Post on 06-Feb-2023
Hindustan College of Arts & Science
Department of English
PROGRAM OUTCOME:
PO 1: The course will make student learn what literature and writing is—whether
creative or technical
PO 2: The course makes student familiar with a wide range of works of British,
American, World literature and major writers of different nation and movement.
PO 3: The course make student work in textual analysis, including study of the
formal characteristics and historical background of a text, on the one hand, and
study of its aesthetic and rhetorical presence on the other.
PO 4: Apart from literature technical papers like Grammar usage, Journalism are
also included to enhance the knowledge of the learner
PO 5: Learners will be able to articulate the relations among culture, history, and
text.
PROGRAM SPECIFIC OUTCOME:
PSO 1: Student learn to read closely in a variety of forms, styles, structures, and modes, and to apply the value of close reading in the study of literature.
PSO 2: Learners could understand the nuances about the major literary works and
writers. They also learn about the genres, periods. Helps them to critically analyze British, American, and other World Literature.
PSO 3: The program also helps learners to be creative and technical.
PSO 4: Develop and carry out research projects, and locate, evaluate, organize, and incorporate information effectively.
PSO 5: The program will help them in learning the background information, the
historical details, biographical details of authors and works of various literatures.
Semester I
Core Paper – I British Literature I
Unit-1: Introduction
The Renaissance and its Impact on England, The Reformation - causes and effects,
The Commonwealth of Nations, The Restoration, Coffee-houses and their social
relevance
Unit-2: Prose
1. On Revenge - Francis Bacon
2. Sir Roger at the Theatre - Joseph Addison
3. A City Night-Piece - Oliver Goldsmith
Unit-3: Poetry
1. Prothalamion - Edmund Spenser
2. Shall I Compare Thee to a summer’s Day? - William Shakespeare
3. A Valediction: of Weeping - John Donne
4. Paradise Lost (Book IX) - John Milton ( lines 795 - 833)
5. The Rape of the Lock: Canto II - Alexander Pope (lines 125 -178)
Unit-4: Drama
Doctor Faustus - Christopher Marlowe
Unit- 5: Fiction
The Vicar of Wakefield - Oliver Goldsmith
COURSE OUTCOME:
CO 1: Introduces students to English literature from its origin in Britain through teaching them about
the social history of England from Renaissance to Restoration.
CO 2: Students will be able to understand the early forms of literature especially of prose through
different ages.
CO 3: Students will interpret poems and the essence of poetry alongside learning the different ages in
History of English Literature .
CO 4: Engages students to learn about the genre of Drama through the play written during
Elizabethan age .
CO 5: To encourage students with the habit of reading with short novellas and therefore to prepare
them for learning the techniques employed in the writing a novel. Students are introduced to lean
about the genre of fiction.
REFERENCE BOOKS:
English Social History: A Survey of Six Centuries – G M Trevelyan (for Unit I)
The Tragical History of the Life and Death of Doctor Faustus. Christopher Marlowe
The Vicar of Wakefield - Oliver Goldsmith
Christopher Marlowe the Craftsman: Lives, Stage, and Page.
Allied Paper – I Background to the Study of English Literature I
Unit-1: Drama - A Brief Introduction to the Literary Forms
Elements of Drama, Tragedy, Comedy, Tragicomedy, Heroic Comedy, Revenge Tragedy,
Melodrama, Farce, Masque
Unit-2: Poetry - A Brief Introduction to the Literary Forms
Subjective and Objective poetry
Narrative poetry: The Epic, the Mock-epic, the Ballad
Lyrical: The Ode, the Sonnet, the Elegy
Dramatic Monologue
Poetic Drama
Prosody: Rhyme, meter, alliteration, assonance, simile, metaphor and allegory
Unit-3: Prose - A Brief Introduction to the Literary Forms
The Essay and its types (Aphoristic, Periodic, Satirical, Critical)
The Short Story
The Biography and the Autobiography
Travel Writing
Unit-4: The Renaissance Period (1350 – 1660)
An Introduction to Bible Translation - Tyndale, Coverdale
The University Wits
Elizabethan and Jacobean drama
Comedy of humour
Unit-5: The Late Seventeenth and the Eighteenth Centuries (1660 - 1800)
Comedy of Manners
Neo-Classicism
Sentimental and Anti-sentimental comedies
Pre-Romantics
Prescribed Texts:
History of English Literature – 5th edition – Edward Albert A History of English Literature – Compton Rickett
CO 1: To gain an introductory knowledge on the various elements of drama and
its types and to understand and identify drama as a genre of literature.
CO 2:
Core Paper – II- INDIAN WRITING IN ENGLISH
Unit 1: INTRODUCTION
1. Arrival of East India Company and the associated impact
2. History of Indian Writing in English
3. Nativisation of English
4. Introduction of English Studies in India (Macaulay’s speech)
5. Indian Diasporic Writers
Unit 2: PROSE
1. The World Community- S.Radhakrishnan
2. The Argumentative Indian- Amartya Sen
Unit 3:POETRY
1. The Tiger and the Deer- Sri Aurobindo Gosh
2. Summer Woods- Sarojini Naidu
3. In India- Nissim Ezekiel
4. Crab- Arun Kolatkar
5. Eating Wheat- Vikram Seth
6. Fireflies- Manohar Shetty
Unit 4: DRAMA
1. Dance like a Man- Mahesh Dattani
Unit 5: FICTION
1. Swami and Friends- RK Narayan
COURSE OUTCOME:
CO 1: Acquire a comprehensive understanding about the Beginning of English Studies in India
CO 2: Knowledge about the impact of English education in India through the lens of the colonisers
and Indians
CO 3: Understanding the evolution of Indian English and its linguistic prototypes
CO 4: Elucidate the concept of Diaspora and its writers
CO 5: Identify the diverse themes of Indian Writing in English- Nature, mysticism, Indian
philosophy, Polity, Contemporary issues like identity crisis, Art and Culture and gender
discrimination
CO 6: Explore the genres like Drama and Fiction- Critical appreciation of the themes, characters and
setting and plot
REFERENCE BOOKS:
1.Anthology of Indian English Poetry- Orient Longman
2.Oxford Indian Anthology of Twelve Modern poets- OUP
3.Dance like a Man- Mahesh Dattani- Penguin Publications
4. Swami and Friends- RK Narayan- Emerald Publishers
Semester 2
British Literature II
Unit -1: Introduction
Impact of the industrial, Agrarian and the French Revolutions on the English Society,
Humanitarian movements in England, the Reform bills and the spread of Education.
Unit-2: Prose
1. Dream children, A Reverie- Charles Lamb
2. On Going a Journey- William Hazlitt
3. Of King’s Treasuries- John Ruskin
Unit-3: Poetry
1. Lucy Gray- William Wordsworth
2. The Rime Of the Ancient Mariner- Coleridge
3. Ozymandias- Shelly
4. Ode to a Nightingale- Keats
5. Ulysses- Tennyson
6. Dover Beach- Mathew Arnold
7. My Last Duchess- Robert Drowning
Unit-4: Drama
1. The Importance of Being Ernest- Oscar Wilde
Unit-5: Fiction
1. Great Expectation- Charles Dickens
COURSE OUTCOME:
CO 1: To familiarize the social history of England- particularly from Agrarian through Reform Bills
CO 2: Elucidates the structure of prose and the importance of didactic writing through the prose
writings of the Victorian Poets.
CO 3: Gives an understanding about poetry via analysis and interpretation of few important poems
written during Romantic and Victorian age.
CO 4: Engages students to learn about the genre of Drama via the play written during Victorian age.
CO 5: Students are made to learn in detail about the genre of novel and how different forms are
used to express certain ideas. They are also trained to read through a novel and understand the
extensive techniques employed by novelists.
REFERENCE BOOKS: English Social History: A Survey of Six Centuries – G M Trevelyan (for Unit
I)
The Importance of Being Earnest – Oscar Wilde
Great Expectations - Charles Dickens
REGIONAL INDIAN LITERATURE IN TRANSLATION
Unit 1: INTRODUCTION
Concept of Indian Literarure, Agam and Puram Concepts, Theory of Nine Rasas in Indian Aesthetics
Unit 2: POETRY
1. Is Poetry always worthy when its old?- Kalidasa(Malavikagnimitram)
2. What she said- Tevakulattar, Kurunthokai 3 ( Tamil)
3. What she said to her Girlfriend- Kapilar, Akananooru 82 (Tamil)
4. Gitanjali (1-5)- Rabindranath Tagore
5. Six Rubaiyaats- Mizra Arif (Urdu)
Unit 3: PROSE
1. Roots- Ismat Chugtai ( Urdu)
2. The Shroud –Munshi Prremchand( hindi
3. Sita Brand Soapnut Powder- Sundara Ramasamy ( Tamil)
4. Poovan Banana- Vaikom Mohammed Basheer ( Malayalam)
Unit 4: DRAMA
1. Wedding Album- Girish Karnad
Unit 5: FICTION
1. Beasts of Burden- Imayam ( Tamil)
COURSE OUTCOME:
CO 1: To understand the concepts of Translation- Regional Indian Literature and its Translated works
CO 2: To demonstrate knowledge about Indian Literary Criticism- Rasa theory and Agam and Puram
concepts- Subaltern Studies
CO 3: To explore different genres- poetry, prose, drama and fiction of major Translated works of
Regional Indian Literature
CO 4: To appreciate the culture, philosophy and literary traditions of Regional Indian Literatures in
translation( Tamil, Urdu, Malayalam, Hindi, Sanskrit)
CO 5: To identify various themes in translated works- Ancient Tamil society, Poetry as the highest
order, Human Relationships, Contemporary issues- poverty, identity crisis, inter caste marriages,
modern weddings, caste discrimination
REFERENCE BOOKS:
1. Waves- Manas Publications
2. Poems of Love and War- AK Ramanujam
3. Texts and their world- Foundation Books
4. Indian Literary Criticism- Theory and Interpretation- GN Devy
5. Natyasastra- Bharatamuni
6. Beasts of Burden- Imayam- OUP
7. Poovan Banana and Other Stories- VM Bahseer- OUP
8. Wedding Album- Girish Karnad- OUP
SEMESTER 3
MYTH AND LITERATURE
UNIT 1: INTRODUCTION
Beginnings of Myth, Natural Phenomena as Myth, Myths and Legends
UNIT 2: GREEK AND ROMAN MYTHOLOGY
1. Hercules( Cleaning of Aegean Stables, Atlas and Hercules)
2. Ulysses & Cyclops, Ulysses & Circe, the Story of Penelope
3. The Story of Romulus and Remus
4. The Story of Dido, Queen of Carthage
5. The Story of Cupid and Psyche
6. The Story of Orpheus and Eurydice
7. The Story of Echo and Narcissus
UNIT 3: CELTIC MYTHOLOGY
1. Oisin in the Land of Eternal Young
UNIT 4: LEGENDS
1. Arthurian Cycle( The Holy Grail)
2. Robin Hood Cycle
UNIT 5: HINDU MYTHOLOGY
1. Stories from Ramayana : The Story of Mareecha and Burning of Lanka
2. Stories from Mahabharata: Kurukshtera- The Battle & The Deception of Bheema, The
Dog, The Bhagavad Gita
3. Stories from Puranas, Epics and Vedas: The Story of Nala & Damayanti, The story of
Nacheekita & Yama, the story of Ganga, The story of Shakuntala
COURSE OUTCOME:
CO 1: To understand the concepts of Myth, its types and Legends
CO 2: To elucidate Myths in various cultures- Greek, Roman, Celtic, Indian mythology
CO 3: Extensive knowledge on mythical stories across the world, the popular mythical characters
CO 4: Critical appreciation of myth , culture and philosophy through mythological stories
CO 5: Analysis of mythical characters- the positive and negative traits; Myth and its impact in
modern world
REFERENCE TEXTS:
1. The Norton Reader- Ed by Linda H. Peterson, John.C.Breton
2. Myths of the Hindus and Buddhists- Ananda.K.Coomarasamy and Sister Nivedita( Chapters
III, VII only)
British Literature III
Unit-1: Introduction
Social impact of the two world wars, the Labour Movement, the Welfare State
Unit-2: Prose
1. Tradition and Individual Talent – TS Eliot
2. The Art of Fiction – Henry James
Unit-3: Poetry
1. The Wreck of the Deutschland - G.M. Hopkins
2. Easter, 1916 - W.B. Yeats
3. Anthem for Doomed Youth - Wilfred Owen
4. The Unknown Citizen - W.H. Auden
5. The Thought-Fox - Ted Hughes
Unit-4: Drama
Pygmalion – George Bernard Shaw
Unit-5: Fiction
Animal Farm - George Orwell
Course Outcome:
CO 1: To focus on the social impact of the two world wars, how equality of labour, rights for
all and all the other movements regarding equality came into force.
CO 2: To bring out the finesse of writers like T.S. Eliot and Henry James through their
techniques.
CO 3: Students learn many genres of poetry through various poets ranging from Hopkins to
Ted Hughes.
CO 4: To Focus on the patriarchal society of England in the times of writers like G.B. Shaw.
CO 5: The aristocracy of cruel England is brought out through writers like George Orwell in
his time.
Texts:
English Social History: A Survey of Six Centuries – G M Trevelyan (for Unit I)
Pygmalion - George Bernard Shaw - Filiquarian Publishing, LLC., 2007
Animal Farm – George Orwell
MODERN ENGLISH LANGUAGE AND USAGE
SYLLABUS
Unit-1: Introduction
The Evolution of Standard English
Prescribed: An Outline History of the English Language [(Chapter- 8) (Pages 196-
209)]
Unit-2: Language and Regional Variation
The Standard Language
Accent and Dialect
Dialectology
Regional Dialects
Style, Slang and Jargon
Prescribed: The Study of Language (3rd edition) by George Yule
Unit-3: Areas of Difficulty in the Usage of English Language for the II Language Users
Basic Grammar
Parts of speech and agreement (voice, tense, number)
Modals and Auxiliaries
Types of sentences (Interrogatives, Declaratives, Exclamatory and Imperative)
Direct and Indirect speech
Question Tags
Unit-4: Language for specific Speech events
Drafting an invitation
Drafting the minutes of a meeting
Addressing a gathering (welcome address)
Proposing vote of thanks
Unit-5: English in the Internet Era
The Internet and English Vocabulary
Role and Scope of Online English Dictionaries
Language and the Advent of Technology
Useful online resources such as YouTube, Google Scholar
Prescribed Texts:
The Study of Language (3rd edition) - George Yule
An Outline History of the English Language – F T Wood
Practical English Grammar – A J Thomson and A V Martinet (OUP)
Language and the Internet – David Crystal, Cambridge University Press
English as a Global Language – David Crystal, Cambridge University Press
COURSE OUTCOME
CO 1: to understand the history of English language and categorize the characteristics of
Standard English
CO 2: to establish the importance of the study of Sociolinguistics also to describe the various
features of different varieties of language
CO 3: to assess the role of grammar in mastering the language and to analyze the approaches
to overcome the inadequacies with illustrations of the grammatical categories
CO 4: to evaluate the language used in specific speech events such as Master Compeering
and also to improve the written language by drafting the invitation and the minutes of
meeting
CO 5: to analyze the various limitations and facilitations of the Internet Technology and to
develop the vocabulary with the help of online English dictionaries
SEMESTER IV
AMERICAN LITERATURE I
UNIT 1: INTRODUCTION
Puritanism, Transcendentalism, American War of Independence, Abolition of Slavery
UNIT 2: PROSE
1 .Self- Reliance- Emerson (An Extract)
2. Where I lived, What I lived for - HD Thoreau
3. Gettysberg Address- Abraham Lincoln
UNIT 3: POETRY
1. Nature- HW Longfellow
2. A Letter to her Husband absent upon Public Employment- Anne Bradstreet
3. Brahma- Emerson
4. Out of the Cradle Endlessly Rocking- Walt Whitman
5. O Captain! My Captain- Walt Whitman
6. There’s a certain Slant of Light- Emily Dickinson
UNIT 4: SHORT STORIES
1. The Cask of Amontillado – Edgar Allan Poe
2. Bartleby, The Scrivener- Melville
3. Let me feel your pulse- O Henry
4. Pigeon Feathers- John Updike
UNIT 5: FICTION
1. The Scarlet Letter- Nathaniel Hawthorne
COURSE OUTCOME:
CO 1: To understand the inception of America- as a nation
CO 2: To comprehend the literary traditions and movements of America
CO 3: Extensive knowledge about American Literature through genres- poetry, prose, short stories
and fiction
CO 4: To explore various themes in American Literature- Nature, Liberty, Racial discrimination,
Abolition of Slavery
CO 5: To critically appreciate American Literary works in its essence- melting pot culture, racism,
transcendentalism
REFERENCE TEXTS:
1. The Scarlet Letter- Nathaniel Hawthorne- Samuel E.Cassino, 1892
2. American Literature, Nandana Datta, Pramod K Nair, Orient Blackswan Publishers
3. A Short history of American Literature- Ashok Sengupta, Krishna Sen
Film and Literature
Unit-1: Introduction
➢ Adaptation
Prescribed Text: A Theory of Adaptation by Linda Hutcheon: Chapter1 - "Beginning to
theorize adaptation"
➢ The Concept of Film Form: genre / sub-genre (narrative film , avant-garde film, film
noir, documentary), Themes tropes - cue - suspense - themes - functions - motif -
parallelism - development - unity / disunity
➢ Film Narrative: Title - Story - Plot - narration (Restricted and omniscient) - duration -
motivation - motif- parallelism - character traits - cause and effects – exposition -
climax - point of view
Unit-2: Adaptation of Contemporary Indian English Fiction
➢ Danny Boyle's Slum Dog Millionaire (2008)
Unit-3: Adaptation of Fantasy / Science Fiction
➢ Steven Spielberg's War of the Worlds (2005)
Unit-4: Adaptation of British Literature in Films
➢ Ang Lee's Sense and Sensibility (1995)
➢ Rajiv Menon's Kandukondain Kandukondain (2000) (Tamil)
Unit-5: Components of a Film Review
Plot, Genre, Role of actors, Background information, condensed synopsis,
argument/analysis, evaluation, recommendation, opinion
COURSE OUTCOME:
CO 1: Introduces students to understand about the process of adaptation by defining a new theory
of adaptation. This in turn lets students to get prepared to interpret and analyze movie adaptations.
Students are familiarized with different movie forms and techniques used with special references to
narrative technique which in turn identifies to the way in which movies are getting adapted
CO 2: By comparing the text and the movie, students are made to learn the differences and
difficulties of adaptation with the introduction chapter as framework of comparison
CO 3: To understand the concept of adaptation in particular genre like fantasy/science diction
through comparison of novel and its adapted movie form.
CO 4: Adaptation of movies from one language to another with references to the cultural differences
is brought out for the students to study.
CO 5: Introduces students to the various components to be remembered while reviewing a film.
REFERENCE BOOKS: A Theory of Adaptation by Linda Hutcheon: Chapter1 - "Beginning to
theorize adaptation
Allied Paper – IV: Introduction to the Study of Language and Linguistics
Unit-1: Introduction
Definition of language, spoken and written language
Diachronic & synchronic approaches of language study
Linguistics - definition, nature and scope
Unit-2: English Phonetics and Phonology
Speech Organs
Sounds in English (Consonants, Vowels and Diphthongs)
Syllables, Stress and Intonation
Transcriptions (exercises)
Unit-3: Grammar
Definition of Grammar
Different Approaches of Grammar – Descriptive, Prescriptive and Functional
Unit-4: Syntax
Structural analysis ( I.C. analysis)
Deep and surface structure.
Unit-5: Semantics
Word, morphemes
Word meaning association (semantics)
Prescribed Texts:
An Introductory textbook of linguistics, phonetics – Rathe L Vashney
The Study of Language – George Yule
English for Research: Usage, Style and Grammar – Adrian Wallwork
Grammar - Frank Robert Palmer
Course Outcome
CO 1 : Students understand the nuances of English language. They study the scientific
approaches of languages in general and English, in specific. This study helps them to know
the foundation of language.
CO 2 : Students think and decipher the origin of language, its properties and development
through ages and compare English language study with others languages.
CO 3 : Since the major outcome of language is for communication, they ponder over the
obstacles faced in learning the language. The addition of old/new vocabulary over the past
years from other languages into English.
CO 4 : Students realise the need of Grammar, Morphology, Syntax and word meaning in the
language uasge. They also delve into the deep and surface structure of sentences, words,
etc. Word allocation, connotation, association in the semantic field leads the learners to fine
tune their communication.
CO 5 : Students analyse the misconceptions regarding grammar, its development, fallacies
and the concept of correctness. They also appreciate the uniqueness of globalisation of
English language. This in-depth study leads them to adopt the usage of standardized English
spoken in the native land.
SEMESTER V
PAPER – X - INDIAN WRITING IN ENGLISH
Unit I Prose I
1. Swami Vivekananda - The Secret of Work
2. Jawaharlal Nehru - Kamala
3. Nirad Chaudhuri - Our Behaviour
4. Dom Moraes - My Mother
Unit II Poetry 1
5. Toru Dutt - Our Casuarina Tree
6. Sarojini Naidu - Palanquin Bearers
7. Nissim Ezekiel - Goodbye Party to Miss Pushpa T. S
8. R. Parthasarathy - Under Another Sky
Unit III - Poetry II
9. Jayanta Mahapatra - Hunger
10. Kamala Das - An Introduction
11. A.K. Ramanujan - Small –Scale Reflections on a Great House
12.. Eunice De Souza - Feeding the Poor at Christmas, Varca 1942
Books for Reference
An Anthology of Commonwealth Poetry – Ed., C. D. Narasimhaiah
Twenty Five Indian Poets in English - Ed., K. S. Ramamurthy
Contemporary Indian Poetry in English -Ed. Saleem Peeradina
Unit IV Drama -1
13. Girish Karnad - Nagamandala
Unit V - Novel
14. Raja Rao - Kanthapura
COURSE OUTCOME:
CO1. To become familiar with select prose pieces by Indian writers in English.
To enable them to examine and interpret the themes that appears in literary texts.
CO2. To understand the rich heritage of India through the poems of Indian poets.
To understand and appreciate the Indian dogmas and values.
CO3. To introduce the contemporary Indian poems with autobiographical tones which acts like a
vehicle for the exploration of the self and society.
CO4. To familiarize the learners with the literary tradition, history and growth of Indian writing in
English and to enhance them with the themes and techniques present in the play of Girish
Karnard.
CO5. To get an idea about the traditional caste system followed in villages through the novel
Kanthapura and to offer an insight into the issues of marginalization or oppressed in terms
of caste and gender.
AMERICAN LITERATURE PAPER I - Prose and Drama
Unit I Prose I
1. Emerson – The American Scholar
2. Thoreau - Winter Animals
Unit II Prose II
3. Martin Luther King – I Have a Dream
4. Robert Frost –The Figure a Poem Makes
5. Alan Tate - The Man of Letters in the Modern World
Unit III Drama I
6. Arthur Miller – The Death of a Salesman
Unit IV Drama II
7. Tennessee Williams - Streetcar Named Desire
Unit V Drama III
8. Lorraine Hansberry – A Raisin in the Sun
COURSE OUTCOME:
CO 1: Students will be able to recognize and discuss Prose from American Literature. Can engage in
close analysis of narrative techniques in the Prose.
CO 2: Famous essayists like Emerson and Thoreau works are introduced to the students. Both are
popular figures in Trancendentalism movement which in turn helps the students to get to know
about the movement and its ideologies through the works.
CO 3: 20th century writers like Martin Luther King, Alan Tate and Robert Frost’s works are prescribed.
This Helps the students to know about the Civil Right Movement, Peace Movement that happened in
America, Frost’s prose has philosophical themes and examine complex social themes. Through this
students gain knowledge about the history and literature of America.
CO 4: Students will read with comprehension and learn to critically and aesthetically analyze works
in Dramatic Literature.
Co 5: Major literary figures like Arthur Miller, Tennessee Williams and Lorraine Hansberry works are
introduced.
Co 6: Variety of themes from different writers from different generations open a wide area for
students to know about the social, cultural and historical background about American Literature.
CO 7: Hansberry’s A Raisin in the Sun explores the theme of racial segregation prevalent in America
and how it in turn contributed to literature can be analyzed by the students.
Books for Reference
American Literature – An Anthology of Prose – Ed., C. Subbiah( Emerald)
The World’s Great Speeches ( Oxford)
POST –COLONIAL LITERATURE
Unit I
Introducing Post- Colonial Literatures – (British Colonization, Nationalism, Post-
Colonialism) – Invader and settler colonies, Englishes, Commonwealth Literature, New
Literatures
Unit 1I Prose
1. Margaret Atwood - From Survival - A Thematic Guide to Canadian Literature
2. Chinua Achebe - Novelist as Teacher
3. Ruth Prawar Jhabvale - Myself in India
Unit III Poetry
4. A. D. Hope - Australia ( Australia)
5. Allen Curnow - House and Land ( New Zealand)
6. Wole Soyinka - Telephone Conversation ( African)
7. Dereck Walcott - A Far Cry from Africa ( Caribbean)
8. James Reaney - Maps ( Canada)
9. Kishwar Naheed - I am Not that Woman ( Pakistani)
Unit IV Drama
10. Wole Soyinka - The Lion and the Jewel
Unit V - Fiction – Short Story
11. Nardine Gordimer - Six Feet of the Country ( South Africa)
12. Henry Lawson - The Drover’s Wife ( Australia)
13. Jeannette c. Armstrong - This is a Story ( Canada)
14. Albert Wundt - A Resurrection ( New Zealand)
15. Jamaica Kincaid - In the Night ( Caribbean )
Reference
21
The Arnold Anthology of Post Colonial Literature in English Ed. John Thieme
Readings in Commonwealth Literature - William Walsh
An Anthology of Commonwealth Poetry – Ed., C. D. Narasimhaiah
COURSE OUTCOME:
CO 1: Postcolonial literature is the literature of countries that were colonized by European countries
and which exsist on all contients.postcolonial literature often addresses the problem and consequences
of the declonization of a country, especially questions relating to the political and cultural
independence of formerly subjugated people and themes such as racialism and colonialism.This gives
wide knowledge to the students about the problems faced by the people during the post colonial
period.
CO 2: Writers like Margaret Atwood, Chinua Achebe and Ruth Prawar Jhabvale have contributed
prose writings like A Thematic Guide to Canadian literature, where the students have been exposed to
Canadian, African and Indian literature.
CO 3: Students have been exposed to various poets like A.D.Hope, Allen Curnow, Wole Soyinka,
Dereck Walcott, James Reaney, Kishwar Naheed who belong to various countries like Australia,
New Zealand, Africa, Pakistan, etc. They learn to do comparative study of various writers who belong
to different countries.
CO 4: Reading skill of the students will improve through novel reading. They are exposed to varieties
of literature. For example ‘The Lion and the Jewel’ by Wole Soyinka helps them to understand about
the African literature and their culture.
CO 5: Short stories help the students to analyse culture, identity, criticism of various literature. Stories
like ’The Drover’s Wife’, ‘This is a story’, ‘Six feet of the country’ help them to learn about the
cultural isssues prevalent in different parts of the world.
PAPER XII – AN INTRODUCTION TO GENERAL
LINGUISTICS AND COMMUNICATION
Unit I
General
What is Linguistics? – Linguistics as a science – Synchronic and Diachronic approaches –
Branches of study
Language
Definition – Uses of language - Phatic communion
Properties of language– Species specific and species uniform, Symbolic system,
Arbitrariness, Duality of Structure, Productivity, Displacement, Cultural Transmission,
discreteness, Inter changeability, Specialization, Non directionality
Origin of Language – Divine Source, Natural sound source, Oral Gesture, Glasso Genetics
Unit II
Language
Development of Writing –Pictographic, Ideographic, Locographic, Rebus Writing, Syllabic
Writing, Alphabetic Writing
Language Variation – Dialect, Standard and Non – Standard, Isoglasses , Dialect
Boundaries, Bilingual, Bidialectal, Idiolect, Register, Lingua Franca, Pidgin, Creole,
The Post Creole Continum
Language Change – Protos – Family relationship - Cognates – Comparative Reconstruction
Unit III
Grammar
What is Grammar ? Misconceptions regarding grammar - The development of English
grammar - Objections of modern grammarians to traditional approach – Nominative Rules -
Latinate Fallacy – Logical Fallacy – - Historical Fallacy – Descriptive and Prescriptive
approaches – Concept of correctness and social acceptability – Form and substance - Speech
and Writing
Unit IV
Morphology, Syntax and Word Meaning
Word - Morphemes – Free Morphemes and bound Morphemes – Prefix and suffix –
Inflectional and Derivational – Allomorphs - Zero morphemes – Morphological Study of
words
14
Structural analysis – IC Analysis - Labelled Tree diagram - Using IC analysis to
disambiguate simple sentences - Deep and Surface Structure
Word Meaning, Association, connotation, collocation, Semantic Field
Exercises
Morphological Analysis of words using tree diagram
IC analysis( simple sentences)
Use of IC analysis to disambiguate simple sentences
Deep and surface structure
Reference
George Yule – The Study of Language ( Chapters 1, 2, 3, 8,9,10, 19,20)
Wallwork - Language and Linguistics – (Chapters 1, 2, 6 ,7 )
Palmer – Grammar ( Chapter 1)
S.K Verma, N.Krishnaswamy -Modern Linguistics – An Introduction
Dr. Varshney - An Introductory Text book of Linguistics and Phonetics
Adrian Akmajian & others- Linguistics – An introduction to Language and Communication
Linguistics
Course Outcome
CO 1 : Students understand the nuances of English language. They study the scientific
approaches of languages in general and English, in specific. This study helps them to know
the foundation of language.
CO 2 : Students think and decipher the origin of language, its properties and development
through ages and compare English language study with others languages.
CO 3 : Since the major outcome of language is for communication, they ponder over the
obstacles faced in learning the language. They also study the addition of old/new vocabulary
over the past years from other languages into English.
CO 4 : Students realise the need of Grammar, Morphology, Syntax and word meaning in the
language uasge. They also delve into the deep and surface structure of sentences, words, etc.
Word allocation, connotation, association in the semantic field leads the learners to fine tune
their communication.
CO 5 : Students analyse the misconceptions regarding grammar, its development, fallacies
and the concept of correctness. They also appreciate the uniqueness of globalisation of
English language. This indepth study leads them to adopt the usage of standardized English
spoken in the native land.
SEMESTER VI
Shakespeare-II
Unit I
Elements of Shakespearean Threatre
Unit II
Macbeth
Unit III
A Midsummer Night’s Dream
Unit IV
The Tempest
Course Outcome:
CO 1: To enhance the learning strategy of knowing the theatrical elements of
Shakespeare to students.
CO 2: To implement the tragedy of Shakespeare and the intensity in learning
the play in a tragic and thrill manner.
CO 3: To inculcate the comedy of Shakespeare and the intensity in learning the
play in a comic and fun manner.
CO 4: Students understand the greatness of Shakespeare’s work. The portrayal
of human emotions, moral values and judgements are analysed by the
students. They also find the unimpeachable integrity from the characters of
Tempest.
CO 5: The quotes of Shakespeare are practiced and utilized by the students in
their essays and speeches. The lyrical quality of his works create a profound
understanding of ethics and morality of Shakespearean period.
AMERICAN LITERATURE II – (Poetry and Fiction)
Unit I Poetry - I
1. Anne Bradstreet - The Prologue
2. Emerson - Hamatreya
3. Poe - The Raven
4. Whitman - Song of Myself
Unit II Poetry - II
5. Emily Dickinson - The Soul Selects hers own Society,
Much Madness is Divinest Sense
6. Robert Frost - The Death of the Hired Man
7.Wallace Stevens – Anecdote of the Jar
8. Theodore Roethke - The Meadow Mouse
Unit III Poetry - III
9.. A. Robinson – Richard Cory, Reuben Bright
10. Sylvia Plath – The Lady Lazarus
11. Amy Lowell -- Patterns
12. Denise Levertove – The Mutes
Unit IV - Novel -
13. Earnest Hemingway – The Old man and the Sea
Unit V -Short Stories
14. Mark Twain - Luck
15. Hawthorne – Young Goodman Brown
16. Poe – Tell Tale Hearts
17. O’ Henry - After Twenty Years
18. William Saroyan – Locomotive 38, the Ojibway
COURSE OUTCOME:
CO 1: Students will recognize understand and appreciate poetry as a literary art form. They will get
to know about the first prominent women writer of America Anne Bradstreet, about the important
poet Emerson who led the Trancendentalist Movement, about central figure of Romanticism –
Edgar Allan Poe and about Walt Whitman who has a major part in the transition between
Trancendentalism and realism through their works.
CO 2: Another set of writers Emily Dickinson, Robert Frost, Wallace Stevens and Theodre Roethke’s
poems are introduced to the learners. The style of the writers, the difference between a 19thand 20th
century poems can be analyzed and understood. Theory of Modernism can be learnt through Wallac
Steven’s poems.
CO 3: Poems of some more American writers belonging to different schools help students
understand the different styles in poetry. Confessional poetry is introduced through the works of
Sylvia Plath. Lowell’s poem helps to learn the style of free verse method of poetry.
CO 4: Through the genre of Novel students will be able to enjoy the experience of reading novels,
appreciate literature’s ability to elicit feelings. Hemingway’s work is introduced a classic novel
through which learners know the style, themes and syntax of his novel. Novels help to identify wider
range of voice within and across culture.
CO 5: Short Stories of major literary figures are introduced to the students. Students will analyze
variety of short fictions. They learn how to consider culture, author bibliography and historic context
of each story. They can identify and apply techniques of literary analysis and criticism.
Reference Books
Four Centuries of American Poetry – Ed., Mohan Ramanan
American Literature – An Anthology of Poems – Ed., C. Subbiah
ENGLISH PHONETICS AND PHONOLOGY
Unit I
An Introduction to Phonetics and Phonology
The unphonetic character of English Orthography and the need for a phonetic script
Air Stream Mechanisms
Organs of Speech - Respiratory Region, Phonatory Region and Articulatory Region
Phonemes - Minimal Pairs- Contrastive Distribution, Phonetic Environment,
Allophones , Complementary distribution and Free Variation
Unit II
Description of Consonants – Air Stream Mechanism, Position of the Vocal Cords, Position of
the Soft Palate, Place of Articulation, Manner of Articulation –Articulation of individual
Consonants
Unit III
Description of Vowels – Pure vowels- Three Term label, Cardinal vowel , Vowel Chart,
Description of individual Vowels
Description of Semi vowels
Unit IV
Transcription, Narrow and Broad
Syllable, Syllabic division, Syllabic Structure, Consonant clusters, Arresting and Releasing
consonants
Supra segmental Phonemes
Stress - Word Stress, Sentence Stress, Rhythmic Stress
17
Intonation – Tone group, Tone syllable, Tone ( Static and Kinetic)
Exercises - 30 marks for practical exercises
Marking Phonetic Environment, Identifying Phonemes through Minimal Pair,
Allophonic Variation – Aspirated, Unexploded, Nasally exploded, Phonetic Realization of
Plural, Past, Third Person Singular morphemes,
Syllabic division and structure
Transcription – Simple words with stress , Sentences marking stressed and unstressed
syllables
Reference books
1. Daniel Jones- The Pronunciation of English
2. Balasubramanian. T - A Textbook of English Phonetics for Indian Students – A
workbook .
3. R. K. Bansal and J. B. Harrison – Spoken English.
4. Lalitha Ramamurthi - A History of English Language and Elements of Phonetics
5. T. Balasubramanian - English Phonetics for Indian Students – A workbook
6. Exercises in spoke
COURSE OUTCOME:
CO 1: To enhance the students to transcribe speech using the International Phonetic
Alphabet. The study of air stream mechanisms, organs of speech, phonemes and allophones
obtain articulation transmission and reception of speech sounds.
CO 2 : To learn considerable variation in consonants and vowels and to develop articulatory
skill using International Phonetic Alphabet and to improve effective communication.
CO 3: To enrich knowledge and awareness of speech sounds and recognizes technical terms
to analyze English pronunciation.
CO 4: To analyze the syllabic structure to reinforce the cognitive representation of words and
to provide evidence to recognize written words and to understand written text.
CO 5: To manifest the interaction with prosodic effects to develop the competency skill and
enhance knowledge-based interference drawn from the various texts or speech.
INDIAN LITERATURES IN TRANSLATION
Unit 1 Prose
1. M.K. Gandhi
- Stealing and Atonement
2. M.K. Gandhi
- Shyness, My Shield
(The Story of My Experiments with Truth
3. Who is the Buddha - An extract from Periyar on Buddhism
( Critical Quest, New Delhi)
4. Buddhadev Bose - An Extract from An Acre of Green Grass – A Review of
Modern Bengali Literature ( The Picador Book of Modern
Indian Literature Ed. Amit Chaudhuri)
Unit II Poetry
5. Rabindranath Tagore
- Where the Mind is Without Fear ( Bengali)
6. Umashankar Joshi
- Fragmented ( Gujarati)
7. Gopalakrishna Adiga
- Do Something, Brother( Kannada)
8. O.N.V. Kurup
- Earthern Pots ( Malayalam)
9..A. Jayaprabha
- Stares ( Telugu)
10. From Kovattan, Kuruntokai 66 - What his Girl Friend Said to Her ( Tamil)
11.Daya Pawar
- Oh Great Poet ( Marathi)
Books for Reference
Texts and Their Worlds I Ed., Anna Kurien - Foundation Books
Twenty Five Indian Poets in English - Ed., K. S. Ramamurthy
Unit III Drama
12. Maheswari Devi
- Rudali
Unit IV
13. Bama
- Karukku
Unit V
14. Rabindranth Tagore - The Posrtmaster
15. Ambai
– A Kitchen in the Corner of the House
16. Lakshmi Kannan - India Gate
17. Vaikom Muhammad Basheer – Birthday
Books for Reference
Texts and Their Worlds I Ed., Anna Kurien - Foundation Books
COUSE OUTCOME:
CO 1: Indian Literature in English Translation is rapidly becoming an indispensable
component of literary and cultural studies in India. The students of English literature have
been exposed to the prose works of M.K.Gandhi, Periyar and Buddhadev Bose to known
more about the cultural studies in India.
CO 2: Poetry helps the students to celebrate classroom diversity, builds literacy skills,
improves critical thinking, and unlocks creativity by teaching students to translate great
poetry from around the world. By practicing the art of translation, students become familiar
with the building blocks of language and the full range of expression available to them as
readers, writers, speakers, thinkers, and world citizens.
CO 3: The students have been prescribed with the drama like Rudali where they learn about the
oppression of women in a male dominated society.
CO4: Bama’s karruku has journeyed widely which teaches the students to learn about different
subjects such Marginal Literature, Literature in Translation, Autobiobiography, Feminist Literature
and Dalit literature.
CO 5: Through the short stories the students will understand the problems faced by women in
different parts of the society.