Hindustan College of Arts & Science

Department of English

PROGRAM OUTCOME:

PO 1: The course will make student learn what literature and writing is—whether

creative or technical

PO 2: The course makes student familiar with a wide range of works of British,

American, World literature and major writers of different nation and movement.

PO 3: The course make student work in textual analysis, including study of the

formal characteristics and historical background of a text, on the one hand, and

study of its aesthetic and rhetorical presence on the other.

PO 4: Apart from literature technical papers like Grammar usage, Journalism are

also included to enhance the knowledge of the learner

PO 5: Learners will be able to articulate the relations among culture, history, and

text.

PROGRAM SPECIFIC OUTCOME:

PSO 1: Student learn to read closely in a variety of forms, styles, structures, and modes, and to apply the value of close reading in the study of literature.

PSO 2: Learners could understand the nuances about the major literary works and

writers. They also learn about the genres, periods. Helps them to critically analyze British, American, and other World Literature.

PSO 3: The program also helps learners to be creative and technical.

PSO 4: Develop and carry out research projects, and locate, evaluate, organize, and incorporate information effectively.

PSO 5: The program will help them in learning the background information, the

historical details, biographical details of authors and works of various literatures.

Semester I

Core Paper – I British Literature I

Unit-1: Introduction

The Renaissance and its Impact on England, The Reformation - causes and effects,

The Commonwealth of Nations, The Restoration, Coffee-houses and their social

relevance

Unit-2: Prose

1. On Revenge - Francis Bacon

2. Sir Roger at the Theatre - Joseph Addison

3. A City Night-Piece - Oliver Goldsmith

Unit-3: Poetry

1. Prothalamion - Edmund Spenser

2. Shall I Compare Thee to a summer’s Day? - William Shakespeare

3. A Valediction: of Weeping - John Donne

4. Paradise Lost (Book IX) - John Milton ( lines 795 - 833)

5. The Rape of the Lock: Canto II - Alexander Pope (lines 125 -178)

Unit-4: Drama

Doctor Faustus - Christopher Marlowe

Unit- 5: Fiction

The Vicar of Wakefield - Oliver Goldsmith

COURSE OUTCOME:

CO 1: Introduces students to English literature from its origin in Britain through teaching them about

the social history of England from Renaissance to Restoration.

CO 2: Students will be able to understand the early forms of literature especially of prose through

different ages.

CO 3: Students will interpret poems and the essence of poetry alongside learning the different ages in

History of English Literature .

CO 4: Engages students to learn about the genre of Drama through the play written during

Elizabethan age .

CO 5: To encourage students with the habit of reading with short novellas and therefore to prepare

them for learning the techniques employed in the writing a novel. Students are introduced to lean

about the genre of fiction.

REFERENCE BOOKS:

English Social History: A Survey of Six Centuries – G M Trevelyan (for Unit I)

The Tragical History of the Life and Death of Doctor Faustus. Christopher Marlowe

The Vicar of Wakefield - Oliver Goldsmith

Christopher Marlowe the Craftsman: Lives, Stage, and Page.

Allied Paper – I Background to the Study of English Literature I

Unit-1: Drama - A Brief Introduction to the Literary Forms

Elements of Drama, Tragedy, Comedy, Tragicomedy, Heroic Comedy, Revenge Tragedy,

Melodrama, Farce, Masque

Unit-2: Poetry - A Brief Introduction to the Literary Forms

Subjective and Objective poetry

Narrative poetry: The Epic, the Mock-epic, the Ballad

Lyrical: The Ode, the Sonnet, the Elegy

Dramatic Monologue

Poetic Drama

Prosody: Rhyme, meter, alliteration, assonance, simile, metaphor and allegory

Unit-3: Prose - A Brief Introduction to the Literary Forms

The Essay and its types (Aphoristic, Periodic, Satirical, Critical)

The Short Story

The Biography and the Autobiography

Travel Writing

Unit-4: The Renaissance Period (1350 – 1660)

An Introduction to Bible Translation - Tyndale, Coverdale

The University Wits

Elizabethan and Jacobean drama

Comedy of humour

Unit-5: The Late Seventeenth and the Eighteenth Centuries (1660 - 1800)

Comedy of Manners

Neo-Classicism

Sentimental and Anti-sentimental comedies

Pre-Romantics

Prescribed Texts:

History of English Literature – 5th edition – Edward Albert A History of English Literature – Compton Rickett

CO 1: To gain an introductory knowledge on the various elements of drama and

its types and to understand and identify drama as a genre of literature.

CO 2:

Core Paper – II- INDIAN WRITING IN ENGLISH

Unit 1: INTRODUCTION

1. Arrival of East India Company and the associated impact

2. History of Indian Writing in English

3. Nativisation of English

4. Introduction of English Studies in India (Macaulay’s speech)

5. Indian Diasporic Writers

Unit 2: PROSE

1. The World Community- S.Radhakrishnan

2. The Argumentative Indian- Amartya Sen

Unit 3:POETRY

1. The Tiger and the Deer- Sri Aurobindo Gosh

2. Summer Woods- Sarojini Naidu

3. In India- Nissim Ezekiel

4. Crab- Arun Kolatkar

5. Eating Wheat- Vikram Seth

6. Fireflies- Manohar Shetty

Unit 4: DRAMA

1. Dance like a Man- Mahesh Dattani

Unit 5: FICTION

1. Swami and Friends- RK Narayan

COURSE OUTCOME:

CO 1: Acquire a comprehensive understanding about the Beginning of English Studies in India

CO 2: Knowledge about the impact of English education in India through the lens of the colonisers

and Indians

CO 3: Understanding the evolution of Indian English and its linguistic prototypes

CO 4: Elucidate the concept of Diaspora and its writers

CO 5: Identify the diverse themes of Indian Writing in English- Nature, mysticism, Indian

philosophy, Polity, Contemporary issues like identity crisis, Art and Culture and gender

discrimination

CO 6: Explore the genres like Drama and Fiction- Critical appreciation of the themes, characters and

setting and plot

REFERENCE BOOKS:

1.Anthology of Indian English Poetry- Orient Longman

2.Oxford Indian Anthology of Twelve Modern poets- OUP

3.Dance like a Man- Mahesh Dattani- Penguin Publications

4. Swami and Friends- RK Narayan- Emerald Publishers

Semester 2

British Literature II

Unit -1: Introduction

Impact of the industrial, Agrarian and the French Revolutions on the English Society,

Humanitarian movements in England, the Reform bills and the spread of Education.

Unit-2: Prose

1. Dream children, A Reverie- Charles Lamb

2. On Going a Journey- William Hazlitt

3. Of King’s Treasuries- John Ruskin

Unit-3: Poetry

1. Lucy Gray- William Wordsworth

2. The Rime Of the Ancient Mariner- Coleridge

3. Ozymandias- Shelly

4. Ode to a Nightingale- Keats

5. Ulysses- Tennyson

6. Dover Beach- Mathew Arnold

7. My Last Duchess- Robert Drowning

Unit-4: Drama

1. The Importance of Being Ernest- Oscar Wilde

Unit-5: Fiction

1. Great Expectation- Charles Dickens

COURSE OUTCOME:

CO 1: To familiarize the social history of England- particularly from Agrarian through Reform Bills

CO 2: Elucidates the structure of prose and the importance of didactic writing through the prose

writings of the Victorian Poets.

CO 3: Gives an understanding about poetry via analysis and interpretation of few important poems

written during Romantic and Victorian age.

CO 4: Engages students to learn about the genre of Drama via the play written during Victorian age.

CO 5: Students are made to learn in detail about the genre of novel and how different forms are

used to express certain ideas. They are also trained to read through a novel and understand the

extensive techniques employed by novelists.

REFERENCE BOOKS: English Social History: A Survey of Six Centuries – G M Trevelyan (for Unit

I)

The Importance of Being Earnest – Oscar Wilde

Great Expectations - Charles Dickens

REGIONAL INDIAN LITERATURE IN TRANSLATION

Unit 1: INTRODUCTION

Concept of Indian Literarure, Agam and Puram Concepts, Theory of Nine Rasas in Indian Aesthetics

Unit 2: POETRY

1. Is Poetry always worthy when its old?- Kalidasa(Malavikagnimitram)

2. What she said- Tevakulattar, Kurunthokai 3 ( Tamil)

3. What she said to her Girlfriend- Kapilar, Akananooru 82 (Tamil)

4. Gitanjali (1-5)- Rabindranath Tagore

5. Six Rubaiyaats- Mizra Arif (Urdu)

Unit 3: PROSE

1. Roots- Ismat Chugtai ( Urdu)

2. The Shroud –Munshi Prremchand( hindi

3. Sita Brand Soapnut Powder- Sundara Ramasamy ( Tamil)

4. Poovan Banana- Vaikom Mohammed Basheer ( Malayalam)

Unit 4: DRAMA

1. Wedding Album- Girish Karnad

Unit 5: FICTION

1. Beasts of Burden- Imayam ( Tamil)

COURSE OUTCOME:

CO 1: To understand the concepts of Translation- Regional Indian Literature and its Translated works

CO 2: To demonstrate knowledge about Indian Literary Criticism- Rasa theory and Agam and Puram

concepts- Subaltern Studies

CO 3: To explore different genres- poetry, prose, drama and fiction of major Translated works of

Regional Indian Literature

CO 4: To appreciate the culture, philosophy and literary traditions of Regional Indian Literatures in

translation( Tamil, Urdu, Malayalam, Hindi, Sanskrit)

CO 5: To identify various themes in translated works- Ancient Tamil society, Poetry as the highest

order, Human Relationships, Contemporary issues- poverty, identity crisis, inter caste marriages,

modern weddings, caste discrimination

REFERENCE BOOKS:

1. Waves- Manas Publications

2. Poems of Love and War- AK Ramanujam

3. Texts and their world- Foundation Books

4. Indian Literary Criticism- Theory and Interpretation- GN Devy

5. Natyasastra- Bharatamuni

6. Beasts of Burden- Imayam- OUP

7. Poovan Banana and Other Stories- VM Bahseer- OUP

8. Wedding Album- Girish Karnad- OUP

SEMESTER 3

MYTH AND LITERATURE

UNIT 1: INTRODUCTION

Beginnings of Myth, Natural Phenomena as Myth, Myths and Legends

UNIT 2: GREEK AND ROMAN MYTHOLOGY

1. Hercules( Cleaning of Aegean Stables, Atlas and Hercules)

2. Ulysses & Cyclops, Ulysses & Circe, the Story of Penelope

3. The Story of Romulus and Remus

4. The Story of Dido, Queen of Carthage

5. The Story of Cupid and Psyche

6. The Story of Orpheus and Eurydice

7. The Story of Echo and Narcissus

UNIT 3: CELTIC MYTHOLOGY

1. Oisin in the Land of Eternal Young

UNIT 4: LEGENDS

1. Arthurian Cycle( The Holy Grail)

2. Robin Hood Cycle

UNIT 5: HINDU MYTHOLOGY

1. Stories from Ramayana : The Story of Mareecha and Burning of Lanka

2. Stories from Mahabharata: Kurukshtera- The Battle & The Deception of Bheema, The

Dog, The Bhagavad Gita

3. Stories from Puranas, Epics and Vedas: The Story of Nala & Damayanti, The story of

Nacheekita & Yama, the story of Ganga, The story of Shakuntala

COURSE OUTCOME:

CO 1: To understand the concepts of Myth, its types and Legends

CO 2: To elucidate Myths in various cultures- Greek, Roman, Celtic, Indian mythology

CO 3: Extensive knowledge on mythical stories across the world, the popular mythical characters

CO 4: Critical appreciation of myth , culture and philosophy through mythological stories

CO 5: Analysis of mythical characters- the positive and negative traits; Myth and its impact in

modern world

REFERENCE TEXTS:

1. The Norton Reader- Ed by Linda H. Peterson, John.C.Breton

2. Myths of the Hindus and Buddhists- Ananda.K.Coomarasamy and Sister Nivedita( Chapters

III, VII only)

British Literature III

Unit-1: Introduction

Social impact of the two world wars, the Labour Movement, the Welfare State

Unit-2: Prose

1. Tradition and Individual Talent – TS Eliot

2. The Art of Fiction – Henry James

Unit-3: Poetry

1. The Wreck of the Deutschland - G.M. Hopkins

2. Easter, 1916 - W.B. Yeats

3. Anthem for Doomed Youth - Wilfred Owen

4. The Unknown Citizen - W.H. Auden

5. The Thought-Fox - Ted Hughes

Unit-4: Drama

Pygmalion – George Bernard Shaw

Unit-5: Fiction

Animal Farm - George Orwell

Course Outcome:

CO 1: To focus on the social impact of the two world wars, how equality of labour, rights for

all and all the other movements regarding equality came into force.

CO 2: To bring out the finesse of writers like T.S. Eliot and Henry James through their

techniques.

CO 3: Students learn many genres of poetry through various poets ranging from Hopkins to

Ted Hughes.

CO 4: To Focus on the patriarchal society of England in the times of writers like G.B. Shaw.

CO 5: The aristocracy of cruel England is brought out through writers like George Orwell in

his time.

Texts:

English Social History: A Survey of Six Centuries – G M Trevelyan (for Unit I)

Pygmalion - George Bernard Shaw - Filiquarian Publishing, LLC., 2007

Animal Farm – George Orwell

MODERN ENGLISH LANGUAGE AND USAGE

SYLLABUS

Unit-1: Introduction

The Evolution of Standard English

Prescribed: An Outline History of the English Language [(Chapter- 8) (Pages 196-

209)]

Unit-2: Language and Regional Variation

The Standard Language

Accent and Dialect

Dialectology

Regional Dialects

Style, Slang and Jargon

Prescribed: The Study of Language (3rd edition) by George Yule

Unit-3: Areas of Difficulty in the Usage of English Language for the II Language Users

Basic Grammar

Parts of speech and agreement (voice, tense, number)

Modals and Auxiliaries

Types of sentences (Interrogatives, Declaratives, Exclamatory and Imperative)

Direct and Indirect speech

Question Tags

Unit-4: Language for specific Speech events

Drafting an invitation

Drafting the minutes of a meeting

Addressing a gathering (welcome address)

Proposing vote of thanks

Unit-5: English in the Internet Era

The Internet and English Vocabulary

Role and Scope of Online English Dictionaries

Language and the Advent of Technology

Useful online resources such as YouTube, Google Scholar

Prescribed Texts:

The Study of Language (3rd edition) - George Yule

An Outline History of the English Language – F T Wood

Practical English Grammar – A J Thomson and A V Martinet (OUP)

Language and the Internet – David Crystal, Cambridge University Press

English as a Global Language – David Crystal, Cambridge University Press

COURSE OUTCOME

CO 1: to understand the history of English language and categorize the characteristics of

Standard English

CO 2: to establish the importance of the study of Sociolinguistics also to describe the various

features of different varieties of language

CO 3: to assess the role of grammar in mastering the language and to analyze the approaches

to overcome the inadequacies with illustrations of the grammatical categories

CO 4: to evaluate the language used in specific speech events such as Master Compeering

and also to improve the written language by drafting the invitation and the minutes of

meeting

CO 5: to analyze the various limitations and facilitations of the Internet Technology and to

develop the vocabulary with the help of online English dictionaries

SEMESTER IV

AMERICAN LITERATURE I

UNIT 1: INTRODUCTION

Puritanism, Transcendentalism, American War of Independence, Abolition of Slavery

UNIT 2: PROSE

1 .Self- Reliance- Emerson (An Extract)

2. Where I lived, What I lived for - HD Thoreau

3. Gettysberg Address- Abraham Lincoln

UNIT 3: POETRY

1. Nature- HW Longfellow

2. A Letter to her Husband absent upon Public Employment- Anne Bradstreet

3. Brahma- Emerson

4. Out of the Cradle Endlessly Rocking- Walt Whitman

5. O Captain! My Captain- Walt Whitman

6. There’s a certain Slant of Light- Emily Dickinson

UNIT 4: SHORT STORIES

1. The Cask of Amontillado – Edgar Allan Poe

2. Bartleby, The Scrivener- Melville

3. Let me feel your pulse- O Henry

4. Pigeon Feathers- John Updike

UNIT 5: FICTION

1. The Scarlet Letter- Nathaniel Hawthorne

COURSE OUTCOME:

CO 1: To understand the inception of America- as a nation

CO 2: To comprehend the literary traditions and movements of America

CO 3: Extensive knowledge about American Literature through genres- poetry, prose, short stories

and fiction

CO 4: To explore various themes in American Literature- Nature, Liberty, Racial discrimination,

Abolition of Slavery

CO 5: To critically appreciate American Literary works in its essence- melting pot culture, racism,

transcendentalism

REFERENCE TEXTS:

1. The Scarlet Letter- Nathaniel Hawthorne- Samuel E.Cassino, 1892

2. American Literature, Nandana Datta, Pramod K Nair, Orient Blackswan Publishers

3. A Short history of American Literature- Ashok Sengupta, Krishna Sen

Film and Literature

Unit-1: Introduction

➢ Adaptation

Prescribed Text: A Theory of Adaptation by Linda Hutcheon: Chapter1 - "Beginning to

theorize adaptation"

➢ The Concept of Film Form: genre / sub-genre (narrative film , avant-garde film, film

noir, documentary), Themes tropes - cue - suspense - themes - functions - motif -

parallelism - development - unity / disunity

➢ Film Narrative: Title - Story - Plot - narration (Restricted and omniscient) - duration -

motivation - motif- parallelism - character traits - cause and effects – exposition -

climax - point of view

Unit-2: Adaptation of Contemporary Indian English Fiction

➢ Danny Boyle's Slum Dog Millionaire (2008)

Unit-3: Adaptation of Fantasy / Science Fiction

➢ Steven Spielberg's War of the Worlds (2005)

Unit-4: Adaptation of British Literature in Films

➢ Ang Lee's Sense and Sensibility (1995)

➢ Rajiv Menon's Kandukondain Kandukondain (2000) (Tamil)

Unit-5: Components of a Film Review

Plot, Genre, Role of actors, Background information, condensed synopsis,

argument/analysis, evaluation, recommendation, opinion

COURSE OUTCOME:

CO 1: Introduces students to understand about the process of adaptation by defining a new theory

of adaptation. This in turn lets students to get prepared to interpret and analyze movie adaptations.

Students are familiarized with different movie forms and techniques used with special references to

narrative technique which in turn identifies to the way in which movies are getting adapted

CO 2: By comparing the text and the movie, students are made to learn the differences and

difficulties of adaptation with the introduction chapter as framework of comparison

CO 3: To understand the concept of adaptation in particular genre like fantasy/science diction

through comparison of novel and its adapted movie form.

CO 4: Adaptation of movies from one language to another with references to the cultural differences

is brought out for the students to study.

CO 5: Introduces students to the various components to be remembered while reviewing a film.

REFERENCE BOOKS: A Theory of Adaptation by Linda Hutcheon: Chapter1 - "Beginning to

theorize adaptation

Allied Paper – IV: Introduction to the Study of Language and Linguistics

Unit-1: Introduction

Definition of language, spoken and written language

Diachronic & synchronic approaches of language study

Linguistics - definition, nature and scope

Unit-2: English Phonetics and Phonology

Speech Organs

Sounds in English (Consonants, Vowels and Diphthongs)

Syllables, Stress and Intonation

Transcriptions (exercises)

Unit-3: Grammar

Definition of Grammar

Different Approaches of Grammar – Descriptive, Prescriptive and Functional

Unit-4: Syntax

Structural analysis ( I.C. analysis)

Deep and surface structure.

Unit-5: Semantics

Word, morphemes

Word meaning association (semantics)

Prescribed Texts:

An Introductory textbook of linguistics, phonetics – Rathe L Vashney

The Study of Language – George Yule

English for Research: Usage, Style and Grammar – Adrian Wallwork

Grammar - Frank Robert Palmer

Course Outcome

CO 1 : Students understand the nuances of English language. They study the scientific

approaches of languages in general and English, in specific. This study helps them to know

the foundation of language.

CO 2 : Students think and decipher the origin of language, its properties and development

through ages and compare English language study with others languages.

CO 3 : Since the major outcome of language is for communication, they ponder over the

obstacles faced in learning the language. The addition of old/new vocabulary over the past

years from other languages into English.

CO 4 : Students realise the need of Grammar, Morphology, Syntax and word meaning in the

language uasge. They also delve into the deep and surface structure of sentences, words,

etc. Word allocation, connotation, association in the semantic field leads the learners to fine

tune their communication.

CO 5 : Students analyse the misconceptions regarding grammar, its development, fallacies

and the concept of correctness. They also appreciate the uniqueness of globalisation of

English language. This in-depth study leads them to adopt the usage of standardized English

spoken in the native land.

SEMESTER V

PAPER – X - INDIAN WRITING IN ENGLISH

Unit I Prose I

1. Swami Vivekananda - The Secret of Work

2. Jawaharlal Nehru - Kamala

3. Nirad Chaudhuri - Our Behaviour

4. Dom Moraes - My Mother

Unit II Poetry 1

5. Toru Dutt - Our Casuarina Tree

6. Sarojini Naidu - Palanquin Bearers

7. Nissim Ezekiel - Goodbye Party to Miss Pushpa T. S

8. R. Parthasarathy - Under Another Sky

Unit III - Poetry II

9. Jayanta Mahapatra - Hunger

10. Kamala Das - An Introduction

11. A.K. Ramanujan - Small –Scale Reflections on a Great House

12.. Eunice De Souza - Feeding the Poor at Christmas, Varca 1942

Books for Reference

An Anthology of Commonwealth Poetry – Ed., C. D. Narasimhaiah

Twenty Five Indian Poets in English - Ed., K. S. Ramamurthy

Contemporary Indian Poetry in English -Ed. Saleem Peeradina

Unit IV Drama -1

13. Girish Karnad - Nagamandala

Unit V - Novel

14. Raja Rao - Kanthapura

COURSE OUTCOME:

CO1. To become familiar with select prose pieces by Indian writers in English.

To enable them to examine and interpret the themes that appears in literary texts.

CO2. To understand the rich heritage of India through the poems of Indian poets.

To understand and appreciate the Indian dogmas and values.

CO3. To introduce the contemporary Indian poems with autobiographical tones which acts like a

vehicle for the exploration of the self and society.

CO4. To familiarize the learners with the literary tradition, history and growth of Indian writing in

English and to enhance them with the themes and techniques present in the play of Girish

Karnard.

CO5. To get an idea about the traditional caste system followed in villages through the novel

Kanthapura and to offer an insight into the issues of marginalization or oppressed in terms

of caste and gender.

AMERICAN LITERATURE PAPER I - Prose and Drama

Unit I Prose I

1. Emerson – The American Scholar

2. Thoreau - Winter Animals

Unit II Prose II

3. Martin Luther King – I Have a Dream

4. Robert Frost –The Figure a Poem Makes

5. Alan Tate - The Man of Letters in the Modern World

Unit III Drama I

6. Arthur Miller – The Death of a Salesman

Unit IV Drama II

7. Tennessee Williams - Streetcar Named Desire

Unit V Drama III

8. Lorraine Hansberry – A Raisin in the Sun

COURSE OUTCOME:

CO 1: Students will be able to recognize and discuss Prose from American Literature. Can engage in

close analysis of narrative techniques in the Prose.

CO 2: Famous essayists like Emerson and Thoreau works are introduced to the students. Both are

popular figures in Trancendentalism movement which in turn helps the students to get to know

about the movement and its ideologies through the works.

CO 3: 20th century writers like Martin Luther King, Alan Tate and Robert Frost’s works are prescribed.

This Helps the students to know about the Civil Right Movement, Peace Movement that happened in

America, Frost’s prose has philosophical themes and examine complex social themes. Through this

students gain knowledge about the history and literature of America.

CO 4: Students will read with comprehension and learn to critically and aesthetically analyze works

in Dramatic Literature.

Co 5: Major literary figures like Arthur Miller, Tennessee Williams and Lorraine Hansberry works are

introduced.

Co 6: Variety of themes from different writers from different generations open a wide area for

students to know about the social, cultural and historical background about American Literature.

CO 7: Hansberry’s A Raisin in the Sun explores the theme of racial segregation prevalent in America

and how it in turn contributed to literature can be analyzed by the students.

Books for Reference

American Literature – An Anthology of Prose – Ed., C. Subbiah( Emerald)

The World’s Great Speeches ( Oxford)

POST –COLONIAL LITERATURE

Unit I

Introducing Post- Colonial Literatures – (British Colonization, Nationalism, Post-

Colonialism) – Invader and settler colonies, Englishes, Commonwealth Literature, New

Literatures

Unit 1I Prose

1. Margaret Atwood - From Survival - A Thematic Guide to Canadian Literature

2. Chinua Achebe - Novelist as Teacher

3. Ruth Prawar Jhabvale - Myself in India

Unit III Poetry

4. A. D. Hope - Australia ( Australia)

5. Allen Curnow - House and Land ( New Zealand)

6. Wole Soyinka - Telephone Conversation ( African)

7. Dereck Walcott - A Far Cry from Africa ( Caribbean)

8. James Reaney - Maps ( Canada)

9. Kishwar Naheed - I am Not that Woman ( Pakistani)

Unit IV Drama

10. Wole Soyinka - The Lion and the Jewel

Unit V - Fiction – Short Story

11. Nardine Gordimer - Six Feet of the Country ( South Africa)

12. Henry Lawson - The Drover’s Wife ( Australia)

13. Jeannette c. Armstrong - This is a Story ( Canada)

14. Albert Wundt - A Resurrection ( New Zealand)

15. Jamaica Kincaid - In the Night ( Caribbean )

Reference

21

The Arnold Anthology of Post Colonial Literature in English Ed. John Thieme

Readings in Commonwealth Literature - William Walsh

An Anthology of Commonwealth Poetry – Ed., C. D. Narasimhaiah

COURSE OUTCOME:

CO 1: Postcolonial literature is the literature of countries that were colonized by European countries

and which exsist on all contients.postcolonial literature often addresses the problem and consequences

of the declonization of a country, especially questions relating to the political and cultural

independence of formerly subjugated people and themes such as racialism and colonialism.This gives

wide knowledge to the students about the problems faced by the people during the post colonial

period.

CO 2: Writers like Margaret Atwood, Chinua Achebe and Ruth Prawar Jhabvale have contributed

prose writings like A Thematic Guide to Canadian literature, where the students have been exposed to

Canadian, African and Indian literature.

CO 3: Students have been exposed to various poets like A.D.Hope, Allen Curnow, Wole Soyinka,

Dereck Walcott, James Reaney, Kishwar Naheed who belong to various countries like Australia,

New Zealand, Africa, Pakistan, etc. They learn to do comparative study of various writers who belong

to different countries.

CO 4: Reading skill of the students will improve through novel reading. They are exposed to varieties

of literature. For example ‘The Lion and the Jewel’ by Wole Soyinka helps them to understand about

the African literature and their culture.

CO 5: Short stories help the students to analyse culture, identity, criticism of various literature. Stories

like ’The Drover’s Wife’, ‘This is a story’, ‘Six feet of the country’ help them to learn about the

cultural isssues prevalent in different parts of the world.

PAPER XII – AN INTRODUCTION TO GENERAL

LINGUISTICS AND COMMUNICATION

Unit I

General

What is Linguistics? – Linguistics as a science – Synchronic and Diachronic approaches –

Branches of study

Language

Definition – Uses of language - Phatic communion

Properties of language– Species specific and species uniform, Symbolic system,

Arbitrariness, Duality of Structure, Productivity, Displacement, Cultural Transmission,

discreteness, Inter changeability, Specialization, Non directionality

Origin of Language – Divine Source, Natural sound source, Oral Gesture, Glasso Genetics

Unit II

Language

Development of Writing –Pictographic, Ideographic, Locographic, Rebus Writing, Syllabic

Writing, Alphabetic Writing

Language Variation – Dialect, Standard and Non – Standard, Isoglasses , Dialect

Boundaries, Bilingual, Bidialectal, Idiolect, Register, Lingua Franca, Pidgin, Creole,

The Post Creole Continum

Language Change – Protos – Family relationship - Cognates – Comparative Reconstruction

Unit III

Grammar

What is Grammar ? Misconceptions regarding grammar - The development of English

grammar - Objections of modern grammarians to traditional approach – Nominative Rules -

Latinate Fallacy – Logical Fallacy – - Historical Fallacy – Descriptive and Prescriptive

approaches – Concept of correctness and social acceptability – Form and substance - Speech

and Writing

Unit IV

Morphology, Syntax and Word Meaning

Word - Morphemes – Free Morphemes and bound Morphemes – Prefix and suffix –

Inflectional and Derivational – Allomorphs - Zero morphemes – Morphological Study of

words

14

Structural analysis – IC Analysis - Labelled Tree diagram - Using IC analysis to

disambiguate simple sentences - Deep and Surface Structure

Word Meaning, Association, connotation, collocation, Semantic Field

Exercises

Morphological Analysis of words using tree diagram

IC analysis( simple sentences)

Use of IC analysis to disambiguate simple sentences

Deep and surface structure

Reference

George Yule – The Study of Language ( Chapters 1, 2, 3, 8,9,10, 19,20)

Wallwork - Language and Linguistics – (Chapters 1, 2, 6 ,7 )

Palmer – Grammar ( Chapter 1)

S.K Verma, N.Krishnaswamy -Modern Linguistics – An Introduction

Dr. Varshney - An Introductory Text book of Linguistics and Phonetics

Adrian Akmajian & others- Linguistics – An introduction to Language and Communication

Linguistics

Course Outcome

CO 1 : Students understand the nuances of English language. They study the scientific

approaches of languages in general and English, in specific. This study helps them to know

the foundation of language.

CO 2 : Students think and decipher the origin of language, its properties and development

through ages and compare English language study with others languages.

CO 3 : Since the major outcome of language is for communication, they ponder over the

obstacles faced in learning the language. They also study the addition of old/new vocabulary

over the past years from other languages into English.

CO 4 : Students realise the need of Grammar, Morphology, Syntax and word meaning in the

language uasge. They also delve into the deep and surface structure of sentences, words, etc.

Word allocation, connotation, association in the semantic field leads the learners to fine tune

their communication.

CO 5 : Students analyse the misconceptions regarding grammar, its development, fallacies

and the concept of correctness. They also appreciate the uniqueness of globalisation of

English language. This indepth study leads them to adopt the usage of standardized English

spoken in the native land.

SEMESTER VI

Shakespeare-II

Unit I

Elements of Shakespearean Threatre

Unit II

Macbeth

Unit III

A Midsummer Night’s Dream

Unit IV

The Tempest

Course Outcome:

CO 1: To enhance the learning strategy of knowing the theatrical elements of

Shakespeare to students.

CO 2: To implement the tragedy of Shakespeare and the intensity in learning

the play in a tragic and thrill manner.

CO 3: To inculcate the comedy of Shakespeare and the intensity in learning the

play in a comic and fun manner.

CO 4: Students understand the greatness of Shakespeare’s work. The portrayal

of human emotions, moral values and judgements are analysed by the

students. They also find the unimpeachable integrity from the characters of

Tempest.

CO 5: The quotes of Shakespeare are practiced and utilized by the students in

their essays and speeches. The lyrical quality of his works create a profound

understanding of ethics and morality of Shakespearean period.

AMERICAN LITERATURE II – (Poetry and Fiction)

Unit I Poetry - I

1. Anne Bradstreet - The Prologue

2. Emerson - Hamatreya

3. Poe - The Raven

4. Whitman - Song of Myself

Unit II Poetry - II

5. Emily Dickinson - The Soul Selects hers own Society,

Much Madness is Divinest Sense

6. Robert Frost - The Death of the Hired Man

7.Wallace Stevens – Anecdote of the Jar

8. Theodore Roethke - The Meadow Mouse

Unit III Poetry - III

9.. A. Robinson – Richard Cory, Reuben Bright

10. Sylvia Plath – The Lady Lazarus

11. Amy Lowell -- Patterns

12. Denise Levertove – The Mutes

Unit IV - Novel -

13. Earnest Hemingway – The Old man and the Sea

Unit V -Short Stories

14. Mark Twain - Luck

15. Hawthorne – Young Goodman Brown

16. Poe – Tell Tale Hearts

17. O’ Henry - After Twenty Years

18. William Saroyan – Locomotive 38, the Ojibway

COURSE OUTCOME:

CO 1: Students will recognize understand and appreciate poetry as a literary art form. They will get

to know about the first prominent women writer of America Anne Bradstreet, about the important

poet Emerson who led the Trancendentalist Movement, about central figure of Romanticism –

Edgar Allan Poe and about Walt Whitman who has a major part in the transition between

Trancendentalism and realism through their works.

CO 2: Another set of writers Emily Dickinson, Robert Frost, Wallace Stevens and Theodre Roethke’s

poems are introduced to the learners. The style of the writers, the difference between a 19thand 20th

century poems can be analyzed and understood. Theory of Modernism can be learnt through Wallac

Steven’s poems.

CO 3: Poems of some more American writers belonging to different schools help students

understand the different styles in poetry. Confessional poetry is introduced through the works of

Sylvia Plath. Lowell’s poem helps to learn the style of free verse method of poetry.

CO 4: Through the genre of Novel students will be able to enjoy the experience of reading novels,

appreciate literature’s ability to elicit feelings. Hemingway’s work is introduced a classic novel

through which learners know the style, themes and syntax of his novel. Novels help to identify wider

range of voice within and across culture.

CO 5: Short Stories of major literary figures are introduced to the students. Students will analyze

variety of short fictions. They learn how to consider culture, author bibliography and historic context

of each story. They can identify and apply techniques of literary analysis and criticism.

Reference Books

Four Centuries of American Poetry – Ed., Mohan Ramanan

American Literature – An Anthology of Poems – Ed., C. Subbiah

ENGLISH PHONETICS AND PHONOLOGY

Unit I

An Introduction to Phonetics and Phonology

The unphonetic character of English Orthography and the need for a phonetic script

Air Stream Mechanisms

Organs of Speech - Respiratory Region, Phonatory Region and Articulatory Region

Phonemes - Minimal Pairs- Contrastive Distribution, Phonetic Environment,

Allophones , Complementary distribution and Free Variation

Unit II

Description of Consonants – Air Stream Mechanism, Position of the Vocal Cords, Position of

the Soft Palate, Place of Articulation, Manner of Articulation –Articulation of individual

Consonants

Unit III

Description of Vowels – Pure vowels- Three Term label, Cardinal vowel , Vowel Chart,

Description of individual Vowels

Description of Semi vowels

Unit IV

Transcription, Narrow and Broad

Syllable, Syllabic division, Syllabic Structure, Consonant clusters, Arresting and Releasing

consonants

Supra segmental Phonemes

Stress - Word Stress, Sentence Stress, Rhythmic Stress

17

Intonation – Tone group, Tone syllable, Tone ( Static and Kinetic)

Exercises - 30 marks for practical exercises

Marking Phonetic Environment, Identifying Phonemes through Minimal Pair,

Allophonic Variation – Aspirated, Unexploded, Nasally exploded, Phonetic Realization of

Plural, Past, Third Person Singular morphemes,

Syllabic division and structure

Transcription – Simple words with stress , Sentences marking stressed and unstressed

syllables

Reference books

1. Daniel Jones- The Pronunciation of English

2. Balasubramanian. T - A Textbook of English Phonetics for Indian Students – A

workbook .

3. R. K. Bansal and J. B. Harrison – Spoken English.

4. Lalitha Ramamurthi - A History of English Language and Elements of Phonetics

5. T. Balasubramanian - English Phonetics for Indian Students – A workbook

6. Exercises in spoke

COURSE OUTCOME:

CO 1: To enhance the students to transcribe speech using the International Phonetic

Alphabet. The study of air stream mechanisms, organs of speech, phonemes and allophones

obtain articulation transmission and reception of speech sounds.

CO 2 : To learn considerable variation in consonants and vowels and to develop articulatory

skill using International Phonetic Alphabet and to improve effective communication.

CO 3: To enrich knowledge and awareness of speech sounds and recognizes technical terms

to analyze English pronunciation.

CO 4: To analyze the syllabic structure to reinforce the cognitive representation of words and

to provide evidence to recognize written words and to understand written text.

CO 5: To manifest the interaction with prosodic effects to develop the competency skill and

enhance knowledge-based interference drawn from the various texts or speech.

INDIAN LITERATURES IN TRANSLATION

Unit 1 Prose

1. M.K. Gandhi

- Stealing and Atonement

2. M.K. Gandhi

- Shyness, My Shield

(The Story of My Experiments with Truth

3. Who is the Buddha - An extract from Periyar on Buddhism

( Critical Quest, New Delhi)

4. Buddhadev Bose - An Extract from An Acre of Green Grass – A Review of

Modern Bengali Literature ( The Picador Book of Modern

Indian Literature Ed. Amit Chaudhuri)

Unit II Poetry

5. Rabindranath Tagore

- Where the Mind is Without Fear ( Bengali)

6. Umashankar Joshi

- Fragmented ( Gujarati)

7. Gopalakrishna Adiga

- Do Something, Brother( Kannada)

8. O.N.V. Kurup

- Earthern Pots ( Malayalam)

9..A. Jayaprabha

- Stares ( Telugu)

10. From Kovattan, Kuruntokai 66 - What his Girl Friend Said to Her ( Tamil)

11.Daya Pawar

- Oh Great Poet ( Marathi)

Books for Reference

Texts and Their Worlds I Ed., Anna Kurien - Foundation Books

Twenty Five Indian Poets in English - Ed., K. S. Ramamurthy

Unit III Drama

12. Maheswari Devi

- Rudali

Unit IV

13. Bama

- Karukku

Unit V

14. Rabindranth Tagore - The Posrtmaster

15. Ambai

– A Kitchen in the Corner of the House

16. Lakshmi Kannan - India Gate

17. Vaikom Muhammad Basheer – Birthday

Books for Reference

Texts and Their Worlds I Ed., Anna Kurien - Foundation Books

COUSE OUTCOME:

CO 1: Indian Literature in English Translation is rapidly becoming an indispensable

component of literary and cultural studies in India. The students of English literature have

been exposed to the prose works of M.K.Gandhi, Periyar and Buddhadev Bose to known

more about the cultural studies in India.

CO 2: Poetry helps the students to celebrate classroom diversity, builds literacy skills,

improves critical thinking, and unlocks creativity by teaching students to translate great

poetry from around the world. By practicing the art of translation, students become familiar

with the building blocks of language and the full range of expression available to them as

readers, writers, speakers, thinkers, and world citizens.

CO 3: The students have been prescribed with the drama like Rudali where they learn about the

oppression of women in a male dominated society.

CO4: Bama’s karruku has journeyed widely which teaches the students to learn about different

subjects such Marginal Literature, Literature in Translation, Autobiobiography, Feminist Literature

and Dalit literature.

CO 5: Through the short stories the students will understand the problems faced by women in

different parts of the society.