B.A. (H) ENGLISH - Galgotias University

B.A. (H) ENGLISH

School of Liberal Education

English

2018-21

Curriculum and Syllabi

BA (Honours) in English

2018–2021

Department of English

School of Liberal Arts

Date of BOS:

BA (H) English

Programme Structure 2018-21

FIRST YEAR - SEMESTER – I

Course Code Course Title L T P J C Course Type

BAEN1009 History of English Literature 4 0 0 0 4 Core Course

BAEN1010 British Literature I 4 0 0 0 4 Core Course

BAEN1011 Introduction to Linguistics 4 0 0 0 4 Core Course

CSCL1001 Computer Application 2 0 0 0 2 School Core

CSCL1002 Computer Application Lab 0 0 2 0 1 School Core

CENG1001 Communicative English I 3 0 0 0 3 University Core

CENG1002 Lab Communicative English I 0 0 2 0 1 University Core

SLFS1001/

SLPF1001

Foundation of Social Sciences/

Popular Fiction

4 0 0 0 4 Generic

Elective 1 Total Credits 21 0 4 0 23

FIRST YEAR - SEMESTER – II


BAEN1016 Shakespeare 4 0 0 0 4 Core Course

BAEN1017 From Chaucer to Modern Age 4 0 0 0 4 Core Course

BAEN1018 Introduction to Theatre 4 0 0 0 4 Core Course

BAEN1019 English for Civil Services 0 0 0 2 1 Core Course

CENG1003 Communicative English –II 3 0 0 0 3 University Core

CENG1004 Lab Communicative English –II 0 0 2 0 1 University Core

SLIS1002 Introduction to Statistics 2 0 0 0 2 School Core

SLSP1002 Lab Statistical Packages 0 0 2 0 1 School Core

FREN1003

GERN1003

JAPA1003

French-I

German-I

Japanese-I

3

0

0

0

3

University

Core

SLCA1002/

SLIL1002

Indian Constitution and Administration/

Indian Literature in Translation 4 0 0 0 4

Generic

Elective 2

Total Credits 24 0 4 2 27

SECOND YEAR - SEMESTER – III


BAEN2018 British Literature II 4 0 0 0 4 Core Course

BAEN2019 American Literature 4 0 0 0 4 Core Course

BAEN2020/

BAEN2021

The Structure of English Language/

Introduction to Sociolinguistics

4 0 0 0 4 Core Elective

1

BAEN2011 PBL – ENG SEM III 0 0 0 2 1 Core Course

FREN2001

GERN2001

JAPA2001

French-II

German-II

Japanese-II

3 0 0 0 3 University

Core

SLGD2001/

SLSC2001

Gender and Development Studies/

Start-ups and Cashless Economy 4 0 0 0 4

Generic

Elective 3

SLPD2001/

SLFP2001

Personality Development & Stress

Management/ Indian Foreign Policy 4 0 0 0 4

Generic

Elective 4

UHVE1001 Universal Human Values and Ethics 0 0 4 0 2 University

Core


SECOND YEAR - SEMESTER – IV

Course code Course Title L T P J C Course Type

BAEN2022 Phonetics and Spoken English 4 0 0 0 4 Core Course

BAEN2023 Post -Colonial Literature 4 0 0 0 4 Core Course

BAEN2024 Literary Criticism 4 0 0 0 4 Core Course

BAEN2025 PBL – SEM IV 0 0 0 2 1 Core Course

BAEN2026/

BAEN2027

Women’s Writing in English/

Indian Writing in English


2

SLSR2001/

SLGC2001

Social Relations/

Globalisation and Culture 4 0 0 0 4

Generic

Elective 5

SLGE2001/

SLAP2001

Global Economic Issues/

Academic and Professional Writing 4 0 0 0 4

Generic

Elective 6


THIRD YEAR - SEMESTER – V


BAEN3012 British Literature III 4 0 0 0 4 Core Course

BAEN3025 Research Methodology 4 0 0 0 4 Core Course

BAEN3014 Literary Theory 4 0 0 0 4 Core Course

BAEN3022 Introduction to Semantics 4 0 0 0 4 Core Course

BAEN3016 PBL – SEM V 0 0 0 2 1 Core Course

BAEN3033 MOOC 0 0 0 0 3

BAEN3017/

BAEN3018

Introduction to Morphology/

Language and Society


3


THIRD YEAR - SEMESTER – VI


BAEN3019 Translation: Theory and Practices 4 0 0 0 4 Core Course

BAEN3020/

BAEN3021

New Literature in English/

Modern European Drama


BAEN9999 Major Graduate Thesis 0 2 0 12 8 Core Course

ENVS1001 Energy and Environmental Studies 3 0 0 0 3

University

Core

Total Credits 19

TOTAL CREDITS = 23 + 27 + 26 + 25 + 24 + 19 = 144

Note:

**The topic of under-graduate thesis/ project for each student shall be decided during semester IV to

enable them to effectively utilize the summer vacations for field/ library work/ collection of data etc.

The analysis is expected to be completed in semester V and thesis/ project report submitted at the end

of semester VI. Under- graduate thesis/ project will be evaluated on the basis of written documents,

(Through internal and external assessment including oral examination).

ELECTIVES

Electives Course Code Course Title L T P J C

Elective-1 BAEN2020 The Structure of English Language 4 0 0 0 4

BAEN2021 Introduction to Sociolinguistics 4 0 0 0 4

Elective-2 BAEN2026 Indian Writing in English 4 0 0 0 4

BAEN2027 Women’s Writing in English 4 0 0 0 4

Elective-3 BAEN3017 Introduction to Morphology 4 0 0 0 4

BAEN3018 Language and Society 4 0 0 0 4

Elective-4 BAEN3020 New Literature in English 4 0 0 0 4

BAEN3021 Modern European Drama 4 0 0 0 4

GENERIC ELECTIVE COURSES

GROUP 1

SLFS1001 Foundation of Social Sciences 4 0 0 0 4

SLPF1001 Popular Fiction 4 0 0 0 4

GROUP 2

SLCA1002 Indian Constitution and Administration 4 0 0 0 4

SLIL1002 Indian Literature in Translation 4 0 0 0 4

GROUP 3

SLGD2001 Gender and Development Studies 4 0 0 0 4

SLSC2001 Startups and Cashless Economy 4 0 0 0 4

GROUP 4

SLPD2001 Personality Development & Stress Management 4 0 0 0 4

SLFP2001 Indian Foreign Policy 4 0 0 0 4

GROUP 5

SLSR2001 Social Relations 4 0 0 0 4

SLGC2001 Globalisation and Culture 4 0 0 0 4

GROUP 6

SLAP2001 Academic and Professional Writing 4 0 0 0 4

SLGE2001 Global Economic Issues 4 0 0 0 4

Programme B.A. (Honours) ENGLISH

Batch 2018 – 21

Semester I

Course Title History of English Literature

Course Code BAEN1009

Version 1.02

Credits 4

Course Description

This course offers a historical study of the English literature including consideration of ancient, medieval,

modern, and post-modern. It focuses on detailed discussion on major authors, works, genre, movements

and literary terms from Chaucer to recent authors to make students have a better understanding of English

literature.

Course Objectives

The objective of the course is to enable the student:

1. To acquaint the students with the growth and development of English literature.

2. To acquaint the students with major authors, works, genre, movements and literary terms in English

literature.

3. Familiarize students with prominent writers of English literature.

4. Acquaint the students with diversity in literature, based on race, ethnicity, economic status, and

gender across historical periods.

5. To develop analytical skills and critical thinking through reading and comparing the important texts.

6. Enhance linguistic competency.

Course Pre-requisite

Understanding of the basics of English language and literature

Course Outcomes

On the successful completion of the course, the student would be able to:

1. Have an understanding of English literature.

2. Understand the major movements and trends in English Literature.

3. Recognize the major authors and their representative works.

4. Appreciate the contribution of major authors to the development of English literature.

5. Know the influence of major social and political events on the literature of the period.

6. To use the language more effectively.

Prescribed Topics:

Module 1: An introduction to the history of English literature (from Chaucer to the Renaissance)

Module 2: An introduction to the history of English literature (from Enlightenment to the Romantic)

Module 3: An introduction to the history of English literature (from Victorian Age to the Post-Modern

age)

Module 4: Poetry (ballad, epic, lyric, ode, elegy, sonnet, dramatic monologue), Drama (mystery / miracle

plays, morality play, tragedy, comedy, tragic-comedy, chronicle play, masque, comedy of humours,

melodrama, comedy of menace), Prose, Novel (Epistolary, gothic, picaresque, stream of consciousness),

Stanza forms (blank verse, heroic couplet, rhyme royal, quatrain, terza rima, ottava rima, Spenserian

stanza, ballad stanza), Figures of Speech, Meter, rhyme

Prescribed Texts:

David Daiches. A Critical History of English Literature - Volume 1 and 2. Allied Publication. Andrew

Sanders. A Short Oxford History of English Literature. OUP.

M.H. Abraham. A Glossary of Literary Terms. Cenage India Pvt. Ltd.

Additional References:

Borris Ford. Pelican Guide to English Literature: Vol. 1-9. Penguine. (Ch. 1 & 2)

Ronald Carter and John McRae. The Routledge History of Literature in English: Britain and Ireland.

Routledge.

J.R. Cuddon. Dictionary of Literary Terms and Literary Theory. Penguine.

Pedagogy

The pedagogical approach used in the course will be a combination of lectures, chalk & talk, problem

solving exercises, quizzes and presentations.

Evaluation Scheme

Description Weight age (Percentage)

• Internal Assessment 20%

• CAT 1 * 15%

• CAT 2 15%

• End Term Exam (3 hours) 50%

*Continuous Assessment Test

Detailed Outlines of Course

SYLLABUS CUM SESSION PLAN

Session No

Module

Topics

L T P J C

4 0 0 0 4

Core Reading Additional Reference

1 -15 I An introduction to the history of

English literature (from Chaucer

to the Renaissance)

Text

A Critical History of

English Literature -

Volume 1and 2 by

David Daiches-

16-22 II An introduction to the history of

English literature (from

Enlightenment to the Romantic )

Text

23– 33 III An introduction to the history of

English literature (from Victorian

Age to the Post Modern age)

Text

34-40 IV Ballad, epic, romance, lyric, ode,

elegy, sonnet, rhyme, meter,

mystery/ miracle plays, morality

play, metaphysical conceit,

Simile, metaphor, personification,

alliteration, apostrophe,

hyperbole, allegory, allusion,

anti-climax, satire, irony, blank

verse, tragedy, comedy, tragic-

comedy, chronicle play,

masque, comedy of humours,

farce.

Dictionary of Literary

Terms and Literary

Theory by

J.R. Cuddon


Batch 2018 – 21

Semester I

Course Title British Literature I


Version 1.02

Credits 4

Course Description

The course focuses on detailed reading of selected texts and tries to trace the development of British

literature from 1340 to 1660. It helps students understanding various social, religious, economic and

literary aspects in the development of British Literature during this period.

Course Objectives

The objective of the course is to:

1. Acquire an understanding of literary terms and forms of the age

2. Understand major literary, social, political and religious movements of the period

3. Understand major literary trends during the era

4. Acquire an understanding in analyzing a text in its historical, religious and social context

5. Enable the students to understand the contribution of the writers in the development of major

literary genres

6. Understand various literary devices for a better critical analysis of a text



Course Outcomes


1. Recognize the major literary trends of the period

2. Understand a literary text in its social, political and cultural context

3. Understand the nuances of literary language and changes in style

4. Understand the contribution of writers in the development of English literature

5. Understand various literary terms and forms

6. Use various literary devices for critical analysis of a text

Prescribed Text:

Module 1: Historical background to the literature from 1340 to 1660 Chaucer Pardoner’s Tale

Module 2: Shakespeare: Sonnet 130 (My Mistress’ Eyes are Nothing Like the Sun) John Milton:

The Paradise Lost (Line 1-26), John Donne: Valediction Forbidding Mourning Andrew Marvell: To

His Coy Mistress

Module 3: Bacon: Of Studies, Of Great Place Shakespeare: As You Like It*

Module 4: Shakespeare: Macbeth

*Not for detailed study

Reading:

1. Norton Anthology of English Literature. Vol. 1

2. Sukanta Chaudhuri. Ed. Bacon’s Essays: A Selection. OUP.

3. Prof Peter Alexander. Ed. The Complete Works of Shakespeare. Collins.

Additional References

1. Herbert J C Grierson and J C Smith. Critical History of English Poetry. Bloomsbury Academic

Collection.

2. Allardyce Nicoll. British Drama. Barnes and Noble.

3. MC Bradbrook. Themes and Conventions of Elizabethan Theatre. Cambridge University Press.

4. AC Bradley. Shakesperean Tragedy. London: Penguin.

5. David Daiches. A Critical History of English Literature. Allied Publishers.

6. M.H. Abrahms. A Glossary of Literary Terms. Cengage Learning India Pvt Ltd.

Pedagogy



Evaluation Scheme

Description Weight age

(Percentage)


• CAT 1 * 15%

• CAT 2 15%


*continuous Assessment Test



L T P J C

4 0 0 0 4

Session

No

Module Topics Core Reading Additional

Reference

1-10 I Module 1: Historical

background to the

literature from 1550 to

1660

Chaucer: Pardoner’s Tale

Norton Anthology of

English Literature. Vol.

1

11 – 20 II Module 2: Shakespeare:

Sonnet 130 (My

Mistress’ Eyes are

Nothing Like the Sun)

John Milton: The

Paradise Lost (Line 1-26)

John Donne: Valediction

Forbidding Mourning

Andrew Marvell: To His Coy

Mistress

Norton Anthology of


1

21 – 30 III Module 3: Bacon: Of

Studies, Of Great Place

John Bnyan: Preface to the

life and death of Mr

Badman

Norton Anthology of


1

Prof Peter Alexander.

Ed. The Complete

Works of Shakespeare.

31 – 40 IV Module 4: Shakespeare:

Macbeth

Prof Peter Alexander.

Ed. Th Complete Works

o Shakespeare.

Collins.


Batch 2018 – 21

Semester I

Course Title Introduction to Linguistics


Version 1.02

Credits 4

Course Description

This course has been designed to introduce students to general concepts of language & linguistics. The

course is organized in a ‘bottom up’ fashion—from the smallest to the largest segments of language,

moving from Sound to, Word, and then to semantics and pragmatics at the level of discourse. Aspects of

language origin & design will be examined as well as cross linguistic language typologies. Topics on

Language and society as well language acquisition and learning will be explored.

Course Objectives


1. Understand the origins, structure and development of language

2. Understand the application of language in the areas of humanistic and scientific knowledge.

3. Understand the general characteristic of the structure of language, its phonological sound system,

word structure

4. Aware the students how to use language in written and spoken discourse

5. Understand the terminology used to describe and analyze the structure and systems of language.

6. Understand basic principles of linguistic theory.


Understanding of English language

Course Outcomes


1. Know the origin and the development of language

2. Understand the dynamics of language and its usage.

3. Know various components of language for correct usage

4. Know and analyze the structure of sentence

5. Understand the theories related to language

6. Use language in different domains effectively.

Prescribed Topics:

Module 1: What is language: Introduction, Origin of Language, Characteristics of Language: Animal

and Human language

What is Linguistics: Definition, Linguistics as a Science, Scope and Linguistics, Levels of Linguistic

Analysis, Branches of Linguistics

Module 2: Fundamental Concepts in Linguistics: Background, Langue and Parole, Competence and

Performance, Syntagm and Paradigm, Descriptive and Prescriptive, Synchronic and Diachronic

Module 3: Morphology: Introduction to Etymology, Concept of Morpheme, Allomorph, Types of

words, Root, stem and node, Processes of Word formation: Affixation, Back Formation, clipping,

Blending, Antonomasia

Module 4: Language and society: Language and Dialect, Caste and Class Dialect, Pidgin and Creole;

Isogloss, Sociolinguistic Domain, Language Standardization, Varieties of English

Language and Meaning: Meaning: Denotative, Connotative, Social, Thematic, Lexical and

Grammatical Meaning, Semantic and Pragmatic Meaning, Sense and Reference

Prescribed Reading:

Fromkin, V., Rodman, R., Hyams, H. An Introduction to Language (9 th ed). Wadsworth Cengage

Learning.

Yule, George. The study of Language (3rd ed). Cambridge University Press.

Jeffries, Lesley. Discovering Language: The Structure of Modern English. Palgrave Macmillan.

Pedagogy



Evaluation Scheme

Description Weight age Percentage)

Internal Assessment 20%

CAT 1 * 15%

CAT 2 15%





Session

No

Module

Topics

L T P J C

4 0 0 0 4

Core Reading Additional

Reference

1-10 1 What is language: Introduction,

Origin of Language, Characteristics

of Language: Animal and Human

language

What is Linguistics: Definition,

Linguistics as a Science, Scope

and Linguistics, Levels of

Linguistic Analysis, Branches of

Linguistics

From kinCh-1

Yule Ch-1 & 3

11-20 2 Fundamental Concepts in

Linguistics: Background, Langue

and Parole, Competence and

Performance, Syntagm and

Paradigm, Descriptive and

Prescriptive, Synchronic and

Diachronic

Jeffrie Ch-1 Yule Ch-

4,5

21-30 3 Morphology: Introduction to

Etymology, Concept of Morpheme,

Allomorph, Types of words, Root,

stem and node, Processes of Word

formation: Affixation, Back

Formation, clipping, Blending,

Antonomasia

Yule Ch-6,7 Jeffrie

Ch- 3

31-40 4 Language and society: Language

and Dialect, Caste and Class

Dialect, Pidgin and Creole; Isogloss,

Sociolinguistic Domain, Language

Standardization, Varieties of

English

Language and Meaning: Meaning:

Denotative, Connotative, Social,

Thematic, Lexical and Grammatical

Meaning, Semantic and Pragmatic

Meaning, Sense and Reference

FronkinCh- 8 &10

Programme BA (H)

Batch 2018 – 2021

Semester 1

Course Title Computer Applications

Course Code CSCL1001

Version 1.01

Credits 2

Course Description

Consider this sentence: “Computers are everywhere.” Does it sound like an overstatement? No matter

how we perceive the impact of computers, the statement is true. Computers are everywhere. In fact, we

can find them in some pretty unlikely places, including our car, our home appliances end even in some

alarm clocks and other electronic devices we use. In the past two decades, computers have reaped our

lives at home, work or school. The vast majority of businesses now use computerized equipment in some

way and most companies are networked both internally and externally. Employees who once had little

use for technology now interact with computers almost every minute of the workday. It therefore

becomes essential for all business graduates to understand how this machine works and more importantly

how to use it in their professional lives in the near future. The knowledge and skills that one gains from

the course should pay dividends in the future, as computers become even more common at home and at

work.

The course begins with a basic overview of fundamentals like the many types of computers in use today

and why people use them. As our knowledge grows, we shall realize that all computers are basically

similar. Like any machine, a computer is a collection of parts which are categorized according to the

work they do. We shall learn about these various families of computer components and how this work

together and allow us to interact with the system. We shall discover the importance of software, without

which a computer could do nothing. We shall also realize that the user is an essential part of a complete

computer system.

When PCs first appeared in businesses, programs were designed for a single user. As computers spread

throughout businesses, developers began offering complex software designed for multiple users. Data

communications- the electronic transfer of information between computers- became a major focus of the

computer industry. This demand for networks has increased as businesses have realized the value of

networking. By interconnecting many individual networks into a massive single network, people around

the world can share information as though they were across the hall from one another. The Internet is an

example of one such network as is possibly the single largest network in existence today.

We have seen that hardware alone does not do much of anything. The work that hardware or operating

system can do on its own is very limited. Application software specially the office productivity suite

shifts this focus from computer to humans. The course shall focus on trying to teach some the basic

functionalities of the most commonly used productivity software in business for text and graphics,

spreadsheets and presentations.

Course Objectives

The objectives of the course are:

1. Facilitate a basic understanding of types of computers & their uses.

2. Provide a fundamental understanding of computer hardware, software and components.

3. Familiarize the students with the computer networks and the internet.

4. Facilitate an understanding of the most commonly used business application software.

Course Pre-requisite: None

Course Outcomes

At the end of the course, the students should be able to:

1. Describe how computers are used in various sectors of our society.

2. Identify the types of computers they see around them and understand the basic functionalities of each

one of them.

3. Understand the working of different components in a microcomputer and the role played by each in

the overall working of the machine.

4. Identify the benefits of using computer networks and what they are made up of.

5. Understand the reasons for creation of the Internet and the major services that one can access using

Internet.

6. Develop a basic familiarity for working with the most commonly used productivity suites and apply

these skills in business scenarios.

Prescribed Texts

[1]. Introduction to computers by Peter Norton, 2010, TMH Education


James A. O’Brian, George M Marakas, Ramesh Behl, Management Information Systems: McGraw-Hill,

Ninth Edition.

Laudon & Laudon, Management Information System: Managing the Digital Firm, Pearson Education,

Eighth Edition

Information Technology for Management by Efraim Turban, Linda Volonino, 2010, Wiley

Microsoft Office Word 2007 by Deborah Hinkle, 2007, Mc-Graw Hill Higher Education

Microsoft Office PowerPoint 2007: Visual Quick Tips by Paul Mcfedries, 2007, Wiley India Pvt. Ltd

Pedagogy

The course shall be taught as a mix of traditional classroom teaching for Module 1 to Module 5 except

Module 4 which will be taught in the computer Lab to provide hands on exposure to use the basic

application software for text editing and spreadsheet

The course requires an active participation by all the students so as to ensure that the learning objectives

for the course are met successfully.

Evaluation Scheme

Type Description Weight age

(Percentage)

Theory

• Quiz (1 & 2) 20%

• CAT 1 * (Written Exam 1.5 Hrs) 15%

• CAT 2 (Written Exam 1.5 Hrs) 15%


Lab • Internal Assessment (Assignment & Project) 25%

• Final Lab Exam 75%


Detailed Outlines of the Course

SESSION WISE INSTRUCTION PLAN

L T P C

2 0 2 3

Session

No

Module Topics Core

Reading

Additional

Reference

1 Introduction

to Basics of

Computers

Applications of Computers in Business and

Economics

1 (Norton) 1 (Turban)

2 Computer organization, Components

3 Classification

4 Capabilities

5 • Characteristics Limitations

http://www.flipkart.com/author/paul-mcfedries

6 Essential

Components of

computer

Hardware

CPU 2-5 (Norton) 2-3

(Turban) 7 Memory Hierarchy

8 Input devices: Voice speech devices, MICR,

OMR

9 Bar code reader

10 Output devices - Visual Display Unit,

printers, plotters

11 Storage Devices – Magnetic storage devices

12 Optical storage devices, Flash Memory

13 Essential

Components of

computer

Software

Software: Introduction; Types of software

with examples

6 (Norton) 4-5

(Turban)

14 Introduction to languages, compiler,

interpreter and assembler

15 Operating System: Definition, Functions,

Types and Classification

16 Elements of GUI based operating system

17 Computer

Networks

Overview of Computer Network 7-9 (Norton) 6 (Turban)

18 Types of computer networks (LAN, WAN

and MAN)

19 Network Topologies

20 Network Topologies

21 • Components of computer networks (servers,

workstations, network interface cards, hub,

switches, cables, etc...)

22 Internet: Overview of Internet, Architecture

& Functioning of Internet, Basic services

over Internet like WWW, FTP, Telnet,

Gopher etc. 23 IP addresses, ISPs, URL, Domain names,

Web Browsers, Internet Protocols

24 Search engines, e-mail, Web browsing,

searching, downloading & uploading from

Internet

25-27 Foundation of

Information

Systems

• Real world information system

• Components of Information System

• Competing with Information Technology

• Fundamentals of strategic advantage

• Case (Class discussion) : JetBlue & the

Veterans Administration

Case (Self Study): IPL Teams strike gold with

information technology

1-2

(O’Brian)

1 (Laudon)

28 Working with

Application

Software

• Introduction to Productivity Application

Software

10 (Norton) Class

Discussion

29-33 Introduction

to

Spreadsheets

• Introduction to Microsoft Excel

• Structure of an Excel File

• Ranges and range Names

• Entering numbers, text, dates and formulae

• Relative and Absolute Referencing

• User Comments

Walkenbach

34-40 Spreadsheet

Through

Examples

• Wage Computation

• Sales Commission plan comparison

• Investment Analysis

• Shipping costs

• The NPV Question

• Evaluation of job applicants

School of Liberal Education

Session- 2018-21

BA (H)

Computer Application (CSCL1002)

List of Experiments for the Lab

1. Write a procedure to create a resume.

2. Write a procedure to create a cover page of a project report.

3. Write a procedure to create a greeting card

4. Write a procedure to create personal letter.

5. Write a procedure to create company letter head.

6. Write a procedure to create simple news letter.

7. Write a procedure to create a mail merge letter.

8. Write a procedure to create a Macro and use it in an application

9. Introduction to basic DOS commands

a. Dir b. Md c. Copy d. Del e. Copy con

10. Write a procedure to create a slide show on any subject of your choice using minimum five slides.

11. Write a procedure to create a simple presentation to list simple dos commands, hardware, software.

12. Write a procedure to create slideshow in operating sound.

13. Write a procedure to create an animation using group, ungroup, order, textbox image insert etc.

14. Write a procedure to create a worksheet with 4 columns, enter 10 records and find the sum of all

columns.

15. Write a procedure to create a report containing the pay details of the employee.

16. Write a procedure to create a student result sheet.

17. Write a procedure to create a simple bar chart to high light the sales of a company for 3 different

periods.

18. Write a procedure to create a worksheet importing data from database and calculate sum of all the

columns.

Programme B. A (H) ENGLISH/Economics /A.Psychology/Political Science/ Sociology

Batch 2018-2021

Semester 1st

Course Title Communicative English-I

Course Code CENG 1001

Version

Credits` 3

Course Description

Though, we take students of undergraduate courses to be proficient in English language, we have been

proved wrong time and again. The course presented here, is a skill-based program, where we would try

to improve all the four skills of the students i.e. LSRW (Listening, Speaking, Reading and Writing). The

quest is to improve their understanding and expression so that they are able to do much better in their

studies and life as a resultant.

Course Objectives:

1. To help the students understand and communicate in English as used in day-to-day activities.

2. To help the students enhance their competence in the English language.

Course Outcomes

The students will get the required training in LSRW through the prescribed texts and would be:

1. Able to write simple and meaningful sentences with proper punctuation.

2. Able to understand words, in isolation and in context

3. Able to understand instructions, requests and class lectures.

4. Able to pronounce words correctly in everyday use

5. Able to write effectively

6. Able to create critically sound text

Prescribed Texts

1. Go, Kiss the world by Suborto Baghchi

2. Are You an Entrepreneur” by Victor Kim

3. “To Mother” by S. Usha.

Readings

1. Kaul.Asha. Effective Business Communication. PHI Learning Pvt. Ltd. New Delhi.2011.

2. Murphy, Essential English Grammar, CUP.

3. J S Nesfield, English Grammar: Composition and Usage

Pedagogy

The course will use the following pedagogical tools –

Lectures and discussions on concepts and issues

Interactive exercises

Assignments/quizzes/reviewing research papers

Evaluation Scheme:

Continuous Evaluation (40 Marks)

Assignments, Witten Work 15

Presentation 05

Quizzes (2) 20

Centralized Evaluation (60 Marks)

CAT I & CAT II 20

Semester End Examinations 40

Detailed Outline of the Course:

Session

No

Module Topics L T P C

3 0 1 5

Core

Reading

Additional

Reference

1 – 4

I

Fundamentals of Communications, Phrase and

Clauses, Subject-Verb Agreement

Texts:

“Girls” by Mrinal Pande and “Hitting Dowry for

a Six ” by Kalpana Sharma

Topics Covered through the texts:

Reading Comprehension

Letter Writing-Constituents, Formats; Types of

Letter (Enquiry, Complaint, Adjustment, Place an

Order)

TEXT Kaul.Asha.

Effective

Business

Communicat

ion.PHI

Learning

Pvt. Ltd.New

Delhi.2011.

5-8

9-11

15-19

19-223

II

Non-Verbal Communication; Para linguistics

Sentence; Adjective, Verb, Adverb

Texts:“Are You an Entrepreneur” by Victor Kim

and “To Mother” by S. Usha



Note Making and Taking

Paragraph Development- Techniques and

Methods; Writing Paragraphs

Essay Writing

Text

24 – 26

27 – 30 III Prepositions, Voice

Texts:

“The Lost Word” by Esther Morgan and “Go,

Kiss the World” by Subroto Bagchi



Precis

writing

31-35 III

LAB DESCRIPTION

Session : 2018-2021 Semester : I

Programme : Undergraduate Subject

Code

: CENG1002

Branch : Subject

Name

: Lab Communicative

English-I

:

Credit 1

The following activities will be conducted in lab classes:

• Introduction

• Extempore

• Movie Review

• Phonetics (Sounds)

• Phonetics (Transcription)

• Practice on Clear Pronunciation

• Practice on Tense Buster

• Role Play

• Group Discussion

• Group Presentation by Students

Guidelines for the conduct of Activities:

Prior to the conduction of any lab activity, the concerned teacher will announce the type of activity to

be conducted in the next lab day and also give a brief introduction about the same. All students are

required to perform each lab activity with zeal. Their performance will be evaluated by the lab teacher

on the basis of their participation and contribution. A detailed account of each student’s performance

will be recorded by the evaluator in the performance sheet.

Evaluation Process:

Total 100 Marks

Continuous Internal Evaluation

• With Internal Examiner

50 Marks

30 Marks for

activities

through

continuous

assessment

20 marks for

internal viva-voce

End Semester Exam

• With External Examiner

50 Marks

20 marks

for written

exam

20

marks

for

viva-

voce

10 marks for lab

file

Weekly Schedule of Lab Activities:

Week Activity Name Concept Note (Plan of Action)

1 Introduction All the students will be introduced,

the lab activities and assessment

along with giving self-introduction.

2 Extempore The teacher will prepare a list of

topics. Each student will select any

one of these randomly and speak on

the same.

3 Movie Review The students will be asked to prepare

a review of a movie of their own

choice. The students will be evaluated

on the basis their logical thinking,

content, language and confidence.

4 Phonetics (Sounds) To enhance the pronunciation skills

of the students the teachers a brief

introduction to phonetics and sound

system will be given to the students.

Along with it the students will also

practice various sounds (both

consonant and vowels) in RP using

the software “Clear Pronunciation”.

5 Phonetics (Transcription) The students will learn to write and

read phonemic transcription. Along

with this the students will prepare a

register and their transcription using

software “Clear Pronunciation”.

6 Practice on Clear Pronunciation The students will practice on the

software “Clear Pronunciation” so as

to revise what they learnt through the

exercise of week 4 and 5.

7 Practice on Tense Buster To hone their writing skills the

students will practice on the software

“Tense Buster”. The Students will

learn about common mistakes and

how to avoid them.

8 Role Play It will be a group activity and the

students will choose a scene from a

drama given by the teacher and enact

the same.

9 & 10 Group Discussion The teacher will assign one topic to

each group. The students will discuss

on the same and will be evaluated

based on their subject knowledge,

promptness, rationality, confidence,

etc.

11 & 12 Group Presentation by Students The teacher will assign one topic to

each group. The students will deliver

a group presentation on the same

topic and will be evaluated based on

their PowerPoint, content,

presentation skills, time management,

etc.

Assessment Procedure:

There will be various types of lab activities. Some of the lab activities will require two lab sessions.

The first lab session will be a practice session in which the concerned faculty will give a brief

introduction about the topic and how the assigned activity is to be conducted or practiced and then all

the students will be invited to perform the given activity either individually or in groups as per need.

The second lab session will be the evaluation session; the students’ performance will be evaluated on

the basis of their participation, contribution, subject knowledge, confidence, communication skill, time

management, discipline, body language, etc. for the given activity. Details of each student’s

performance will be recorded by the evaluator/faculty in the Assessment Sheet.

Assessment Criteria:

The internal evaluation will be of 50 marks. Each lab activity will be evaluated at 5 marks. For the end

semester evaluation total 50 marks have been allotted.


Batch 2018 – 2021

Semester I

Course Title Popular Fiction

Course Code SLPF1001

Version 1.02

Credits 4

Course Description

The course attempts to study and analyze popular fiction critically. With the close reading of the

prescribed texts, the course will try to bridge the inherent gap between canonized/classical texts and

popular fiction.

Course Objectives


1. Acquire an understanding of the difference between popular and canonical literature.

2. Understand the need and development of popular fiction.

3. Understand major literary trends/genres in popular fiction.

4. Acquire an understanding in analyzing a text in its historical, religious and social context


literary genres




Course Outcomes


1. Understand popular generic conventions

2. Understand the literary text in its social, political and cultural context

3. Critical evaluation and analysis of popular concepts of literature

4. To understand the growth, development and establishment of different popular genres

5. Understand the contribution of writers in the development of popular literature


Prescribed Text:

Module 1: Harry Potter and the Sorcerer’s Stone

Module 2: Confessions of a Shopaholic/Bridget Jones’s Diary

Module 3: Select stories from Philip K. Dick

Module 4: The Murder on the Orient’s Express

Reading:

Selected Stories of Philip K. Dick By Philip K. Dick


1. Popular fiction and social change By Christopher Pawling

2. Reading the Romance: Women, Patriarchy, and Popular Literature By Janice A. Radway

3. Chick Lit and Postfeminism By Stephanie Harzewski

4. The Gentle Art of Murder: The Detective Fiction of Agatha Christie By Earl F. Bargainnier

5. Children's Literature: A Reader's History, from Aesop to Harry Potter By Seth Lerer

6. Science Fiction: Its Criticism and Teaching By Patrick Parrinder

Adventure, Mystery, and Romance: Formula Stories as Art and Popular Culture By John G. Cawelti

Pedagogy

https://www.google.co.in/search?tbo=p&tbm=bks&q=inauthor%3A%22Christopher%2BPawling%22



Evaluation Scheme


(Percentage)


• CAT 1 * 15%

• CAT 2 15%





L T P J C

4 0 0 0 4

Session

No

Module Topics Core

Reading

Additional

Reference

1-10

I

Children’s Fiction- Harry Potter and the

Sorcerer’s Stone

11 – 20

II

Romance- Confessions of a

Shopaholic/Bridget Jones’s Diary

21 – 30 III Sci-fi- Select stories from Philip K. Dick

31 – 40 IV Mystery- The Murder on the Orient’s Express

Course Title Foundation of Social Sciences

Course Code SLFS 1001

Session 2018-2021

Credits 4

Semester I

Version 1.01

Course Description:

This course helps you to develop the knowledge and skills for your chosen degree through a specialist

pathway

Course Objectives:


Course Outcomes:

• To enable students

Prescribed Text:

1. Nederveen Pieterse, Jan. Globalization & Culture. Lanham, Maryland: Rowman & Littlefield,

2009

2. Parekh, Bikhu. Rethinking Multiculturalism: Cultural Diversity and Political Theory. New

York: Palgrave MacMillan, 2006.

3. Eriksen, Thomas Hylland. Globalization. Edition 2. The Key Concepts. New York: Berg, 2014.

4. Robertson, R. Globalization: Social theory and global culture. London: Sage. Publishers. 1992

5. Tomlinson, J. Cultural Imperialism: A Critical Introduction. London: Pinter. 1991

6. Tomlinson, J. Globalization and Culture. Cambridge: Polity. 1999

7. John Storey, ed., Cultural Theory and Popular Culture: A Reader, Fourth Edition. 2009

8. Jenkins, Henry. Convergence Culture: Where Old and New Media Collide, New York: New

York University Press, 2006

9. Orwell, George Orwell. Animal Farm: A Fairy Story. UK: Penguin UK, 1945

10. Friedman, Thomas L. The World Is Flat: A Brief History of the Twenty-first Century. Farrar,

Straus and Giroux, 2005

11. Said W. Edward. Orientalism: Western Conceptions of the Orient.UK: Penguin, 1978

Pedagogy:

• Lectures, Discussion, Presentations,

• Poster /Pictorial Presentation

• Class room Quiz and Tests

• Documentary films.

• ABL

• written essays

• reports

• field notebooks

• practical exercises

• group and individual research projects

• bibliographical searches

• oral and video presentations

• problem solving

Evaluation Scheme:

Assignment & Quiz(1,2,3) 20%

SYLLABUS CUM SESSION PLAN:

SCH121 INTRODUCTION TO SOCIAL SCIENCES L T P C

3 0 0 3

Session.

No.


Reference

01-05 Social

Sciences,

Liberal Arts

and

Humanities

Sociology,

Anthropology

and Social

Work

Social Sciences, Liberal Arts and

Humanities: Meaning, Definition,

Nature and Scope

Sociology, Anthropology and Social

work: Introduction, Nature and Scope.

Sociology as a science, Basic Concepts,

Society, Culture and Civilization,

Social structure and Social system,

Social Inequalities & stratification,

Social Change & Social Movements.

Methods of Social Work

Social Work: The Profession, Social

Welfare, Social Work Practice. Social

Problems: Intervention at the Individual

Level, Group Level, Community level

and Policy, Field Visit: To

agencies/NGOs to provide inter-related

and interdisciplinary field knowledge

1. Berger, Peter,

1963, Invitation to

Sociology,

Hamondsworth:

Penguin

2. Giddens, A.

(1999): Sociology.

Cambridge: Polity

Press

2.Mukherjee

Ramkrishna, 1979,

Sociology Of Indian

Sociology: Allied

Publishers

1. Brown,

Radcliffe, A.R.,

1976, Structure

and Function in

Primitive

Society: London

R.K.P.

III

Political

Science,

Foreign Policy

and

International

Relations &

affairs

Political Science, Foreign Policy and

International Relations

: meaning , definition and scope,

Fundamental Rights, Duties and

Directive Principles, State: elements

and Theories of the origin of state,

Federalism: Nature of the federal

system, Justice: meaning, level of

judiciary. Foreign policy of India,

Bilateral relations, International affairs

1. Indian

Government and

Politics M.P. Singh

and Himanshu Roy

2.Indian Government

and Politics, Ruchi

Garg

1. Democracy In

India, C.P.

Bhambhri,

NBT,2009,

Delhi

II Economics Central Concepts of Economics

What is Economics, central problems

of Economics, concepts of economics-

scarcity, choice and opportunity cost,

different types of economics,

Importance of Economics, concept of

demand and supply, production

function, basic concepts of market

structure

Introduction to Macroeconomics,

circular flow of income, National

income and its component

Indian Economic development

Economic development- pre reform era

and post reform period, current

situation of economic sectors - Primary,

Samuelson and

Nardhaus (2011),

Economics, 19th Ed.

McGraw-Hill, India

p,3-7, P, 8-11

P,12-17,P,30-36

P, 37-40

P,43-51

P,55-56

Banarjee, Abhijit and

Duflo Esther (2011)

Poor Economics:

Rethinking Poverty

and the ways to End

it,

CAT-1 15%

CAT-2 15%

End Term Examination (3 hours) 50%

Secondary and Tertiary.

Financial System of India

Concept of Central banking, structure

of banking sector of India, Instruments

of central banking, Monetary policy,

Credit creation, role of financial

structure in economic development

Public Economics

What is public finance, types of public

finance- public revenue, public

expenditure and public barrowing,

Fiscal Policy, Tax mechanism of India-

past and present developments- VAT,

GST. Role of public economics in

economic development

21-27 Philosophy

and History

History

Philosophy: Brief introduction to

Indian and western philosophical

school of thought. Silent features and

importance of Indian Philosophy.

Meaning and Scope of History, History

of Historiography, Archaeology, its

Scope and Limitations, Development of

Art & Architecture in Ancient and

Medieval India. Role of

Leaders/Intellectuals of Modern India

(Study of Selected Leaders; Mahatma

Gandhi, B R Ambedkar, J L Nehru,

Sardar Vallabh Bhai Patel )

1.B. Sheikh

Ali:History its

Theory and Methods

2.Percy Brown:

Indian Architecture

(Buddhist and Hindu

Period)

-do- : Indian

Architecture (Islamic

Period)

3.Bipan Chandra:

India’s Struggle for

Independence (1857-

1947)

Guha (2010)Chapt.

10; 7&13; 9&14;15

1.E. H. Carr:

What is History

2.D. D.

Kosambi: An

Introduction to

the Study of

Indian History

3.Ebba Koch:

The Mughal

Architecture

4.Sumit Sarkar:

Modern India

(1885-1947)

5. Romila

Thapar: The

Past and

Prejudice,2012,

NBT, Delhi

28-33 V

Applied

Psychology

• Introduction

• Definition of Psychology

• Associations of Psychology with sister

disciplines Relevance of Psychology,

• Applying Psychology knowledge for

Personal Growth.

1.Introduction to

Psychology,Cicerrali

& Mayer

2.Positive

Psychology, Alan

Carr

2.Introduction

to Psychology,

Baron

34-40 VI

Social Work +

Field Visit

.

1. Higham, Patricia,

2004, Social Work:

Introducing

Professional

Practice: Sage

2. Khinduka, S.K. &

Coughlin, Bernard,

1965, Social Work in

India. New Delhi:

KitabMahal

1. Kumar,

Hajira, 1994,

Social Work: An

Experience and

Experiment in

India: Gitanjali

Publishing

House

2. Madan, G.R.,

1966, Indian

Social

Problems:

Allied

publication

Vol.1to 7 (2009)

Programme BA (Hons) English

Batch 2018 – 21

Semester II

Course Title Shakespeare


Version 1.02

Credits 4

Course Description: Study of English literature is incomplete without in depth knowledge of

Shakespeare. Even after the redefinition of the canon of English literature numerous times in the past,

centrality of Shakespeare to the canon has remained a constant to such an extent that Shakespeare’s name

is synonymous with English literature. This course introduces students to selected plays and sonnets of

Shakespeare. A brief history of the evolution of Drama and Theatre will be necessary in order to

understand the immense contribution of Shakespeare to the English stage. Every play is meant to be

performed on a stage. Shakespeare’s innovation in the stagecraft will also be covered. Emergence of

public theatres during Shakespeare’s time will also be analysed. The Shakespeare’s immense output as a

playwright will be briefly covered. The various categorisations of his plays under the categories of

Tragedy, Comedy, Tragicomedy, Histories, Romances, and Dark Comedies will be reviewed.

Shakespeare’s and his contemporaries would be placed in the socio-historical, cultural and political

background of the age and the interrelation between the various factors and Shakespeare’s works will be

analysed. The legacy of Shakespeare in English theatre will be traced and his current relevance and

importance as a playwright discussed before we move to his Sonnets.

Shakespeare is also known for his sonnets and poems. In order to understand the nuances of his sonnets,

a brief history of sonnet as a form and its development till the age of Shakespeare will be discussed.

Course Objectives: The objective of the course is to introduce the students to:

1. Evolution of theatrical practices since Greek theatre

2. The life and socio-cultural and historical background of Shakespeare.

3. Various literary devices used by Shakespeare in his plays.

4. Plays and Sonnets of Shakespeare.

5. Various approaches to the critical study of Shakespeare.

Course Pre-requisite:

Basic proficiency of English language.

Course Outcomes:


1.

Understand the basic concepts of Shakespearean drama and poetry

2. Identify various literary devices in the works of Shakespeare

3. Explain the evolution of theatre and drama since Greek Age

4. Interpret the sonnets of Shakespeare

5. Evaluate the socio-cultural and historical background of the works of Shakespeare

6. Critique the various plays of Shakespeare through the use of various modes of literary criticism

Prescribed Text:

William Shakespeare: Complete Works edited by Jonathan Bate and Eric Rasmussen. London:

Penguin, 2007.

Romeo and Juliet (Arden Edition)

Othello (Arden Edition)

Tempest (Arden Edition)

Shakespeare’s Sonnets (Arden Edition)


1. William Shakespeare: his world, his work, his influence by John F. Andrews, ed. New York:

Scribner, 1985. 3 volumes.

2. The Oxford Companion to Shakespeare by Michael Dobson and Stanley Wells, eds. Oxford:

Oxford University Press, 2001.

3. A Companion to Shakespeare's works by Richard Dutton and Jean E. Howard, eds. Malden,

MA: Blackwell Publishing, 2000.

4. Shakespearean Criticism by Detroit, MI: Gale Research, 1984-

5. A Companion to Shakespeare by David Scott Kastan, ed. Malden, MA: Blackwell Publishing,

1999.

6. Longman Guide to Shakespeare's Characters: a who's who of Shakespeare by Kenneth

McLeish. Burnt Mill, Harlow, Essex, UK: Longman, 1985.

7. The Cambridge Companion to Shakespeare by Margreta de Grazia and Stanley Wells,

eds. Cambridge: Cambridge University Press, 2001.

8. Shakespearean scholarship: a guide for actors and students by Leslie O'Dell. Westport, CT:

Greenwood Press, 2002.

9. Shakespeares after Shakespeare: an Encyclopaedia of the Bard in Mass Media and Popular

Culture by Richard Burt. Westport, Ct: Greenwood Press, 2007

10. Historical Dictionary of the Elizabethan World: Britain, Ireland, Europe, and America by John

A. Wagner. Phoenix, AZ: Oryz press, 1999.

11. Cambridge Companion to Greek and Roman Theatre

12. English Renaissance theatre history: a reference guide by David Stevens. Boston, MA: G.K.

Hall, 1982.

Pedagogy:



Evaluation Scheme:

SN Description Weightage (Percentage)

1 Continuous Assessment Test (CAT) I 20%

2 Continuous Assessment Test (CAT) II 20%

3 Internal Assessment (IA) 20%

4 End Term Examination (ETE) (3 Hours) 40%


BAEN1012 Shakespeare L T P C

4 0 0 4

Session No Module Topics Core

Reading

Additional

Reference

1 – 15 I • Origins and Definition of Theatre;

• Origins and Definition of Tragedy and

Comedy;

• Aristotle on Tragedy and Comedy;

• Greek and Roman Theatre;

• State of Theatre in Europe;

• English Theatre: Origins and

Development till Shakespeare;

• English Playhouses: Theatre, Globe,

Swan, Blackfriars, etc.

• English Theatre till Shakespeare:

Characteristic features;

• Key Terms used in Theatre;

• Theatre: Performative Aspects;

• Masques and Theatre: A Comparison

• Shakespeare's Life and Works;

• Shakespeare's Contemporaries;

• Language of Shakespeare;

• Shakespeare's contribution to English

Theatre;

• Shakespeare's History Plays: An

overview

• Shakespeare's Tragedies: An overview.

• Shakespeare's Comedies: An overview.

• Shakespeare's Tragicomedies: An

overview

• Shakespeare's Problem Plays: An

overview

• Objections to Shakespeare's stagecraft by

critics;

• Replies to such objections by Johnson

• Shakespeare’s Romeo and Juliet

16 – 23 II Shakespeare’s Othello

24 – 31 III Shakespeare’s Tempest

32 – 40 IV Sonnets: An overview

Shakespeare's Sonnets: An overview

Reading of Selected Sonnets by

Shakespeare

Critical analysis of Shakespeare's Sonnets

Legacy of Shakespeare


Batch 2018 – 2021

Semester II

Course Title From Chaucer to Modern Age


Version 1.02

Credits 4

Course Description


literature from Chaucer to Modern age. It will help students to understand various social, religious,

economic and literary aspects in the development of British Literature.

Course Objectives


2. Understand major literary, social, political and religious movements

3. Understand major literary trends over the period

4. Acquire an understanding in analysing a text in its historical, religious and social context


literary genres


Course Pre-requisite – None

Course Outcomes: On successfully completion of this course student will be able to:







Prescribed Text: Norton Anthology of English Literature, Vol.1 & 2.

Prescribed Reference:

1. Andrew Sanders. The Short Oxford History of English Literature. OUP

2. M.H. Abrahm. A Glossary of Literary Terms. Cineage Publication Pvt. Ltd.

3. Herbert J C Grierson and J C Smith. Critical History of English Poetry. Bloomsbury Academic

Collection.

4. Allardyce Nicoll. History of Drama, Vol. 1 & 2. Cambridge.

5. John Smart. Twentieth-Century British Drama. Cambridge University Press.

6. Arnold Kettle. An Introduction to English Novels. Routledge.

7. Hugh Walker. English Essays and Essayists. Hardpress Publishing.

8. Borris Ford. Pelican Guide to English Literature, Vol. 1 to 8. Penguin.

Pedagogy:

Lecture, Discussion & Presentation, Group Discussions, Projects, PPTs, Quiz, Assignment

Evaluation Scheme:


CAT-1 20%

CAT-2 20%



Session

No.

Module Topics L T P C

4 0 0 4


Reference

1-09 I Chaucer to Milton (1340-1660)

Social and Literary background

Poetry: Chaucer: General Prologue (Character of

Knight and Wife of Bath)

Milton: Invocation to Muse

Donne: Valedictions Forbidding Mourning

Prose: Bacon: Of Studies

*Selected text

Norton

Anthology of

English

Literature,

Vol.1

Borris Ford.

Pelican

Guide to

English

Literature,

Vol. 1-3.

Penguin.

10-19 II Dryden to Blake (1660-1798)


Poetry: Pope: Rape of the Lock (Excerpts from

Canto I)

Blake: The Tyger, The Lamb

Prose: Addison: Sir Roger at Church

Fiction: Fielding: Joseph Andrews

*Selected text

Norton

Anthology of

English

Literature,

Vol.1

Henry

Fielding.

Joseph

Andrews.

Penguin.

Borris Ford.

Pelican

Guide to

English

Literature,

Vol. 4-5.

Penguin.

20-29 III Wordsworth to Hardy (1798-1890)


Poetry: William Wordsworth: Solitary Reaper

John Keats: Ode on Grecian Urn

Lord Alfred Tennyson: Ulysses

Prose: Charles Lamb: Dream Children

Fiction: Charles Dickens: Great Expectations

*Selected text

Norton

Anthology of

English

Literature, Vol.

2

Charles

Dickens. Great

Expectations.

Penguin.

Borris Ford.

Pelican

Guide to

English

Literature,

Vol. 5-6.

Penguin.

30-40 IV Modern Age (1890-1945)


Poetry: W B Yeats: Sailing to Byzantium

T S Eliot: Love Song of J Alfred Prufrock

Fiction: D H Lawrence: Sons and Lover

Drama: G B Shaw: Arms and the Man

*Selected text

Norton

Anthology of

English

Literature,

Vol.2

D H Lawrence.

Sons and

Lovers.

Penguin.

G B Shaw.

Arms and the

Man. Orient

Blackswan Pvt.

Ltd.

Borris Ford.

Pelican

Guide to

English

Literature,

Vol. 7-8.

Penguin.


Batch 2018 – 21

Semester II

Course Title Introduction to Theatre


Version 1.02

Credits 4

Course Description:

This course is a survey of essential works by leading playwrights, from the late classical age to the twenty

first century. This course aims to study naturalism and expressionism in theatre as well as the social and

political aspects influencing these works. Aspects of drama, the differences between performance and

text as well as notions of heroism will also be covered in the course.

Course Objectives:

1. Demonstrate understanding of the social and artistic movements that have shaped theatre and dance

as we know it today.

2. Demonstrate knowledge of theatre and dance history and literature and draw connections between

theatrical practices and social contexts in both modern and premodern periods.

3. To acquaint the students with a well-established and comprehensive analysis and discussion about

the development of modern drama

4. It focuses on different examples of drama in reference to theoretical perspectives and historical and

political aspects of the art of drama.

5. To enable the student to analyse and analyse the language of Drama.

6. To develop in the student the ability to comprehend and criticise the development of drama in the

European tradition.

Course Pre-requisite – Understanding of English Language and Literature

Course Outcomes:

On successfully completion of this course student will be able to:



2. Analyse, and interpret texts and performances both in writing and orally.

3. Draw connections between theatrical practices and social contexts in both ancient and modern

periods.

4. Demonstrate the ability to draw informed connections between the theatre and other fields of

inquiry.

5. Develop and apply research skills in writing about dramatic texts and theatrical productions in

relation to social, artistic, and intellectual contexts.

6. Demonstrate thorough knowledge of theatre analysing, interpreting, and writing about plays,

performances and primary texts from the major periods of the theatre.

Prescribed Text:

1. Sophocles Oedipus the King, tr. Robert Fagles in Sophocles: The Three Theban

Plays (Harmondsworth: Penguin, 1984).

2. AbhijnanaShakuntalam, tr. Chandra Rajan, in Kalidasa: The Loom of Time

(New Delhi: Penguin, 1989).

3. Eugene Ionesco, Rhinoceros, (New Delhi: Penguin, 1989).

4. DharamveerBharatiAndhaYug, tr. Alok Bhalla (New Delhi: OUP, 2009).

Prescribed Reference:

1. Plato, The Republic, Book X, tr. Desmond Lee

2. Bharata, Natyashastra, tr. ManomohanGhosh, vol. I, 2nd edn (Calcutta: Granthalaya, 1967) chap. 6:

‘Sentiments’, pp. 100–18.

3. Bertolt Brecht, ‘The Street Scene’, ‘Theatre for Pleasure or Theatre for Instruction’, and ‘Dramatic

Theatre vs Epic Theatre’, in Brecht on Theatre: The Development of an Aesthetic, ed. and tr. John

Willet (London: Methuen, 1992) pp. 68–76, 121–8.

4. Namwar Singh, ‘Decolonising the Indian Mind’, tr. Harish Trivedi, Indian Literature,

no. 151 (Sept./Oct. 1992).

Pedagogy:


Evaluation Scheme:


CAT-1 20%

CAT-2 20%



Session

No. Module Topics

L T P C

4 0 0 4


Reference

1-11 I Ancient Greek

Theater: Oedipus the

King

Sophocles Oedipus the King, tr.

Robert Fagles in Sophocles: The

Three Theban

Plays (Harmondsworth: Penguin,

1984).

Plato, The Republic,

Book X, tr. Desmond

Lee

12-22 II Indian Classical

Drama:

Abhijanshakuntalam

KalidasaAbhijnanaShakuntalam,

tr. Chandra Rajan, in Kalidasa: The

Loom of Time

(New Delhi: Penguin, 1989).

Bharata,

Natyashastra, tr.

ManomohanGhosh,

vol. I, 2nd edn

(Calcutta:

Granthalaya, 1967)

chap. 6: ‘Sentiments’,

pp. 100–18.

23-33 III Modern European

Drama: Rhinoceros

Eugene Ionesco Rhinoceros Bertolt Brecht, ‘The

Street Scene’,

‘Theatre for Pleasure

or Theatre for

Instruction’,

and ‘Dramatic

Theatre vs Epic

Theatre’, in Brecht on

Theatre: The

Development of

an Aesthetic, ed. and

tr. John Willet

(London: Methuen,

1992) pp. 68–76, 121–

8.

34-45 IV Modern Indian

Theater: AndhaYug

Dharamveer BharatiAndhaYug, tr.

Alok Bhalla (New Delhi: OUP,

2009).

Namwar Singh,

‘Decolonising the

Indian Mind’, tr.

Harish Trivedi, Indian

Literature,

no. 151 (Sept./Oct.

1992).

Programme B. A. (HONS)ENGLISH

Batch 2018 – 21

Semester II

Course Title English for Civil Services


Version 1.0.0

Credits 1

Course Description

This course introduces the students to present an argument for the research/project, data collection and

their analysis, in language, literature and other arts. The aim of this course is to introduce methods of

conducting a project/research. The course also intended to introduce to the students on the hand training

of conducting a project. Overall, the course helps students willing to pursue further study in the language

and literature and become novice researchers.

Course Objectives


1. Gain a practical understanding of the various methodological tools for analyzing a problem and

writing a project report

2. Enable students to learn to collect, analyze and interpret data

3. Select and define appropriate research problem and its parameters

4. Develop an understanding to organize and conduct a project in a more appropriate manner

5. Acquire an understanding of the conventions of scholarly writing


Basic understanding of the subjects

Course Outcomes

The students will be able to:

1. Apply their experience to solve problems that they encounter in their academic, professional,

and personal lives

2. Demonstrate a better idea of their respective research area literature, language, or culture

3. Develop their knowledge of the subject in the areas of language and literature

4. Assess the problem to provide a solution

5. Analysis of the text applying literary and linguistic tools

6. Develop their communication skills both written and verbal to present their ideas

Methodology:

Challenging Problem or Question - The project is framed by a meaningful problem to solve or a

question to answer, at the appropriate level of challenge.

Sustained Inquiry - Students engage in a rigorous, extended process of asking questions, finding

resources, and applying information.

Authenticity - The project features real-world context, tasks and tools, quality standards, or impact – or

speaks to students’ personal concerns, interests, and issues in their lives.

Student Voice & Choice - Students make some decisions about the project, including how they work

and what they create.

Reflection - Students and teachers reflect on learning, the effectiveness of their inquiry and project

activities, the quality of student work, obstacles and how to overcome them.

Critique & Revision - Students give, receive, and use feedback to improve their process and products.

Public Product - Students make their project work public by explaining, displaying and/or presenting it

to people beyond the classroom.

In tandem, Janet aids teachers in understanding, establishing, and improving their personal and

collaborative Standard Project Based Teaching Practices: PBL teaching capabilities. A useful tool to

engage in this process is to focus on the eight characteristics of the BIE Gold

Readings:

http://bie.org/object/document/gold_standard_pbl_project_based_teaching_practices1

1. Alan Bryman. Research Methodology for Language and Literature. Oxford University Press.

2. D. Nunan. Research Methods in Language Learning. Cambridge University Press.

3. L. F. Bachman. Statistical Analysis for Language Assessment. Cambridge University Press.

4. C. R. Kothari. Research Methodology: Methods and Techniques. New Age International Publishers.

5. O. R. Krishnaswamy and M. Rangnatham. Methodology of Research in Social Sciences. Himalaya

publication House MLA Handbook (8th edition).

Pedagogy:


Evaluation Scheme:


CAT-1 20%

CAT-2 20%


Programme BA (H) English

Batch 2018-2021

Semester II

Course Title COMMUNICATIVE ENGLISH - II

Course Code CENG1003

Version 1.0.0

Credits 3

Course Description

This course is designed for undergraduate students to increase their level of proficiency in English

Language. This course, in combination with practical lab activities, is a skill-based program, where all

four skills of LSRW (Listening, Speaking, Reading and Writing) would be continuously enhanced.

Through the study of various prescribed texts, students would be able to enhance their vocabulary,

reading skills, etc.

Course Objectives:


1. To help the students understand and communicate in English as used in day-to-day activities.

2. To help the students enhance their competence in the English language.

Course Pre-requisite – Basic proficiency of English language.

Course Outcomes:


1. Able to write simple and meaningful sentences with proper punctuation.

2. Able to understand words, in isolation and in context

3. Able to understand instructions, requests and class lectures.

4. Able to pronounce words correctly in everyday use

5. Able to write effectively

6. Able to create and analyze critical texts

Prescribed Text:

1. Virginia Woolf’s “Shakespeare’s Sister”

2. W. H. Auden’s “Unknown Citizen”

3. Shakespeare’s Sonnets

4. E. A. Poe’s “The Purloined Letter”

5. Shakespeare’s Hamlet

6. Charles Dickens’s A Christmas Carol

Pedagogy:


Lectures and discussions on concepts and issues

Interactive exercises

Assignments/quizzes/reviewing research papers

Evaluation Scheme:

Continuous Evaluation (50%)

Assignments, Witten Work, Presentation, Quizzes (2) 20%

CAT – 1 15%

CAT – 2 15%

Centralized Evaluation (50%)

End term exams 50%

Detailed Outline of the Course

COMMUNICATIVE ENGLISH – II L T P C

3 0 0 3

Session

No


Reference

1 – 10 I • Introduction to the Course

• Paragraph Writing

• Précis Writing

• Virginia Woolf’s “Shakespeare’s Sister”

• W. H. Auden’s “Unknown Citizen”

1. Woolf

2. Auden

10 – 20 II • Essay Writing

• e-Writing

• Shakespeare’s Sonnet #130

• E. A. Poe’s “The Purloined Letter”

1. Shakespeare

2. Poe

20 – 30 III • Creative Writing

• Official Communication

• Shakespeare’s Hamlet (“To be or not to be”

soliloquy)

• Charles Dickens’s A Christmas Carol

1. Shakespeare

2. Dickens

LAB DESCRIPTION

Session : 2018-21 Semester : II

Programme : Undergraduate Subject Code : CENG1004

Branch : Subject Name : Lab Communicative English-II

Credit 1

The following activities will be conducted in lab classes:

• Spin-a-yarn

• Drafting Catchphrases

• Picture Interpretation (Denotation and Connotation)

• Active Listening

• Reading between the lines

• Brief Biography of Female Personalities

• Rhythm and Intonation

• Public Speaking

• Mock Lecture

• Dialogue Writing

• Enacting scene(s) from critically appreciated movies

Guidelines for the conduct of Activities:

Prior to the conduction of any lab activity, the concerned teacher will announce the type of activity to

be conducted in the next lab day and also give a brief introduction about the same. All students are

required to perform each lab activity with zeal. Their performance will be evaluated by the lab teacher

on the basis of their participation and contribution. A detailed account of each student’s performance

will be recorded by the evaluator in the performance sheet.

Evaluation Process:

Total 100 Marks

Continuous Internal Evaluation

• With Internal Examiner

50 Marks

30 Marks for activities

through continuous

assessment

20 marks for internal viva-voce

End Semester Exam

• With External Examiner

50 Marks

20 marks for written

exam

20

marks

for

viva-

voce

10 marks for lab file

Weekly Schedule of Lab Activities:

Week Activity Name Concept Note (Plan of Action)

1 Spin-a-yarn This will be an ice breaking session. The students will be given the

beginning lines of an imaginary story and will be asked to carry

on the same by adding two-three sentences at a time one by one to

reach a meaningful end of the story.

2 Drafting Catchphrases Each student will be individually called and given a random topic

regarding any advertisement. They will be asked to draft

catchphrases for the same within a short time period (1-2 min.).

3 Picture Interpretation Students will be asked to review a random picture with the help of

denotative meanings and their connotative implications.

4 Active Listening An audio clip (BBC News) will be played by the teacher in the

class. Students will be given an incomplete written draft of the

same. They will be asked to carefully listen to the audio clip and

fill the blanks.

5 Reading between the

lines

A Media Discourse (Public speech by a politician) will be

presented to the students. Students will be asked to excavate the

hidden messages and prepare a list of what the speech explores.

6 Brief Biography of

Female Personalities

Students will be asked to write a brief biography of any female

personality highlighting her achievements and notable moments of

her life.

7 Word Accent, Rhythm

and Intonation

With the help of the software Clear pronunciation, students will be

able to overcome Mother Tongue Influence (MTI) by learning

various Rhythm patterns and Intonation at sentence level.

8 Public Speaking To enhance their confidence, students will be given a chance to

prepare a topic of their choice and speak in front of the class.

10 Mock Lecture Students will be asked to Prepare a Mock Lecture so as to make

them through with the concepts and ready to face the professional

world.

11 Dialogue Writing The teacher will assign one scene to each group. Students then will

be asked to use their imagination to write dialogues.

12 Enacting Scene(s) from

Critically appreciated

Movie (English)

It will be a group activity and the students will choose a scene from

a movie given by the teacher and enact the same.

Assessment Procedure:

There will be various types of lab activities. Some of the lab activities will require two lab sessions.

The first lab session will be a practice session in which the concerned faculty will give a brief

introduction about the topic and how the assigned activity is to be conducted or practiced and then all

the students will be invited to perform the given activity either individually or in groups as per need.

The second lab session will be the evaluation session; the students’ performance will be evaluated on

the basis of their participation, contribution, subject knowledge, confidence, communication skill, time

management, discipline, body language, etc. for the given activity. Details of each student’s

performance will be recorded by the evaluator/faculty in the Assessment Sheet.

Assessment Criteria:

The internal evaluation will be of 50 marks. Each lab activity will be evaluated at 5 marks. For the end

semester evaluation total 50 marks have been allotted.

Programme BA (H) English

Batch 2018 - 21

Semester II

Course Title Introduction to Basic Statistics and Statistical Packages

Course Code SLIS1002

Version 1.00

Credits 3

Course Description

In today’s technological environment, anyone can access vast amount of statistical information. The most

successful decision makers understand the information and compute them effectively. Students will have

the opportunity to learn how to use statistical tools and techniques to analyze data with the help of various

statistical software.

Course Objectives:

The objectives of the course are:

1 To provide the knowledge to construct and edit a data set.

2 To acquaint to prepare, present, and analyze the frequency distributions.

3 To be able to calculate, present, and utilize the measures of central tendencies.

4 To prepare to compute, present, and discuss the measures of descriptive statistics.

5 To enable to estimate, demonstrate, and estimate the measures of bivariate analysis.


Knowledge of class X Maths and basic computer

Course Outcomes:


1. To construct and edit a data set.

2. To prepare, present, and analyse the frequency distributions.

3. To calculate, present, and utilise the measures of central tendencies.

4. To compute, present, and discuss the measures of descriptive statistics.

5. To estimate, demonstrate, and estimate the measures of bivariate analysis.

Specific Instructional Objectives

Apply concepts of frequency distributions.

To prepare students to know how to calculate, present, and discuss measures of central tendency

To prepare students to know how to calculate, present, and discuss descriptive statistics.

Explain the fundamental principles necessary for bivariate analysis.

Prescribed Texts:

Carver and Nash (2009). "Data Analysis with SPSS" Cengage Learning

Neil J Salkind (2011), "Excel Statistics A Quick Guide" Sage

Sandeep Rakshit (2017),"R for Biginers" McGraw Hill

Naval Bajpai (2011), "Business Statistics" Pearson.


Jaggia and Kelly (2013), “Business Statistics: Communicating with Numbers” McGraw Hill

Education, New Dilhi.

Aggarwal, B,M. (2009), “Statistics for Business and Economics”, 2nd Edition, Ilex Publication, New

Delhi.

Derek L. Waller, “Statistics for Business”, Routledge, Taylor and Francis.

David R Anderson, Dennis J Sweeney and Thomas A Williams : Statistics for Business and

Economics, 11th Edition, Cengage Learning India.

Pedagogy:

The pedagogical approach used in the course will be a combination of lectures, Execl, SPSS and R

through problem solving exercises.

Evaluation Scheme:

Weight age (Percentage)

• LAB 20%

• CAT 1 * 15%

• CAT 2 15%





Session

No

Module Statistics ECO123 Core

Reading

Additional

Reference

1 – 10 Introduction

Data – data sets, classification, prepration

and tabulation; Organising Data -

Frequency Distributions - Cumulative,

Percentage and Relative; Data

Presentation - Bar, Pie, Histogram, Line

Chart, frequency curve. Introduction of

Statistical Softwares - Excel, SPSS and

R. Data with statisticals softwares -

Entry, Editing, Saving, Import, Export,

Tables and Graphs.

Carver and

Nash (2009).

"Data

Analysis

with SPSS"

Cengage

Learning

Neil J Salkind

(2011), "Excel

Statistics A

Quick Guide"

Sage

11 – 20 Measures of

Central

Tendency

Arithmetic Mean, Geometric Mean,

Harmonic Mean, Median and Mode.

Measures of central tendency and

disperson. Computation of measures of

central tendency with their inferences.

Carver and

Nash (2009).

"Data

Analysis

with SPSS"

Cengage

Learning

Neil J Salkind

(2011), "Excel

Statistics A

Quick Guide"

Sage

21 – 30 Descriptive

Statistics

Range, Quartiles, Deciles, Percentiles,

Standard Deviation and Coefficient of

Variation. Measurement of descriptive

statistics through softwares.

Carver and

Nash (2009).

"Data

Analysis

with SPSS"

Cengage

Learning

Neil J Salkind

(2011), "Excel

Statistics A

Quick Guide"

Sage

31 – 40 Bivariate

Analysis

Cross Tabulation, Scatter diagram, Karl

Pearson product movement correlation

coefficient, Spearman’s rank correlation

coefficient, Association of attribute.

Computation of Bivariate Analysis.

Carver and

Nash (2009).

"Data

Analysis

with SPSS"

Cengage

Learning

Neil J Salkind

(2011), "Excel

Statistics A

Quick Guide"

Sage

Course Name Statistics Lab

Course Code SLSP 1002

S. No. List of Experiments

1 Introduction to SPSS: Variable View; Data View; Data Type; Measure

2 Coding of Nominal and Ordinal data

3 Data Classification, Organisation and Editing of Data

4 Description and Frequency Distribution of Data

5 Tabulation through Custom Tables

6 Computation of New Variable and Recoding of Data

7 Select Cases Analysis; Identifying Duplicate Cases; Aggregation of Data

8 Calculation of Mean, Median, Mode, Percentile, Decile

9 Calculation of Geometric Mean and Harmonic Mean

10 Calculation of Measures of Dispersion: Mean Deviation and Standard Deviation

11 Calculation of Bivariate Analysis and Correlation

12 Cross Tabulation

Programme U.G

Batch 2018 - 2021

Semester 1

Course Title French -I

Course Code FREN1003

Version 1.00

Credits 3

Course Description

This course aims to impart basic communicative and cultural skills to the learners . Students will learn

basic grammatical structures and vocabulary which will enable them to comprehend and formulate basic

sentences. Different aspects of history, culture and politics of Japan will be introduced in the class so as

to impart basic cultural competence to the students. This will make them aware of the cultural nuances

of the language.

Course Objectives

1. This course attempts to give the students working knowledge of French Language with

emphasis on communicative competence.

2. This course will impart all the four skill viz. reading, writing, listening and speaking.

3. Basic French sentences will be introduced and practiced.

4. Sufficient vocabulary will be given to the students to converse in a given situation such as, in a

Coffee House, at the airport, in a restaurant and in the marketplace.

5. This course aims to give our students an interdisciplinary approach in order to compete with the

globalized world.

6. This course will expose the students to a new culture and promote respect for the ‘others’ and inculcate

tolerance.


Course Outcomes

1. On completion of the course, the students will be able to speak simple sentences, and read short

sentences and, paragraphs.

2. They will be able to introduce themselves and speak briefly about their family members, friends

etc.

3. They will have a brief understanding of French society and culture.

Prescribed Texts

1. M. Denyer, A. Garmendia, C. Royer, Marie–Laure Lions–Olivieri, Version Originale 1 (A1)

Livre de l’élève. Paris: Maison des Langues, 2009.

2. M. Denyer, A. Garmendia, C. Royer, Marie–Laure Lions–Olivieri, Version Originale 1 (A1)

Cahier d’exercices. Paris: Maison des Langues, 2009


1. Alter Ego 1- méthode de français, Annie Berthet, Catherine Hugot, V. Kizirian, Béatrix

2. Sampsonis, Monique Waendendries, Hachette.

3. Echo A1, Author:Jacky Girardet ,CLE International

4. Girardeau, Bruno et Nelly Mous. Réussir le DELF A2. Paris: Didier, 2010

Pedagogy

The delivery of course will be a mix of class room instruction, role play and presentations by students.

Evaluation Scheme


• Assignment & Quiz (1,2 &3) 20%

• CAT 1 * 15%

• CAT 2 15%





French-I (FREN-1003) L T P C

3 0 0 3

Session

No Module Topics

Core

Reading

Additional

Reference

1 – 4 1

Entrer un contact avec quelqu’un, saluer,

salutations formelle et informelle, découvrir

l’alphabet, s’excuser, communiquer avec tu et

vous, masculin/féminin, les nombres 0 à 100

5-14 2

Se présenter, remercier, le genre des noms, les

pronoms sujet et tonique, l’article défini et indéfini.

15-23 3

Parler de ses gouts et de ses loisirs, poser des

questions, décrire quelqu’un, les verbes au présent,

la négation du verbe, le pluriel des noms, les

adjectives.

24-31 4

Demander/donner des informations sur une

personne, parler de soi, de sa famille, comprendre

et écrire un mail, l’adjectif possessif, le verbe «

aller », l’article contracte, c’est/ce sont.

32-40 5

Nommer/situer un objet, exprimer la surprise,

demander de faire quelque chose, exprimer une

obligation, l’adjectif interrogatif, les prépositions

de lieu, la négation de l’article indéfini, il faut…,

pouvoir, vouloir.

Demander/dire l’heure, demander pourquoi et

répondre, l’interrogation, faire, connaitre, l’accord

des adjectifs en genre et en nombre, le pronom

“on”

Programme U.G

Batch 2018 - 2021

Semester 1

Course Title Japanese -I

Course Code JAPA1003

Version 1.00

Credits 3

Course Description



sentences. Different aspects of history, culture and politics of Japan will be introduced in the class so as

to impart basic cultural competence to the students. This will make them aware of the cultural nuances

of the language.

Course Objectives

1. This course attempts to give the students working knowledge of Japanese Language with


2. This course will impart all the four skill viz. reading, writing, listening and speaking.

3. Basic Japanese sentences will be introduced and practiced.




globalized world.

6. This course will expose the students to a new culture and promote respect for the ‘others’ and

inculcate tolerance.

Course Pre-requisite : None

Course Outcomes




etc.

3. They will have a brief understanding of Japanese society and culture.

Prescribed Texts

Shokyuu Nihongo, Japanese Language Center for International Students, Tokyo University of Foreign

Studies, Japan.

Minna-no Nihongo-1, 3A Corporation, Japan.

Nihongo Shoho, Japan Foundation, Japan.

Nihongo Kana nyuumon, Japan Foundation, Japan.

.


Random House Japanese-English Dictionary

Japanese for Busy people, Video CD, AJALT, Japan.

Pedagogy


Evaluation Scheme



• CAT 1 * 15%

• CAT 2 15%





Japanese-I (JAPA-1003) L T P C

3 0 0 3

Session

No

Module Topics Core

Reading

Additional

Reference

1 – 4 1 Introduction to Japanese syllablary, Vowels

and Consonants

Hiragana, Katakana ,Pronunciation ,Writing

practice

Japanese Numerals, Demonstrative pronoun,

Kore, Sore, Are and Dore (This, That, That over

there, which). Kono, sono, Ano and Dono (this,

that, over there, which) Kochira, Sochira, Achira

and Dochira (this way....) Koko, Soko, Asoko and

Doko (Here, There….location) Greetings, Set

phrases Classification of verbs (be verb desu

Present tense),Parts of body (look and learn)

5-14 2 Basic sentence structure (SOV)

Be- verbs

Particles

15-23 3 Adjectives- I and Na

Classification of verbs,

(Present, Present negative and past negative),Aru

And Iru verbs for living things and non-living

things.Classification of question words ( Doko,

Dore, Dono, Dochira), expressions of time

(Jikan),Number of hours

Vocabulary and its Meaning,Number of months,

calendar of a month,Audio tape listening,Class

tests

24-31 4 Interrogative words (Dare, Nani, , Itsu,

Doyatte, Doo,dooshite, Ikutsu, Ikura),

Classification of Te forms ,

Class tests

32-40 5 Words of degree,

Adverbs

Name of the things you carry (look and learn)

Relation words (look and learn)

,Visit a office and University,Positions and

Direction,Vocabulary and its Meaning

Audio tape listening,Revision,Test

Programme U.G

Batch 2018-2021

Semester 1

Course Title German -I

Course Code GERN-1003

Version 1.00

Credits 3

Course Description



sentences. Different aspects of history, culture and politics of Germany will be introduced in the class so

as to impart basic cultural competence to the students. This will make them aware of the cultural nuances

of the language.

Course Objectives

1. This course attempts to give the students working knowledge of German Language with


2. This course will impart all the four skills viz. reading, writing, listening and speaking.

3. Basic German sentences will be introduced and practiced.




globalized world.

6. This course will expose the students to a new culture and promote respect for the ‘others’ and

inculcate tolerance.

Course Pre-requisite : None

Course Outcomes




etc.

3. They will have a brief understanding of German society and culture.

Prescribed Texts

Tangram, Deutsch als Fremdsprache.Berlin: 2005,

.


Gick, Cornelia, Momentmal, Grundstufenlehrwerk Deutsch als Fremdsprache.M: 2003,

Maria Dallapiazza, Eduard von Jan, Til Schonherr.Tangram, Deutsch als Fremdsprache.Berlin: 2005,

Netzwerk A1:2015

Langenscheidt.

Pedagogy


Evaluation Scheme



• CAT 1 * 15%

• CAT 2 15%





German-I (GERN-1003) L T P C

3 0 0 3

Session

No

Module Topics

1 – 4 1 Begrüssung / Greeting,

Sich vorstellen – Introduction

Interviewspiel mit Fragen und Antworten ,

Nummern/numbers

Monate, Wochentage/ Name of months, days

Information zu Lӓndern, Nationalitӓten und ihre

Sprachen/Name of countries, nationalities and

languages.

5-14 2 Farben/ colours

Familiebaum/ Family tree

W-fragen/ Questions

Uhrzeit/ Time telling

Gefallen und Missfallen ӓuβern / Expressing likes and

dislikes

Bestimmter und Unbestimmter Artikeln – Definite and

indefinite Articles

Nominativ Kasus/ Nominative case

Pronomen / pronouns (Nominative)

15-23 3 Regelmӓβige Verben / Regular Verbs

Verbkonjugation/ Verb conjugation (sein und haben)

Akkusativ Kasus (Einführung )

Personal pronomen /Personal Pronomen (Akkusative)

Wegbeschreibung/ Directions

Landeskunde /History

Film –Spielzeugland

24-31 4 Possessiv Pronomen/ Possessive pronouns

Gegenteile/ Antonyms

Bestellen/ Situation –in a restaurant

Landeskunde/ Basic geography and History:

Reunification

Film –

32-40 5 Akkusativ/ Accusative case (Cont.)

Verbkonjugation/ Verb conjugation (Cont.)

Tageszeit/ Time telling

Prӓpostionen (Akkusativ: Einführung)/ Accusative

prepositions: Introduction


Batch 2018 – 2021

Semester II

Course Title Indian Literature in Translation

Course Code SLIL1002

Version 1.02

Credits 4

Course Description: This course entails a selective study of some of the translations from regional

Indian languages that challenge the monopolising singularity of hegemonic texts and dominant literary

discourses and specifically serve as counter-narratives of resistance, thus representing a paradigm for

inquest into the given linguistic practices and cultural productions of the Indian subcontinent.

Course Objectives:

Through the course, the student should be able to - imbibe ethical, moral, national and cultural values

through various forms of literature.

During the course, the student should be enabled to write an original, dialogue, story one-act play,

poems etc.

Course pre-requisites: None

Course Outcomes:

1. Know the major genres of the literature.

2. Understand major literary trends over the period

3. Understand the contribution of writers in the development of literature in translation.

4. Understand the impact of various literary and social movements on society and vice versa

5. Understand the literary text in its social, political and cultural context

6. Critical evaluation and analysis of Indian concepts of literature

Prescribed Texts:

Selected songs of Mirabai/ Selected couplets of Kabir

Godan

Our Favorite Indian Stories. Khushwant Singh and Neelam Kumar (Eds).

Delhi: Jaico,2002

Silence! The Court Is in Session/Tughlaq


Devy, G. N. After Amnesia: Tradition and Change in Indian Literary Criticism, 1992.

Gopal, Priyamvada. Indian English Novel: Nation, History and Narration

Iyenger, K. R. Srinivasa. Indian Writing in English.

King, Bruce. Modern Indian Poetry in English.

Naik, M. K. A History of Indian English Literature.

Pedagogy:


Evaluation Scheme:


CAT-1 20%

CAT-2 20%



Session

No.

Modules Course Detail Core Reading Additional

Reference

1-10 I Selected songs of Mirabai All I Was Doing Was

Breathing

Limb Just Moved

A Cowherding Girl

Clouds

Mine Is Gopal

11-20 II Godaan Godaan

21-30 III Our Favourite Indian Stories.

Khushwant Singh and Neelam

Kumar (Eds).

Our Favourite Indian Stories.

Khushwant Singh and

Neelam Kumar

31-40 IV Silence! The Court Is in

Session/Tughlaq

Tughlaq

Course Title Indian Constitution and Administration

Course Code (SLCA1002)

Program BA (H)

Batch 2018-2021

Semester 2

Credits 4

Version 1.01

Course Description:

This course would Introduce to the constitutional foundations and the working of major governmental

and political institutions in India. It will develop the understanding of the constitutional matrix as well

as the behavioral dynamics of political institutions and processes in India.

Course Objectives:

1. The course seek to analyze and probe the diverse aspects and problems of contemporary Indian

Politics

2. It discusses the constitution making process, philosophy of constitution, nature of Indian state, social

structure and democratic process

3. Analysis of the governmental institutions: how do they work and what are their powers

4. To study the role of Supreme court of India, nature and scope of judicial review

Course pre-requisites: None

Course Outcomes:

1. It creates an awareness of key concepts of Indian constitution

2. It helps students to develop a better understanding of Indian government

3. It teaches students about the role, powers and functions of the President, the Prime Minister, the

Governor and the Chief Minister.

4. It explicates the role of local, rural and urban governments and their importance.

5. It will help to understand about basic knowledge of administration

6. Students will learn about power, legitimacy and authority.

Prescribed Texts:

Fadia B. L (2013), Indian Government and Politics, tenth edition, Sahitya Bhawan, New Delhi.

Basu D. D (1989), Introduction to the Constitution of India, New Delhi.

Austin, Granville (1999), The Indian Constitution: Corner stone of a nation, Oxford University Press,

Bombay.

Singh M.P and Rekha Saxena, Indian Politics: Constitutional Foundations and Institutional Functioning,

Prentice Hall of India, New Delhi.


Hasan Zoya (2000), Politics and the state in India, Sage publications, New Delhi.

Kohli Atul eds.(2011) The Success of India’s Democracy, Cambridge University Press, India.

Weiner, Myron (1989), the Indian Paradox, New Delhi

Pedagogy:

Lectures

Class room discussions

Presentations

Evaluation Scheme:

Assignment & Quiz (1,2 & 3) 20%

CAT 1 15%

CAT 2 15%

End Term Exam (3 hours) 50%

SYLLAUS CUM SESSION PLAN:

Session

No. Modules Course Detail Core Reading

Additional

Reference

1-10

Nature of the

Constitution

• Main features of the Indian

Constitution

• Sovereign, Secular, Democratic

Republic

• Parliamentary-federal

democracy

• Citizenship

• Fundamental rights and Duties

• Directive Principles of State

policy

Basu D. D (1989),

Introduction to the

Constitution of

India, New Delhi.

Austin, Granville

(1999), The

Indian

Constitution:

Corner stone of a

nation, Oxford

University Press,

Bombay.

11-20

Central

Government

• Powers, function and role of

The President, Prime Minister and

Council of Ministers

• Parliament: Composition and

functions

• Constitutional amendments

Fadia B. L (2013),

Indian Government

and Politics, tenth

edition, Sahitya

Bhawan, New

Delhi.

21-30

The Supreme

Court

• The Supreme Court of India

• Composition

• Jurisdiction

• Role

• Nature and Scope of Judicial

Review

Singh M.P and

Rekha Saxena,

Indian Politics:

Constitutional

Foundations and

Institutional

Functioning.

31-40

Public

Administration

• Definition, Nature and

Scope of Public Administration.

Importance of Public

Administration, Difference

between Private and Public

Administration. Growth of the

Study of Public Administration,

Characteristics of the New

Concept of Public Administration.

Meaning and Growth of Civil

Services in India.

Bidyut Chakrabarty,

Reinventing Public

Administration: The

Indian Experience,

Orient Longman,

New Delhi, 2007


Batch 2018 – 21

Semester III

Course Title British Literature II


Version 1.02

Credits 4

Course Description




Course Objectives



2. Understand major literary, social, political and religious movements of 16th and 17th century




literary genres




Course Outcomes








Prescribed Text:

Module 1: Dryden: Mac Fleknoe

Alexander Pope: Rape of the Lock (Canto 1) Blake: Tyger, Lamb

Thomas Grey: Elegy Written in Country Churchyard*

Module 2: Addison: Sir Roger at Church Richard Steele: Spectator Club Dr Johnson: Letter to

Chesterfield

Module 3: Henry Fielding: Joseph Andrews* Jane Austen: Pride and Prejudice*

Module 4: Oliver Goldsmith: She Stoop to Conquer

* Not for detailed study

Prescribed Reading:

Norton Anthology of English Literature, Vol.1 & 2. Henry Fielding. Joseph Andrews. Penguine.

Jane Austen. Pride and Prejudice. Harper Press.

Oliver Goldsmith. She Stoop to Conquer. Peacock Books.


Andrew Sanders: The Short Oxford History of English Literature

M.H. Abrahm. A Glossary of Literary Terms. Cineage Publication Pvt. Ltd.

Herbert J C Grierson and J C Smith. Critical History of English Poetry. Bloomsbury Academic

Collection.

Allardyce Nicoll. History of Drama, 1660-1900. Cambridge. Arnold Kettle. An Introduction to English

Novels. Routledge.

Hugh Walker. English Essays and Essayists. Hardpress Publishing.

Pedagogy



Evaluation Scheme


(Percentage)


• CAT 1 * 15%

• CAT 2 15%



5 Detailed Outlines of Course


Session No

Module

Topics

L T P J C

4 0 0 0 4


1 – 15

I

Dryden: Mac Fleknoe

Alexander Pope: Rape of the

Lock (Canto 1)

Blake: Tyger, Lamb

Thomas Grey: Elegy Written in

Country Churchyard*

Norton

Anthology of

English

Literature, Vol.1

& 2.

Herbert J C Grierson

and J C Smith. Critical

History of English

Poetry. Bloomsbury

Academic Collection.

16-22

II

Addison: Sir Roger at Church

Richard Steele: Spectator Club

Dr Johnson: Letter to Chesterfield

Norton

Anthology of

English

Literature, Vol.1

& 2.

Hugh Walker. English

Essays and Essayists.

Hardpress Publishing.

23– 33

III

Henry Fielding: Joseph Andrews*

Jane Austen: Pride and

Prejudice*

Henry Fielding.

Joseph Andrews.

Penguine.

Jane Austen.

Pride and

Prejudice.

Harper Press.

Arnold Kettle. An

Introduction to English

Novels. Routledge.

34-40

IV

Oliver Goldsmith: She Stoop to

Conquer

Oliver

Goldsmith. She

Stoop to

Conquer.

Peacock Books.

Allardyce Nicoll.

History of Drama,

1660-1900.

Cambridge.


Batch 2018 – 21

Semester III

Course Title AMERICAN LITERATURE


Version 1.02

Credits 4

Course Description

This course aims to provide a brief introduction to the literature of America. This course introduces

students to the discovery of America by Europeans and the consequent near annihilation of the native

population. It provides a brief history of the development of the institution of slavery as a part of the

British Empire, the emergence of the spirit of independence amongst the population, the war of

independence and the subsequent declaration of independence. The ironical beginnings of a nation that

proclaimed itself as independent on a truth well known that all men are created equal would be dwelled

upon, contrasting it with the continuance of slavery. Unique American concepts like the American

Dream, The New World, Free Nation, Melting Pot, Hope, Expectations, etc would be discussed. The

American effort to define itself in opposition to the Old World is an underlying theme in these texts. The

angst to forge a new national identity and the thrill of anticipating encounter with the unchartered

frontiers is all evident in the texts prescribed for this course.

Course Objectives


1. Introduce students to the historical background of America: discovery, colonization, slavery,

independence struggle

2. Explain to the students the inherent contradiction between the foundational principles codified in

the declaration of Independence and the continuation of the institution of slavery.

3. Explain to the students the attempts to construct a unique national identity by the Americans and

the introduction of new concepts such as the American Dream, New World, and Free Nation etc.

4. Introduce students to the life and works of American authors.

5. Introduce students to the development and adaptation of various genres, forms, literary devices, and

styles by the American authors.

6. Explain to the students the unique adaptation of the genre of adventure tales to the American

landscape and a sense of amazement associated with the unchartered territories of the “Wild West”.



Course Outcomes


1. Understand the historical background of America

2. Explain the struggle for American independence, the contradiction between the foundational

principles codified in the declaration of Independence and the continuation of the institution of

slavery.

3. Explain the process of identity formation of the Americans and concepts such as the American

Dream, New World, and Free Nation etc.

4. Explain the development and adaptation of various genres, forms, literary devices, and styles by the

American authors.

5. Explain the adaptation of various genres to the American landscape

6. Identify with the sense of amazement that was associated with the exploration of unchartered

territories of the “Wild West”.

Prescribed Text:

Module 1: Introduction to the Course, Background Information, Discovery of America, Colonial

Period, Aborigines, Slavery, Declaration of Independence, War of Independence, Civil War, Civil

Rights Movement, Emerson: ‘The American Scholar’

Thoreau: ‘Civil Disobedience’

Module 2: Eugene O’Neil: Hairy Ape

Module 3: Walt Whitman’s Leaves of Grass (Selections)

Module 4: Mark Twain’s Adventures of Huckleberry Finn

Prescribed Reading:

1. Emerson: ‘The American Scholar’

2. Thoreau: ‘Civil Disobedience’

3. Whitman: Leaves of Grass. Signet.

4. Twain: Huckleberry Finn. Penguin.

5. Eugene O’Neil: Hairy Ape


1. Baym, Nina, gen. ed. The Norton Anthology of American Literature. 8th ed. 2 Vols. New York:

Norton, 2012.

2. Bercovitch, Sacvan. The Cambridge History of American Literature. 8 Vols. Cambridge:

Cambridge University Press, 2008.

3. Gates, Henry Louis. The Norton Anthology of African American Literature. 3rd ed. 2 Vols.

New York: Norton, 2014.

Evaluation Scheme



• CAT 1 * 15%

• CAT 2 15%




SYLLABUS CUM SESSION PLAN AMERICAN LITERATURE – I L T J C

3 0 0 0 3

Session

No

Module Topics Core

Reading

Additional

Reference

1 – 10

I

Introduction to the Course, Background

Information, Discovery of America, Colonial

Period, Aborigines, Slavery, Declaration of

Independence, War of Independence, Civil

War, Civil Rights Movement, Emerson: ‘The

American Scholar’ Thoreau: ‘Civil

Disobedience’

Franklin (Selections)

Gates

Bercovitch

Baym

Gates

11-20 II Eugene O’Neil: Hairy Ape Crevecoeur,

Emerson

Thoreau, Douglass

Bercovitch

Baym, Gates

21-30 III Walt Whitman’s Leaves of Grass (Selections) Whitman Bercovitch

Baym, Gates

31-40

IV

Mark Twain’s Adventures of Huckleberry Finn Twain Bercovitch

Baym, Gates


Batch 2018 – 21

Semester III

Course Title The Structure of English Language


Version 1.02

Credits 4

Course Description

Grammar functions as the skeleton and the basic structure of a language. As skeleton gives a certain

shape to our body parts making them useful for various activities, similarly grammar disciplines the

meaning, shape, size, and organization of a sentence. The present course tries to expose the student to

English grammar with a practical approach, the descriptive approach to grammar. It focuses on usage

and communication rather than memorizing grammatical rules. This course is given to the students with

a view to enabling them to understand the ‘grammaticality’ of English thereby enabling them to use it

flawlessly. Success-conscious people are grammar-conscious people for many good reasons since. As

we know, if we want to get ahead in almost any business or profession, we must speak and write

reasonably correct English in this age of globalization in which English has gained a dominant position.

Course Objectives


1. To sensitize the students about the grammaticality and acceptability of English

2. Make them understand various nuances of English grammar and usage.

3. Aware the students about various components of sentence

4. Make them aware of their common “Indianism” in the use of English and corrections thereof.

5. Aware the students about the need of writing grammatically correct sentences

6. Make the students write error free documents


Understanding of the basics of English language

Course Outcomes


1. Know about acceptability of English as a global language

2. Understand various nuances of English grammar

3. Know correct use of various components of sentence

4. Identify common “Indianism” in the use of English

5. Speak and write grammatically correct English

6. Avoid common errors in use of English

Prescribed Topics:

Module 1: Grammar: An Introduction, Descriptive prescriptive and teaching grammar,

Grammaticality and Acceptability of Language

Phrase and Clauses: Definition of Phrase, Types of Phrases, Definition of Clause, Types of clauses,

Difference between Phrase, clause and Sentence

Simple Sentence Patterns: Subject and Predicate, Form and Function, Intransitive and Transitive

Verbs

Module 2: Phrase and Sentence Structure: Noun Phrase, Parts of a noun phrase, Modifiers of Noun

Head, Verb Phrase, Prepositional Phrases, Sentence Analysis using tree diagram, Formal and Functional

Analysis of Sentences Clause and Sentence Structure: Nominative clause, Relative clause, To

infinitive clause, - ing clause, -ed clause, Clause and ambiguity

Module 3: Simple, Compound and complex sentences: Simple sentence, Rules of Making simple,

sentence, Subordinate clause and subordinating conjunction, Coordinate clause and coordinating

conjunction, Transformation of simple, complex and compound sentence

Module 4: Use of Modals and Conditionals: Use of Modals, Different types of conditional sentences

Use of Adverbials (Adverbs): Use of Adverbials (Adverbs)

Reading:

Hewings, Martin (1999) Advance Grammar in Use. Cambridge: Cambridge University Press.

Rozakis, Laurie E. (2003) The Complete Idiot’s Guide to Grammar and Style. USA: Alpha Publication.

Bakshi, Raj N. (2005) English Grammar Practice. Hyderabad: Oriental Blackswan

An Introduction to Language (9 th ed). (Fromkin, V., Rodman, R., Hyams, H.) (Wadsworth•Cengage

Learning 2011).

Conrad, Susan, Douglas Biber & Geoffrey Leech (2002) Longman Student Grammar of Spoken and

Written English. Longman (Pearson Education)

Pedagogy



Evaluation Scheme



• CAT 1 * 15%

• CAT 2 15%



http://www.amazon.com/s/ref%3Dntt_athr_dp_sr_1?_encoding=UTF8&field-author=Douglas%20Biber&search-alias=books&sort=relevancerank



L T P C

4 0 0 4

Session

No

Module Topics Core

Reading

Additional

Reference

1-10

I

Grammar: An Introduction, Descriptive

prescriptive and teaching grammar,

Grammaticality and Acceptability of Language

Phrase and Clauses: Definition of Phrase,

Types of Phrases, Definition of Clause, Types

of clauses, Difference between Phrase, clause

and Sentence

Simple Sentence Patterns: Subject and

Predicate, Form and Function, Intransitive and

Transitive Verbs

FromkinCh-

1

Yule Ch-1

11 – 20

II

Phrase and Sentence Structure: Noun

Phrase, Parts of a noun phrase, Modifiers of

Noun Head, Verb Phrase, Prepositional

Phrases, Sentence Analysis using tree

diagram, Formal and Functional Analysis of

Sentences

Clause and Sentence Structure:

Nominative clause, Relative clause, To

infinitive clause, -ing clause, -ed clause,

Leith. D Ch -

3

Yule Ch-1

21-30 III Simple, Compound and complex

sentences: Simple sentence, Rules of

Making simple, sentence, Subordinate clause

and subordinating conjunction, Coordinate

clause and coordinating conjunction,

Transformation of simple, complex and

compound sentence

Leith. D Ch -

3

Yule Ch-1

31 – 40

IV

Use of Modals and Conditionals: Use of

Modals, Different types of conditional

Sentences

Use of Adverbials (Adverbs): Use of

Adverbials (Adverbs)

Yule Ch-6,7

McCrum-

Ch-2


Batch 2018-21

Semester III

Course Title Introduction to Sociolinguistics


Version 1.02

Credits 4

Course Description

In this course sociolinguistics is taught as a branch of linguistics that studies language in relation to

society. In this sense, the language used tends to vary. This variation is the result of many different factors

such as; religion, age, ethnicity, sex, etc. Thus, language used by men differs from that used by women

and the language used by adults differs from that used by youngsters. It shows that the combination of

these components bears influence on language acquisition and language use.

Course Objectives:

In this course, sociolinguistics is taught as a branch of linguistics that studies language in relation to

society. In this sense, the language used tends to vary. Is variation is the result of many different factors

such as religion, age, ethnicity, sex, etc. Thus, language used by men differs from that used by women

and the language used by adults differs from that used by youngsters. It shows that the combination of

these components bears influence on language acquisition and language use.

Course Outcomes:

At the end of this module, student should be able to demonstrate:

1. Knowledge and critical understanding of basic sociolinguistic terms and concepts, include accent,

dialect, variety, and standardization.

2. Knowledge and critical understanding of the notions of speech events, communicative competence,

and speech community.

3. An awareness of how language variation and the related phenomenon of language choice signal the

social identity of speakers and their social relationships, and how power relationships are reflected in

language use.

4. An awareness of the links between language variation, language choice, and social context.

5. Familiarity with the main methods of sociolinguistic research.

6. Students should have an enhanced understanding of the way language is used to create and define

social context, and this will lead to a greater appreciation of issues of linguistic discrimination.

Prescribed Text:

Haspel, M., Andrea D. Sims. (201o) Understanding Morphology (2nd ed). Hodder Education, UK

Plag, I., Bauer, L., and R. Lieber., The Oxford Reference Guide to English Morphology (2nd ed). OUP

Yule, George (2006) The study of Language (3rd ed/). Cambridge: Cambridge University Press)

Jeffries, Lesley (2006) Discovering Language: The Structure of Modern English PALGRAVE

MACMILLAN

Pedagogy:



Evaluation Scheme:

SN Description Weightage (Percentage)

1 Continuous Assessment Test (CAT) I 20%

2 Continuous Assessment Test (CAT) II 20%

3 Internal Assessment (IA) 20%

4 End Term Examination (ETE) (3 Hours) 40%



Session

No. Module Course Details

L T P

C

4 0 0

4

Core Reading Additional reference

1-10 I

Sociolinguistics and Scope of

Sociolinguistics; Issues in

Sociolinguistics: Linguistic Inequality;

Restricted Code and Elaborate Code,

and its Critique; Language Varieties;

Verbal Repertoire, Speech

Community.

Coupland. N.and

Jaworski, A.

(eds.) 1997.

Sociolinguistics

Hudson, R. A.

1980.Sociolinguistics

11-20 II Current Trends: Variation and Change,

Linguistic Variable; Marker; Indicator;

Analyzing Variability; Linguistic

Constraints, Social Constraints.

Coupland. N.and

Jaworski, A.

(eds.) 1997.

Sociolinguistics

Hudson, R. A.


21-30 III Sociolinguistic Studies: Labov;

Trudgill; Gumperz; Sociolinguistic

Methodology; Language Contact:

Bilingualism/Multilingualism; Types

of Bilingualism; Borrowing: Core and

Cultural borrowing, ‘Hierarchy of

borrow ability’; Code-Switching,

Constraints.

Coupland. N.and

Jaworski, A.

(eds.) 1997.

Sociolinguistics:

Hudson, R. A.


31-40 IV Convergence Studies with Special

Reference to India; Diglossia;

Language Maintenance and Shift,

Linguistic Vitality; Pidginization,

Creolization and Koineization,

Language Endangerment, Attrition and

Death; Language contact in India.

Coupland. N.and

Jaworski, A.

(eds.) 1997.

Sociolinguistics

Hudson, R. A.



Batch 2018 – 21

Semester III

Course Title PBL SEM III


Version 1.0.0

Credits 1

Course Description






Course Objectives


1. Gain a practical understanding of the various methodological tools for analyzing a problem and








Course Outcomes



and personal lives






Methodology:

















Readings:

Alan Bryman. Research Methodology for Language and Literature. Oxford University Press.

D. Nunan. Research Methods in Language Learning. Cambridge University Press.

L. F. Bachman. Statistical Analysis for Language Assessment. Cambridge University Press.

C. R. Kothari. Research Methodology: Methods and Techniques. New Age International Publishers.

O. R. Krishnaswamy and M. Rangnatham. Methodology of Research in Social Sciences. Himalaya

publication House

MLA Handbook (8th edition).

Programme U.G Course

Batch 2018 - 2021

Semester III

Course Title French-II

Course Code FREN2001

Version 1.00

Credits 3

Course Description

The course aims at intermediate written and oral skills (comprehension and expression) in French

corresponding to A1 level of the French Language Proficiency Test . Along with language teaching,

different aspects of history, culture and politics of France will also be introduced in the class. This will

make them aware of the cultural nuances of the language and prepare them better for a inter-cultural

communication. The skills imparted in this course shall help them in dealing with the delegations from

France. Also, if they get a chance to go to France, they will be in a position to interact with native

speakers. In a globalized world, understanding of other cultures constitutes an important component of soft

skills. This can be enhanced by foreign language teaching. This will also promote an interdisciplinary

approach in students.

Course Objectives

1. This course attempts to give the students working knowledge of French Language with


2. This course will also open up avenues for our students for higher education in France.

3. This course will emphasize on the four Rs viz. reading, writing, listening and speaking.

4. Day to day expressions in French will be introduced and practiced thoroughly.

5. Sufficient vocabulary will be given to the students to converse in a given situation.

6. Brief discussions on cultural, political and historical issues will be part of this course.

7. Through this course, the learners will acquire the required knowledge that can be used in daily life

and work situations.

8. This course aims to give our students an interdisciplinary approach in order to compete in the

globalized world.

Course Pre-requisite : French-I

Course Outcomes

1. On completion of the course, the students will be able to carry out simple conversations, read short

paragraphs and simple stories in French.

2. They would be able to give their brief self- introductions and can speak briefly about their

family members and friends verbally.

3. They will acquire proficiency equivalent to A1 level of the French Language Proficiency Test.

4. They will have an understanding of French society and culture.

Prescribed Texts

M. Denyer, A. Garmendia, C. Royer, Marie–Laure Lions–Olivieri, Version Originale 1 (A1) Livre de

l’élève. Paris: Maison des Langues, 2009.

M. Denyer, A. Garmendia, C. Royer, Marie–Laure Lions–Olivieri, Version Originale 1 (A1) Cahier

d’exercices. Paris: Maison des Langues, 2009


Alter Ego 1- méthode de français, Annie Berthet, Catherine Hugot, V. Kizirian, Béatrix

Sampsonis, Monique Waendendries, Hachette.

Echo A1, Author:Jacky Girardet ,CLE International

Girardeau, Bruno et Nelly Mous. Réussir le DELF A2. Paris: Didier, 2010

Pedagogy

The delivery of course will be a mix of class room instruction, role play, group discussions and

presentation by the students.

Evaluation Scheme



• CAT 1 * 15%

• CAT 2 15%





French-II (FREN-2001) L T P C

3 0 0 3

Session

No Module Topics

1 – 4 1

Parler de sa relation avec les langues, exprimer son

point de vue (1), exprimer des difficultés et des

émotions, parler de faits passés, exprimer une

motivation

5-14 2

Présenter les personnages d’un film, raconter l

synopsis d’un film, exprimer son avis, justifier son

opinion

Décrire un logement et des objets, localiser, faire

des comparaisons, exprimer des préférences,

nommez

ses activités quotidiennes\

15-23 3

Les film français, Parler de sa sante, décrire des

douleurs et des symptômes, demander et donner

des conseils, donner des instructions, exprimer son

point de vue (2)

24-31 4

Situer dans le passé, décrire des situations du passé

et du présent .

Poser des questions sur un parcours de vie, décrire

et rapporter des faits et des situations du passé,

raconter des anecdotes, situer des événements dans

le passé, demander des informations .

32-40 5

Faire des prévisions, parler de l’avenir, parler de

condition et de conséquences, exprimer différent

degrés de certitude, parler du temps


Batch 2018 - 2021

Semester III

Course Title German -II

Course Code GERN2001

Version 1.00

Credits 3

Course Description

The course aims at intermediate written and oral skills (comprehension and expression) in German

corresponding to -- level of the German Language Proficiency Test. Along with language teaching,

different aspects of history, culture and politics of Germany will also be introduced in the class. This will

make them aware of the cultural nuances of the language and prepare them better for a inter-cultural

communication. The skills imparted in this course shall help them in dealing with the delegations from

Germany. Also, if they get a chance to go to Germany, they will be in a position to interact with native

speakers. In a globalized world, understanding of other cultures constitutes an important component of soft

skills. This can be enhanced by foreign language teaching. This will also promote an interdisciplinary

approach in students.

Course Objectives

1. This course attempts to give the students working knowledge of German Language with


2. This course will also open up avenues for our students for higher education in Germany.


4. Day to day expressions in German will be introduced and practiced thoroughly.






globalized world.

Course Pre-requisite : German-I

Course Outcomes

1. On completion of the course, the students will be able to carry out simple conversations, read

short paragraphs and simple stories in German.



3. They will have an understanding of German society and culture.

Prescribed Texts

Hieber, Wolfgang. Lernziel Deutsch. München: 2005


Gick, Cornelia, Momentmal, Grundstufenlehrwerk Deutsch als Fremdsprache.M: 2003

Maria Dallapiazza, Eduard von Jan, Til Schonherr.Tangram, Deutsch als Fremdsprache.Berlin: 2005

Griesbach, Schulz. Deutsche Sprachlehre für Ausländer. München: 2005.

They will acquire proficiency equivalent to A1 level of the French Language Proficiency Test.

Pedagogy



Evaluation Scheme



• CAT 1 * 15%

• CAT 2 15%





Foreign Language(German) GERN-2001 L T P C

3 0 0 3

Session

No Module Topics

1 – 4 1

Advanced Grammar:-Tenses – Present Perfect,

Past Perfect, Past Tense, Future I and Future II,

Adjective Declination, Passive Voice, Subordinate

Clauses, Konjunktiv I and II

5-14 2 Context based Dialogues: University, Airport,

Embassy, Supermarket, Transport etc.-

15-23 3 Translation, -Vocabulary, History and Political

system, Provinces and Administration.

24-31 4 Translation, -Vocabulary, History and Political

system, Provinces and Administration.

32-40 5

Essaz Writing, Cultural compounds, Festivals etc.

Selected Short stories


Batch 2018- 2021

Semester III

Course Title Japanese Language-II

Course Code JAPA2001

Version 1.00

Credits 3

Course Description

The course aims at intermediate written and oral skills (comprehension and expression) in Japanese

corresponding to N5 level of the Japanese Language Proficiency Test (JLPT) conducted by the Japan

Foundation. Along with language teaching, different aspects of history, culture and politics of Japan will

also be introduced in the class. This will make them aware of the cultural nuances of the language and

prepare them better for a inter-cultural communication. The skills imparted in this course shall help them

in dealing with the delegations from Japan. Also, if they get a chance to go to Japan, they will be in a

position to interact with native speakers. In a globalized world, understanding of other cultures constitutes

an important component of soft skills. This can be enhanced by foreign language teaching. This will also

promote an interdisciplinary approach in students.

Course Objectives

1. This course attempts to give the students working knowledge of Japanese Language with


2. This course will also open up avenues for our students for higher education in Japan.


4. Day to day expressions in Japanese will be introduced and practiced thoroughly.






globalized world.

Course Pre-requisite : Japanese-I

Course Outcomes

On completion of the course, the students will be able to carry out simple conversations, read short

paragraphs and simple stories in Japanese.



2. They will acquire proficiency equivalent to N5 level of the Japanese Language Proficiency Test (JLPT)

conducted by the Japan Foundation.

3. They will have an understanding of Japanese society and culture.

Prescribed Texts

Shokyuu Nihongo, Japanese Language Center for International Students, Tokyo University of foreign

Studies, Japan.

Minna-no Nihongo-2, 3A Corporation, Japan.

Nihongo Shoho –I, published by the Japan Foundation, Japan.

Shin Nihongo no k i s o -1, AOTS, 3A Corporation, Japan.


Random House Japanese-English Dictionary

Japanese for Busy people , Video CD , AJALT, Japan.

Pedagogy



Evaluation Scheme



• CAT 1 * 15%

• CAT 2 15%



1.0 Detailed Outline of the Course


Japanese-II JAPA-2001 L T P C

3 0 0 3

Session

No Module Topics

Core

Reading

Additional

Reference

1 – 4 1

Review of Basic Japanese syllabus,

Transitive and intransitive forms of verbs

More Verbs

Direct and Indirect object particles

Potential verb dekimasu, ~kotoga dekimasu

Give verbs ageru, kureru

Expressions suki desu, kirai desu, hoshii desu, ~ga

wakarimasu,

Use of donna+Noun,

zenzen~masen

Use of ni Arimasu, ni imasu.Practice with audio

track

LESSON-

1&2

5-14 2

Counters in Japanese to count objects, animals and

human beings

[Conter suffix like: ~ general counting –Hitotsu

futatsu.

Days of the week, dates in a month

How to say time in Japanese

Adjectives (Present,Past,Negative and Past negative)

Various expressions using the ~te form of teh verbs

Making comparative sentences (question and

answer)

Introducing Kanji(Japanese Pictorial script) 1-20

Listening Practice with audio track

Class test.

LESSON-

3,4&5

15-23 3

Introducing superlative degree in Japanese

Expression of desire

Use of particle ~ni for purpose of going / coming.

~ V-tai desu

Asking permission (~temo iidesuka)

~nagara used for Simultaneous actions

(V-te kara

Direct and indirect speech

(N wa /ga …to iimasu)

Learning Kanji(Japanese Pictorial script) 21-40,

Listening practice with audio track

Class test .

LESSON

6,7&8

24-31 4

Telling what someone thinks (N wa …to

omoimasu)

Calling or naming [(N wa) X to iimasu.]

Volitional form of verbs

Probability, guessing something

(~deshoo), ~kamoshiremasen)

Conversation practice

Passive construction (~reru, ~rareru) ,Causative

construction (~seru, ~saseru)

Receiving verbs (moraimasu, itadakimasu)

Patterns using Verb in dictionary form

( tsumori)

Learning Kanji(Japanese Pictorial script) 41-60.

Listening practice audio track, Class tests

LESSON

-9,10&11

32-40 5

Expression of prohibition (~tewa ikemasen)

Expression of order (~nasai)

Expression of change from one state to another (V

dic. Yoo ni naru)

(Passage reading (Kamakura)

The story behind Kanji (Passage reading),

Learning Kanji(Japanese Pictography) 81-100

Robots (Passage reading)The Obon festival

(Passage reading).Letter writing (A thank you

letter).Letter writing (A request letter).Listening

practice audio track. Revision

LESSON

12&13

Programme B. A. (H.) English

Academic Year 2018-21

Semester III SEM

Course Name Gender and Development Studies

Course Code SLGD2001

Credit 4

Course Description:

As student of Liberal Education you should be informed to the themes and perspectives of Indian society

from sociological perspectives. Our brain seems to filter out of the information of the concepts of class,

caste, gender, race, religion, language, etc. and their significance in the study of the Indian society. This

course also discusses the changes that have taken place in the social structure, cultural values and

institutions in India. Further, the course addresses the foundation of Indian culture and tradition building

in contemporary India, its elements and change agents.

Objectives

1. To develop critical understanding of social structure of Indian society.

2. To enable students to develop theoretical and live understanding of social life in rural and urban

communities in India.

3. To enable students to develop critical understanding of impact of demographics factors on society

in India

4. To understand the ethnic and cultural diversities in Indian society

5. To develop critical understanding about the functioning of social institutions in present perspective

6. Enable students to understand forces responsible for maintaining continuity and change in Indian

society

Course Outcomes

1. To understand ethnic and cultural diversities in Indian society

2. To enable students to develop critical understanding of impact of demographics factors on society

in India

3. To understand social background of origin, growth and development of popular Ideology

4. To critical understanding about the functioning of social institutions in present perspective.

5. To enable students to develop critical understanding about the functioning of social institutions in

present perspective

6. Enable students to understand forces responsible for maintaining continuity and change in Indian

society

You will be Assessed in this course as follows:

• Participation and Engagement: 15%

• Reflection Paper: 15%

• Group Work: 10%

• Viva Voce: 10%

• Mid-term Exam: 20%

• Final Exam: 30%

Course Outline

Week 1: Introduction

Lecture 1: Introduction to and the Expectations from the Course

This is the first class of the semester, and we will introduce you to the course, our expectations of you

in the course, and listen to you on your own expectations of this course. You will meet your instructor,

be given the reading packet and/or be given instructions on how to access the readings, and explained

how you will be assessed, with plenty of time given to you to ask questions, seek clarification, and

ensure that you are prepared for the semester.

Lecture 2: Quiz - Diagnostic Survey/Brainstorming Session/ Group Discussion/Ice-Breakers

The second lecture of the semester will continue from the first, and be an assessment (this is not

graded) of your familiarity with the concepts we are going to discuss throughout the semester, and

begin to break out into groups to discuss

Week-2 India: An Object of Knowledge

Lecture-1

Meaning and Differences

Bernard Cohn, 1996 Gender and Development, Princeton University Press. Chapter-3 P-57

Vishwanthan N. Ed (2006) The women gender and development reader. New Delhi: Zubaanp-23

Available at:

https://www.youtube.com/watch?v=MYHWXysFP9g

Lecture-2

Approaches to gender development

Vishwanthan N. Ed (2006) The women gender and development reader. New Delhi: Zubaan. P-56

Week-3

Lecture-1 WAD, WID

https://www.myessaywriter.net/wid-wad-and-gad-an-analysis-sample-essay/

Momsen J. H. (2010) Gender and development, 2nd edition, New York: Routledge

Sankaran, S., Sekerdej, M. &, von Hecker, U. (2017). The role of Indian caste identity and caste

inconsistent norms on status representation, Frontiers in Psychology, 31 March 2017

Sonawani, Sanjay , The origin of the Caste system:

file:///C:/Users/Samsung/Downloads/CastesystemAcademiafinal.pdf

Available at:

https://www.youtube.com/watch?v=btoXn6jxlyg

Lecture-2 Gender Development: International initiatives, Mexico conference

Banarjee, Sikata. (2007) ‘Gender and Nationalism: The Masculinisation of Hinduism and Female

Political Participation’, in Ghadially, Rehana. (ed.) Urban Women in Contemporary India: A Reader.

New Delhi: Sage.

Conferences



New Delhi: Sage.


Week-4-5

Lecture-1

Nairobi conference, copenhagen conference and Beijing conference.

https://www.unsystem.org/content/un-world-conferences-women

Lecture-2

Gender Development: National policies and programs

https://emedicine.medscape.com/article/917990-overview

Week-6

Lecture-1

N.K. 1967, Culture and Society in India. Bombay : Asia Publishing House. P-345

https://www.toppr.com/guides/essays/essay-on-women-empowerment/

Lecture-2

Week-7

https://www.youtube.com/watch?v=MYHWXysFP9g


https://www.frontiersin.org/articles/10.3389/fpsyg.2017.00487/full

https://www.frontiersin.org/articles/10.3389/fpsyg.2017.00487/full

file:///C:/Users/Samsung/Downloads/CastesystemAcademiafinal.pdf

https://www.youtube.com/watch?v=btoXn6jxlyg


https://www.unsystem.org/content/un-world-conferences-women

https://emedicine.medscape.com/article/917990-overview

https://www.toppr.com/guides/essays/essay-on-women-empowerment/

Lecture-1 , Role of women's organizations

http://home.uchicago.edu/~aabbott/barbpapers/barbghur.pdf

https://www.civilserviceindia.com/subject/General-Studies/notes/role-of-women-and-womens-

organization.html

Lecture-2

UNDP, IMF. Role of NGO's - Development initiatives


organization.html

Week-8

Lecture-1

WAD, GAD



New Delhi: Sage.

Gupta, D. (Ed.).1991 Social Stratification. New Delhi: Oxford University P-1991

https://anthrosource.onlinelibrary.wiley.com/doi/epdf/10.1525/aa.1969.71.6.02a00380

Lecture-2

Status of Indian Women

Beteille, Andre:1996 Caste, Class and Power, Oxford University Press New

Delhi P-185

http://global_india1.tripod.com/current.htm

Week-9

Lecture-1 Indian women organization

Gupta A. S. et. Al (eds) (2005) Reflections of the right to development, centre for development and

human rights. New Delhi: Sage Publication

Irawati,Karve. 1961. Hindu Society: An interpretation. Poone. Deccan College P-45

Lecture-2

Week-10

Lecture-1 Grass root initiatives


organization.html

Gupta A. S. et. Al (eds) (2005) Reflections of the right to development, centre for development and

human rights. New Delhi: Sage Publication

Lecture-2

Group Discussion

Week-11

Lecture-1

Changes and transformation in Indian society

Srinivas, M.N. 1963: Social Change in Modern India (California, Berkeley:University of California

Press). P-65

Srnivas M.N 1972 ,Social change in Modern India , Orient Longman, New Delhi P1-49, 12

Lecture-2

Group Discussion

Week-12

Lecture-1 & 2

Short Description and Presentations

http://home.uchicago.edu/~aabbott/barbpapers/barbghur.pdf

https://www.civilserviceindia.com/subject/General-Studies/notes/role-of-women-and-womens-organization.html




https://anthrosource.onlinelibrary.wiley.com/doi/epdf/10.1525/aa.1969.71.6.02a00380

http://global_india1.tripod.com/current.htm



Programme B. A. (H.) English

Academic Year 2018-21

Semester III SEM

Course Name Startups and Cashless Economy

Course Code SLSC2001

Credit 4 L T P C

4 0 0 4

Alternate Exposure NA

Co-requisites

Course

Outcomes

1 To gain a basic knowledge of startups

2 To know about the strategies for startups

3 To know the ways of financing your business

4 To know the merits and demerits of cashless economy

5 To know about the pros and concerns of Digital payments.

Catalog

Description

This course “Modern startup strategies and Cashless economy” would provide

students an understanding of the business startups their strategies regarding market

and other aspects. This course will help the students in understanding the structure

of the cashless economy.The modules incorporated in this course provide an

analysis of issues at the theoretical level and also with regard to specificity of

issues prevailing in the Indian context.

Text Books

1

The Start-up of You: Adapt to the Future, Invest in Yourself, and Transform

Your Career [Kindle Edition]

Reid Hoffman (Author), Ben Casnocha (Author)

2 the Dynamics of entrepreneurial development and management-

Desai,vasant Himalaya publishing house ,delhi

3 Cases in Entrepreneurship- Morse and Mitchell-Sage Ssouth Asia Edition

4

Prasad, Rohit (2013), Start-up sutra: what the angels won’t tell you about

business

and life, Hachette India.

Reference

Books

1 The Startup equation: a visual guidebook to building your startup-Steve

fisher,Ja-Nae-MGH

2 Innovation and entrepreurship by Peter F.Drucker,HarperCollins Publishers

Inc

3

4

Unit 1 Introduction to Startups Number of Lecture Hours 11

Introduction to startups, merit and demerits of startups, startup & standup India,

make in India and its impact on startups, global scenario of startups, opportunity

and risk analysis, state policies and startups, institutions promoting startups

Pedagogy tools Scaleup Lecture

Unit 2

Strategies for Startups Number of Lecture Hours 12

Marketing strategies to make your startup a success, startup financing, innovation

and startups, reasons for the failure of startups


Unit 3

Concepts of cashless economy Number of Lecture Hours 10

Definition cashless economy, merits and demerits of cashless economy, cashless

economy and corruption, concerns in cashless economy, infrastructure for cashless

economy, role of public and private institutions in cashless economy


Unit 4

Instruments of cashless economy Number of Lecture Hours 12

Overview of digital payment, Evolution of digital payment, global scenario of

cashless payments, overview of mobile wallet market in India, effect of

demonetization on the industry, future outlook and key challenges


Unit 5 Number of Lecture Hours


Components

Term End

Examination Internal Examination

Qu

iz 1

Qu

iz 2

Qu

iz 3

Ass

ignm

ent

CA

T 1

CA

T 2

Marks 50 5 5 5 5 15 15

Total Marks 50 50


Batch 2018 – 21

Semester III

Course Title Personality Development and Stress Management

Course Code SLPD2001

Version 1.02

Credits 4

Course Description-

Understanding of various sources of stress, stressor and personality development of an individual using

suitable psychological tool.

Course Objectives-

It would inculcate understanding of various stress management tool and personality development

technique available in psychology.

Course Outcome:

After completing the course, the students are expected to know the following:

1. Students will be able to understand the issues and themes causes stress.

2. Nature and scope of personality development of an individual and its practical implication.

3. Different approaches towards personality and other developmental process- Psychoanalytic,

Social Learning and Humanistic existential.

4. Understanding technique of various stress management technique and appropriate use of it in

different conditions.

Sample Reading-

Barun, K. Mitra (2012). Personality Development and Soft Skills. Oxford University Press.

Ghanekar, Anjali. (2018). Managing Stress, Best Practices. Everest Publishing House.

Misra, G. (2009). Psychology in India, Vol 1: Basic Psychological Processes and Human Development.

India: Pearson.

Module1- Learning about sources of stress and its symptoms- Nature of stress: various sources of stress

-environmental, social, physiological and psychological; Symptoms of stress - emotional response,

physiological & behavioral.

Module 2- Learning to manage stress effectively- Methods - yoga, meditation, Vipassana, relaxation

techniques, clarifying problem, alternate actions, support (Problem focused) emotion focused

constructive approach.

Module 3- Personality, personality types and factors affecting personality development- Personality –

An Explanation; Categories of Personality; Importance of Self Image; How to Identify the Personality

Type; Factors Affecting Personality Development; The Role of These Factors in Contributing to

Personality Development.

Module 4- Soft Skills Development- Interpersonal Relationship: Understand Self – Different Categories,

Effect of Interpersonal Behavior of Interpersonal Relationship. Communication Skills: Types of

communications, communication barriers, strategies for good communication skills.


Batch 2018 – 21

Name of The Course INDIAN FOREIGN POLICY

Course Code SLFP2001

Semester III

Corequisite None

Antirequisite None

L T P C

4 0 0 4

Course Objectives:

Introduction of Indian foreign policy is the prime motto of this course. Decision making process at the apex

level in the matter of external affairs of India is a very important process. This course is made with the

core intention to make acquainted the students with this. India’s role and its standing in the International

arena is another area which is significant and this course deals it with ample base.

Course Outcomes

1. Knowledge of salient features of Indian Foreign policy.

2. Understanding of role of India in world politics and South Asian politics.

3. Understanding Foreign Policy of India

4. Analyse India’s relationship with developed world

5. Analysis India’s relationship with its neighbour

6. Able to understand recent development in India’s foreign policy

Text Book (s)

1. Appadorai and M. S. Rajan eds. (1985) India’s Foreign Policy and relations, South Asian

Publishers, New Delhi.

2. Sumit Ganguli eds (2009) India’s Foreign policy: Retrospect and Prospect, Oxford University

Press, New Delhi.

3. Ghosh Peu, (2013), International Relations, third edition, Phi Publication.

Reference Book (s)

Khanna, V. N (2012), International Relations, third edition, Vikas Publication House, New Delhi.

Unit-1 Introduction 8 hours

Foreign Policy: Meaning, Scope and Significance

Nation-State and its National Interest in the Anarchic World System Principle of Continuity and

Change

Unit-2 8 hours

Determinants of Foreign Policy and India

Salient Features of India’s Foreign Policy: Historical Background, Geopolitical Status of the

Country, Social & Cultural Determinants, Political System and Decision Making Process in India,

Personality Factors: J L Nehru, Lal Bahadur Shastri, Indira Gandhi, Rajiv Gandhi, P V Narsimha

Rao, I K Gujral, Atal Behari Vajpaayi, Manmohan Singh, Narendra Modi

Unit-3 8 hours

India & The World I

NAM

India and UNSC Reforms

India as a responsible Nuclear State

Unit-4 8 hours India & The World II India and South Asia

GeoEconomics and Geopolitics

India’s Relation with USA, Russia and China

Unit-5 8 hours

India and South Asia

India’s relations with its Neighbours India and Indian Ocean

Global Terrorism and South Asia

Unit-6 8 hours

Recent Development

Recent Development in India’s Foreign Policy

Continuous Assessment Pattern

Internal Assessment (IA) Mid Term Test (MTE) End Term Test

(ETE)

Total Marks

20 30 50 100

Course Objectives:

• To help students distinguish between values and skills, and understand the need, basic guidelines,

content and process of value education.

• To help students initiate a process of dialog within themselves to know what they ‘really want to be’

in their life and profession

• To help students understand the meaning of happiness and prosperity for a human being.

• To facilitate the students to understand harmony at all the levels of human living, and live

accordingly.

• To facilitate the students in applying the understanding of harmony in existence in their profession

and lead an ethical life

Course Outcomes: On successful completion of this course students will be able to-

1. Understand the significance of value inputs in a classroom, distinguish between values and skills,

understand the need, basic guidelines, content and process of value education,

2. Explore the meaning of happiness and prosperity and do a correct appraisal of the current scenario

in the society

3. Distinguish between the Self and the Body; understand the meaning of Harmony in the Self the Co-

existence of Self and Body.

4. Understand the value of harmonious relationship based on trust, respect and other naturally

acceptable feelings in human-human relationships and explore their role in ensuring a harmonious

society

5. Understand the harmony in nature and existence, and work out their mutually fulfilling

participation in the nature

6. Distinguish between ethical and unethical practices, and start working out the strategy to actualize

a harmonious environment wherever they work.

Text Book (s) R R Gaur, R Sangal, G P Bagaria, 2009, A Foundation Course in Human Values and

Professional Ethics

.

Reference Book (s)

Ivan Illich, 1974, Energy & Equity, The Trinity Press, Worcester, and Harper Collins, USA

E. F. Schumacher, 1973, Small is Beautiful: a study of economics as if people mattered, Blond & Briggs,

Britain.

Sussan George, 1976, How the Other Half Dies, Penguin Press. Reprinted 1986, 1991

Donella H. Meadows, Dennis L. Meadows, Jorgen Randers, William W. Behrens III, 1972, Limits to

Growth – Club of Rome’s report, Universe Books.

A Nagraj, 1998, Jeevan Vidya Ek Parichay, Divya Path Sansthan, Amarkantak.

P L Dhar, RR Gaur, 1990, Science and Humanism, Commonwealth Publishers.

A N Tripathy, 2003, Human Values, New Age International Publishers.

SubhasPalekar, 2000, How to practice Natural Farming, Pracheen (Vaidik) KrishiTantraShodh,

Amravati.


Batch 2018 – 21

Semester III

Name of The Course Universal Human Values and Ethics

Course Code UHVE1001

Pre requisite None

Co requisite None

Anti requisite None

L T P C

0 0 4 2

E G Seebauer & Robert L. Berry, 2000, Fundamentals of Ethics for Scientists & Engineers , Oxford

University Press

M Govindrajran, S Natrajan & V.S. Senthil Kumar, Engineering Ethics (including Human Values),

Eastern Economy Edition, Prentice Hall of India Ltd.

B P Banerjee, 2005, Foundations of Ethics and Management, Excel Books.

B L Bajpai, 2004, Indian Ethos and Modern Management, New Royal Book Co., Lucknow. Reprinted

2008

Unit-1 7 hours

Course Introduction - Need, Basic Guidelines, Content and Process for Value Education

1. Understanding the need, basic guidelines, content and process for Value Education

2. Self Exploration–what is it? - its content and process; ‘Natural Acceptance’ and Experiential

Validation- as the mechanism for self exploration

3. Continuous Happiness and Prosperity- A look at basic Human Aspirations

4. Right understanding, Relationship and Physical Facilities- the basic requirements for

fulfillment of aspirations of every human being with their correct priority

5. Understanding Happiness and Prosperity correctly- A critical appraisal of the current scenario

6. Method to fulfill the above human aspirations: understanding and living in harmony at

various levels

Unit 2 7 hours

Understanding Harmony in the Human Being - Harmony in Myself

7. Understanding human being as a co-existence of the sentient ‘I’ and the material ‘Body’

8. Understanding the needs of Self (‘I’) and ‘Body’ - Sukh and Suvidha

9. Understanding the Body as an instrument of ‘I’ (I being the doer, seer and enjoyer)

10. Understanding the characteristics and activities of ‘I’ and harmony in ‘I’

11. Understanding the harmony of I with the Body: Sanyam and Swasthya; correct appraisal of

Physical needs, meaning of Prosperity in detail

12. Programs to ensure Sanyam and Swasthya

Unit 3 7 hours

Understanding Harmony in the Family and Society- Harmony in Human-Human Relationship

Understanding harmony in the Family- the basic unit of human interaction

14. Understanding values in human-human relationship; meaning of Nyaya and program for its

fulfillment to ensure Ubhay-tripti;

Trust (Vishwas) and Respect (Samman) as the foundational values of relationship

15. Understanding the meaning of Vishwas; Difference between intention and competence

16. Understanding the meaning of Samman, Difference between respect and differentiation; the

other salient values in relationship

17. Understanding the harmony in the society (society being an extension of family): Samadhan,

Samridhi, Abhay, Sah-astitva as comprehensive Human Goals

18. Visualizing a universal harmonious order in society- Undivided Society (AkhandSamaj),

Universal Order (SarvabhaumVyawastha )- from family to world family!

Unit-4 7 hours

Understanding Harmony in the Nature and Existence - Whole existence as Co-existence

Understanding the harmony in the Nature

20. Interconnectedness and mutual fulfillment among the four orders of nature- recyclability and

self-regulation in nature

21. Understanding Existence as Co-existence (Sah-astitva) of mutually interacting units in all-

pervasive space

22. Holistic perception of harmony at all levels of existence

Unit 5 5 hours

Implications of the above Holistic Understanding of Harmony on Professional Ethics

23. Natural acceptance of human values

24. Definitiveness of Ethical Human Conduct

25. Basis for Humanistic Education, Humanistic Constitution and Humanistic Universal Order

26. Competence in Professional Ethics:

Unit 6 5 hours

a) Ability to utilize the professional competence for augmenting universal human order,

b) Ability to identify the scope and characteristics of people-friendly and eco-friendly production

systems, technologies and management models

27. Case studies of typical holistic technologies, management models and production systems

28. Strategy for transition from the present state to Universal Human Order:

a) At the level of individual: as socially and ecologically responsible engineers, technologists and

managers

b) At the level of society: as mutually enriching institutions and organizations



(ETE)

Total Marks

50 0 50 100


Batch 2018 – 21

Semester IV

Course Title PHONETICS AND SPOKEN ENGLISH


Version 1.02

Credits 4

Course Description

This course examines phonetics & phonology, the subsystems of language that govern the physical

properties of speech sounds and the cognitive representation and function of speech sounds in the

grammatical system that underlies spoken language. The course deals with the production, transmission

and reception of speech sounds as well as it deals with how sounds are organized in a word to produce

meaning. The course will help the student whose mother tongue is not English to improve their

pronunciation so that they can be intelligible internationally.

Course Objectives


1. Establish foundations in the major areas on phonetics and spoken English (articulatory and

acoustic phonetics, segmental and non-linear phonology, and the phonetics-phonology interface)

2. Develop an understanding of the various sounds used in English (RP)

3. Develop descriptive and analytical techniques essential to the analysis of sounds, including

experimental methods in phonetics, phonemic analysis, constituency and tonal phonology

4. Consider in a rigorous way what goes into an explanation in phonetics and phonology

5. Aware the students about the transcription of words for clear pronunciation

6. Acquire the students a proper intonation and rhythm


Understanding of the basics of English language

Course Outcomes


1. Improve their pronunciation and accent in English

2. Recognize various vowel and consonant sounds

3. Recognize the pronunciation of words by looking in the dictionary

4. Transcribe the spoken data phonemically and phonetically

5. Aware of the fundamental theories related to phonetics and phonology

6. Develop practical phonetic skills of speech sounds perception and production

Prescribed Topics:

Module 1: Phonetics: An Introduction, Organ of Speech, Production of Speech Sound, Vowel and

consonant

The description and classification of Speech sounds: The description and classification of consonants

and Vowels

Module 2: Phonology: An Introduction, What is phonology, Phonology vs Phonetics, International

Phonetic Alphabets, Concept of Phoneme and Allophone, Phonemic Transcription

Module 3: Syllables: Introduction, Syllabic Consonants, Consonant clusters, Onset, Nucleus, and Coda,

Tree diagram representation of syllables in words, Tree diagram representation of syllables in sentences

Module 4: Stress: Paralanguage, Pitch, Rhythm: Stress-timed Rhythm, Intonation: Falling Tone, Rising

Tone, Falling-Rising Tone, Tonic Syllable, Transcription of related Sentences

Reading:

Kreidler, Charles W. (1997). Describing Spoken English: An Introduction. USA & Canada: Routledge.

McMahon, April. (2002). An Introduction to English Phonology. Edinburgh: Edinburgh University

Press

Sethi, J & P. V. Dhamija. (2006). A Course in Phonetics and Spoken English (2nd ed.). New Delhi:

Prentice Hall.

Pedagogy



Evaluation Scheme



• CAT 1 * 15%

• CAT 2 15%





Session

No

Module Topics L T P J C

3 0 2 0 4


Reference

1-10 1 Phonetics: An Introduction, Organ of

Speech, Production of Speech Sound,

Vowel and consonant

The description and classification of

Speech sounds: The description and

classification of consonants and

Vowels

11-23 II Phonology: An Introduction, What is

phonology, Phonology vs Phonetics,

International Phonetic Alphabets, Concept

of Phoneme and Allophone,

Phonemic Transcription

24-35 III Syllables: Introduction, Syllabic

Consonants, Consonant clusters, Onset,

Nucleus, and Coda, Tree diagram

representation of syllables in words, Tree

diagram representation of syllables in

sentences

35-40 IV Stress: Paralanguage, Pitch, Rhythm:

Stress-timed Rhythm, Intonation: Falling

Tone, Rising Tone, Falling-Rising Tone,

Tonic Syllable, Transcription of related

Sentences


Batch 2018 – 21

Semester IV

Course Title POST-COLONIAL LITERATURE


Version 1.02

Credits 4

Course Description

The course aims to provide the students with an introduction to the field of post- colonial studies which

proliferates in a variety of disciplines such as literature, film studies, history and anthropology. It maps

out the field in terms of its wider philosophical and intellectual context, drawing important connections

between postcolonial theory and other theories such as poststructuralism, Marxism and feminism. The

assessment and critique of the texts will be conducted against the specific historical, material and cultural

contexts from which they emerge. The uses and critiques of theory will be examined with a concern to

sketch out the ethical and political possibilities of solidarity and alliance in the struggles for cultural

decolonization, and for living with cultural difference non-violently. In examining how notions of the

post-colonial negotiate among different histories and cultures, straddle and traverse various borders, we

will at the same time investigate the validity and specific meanings (if any) of a "post-colonial condition"

with specific reference to African and Caribbean Literatures.

Course Objectives

1. To introduce students to post-colonial critical practice and postcolonial theory in the global

context.

2. The course focuses on texts written by authors who live in a country that was colonised, and who

write in English.

3. To familiarize students with the connection between post-colonial studies and contemporary

cultural theories.

4. To enable students to grasp the post-colonial condition in Africa and the Caribbean before and

after the handover and in the current global context.

5. Make students aware of the theoretical and practical aspects of criticism and their use in literature.

6. To help the students develop an analytical bent of mind so that they can analyse and interpret texts.


Understanding of the basics of Literature

Course Outcomes


1. Make use of post-colonial critical concepts to analyze the current cultural, social and political

condition in today’s global context.

2. Reorganize their critical knowledge of post-colonial criticism and other contemporary cultural

theories and combine the conceptual links among them.

3. Describe, analyze, answer, critique the specific meanings of the post-colonial condition.

4. Know how race, class, gender, history, and identity are presented and problematised in the

literary texts.

5. Can discuss, and analyse colonial and postcolonial texts.

6. Develop interpretative skills of close reading.

Prescribed Text:

Module 1: Introduction to Postcolonial theory, selected readings from Frantz Fanon’s The Wretched of

the Earth

Module 2: Chinua Achebe’s Things Fall apart

Module 3: Ngugi Wa Thiongo’s The Trial of Dedan Kimathi

Module 4: Pablo Neruda’s ‘Poetry’ ,’Tonight i can Write,’, Derek Walcott’s ‘A Far Cry from Africa’,

‘Goats and Monkeys’.

Reading:

Fanon, Frantz. The Wretched of the Earth. Trans. Constance Farrington. New York: Grove Press, 1966.

Gandhi, Leela. Postcolonial Theory: A Critical Introduction. St. Leonards: Allen & Unwin, 1998.

Achebe, China. Things Fall Apart, Penguin UK, 2001.

Ngugi Wa Thiong’o The Trial of Dedan Kimathi, Waveland Pr Inc; Reissue edition (1 October 2013)

Ian Macdonald, The Heinemann Book of Caribbean Poetry (Caribbean Writers Series), Heinemann

International Literature & Textbooks, 1992.

Pablo Neruda. Selected Poems of Pablo Neruda, RHUK, 2012.


Selection from Ashcroft, Griffiths and Tiffin, The Empire Writes Back Ashcroft, Griffiths and Tiffin,

The Postcolonial Studies Reader

Ashcroft, Bill et al. Eds. Key Concepts in Post-Colonial Studies. London: Routledge, 1998. Ahmad,

Aijaz. In Theory: Classes, Nations and Literature. London: Verso, 1992.

Ngugi wa Thiong’o. Moving the Centre: The Struggle for Cultural Freedoms. London: James Currey,

1993.

Said, Edward. Orientalism. New York: Vintage, 1978.

Pedagogy

The pedagogical approach used in the course will be a combination of lectures, chalk & talk and

presentations.

Evaluation Scheme



• CAT 1 * 15%

• CAT 2 15%





L T P J C

4 0 0 0 4

Session

No


Reference

1-10 I Introduction to Postcolonial theory,

Selected readings from Aimy Cesaire:

selections

11 – 20

II

Chinua Achebe’s Things Fall apart

21 – 30 III Patric White: Mandala

31 – 40 IV Pablo Neruda’s ‘Poetry’ ,’Tonight I can

write,’

Derek Walcott’s ‘A Far Cry from Africa’,

‘Goats and Monkeys’


Batch 2018 – 21

Semester IV

Course Title LITERARY CRITICISM


Version 1.02

Credits 4

Course Description

The course focuses on critical theory as it applies to literature and culture. Review of classical Greek

origins of issues concerning the nature of literature and criticism. Study of major twentieth-century

theories and applications: historical, formalist. This course will study and analyse critical frameworks

and methodologies for the interpretation of literature and culture.

Course Objectives

1. Students will be able to articulate the broader ways in which literary theory applies to their own

culture, global culture, and their own lives

2. The primary objective for the course will be a clear understanding of important texts in the history

of theory and criticism.

3. We won't be as focused on interpretation as on analysis and identifying key ideas.

4. We will be discussing their practical value for understanding historical attitudes toward literature,

for clarifying current issues in literary theory, and for use in the classroom.

5. We will also examine how theory and criticism has shaped the discipline we study.

6. Relate critical perspectives to the history of western ideas.


Understanding of the basics of English Literature

Course Outcomes


1. Identify major theoretical/critical movements and theorists, as well as primary concepts with which

they are associated

2. Define and apply specific theoretical concepts, theories, and terms to literary and cultural texts

3. Evaluate and analyze strengths and limitations of critical/theoretical arguments

4. Examine historical contexts for the development of contemporary theory and criticism

5. Strengthen and deepen critical reading, writing, and interpretive practices

6. Present a critical analysis of the text in hand as well as understand the nuances of language of

criticism

Prescribed Text:

Module 1: Selections from Plato’s Republic, Aristotle’s Poetics, Longinus’s On the Sublime*

Module 2: Wordsworth’s Preface to Lyrical Ballads, Selections from Keats’s Letters, Selections from

Shelley’s A Defence of Poetry

Module 3: T.S. Eliot’s Tradition and the Individual Talent

Module 4: Formalism: Shklovsky’s ‘ Art as Technique’

*not detailed

Reading:

Hawthorne, Jeremy. A Glossary of Literary Theory. London: Arnold Publishers, 2003. Tyson, Lois.

Critical Theory Today: A User-Friendly Guide. New York: Garland Publishing, 1999.

A Handbook of Critical Terminology (e.g., M. H. Abrams’ Glossary of Literary Terms).

Habib, M. A. R., A History of Literary Criticism and Theory: From Plato to the Present. Harmon,

William and C. Hugh Holman, A Handbook to Literature

Bennett and Royle, Introduction to Literary Criticism and Theory (3rd edition)


Culler, Jonathan. Literary Theory: A Very Short Introduction

Eagleton, Terry. Literary Theory: An Introduction

Selden, et al. A Reader’s Guide to Contemporary Theory

Pelagia Goulimari, Literary Criticism and Theory: From Plato to Postcolonialism

Pedagogy



Evaluation Scheme



• CAT 1 * 15%

• CAT 2 15%





L T P C

4 0 0 4


Reading

Additional

Reference

1-10 I Module 1: Selections from Plato’s Republic,

Aristotle’s Poetics, Longinus’s On the

Sublime*(not detailed)

11 – 20 II Module 2: Wordsworth’s Preface to Lyrical

Ballads, Selections from Keats’s Letters,

Selections from Shelley’s A Defence of Poetry

21 – 30 III Module 3: T.S. Eliot’s Tradition and the

Individual Talent

31 – 40 IV Module 4: Formalism: Shklovsky’s ‘ Art as

Technique’


Batch 2018 – 21

Semester IV

Course Title PBL SEM IV


Version 1.0.0

Credits 1

Course Description




of conducting a project. Overall the course helps students willing to pursue further study in the language


Course Objectives


1. Gain a practical understanding of the various methodological tools for analyzing a problem

and writing a project report







Course Outcomes



and personal lives






Methodology:

















http://bie.org/object/document/gold_standard_pbl_project_based_teaching_practices1

Readings:






publication House

MLA Handbook (8th edition).


Batch 2018 – 21

Semester IV

Course Title INDIAN WRITING IN ENGLISH


Version 1.02

Credits 4

Course Description

The course focuses on the study of a variety of texts written by Indian writers in English and on the

various factors, economic, social and literary, behind the development of Indian literature in English.

Course Objectives


1. To acquaint the students with different genres of Literature.

2. To introduce students to major movements and figures of Indian Literature in English through

some important texts.

3. To create literary sensibility and emotional response to the literary texts and implant sense of

appreciation of literary text.

4. Apply critical and theoretical approaches to the reading of literary texts.

5. To expose students to the artistic and innovative use of language used in the given texts.

6. To enhance literary and linguistic competence of students.


Basic understanding of Indian English writing

Course Outcomes


1. Understand thematic concerns, genres and trends of Indian writing in English

2. Understand the various phases of the evolution of Indian writing in English

3. Apply critical and theoretical approaches to the reading and analysis of literary texts

4. Develop an ability to read texts in relation to their historical and cultural contexts

5. Appreciate the contribution of authors in the development of Indian writing in English

6. Critically analyse a literary text

Prescribed Topics:

Module 1: Poetry: R N Tagore ‘My Heaven”, Toru Dutt: “Our Casuarina Tree”, Rmamnujan

“Anxiety”,

Nissim Ezekiel: “The Night of the Scorpion”, Aparna Lanjewar Bose: “I Long for those Days”

Module 2: Prose: Swami Vivekananda, “The Ideal of Universal Religion”, Premchand “The Child”

Module 3: Drama: Mahesh Dattani: Tara

Module 4: Novel: Shashi Deshpandey: That long Silence, C.S. Lakshmi Ambai:

Add 19th Century Bengali Women’s Writing

Prescribed Reading:

Mahesh Dattani. Collected Plays. Penguin Mulk Raj Anand. Untouchable. Penguin


M K Naik. A History of Indian English Literature. Sahitya Academy.

KRS Iyengar. Indian Writings in English. Sterling Publishers Pvt. Ltd.

Pedagogy



Evaluation Scheme




L T P J C

4 0 0 0 4

Session

No


Reference

1-10

I

Poetry: R N Tagore ‘My Heaven”, Toru Dutt:

“Our Casuarina Tree”, Rmamnujan “Anxiety”,

Nissim Ezekiel: “The Night of the Scorpion”,

Aparna Lanjewar Bose: “I Long for those Days”

10-20 II Prose: Swami Vivekananda, “The Ideal of

Universal Religion”, Premchand “The Child”

20-30 III Drama: Mahesh Dattani Tara

30-40 IV Novel: Shashi Deshpandey: That long Silence



• CAT 1 * 15%

• CAT 2 15%



Batch 2018 – 21

Semester IV

Course Title Women’s Writing in English


Version 1.02

Credits 4

Course Description

This course will recognize the changing role women have experienced culturally, sexually, and

psychologically through their writing. The course will also question biases and stereotypes that have

defined women's roles in the United States and compare them to contemporary attitudes toward women

and their culture.

Course Objectives

1. Understand the key concepts related to Gender, Literature.

2. Present a critical analysis of the text in hand.

3. To determine how social attitudes have shaped perceptions of women in literature, and women's

perceptions of themselves.

4. To interrogate women's texts in terms of gynocritics (women centered criticism) in order to

counter patriarchal critical assumptions about literature and to deconstruct traditional images of

women.

5. To investigate how the margins are being redefined in women's writing and how the canonical

center is being relocated or undermined.

6. To analyze how women writers have used language and silence in order to subvert patriarchal

discourse.


Understanding of the basics of English Literature

Course Outcomes


1. Read, analyze, and understand important texts of literature written by women

2. Identify and explain the historical, cultural, and literary connections between texts

3. Identify various critical theories and how the applications of these theories enhance the

assigned texts

4. Examine how women writers have been empowered by their precursors and contemporaries

5. Ascertain patterns of women's self-discovery and self-assertion in a novel

6. Determine the social and literary significance of the roles in which women are cast

Prescribed Text:

Module 1: Simone De Beauvoir’s Second Sex, ‘Introduction’, Selections from the book, - Mary

Wollstonecraft: “A Vindication of the Rights of Woman” (introduction only, p. 373).

Module 2: Alice Walker’s The Colour Purple.

Module 3: Emily Dickinson: ‘Because I Could not Stop for Death’, ‘I Felt a Funeral in my Brain’, ‘I

Heard a Fly Buzz’.

Module 4: Katherine Mansfield: ‘Bliss’. Charlotte P. Gilman: ‘The Yellow Wallpaper’

Reading:

Simone De Beauvoir’s Second Sex, Vintage, 2011.

Mary Wollstonecraft “A Vindication of the Rights of Woman”, Penguin; Revised edition 2004.

Alice Walker, The Color Purple, Orion Publishing Group 2014

Selected Poems & Letters of Emily Dickinson, Anchor; Reissue edition 1959

Katherine Mansfield, The Collected Short Stories of Katherine Mansfield (Wordsworth Classics),

http://www.amazon.in/Collected-Katherine-Mansfield-Wordsworth-Classics/dp/1840222654/ref%3Dsr_1_1?s=books&ie=UTF8&qid=1502356134&sr=1-1&keywords=katherine%2Bmansfield%27s%2Bshort%2Bstories


Wordsworth Editions Ltd 2006


Virginia Woolf, A Room of One’s Own, Penguin Classics,

Susan Gubar, Feminist Literary Theory and Criticism, Norton, 2007.

Mary Jane Hurst. Language, Gender, and Community in Late Twentieth-Century Fiction: American

Voices and American Identities (American Literature Readings in the 21st Century), Palgrave

Macmillan; 2011 edition 2011

Pedagogy



Evaluation Scheme



• CAT 1 * 15%

• CAT 2 15%





L T P C

4 0 0 4

Session No

Module

Topics

Core

Reading

Additional

Reference

1-10

I

Module 1: Beauvoir’s ‘Introduction’ in

Second Sex, Selections from the book,

Mary Wollstonecraft ‘s A Vindication of the

Right

of Woman

11 – 20

II

Module 2: Charlote Bronte: Jane Eyre

21 – 30

III

Module 3: Emily Dickinson’s ‘Because I

Could not Stop for Death’, ‘I Felt a Funeral

in my Brain’, ‘I Heard a Fly Buzz’.

31 – 40

IV

Module 4: Katherine Mansfield ‘Bliss’.

Charlotte P. Gilman ‘The Yellow

Wallpaper’



Batch 2018 – 21

Semester IV

Name of The Course Globalization and Culture

Course Code SLGC2001

Prerequisite None

Co requisite None

Anti requisite None

L T P C

4 0 0 4

Course Objectives: This course aims to , we will study the different ways in which we can understand

the ever-changing, interactive relationships between local and global cultural settings. We will discuss

different themes, concepts and theories that address the relations between the global and the local, to

identity formation, modernity, cyber-culture, and intercultural issues

Course Outcomes:

On successful completion of this course students will be able to-

1. Enable students to understand the concept of Culture & Globalization

2. Explore the effects of globalization on culture

3. Examine the economic, political, social, cultural issues related to the process of globalization

4. Debate on various aspects of globalization and their impact on developing countries.

5. Conduct a critical study on globalization in post modern era

6. Demonstrate the impact of global culture on various aspects of social Life

Text Book (s)

1. Nederveen Pieterse, Jan. Globalization & Culture. Lanham, Maryland: Rowman & Littlefield,

2009

2. Parekh, Bikhu. Rethinking Multiculturalism: Cultural Diversity and Political Theory. New York:

Palgrave MacMillan, 2006.

3. Eriksen, Thomas Hylland. Globalization. Edition 2. The Key Concepts. New York: Berg, 2014.

4. Robertson, R. Globalization: Social theory and global culture. London: Sage. Publishers. 1992

5. Tomlinson, J. Cultural Imperialism: A Critical Introduction. London: Pinter. 1991


7. John Storey, ed., Cultural Theory and Popular Culture: A Reader, Fourth Edition. 2009

8. Jenkins, Henry. Convergence Culture: Where Old and New Media Collide, New York: New

York University Press, 2006

.

Reference Book (s)


2. Orwell, George Orwell. Animal Farm: A Fairy Story. UK: Penguin UK, 1945

3. Friedman, Thomas L. The World Is Flat: A Brief History of the Twenty-first Century. Farrar,

Straus and Giroux, 2005

4. Said W. Edward. Orientalism: Western Conceptions of the Orient.UK: Penguin, 197

Unit-1 15 hours

Meaning of Culture & civilization Globalization, Global cultures, Local cultures, The Integration of

Cultures like food, attires, Hollywood movies, common language, changes in family structures, norms

and values etc.

Unit-2 10 hours

The Global Village, Pop Culture, the concept of world is flat, Migration, Cyber-culture, Multi-

culture or Multiculturalism

Unit-3 10 hours

Ethno centrism, common means of communications such as social websites, Global Mono-cultural

Invasion: Myth or Reality

Unit-4 10 hours

Global values vs. Local values, and issue of common Identity, Globalization and Resistance, A

Clash of civilizations, Western Values vs. Islam, Global terrorism, Challenges

Unit-5 10 hours

Protecting Languages, Culture and Values, Reaffirmation of local Culture

A critical study of Globalization and post modernity.

Unit-6 10 hours

Impact of science, technology, media, internet on culture and ideology in developing nations.



(ETE)

Total Marks

20 30 50 100


Batch 2018 – 21

Semester IV

Name of The Course Social Relations

Course Code SLSR2001

Prerequisite None

Corequisite None

Antirequisite None

L T P C

4 0 0 4

Course Objectives:

1. Understand the history and nature and scope of the Introduction to Psychology as a fields of study

2. Introduce you to major concepts and frameworks of psychological concepts such as Sensory and

Perceptual Processes, Intelligence and Creativity.

3. Introduce you to major theoretical concepts of Learning for e.g., Classical, Operant, Cognitive

and Observational Learning

4. Majorly acquainted with the Motivation part of Experimental Psychology with their theories such

as Nature, types, and theories: McDougal, Maslow, McClelland

5. The course will also familiarizes the students about the Emotions- Nature and theories: James-

Lange, Cannon –Bard

Course Outcomes:

On successful completion of this course students will be able to-

1. To develop an understanding of the basic characteristics of social relations and their

significance for society and culture

2. To understand cultural variations in social relations

3. To understand different types of social relations and kinship Organizations in the social domain

4. To understand the impact of social relations on the individual

5. To have the ability to rethink some of their cultural assumptions about social relations

6. To examine impact of Industrialization on social relations

Text Book (s)

Reading-1 J. C Alexander.1990 Culture and Society: Contemporary Debates, USA: Cambridge

University Press.

Reading-2 Bose, N.K. 1967, Culture and Society in India. Bombay : Asia Publishing House

Unit-1 15 hours

Introduction: Meaning of Social relations, society and culture , Social relations as Social capital, Gift

Exchange, gender

Unit-2 10 hours

Kinship and social relations, kinship as basic social ties

Unit-3 10 hours

Marriage, Different types of Social relations: Joking, avoidance

Unit-4 10 hours

Incest, Incest taboo, friends,

Unit 5 alliance, acquaintance

Unit -6 Customs ,Traditions, rituals and Ceremonies



(ETE)

Total Marks

20 30 50 100


Batch 2018 – 21

Semester IV

Course Title Global Economic issues

Course Code SLGE2001

Version 1.0

Credits 4

Course Description

The course is an overview of the how different economies need cooperation from one another.

technological improvements and reductions in shipping costs are stimulating the process of globalization.

No longer is any nation’s economy insulated from developments that take place in other economies.

Understanding the ongoing developments abroad and their impact on the domestic economy is therefore

an important aspect of modern economics. In the arena of free trade, it is important to understand the

global world.

Course Objectives

The Objectives of the course is to acquaint the student with the basic theory and application of

econometrics.

1. Acquire a basic understanding about the problems of the Indian Economy.

2. Analyse the impact of income inequalities.

3. Familiarization with the various resources and potential of the Economy as a whole.

4. Understand the global economic concerns of migration

5. familiarize students with different problem like unemployment, poverty of the global economy.

6. Analyze the impact of high emissions on production.


None

Course Outcomes

After completing this course, students will be able to:

1. Apply concepts global environment/emissions on production.

2. To prepare students to know the problems generated through inequalities of income.

3. Explain the historical reasons behind different economic problem of Indian economy.

4. Able to understand "real world" problems those are frequently encountered by government, state

government and policy makers.

5. Apply fundamentals of poverty to increase world's production and consumption.

6. Explain the fundamental principles global economic cooperation to benefit each other.

Prescribed Texts

Joseph P. Daniels , David D. VanHoose, Global Economic Issues and Policies ; Routledge N. Y.

Sachs, Jeffrey D. 2005. The End of Poverty: Economic Possibilities for Our Time. NewYork: Penguin

Press. (See especially Chapter 1.

Stiglitz, Joseph E. 2003. Globalization and Its Discontents. New York: Norton. ( Chapter 2.)


Lomborg, Bjorn, ed. 2004. Global Crises, Global Solutions. Cambridge, United Kingdom:

Cambridge University Press.

Pedagogy


solving exercises, and case study.

Evaluation Scheme


(Percentage)


• CAT 1 * 15%

• CAT 2 15%





(ETE)

Total Marks

20 30 50 100



L T P C

4 0 0 4

Session

No Module Topics

Core

Reading

Additional

Reference

1-8

Global

cooperation

The Rise of the BRICs and Frontier Economies

Emerging at Last: Economist

The Rise of Africa’s “Frontier” Markets:

Finance and Development

Testimony to U.S. House Committee on Ways

and Means: China

The Outsourcing Bogeyman: Foreign Affairs

Economics Focus: A Tale of Two Worlds:

Economist.

{1}

Chapter 2 Global

Economics

Weekly

Optional —

K&O: pgs.

273-280

9–16

Poverty

Poverty: What Matters and What Can We Do?

The World’s Silver Lining: Economist

Asia’s Rich and Poor: Economist

Economics Focus: Cheap and Cheerful:

Economist

Economics Focus: Krugman’s Conundrum:

Economist

The Expanding Middle: The Exploding World

Middle Class & Falling Global Inequality

Problem of migration

{2} chapter

5,6

17 – 26

Growing

Income

Inequality

Income Inequality Paradox ; income

polarization;

low inflation and low levels of wage growth;

and the continuing need for global

cooperation.Technology Driving Change in

Job.

{3}

Chapter 3,4

27-34

The Economics

of Climate

Change

Climate Change and the Economy: Finance &

Development

How Climate and Competitiveness Fit

Together: from Leveling the Carbon Playing

Field

Global Warming and Agriculture: Finance and

Development

emissions and its solution through green tax,

low emission technology

{3}

Chapter 6,8


Batch 2018 – 21

Semester IV

Course Title ACADEMIC AND PROFESSIONAL WRITING

Course Code SLAP2001

Version 1.00

Credits 3

Course Description

The course helps students learn fundamental concepts of academic writing so as to improve their skills

in academic writing. The course prepares students to face the challenges of their academic and post-

academic career and become a successful writer.

Course Objectives


1. Develop an understanding of audience and its role in writing

2. Develop an understanding of issues of clarity, correctness, style, and readability

3. Practice writing academic prose that is clear, correct, and effective

4. Develop an understanding of MLA style to write a research paper

5. Know the structure of various forms of academic writing

6. Develop an understanding of the discipline through academic writing



Course Outcomes


1. Recognize various problems of academic writing

2. Present a critical analysis of a problem

3. Know the logical structure and flow

4. Know the basics of MLA Style of writing research papers

5. Write various academic and research paper

6. Write a document as per need of the reader

Prescribed Topics:

Module 1: General Writing Rules: Audience (Reader-oriented writing, register, tone, precision, clarity,

grammar), Purpose/Strategy & Organization, Style & Flow (Inductive and Deductive Methods, Problem

and Solution Text)

Module 2: Punctuation, Articles, Voice, Register, Narrative

Module 3: Critical Reading and Writing, Analysis and Discussion

Module 4: Plagiarism, Avoiding Plagiarism: Quoting and Citations (MLA Style)

Module 5: Research Papers: Formats and Methods, Results, Discussion, Conclusions, Abstracts and

Acknowledgments (Peer Review Discussions and Arguments of two term papers)

Module 6: Thesis and Dissertation: Formats and Methods

*At the end of the semester the students will have to produce two term papers for evaluation

Prescribed Reading:

Academic Writing for Graduate Students - Essential Tasks and Skills. Second Edition. John

M. Swales and Christine B. Feak. The U. of Michigan Press, 2004.

MLA Handbook for Writers of Research Paper 8th Edition. Modern Language Association of America,

New York, 2016.

The Elements of International English Style. Fourth Edition. Edmond H. Weiss. M. E. Sharp Inc., New

York 2005.

Pedagogy


Lectures and discussions on concepts and issues Interactive exercises

Paper writing/term papers peer-review/group discussion Paper presentations

Evaluation Scheme


(Percentage)


• CAT 1 * 15%

• CAT 2 15%





Session

No


3 0 0 0 3


Reference

1-10 1 General Writing Rules: Audience

(Reader- oriented writing, register,

tone, precision, clarity, grammar),

Purpose/Strategy & Organization,

Style & Flow (Inductive and

Deductive Methods, Problem and

Solution

Text), Punctuation, Articles, Voice

Academic Writing for

Graduate Students -

Essential Tasks and

Skills.

– John M. Swales

11-20 2 Plagiarism, Avoiding Plagiarism:

Quoting and Citations (MLA Style)

MLA Handbook for

Writers of Research

Paper 8th Edition

21-30 3 Research Papers: Formats and

Methods, Results, Discussion,

Conclusions, Abstracts and

Acknowledgments (Peer Review

Discussions and Arguments of two

term papers)


Graduate Students -

Essential Tasks and

Skills.

– John M. Swales and

Christine B. Feak

31-40 4 Thesis and Dissertation: Formats and

Methods


Graduate Students -

Essential Tasks and

Skills.

– John M. Swales and

Christine B. Feak



(ETE)

Total Marks

20 30 50 100


Batch 2018 – 21

Semester V

Course Title British Literature III

Course Code BAEN 3012

Version 1.02

Credits 4

Course Description




Course Objectives



2. Understand major literary, social, political and religious movements of 16th and 17th century




literary genres




Course Outcomes








Prescribed Text:

Module 1: Wordsworth: Tintern Abbey John, Lucy Poem, Keats: Ode to Nightingale P B Shelley:

Ode to West Wind

Lord George Gordon Noel Byron: Childe Harold (Canto III) (Verses 36-45)

Module 2: Tennyson: Break Break Break Browning: My Last Duchess Matthew Arnold: Dover Beach

Gabriel Dante Rossetti: The Blessed Damazol

Module 3: Charles Lamb: Dream Children William Hazlitt: The Fight

Module 4: Charles Dickens: Great Expectation* Thomas Hardy: Tess of D’urberville*

* Not for detailed study

Prescribed Reading:

Norton Anthology of English Literature, Vol.1 & 2. Charles Dickens. Great Expectations. Penguin.

Thomas Hardy. Tess of D’urberville. Penguin.


Andrew Sanders: The Short Oxford History of English Literature Norton Anthology of English

Literature, Vol. 2.

M.H. Abrams: A Glossary of Literary Terms

C. M. Bowra. The Romantic Imagination. Oxford University Press. Herbert Read. English Prose Style.

Pantheon.

Robin Gilmour. The Victorian Period: The Intellectual and Cultural Context of English Literature

1830- 1890. Longman.

E M Forster. Aspects of Novels. Penguin.

McCullough Bruce. Representative English Novels: Defoe to Conrad. Harper & Bros.

Pedagogy



Evaluation Scheme


(Percentage)


• CAT 1 * 15%

• CAT 2 15%





Session No

Module

Topics

L T P J C

3 0 0 0 3


1 – 10

I

Wordsworth: Tintern Abbey , Lucy poem

John Keats: Ode to Nightingale

P B Shelley: Ode to West Wind

Lord George Gordon Noel Byron:

Childe Harold (Canto III) (Verses36 45)

Norton

Anthology of

English

Literature, Vol.

2.

C. M. Bowra. The

Romantic

Imagination. Oxford

University Press.

11-20

II

Tennyson: Break Break Break

Browning: My Last Duchess

Matthew Arnold: Dover Beach

Gabriel Dante Rossetti: The

Blessed Damazol

Norton

Anthology of

English

Literature, Vol.

2.

Robin Gilmour. The

Victorian Period: The

Intellectual and

Cultural Context of

English Literature

1830- 1890. Longman.

21– 30

III

Charles Lamb: Dream Children William

Hazlitt: The Fight

Norton

Anthology of

English

Literature, Vol.

2.

Herbert Read. English

Prose Style. Pantheon.

31-40

IV

Charles Dickens: Great Expectations

Thomas Hardy: Tess of D’urberville

Charles

Dickens. Great

Expectations.

Penguin.

Thomas Hardy.

Tess of

D’urbervill.

Penguin.

E M Forster. Aspects

of Novels. Penguin.

McCullough

Bruce. Representative

English Novels: Defoe

to Conrad. Harper &

Bros

Program BA(H) English

Session 2018-2021

Semester V

Course Title Research Methodology


Credits 4

Version

Course Description

This course introduces the students to key research methods, modes of argumentation, data collection

and their analysis, in language and literature. The aim of this course is to introduce basic writing skills

involved in research. The course also intended to introduce major methodological approaches in

linguistic and literary research. Overall the course helps students willing to pursue further study in the

language and literature and become novice researchers.

Course Objectives:

The objective of the course is to enable the student:

1- To acquaint the students with the growth and development of English literature.

2- To acquaint the students with major authors, works, genre, movements and literary terms in English

literature.

3- Familiarize students with prominent writers of English literature.

4- Acquaint the students with diversity in literature, based on race, ethnicity, economic status, and

gender across historical periods.

Course Pre requisite:


Course Outcome:

By the end of the course, students will be able to:

1. Understand basic concepts of research and its methodologies

2. Understand various methodological tools for social scientific research

3. Collect, analyze and interpret research data

4. Define appropriate research problem and its parameters

5. Organize and conduct a scientific research in a more appropriate manner.

6. To develop analytical skills and critical thinking through reading and comparing the important

texts.

Prescribed Text:


MLA Handbook for Writers of Research Paper 8th Edition. Modern Language Association of America,

New York, 2016.

Nunan. Research Methods in Language Learning. Cambridge University Press.


1- L. F. Bachman. Statistical Analysis for Language Assessment. Cambridge University Press.

2- O. R. Krishnaswamy and M. Rangnatham. Methodology of Research in Social Sciences. Himalaya

publication House

Pedagogy

The delivery of course will be a mix of lectures, and group discussion and presentations, practicals (from

unit 2, 3 and 4) and reflective exercises

Evaluation Scheme: Weight age (Percentage)

• Assignment , Quizzes & Practical’s 20%

• MTE 30%


Total 100



Session


L T P

C

4 0 0

4


reference

1-10 I Foundation of Research (meaning,

scope and limitations), Types

(Qualitative and Quantitative Research;

Content Analysis; Historical Analysis;

Ethnographic Research; Experimental

Method/Psychometric Study; Case

Studies; Field Studies), Research ethics.

Alan Bryman.

Research

Methodology for

Language and

Literature. Oxford

University Press.

L. F. Bachman.

Statistical Analysis

for Language

Assessment.

Cambridge

University Press.

11-20 II Planning of Research (The planning

Process, Selection of a Problem for

Research, Formulation of the Problems,

Hypothesis Formation, Measurements,

Research Design/Plan), Sampling

(sampling techniques or methods,

sample size and errors), Data Collection

(meaning, primary and secondary data,

various methods of data collection)

Alan Bryman.

Research

Methodology for

Language and

Literature. Oxford

University Press.

L. F. Bachman.

Statistical Analysis

for Language

Assessment.

Cambridge

University Press.

21-30 III Introduction to theoretical and

statistical concepts: Theoretical

Concepts (cotemporary critical

theories), Statistical Concepts – (Mean,

Standard Deviation, Variance; Standard

Error; Frequency Distribution; Normal

Distribution; Comparison of Means

through T-Test, F-Test, Chi-Square

Test, and Analysis of Variance

(ANOVA) Correlation, Application and

calculations through SPSS)

D. Nunan.

Research

Methods in

Language

Learning.

Cambridge

University Press.

O. R.

Krishnaswamy and

M. Rangnatham.

Methodology of

Research in Social

Sciences. Himalaya

publication House

31-40 IV Report Writing (Planning, Drafting,

Revising and Editing, Format and

Structure), Review of Literature,

Reference List Style (MLA and APA)

- MLA Handbook

for Writers of

Research Paper

8th Edition.

Modern Language

Association of

America, New

York, 2016

O. R.

Krishnaswamy and

M. Rangnatham.

Methodology of

Research in Social

Sciences. Himalaya

publication House


Batch 2018 – 21

Semester V

Course Title Literary Theory


Version 1.02

Credits 4

Course Description

Course Objectives


1. Students will be able to articulate the broader ways in which literary theory applies to their own

culture, global culture, and their own lives

2. The primary objective for the course will be a clear understanding of important texts in the history

of theory and criticism.

3. Understanding historical attitudes toward literature, for clarifying current issues in literary theory,

and for use in the classroom.

4. We will also examine how theory and criticism has shaped the discipline we study.

5. Relate critical perspectives to the history of western ideas


Course Outcomes


1. Identify major theoretical/critical movements and theorists, as well as primary concepts with

which they are associated

2. Define and apply specific theoretical concepts, theories, and terms to literary and cultural texts

3. Evaluate and analyze strengths and limitations of critical/theoretical arguments

4. Examine historical contexts for the development of contemporary theory and criticism

5. Present a critical analysis of the text in hand as well as understand the nuances of language of

criticism

Prescribed Topics:

Prescribed Readings:

Introduction to Literary Theory

Elaine Showalter, ‘Twenty Years on: A Literature of Their Own Revisited’, in A Literature of Their

Own: British Women Novelists from Bronte to Lessing (1977. Rpt. London: Virago, 2003) pp. xi–

xxxiii

Antonio Gramsci, ‘The Formation of the Intellectuals’ and ‘Hegemony (Civil Society) and Separation

of Powers’, in Selections from the Prison Notebooks, ed. and tr. Quentin Hoare and Geoffrey Novell

Smith (London: Lawrence and Wishart, 1971) pp. 5, 245–6

Edward Said, ‘The Scope of Orientalism’ in Orientalism (Harmondsworth: Penguin, 1978) pp. 29–110.

Additional Readings:

Aijaz Ahmad, “Indian Literature”: Notes towards the Definition of a Category’, in In Theory: Classes,

Nations, Literatures (London: Verso, 1992) pp. 243–285.

Luce Irigaray, ‘When the Goods Get Together’ (from This Sex Which is Not One), in New French

Feminisms, ed. Elaine Marks and Isabelle de Courtivron (New York: Schocken Books, 1981) pp. 10

Louis Althusser, ‘Ideology and Ideological State Apparatuses’, in Lenin and Philosophy and Other

Essays (New Delhi: Aakar Books, 2006) pp. 85–126.

Mahatma Gandhi, ‘Passive Resistance’ and ‘Education’, in Hind Swaraj and Other Writings, ed.

Anthony J Parel (Delhi: CUP, 1997) pp. 88–106.

Evaluation Scheme


(Percentage)


• CAT 1 * 15%

• CAT 2 15%


Session No. Module Course Details L T P

C

4 0 0

4


reference

1-10 I Introduction to Literary Theory

11-20 II Elaine Showalter, ‘Twenty Years on: A

Literature of Their Own Revisited’, in A

Literature of Their Own: British Women

Novelists from Bronte to Lessing (1977.

Rpt. London: Virago, 2003) pp. xi–

xxxiii

21-30 III Antonio Gramsci, ‘The Formation of the

Intellectuals’ and ‘Hegemony (Civil

Society) and Separation of Powers’, in

Selections from the Prison Notebooks,

ed. and tr. Quentin Hoare and Geoffrey

Novell Smith (London: Lawrence and

Wishart, 1971) pp. 5, 245–6

31-40 IV Edward Said, ‘The Scope of

Orientalism’ in Orientalism

(Harmondsworth: Penguin, 1978) pp.

29–110.

Program BA(H) English

Session 2018-2021

Semester V

Course Title Introduction to Semantics


Credits 4

Course Description

The course aims to define and describe the technical terms required to describe meaning. The learning

in the course will focus on modern semantic and pragmatic theories including lexical field theory, truth

conditional semantics, referential theory, mental representations, linguistic relativity, relevance theory,

speech act theory, situations types, thematic roles, conversational implicature and information structure.

Throughout the course along with the theoretical concepts, students will be dealing with the practice of

semantics in modern linguistics.

Course Objectives:

1. Identify lexical relations between sentences including paraphrase, entailment, implicature, and

presupposition.

2. Distinguish between semantics, pragmatics, semiotics and other sub-disciplines within the field of

semantics.

3. Identify truth tables of synonymy, entailment, contradiction and presupposition.

4. Identify sense relations between words including hyponymy, polysemy, synonymy, antonymy,

and derivational relations such as causative verbs and agentive nouns.


Basic knowledge of Grammar and Linguistics

Course Outcome:

By the end of the course, students

1. Demonstrate three kinds of skills/knowledge: knowledge of semantic facts; application of

semantic rules; and accurate semantic-syntactic analyses of phrases and sentences

2. Apply modern semantic and pragmatic theories using real data

3. Identify lexical relations between sentences including paraphrase, entailment, implicature, and

presupposition

4. Identify sense relations between words including hyponymy, polysemy, synonymy,

antonymy, and derivational relations such as causative verbs and agentive nouns

Prescribed Text:

Saeed, John I. (2009). Semantics. Third Edition. London: Wiley-Blackwell.

Kreidler, C. (2002). Introducing English semantics. London: Routledge

Berlin, . and Paul Kay. 1969. Basic colour terms : Their Universality and Evolution.

Berkeley University of California Press

Austin, J.L. 1962. (2nd ed. 1975). How to do things with words. Oxford: clarendon Press.

Grice, H.P. 1975. “Logic and Conversation” in Peter Cole and Jerry Morgan (ed.) Syntax and

Semantics Vol 3. Speech Acts 43-58, New York: Academic Press.


Leech, Geoffrey N. 1981. (rev. ed. 1994). Semantics. Penguin.

Davidson, Donald, 1984. Inquiries into truth and interpretation. Oxford: Oxford University Press

Pedagogy

The delivery of course will be a mix of lectures, and group discussion and presentations, practicals (from


Evaluation Scheme: Weight age (Percentage)

Assignment, Quizzes & Practical’s 20%

MTE 30%

End Term Exam (3 hours) 50%

Total 100


Detailed Outline of the course:

Session

No.

Module Course Details L T P C

4 0 0 4

Core Reading Additional reference

1-10 I Basic Ideas of Semantics, Word meaning and

sentence meaning; Sentence, Utterance, and

Propositions, Reference and Sense; literal and

non-literal meaning; semantics vs pragmatics

Saeed, John I. (2009).

Semantics. Third Edition.

London: Wiley-

Blackwell.

Kreidler, C. (2002).

Introducing English

semantics. London:

Routledge

Leech, Geoffrey N. 1981.

(rev. ed. 1994). Semantics.

Penguin.

11-20 II Words, concept and thinking: Linguistic

relativity; language of thought hypothesis;

Thought and reality

Sentence Meaning: Entailment; Presupposition;

predicates, arguments and their participant roles;

prototypes and stereotypes,

Saeed, John I. (2009).

Semantics. Third Edition.

London: Wiley-

Blackwell.

Kreidler, C. (2002).

Introducing English

semantics. London:

Routledge



Penguin.

21-30 III Words and Lexical Items; Lexical Relations:

Homonymy, Polysemy, synonymy, Antonyms,

Hyponymy, Meronymy, member-collection,

portion-mass; Lexical Universals: Colour Terms,

Kinship items, Core vocabulary, Universal

lexemes

Berlin, . and Paul Kay.

1969. Basic colour terms

: Their Universality and

Evolution.

Berkeley University of

California Press

Davidson, Donald, 1984.

Inquiries into truth and

interpretation. Oxford:

Oxford

University Press.

31-40 IV Speech acts, Perlocutionary and illocutionary

force, Felicity conditions, Direct and indirect

illocutions Propositions and illocutions,

Conversational implicature, universe of

discourse; social meaning of utterances;

Politeness and Interaction

Austin, J.L. 1962. (2nd

ed. 1975). How to do

things with words.

Oxford: clarendon

Press.

Grice, H.P. 1975. “Logic

and Conversation” in

Peter Cole and Jerry

Morgan (ed.) Syntax

and Semantics Vol 3.

Speech Acts 43-58, New

York: Academic Press.



Penguin.


Batch 2018 – 21

Semester V

Course Title PBL SEM V


Version 1.0.0

Credits 1

Course Description






Course Objectives


1. Gain a practical understanding of the various methodological tools for analysing a problem and


2. Enable students to learn to collect, analyse and interpret data






Course Outcomes


1. Apply their experience to solve problems that they encounter in their academic, professional, and

personal lives






Methodology:

















Readings:






publication House MLA Handbook (8th edition).

Evaluation Scheme:

IA 50%

End term exams 50%

Programme BA (Hons.) English

Batch 2018 – 21

Semester V

Course Title MOOC


Version

Credits 3

Course Description

This course seeks to study some of the key texts in feminist writings that engage with issues such as

patriarchy, violence, embodiment, agency and identity. Through a careful study of selected fiction and

non-fiction, the course aims to offer a complex understanding of gender and representation, drawing

on literary as well as cultural studies.

As this course is an extension to the course, Women’s writing in English taught to the students in their

fourth semester, This will further enhance their understanding of the changing role of women have

experienced culturally, sexually, and psychologically through their writing.

Course Objectives

1. Understand the key concepts related to Gender, Literature.

2. Present a critical analysis of the text in hand.

3. To determine how social attitudes have shaped perceptions of women in literature, and

women's perceptions of themselves.

4. To interrogate women's texts in terms of gynocriticism (women centered criticism) in order to

counter patriarchal critical assumptions about literature and to deconstruct traditional images

of women.

5. To investigate how the margins are being redefined in women's writing and how the

canonical center is being relocated or undermined.

6. To analyze how women writers have used language and silence in order to subvert patriarchal

discourse.


Understanding of the basic concept of feminism.

Course Outcomes


1. Read, analyze, and understand important texts of literature written by women

2. Identify and explain the historical, cultural, and literary connections between texts

3. Identify various critical theories and how the applications of these theories enhance the

assigned texts

4. Examine how women writers have been empowered by their precursors and contemporaries

5. Ascertain patterns of women's self-discovery and self-assertion in a novel

6. Determine the social and literary significance of the roles in which women are cast

BOOKS AND REFERENCES

The Second Sex; The Yellow Wallpaper; Understanding Patriarchy; Cyborg Manifesto;

Gender Trouble; The Fly; The Goblin Market; Tickets, Please! ; Tulips; The Iraqi Nights;

The Remains of the Feast; A Temporary Matter


WEAK WISE INSTRUCTION PLAN

Week 1 : Introduction; Understanding Patriarchy

Week 2 : Understanding Patriarchy; Cyborg Manifesto

Week 3 : Understanding Patriarchy; Cyborg Manifesto

Week 4 : The Fly; Tickets, Please!

Week 5 : Tickets, Please! ; The Goblin Market

Week 6 : The Goblin Market; The Second Sex

Week 7 : The Second Sex; Tulips

Week 8 : Tulips; The Yellow Wallpaper

Week 9 : The Yellow Wallpaper; The Iraqi Nights

Week 10 : The Iraqi Nights; Gender Trouble

Week 11 : Gender Trouble; Remains of the Feast

Week 12 : Remains of the Feast; A Temporary Matter

Program BA(H)English

Session 2018-2021

Semester V

Course Title Introduction to Morphology


Credit 4

Version

Course Description

What is a word? Do the things we put spaces around when we write correspond to anything in our mental

grammars? How does morphology relate to phonology, and to other areas of grammar, such as syntax

and semantics? To what extent do the principles governing the structures and forms of words need to be

boxed off from other areas of grammar, and to what extent are they symptomatic of deeper principles

which hold of the language faculty as a whole? This course aims to answer these and other questions by

examining morphological phenomena from across the world’s languages, including English and

languages which are (at least superficially) very different from it.

Course Objectives:

1. Understand and make a critical evaluation of the existing linguistic definition of the word.

2. Distinguish between the different ways into which ‘word’ can be analyzed in order to aid an

understanding of its nature.

3. Understand the notion of ‘morpheme’ and the need for it.

4. Understand the different approaches to the study of various processes of word formation, their

merits and demerits.


Basic knowledge of Linguistics

Course Outcome:

By the end of the course, students will be able to:

1. Understand the basic notions of English morphology

2. Explain the diversity of morphological patterns related in human languages

3. Apply a range of concept and terms from morphology to data that exemplify them

4. Identify those features which give the word its special status in a language

5. Make a distinction between regular and irregular forms in the paradigms

6. Participate in the area of research in the field of linguistics.

Prescribed Text:


Plag, I., Bauer, L., and R. Lieber., The Oxford Reference Guide to English Morphology (2nded). OUP

Yule, George (2006) The study of Language (3rded/). Cambridge: Cambridge University Press) Jeffries,

Lesley (2006) Discovering Language: The Structure of Modern English PALGRAVE MACMILLAN



Plag, I., Bauer, L., and R. Lieber., The Oxford Reference Guide to English Morphology (2nded). OUP

Yule, George (2006) The study of Language (3rded/). Cambridge: Cambridge University Press) Jeffries,

Lesley (2006) Discovering Language: The Structure of Modern English PALGRAVE MACMILLAN

Pedagogy

The delivery of course will be a mix of lectures, and group discussion and presentations, practical (from


Evaluation Scheme:


• Assignment , Quizzes & Practical’s 20%

• MTE 30%


Total 100


Detailed Outline of the course

Session


L T P C

4 0 0 4


reference

1-10 I What is Morphology Lexemes and Word;

Words as types and words as tokens;

Words with predictable meanings ; Non-

words with unpredictable meanings Forms,

Word and its parts; Lexicon; mental

dictionary; Content Words & Functional

Words

Haspel, M.,

Andrea D. Sims.

(201o)

Understanding

Morphology

Yule, George

(2006) The study

of Language

11-2- II Affixes, Bases, Stem and Root, combining

forms; contracted forms;

Morphs,MorphemesandAllomorphs, Free

vs Bound Morpheme; Zero morpheme;

Portmanteau Morpheme; Profiling

word,The advent of Word,Simple,Complex

and Compound Words

Yule, George

(2006) The study

of Language

Haspel, M.,

Andrea D. Sims.

(201o)

Understanding

Morphology

21-30 III Inflectional Vs. Derivational Morphology,

Morphological Patterns, Regular and

irregular inflection; Inflectional Values,

Derivational Meanings, Derived Nouns,

Derived Verbs, Derived Adjectives

Yule, George

(2006) The study

of Language

Haspel, M.,

Andrea D. Sims.

(201o)

Understanding

Morphology

31-40 IV Word Formation Rules: The morpheme-

based model

Phonological changes; intra and inter

categorical morphology; Affixation and

Compounding, Base Modification,

Reduplication, Conversion; item and

process; concatenation; cliticization;

sandhi;,

Haspel, M.,

Andrea D. Sims.

(201o)

Understanding

Morphology

Yule, George

(2006) The study

of Language


Batch 2018 – 21

Semester V

Course Title Language and Society


Version 1.02

Credits 4

Course Description

The main focus of the course is on language use in society. The course will help students to explore and

develop a better understanding of the geographical ties among languages and power-politics in the

standardization of language. Students will learn to analyse language as an object of scientific study to

examine language use and its socio-political implications in everyday interactions. With the help of the

topics introduced they will be able to correlate social identity with linguistic identity.

Course Objectives


1. Introduce the study of language and its relationship with society and culture.

2. Provide students an in-depth knowledge of major issues related to language and socio-cultural

issues.

3. Deepen students’ understanding regarding socio-cultural and linguistic diversity

4. Understand the impact of linguistic identity on cultural identity

5. Understand how cultural stereotypes and social norms are reflected in everyday language use.

6. Demonstrate social variants (gender, age, ethnicity, class, caste) and their interconnectedness

with language use.


Understanding of English language and societal norms

Course Outcomes


1. Know how social factors influence language.

2. Understand the use of language and its function in society

3. Apply the knowledge in order to list some of the societal issues that arise in a multilingual

country.

4. Analyze the socio-political connections within languages.

5. Evaluate how language play’s role in structuring and representing social categories

6. Study and develop an understanding regarding change in a particular language and its status

over time.

Prescribed Topics:

Module 1: Basic Concepts: Language as a Social Phenomenon; Monolingualism and Multilingualism;

Prescriptivism; Speech Community; Language Standardization.

Module 2: Language Contact: Regional Dialect, Vernaculars and Accent; Style, Slang and Jargon;

Sociolect and Idiolect; Isogloss; Lingua Franca

Module 3: Language in Interaction: Language Choice in Bilingual Communities; Code-Switching and

Shifting; Social Correlates: Age, Caste and Class, Gender, Ethnicity, Marked and Unmarked forms.

Module 4: Language Change: Lexical: Addition, Borrowing and Loan Words; Semantic Change:

Narrowing, Broadening and Meaning Shift; Pidgin and Creole; Language Death.

Prescribed Reading:

Fromkin, V., Rodman, R., Hyams, H. An Introduction to Language (9 th ed). Wadsworth Cengage

Learning.

Mesthrie, R. et al. Introducing Sociolinguistics (2nd ed). Edinburgh University Press.

Llamas, C., Mullany L., Stockwell P., Routledge Companion to Sociolinguistics. Routledge.

Edward, John. Language and Identity. Cambridge University Press.

Pedagogy



Evaluation Scheme



• CAT 1 * 15%

• CAT 2 15%





Session

No


4 0 0 0 4


Reference

1-10 1 Basic Concepts: Language as a

Social Phenomenon;

Monolingualism and

Multilingualism; Prescriptivism;

Speech Community; Language

Standardisation.

Mesthrie, et al Ch-1

Llamas, et al Ch-10

11-20 2 Language Contact: Regional

Dialect, Vernaculars and Accent;

Style, Slang and Jargon; Sociolect

and Idiolect; Isogloss; Lingua

Franca

Edwards Ch-4

Fromkin Ch- 10

21-30 3 Language in Interaction:

Language Choice in Bilingual

Communities; Code-Switching and

Shifting; Social Correlates: Age,

Caste and Class, Gender,

Ethnicity, Marked and Unmarked

forms.

Edwards Ch-7&8

Fromkin Ch-10

Llamas et al Ch-6,8&9

Mesthrie etal. Ch-5

31-40 4 Language Change: Lexical:

Addition, Borrowing and Loan

Words; Semantic Change:

Narrowing, Broadening and

Meaning Shift; Pidgin and Creole;

Language Death.

Fronkin Ch- 10

Mesthrie et al Ch-8&9

Lamas et al Ch- 21 &24


Batch 2018 – 21

Semester VI

Course Title TRANSLATION: THEORY AND PRACTICES


Version 1.02

Credits 4

Course Description

Bilingualism and multilingualism are dynamic and vital elements in Indian society and culture. This

course is designed as a practical course in translation and interpretation. This course would provide a

theoretical framework on which students interested in the art of translation can build upon. It would

provide an overview of the well-known theorisations of translation studies. It would also provide the

students an opportunity to practice their skills in a practical environment.

Course Objectives


1. Introduce students to the concept of translation and various terms and concepts associated with

translation studies.

2. Teach students of how to translate words, phrases and sentences from one language to another

language.

3. Teach students the various nuances of a word and instill a sense of realization of the difficulty of

finding a appropriate parallels in another language.

4. Introduce students to the different types of oral, written, real-time, literary and non-literary

translation.

5. Explain to students the challenges and opportunities of bilingualism in India and in the world,

especially in the context of globalization.

6. Introduce students to the various issues of linguistic and cultural differences that would be of

relevance in their study of literature as well as in their daily lives.


Basic understanding of English and Hindi language

Course Outcomes


1. Define translation and various terms and concepts associated with translation studies.

2. Translate words, phrases and sentences from one language to another language.

3. Understand the various nuances of a word and the realization of the difficulty of finding a suitable

parallel in another language.

4. Understand the challenges and opportunities of bilingualism in India and in the world, especially

in the context of globalization.

5. Acquire the necessary skills that would enable them to take up jobs in various fields, particularly

the media, tourism, public relations etc.

6. Understand and explain issues of linguistic and cultural differences

Prescribed Topics:

Module 1: Introduction to the Course, Definition of translation, Linguistic definition of translation,

Philological definition of translation, Communicative definition of translation, The nature of translation,

Forms and types of translation, Social functions of translation

Module 2: General and particular knowledge required for translation, Common background experience

as a prerequisite for communication, Common background experience as a starting point in translation,

The problem of equivalence: linguistic and cultural, Gain and loss in translation, Accommodation in

translation

Module 3: The role of translation, The role of translators, Human translation, Oral translation

Simultaneous and consecutive oral translation, Translation of speech or interpreting

Module 4: Translation of written texts, Literary and non-literary translation, Translating: fiction,

drama, poetry, non-literary discourse, Conference note-taking, reporting, liaison, Machine translation,

Computer-assisted translation, Practical exercises on all of the above Revision

Prescribed Reading:

Bassnett, Susan. Translation Studies. London and New York: Routledge, 1980.

Bell, Roger T. Translation and Translating: Theory and Practice. London: Longman, 1991.

Duff, Alan. Translation. London: Oxford University Press, 1997.

Gërmizaj, Shykrane. Translation Theory in the Classroom. Prishtina, 2005.

Hatim, B. and I. Mason. Discourse and the Translator. London and New York: Longman, 1990.


Baker, Mona, et. al. Routledge Encyclopedia of Translation Studies. London: outledge, 1998.

Pedagogy



Evaluation Scheme



• CAT 1 * 15%

• CAT 2 15%





TRANSLATION: THEORY AND

PRACTICES

L T P J C

3 0 0 0 3

Session

No


Reference

1-10 I Introduction to the Course Definition of

translation Linguistic definition of translation

Philological definition of translation

Communicative definition of translation The

nature of translation

Forms and types of translation Social

functions of translation

1. Basnett

2. Bell

3. Duff

1. Baker

10-20 II General and particular knowledge required

for translation

Common background experience as a

prerequisite for communication Common

background experience as a starting point in

translation

The problem of equivalence: linguistic and

cultural

Gain and loss in translation Accommodation

in translation

1. Basnett

2. Bell

3. Duff

1. Baker

20-30 III The role of translation The role of translators

Human translation Oral translation

Simultaneous and consecutive oral

translation

Translation of speech or interpreting

1. Basnett

2. Bell

3. Duff

1. Baker

30-40 IV Translation of written texts

Literary and non-literary translation

Translating: fiction, drama, poetry, non-

literary discourse

Conference note-taking, reporting, liaison,

Machine translation

Computer-assisted translation Practical

exercises on all of the above Revision

1. Basnett

2. Bell

3. Duff

1. Baker


Batch 2018 – 21

Semester VI

Course Title New Literature in English


Version 1.02

Credits 4

Course Description

This course introduces students to examples of the best contemporary writing in English, from a range

of cultures. The course fosters attentive reading, careful thinking, and effective writing. You will be

introduced to a range of the most exciting, most challenging, and most pleasurable contemporary writing

in English. You will have the opportunity to discover some key critical concepts and terms for literary

studies and creative writing. Together we will examine how contemporary writers engage with and write

about the world; how literary fiction relates to literary traditions, popular cultural forms, and the media;

what currently characterizes literary authorship, genre, tradition, and reading; and whether reading and

writing change how we think about the past, the present, the everyday, and the unusual. Topics for

discussion will include: literature, culture, and the contemporary world; the local and the global; the

present and the past.

As well as developing skills in the practices of reading and literary critique, you will have the opportunity

to explore your own creative writing skills with a creative response to two novels.

Each tutorial will function as a research community as you work together in small and large groups to

improve your verbal discussion skills, as well as your reading and writing skills.

Course Objectives

1. Experience various interpretations of literature.

2. Substantiate their own analysis/interpretation of various works through written assignments,

class discussions and tests.

3. Understand the writer’s intent in conjunction with various other literary criticisms

4. Students will taught be how to analyze the texts under scrutiny within the context of relevant

cultural issues and debates of the period.

5. Students have insight in (the relationship between) the most important literary movements in

contemporary literatures in English (1960s until the present)

6. The course will also aim to extend the students’ skills in the reading of narrative and the

understanding of the relationship of a text to its cultural/social context.


Understanding of the basics of Literature

Course Outcomes


1. Class discussion promotes debate, substantiation of ideas, self-esteem and critical thinking.

2. When students have formulated personal interpretation and analysis, the instructor should attempt

to point out author’s intent and also bring forward various other critical analysisof the work.

3. The student will demonstrate effective written and oral communication considering audience and

situation through invention, arrangement, drafting, revision, and delivery.

4. The student will recognize genres, periods, theories, and conventional and experimental forms.

5. The student will demonstrate knowledge of how history has shaped society and culture, understand

how the individual relates to society and culture, appreciate cultural diversity, understand human

behavior ad mental processes, and understand human development.

6. The student will analyze the reciprocal relationship between the individual and culture.

Prescribed Text:

Module 1: David Malouf’s An Imaginary Life

Module 2: Marquez’s Chronicle of a Death Foretold

Module 3: Rohinton Mistry’s Family Matters

Module 4: Amruta Patil’s Kari

Reading:

David Malouf’s An Imaginary Life Marquez’s Chronicle of a Death Foretold Rohinton Mistry’s

Family Matters

Amruta Patil’s Kari,New Delhi: Harper Collins, 2016

Pedagogy


presentations.

Evaluation Scheme


(Percentage)


• CAT 1 * 15%

• CAT 2 15%





L T P C

4 0 0 4


Reading

Additional

Reference

1-10 I Module 1: David Malouf’s An Imaginary Life

11 – 20 II Module 2: Marquez’s Chronicle of a Death

Foretold

21 – 30 III Module 3: Mary Campbell: Half Breed

31 – 40 IV Module 4: Amruta Patil’: Kari

Elective – 3


Batch 2018 – 21

Semester VI

Course Title MODERN EUROPEAN DRAMA


Version 1.02

Credits 4

Course Description

This course is a survey of essential works by leading modern European playwrights, from the late

nineteenth century to the twenty first. This course aims to study naturalism and expressionism in theatre

as well as the social and political aspects influencing these works. Aspects of Avant Garde drama, the

differences between performance and text as well as notions of heroism in post war European drama will

also be covered in the course.

Course Objectives

Demonstrate understanding of the social and artistic movements that have shaped theatre and dance as

we know it today.

Demonstrate knowledge of theatre and dance history and literature and draw connections between

theatrical practices and social contexts in both modern and pre modern periods.

1. To acquaint the students with a well-established and comprehensive analysis and discussion about

the development of modern drama

2. It focuses on different examples of European drama in reference to theoretical perspectives and

historical and political aspects of the art of drama.

3. To enable the student to analyse and analyse the language of Drama.

4. To develop in the student the ability to comprehend and criticise the development of drama in the

European tradition.


Working knowledge of English, English Literature

Course Outcomes




2. Analyze, and interpret texts and performances both in writing and orally.

3. Draw connections between theatrical practices and social contexts in both modern and pre modern

periods.

4. Demonstrate the ability to draw informed connections between the theatre and other fields of

inquiry.

5. Develop and apply research skills in writing about dramatic texts and theatrical productions in

relation to social, artistic, and intellectual contexts.

6. Demonstrate thorough knowledge of theatre analyzing, interpreting, and writing about plays,

performances and primary texts from the major periods of the theatre.

Prescribed Text:

Module 1: Overview of the careers and influences of each of the four featured playwrights.

Dario Foe: The Accidental Death of an Anarchist

Module 2: Ibsen: A Doll’s House

Module 3: Review and critical commentary of Eugene Ionesco’s Rhinoceros

Module 4: Harold Pinter: Birthday Party

Reading:

Stella Adler on Ibsen, Strindberg, & Chekhov

Balma, Christopher. The Cambridge Introduction to Theatre Studies. London: Cambridge UP, 2008.

Cardullo, Bert. Theater of the Avant-garde, 1890-1950: A Critical Anthology. Yale UP, 2001.

Fortier, Mark. Theory/Theatre: An Introduction. New York: Routledge. 2002.


Artaud, Antonin. The Theater and Its Double. New York: Grove Press 1958.

Szondi, Peter. Theory of the Modern Drama. Cambridge: Polity Press, 1987.

Weiss, Samuel A. Ed. Drama in the Modern World: Plays and Essays. Lexington, Massachusetts: D.C

Heath and Company, 1964.

Wellwarth, George E. The Theatre of Protest and Paradox: Developments in the Avant-Garde Drama.

New York: New York University Press, 1971(first edition, 1964).

Pedagogy


presentations. Evaluation Scheme




L T P J C

4 0 0 0 4

Session

No

Module Topics Core

Reading

Additional

Reference

1-10 I Module 1: Overview of the careers and influences of

each of the four featured playwrights.

Review and critical commentary of Dario Fo’s

The Accidental Death of an Anarchist

Historical influence, production history, and analysis

of specific scenes and characters in the play

11 – 20 II Module 2: Review and critical commentary of

Ibsen’s A Doll’s House



21 – 30 III Module 3: Review and critical commentary of

Eugene Ionesco’s Rhinoceros



31 – 40 IV Module 4: Review and critical commentary of

Harold Pinter’s Birthday Party





• CAT 1 * 15%

• CAT 2 15%



Batch 2018 – 21

Semester VI

Course Title MAJOR GRADUATE THESIS


Version

Credits 8

Course Description

In partial fulfilment to get their bachelor’s degree student are supposed to take this research-based paper.

This paper shows the interest and aptitude of students in a particular domain of Language and Literature,

along with exposing them towards research. Students will be encouraged to produce original quality work

which might result into some quality publication later on in their life.

Course Objectives

To facilitate creativity, curiosity, and promoting skills in application of knowledge


Understanding of Research project

Course Outcomes


1. Validate their logic clearly and comprehensively in writing and orally

2. Examine literature and literature review from various publications

3. Develop research skills to expand their arguments from various perspective

4. Evaluate and formulate hypothesis for required problems and theories

5. Create research questions and apply relevant methods for data analysis

6. Apply their knowledge of academic writing in thesis form

Prescribed Text:

As prescribed by the Supervisor


As prescribed by the Supervisor

Pedagogy

The delivery of course will be a mix of lectures, and personal discussion and presentations and

reflective exercises.

Evaluation Scheme:

IA 50%

End term exams 50%

Course Code Course Name L T P C

ENVS1001 ENERGY AND ENVIRONMENTAL SCIENCES 3 0 0 3

Course Content

Unit I: Environment and Natural Resources 10 Lectures

Definition, scope, importance, need for public awareness, Environmental Management Systems its

objectives, components, EIA, Natural Resources – forest resources – use, exploitation, deforestation,

construction of multipurpose dams – effect on forests, Water resources – use of surface and subsurface

water; effect of floods, drought, water conflicts, Mineral resources –Use and exploitation, environmental

effects of extracting and using mineral resources, Food resources – food problems, advantage and

disadvantage of fertilizers & pesticides, effect on environment, Energy resources – need to develop

renewable energy, land resources – Land degradation, landslides, soil erosion, desertification & case

studies.

Unit II: Chemical Toxicology 7 Lectures

Toxic chemicals in the environment, Impact of toxic chemicals on enzymes, biochemical effects of

arsenic, cadmium, lead, chromium, mercury, biochemical effects of pesticides

Unit III: Environmental Pollution 10 Lectures

Definition – Causes, pollution effects and control measures of Air, Water, Soil, Marine, Noise, Thermal,

Nuclear hazards. Solid waste management: causes, effects and control measures of urban and industrial

wastes, pollution measures, case studies, Disaster management: floods, earthquake, cyclone and

landslides.

Unit IV: Social Issues, Human Population and the Environment 10 Lectures

Urban problems related to energy & sustainable development, water conservation, problems related to

rehabilitation – case studies, Consumerism and waste products - Environment Protection Act, Air, Water,

Wildlife, Forest Conservation Act, Environmental legislation and public awareness. Population growth,

variation among nations, Population explosion, Environment and human health, Value Education,

Women and Child Welfare, Role of Information Technology – Visit to local polluted site /Case Studies.

Unit V: Green Chemistry 4 Lectures

Introduction, Basic principles of green technology, concept of Atom economy, Tools of Green

technology, zero waste technology.

Text Books

T1. Environmental Studies, Anubha Kaushik, C P Kaushik, New Age International Publishers, 2008,

ISBN:978-81-224-2159-0.

T2. Environmental Studies, Suresh K. Dhameja, S.K. Kataria and Sons, 2008, ISBN: 81-88458-77-5

T3. Text Book of Environmental Studies, Erach Bharucha, University Press (India) Private Limited,

2005, ISBN: 978 81 7371 540 2

T4. Environmental Studies (From Crisis to Cure) Second Edition, R. Rajagopalan, Oxford University

Press, 2012, ISBN 0-19-807208-2.

T5. Environmental Studies, Ranu Gadi, Sunitta Rattan, Sushmita Mohapatra, S.K. Kataria and Sons,

2008, ISBN: 81-89757-98-9.

Reference Books/ Other Study material

R1. Environmental Studies, Benny Joseph, Tata McGraw Hill Education Private Limited, 2009

R2. Environmental Studies, Anindita Basak, Pearson Education, 2009, ISBN: 978-81-317-2118-6.

R3. Principles of Environmental Science (Inquiry and Applications), William P. Cunningham & Mary

Ann Cunningham, Tata McGraw Hill Education Private Limited, 2007, ISBN: 987-0-07-064772-0.

Mode of Evaluation: Quiz, Assignment, Seminar and Written Examination

B.A. (H) ENGLISH - Galgotias University

Documents

Transcript of B.A. (H) ENGLISH - Galgotias University