:In the Castle of My Skin
❖ Patrick White:Voss
❖ Salman Rushdie:Midnight’s Children
UNIT IV (Any Three)
❖ Kath Walker: “A Song of Hope”
❖
J udith Wright: “For New England”
❖ PK Page: “First Neighbours”
❖ Derek Walcott: “Names”, “A Far Cry from Africa”
❖ Edward Kamau Braithwaite: “Korabra”, “Mai Village”
Suggested Readings
➢ S arkar, Parama.PostcolonialLiteratures.OrientBlack
Swan, 2016.
➢ Ashcroft, Bill et al., editors.The Empire WritesBack.
Routledge, 2006.
➢ Lahiri, Jhumpa. Interpreter of Maladies. Boston:
Houghton Mifflin, 1999.
➢ Loomba, Ania. Colonialism/Postcolonialism. London:
Routledge, 1998.
➢ Ashcroft, Bill, Gareth Griffiths, and Helen Tiffin.Key
Concepts in Post-Colonial Studies. Routledge, 1998.
➢ King, Bruce, editor.The New National and
Postcolonial Literatures: An Introduction. Clarendon,
1996.
➢ Boehmer, Elleke. Colonial and Postcolonial
Literature: Migrant Metaphors. Oxford: Oxford
University Press, 1995.
➢ Bhabha, Homi K. The Location of Culture. London:
Routledge, 1994.
➢ Devi, Mahasweta. “Pterodactyl.” In Imaginary Maps:
Three Stories. Tr. Gayatri Chakravorty Spivak. New
York & London: Routledge, 1994.
➢ Spivak, Gayatri Chakravorty. "Can the Subaltern
Speak?" InMarxismandtheInterpretationofCulture.
Ed. Cary Nelson and Lawrence Grossberg. Urbana:
University of Illinois Press, 1988.
➢ Walcott, Derek. “North and South.” Collected Poems,
1948-1984. New York: Noonday Press, 1986.
➢ Walcott, Derek. “A Far Cry from Africa.” Collected
Poems, 1948-1984. New York: Noonday Press, 1986.
➢ Said, Edward. Orientalism. New York: Pantheon
Books, 1978.
➢ Fanon, Frantz. The Wretched of theEarth.NewYork:
Grove Press, 1963.
➢ Achebe, Chinua. Things Fall Apart. UK: Heinemann,
1958.
➢ Conrad, Joseph. Heart of Darkness.UK:Blackwood's
Magazine, 1899.
➢ Killam, G. D.The Novels of Chinua Achebe. Studiesin
African Literature Series.Heinemann, 1978.
I nterns Film Review 2
hip
inor L
M iterature and 4
7 Films Semester VI: Literature and Films
Course Objectives:
he primary objective of this course is to enhance students'
T
ability to critically analyse literary texts and films. Through
close reading and viewing, students will learn to identify
themes, symbols, motifs, and narrative structures, enabling
them to delve deeper into the meanings and messages
conveyed in both mediums.
Course Outcomes:
pon completion of the film studies course, students will be
U
able to demonstrate a comprehensive understanding of film
history, genres, and key cinematic movements. Furthermore,
students will gain the ability to interpret the cultural, social,
and political significance of films in different contexts.
Through the application of theoretical frameworks and film
analysis techniques, they will engage in thoughtful discussions
and written critiques of films. Students will also be able to
demonstrate an understanding of the elements involved in
adapting texts to film. Ultimately, the course aims to foster a
deeper appreciation for the art of filmmaking and its impact on
society and culture.
Course Contents
nit I
U
❖ Introduction to films – What is Cinema?
❖ History of Cinema
❖ History of Indian Cinema
❖ Evolution of Cinema as an art form-literature and cinema:
interdisciplinary dimensions
nit II
U
Film Theory:
❖ Auteur Theory
❖ Genre Theory
❖ Reception Theory
❖ Apparatus Theory
❖ Ecocritical Film Theory
nit III
U
Film Movements:
❖ Italian NeoRealism - Vittorio De Sica:Bicycle Thieves
❖
German Expressionism andFilm Noir- Robert Wiene -The
Cabinet of Dr. Caligari
❖ Indian new wave
❖ Indian Parallel Film Movement - Satyajit Ray:Pather
Panchali
nit IV
U
❖ Cinematic adaptations of literary texts: theory of adaptation.
❖ The relationship between literature and films.
❖ Film as an adapted text.
❖ Film itself:
Sean Penn - Into the Wild
Anurag Kashyap - Black Friday
Kundan Shah - Jaane Bhi Do Yaaro
Jamie Uys - The Gods Must be Crazy
Select films for screening and discussion:
1. Sergei Eisenstein:Battleship Potemkin
2. Vittorio De Sica:Bicycle Thieves
3. Charlie Chaplin:Modern Times
1. Jean Renoir:The Rules of the Game
2. Akira Kurosowa:Rashomon
3. Alfred Hitchcock:Rear Window
4. Jean-Luc Godard:Breathless
5. Ingmar Bergman:Wild Strawberries
6. RitwikGhatak:Meghe Dhaka Tara
7. Steven Spielberg:The Color Purple
Suggested Readings
➢Villarejo, Amy.Film Studies : The Basics. Thirdedition.
Routledge 2022.
➢Dix, Andrew.Beginning Film Studies.Second edition.
Manchester University Press, 2020.
➢French, Philip, and Kersti French.Wild Strawberries.
Bloomsbury Publishing, 2019.
➢Wollen, Peter.Signs and Meaning in the Cinema.
Bloomsbury Publishing, 2019.
➢Stam, Robert.Film Theory: An Introduction. JohnWiley &
Sons, 2017.
➢Elsaesser, Thomas and Malte Hagener.Film Theory: An
Introduction through the Senses.2nd ed. Routledge,2015.
➢Eisenstein, Sergei.Film form: Essays in Film Theory.HMH,
2014.
➢Bhaskar, Ira. "The Indian New Wave."Routledge Handbook
of Indian Cinemas. Routledge, 2013. 19-34.
➢Altman, Rick. "A Semantic/Syntactic Approach to Film
Genre."Film Genre Reader IV. University of TexasPress,
2012. 27-41.
➢Majumdar, Rochona. "Debating Radical Cinema: A History
of the Film Society Movement in India."Modern Asian
Studies46.3 (2012): 731-767.
➢Eleftheriotis, Dimitris.Cinematic Journeys: Filmand
Movement. Edinburgh University Press, 2010.
➢Rushton, Richard, and Gary Bettinson.What is Film
Theory?. McGraw-Hill Education (UK), 2010.
➢Willoquet-Maricondi, Paula, ed.Framing the World:
Explorations in Ecocriticism and Film.Universityof
Virginia Press, 2010.
➢Prasad, M. Madhava.Ideology of the Hindi Film :A
Historical Construction.Oxford University Press 2008.
➢Grant, Barry Keith.Film Genre: From Iconographyto
Ideology. Vol. 33. Wallflower Press, 2007.
➢Morris, Nigel.The Cinema of Steven Spielberg: Empireof
Light. Columbia University Press, 2007.
➢Ruberto, Laura E., and Kristi M. Wilson, eds.Italian
Neorealism and Global Cinema. Wayne State University
Press, 2007.
➢Belton, John, ed.Alfred Hitchcock's Rear Window.
Cambridge University Press, 2000.
➢Grodal, Torben.Moving Pictures: A New Theory ofFilm
Genres, Feelings, and Cognition.1999.
➢Richie, Donald.The Films of Akira Kurosawa. Univof
California Press, 1998.
➢Godard, Jean-Luc.Breathless. Vol. 9. Rutgers University
Press, 1987.
➢Andrew, J. Dudley.Concepts in Film Theory. Oxford
University Press, 1984.
➢Cardullo, Bert. “Expressionism and the Real Cabinet of Dr.
Caligari.”Film Criticism6.2, (1982): 28-34.
➢Rajadhyaksha, Ashish.Ritwik Ghatak: A Return tothe Epic.
Bombay: Screen Unit, 1982.
➢Brooks, Charles William. "Jean Renoir's The Rules of the
Game."French Historical Studies7.2 (1971): 264-283.
inor T
M ranslation emester VI: Approaching Translation through Indian
S 4
8 Studies Literary Texts
Course Objectives
his course aims to enable students to understand the
T
importanceoftranslationasanessentialtoolforunderstanding
a different language. This course aspirestogiveaglimpseof
the vast diversity of modern Indian writing in bhasha
traditions. It aims to encourage students to appreciate the
complexities of translated texts. The vital importance of
English as a link language will also be understood post
completion of the course.
Course Outcome
hestudentswilllearntoappreciatetheneedfortranslationin
T
a multi-lingual, multi-cultural diversity. They willunderstand
the reasons for the differences in texts as farastranslationis
c oncerned. They will appreciate the changing functions and
purposes of translation in the ageofworldliteratureandalso
acquire a skill of hands-on experience at translating from a
source text to a target text.
Course Content
Unit 1 Introduction & Approach to Translation
❖ I ntroducing Translation: a brief history and
significance of translation in a multi linguistic and
multicultural society like India.
❖ Transliteration, Transcreation & Translation
❖ M eenakshi Mukherjee: “Divided by a Common
Language”
❖ DebDulalHalder:TranslationStudies:AHandbook.(
Selections)
Unit 2 (Any Three)
❖ A mrita Pritam: “I Say Unto Waris Shah, I will meet
you yet again.
❖ G.M Muktibodh: “The Void”, “So Very Far”
❖ Thangjam Ibopishak: “Dali”, “Hussain”
Or
“Odour of Dream”, “Colour of Wind”, “Land of Half
Humans”
Unit 3 (Any Two)
❖ Premchand:The Shroud
❖ I ndira Goswami: “The Empty Box” (From the
collectionRiver of Flesh and Other Stories)
❖ B ibhutibhushan Bandopadhyay: “Heeng–Kochuri”
(From the collectionRiver of Flesh and Other Stories)
❖ P udhumaipithan: “Ponnagaram” (From the collection
River of Flesh and Other Stories)
❖ D humketu: The Noble Daughters-in-Law (From the
collectionRatnoDholi:TheBestStoriesofDhumketu,
trans. Jenny Bhatt)
Unit 4 (Any One)
❖ U . R. Ananthamurthy: Samskara (trans. A. K.
Ramanujan)
❖ T hakazhi Sivasankara Pillai: Chemmeen (trans. by
Anita Nair)
❖ F akir Mohan Senapati: Six and a Third Acres (trans.
Leelawati Mohapatra)
❖ A shapurna Debi: The First Promise (trans. Indira
Chowdhury)
❖ Bama:Karukku(trans. Lakshmi Holmstrom)
Suggested Readings
➢ R aval, Piyush. "The Task of the Postcolonial
(-Subaltern) Translator."Translation Studies:
Contemporary Perspectives on Postcolonial and
Subaltern Translations. Edited by Piyush Raval. New
Delhi: Viva Books, 2012.
➢ Mukherjee, Sujeet. "A Link Literature for India."
Indian Literature56.3 (2012): 132-144.
➢ Mukheerjee, Sujit.Translation as Discovery.
Hyderabad: Orient Longman, 2006.
➢ Bassnett, Susan.Translation Studies. 3rd ed. London:
Routledge, 2002.
➢ Munday, Jeremy.Introducing Translation Studies:
Theories and Applications. 2nd ed. London: Routledge,
2001.
➢ Venuti, Lawrence.The Translation Studies Reader.2nd
ed. London and New York: Routledge, 2000.
➢ Dasgupta, Subhas. “Tagore's Concept of Translation: A
Critical Study."Indian Literature41.4 (1998): 101-112.
➢ Dharwadker, Vinay. "A. K. Ramanujan's Theory and
Practice of Translation."Post-Colonial Translation:
Theory and Practice.Edited by Susan Bassnett and
Harish Trivedi. London: Routledge, 1999. 114-140.
➢ Singh, Namvar.Decolonizing the Indian Mind. Delhi:
Rajkamal Prakashan, 1995.
➢ Devy, G.N.Introduction to After Amnesia. New Delhi:
Orient Longman, 1992.
➢ Bassnett, Susan, and André Lefevere, eds.Translation,
History and Culture. New York: P. Lang, 1990.
➢ Newmark, Peter.Approaches to Translation. 2nd ed.
Oxford: Pergamon, 1981.
➢ Nida, Eugene A.A Framework for the Analysis and
Evaluation of Theories of Translation. Edited by R.W.
Brislin. New York: Wiley, 1976.
➢ Ananthamurthy, U.R. "Being a Writer in India."Tender
Ironies.Edited by Dilip Chitre. New Delhi: OxfordUP,
1972.
➢ L
ago, Mary A. "Tagore in Translation: A Case Study in
Literary Exchange."Books Abroad46.3 (1972):
416-421.
otal
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Credits
SEMESTER VII
Course Paper Name Paper Details CR
Major 15 Literary Theory SEMESTER VII: LITERARY THEORY 4
Course Objectives:
he course aims to develop a fundamental understanding of
T
the major theoretical approaches and concepts within the
field of literary theory. Further it aims to analyse and
critically evaluate key texts and influential thinkers in the
field of literary theory. It will also enhance critical thinking
skills by examining the ways in which different theoretical
perspectives shape literary interpretation.
Course Outcome:
y the end of this course, students will be able to
B
demonstrate a deep understanding of major theoretical
approaches and concepts in the field of literary theory and
apply theoretical perspectives to examine and interpret texts
from diverse genres, periods, and cultural backgrounds. They
will also be able to effectively communicate complex
theoretical ideas in oral presentations and written
assignments, demonstrating clarity and coherence.
Unit 01: Structuralism and Poststructuralism (Any Two)
❖ Ferdinand de Saussure:Course in General Linguistics
(Selection)
❖ Claude Levi-Strauss:Myth and Meaning(Selection)
❖ Jacques Derrida: “Structure, Sign and Play in the
Discourse of the Human Sciences”
Unit 2: Psychoanalysis (Any Two)
❖ Sigmund Freud:The Ego and the Id
Or
Civilization and Its Discontents
(Selection)
❖ Jung:The Collected Works of C. G. Jung(Selection)
❖ Jacques Lacan:
"The Instance of the Letter in the
Unconscious, or Reason Since Freud"
OR
The Ego in Freud's Theory and in the
Technique of Psychoanalysis(Selection)
❖ Julia Kriesteva:The Kristeva Reader(Selection)
nit 3: Marxism, New Historicism and Feminism (Any
U
Three)
❖
R aymond Williams:Culture and Society(Selection)
❖ Louis Althusser:Lenin and Philosophy and Other
Essays(Selection)
❖ Stephen Greenblatt:Renaissance self-fashioning
(Selection)
❖ Helene Cixous: "The Laugh of the Medusa"
❖ Judith Butler:Gender Trouble: Feminism and the
Subversion of Identity(Selection)
Unit 4: Postcolonialism (Any Three)
❖ Edward Said:Orientalism(Section)
❖ Homi K Bhabha: “Of Mimicry and Man”
❖ Gayatri Spivak:The Spivak Reader(Selection)
❖ Dipesh Chakrabarty: "Postcoloniality and the Artifice
of History"
❖ Partha Chatterjee: "Nationalism as a Problem"
Suggested Readings
➢ N agarajan, M.S.English Literary Criticism &
Theory: An Introductory History. Orient Longman,
2006.
➢ Waugh, Patricia.Literary Theory & Criticism: An
Oxford Guide. Oxford University Press, 2006.
➢ Habib, M. A. R.A History of Literary Criticism:
From Plato to the Present. Blackwell, 2005.
➢ Barry, Peter.Beginning Theory: An Introduction to
Literary & Cultural Theories. Manchester University
Press, 2004.
➢ Bertens, Hans.Literary Theory: The Basics.
Routledge, 2003.
➢ Blamires, Harry.A History of Literary Criticism.
Macmillan, 2001.
➢ Leitch, Vincent.The Norton Anthology of Theory and
Criticism. Translated by Alix Strachey, W.W. Norton
& Company, 2001.
➢ Robey, David and Ann Jefferson.Modern Literary
Theory. Longman, 1986.
➢ Eagleton, Terry.Marxism and Literary Criticism.
University of California Press, 1976.
➢ Wimsatt and Brooks.Literary Criticism: A Short
History. Oxford & IBH Pub Co., 1974.
Major 16 Tribal Literature 4
Semester VII: Tribal Literature of India
Course Objectives:
his course aims to familiarise the students with the diverse
T
voices relating to the tribal population of India. The students
will not only learn about cultural diversity but also be able to
develop an interest in tribal aesthetics and history pertaining
to their resistance and struggles to survive in the
contemporary era.
Course Outcome:
tudents will learn about a wide range of topics pertaining to
S
challenges and complexities of tribal identities. They will
develop a keen academic interest and in the process will also
be sensitised to appreciate the tribal heritage of the country.
Course Content
Unit 1
❖
J acinta Kerketta:Angor(Selections)
❖ Temsula Ao:Songs That Tell(Selections)
❖ Mahadev Toppo:Lessons from the Forests and
Mountains(Selections)
Unit 2 (Any Three)
❖
G .N Devy:The Painted Words(Selections)
❖ Virginius Xaxa: “Tribes and Social Exclusion”,
“Tribes as Indigenous People of India”.
❖ Arvind Das: “Jharkhand’s Roots: Tribal Identities in
Indian History”
❖ S. Bosu Mullick: “Jharkhand Movement: A Historical
Analysis”
Unit 3
❖
M ahashweta Devi:Makar Savar(Selections)
❖ Janice Pariat:Boats on Land(Selections)
Unit 4
❖ Easterine Kire:When the River Sleeps
Or
Mamang Dai:The Black Hill
Suggested Readings
➢ Tete, Vandana, editor. Jharkhand Ke Sahitykaar aur
Naye Sakshatkar.Prabhat Prakashan, 2019.
➢ D ungdung Gladson. Adivasis and their Forest.
Adivasi Publication, 2019.
➢ Toppo, Mahadev, Sabhyo ke Bich Adivasi. Anugya
Books, 2018.
➢ Dungdung,Gladson.EndlessCryintheRedCorridor.
Prithvi Prakashan, 2017.
➢ Mullick, Samar Basu. Commons to Capital: With a
SpecialReferencetotheMundasofJharkhand.Social
Change41.3 (2011): 381-396.
➢ Roy, Arundhati.Broken republic. Penguin UK, 2013.
➢ Appadurai, Arjun. Putting Hierarchy in its Place.
Cultural Anthropology3.1 (1988): 36-49.
➢ Shah, Alpa. In the Shadows of theState:Indigenous
Politics, Environmentalism, and Insurgency in
Jharkhand, India. Duke University Press, 2010.
➢ Minz,Diwakar,andDeloMaiHansda.Encyclopaedia
of Scheduled Tribes in Jharkhand. Gyan Publishing
House, 2010.
➢ Goswami, Jai Kishon. Eradicating Naxalism and
Developing Jharkhand: A Depiction Through. The
Hunt Documentary by Meghnath & Biju Toppo.
➢ Hasnain, Nadeem. Tribal India. New Royal Book
Company, 2007.
➢ Mohanty,PrasannaKumar.EncyclopediaofPrimitive
Tribes in India. Gyan Publishing House, 2003.
➢ Omvedt, Gail. Call us Adivasis, please. The Hindu:
Folio11 (2000): 10-13.
➢ Sharma, Suresh. A Society in Transition. The Hindu
Folio11 (2000): July 21-28
➢ Clifford, James. The Predicament of Culture:
Twentieth-century Ethnography, Literature, and Art.
Vol. 1. Harvard University Press, 1988.
Major 17 Women’s WritingSemester VII: Women’s Writing 4
ourse Objective
C
This course intends to acquaint the students to the body of
literature written by women as a discrete academic discipline
and become aware of women's voices and perspectives and
their integral role in human experiences.
Course Outcome
● A
fter completing this course, the students will be able
to:
● U nderstand the impact of patriarchy on women and
become sensitised to the need for gender equality
● Distinguish women’s writing as one shaped by their
gender experiences
● Develop an understanding of the range of feminist
perspectives on and critical approaches to gender
issues and women’s writing;
● Develop an appreciation of the range of the particular
experiences and issues as reflected in women’s
writing, such as the impact and intersections of
gender, sexuality, race, and class in women’s lives.
UNIT I (Any Four)
❖ Julia Alvarez: “Women’s Work”
❖ Maya Angelou: “Phenomenal Woman” –
❖ Imtiaz Dharker: “Purdah”
❖ Sylvia Plath’s: “Daddy”
❖ Sarojini Naidu: “In the Bazars of Hyderabad”
❖ Kamala Das: "My Grandmother’s House”
❖ Margaret Atwood: “Spelling”
❖ Kishwar Nahid: " I am not that Woman”
❖ Suniti Namjoshi: "The Grass Blade”
UNIT II (Any Two)
❖ Katherine Manfield: “The Fly”
❖ Shashi Deshpande: “A Wall is Safer”
❖ Sarah Joseph: “Inside Every Woman Writer”
❖ Amy Tan: “Rules of the Game”
❖ Carmen Maria Machado: "The Husband Stitch"
–
UNIT III (Any One)
❖ Han Kang:The Vegetarian
❖ Toni Morrison:The Bluest Eye
❖ Buchi Emecheta:The Bride Price
❖ Arundhati Roy:The God of Small Things
UNIT IV (Any Two)
❖ Virginia Woolf: “Shakespeare’s Sister”
❖ Alice Walker: “In Search of Our Mothers Gardens”
❖ Helene Cixous: "The Laugh of the Medusa"
❖ Oyèrónkẹ́ Oyěwùmí: “The Invention of Women”,
“Making an African Sense of Western Gender
Discourses” (Excerpts)
Suggested Readings
➢ G
ilbert, Sandra M., and Susan Gubar."T he
Madwoman in the Attic: The Woman Writer and the
Nineteenth-Century Literary Imagination."The
Norton Anthology of Theory and Criticism, edited by
Vincent B. Leitch et al., 2nd ed., W. W. Norton &
ompany, 2010.
C
➢ Cixous, Hélène. "The Laugh of the Medusa."Signs,
vol. 1, no. 4, 1976.
➢ Showalter, Elaine. "Towards a Feminist Poetics."
Women's Writing in the United States,edited by
Catherine C. Davidson and Linda Wagner-Martin,
University Press of Kentucky, 1995.
➢ Butler, Judith. "Performative Acts and Gender
Constitution: An Essay in Phenomenology and
Feminist Theory."Theatre Journal, vol. 40, no. 4,
1988.
➢ Anzaldua, Gloria. "La Conciencia de la Mestiza:
Towards a New Consciousness."Borderlands/La
Frontera: The New Mestiza,3rd ed.,Aunt Lute
Books, 2007.
Major 18 P
artition Semester VII: Partition Literature 4
Literature
Course Objectives
his course will focus on the literary representations of the
T
Partition. Through the analysis of various literary works,
students will gain insight into the socio-political, cultural,
and emotional impact of Partition on individuals and
communities. The course will engage with themes such as
identity, displacement, trauma, memory, and reconciliation,
providing a comprehensive understanding of the Partition
experience through the lens of literature.
Course Outcome
By the end of this course, students will be able to:
● Demonstrate a deep understanding of the historical
and cultural context of the Partition of India.
● Analyse and interpret literary texts related to
Partition, identifying key themes, literary techniques,
and socio-political implications.
● Communicate their ideas and analyses of Partition
literature effectively in oral and written forms.
UNIT I
❖ Faiz Ahmed Faiz’s: “For Your Lanes”, “My Country”
❖ W.H. Auden: “Partition”
❖ Jibanananda Das: “Go Where You Will-I shall
Remain on Bengal’s Shore”
❖ Amrita Pritam: “Waris Shah”
❖ Shiv Kumar Batalvi: “Postcard”
❖ Agha Shahid Ali: “By the Waters of Sindh”
UNIT II (Any One)
❖ Bapsi Sidhwa:Ice Candy Man
❖ Amitav Ghosh:The Shadow Lines
❖ Kamleshwar: Partitions
❖ Shauna Singh Baldwin:What the Body Remembers
UNITIII (Any Three)
❖ Lalithambika Antharjanam: “A Leaf in the Storm”
❖ Saadat Hasan Manto: “Colder Than Ice”
❖ Navtej Singh:“An Evening in Lahore”
❖ Shobha Rao: “The Lost Ribbon”
❖ Anirudh Kala: “The Unsafe Asylum”
❖ Gulzar: “Raavi Paar”
UNIT IV (Any One)
❖ Sabiha Sumar:Khamosh Paani
❖ Ritwik Ghatak:Subarnarekha
❖ M.S. Sathyu:Garam Hawa
Suggested Readings
➢ J alil, Rakhshanda, editor.Walking the Divide: The
Many Faces of Partition.Tranquebar, 2019.
➢ Mehta, Rini Bhattacharya, and Debali
Mookerjea-Leonard, editors.Partition Literature and
Film: A Critical Introduction.Routledge, 2019.
➢ Puri, Kavita, editor.Partition Voices: Untold British
Stories.Bloomsbury Publishing, 2019.
➢ Zutshi, Chitralekha, editor.The Partition of India:
Policies and Perspectives,1935-1947. Oxford
University Press, 2013
➢ Oberoi, Radhika. The White Line.Harper Perennial,
2009.
➢ Pritam, Amrita.Pinjar: The Skeleton and Other
Stories.Roli Books, 2003.
➢ Pandey, Gyanendra.Remembering Partition:
Violence, Nationalism and History in India.
Cambridge University Press, 2001.
➢ Ghosh, Amitav.The Shadow Lines.Mariner Books,
1988.
➢ Manto, Saadat Hasan.Partition: A Human Tragedy.
Penguin Books, 1991.
➢ Lapierre, Dominique, and Larry Collins.Freedom at
Midnight.Vikas Publishing House, 1975
Minor 9 Diaspora Studies Semester VII: Literatures of Diaspora 4
Course Objective
he objective of this course is to explore the diverse and rich
T
literary works produced by diaspora communities around the
world. Students will critically examine the themes, styles,
and cultural influences that shape diaspora literatures. They
will gain an understanding of the complexities of identity,
belonging, and displacement. By the end of the course,
students will develop a deeper appreciation for the global
s ignificance of diaspora literatures and their contribution to
the broader literary landscape.
Course Outcome
After completing the course, students will be able to:
● Analyse and interpret literary works from various
diaspora communities, understanding the significance
of their cultural, historical, and sociopolitical
contexts.
● Identify common themes and motifs in diaspora
literature, such as exile, migration, hybrid identities,
and the search for home.
● Evaluate the influence of diaspora writers on shaping
contemporary literary movements and the wider
world of literature.
● Develop an understanding of the complexities of
representation, cultural appropriation, and
authenticity in diaspora literary works.
UNIT I (Any One)
❖ Chimamanda Ngozi Adichie:Americanah
❖ Yaa Gyasi:Homegoing
❖ Min Jin Lee:Pachinko
❖ Maisy Card:The Ghosts Are Family
❖ Uma Parameswaran:Mangoes on the Maple Tree
Unit II (Any Two)
❖ Shani Mootoo: “Out on Main Street”
❖ Bessie Head: “Tales of Tenderness and Power”
❖ M.G. Vassanji: “When She Was Queen”
❖ Chitra Banerjee Divakaruni: “Clothes”
Unit III
❖ Meena Alexander: “The Journey”
Or
“Torn Branches”
❖ Hasheemah Afaneh: “Remember the Name”
Or
“The Borders Where Time Stopped”
❖ Abdullah al-Baradouni: “From Exile to Exile”
❖ Mahmud Darwish: “I Come From There”
Or
“Passport”
Unit IV (Any One)
❖ William Safran: “Diasporas in Modern Societies:
Myths of Homeland and Return”
❖ Jason Frydman: “World Literature and Diaspora
Studies”
Suggested Readings
➢ M ehta, Sandhya Rao, ed. Exploring Gender in the
Literature of the Indian Diaspora. UK: Cambridge
Scholars Publishing, 2015. Print
➢ Dwivedi, Om Prakash, and Lisa Lau, eds. Indian
Writing in English and the Global Literary Market.
London: Palgrave Macmillan, 2014.
➢ Jha,GauriShankar.IndianDiaspora:WomenEnglish
Writer.Jaipur: Yking Books, 2013.
➢ Mahabir, Kumar. Indian Diaspora in the Caribbean.
New Delhi: Serial Publications, 2011.
➢ Jain, Ravindra K. Nations, Diaspora, Trans-nation:
Reflection from India. New Delhi: Routledge, 2010.
➢ Dufoix, S. Diasporas. Berkeley: University of
California Press, 2008.
➢ Grewal, Inderpal. Transnational America:Feminism,
Diasporas and Neoliberalism. London: Duke
University Press, 2005.
➢ Mehta, Brinda. Diasporic (Dis)location:
Indo-Caribbean Women Writers Negotiate the Kala
Pani. Jamaica: The University of West IndianPress,
2004.
➢ Merchant, Hoshang. Yaraana. New Delhi: Penguin,
1999.
➢ Hall, S. “Cultural Identity and Diaspora.” Identity:
Community, Culture, Difference. Ed. J. Rutherford.
London: Lawrence and Wishart, 1990.
➢ Jayaram, N. The Indian Diaspora: Dynamics of
Migration. New Delhi: Sage Publications: 2004.
Print.
Internship 2
otal
T 20
Credits
Course Paper Name Paper Details CR
Major 19 M
oder SEMESTER VIII: Modern Literary Movements and Trends 4
n
Literar
Course Objectives:
y
Move
ments he course aims to familiarise students with literary movements such as
T
and naturalism, expressionism, symbolism, absurdism, surrealism,
Trends magical-realism, existentialism etc., in the modern age through a study of
key European and American literary texts.
Course Outcomes:
y the end of this course, students will be able to demonstrate a deep
B
understanding of major literary movements and trends of the modern
age. They will also be able to effectively communicate their learnings in
oral presentations and written assignments, demonstrating clarity and
coherence.
Unit 01 (Any One)
❖ Emile Zola :NanaORThérèse Raquin
❖ Albert Camus :The Outsider, The Myth of Sisyphus
❖ Franz Kafka:The MetamorphosesORThe Trial
❖ Haruki Murakami:Kafka on the Shore
❖ Italo Calvino:Invisible Cities
Unit 02 (Any One)
❖ Eugene O ‘Neil :The Hairy Ape
❖ Jean Paul Sartre :No Exit
❖ Eugène Ionesco:Rhinoceros
❖ Luigi Pirandello:The Rules of the Game
Unit 03
❖ Jules Laforgue : Selections from his poetry
❖ Ezra Pound : Selections from his poetry
❖ Langston Hughes: “The Negro Speaks of Rivers”, “Harlem”
❖ William Carlos Williams: “This is Just to Say”, “The Red
Wheelbarrow”
❖ Anna Akhmatova: “Requiem”
Unit 04 (Any Two)
❖ Andre Breton -Manifesto of Surrealism(Selections)
❖ Alain Locke -The New Negro(Selections)
❖ Hannah Arendt -The Origins of Totalitarianism(Selections)
❖ Theodor W. Adorno & Max Horkheimer - “The Culture Industry:
Enlightenment as Mass Deception”
Suggested Readings
➢ C uddon, J.A..A Glossary of Literary Terms & Theory,Penguin,
2000.
➢ Acheson, James and Huk, Romana (Eds.)..ContemporaryBritish
Poetry: Essays in Theory and Criticism, State Universityof New
York Press, 1996.
➢ Harold, Bloom.The Western Canon: The Books and Schoolof the
Ages. Harcourt, 1994
➢ Brater, Enoch and Ruby Cohn, eds..Around the Absurd:Essays
on Modern and Postmodern, University of Michigan Press,1990.
➢ Chatman, Seymour.Story and Discourse/Narrative Structurein
Fiction and Film Ithaca, Cornell University Press,1980.
➢ Bentley, Eric.The Theory of the Modern Stage: AnIntroduction
to Modern Theatre and Drama.Penguin, 1976.
➢ Bradbury, Malcolm & MacFarlane, James. (eds).Modernism:A
Guide to European Literature, Penguin, 1976.
➢ Stern, J. P..On Realism, Routledge, 1973.
Major 20 ELT English Language Teaching (ELT) 4
Course Objectives:
▪ I ntroduce the fundamental concepts of language learning and
teaching.
▪ Understand the principles of language acquisition and language
learning theories.
▪ Develop effective lesson planning and instructional strategies for
teaching English language skills.
▪ Familiarize with assessment and evaluation techniques in English
language classrooms.
▪ Enhance intercultural competence and address the needs of
diverse language learners.
▪ Apply technology in language teaching to create engaging and
interactive learning experiences.
Course Outcomes:
By the end of the course, students will be able to:
▪ Demonstrate an in-depth understanding of ELT methodologies
and their practical application.
▪ Design and deliver effective lesson plans for teaching English
language skills (listening, speaking, reading, and writing).
▪ Utilise a range of teaching techniques to facilitate language
development in diverse learners.
▪ Create formative and summative assessments to evaluate
language proficiency.
▪ Integrate intercultural communication principles to promote an
inclusive language learning environment.
▪ Incorporate technology tools to enhance language teaching and
learning experiences.
Unit 1
❖ Understanding human language, teaching and language teaching
❖ Key concepts (these will be visited and revisited during the
course)
Unit 2
❖ English as a global language (Critical Evaluation)
❖ Sociolinguistics of English language
❖ Teaching of English as a second and foreign language
Unit 3
❖ Theories about language learning and Acquisition (Behaviorist,
Innatist, and Interactionist Approaches
❖ The Critical Period Hypothesis
❖ Second Language Acquisition vs. Foreign Language Learning
❖ Teaching Language Learning Skills Teaching
Unit 4
❖ Approach, methodology and technique in language teaching
❖ Evaluation and remedial teaching
❖ Integrating Technology in Language Teaching
❖ Multilingualism as a resource in ELT
Suggested Readings
➢ S crivener, Jim. Learning Teaching: The Essential Guide to
English Language Teaching.Macmillan Education, 2018.
➢ Celce-Murcia, Marianne, and Diane Larsen-Freeman. The
Grammar Book: An ESL/EFL Teacher's Course. Heinle ELT,
2016.
➢ Harmer, Jeremy. The Practice of English Language Teaching.
Pearson Education Limited, 2015.
➢ Brown, H. Douglas. Principles of Language Learning and
Teaching.Pearson Education Limited, 2014.
➢ Thornbury, Scott. How to Teach Grammar. Pearson Education
Limited, 2014.
➢ Lightbown, Patsy M., and Nina Spada. How Languages are
Learned.Oxford University Press, 2013.
➢ Richards,JackC.,andTheodoreS.Rodgers,editors.Approaches
and Methods in Language Teaching: An Anthology of Current
Practice.Cambridge University Press, 2002.
➢ Pennycook, Alastair. Critical Applied Linguistics: A Critical
Introduction.Routledge, 2001.
➢ Ellis, Rod. The Study of Second Language Acquisition. Oxford
University Press, 1994.
➢ Nunan, David. Designing Tasks for the Communicative
Classroom.Cambridge University Press, 1989.
Project Work 14
otal
T 20
Credits
Major: 20 Papers
Minor: 9 Papers
Multidisciplinary: 3 Papers
SEC: 3 Papers
AEC: 2 Papers
VAC: 3 Papers
Total Credit: 176
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