RAJENDRA UNIVERSITY, BALANGIR, ODISHA

Courses/Papers Offered by English Department

Syllabus for
English Major and Minor (Cores I, II & III)
Communication Skills (AEC)
Academic Writing & Composition (MC)
Creative Writing (VAC)
Personality Development (SEC)

Model Curriculum for Three/Four -Year Degree Course

(With Multiple Entry /Exit Options)
Based on NEP-2020

(Effective from the Academic Sessions 2024-25)

Odisha State Higher Education Council, Bhubaneswar

Government of Odisha

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CONTENTS

1. Template for Three- Years Degree Programme with one major (English) and
two minors (Page-3)

2. Hints regarding choice of Core-II & III, MC, SEC and VAC for the students
of English Major (Page-4)

3. Detail syllabus structure and papers in English for Core-I, II and III (Page-5)

4. Hints regarding Four- Year Degree Programme with English Major & Minor

5. Question Patterns for Core Papers (Page-30)

6. Syllabus and Question Pattern of Communication Skills (AEC) -Page-31

7. Syllabus of Academic Writing and Composition (MC)- Page-35

8. Syllabus of Creative Writing (VAC)- Page- 35

9. Syllabus for Personality Development (SEC)- Page-37

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 Template of Three-Year Degree Course with Single Major (English) and Two Minors

Semester Core-I Core-II Core-III Mult AEC SEC VAC Comm Total
idisci unity Minim
plina Engag um
ry ement Credit
Cour &
se Servic
es/
Field
work
/Inter
nship
I 2X4=8 1X4=4 1X3 1X4=4 1x3=3 22
=3 Odia Environm
Paper-1 ent
al Studies
Paper-2 and
Disaster
managem
ent
II 2X4=8 1X4=4 1X3 1X4=4 1X3 22
=3 English =3
Paper-3 Anal
ytica
Paper-4 l
Thin
king
and
Logi
cal
reaso
ning
44
III 3X4=12 1X4=4 1X3 1X3=3 22
Paper-5 =3 Indian
Paper-6 Constituti
Paper-7 on/
Entrepren
eurship
and Start-
up
IV 3X4=12 1X4=4 1X4=4 20
Paper-8
Paper-9
Paper-10
42
V 3X4=12 1X4=4 1X3 1X3=3 22
Paper-11 =3 Research
Paper-12 Pers Methodol
Paper-13 onali ogy
ty

3
 Deve IPR/Ethic
lopm s&
ent Values
VI 2X4=8 1X4=4 1X3 1X3=3 18
=3 Creative
Paper-14 Com Writing
Paper-15 pute
r
Appl
icati
on
40
126
• Students having other Majors may take the following subjects as Minor-I and
Minor-II from English Syllabus

Core-II (12 Credits, Minor-I): Papers- I (First Semester), V (Third Semester), XI (Fifth Semester)

Core-III (12 Credits, Minor-II): Papers- III (Second Semester), VIII (Fourth Semester), XIV (Sixth
Semester)

• Students desirous of taking Three- Year Degree Course with Three Cores
without Major in which Core-I is English have to pass in the following papers

Papers (28 Credits): Paper-I (First Semester), Paper-III (Second Semester), Papers-V & VI (Third
Semester), Paper-VIII (Fourth Semester), Paper-XI (Fifth Semester), Paper-XIV (Sixth Semester)

• Students having English Major may take the following subjects as Minor-I and
Minor-II

Core-II (12 Credits, Minor-I): History, Philosophy, Sanskrit, Computer Sc, Economics (Pol Sc &
Education only for affiliated colleges)

Core-III (12 Credits, Minor-II): Odia. Hindi, Political Science, Education (Sociology & Psychology
only for affiliated colleges)

• For Multidisciplinary courses: In Semesters I, II & III, students have to choose one
subject from the basket of subjects provided below.

Sl No Semester Department Course Details

Odia Tulanatmaka Sahitya
Political Sc Political Process in India
1
1st Education Historical Bases of Indian Education
Commerce Organizational Behaviour
Chemistry Environmental Chemistry
English Academic Writing & Composition
Economics Elements of Economics
2 2nd Philosophy Philosophy of Bhagabat Gita
Botany Bio-fertilizers and Bio-pesticides
Computer Sc Computer Fundamentals

4
 Statistics Operation Research
Hindi Hindi Sahitya aur Cinema
History History of Education in Modern India
Geography Environmental Impact Assessment &
3 3rd
Environmental Management
Physics Nano Materials and Application
Zoology Vermitechnology
Sanskrit Vedic Culture

Detail Syllabus of English Major & Minor

Programme Objectives (POs)

The objectives of the B.A. (Honours) English programme are manifold and start with
imparting students with an in-depth knowledge and understanding through the core courses
which form the basis of English namely, Classical Literature, British Literature,
Comparative Literature, Indian Literature, American Literature, World Literature, Popular
Literature, Translation, Language and Linguistics and ELT. The AEC, SEC, VAC and
Community Engagement courses are designed for more specialized and/or
interdisciplinary content to equip students with a broader knowledge base. Literary Theory
course aimsat equipping the students to apply theory and criticism to the study of literature.
The project is expected to give an effect of how research leads to new findings.

Programme Specific Outcomes (PSOs)

● Understanding the basics of English Literature and language; particularly concepts
in Classical Literature, British Literature, American Literature, Translation,
Language and Linguistics, ELT, Media Writing, Editing and Proofreading,
Communication Skills and Professional Writing.
● Learn to think critically and analyze literary theories.
● Gain hands on experience to study Literature further.
● Gain hands on experience to use language further.
● Viewing English (Literature, Language and Linguistics) as a training ground for
the mind for developing a critical attitude and the faculty of logical reasoning that
can be applied to diverse fields.
● Develop an appreciation of English language, its connotations and interpret and
appreciate the didactic purpose of literature.
● Take cognizance of the historical, social and cultural context of each literary work
and thereby make connections between literature and society & appreciate

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 literature’s ability to stimulate feeling.
● Sensitize students to the aesthetic, cultural and social aspects of literature.
● Present an extensive view of the cultural and social patterns of the society
in specific time and situations in which it flourished by covering all walks
of human life- rational, irrational, carnal, and emotional.
● Make the students aware of literature written/translated in English
speaking countries like UK/ USA
● Develop a more complex understanding of the history, literature, narrative
techniques, drama techniques, kind of fiction and drama existing in
Britain, America and India.
● Augment the understanding of fundamental tenets of classical literature.
● Develop an understanding of the various connotations of the term ‘New
Literatures’ and the difference from other terms like Commonwealth
Literature etc.
● Develop an insight regarding the idea of world literature and the pertinent
issues of feminism, racism and diasporic relocations.
● Provide job opportunities through ‘skill-based’ courses.
● Recreate a response through creative indulgences like script-writing,
dialogue writing, and be able to exploit his/her creative potential through
online media like blogging.
● Engage students with various strategies of drafting and revising, style of
writing and analytical skills, diagnosing and developing scholarly
methodologies, use of language as a means of creative expression, will
make them effective thinkers and communicators.
● Demonstrate comprehension of and listener response to aural and visual
information.
● Comprehend translation as a useful bridge between various linguistic
regions.
● Assist students in the development of intellectual flexibility, creativity,
and cultural literacy so that they may engage in life-long learning.
● Acquire basic skills to pursue translation as research and career.
● Introduce the learners to the nuances of the changing media scenario in
terms of production of media content.
● Inculcate in them the skills of reporting, editing and feature writing in
print medium to have a career perspective in media and journalism.

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 ● Deepen knowledge in English literature for higher studies.
● Help the students to prepare for competitive exams.
● Create a possibility to emerge as prospective writers, editors, content
developers, teachers, etc.

Course Structure of Core-I (English Major, 15 x 4= 60 Credits)

Semester-1
Paper-1: Introduction to Literary Studies
Paper-2: Introduction to Language and Linguistics
Semester-2
Paper-3: British Poetry and Drama
Paper-4: European Classical Literature
Semester-3
Paper- 5: Indian Classica Literature
Paper-6: British Poetry and Drama
Paper-7: British Prose (18th Century)
Semester-4
Paper-8: The Romantic Revival
Paper-9: The Victorian Era
Paper-10: American Literary Renaissance
Semester-5
Paper-11: Introduction to Indian Writing in English
Paper-12: Literary Criticism (From Plato to F.R. Leaves)
Paper-13: Modern English Literature (20th Century)
Semester-6
Paper-14: Literature from the World (I)
Paper-15: Indian Myth and Epics: New Perspectives

Semester-I
Paper- I Introduction to Literary Studies
Course Objectives
● To deal with questions concerning the nature of literature
● To provide an understanding of the major literary genres and it gives an overview of
the formation of the same.
● To benefit students with a general introduction to literature as well as induce them for
a more serious pursuit going ahead in this programme.

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 ● To improve their proficiency through reading, respond to texts, draw lessons and
insights from those, understand and appreciate other cultures and relate to events,
characters and their own lives.
Unit-1: Basics of the study of literature
What is literature? Why do we study it? Literature and Society, Literature and Life,
Literature and Science, the literary canon, genre, literary theory and criticism
Poetry: Lyric, Sonnet, Ballad, Ode, Elegy, Epic, Mock-Epic, Dramatic monologue
Prose: Novel, Novella, Short Story, Essay, Biography, Autobiography
Drama: Comedy, Tragedy, Tragi-comedy, One- act-play, Epic play
Unit-2: Poetry
Poems to be read: Sonnet no 130 by William Shakespeare, ‘The Skylark’ by P B
Shelley, ‘At Spring Time’ by John Keats, ’The Brook’’ by Lord Alfred Tennyson,
“Because I could not stop for death” by Emily Dickinson, “Village Song” by Sarojini
Naidu, “Love After Love” by Derek Walcott

Unit-3: Short story and Essay

Prose pieces to be read: “The Bet” by Anton Chekhov; “The Verger” by Somerset
Maugham; “The Fight between Leopards” by Jim Corbett; “The Night the Tiger came”
by Manoj Das; “The Bicycle” by Dash Benhur; “The Man who Knew Too Much” by
Alexander Baron; “The way to Equal Distribution” by Mahatma Gandhi; “A Call to
Youth” by S. Radhakrishnan and “Miseries of the Rich” by G B Shaw
Unit-4: Drama
Drama to be read: Doctor Faustus by Christopher Marlowe Acr-5, Scene-2,
Ghasiram Kotwal (Act-I) by Vijay Tendulkar

The teacher is supposed to acquaint the learners with the difference in tone, language and
setting between a comedy, a tragedy and a tragi-comedy.

Prescribed Texts
Hillis Miller, “What Is Literature?” (Canvas); The Norton Introduction to Literature,
Introduction (1-13)
“What is literature?” by Terry Eagleton in An Introduction to Literary Theory
Blackwell Publication 1983, 1996
The Widening Arc: A Selection of Prose and Stories, Ed. Asima Ranjan Parhi, S
Deepika, Pulastya Jani, Kitab Bhavan, Bhubaneswar, 2016.
“The Art of Fiction” by Henry James (available on the internet archive)
Melodious Songs and Memorable Tales, Gyanajuga, 2015.
Suggested Readings
✓ Kennedy, X.J. and Dana Gioia. Literature: An Introduction to Fiction, Poetry,
and Drama. 11th ed. Portable ed. New York: Longman, 2009.
✓ Gardner, Janet E. et al ed. Literature: A Portable Anthology, 2nd ed.
Bedford/St. Martin’s, 2009. ISBN: 978-0-312-46186-7
✓ Shelley, Mary. Frankenstein (Case Studies in Contemporary Criticism). Ed.
Johanna M. Smith. Bedford/St. Martin’s, 2000. ISBN: 978-0-312-19126-9
✓ Mays, Kelly J. The Norton Introduction to Literature, Portable 13th Edition.
ISBN: 978- 0-393-42046-3

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Paper- II Introduction to Language and Linguistics

Course Objectives
● To familiarize students with the subject of linguistics and prepares them for further in-
depth study of language-related issues.
● To provide students an idea of language evolution, structure, and the way it functions.
● To develop in the students the knowledge of linguistics and its components
● To make the students learn the science of words and sentences
Unit-1: Fundamentals of Language
• What is language?Language in relation to mind,society and culture
• Salient features of human language; language and communication; forms and functions
of language
• What is linguistics? Branches of linguistics
• What is applied linguistics? Its branches and applications

Unit-2: Phonetics and Spoken English

• Phonetics, human speech sounds, airstream mechanisms and accuracy in pronunciation
• Phonemes, IPA(Consonant and vowel sounds), Minimal pairs, Initial, medial and final
• Syllables, Consonant clusters, Weak forms, Stress and Intonation, morphophonemics
• Problems of pronunciationand intonation for the Odishan/Indian speakers of English

Unit-3: Semantics and Its Applications

• Semantics and the study of meaning; lexical, phrasal, and clausal meaning
• Semantic properties (Conceptual, cognitive, lexical, cross-cultural, computational,
conceptual, connotative, collocative, reflective, affective, social and thematic)
• Semantic relationships (antonym, synonym, homonym, metonymy, class inclusion,
part-whole, and case relationships)
• Semantic field: Hyponymy, polysemy, semantic class; use in anthropology,
computational semantics and word exegesis.
Unit-4: Morphology and Syntax
• Word formation processes: morpheme, root, stem, derivatives, compounding and
hierarchical structure
• Word classes: close and open, content and function words
• What is syntax? Phrase and clause analysis; Types of sentences; coordination and
subordination
• Phrase structure rules; simple transformations; Deep and surface structure; structural
ambiguities

Prescribed Texts
The Study of Language, George Yule, CUP, 2005
An Introductory Text Book on Linguistics and Phonetics by R L Varshney
Global Englishes: A Resource Book for Students by Jennifer Jenkins, 3rd Edn, Special
Indian Edition, Routledge, 2016

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 An Introduction to Language and Communication by Akmajian et al

Suggested Readings
✓ Linguistics by David Crystal
✓ The Indianization of English (OUP) by Braj B Kachru
✓ David Crystal, English as a World Language
✓ A Course in Linguistics by Tarni Prasad. PHI
✓ Linguistics: A Very Short Introduction by P H Mathews. OUP
Students may be encouraged to refer to online resources

Semester-II
Paper-III British Poetry and Drama
Course Objectives
● The course seeks to provide the students a historical background of the literature of the
time.
● It aims to introduce to the students British poetry and drama from the 14th to the 17th
centuries.
● It aims to offer the students an exploration of certain seminal texts that set the course
of British poetry and plays.
Unit-1: A historical overview of British poetry and drama from 14th to 17th century

The period is remarkable in many ways. 14th century poetry evokes an unmistakable
sense of “modern” and the spirit of Renaissance is marked in the Elizabethan Drama.
The Reformation brings about sweeping changes in religion and politics. A period of
expansion of horizons; both intellectual and geographical.
Unit-2: 14thCentury British Poetry
Chaucer: “The Wife of Bath’s Tale”

Unit-3: 16th and 17th Century British Poetry

Thomas Campion: “Follow Thy Fair Sun, Unhappy Shadow”,
Sir Philip Sidney: “Leave, O Love, which reachest but to dust”,
Edmund Waller: “Go, lovely Rose”,
Ben Jonson: “Song to Celia”,
William Shakespeare: Sonnets: “Shall I compare thee to a summer’s day?”, “When to
the seasons of sweet silent thought”, “Let me not to the marriage of true minds.”
Unit-4: 16th Century British Drama
William Shakespeare: Macbeth
Thomas Dekker: The Shoemaker’s Holiday
Prescribed Texts
The Short Oxford History of English Literature by Andrews Sanders. Oxford: OUP
Weller Series: Macbeth&Twelfth Night
The Jew of Malta by Christopher Marlowe
The Shoemaker’s Holiday by Thomas Dekker
Seventeenth-Century British Poetry, 1603-1660 edited by Rumrich and Chaplin. A
Norton Critical Edition
The Broadview Anthology of Sixteenth-Century Poetry and Prose. Edited byMarie
Loughlin; Sandra Bell; Patricia Brace

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 All prescribed pieces are available as digital copies at internet archive.
www.archive.org
Suggested Readings
✓ A History of English Literature: Traversing Centuries by Chaudhury & Goswami.
Orient Blackswan
✓ Shakespeare: The Invention of the Human Sanders by Harold Bloom
✓ ‘Madness as Method: A Study of Shakespearean Tragic Hero’, Atlantic Critical
Review, Ed. Mohit K. Roy, Delhi, Vol. 5, No.2, April-June 2006, pp.1-10.

✓ Marlowe: A Critical Study by J. B. Steane. Cambridge University Press

✓ Critical Essays on Christopher Marlowe by Emily Carroll Bartels. G.K. Hall

Paper- IV European Classical Literature

Course Objectives
● The objective of this course is to introduce the students to European Classical literature,
commonly considered to have begun in the 8th century BC in ancient Greece and
continued until the decline of the Roman Empire in the 5th century AD.
● It seeks to acquaint the students with the origins of the European canon.
● It aims to provide a historical overview of classical antiquity like ancient Greece, the
rise and decline of the Roman Empire
● It will lead to a discussion on the cultural history of the Greco-Roman world centered
on the Mediterranean Sea.
Unit-1: Greek and Roman Classical Epic
Homer Odyssey (Book I)

Unit-2: Greek Classical Tragedy

Sophocles Oedipus the King

Unit-3: Greek and Roman Classical Comedy

Aristophane’sFrogs

Unit-4: Greek and Roman Classical Literary Criticism

Longinus On the Sublime, Chapter 7, 39

Prescribed Texts
All the texts are available for access on Project Gutenberg. https://www.gutenberg.org
And in Internet Archive at www.archive.org with the same titles. Students may be
encouraged to browse the sites.

Suggested Readings
✓ European Classical Literature by Amit Ganguly and Jay Bansal
✓ Hand Book On European Classical Literature by Biplab Banerjee
✓ Mimesis: The Representation of Reality in Western Literature by Erich Auerbach.
USA: Princeton University Press. 2013.
✓ Ancient Greek Literature and Society by Charles Rowan Beye, Ithaca, New York:
Cornell University Press. 1987

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 Semester-III
Paper-V Indian Classical Literature
Course Objectives
● This course aims at creating awareness among the students of the rich and diverse
literary culture of ancient India.
● It purports to engage students with and discuss different genres of classical literature
and their scope.
● It will introduce them to the Indian Epic tradition and show how they will assimilate
the theory and practice of Sanskrit Classical drama, engage with Indian aesthetic theory
such as Alankar and Rasa.
● It will enable students to understand the concept of Dharma and the heroic in Indian
Classical Drama.
Unit-1: Vedic Literature
Vedic Literature:SamjnanaSuktaRig Veda X.19, SivasankalpaSuktaYajur Veda
XXX.I.6 and PurushaSuktaYajur Veda XV. XXXI. 1-16
Unit-2: Classical Epic Literature
Selections from Epic Literature: Vyasa ‘The Dicing’ and ‘The Sequel to Dicing,’ ‘The
Book of the Assembly Hall’, ‘The Temptation of Karna’, Book V ‘The Book of Effort’
Unit-3 : Sanskrit Classical Drama
Sanskrit Drama:Kalidasa, Abhijnanasakuntalam, Act IV.

Unit-4: Dramaturgy and Poetics

Aesthetics and Maxims:Bharata's Natyashastra, Chapter VI on Rasa theory
Sahitya Darpana of VishvanathaKaviraja Chaps- I& II
Nitisataka of Bhartrhari 20 verses from the beginning
Prescribed Texts
✓ The New Vedic Selection Vol 1, Telang and Chaubey, Bharatiya Vidya Prakashan,
New Delhi
✓ The Mahabharata: tr. And ed. J.A.B. van Buitenen (Chicago: Brill, 1975) pp. 106-69.
✓ The Ramayana of Valmiki. Gita Press Edition.
✓ Abhijnanasakuntalam by Kalidasa. tr. M.R Kale, Motilal BanarasiDass, New Delhi.
✓ Rama’s Last Act (Uttararamacharita) by Bhavabhuti. tr. Sheldon Pollock (New York:
Clay Sanskrit Library, 2007)
✓ Mrcchakatikaby by Sudraka, Act I, tr. M.M. Ramachandra Kale (New Delhi: Motilal
Banarasidass, 1962)
✓ Bharata's Natyashastra. English Translation by M.M. Ghosh, Asiatic Society, Kolkata,
1950.
✓ Sahitya Darpana of VishvanathaKaviraja Chaps- I& II. English Translation by P.V.
Kane, Motilal Banarsidass, New Delhi.
✓ The Satakatraya edited by D.D. Kosambi, Published in Anandashrama Series, 127,
Poona, 1945. Also, English Translation published from Ramakrishna Mission, Kolkata
Suggested Readings
✓ Kalidasa. Critical Edition, Sahitya Akademi.
✓ B.B Choubey, New Vedic Selection, Vol 1, Bharatiya Vidya Prakashan, New Delhi
✓ H.H. Wilson (Tr.)-Rig Veda

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 ✓ Bharata, Natyashastra, tr. Manmohan Ghosh, vol. I, 2ndedn. (Calcutta:
Granthalaya,1967) chap. 6: ‘Sentiments’, pp. 100–18.
✓ J.A.B. VanBuitenen, ‘Dharma and Moksa’, in Roy W. Perrett, ed., Indian Philosophy,
vol. V, Theory of Value: A Collection of Readings (New York: Garland, 2000) pp.33–
40.
✓ Vinay Dharwadkar, ‘Orientalism and the Study of Indian Literature’, in Orientalism
and the Postcolonial Predicament: Perspectives on South Asia, ed. Carol A.
Breckenridge and Peter van der Veer (New Delhi: OUP, 1994) pp. 158–95
✓ ‘Pedagogy and Indian Poetics: The Case of Michael Henchard’. Dialogue. Ed. S. Hajela
and R.Sharma. Vol-VI, No.I, June 2010, pp.90-94.
✓ Universals of Poetics by Haldhar Panda 16

Paper- VI British Poetry and Drama (17th and 18thCentury)

Course Objectives
• The objective of this course is to acquaint students with the Jacobean and the 18th
century British poetry and drama.
• It aims to familiarize students with the period of the acid satire and the comedy of
humours.
• It will expose the students to the period of supreme satiric poetry and the comedy of
manners.

Unit-1: Poetry of the Puritan Age

John Milton: “Lycidas”
John Donne: “A Nocturnal upon S. Lucie's Day”, “Love’s Deity”
Andrew Marvel: “To His Coy Mistress”, “The Garden”, “A Dialogue between the Soul
and the Body”
Unit-2: Drama of the Augustan Age
Ben Jonson: Volpone
Unit-3 : Poetry of Neoclassical and Pre-Romantic Age
Alexander Pope: “Ode on Solitude”, “Summer”, “Sound and Sense”, “The Dying
Christian to his Soul”
Robert Burns: “A Red, Red Rose”, “A Fond Kiss”, “A Winter Night”, “My Heart’s in
the Highlands”
Unit-4: The Restoration Drama
John Dryden’s All for Love
Prescribed Texts
✓ “Lycidas” by John Milton (Eds. Paul & Thomas), Orient Blackswan
✓ “L’Allegro and Il Penseroso” by John Milton (Eds. Paul & Thomas), Orient Blackswan
✓ Seventeenth-Century Poetry: An Annotated Anthology by Robert Cummings (Editor)
✓ Ben Jonson: Volpone
✓ Ben Jonson: The Alchemist
✓ Dryden’s All for Love

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 ✓ Congreve’s The Old Bachelor
✓ Selected Poetry: Alexander Pope. Edited with an Introduction and Notes by Pat Rogers.
Oxford World's Classics
✓ Complete Poems and Songs of Robert Burns. by Robert Burns
Suggested Readings
✓ A History of English Literature: Traversing the Centuries - Chowdhury & Goswami,
Orient Blackswan
✓ The Norton Anthology of English Literature, Vol. B: The Sixteenth Century &The
Early Seventeenth Century
✓ The Norton Anthology of English Literature: The Restoration and the Eighteenth
Century

Paper-VII British Prose (18th Century)

Course Objectives
The objective of the paper is to acquaint the students with two remarkable forms of
literature: Essay and novel.
It will make the students aware of the shift of emphasis from reason to emotion in the
literature of the period.
It aims to expose students to the development of prose
Unit-1: Essays of the Restoration Age
Joseph Addison: “On Giving Advice”, ‘Reflections in Westminster Abbey”, “Defense
and Happiness of Married Life”
Richard Steele: “Recollections”, “On Long-Winded People”
Unit-2: 18th Century Adventure
Daniel Defoe: Robinson Crusoe
Unit-3: Prose of the Neoclassic Period
Oliver Goldsmith: “A City Night-Piece”, “On National Prejudices”, “Man in Black”
Samuel Johnson: “Expectations of Pleasure frustrated”, “Domestic Greatness
Unattainable”, “Mischiefs of Good Company”, “The Decay of Friendship”
Unit-4: 18th Century Satire
Jonathan Swift’s Gulliver’s Travels (Voyage to Lilliput and A Voyage to
Brobdingnag)

Prescribed Texts
✓ Readings in English Prose of the Eighteenth Century(Houghton Mifflin Company,
1911), by Raymond Macdonald Alden
✓ “Elegy written in a country churchyard” by Thomas Gray
✓ Robinson Crusoe by Daniel Defoe
✓ “A City Night-Piece”, “On National Prejudices”, “Man in Black” by Goldsmith
✓ “Expectations of Pleasure frustrated”, “Domestic Greatness Unattainable”, “Mischiefs
of Good Company”, “The Decay of Friendship” by Samuel Johnson
✓ The Macmillan Anthology of English Literature: The Restoration and Eighteenth
Century. Edited by Ian McGowan

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 ✓ Gulliver’s Travels
Suggested Readings
✓ A History of English Literature: Traversing the Centuries - Chowdhury & Goswami,
Orient Blackswan
✓ The Norton Anthology of English Literature: The Restoration and the Eighteenth
Century
✓ English Literature: William J. Long

Semester-IV
Paper- VIII The Romantic Revival

Course Objectives
● The course aims at acquainting the students with the Romantic period and some of its
representative writers.
● Another of its major objectives is to give the students a broad idea of the social as well
as historical contexts that shaped this unique upheaval.
● It also aims to define what is romantic revival through the representative texts.

Unit-1: Poets of the Transition

William Blake: “The Holy Thursday”, “The Chimney-Sweeper” (from Songs of
Innocence) “London”, “A Poison Tree” (from Songs of Experience), ‘The Tyger’
Unit-2: Early Romantics
William Wordsworth: “Tintern Abbey”
Samuel Taylor Coleridge: “Kubla Khan”
Unit-3: Later Romantics
John Keats “Ode to a Nightingale” and “Ode on Melancholy”
P.B. Shelley: “Ode to the West Wind” and “To a Skylark”
Unit-4: Critical Essays on Poetry
William Wordsworth: “Preface to Lyrical Ballads” (2nd Edition)
Prescribed Texts
✓ The Project Gutenberg eBook of Songs of Innocence and of Experience by William
Blake
✓ https://www.poetryfoundation.org/poems/ (for Coleridge, Wordsworth, Keats, Shelly’s
poems)
✓ “Preface to Lyrical Ballads” by William Wordsworth (2nd Edition)
✓ “A Defence of Poetry” P.B. Shelley
(https://www.poetryfoundation.org/articles/69388/a-defence-of-poetry)
Suggested Readings
✓ The Routledge History of Literature in English
✓ History of English Literature: Traversing the Centuries: Chowdhury & Goswami
✓ Romantic Imagination by C. M. Bowra
✓ Pelican Guide to English Literature. Vol.5. Edited by Boris Ford

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 ✓ ‘Nature as Therapy: A Romantic Construct’. Rajiv Gandhi University Research
Journal. Ed.Vol-10, No. 1-2, Jan-Dec 2011. pp.1-10.

Paper- IX The Victorian Era

Course Objectives
● The course seeks to expose students to the literature produced in Britain in the 19th
century or of the politically known as the Victorian period.
● The focus of the course is mainly on prose (fictional and non-fictional) and criticism.
The 19th century embraces three distinct periods of the Regency, Victorian and late
Victorian.
● To provide to the students an understanding of the19th century British literature
● It will allow students to explore much of the prosaic activities
Unit-1: Victorian Poetry

Charles Lamb: “Old China” Tennyson: “Ulysses”

Leigh Hunt: “A Few Thoughts on sleep,”
Browning: “My Last Duchess”
Unit-2: Victorian Novel-1
Mary Shelly: Frankenstein

Unit-3: Victorian Novel-2

Charles Dickens: Hard Times

Unit-4: Critical Essay

Mathew Arnold: “Culture and Anarchy” (Chapter 1)
Prescribed Texts
✓ Like all prescribed texts these texts are available on line at
✓ https://www.poetryfoundation.org/poems/
✓ Project Gutenberg https://www.gutenberg.org/
✓ The Nineteenth Century: 1798-1900 (Anthologies of English Literature) by Brian
Martin
Suggested Readings
✓ Chapter 4, 5 from a Short Introduction to English Literature by Jonathan Bate
✓ The English Novel by Terry Eagleton
✓ The Cultural Critics by Leslie Johnson
✓ The Nineteenth-century English Novel by James Killroy
✓ https://onlinecourses.nptel.ac.in/noc21_hs28/preview
✓ The Oxford Handbook of the Victorian Novel ed by Lisa Rodensky

Paper- X The American Literary Renaissance

Course Objectives

16
 ● To focus the American Renaissance; Genesis and evolution, and the defining myths of
American Literature—city on a hill, the frontier spirit, the American Dream, manifest
destiny, epluribusunum

● To explore how this period begins with the growing influence of Romanticism in USA

● Focuses on American Transcendentalism

● Aims at introducing philosophical movements in various ways in literature

Unit-1: 19th Century American Poetry

Edgar Allan Poe: “The Raven,” “The Tell-Tale Heart”

Emily Dickinson: “Because I could not stop for death”, “The Soul selects her own
Society”, “I Died for Beauty”, “I Dwell in Possibility”

Unit-2: 19th Century American Short Story

Nathaniel Hawthorne: “The Birth-mark”

Herman Melville: “Bartleby, the Scrivener”

Unit-3: 19th Century American Essay

Ralph Waldo Emerson, from Nature (First twenty pages of the text)

Edgar Allan Poe’s “Fancy and Imagination”

Unit-4: 19th Century American Transcendentalist and Abolitionist Writings

Henry David Thoreau, from Walden (First twenty pages of the text)

Sojourner Truth, “Speech to the Women’s Rights Convention”

PrescribedTexts:
✓ The Norton Anthology of American Literature, 7th Edition, Volumes A and B.
✓ The Annotated Emerson, edited by David Mikics (Belknap-Harvard)
✓ The Scarlet Letter and Other Writings by Nathaniel Hawthorne, edited by Leland
Person (Norton)
✓ Leaves of Grass: First and Death-Bed Editions, by Walt Whitman, edited by Karen
Karbiener (Barnes & Noble Classics)
✓ The Poems of Emily Dickinson, edited by R. W. Franklin (Belknap-Harvard)
Suggested Readings
✓ Pelican Guide to English Literature. Vol. 9. American Literature. Ed. Boris Ford
✓ Highlights of American Literature. Dr. Carl Bode (USIS)
✓ A Short History of American Literature, Krishna Sen and Ashok Sengupta. Orient Black
Swan, 2017

17
 ✓ Moby-Dick; Or, The Whale by Herman Melville, edited by Hershel Parker (Norton)
✓ The Story of American Literature. By Ludwig Lewisohn
✓ Norton Anthology of American Literature. (Head notes on authors and periods to be
read)

Semester-V
Paper- XI Introduction to Indian Writing in English

Course Objectives
● To give the students an understanding of the evolution of IWE
● It aims to introduce students to major movements and figures of IWE
● To expose students to the artistic and innovative use of language employed by the
writers

● To introduce students with the literary genres of IWE

Unit-1: Indian English Poetry
• “Our Casuarina Tree” by Toru Dutt
• “Coromandel Fishers” by Sarojini Naidu
• “Night of the Scorpion” by Nissim Ezekiel
• “Introduction” by Kamala Das
• “The Bus” by Arun Kolatkar
• “The Frog and the Nightingale” by Vikram Seth
• “Her Garden” by Meena Alexander
• “Narcissus” by EasterineKire

Unit-2: Indian English Essay

• “The Secret of Work” by Swami Vivekananda
• “India and Greece” & “The Old Indian Theatre” by Jawaharlal Nehru (Selection from
The Discovery of India)
• “Religion in a Changing World” by Dr. S. Radhakrishnan (Religion, Science and
Culture)
• Passages from The Autobiography of an Unknown Indian by Nirad C. Chaudhuri
(Picador Book of Modern Indian Literature by Amit Chaudhuri)

Unit-3: Indian English Drama

• Final Solutions by Mahesh Dattani
Unit-4: Indian English Short Story
• Under the Banyan Tree by R.K Narayan
• The Little Gram Shop by Raja Rao
• The Night Train at Deoli by Ruskin Bond
• Unaccustomed Earth by Jhumpa Lahiri
Prescribed Texts

18
 ✓ A Clutch of Indian Masterpieces: Extraordinary Short Stories from the 19th Century to
the Present edited by David Davidar
✓ Interminable Tales: The Short Stories. Published online by Cambridge University Press
✓ The Golden Treasury of Indo-Anglian Poetry by Gokak V.K, Sahitya Akademi, 2006
✓ The Oxford India Anthology of Modern Indian Poets by A. Mehrotra. OUP, 1993
✓ Contemporary Indian Poetry in English, Salem Peeradina, Macmillan 1972
✓ The Discovery of India, Jawaharlal Nehru, 1946
✓ Karma Yoga by Vivekananda, Advaita Ashrama Publication, 2012
✓ Religion, Science and Culture by Radhakrishnan, Orient Paperback
Suggested Readings
✓ Picador Book of Modern Indian Literature. Amit Chaudhuri, 2001
✓ A Clutch of Indian Masterpieces by David Davidar, Aleph Books, 2016
✓ Lahiri, Jhumpa, Unaccustomed Earth, Random House India, 2008
✓ Collected Plays by Mahesh Dattani, Penguin, India.

Literary Criticism from Plato to F.R. Leaves

Paper- XII
Course Objectives
This course seeks to introduce students to the tradition of Western Literary Criticism
from Classical Antiquity to the Early Modern period.
It aims to guide students through several centuries of critical writing.
This paper is to be read in conjunction with a companion course in Literary theory in
the following semester.
Unit-1: Greek Classical Criticism
• Aristotle: The Poetics (Ch. 1, 2, 3, 4)
Unit-2: 18 and 19th Century Critical Essay
th

• S. T Coleridge: Biographia Literaria (Ch. 13 & 14)

th
Unit-3 19 Century Critical Essay
• Matthew Arnold: “The Function of Criticism at the Present Time”
th
Unit-4: 20 Century Critical Essay
• T. S. Eliot: “To Criticize the Critic”

Prescribed Texts
✓ Johns Hopkins Guide to Literary Theory and Criticism. Relevant chapters. Johns
Hopkins University Press, US.
✓ Critical Approaches to Literature by David Daiches
✓ The Function of Criticism: From Spectator to Post-structuralism by Terry Eagleton
(Chapter on Criticism from Norton Anthology)
Suggested Readings
✓ An Introduction to Literature, Criticism and Theory by Andrew Bennett and Nicholas
Royle. Available online at https://bookoblivion.com

19
 ✓ The Norton Anthology of Theory and Criticism2001, 2010 and 2018
✓ Literary Criticism: An Introduction to Theory and Practice by Charles E. Bressler

Paper- XIII Modern English Literature (20th Century)

Course Objectives
● The course aims to present to the students a historical overview of the era
● It highlights the developments in society and economy, leading to a crisis in western
society known as the First World
● To introduce students with Marx’s concept of class struggle, Freud’s theory of the
unconscious, Bergson’s durée, Nietzsche’s will to power and Einstein’s theory of
relativity.
● This also aims to familiarize the students with the new literature of Britain in the early
decades of the 20th century.

Unit-1: The Imagists and the Symbolists

• T.S. Eliot “The Love Song of J. Alfred Prufrock”

• W.B. Yeats “Sailing to Byzantium”
• Ezra pound “In a Station of the Metro”
• T.E. Hulme “Autumn”
• Hilda Dolittle “The Mysteries Remain”

Unit-2: The Trench Poets

• Wilfred Owen: “Dulce Et Decorum est”
• Siegfried Sassoon: “Suicide in the Trenches”
• W.H Auden: “The Unknown Citizen”
• Stephen Spender: “An Elementary Classroom in a Slum”
• Louis MacNeice: “Prayer before Birth”
Unit-3: Psychological Novel
Virginia Woolf: Mrs. Dalloway
Unit-4: Literary Criticism
Henry James, “The Art of Fiction”
Prescribed Texts
✓ Like all prescribed texts these texts are available online in their respective names at
✓ https://www.poetryfoundation.org/poems/
✓ Project Gutenberg https://www.gutenberg.org/
✓ Additionally, teachers can help students to locate texts in other online valid websites.
Suggested Readings
✓ Pelican Guide to English Literature: The Modern Age (ed.) Boris Ford
✓ Jonathan Bate, English Literature: A Very Short Introduction, Oxford Paperback
✓ Peter Faulkner, Modernism. London: Methuen

20
 ✓ Peter Childs, Modernism, New Accents. Routledge

Semester-VI
Paper- XIV Literatures from the World (I)
Course Objectives
● This paper proposes to introduce the students to the study of world literature through a
representative selection of texts from around the world.
● It aims to read beyond the classic European canon by including defining literary texts
from other major regions/countries, except the United States of America, written in
languages other than English, but made available to the readers in English translation.
● It aims to provide students an idea of non-European canon in literary studies.

Unit-1: Introduction to the world literature

The idea of world literature: Scope, definition and debatesuses of reading world
literature
Unit-2: Absurdist fiction
• Albert Camus’ The Outsider

Unit-3: Postcolonial Novel

• Chimamanda Ngozi Adichie’s Purple Hibiscus

Unit-4: World Poetry

• Pablo Neruda “Death Alone”, “Furies and Suffering”, “There’s No Forgetting”,
“Memory”
Prescribed Texts
✓ Like all prescribed texts these texts are available online in their respective names at
✓ https://www.poetryfoundation.org/poems/
✓ Project Gutenberg https://www.gutenberg.org/
✓ Additionally, teachers can help students to locate texts in other online valid websites.
Suggested Readings
✓ The Complete Stories by Franz Kafka:
✓ Weltliteratur: John Wolfgang von Goethe in Essays on Art and Literature Goethe: The
Collected Works Vol.3
✓ Rabindranath Tagore “World Literature”: Selected Writings on Literature and
Language: Rabindranath Tagore Ed. Sisir Kumar Das and Sukanta Chaudhuri
Damrosch
✓ Goethe’s “World Literature Paradigm and Contemporary Cultural Globalization” by
John Pizer

Paper- XV Indian Myths and Epics: New Perspectives

21
Course Objectives
● To study the literary aspects of the ancient Indian myths and their living values along
with the studies of the Indian epic literature.
● To cover the important mythological themes
● To demonstrate basic literacy in the mythology that includes explanations of basic
narratives,

● To explore the blurred space of gender

Unit-1: Ancient Indian Literature
A historical and cultural overview on the ancient Indian Literature, myths and epics and
their retellings and adaptations
“Three Hundred Ramayanas” by A K Ramanujan
“Introduction” in The History of Indian Literature, Volume-I by Maurice Winternitz
(Motilal Banarasidas Publishers, New Delhi)
“A Passage to India” by Walt Whitman
Unit-2: Indian English Poetry in Translation
“Ancient Ballads of Hindustan-I” (Savitri) by Toru Dutta
From Mirabai translated by Robert Bly, ‘The Dark One Won’t Speak to Me’, 'You
Pressed Mira's Seal of Love', 'Dark One, How Can I Sleep?', O My Friends, What Can
You Tell Me of Love’.
From Sri Radha by Ramakanta Rath, Section 1, 5, 13, 19 ('Come take half of the
remainder of my life'), 42.
From Gangadhar Meher: Selected Works (Tr & Ed. Madhusudan Pati): Canto-1,
“Tapaswini,”

Unit-3: Indian English Drama

Vasavadutta: A Dramatic Romance by Sri Aurobindo
Unit-4: Indian English Novel
Shakuntala: The Play of Memory by Namita Gokhale

Prescribed Texts
✓ A K Ramanujan's essay ‘Three Hundred Ramayanas’ The History of Indian Literature,
Volume-I by Maurice Winternitz (Motilal Banarasidass Publishers, New Delhi)
✓ Love and the Turning Seasons, Ed. Andrew Schelling, page 165-166 and 173-174.
✓ Sri Radha by RamakantRath, translated by the poet, Grass Roots, Bhubaneswar.
✓ Plays by Sri Aurobindo: A Survey, S. Krishna Bhatta, Indian literature, Jan-Jun 1974,
Sahitya Akademi.
✓ Gangadhar Meher: Selected Works, Ed. Madhusudan Pati, Aryan Books, 2001

Suggested Readings
✓ A K Ramanujan's essay ‘Three Hundred Ramayanas’ The History of Indian Literature,
Volume-I by Maurice Winternitz (Motilal Banarasidass Publishers, New Delhi)

22
 ✓ The following essays provide reference material for the poems from Of Sons and
Fathers:
✓ Ajanta Dutt in Indian Literature (UGC CARE), Vol.4, No.330. July-August 2022,
Sahitya Akademi, New Delhi page, 180-182. https://www.jstor.org>indilite for the
poems from Of Sons and Fathers.
******************************************************************************

Four-Year Degree with/without English Major

(Candidates shall be eligible for this course only if they fulfill the criteria
of OSHEC and the University)
Semester-VII
Paper- XVI Literary Theory and Criticism
Course Objectives
● This course aims to give the students a firm grounding in a major methodological aspect
of literary studies known as theory.
● This will expose the students to the development of theory in the last half-century or
more which is of critical importance in the academic study of literature.
● This course emphasizes that far from being seen as a parasite on the text, theory has
been seen as a discourse that provides the conceptual framework for literature.

Unit-1: Introduction to literary criticism

What is Literary Criticism? Crisis in literary criticism and the search for a method
Rise of theory
What does it mean to theorize?
Unit-2: New Criticism and Formalism
New Criticism and Formalism: Paradox, irony, tension, intentional and affective
fallacy, Heresy of paraphrase and of Formalism such as ostranenie, literariness,
Foregrounding, dominant and deviant
• Cleanth Brooks, “The Language of Paradox”
• Viktor Shklovsky, “Art as Device”

Unit-3: Structuralism and Poststructuralism:

Emphasis on the main critical concepts of Structuralism such as binary opposition,
synchrony and diachrony, syntagm and paradigm and of Poststructuralism such as
collapse of the binary, difference, mise-en-abym, erasure
• Roland Barthes, “Face of Garbo” and “French Fries” (from Mythologies)
• Michel Foucault, “What is an Author?”
(http://artsites.ucsc.edu/faculty/Gustafson/FILM%20162.W10/readings/foucault.author.pdf)
Unit-4: Marxism and New Historicism:
Emphasis on main critical concepts of Marxism such as base, superstructure, ideology,
commodification, determination and of New Historicism such as power, resistance,
high-low dialectic

23
 • Louis Althusser, “Letters on Art” (from Lenin and Philosophy and Other
Essays)
• Stephen Greenblatt, “Learning to Curse” (Either of the two essays can be taught
depending on availability)
Prescribed Texts
✓ Modern Literary Theory: A Reader by Patricia Waugh (Anthology Editor), Philip Rice
(Anthology Editor)
✓ Literary Theory: An Anthology, 3rd Edition by Julie Rivkin (Editor), Michael Ryan
(Editor)
✓ Like all prescribed texts these texts are available online in their respective names at
✓ https://www.poetryfoundation.org/poems/
✓ Project Gutenberg https://www.gutenberg.org/
✓ Additionally, teachers can help students to locate texts in other online valid websites.
Suggested Readings
✓ Terry Eagleton, Literary Theory: An Introduction for Foreign Students
✓ David Robey and Anne Jefferson, Modern Literary Theory
✓ Jonathan Culler, Literary Theory: A Very Short Introduction
✓ Richard Barry, Beginning Theory

Paper-XVII Women’s Writings

Course Objectives
● The course aims to acquaint the students with the complex and multifaceted literature
by women of the world.
● It proposes to provide students ideas reflecting the diversity of women’s experiences
and their varied cultural moorings.
● It has included different forms of literature by women authors
Unit-1: Essays on Feminism: In defence of a literature of their own and discoursing at par

• Mary Wollstonecraft: “Introduction” from “A Vindication of the Rights of

Women”
• Virginia Woolf: “Chapter 1” from A Room of One’s Own
Unit 2: Feminist Fiction: Desiring Self: Fiction by Women from the Centre
• Emily Bronte: Wuthering Heights
• Dorris Lessing: The Grass is Singing
Unit 3: Feminist Fiction
• Desiring and Dissenting Self: Fiction by Women from the Periphery
• Prativa Ray: Yajnaseni
Unit-4: Feminist Poetry: Tongues of Flame
• Kamala Das “An Introduction” & “The Sunshine Cat”
• Tishani Doshi “Ode to the Walking Woman” & “What the Body Knows”
• Maya Angelou “Phenomenal Woman” & “I Know Why the Caged Bird
Sings”

24
 • Sylvia Plath “Mirror” & “Barren Woman”
Prescribed Texts
✓ Virginia Woolf, A Room of One’s Own
https://victorianpersistence.files.wordpress.com/2013/03/a- room- of-ones- own-
virginia-woolf-1929.pdf
✓ Mary Wollstonecraft, A Vindication of the Rights of Women: Introduction
http://pinkmonkey.com/dl/library1/vindicat.pdf
✓ Maya Angelou’s Poems
http://www.poemhunter.com/i/ebooks/pdf/maya_angelou_2012_6.pdf
✓ Sylvia Plath’s Collected Poems
https://monoskop.org/images/2/27/Plath_Sylvia_The_Collected_Poems_1981.pdf
✓ Margaret Atwood’s Poems
Suggested Readings
✓ Toril Moi, Sexual Textual Criticism
✓ Elaine Showalter, A Literature of Their Own
✓ Sandra Gilbert and Susan Guber, The Mad Woman in the Attic
✓ Gill Plain and Susan Sellers, A History of Feminist Literary Criticism. Cambridge
University Press. 2007.

Paper-XVIII Emerging Trends in Literary Studies

Course Objectives
● This course aims to urge students and teachers to broaden their knowledge and alter the
ways in which they read and appreciate literature in the current times.
● New social forces and influences have been changing the ways literature and literary
studies are perceived and negotiated. This course will enable students to understand the
changing trends in literary studies.
● This course will expose students to the emerging genres of literature

Unit-1: Contemporary Studies in Literature

Literary Studies in the New Millennium: Genres, Theories and Styles
Unit-2: Life Writing and Travel Writing
Introduction to Life Writing: Definition, evolution and the present models
Introduction to Travel Writings: Definition, historical evolution and forms
Unit-3: Environmental Literature
Introduction to Literature and Climate Change“The Living Mountain” by Amitav
Ghosh
Unit-4: Digital Humanities
Introduction to Literature and the Digital Age: Reading and Writing in the digital
media, Digital Humanities and CyberliteratureMachines Like Me by Ian McEwan,
Jonathan Cape 2019

Prescribed Texts
✓ Like all prescribed texts these texts are available online in their respective names at

25
 ✓ https://www.poetryfoundation.org/poems/
✓ Project Gutenberg https://www.gutenberg.org/
✓ Additionally, teachers can help students to locate texts in other online valid websites.

Suggested Readings
✓ The Norton Anthology of Theory and Criticism: Third Edition

✓ On Life-writing By Zachary Leader, Oxford University Press, 2015

✓ Encyclopedia of Life Writing, Edited by Margaretta Jolly, Vol-I, Routledge, 2001
✓ The Cambridge Companion to Travel Writing by Peter Hulme, Tim Youngs
✓ Cambridge University Press, Nov 21, 2002
✓ Literature and the Anthropocene by Pieter Vermeulen, Routledge, 2020
✓ Cambridge Companion to Literature and the Anthropocene by John Parham,
Cambridge University Press, 2021
✓ The Great Derangement by Amitav Ghosh, Chicago University Press, 2016

Paper-XIX Modern English Literature-II

Course Objectives
● This course aims to provide students exposure to British literary works of the modern
period.
● To present to the students the literature of the age
● It will expose students to the new writing techniques of the times.

Unit-1: Modern British Novel (Prose?)

• James Joyce: A Portrait of the Artist as a Young Man

Unit-2: Modern British Poetry

• W.B. Yeats: Selected Poems: “The Lake Isle of Innisfree”, When You Are Old”,
Reconciliation”, “A Coat”, “Sailing to Byzantium”, “Among School Children”, “Leda
and the Swan”, “Byzantium”, “Dialogue of Self and Soul”

Unit-3: Modern British Drama

• John Osborne: Look Back in Anger
Unit-4: Modern British Novel
• E.M. Forster: A Passage to India
Prescribed Texts
All the texts are available on the internet sites as well as in prints by all major
international publishers in the same names.
Suggested Readings
✓ Boris Ford (ed), Pelican Guide to English Literature: The Modern Age
✓ Malcolm Bradbury and James McFarlane (eds), Modernism
✓ G.S. Fraser, The Modern Writer and His World

26
 ✓ Peter Faulkner, Modernism (Critical Idiom: Methuen)
✓ Peter Childs, Modernism (New Critical Idiom: Routledge)
✓ Christopher Butler, Modernism (A Very Short Introduction: Oxford)

Semester-X
Paper- XX Postcolonial Literatures
Course Objectives
● To introduce the students to postcolonial literature
● To provide the students with the opportunity to think through and understand the
layered response – compliance, resistance, mimicry and subversion - that colonial
power has provoked from the nations in their search for a literature of their own.
● It also allows the students explore the various tools of postcolonial readings.
Unit-1: Critical Essays on Postcolonialism
Definition and characteristics: Resistant descriptions, appropriation of the colonizer’s
language, and reworking colonial art forms.
• Chinua Achebe: “English and the African Writer”
• NgugiwaThiong’o: “The Quest for Relevance” from Decolonising the Mind:
The Politics of Language in African Literature
• Achebe, Chinua “An image of Africa: Racism in Joseph Conrad's Heart of
Darkness,” Scope and Concerns: Reclaiming spaces and places, asserting
cultural integrity, revising history
Unit-2: Postcolonial Indian Novel
• R K Narayan: The English Teacher
Unit-3: Postcolonial Caribbean Novel
• V S Naipaul: The Mimic Men
Unit-4: Postcolonial African Novel
• J M Coetzee: Life & Times of Michael K

Prescribed Texts
✓ Chinua Achebe: “English and the African Writer”
✓ NgugiwaThiong’o: “The Quest for Relevance” from Decolonising the Mind: The
Politics of Language in African Literature
✓ Achebe, Chinua “An image of Africa: Racism in Joseph Conrad's Heart of Darkness,”
Research in African Literatures, Vol. 9, No.1, Special Issue on Literary Criticism.
(Spring, 1978), pp. 1-
Suggested Readings

27
 ✓ Ashcroft, Bill, Gareth Griffiths, Helen Tiffin. “Introduction”, The Empire Writes Back:
Theory and Practice in Post-Colonial Literature. London, New York: Routledge, 2nd
edition, 2002.
✓ Bhabha, Homi K. The Location of Culture. Noida: Atlantic Books. 2012.
✓ Gandhi, Leela. Postcolonial Theory: An Introduction. OUP. 1998.
✓ Said, Edward. Orientalism. India: Penguin. 2001.
✓ Spivak, Gayatri Chakraborty. Can the Subaltern Speak?.UK: Macmillan.1998
✓ http://planetarities.web.unc.edu/files/2015/01/spivak-subaltern-speak.pdf
Paper- XXI Literatures from the World (II)
Course Objectives
● To present a survey of the literatures of the world through some of the major works of
literature across the world.
● To increase their awareness of historical cultures; sharpen their critical reading,
thinking, and writing skills; and deepen their cultural sensitivity.
● It will expose students to the varieties of literatures from across the globe and will
satisfy the core-curriculum requirement.
Unit-1: Theatrical Comedy/ Short Story
• Alexander S. Pushkin: “The Queen of Spades” (Russia)
Unit-2: Short Story/ Play
• Rabindranath Tagore: “Punishment” (India)
• Mahashweta Devi: “Breast-Giver” (India)
Unit-3: Short Story/Novella
• Gabriel Garcia Marquez: “Death Constant Beyond Love” (Colombia)

• Leo Tolstoy: The Death of Ivan Ilyich (Russia)

Unit-4: Play/Novella
• Franz Kafka: The Metamorphosis (Germany)

Prescribed Texts
✓ The Norton Anthology of World Literature A-C
✓ The Norton Anthology of World Literature D-F
✓ All the texts are available on the internet sites as well as in prints by all major
international publishers in the same names.
Suggested Readings
✓ Reference Guide to World Literature. Publisher St. James Press
✓ Damrosch, David. How to Read World Literature. Malden, MA: Wiley-Blackwell,
2009
✓ D’haen, Theo. The Routledge Concise History of World Literature. London:
Routledge, 2012.

28
 ✓ Gupta, Suman. Globalization and Literature. Cambridge, UK: Polity Press, 2009.
✓ Helgesson, Stefan, and Mads Rosendahl Thomsen. Literature and the World. London:
Routledge, 2020.
✓ Pizer, John. The Idea of World Literature: History and Pedagogical Practice. Baton
Rouge: Louisiana State University Press, 2006.

Paper-XXII Postmodernism and Literary Theory

Course Objectives
● To offer an overview of the development of Literary Theory worldwide during after the
modernist literary movement.
● To focus on the cultural perspectives regarding theory with a special focus on Marxism,
Cultural Studies and Cultural Materialism.
● It exposes students to Feminist aspects of Theory and Queer studies, Postcolonial
studies and Ecocriticism.
● The aim of this course is to make the students knowledgeable in the field of Theory that
may help them to think critically about literary studies.
Unit-1: Marxism and New Historicism
Cultural Materialism & New Historicism: Marxist framework of Culture and History,
Historiography, Foucauldian notion of Power, Difference with Old Historicism,
Stephen Greenblatt, Louis Montrose.

Unit-2: Feminism, Gender Theory

Feminism: The three waves in feminism, Gynocriticism, French Feminism- Ecriture
feminine, Sexual Politics, Marxist Feminism, Lesbian Feminism, Backlash, Black
Feminism, Dalit Feminism, Postfeminism, Womanism.
Queer Theory: Social constructionism of gender and sexuality, LGBTIQ, Transgender
identity
Unit-3: Postmodern Philosophy
Postmodernism: Critique of Enlightenment and Universalism, Habermas’s notion of
Modernity as an Incomplete Project, Lyotard’s concept of incredulity towards
metanarratives, Baudrillard’s of Simulation, Simulacra and hyperreality, Brian
McHale’s ideas concept of Postmodernist literatures.
Unit-4: Postcolonialism/Ecocriticism
Eurocentrism, Orientalism, Alterity, Diaspora, Hybridity, Uncanny, Strategic
Essentialism, Subaltern Studies, Postcolonial Critique of Nationalism
Eurocentrism: Anthropocentrism, Shallow Ecology vs Deep Ecology, Environmental
Imagination, Ecofeminism
Prescribed Texts
✓ Peter Barry: Beginning Theory
✓ Raman Selden: A Reader’s Guide to Contemporary Literary Theory, 5 th Edition
✓ Rice and Waugh: Modern Literary Theory: A Reader

29
 ✓ Bill Ashcroft, Gareth Griffiths and Helen Tiffin: Post Colonial Studies
✓ Terry Eagleton: Literary Theory: An Introduction.
Suggested Readings
✓ Bill Ashcroft, Gareth Griffiths and Helen Tiffin: Post Colonial Studies
✓ Chris Baldick: Oxford Concise Dictionary of Literary terms 3
✓ Hans Bertens: Literary Theory.
✓ Jonathan Culler: Literary Theory: A Very Short Introduction.
✓ M H Abrams: A Glossary of Literary Terms
✓ Margaret Drabble (Editor): The Oxford Companion to English Literature-Sixth Edition
✓ Terry Eagleton: After Theory.
✓ https://www.encyclopedia.com/literature-andarts/language-linguistics-and-literary-
terms/literaturegeneral/literary-criticism

Paper-XXIII Research Methods in Literary Studies

Course Objectives
● This course aims to acquaint students with the fundamentals of research.
● It will help students to write a ‘Research project’ in the final semester of the
undergraduate programme.
● It will familiarize students with research ethics
Unit-1: Basics of Research
Meaning and objectives of research, Types of research, Parts of research
Unit-2: Selection of a topic
Choosing an area and topic of research, Literature Review, Preparing a research design
Unit-3: Sources of Research/Research Tools
Primary and secondary sources, Plagiarism and Accessing library resources,
Bibliographic citations

Unit-4: Research in literary studies: Concepts, trends, movements and theories

Prescribed Texts
✓ Literary Research Guide by James Harner
✓ The Handbook of Literary Research by Correa et al
Suggested Readings
✓ Literary Research Guide: An Annotated Listing of Reference. Sources in English
Literary Studies by James L. Harner

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Question Pattern of the Core Papers (Mid-Semester and End-Semester)

i. Maximum Marks- 100 (60 + 20 + 20) [Semester End Examination- 60 Marks (100 Marks

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reduced to 60 for 3 hours duration]

ii. Mid-semester Examination is of duration one hour for 20 marks (Section-A shall be
compulsory questions having 1 x 5 Marks for short type answers which can be in the form of
fill-in the blanks, MCQ or single sentence type. Section-B shall be total 4 questions out of
which the student shall answer any 3 questions carrying 5 marks each. (Total 15 Marks).
Questions in this section shall be set for Short Composition answers within 100 words each.

iii. Quiz/Surprise Test (10 Marks), Assignment/Presentation for 05 marks which can be done
periodically and record should be maintained properly. For attendance of 95% (5 Marks), 85-94%
(4 Marks) and 75-84% (3 Marks) respectively.

ii. Examination Question Pattern for the Term End Examination for 100 reduced to 60.

Question Pattern Mark Distribution

Part-1: Objective Type Answer in MCQ/One word/One 1 x 10 = 10
Sentence (All are compulsory)
Part-2: Very Short Type Answer in maximum 50 words 2 x 9 = 18
(All are compulsory)
Part-3: Short Type Answer in about maximum 250 5 x 8 = 40
words. Answer any 8 out of 10.
Part-4: Long Type Answer in about maximum 800 8 x 4 = 32
words (Answer any 4 out of 5
questions)

Ability Enhancement Course (AEC)

Communication Skills in English

Course Objectives
• Develop in students the required knowledge, skills, and judgement around human
communication that facilitate their ability to work collaboratively with others.
• Enable the students to understand and practice different techniques of communication.
Through this course, they will familiarize themselves with different types of
communication.
• Develop interpersonal skills and the attitudes required for effective functioning in
different social and work-related situations.
• Provide cognitive and cultural enrichment through exposure to a variety of humanistic
learning experiences.

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Unit-I: Language and Communication (9 hours)
I. Communication, its importance and factors that determine communication (sender,
receiver, channel, code, topic, message, context, feedback, barriers) models of
communication, the information gap principle: given and new information; information
overload, redundancy and cliches, the importance of audience and purpose ii. Types of
communication: horizontal, vertical, interpersonal, lateral and grapevine iii. Verbal and
nonverbal communication, body language and its manifestations in different cultures,
written and oral communication, bias-free communication, political correctness. iv.
Styles of Communication: formal, informal and semi-formal Note: The topics listed
above should be introduced briefly in the theory classes. The reflections of the students’
understanding may be assessed by the facilitator through exercises. The
teacher/facilitator can refer to the books recommended under ‘prescribed readings’ for
teaching and exercise purposes. He/she can refer to valid and recognised web-resources
and additional titles from renowned publishing houses for the same purpose.

Prescribed Texts
✓ Communicative English OSHEC Publication. Chapters: Unit-I

Suggested Readings

✓ An Introduction to Professional English and Soft Skills by Das et al

✓ Soft Skills for Your Career, by Kalyani Samantaray. OUP

Unit-II: Listening and Speaking (9 hours)

Types of listening (active and passive), listening to respond (how, when and why),
empathic listening and interactive listening ii. Speaking to communicate
effectively: fluency, accuracy. intelligibility and clarity iii. Style of speaking in
various situations:formal, informal and semi-formal, tentative and cautionary,
simple and plain English iv. English pronunciation: vowel and consonant sounds,
diphthong, IPA, syllable division and primary stress in words, stress shift, sentence
rhythm and weak forms, contrastive stress in sentences, intonation: falling and
rising tones, varieties of spoken English: Standard Indian, American and British
(R.P.); ‘Neutral English’, newspapers, ad captions and their contribution to the
shaping of Indian English as a standard language

Note: This unit does not go deep into phonetics. The objective is to train students
to refer to a Learners’ Dictionary to find out the correct pronunciation of words.
Students will be introduced to phonemic transcription using IPA symbols in theory
classes and further practice will be provided during exercises/practices. The
teacher/facilitator will include simple questions on phonemic transcription and the
marking of stress in words and sentences. The teacher/facilitator can refer to the
books recommended under both ‘Texts’ and ‘Suggested Readings’ for teaching and
exercise purposes. He/she can refer to valid and recognised web resources and
additional titles from renowned publishing houses for the same purpose.
Texts
✓ Communicative English OSHEC publication. Chapter-Unit I

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 ✓ The Sound of English by www.pronunciationstudio.com

Suggested Readings
✓ The Sounds of English Around the World: An Introduction to Phonetics and Phonology
Cambridge University Press
✓ An Introduction to Professional English and Soft Skills by Das et al.

Unit-III:Reading and Writing (9 hours)

Reading methods and techniques: fluency, accessing meaning, levels of

competence, skimming and scanning, global and local reading, silent reading and
reading aloud ii. Reading texts to understand literal, metaphorical and suggested
meanings (essays, poems and stories), identifying the tone (admiring, accusatory,
ironical, sympathetic, ambiguous and neutral etc.) of the writer iii. Writing process:
brainstorming, pre-writing, writing and post writing, coherence, cohesion, style, iv.
Writing short texts: paragraph writing; writing longer texts: literary writing,
academic writing and media writing

Note: This unit will focus on the basic principles of reading and writing as forms of
communication. The teacher/facilitator may use reading material from literary texts,
media writings, non-fiction prose and other written discourses. He/she needs to
adopt caution in selecting the reading materials. Reading and writing are related
activities. The insights gained through training in reading can be utilised for
effective writing. The teacher/facilitator must refer to the chapters and topics from
the books recommended under ‘Prescribed Texts’ for teaching and exercise
purposes. From which questions will be set for the examination. He/she can refer
to valid and recognised web-resources and additional titles from renowned
publishing houses for the same purpose.

Prescribed Pieces/Texts
✓ Communicative English OSHEC Publication. Chapters:Unit-III

Suggested Readings
✓ The Oxford Essential Guide to Writing Oxford University Press 2000.
✓ An Introduction to Professional English and Soft Skills Das et al

Unit-IV:Grammar and Vocabulary (9hours)

i. Grammar for meaning, multiplicity of meaning, grammar in communication ii. Stative and
dynamic verbs, modals and auxiliaries, tense and time reference, aspect, voice, modality,
negation, interrogation; reported questions and tag questions, complex noun phrases, concord
phrasal verbs. iii. Sentence structure: simple, compound and complex, clauses, types of
sentences: statement, questions, exclamations, commands iv. Functions of language, usage-
oriented vocabulary, neutral vocabulary Note: The teaching of grammar and vocabulary in this
unit need to be connected to communication teaching. Teachers/Instructors may select other
areas of grammar for review depending on the needs. They will identify the grammatical errors
commonly made by their students in speech as well as writing. The remediation of these errors

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may require some explanations of grammar. Instructors should use many grammar and
vocabulary related exercises and through them will provide all the grammatical information
needed to explain the errors that are identified. The teacher/facilitator can refer to the books
recommended under ‘suggested readings’ for teaching and exercise purposes. He/she can refer
to valid and recognized web-resources and additional titles from renowned publishing houses
for the same purpose.

Texts
✓ Communicative English OSHEC publication. Chapters: Unit-III Communicative
Grammar of English by Geoffrey Leech. Routledge publications, 2002
✓ Oxford Practical English Usage (International Edition 2016) by Michael Swan
Suggested Readings
✓ Writing Skills Remapping: An Anthology for Degree Classes (Orient Black Swan)

Scheme of Evaluation
Internal Examination (20 Marks)
5x1=5 (short answer, short notes, comprehension questions)
5x1=5 (Analytical, perspective-based and critical-analysis questions)
5x2=10 (activity/practice/reports/case studies/response papers/assignments, etc.)

The teacher will have the flexibility of conducting internal examinations or assess the students’ learning
outcomes through activities, short projects, case studies etc. from all 20 marks/ in parts
______________________________________________
Final Examination: 80 marks
Unit1: 1 long answer question+ 1 short note/analysis (15+05) =20 marks
Unit 2: 1 long answer question+ 1 short note/analysis (15+05) =20 marks
Unit 3: 1 long answer question+ 1 short note/analysis (15+05) =20 marks
Unit 4: 1 long answer question+ 1 short note/analysis (15+05) =20 marks

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Multidisciplinary Course (MC)

Academic Writing and Composition

The paper seeks to train the students in the basic writing skills required for writing competently
in the academic contexts.
Course Objectives
i. To introduce the students with the pre-writing activities
ii. To help the learners develop the skills of while-writing
iii. To use the tools and techniques of academic writing as a part of while- writing activities
iv. To develop the knowledge of editing, reviewing and use of grammar punctuation marks
effectively

Unit-1: Introduction to the types of academic writing;

Pre-writing: brainstorming, mapping, topic sentence, thesis statement, unity, coherence and
cohesion, use of linking devices, kinds of logical order, planning the text organization patterns:

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How to start, continue and conclude; ABC of writing

Unit-2: Summarizing and Paraphrasing; Formal vs Informal Style; Descriptive, Narrative,

Persuasive, and Analytical

Unit-3: Critical Thinking: Fact versus Opinion, Data Interpretation; Perspectives, Focus,
Cliché, Hasty generalization, Circular statement, Redundancy and Repetitions

Unit-4: Review of Word Choice, Grammar and Effective use of Punctuation marks; Quoting
and Citing Resources; Editing and Reviewing Techniques and Preparing the final draft

Prescribed Textbook
Longman Academic Writing Series by Alice Oshima, Ann Hogue, and Lara Ravitch
Suggested Reading
Routledge Academic Writing: A Handbook for International Students by Stephen Bailey
Phoenix Education: Effective Academic Writing: An Essay-writing Workbook for School and
University by Elizabeth Thomson, Louise Droga

Value Added Course (VAC)

Creative Writing
Objectives:
i. To acquaint the learners with ideas related to creative writing including the art, the craft
and the basic skills required for a creative writer
ii. To help learners to understand the principles of creative writing and the distinction between
the literary genres
iii. To explain the differences in writing for various literary and social media
iv. To hone the creative and critical faculties of learners
v. To enable learners to put into practice the various forms of creative writing that they have
studied through the course
Learning Outcomes:
i. Distinguish between the literary genres
ii. Write for various literary and social media
iii. Critically appreciate various forms of literature
iv. Make innovative use of their creative and critical faculties
v. Seek employment in various creative fields
Unit I: Fundamentals of Creative Writing:
• Meaning and Significance of Creative Writing
• Genres of Creative Writing: poetry, fiction, non-fiction, drama and other forms
• Research for Creative Writing
Unit II: Elements of Creative Writing:
• Plot, Setting, Character, Dialogue, Point of View
• Literary Devices and Figurative Language
• Elements of Style

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 • Grammar and the Structure of Language
• Proof Reading and Editing
Unit III: Traditional Forms of Creative Writing:
• Fiction: short story, novella and novel
• Poetry, Drama, Essay, Fable
• Biography, Memoire and Autobiography
• Travelogues, Diaries, Self-Narrative Writing
Unit IV: New Trends in Creative Writing
• Web Content Writing and Blog Writing
• Script Writing
• Journalistic Writing
• Copywriting
• Graphic Novel
• Flash Fiction

List of References
Atwood, Margaret. Negotiating with the Dead: A Writer on Writing. Cambridge: CUP, 2002.
Bell, James Scott. How to Write Dazzling Dialogue.CA: Compendium Press, 2014.
Bell, Julia and Magrs, Paul. The Creative Writing Course-Book. London: Macmillan, 2001.
Berg, Carly. Writing Flash Fiction: How to Write Very Short Stories and Get Them Published. *Then
Re-Publish Them All Together as a Book. Houston: Magic Lantern Press, 2015.
Blackstone, Bernard. Practical English Prosody. Mumbai: Orient Longman, 1984.
Clark, Roy Peter. Writing Tools.US: Brown and Company, 2008.
Earnshaw, Steven (Ed). The Handbook of Creative Writing. Edinburgh: EUP, 2007.
Egri, Lajos. The Art of Dramatic Writing. NY: Simon and Schuster, 1960.
Gardner, John. The Art of Fiction. New York: Vintage, 1991.
Goldberg, Natalie. Writing Down the Bones. Boston and London: Shambhala, 1986.
Hamer, Enid. The Metres of English Poetry. Booksway, 2014.
King, Stephen. On Writing: A Memoir of the Craft. London: Hodder and Stoughton,

Personality Development (SEC)

Recommended Pre-requisite: Students shall have good communication skills.

COURSE OBJECTIVES:

CO1: Gaining the basics of personality developement

CO2: Learn about grooming, understanding psychological traits of a person; and practice
workplace formalities and organizational behavior.

CO3: Develop ideas regarding attitude

CO4: Practically deal with the opportunities and threats of time and stress management

Unit- 1: Define Personality, Determinants of Personality Development, Perception –

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 Definition, Perceptual Process; Factors of Association – Relationship, Personality Traits,
Developing Effective Habits, Emotional Intelligence; Motivation, Introspection,
Unit-2: Self-Assessment, Self-Appraisal & Self-development, Sigmund Freud Id, Ego &
Super Ego; Self Esteem and Maslow, Self Esteem & Erik Erikson, Mind Mapping,
Competency Mapping & 360 Degree Assessment; Types of Personalities – Introvert,
Extrovert & Ambivert person; Assertiveness, Decision making skills, Conflict: Process &
Resolution, Leadership & Qualities of Successful Leader; Interpersonal Relationship,
Unit-3: Effective Communication Skills; GDPI; Understanding Body language,
projective positive body language; Attitude - Concept -Significance -Factors affecting
attitudes – Positive attitude–Advantages –Negative Attitude-Disadvantages –Ways to
develop positive attitude, Carl Jung ‘s contribution to personality development theory
Unit-4: Stress Management: Introduction, Causes, Stress management techniques;
Time management: Importance of time management, Techniques of time management,
Time management styles; Lateral Thinking; Mock interview sessions
Prescribed Textbook
Hurlock, E.B (2006). Personality Development, 28th Reprint. New Delhi: Tata McGraw
Hill
Suggested Reading
1. Seven Habits of Highly Effective People – Stephen Covey
2. You Can Win – Shiv Khera
3. Three Basic Managerial Skills For All – Hall Of India Pvt Ltd New Delhi
4. Hurlock Elizabeth B Personality Development Tata Mcgraw Hill New Delhi
5. Understanding Psychology: By Robert S Feldman. (Tata McGraw Hill Publishing)
6. Personality Development and Career management: By R.M.Onkar (S. Chand
Publications)
7. Social Psychology: By Robert S Feldman. (Tata McGraw Hill Publishing)
• Examination and Question Patterns for MC, VAC and SEC shall be
like the Core Papers (40 + 60)

N.B: Modalities for the acceptance of courses and recognizing their

assessment patterns for MOOC/ ODL and Community Engagement and
Services/ Field work/ Internship (in 4th Semester) shall be decided by the
respective institutions as per the guidelines prepared by the Subject/
Credit/Course Equivalent Committee of the University.

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