Department of English
About Department
Course-B.A. & M.A.
Syllabus
Faculty
Discipline Specific Course
B. A. I Semester
Course – 1
1. Chapters from
Individual and Society by Vinod Sood
2. Poems from Selection in English Poetry,
H. N. B. University Publication
Cos:
i. This Course intends to introduce the
students to the interrelationship between language and social information.
ii.
To make students acquainted with literary narrations and representations in
relation to caste, class, race and gender.
iii. Introduce students the British
canonical poetry and generate an interest for literary creation and the pleasure
such a reading generates.
Pos:
i. Introduction of the social history of India
for a better understanding of its ethos and its literary representation.
ii.
Generate a historical and literary interest in identifying the discussed areas.
Cite examples during reading about the fine nuances that literature undertakes
to express a subtle behaviour of our actions and its concomitant response from
the social sphere.
iii. Developing a sense of belongingness towards the
minorities and socially backward sections through the dense reading of the text
and associating it with our day today life. iv. Articulative reading of text by
students for better remedial pronunciation.
v. Encourage students to articulate
their response in English.
vi. Introduce the canonical British Literature and
its place in Indian academies.
B. A. II Semester
Course -2
Selections from
Cultural Diversity, Linguistic Plurality and Literary Traditions in India by
Sukrita Paul (Tribal Verse Unit – 4, Writing in English Unit – 6)
Cos:
i. This
Course intends to introduce the students to the interrelationship between
language and social information.
ii. To make students acquainted with literary
narrations and representations in relation to caste, class, race and gender.
iii. To make students learn and appreciate the location of literature within
humanities.
POS-
i. Discuss the Indian cultural –political history at the
beginning as it does require a form a short conditioning to be introduced to
young minds that had always remained within the close confines of their own
geography.
ii. Discussion regarding the teaching of English language and
literature to students in India shall be conducted to bring out the complex
geo-cultural entity, and the understanding of English language as a nation
binding synergy.
iii. Introduce language as a medium of communication and as a
discourse of power to convey its dynamic nature.
iv. Literature, language and
environment found a close association in tribal and regional verses, attempts to
be made to underline the close and integral relationship of all in identifying
the infinitive ways in which we can experience the crux of life.
B. A. III
Semester
Course – III
A. William Shakespeare: The Merchant of Venice
B. Charles
Dickens: Oliver Twist
Cos:
i. To enhance the level of critical thinking and
appreciation of literature from different context and genres.
ii. To introduce
the Basic elements of English Drama and Fiction.
iii. To enrich the students
through various perspectives readings in drama and fiction.
POS:
i. Introduce
the different forms of language used in different eras, the historical genesis
of English language will enhance the students understanding about the evolution
of language and how it is synonymous with similar developments in culture and
society.
ii. Reading of the paraphrase, along with the text will help in
understanding the textual ramification of the Elizabathean drama.
iii. The
introduction of different genres is a pre requisite before any dramatic
initiation; classification of literature on the basis of genres will bring
further clarity to any understanding of literary study.
iv. Play should be
enacted in tandem with the reading of text.
v. Elocutionary skills will be
developed by selective textual enactment of scenes, it is necessary for boosting
the confidence of students.
B.A. IV Semester
Course – IV
A. Short Story- Toba
Tek Singh by Sadant Hussan Manto
B. Silence: The Court is in Session by Vijay
Tendulkar
Cos:
i. To familiarize the students with the varieties of English and
to enable them to critically interact with literary writings from different
context- cultural, social, political, historical, national and philosophical.
ii. To enable the students to write and appreciate different types of prose and
literature.
iii. To critically engage with different culture and history.
Pos:
i. Reading and recreating the past in the class can be conducted through
interactive sessions.
ii. Reading of partition short stories must be accompanied
by a brief introduction to some of the other literary masterpiece.
iii. For a
proper understanding of the disparate historical events, students must be
cautioned against the singular interpretation of those events.
iv. Students must
be asked to be sensible enough to the unfortunate events that the world went
through and how it has affected the relationship between communities.
v. The
modern Indian play writing and its revolutionary content with Vijay tendulkar as
the representative writer has the potent in making enroads in to the students
mind, the question of gender and the rigid social environment should be
discussed at length. Discipline Specific Elective Course
B.A. V Semester
Course
– V
(a) Literary Terms
(b) Literary Movements
Cos:
i. To orient students to the
discipline of literary and practical criticism, and literary movements.
ii. To
develop a critical thinking and to train thee students in academic, media and
research writing.
POS:
i. Introduction to literary movements will help the class
in bringing all the british writers to a classification based on different
literary periods. It will help in a better understanding of different writers
based on different genres and time period.
ii. The informative sessions will
prepare the students for a further and deeper insight to History of English
Literature.
iii. Literary terms must be exemplified by literary references,
students must be promoted to recite their poetry or write their experiences in
the language they are comfortable with.
Course – VI
(a) Form and Style of
Academic Writing:
i. Citation
ii. Quotation
iii. Plagiarism
Cos:
i. To orient
students to the discipline of literary and practical criticism, declamation
exercises, and literary movements.
Pos:
i. To develop research insight students
must be introduced to these topics on acknowledgement of authentic references.
Student should be taught the values of novelty and innovation.
Ability
Enhancement (Elective) Skill Based
1. B.A. III Semester Creative Writing: Book
and Media Reviews
2. B.A. IV Semester Theatre and Performing Arts
3. B.A. V
Semester Technical Writing
4. B.A. VI Semester Translation Studies
Cos:
i. The
Skill Based course are intended to develop the critical and analytical faculty
of the students and to improve their proficiency in reading, writing,
translating, and understanding of theatre performance.
ii. To inculcate in the
students the skill of critical appreciation, translation, creative writing and
theatre performance.
Pos:
i. Skill based course will be new to students and it
is for the faculty to make students realize that it is not a subsidiary course.
Students should be asked to do a book review based on their previous reading.
ii. Theatre lectures should be delivered by reknown figures to link the
resources of life with theatre and performance.
iii. Skill based courses will
require some additional planning from the faculty, as they too had not been well
equipped to handle the course material.
Generic Elective – (Interdisciplinary):
A. Generic Elective – I
(i). Wings of Fire by A. P. J. Abdul Kalam
(ii). The
Origin of Science by Will Durant
B. Generic Elective – II
(i). The Folk Tales of
Uttarakhand by Govind Chatak
(ii) The Shadow of Kamakhya by Indira Goswami
Or
Gender and Human Rights: Mother of 1084 by Mahashweta Devi
Cos:
i. The course
intends to develop scientific temper among the students which will encompass
both science and Literature and facilitates communication between both science
and literature.
ii. It endeavours to give glimpses of the vast cultural
diversity of India.
iii. The Course will enable the students to read the
regional literature of India and then to make the first hand criticism on the
same.
Pos:
i. The generic elective course must be very interactive and
participatory as it is prepared for students from non literary background.
ii.
Classes should be made lively through selective reading and bringing students
perspective to their reading.
English Core Compulsory
B.A. I Semester
English
Core Compulsory -1
B.A. III
Semester English Core Compulsory – 2
Cos:
i. The
course intends to introduce and train the learners in the rudiments of English
grammar and spoken style. It further provides the students the basic knowledge
of writing and comprehension and thus tries to equip them with the basic skills
of writing and speech.
ii. The second paper of this core course aims at
introducing the students to literary pieces like poetry and essays which
essentially carry in them a social appeal in its contents.
Pos:
i. The
compulsory course will deal with a number of students who had left their English
language as a subject long back, the concept and topics must be simplified and
basic foundational language basics should be the focus of attention.
ii.
Comprehension skill of students must be taken care of by giving them regular
exercises; topics based on day to day life should be included in the discussion.
iii. The second part of the course is stuffed with literary pieces and requires
a proficiency in language. The students should be made aware about the
progression that they need to attain with this semester.
Ability Enhancement
Course
English Communication
Cos:
i. The purpose of this course is to orient the
students to the theory, fundamentals and tools of communication and to develop
in them vital communication skills which should be integral to personal, social
and professional interactions.
Pos:
i. The communication classes will draw large
number of students to the class and it should result in interactive sessions.
ii. Students should take part in mock interviews and group discussions.
M.A (ENGLISH)
SEMESTER-I
1. English Literature from Geoffrey Chaucer to John
Milton
2. Drama excluding Shakespeare
3. Early Humanist Literature
4. Literary
Criticism I
5. English Prose
6. American Literature
CO-
i. Classify literary
writings based on genres and different literary periods.
ii. Introducing the
Germanic origin of English Language and the French influence.
iii. Underlining
the role of literary language in all possible discourses, and the possibility of
an innocent language bereft of any symbolic or connotative association.
iv.
Contouring the different phases of English literary development from the time of
Chaucer to the 18th century.
v. Identification of major writers: the major
writers of each literary period and read them as the representative of that age.
vi. Introducing American literature as an off shoot of its British legacy.
vii.
Reading literature and language as a determiner of ethnic and national
resurgence.
viii. Underlining the complexities of understanding history from
literary sources, and similarly creating fictional counterparts from historical
ones.
ix. Locating principal authors in their historical periods and imagining
their role in the corresponding events of those times.
x. Understanding the
popular form of writing and the social-cultural milieu that reciprocated each
other in fulfilling each other.
xi. Style and stylistics to be separately
introduced, without the extraneous factors.
xii. Philosophical roots of
literature and the literary roots of philosophy are to be debated and discussed.
PO-
i. History of English Literature need to be read through separate writers
like Compton-rickett and David daiches.
ii. Elicit response from students on the
nature of literary History and its necessity in understanding particular
writing.
iii. Underline the benchmark authors, discussing their roles in the
literary, social and cultural milieu to bring out a better understanding of the
organic whole, and its constituent relative parts.
iv. Identify the subtle
responses in literature that spoke the highest truth of their time and time to
come.
v. Demonstration of the beliefs and symbolism that resulted in the
revolutionary events in the form of metaphorical expression, and its
ramification to the political events of those years.
vi. Determine the larger
spirit of the age and the principal adversaries that eventually led to the birth
of a particular writing and its relationship to that period.
vii. Identifying
the different forms of writing that remained aloof from the popular
socio-cultural milieu of the period.
viii. Bringing out the literary element of
philosophical and historical writings through Platonic dialogues.
ix.
Identifying the era of the standardization of English language and underlining
the Chaucerian contribution to the modern English language and Literature.
Semester –II
1. William Shakespeare
2. Eighteenth Century Literature.
3.
Literary Criticism 2
4. English Romantic Poetry
5. Nineteenth Century Literature
6. Indian Writing in English
CO’s-
i. Introduction to Renaissance studies should
be projected as the time of European Resurgence.
ii. The notion of comparative
literature need to be introduced, the rise of English literature and the other
European Languages like French. Their complementary relationship need to be
studied and put in perspective.
iii. Introduction to French Classical literature
to locate the trajectory of the development of English Neo Classicism.
iv. To
generate a curiosity for a universal literature, beyond geographical bounds.
v.
To locate the continuity of art and aesthetics from the ancient Greek
civilization to its modern European counterpart.
vi. Elicit critical responses
from the students regarding the violence of such a homogenizing practise.
vii.
Inculcating the value of tolerance for other cultures.
viii. Promote the notion
of accepting multiple view points. Through promoting the sense of unity in
diversity, the notion of universal brotherhood need to be advanced by discussing
contemporary continents together.
ix. The practise of criticism need to be
unified to the practise of creative writing.
x. Promoting the sense of
civilizational achievement, rather than ethnic or national accomplishments. PO’S
i. Comparative literature to be introduced as the medium of inculcating values
of universal art.
ii. Discussion regarding the role of translation in a mutual
understanding to be advanced.
iii. Shakesparean studies should be complimented
by their creative adaptation in Indian society. Films like Vishal Bharadwaj’s
Omkara, Maqbool and Haider to be made available to students for review along
with the critical reading of those associated text.
iv. Both the universality
and particularity of a work should be laid open to identify the basic
humanitarian foundation of each work of art.
v. Reading of English romantics and
neoclassical should be accompanied with their contemporary European readings.
vi. Reading the Victorian works in the light of British Raj in India.
vii. The
cultural and literary prosperity need to be complimented with military victory
outside Europe.
SEMESTER-III
2OTH Century Poetry Indian
Text and Poetics
Literary criticism3
Commonwealth Literature/Translation Studies.
World Classics
in Translation/ European Literature in translation
Modern Indian Writing/ Indian
Literature in Translation
CO’S-:
i. Introduction to modernism and the radical
uprooting from the erstwhile foundational principles.
ii. Initiating discussion
regarding the importance of Classical Indian language and learning.
iii.
Generating a sense of pride in the classical Indian writings and encouraging
studying the texts in their original expression.
iv. Initiating dialogue between
the classical past and the modern present.
v. Understanding the dynamic
relationship between the ever changing past and the complimentary heterogeneous
present.
vi. Imbibing the spirit of mutual respect and love through a conversant
past and present. An ossified and dogmatic construction rues the organism of its
elemental characteristics.
vii. Reading of modern Indian English writing
sympathetic with the process of nation building and Nehruvian socialism as an
amalgamating awareness.
viii. Underlining the linguistic- cultural diversity of
India through recognizing the mutual sustaining relationship between regional
and mainstream writings.
ix. Promotional of regional languages through reading
of vernacular texts in translation.
x. Underlining the limitation of translation
in translating the metaphorical expression of a particular language.
PO’s
i.
Promotion of Indian classical expression through an extensive reading of
Classical texts, along with the philosophical expressions from Upnishads.
ii.
Underling the relationship between ‘Lok’ (popular) and ‘Visisth’ (standard) for
an appreciation towards the collective heritage.
iii. The classical texts in
translation need to be complimented with the texts based in India in foreign
language like persian to generate a universal world view. iv. Introduction to
world classics and the role of translation in an honest appreciation of the
common world view.
v. Presenting translation as a bridge in overcoming the
distinction of race, caste, creed and nationality.
vi. Bringing out the role of
vernaculars and classical language in the identification of our past.
vii.
Conceptualising the role of English language in the realisation of a
nation-state and complexities in confronting the native vs other debate.
viii.
Identification of modern poetry with the contemporary Hindi poetry. ix. Creating
a narrative for an eastern western exchange, not a antagonistic Eastern-western
category.
SEMESTER IV
1. 20TH Century Drama
2. Colonial/Postcolonial Literature
and Theory Critical thought
4. Literature of the Indian diaspora/
Special study of the authors
5. African and Afro-American Literature/ Literature
and Gender
6. Dissertation and Viva Voce
CO’S
i. Understanding the European
thought through an introduction to their Classical Philosophical traditions.
ii.
Underlining the 20th century Europe turbulent past and the years of national
liberation.
iii. Understanding of modern Europe as the years of revolution and
the fall of fascism. iv. Reading of modern literature under the umbrella of
colonialism and subsequent rise of national bourgeoisie.
v. A comprehensive
reading of modern European thinkers and their relevance in Indian critical
thought.
vi. Understanding of Diasporic consciousness under the tutelage of
migration forced by Colonialism.
vii. Underling the vast contours of human
migration undertaken under the aegis of colonialism and imperialism.
viii.
Modern phenomenological developments and the notion of self in Upnishads. A
dialogue to be initiated.
ix. Understanding Gender as a category of
identification and discrimination.
x. Understanding the social construction of
gender and its cultural implication.
xi. Menichian categories should be
challenged and debated for more comprehensive and accepting ones.
PO’S
i.
Introducing 20th century world as a world of revolution and counter revolution,
understanding modern theatre as the theatre of protest.
ii. Underlining the
theatrical developments of modern Europe and their counter philosophical fronts.
iii. Understanding the anti-foundational concerns of postmodernism, and its
counter Marxist arguments.
iv. Comparative study of Indian and western school of
thought to be advanced.
v. Promotional of a dialogic relationship devoid of
civilizational pride need to be offered while bringing together different
thoughts both occident and orient.
vi. Diasporic consciousness to be discussed
in relation to the geo-political order of the day and present day forceful
allegiance to a romantic ethnic native category need to be avoided.
vii.
Developing the gender sensitive human being through careful textual reading and
counselling of confronting categories.
viii. Developing critical tools for
dissertation, separate sessions for illustrating the writing of dissertation
need to be conducted.
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