BS (Eng) Curriculum Approved

Approved
CURRICULUM
OF
BS ENGLISH LANGUAGE AND LITERAUTE (8 SEMESTERS)
DEPARTMENT OF ENGLISH
ABDUL WALI KHAN UNIVERSITY MARDAN
Naveed Ul Haq, Office Assistant Page 1 of 45 Curriculum BS English, Abdul Wali Khan University Mardan
Preface by Convener
Education is the most invaluable asset of any nation. Learning languages enhance the potential of
education for change and development. Historical and contemporary realities has endowed English
with such a status that learning of it stands as a guarantee for the realization of the national goals.
After the establishment of the Department of English still in its nascent stage, vacuum of the
curricula, as interim arrangement, was filled with courses of MA and BS English taught in Hazara
University, Mansehra. However, with the formation of Board of Studies, work on designing
curricula for BS and MA English Language and Literature was immediately taken up. The
challenge to provide curricula is great enough, when the factors of improvement, satisfying
demands of job market and building of national character are given due thought.
The development of the syllabus materials drew together an extensive network of experts from
esteemed seats of learning of Khyber-Pakhtunkhwa. Their input enabled the Board of Studies to
develop the final draft of the curricula. Members of Board of Studies are heavily engaged in using
the draft materials and in providing feedback. The number of people who contributed to
the English syllabus was very large indeed. This is so, first, because the syllabus is a substantial
set of materials developed over a long period of time and, second, because of wide involvement of
teachers and community members at large. Teachers, administrators, educational advisers and
teacher educators from across the province would be welcome to make suggestions regarding
content, sequence presentation and comment upon successive drafts of materials.
It is acknowledged that development of aspects of the curricula began in November 2009 and by
25th January 2010, in the first meeting of BoS the first milestone was achieved through approval
of curricula of BS and MA English Language and Literature (semester system). Many of the
principles of learning and the models for planning, implementing and evaluating were adopted or
further developed in the final draft through scholarly and judicious discussions in a democratic
way. Grateful thanks are extended to the worthy members of the Board of Studies and all others
who contributed and made this achievement possible. Special thanks must be made to all the staff
members of the Department of English for their unreserved and tireless help.
Page 2 of 45 Curriculum BS English, Abdul Wali Khan University Mardan Kashif Ahmad
SCHEME OF STUDIES
BS ENGLISH LANGUAGE AND LITERATURE (4 YEARS) IN 8 SEMESTERS
FIRST YEAR
(1ST SEMESTER)
COURSE CODE COURSE TITLE CREDIT HOURS
Eng-301 Functional English 3
IS-301 Islamic Studies 2
Pol-301 Introduction to Political Science 3
Psy-301 Introduction to Psychology 3
PHY-416 Introduction to Geography 3
Eng-302 Introduction to English Literature I 3
Total Credit Hours 17
(2ND SEMESTER)
Eng-351 Communication Skills 3
PS-351 Pakistan Studies 2
Soc-351 Principles of Sociology 3
Eng-352 Introduction to Linguistics 3
Eng-353 History of English Literature – I 3
Eng-354 Introduction to English Literature-II 3
SECOND YEAR
(3RD SEMESTER)
Eng-401 Technical Writing 3
Stat-401 Introduction to Statistics 3
Eng-402 Poetry – I 3
Eng-403 History of English Literature – II 3
TH-402 Ancient Civilization 3
CS-351 Introduction to Computer 3
(4TH SEMESTER)
Eng-451 Poetry – II 3
Eng-452 Introduction to American Literature 3
Eng-453 Phonetics and Phonology 3
Gender Studies 3
Law-311 Citizenship Education 3
THIRD YEAR
(5TH SEMESTER)
Eng-501 Drama-I 3
Eng-502 Novel-I 3
Eng-503 Research Methodology 3
Eng-504 Literary Criticism-I 3
Eng-505 Prose-I 3
Eng-506 Sociolinguistic 3
(6TH SEMESTER)
Eng-551 Drama –II 3
Eng-552 Psycholinguistics 3
Eng-553 Literary Criticism-II 3
Eng-554 Prose-II 3
Eng-555 Novel –II 3
Eng-556 Applied Linguistic 3
FOURTH YEAR
(7TH SEMESTER) LITERATURE
Eng-601 American Literature 3 (3-0)
Eng-602 South Asian Literature 3 (3-0)
Eng-603 Translation Theory and Literary Studies 3 (3-0)
Eng-604 American Drama 3 (3-0)
Eng-605 Pakistani Literature 3 (3-0)
(7TH SEMESTER) LINGUISTICS

Eng-606 Language Teaching Methodologies 3 (3-0)
Eng-607 Pragmatics 3 (3-0)
Eng-608 Research Methods in Linguistics 3 (3-0)
Eng-609 Media Discourse Analysis 3 (3-0)
Eng-610 World Englishes 3 (3-0)
(8TH SEMESTER) LITERATURE
th 3 (3-0)
Eng-651 20 Century Fiction and non-Fiction
Eng-652 Teaching of Literature 3 (3-0)
Eng-653 Literary Stylistics 3 (3-0)
Eng-654 Emerging Forms of Literature 3 (3-0)
Research Project 3 (3-0)
(8TH SEMESTER) LINGUISTICS

Eng-655 Syllabus Design and Testing 3 (3-0)
Eng-656 Language, Culture and Identity 3 (3-0)
Eng-657 Genre Analysis 3 (3-0)
Eng-658 English For Specific Purposes (ESP) 3 (3-0)
Research Project 3 (3-0)
Detailed Course Outline of BS English Language and Literature, 4 Years Programme
ENG-
FUNCTIONAL ENGLISH CR. HR 3 (3-0)
301
This course introduces the students with the basic grammatical / structural rules of
English Language. It will help the students in improving their basic Language Skills to
OBJECTIVES
an optimum level so as to enable them to communicate effectively in English language

AIMS &
through proper usage of vocabulary & knowledge of English grammar. Students will be
familiarized with the technical methods of reading / comprehension and will be exposed
to different reading materials, which will help them in improving their vocabulary,
grammar and sentence structure etc. The experience of this course will also help them
to overcome those problems due to which they are unable to express themselves
properly.
Vocabulary (Frequently confused / misused words, Phrases, synonyms, antonyms,
CONTENTS
idioms & General vocabulary), Practical Use of Grammar (Nouns, Pronouns, Verbs,
Adjectives, Adverbs, Prepositions, Conjunctions, Articles, Interjections & Tenses),
Sentences (Types of sentences, Parts of sentences, Direct and Indirect Speech, Active
& Passive Voice & Conditional Sentences), Composition + Summarization (Describing,
Narrating, Argumentation, Short / long Composition, Comprehension + Précis writing.
1. High School English Grammar & Composition by Wren and Martin.
2. Practical English Grammar by A.J. Thomson & A.V. Martinet. Exercises 1 &
2. 3rd edition. Oxford University Press.
3. Writing. Intermediate by Marie-Christine Boutin, Suzanne Brinand & Francoise
REFERENCE WORKS
Grellet. Oxford Supplementary Skills. 4th Impression 1993.

4. Reading. Upper Intermediate. Brian Tomilson & Rod Ellis. Oxford
Supplementary Skills. 3rd Impression 1992.
Supplementary study material:

1. Précis writing by R. Dhillon.
2. Systems Student Companion English for lower secondary schools by Magdalene
Chew & Surinder Kaur.
3. Learners Companion Series Vocabulary by George Davidson.
4. Word Power Made Easy by Norman Lewis.
5. Understand & Communicate {book 2 and published by FEP International (Pvt.) Ltd}.
6. Concepts (book 3 and 4) by P.C. Wren.
IS-301 ISLAMIC STUDIES CR. HR 3 (3-0)

OBJECTIVES
This course is aimed:

AIMS &
1. to provide Basic information about Islamic Studies

2. to enhance understanding of the learners regarding Islamic Civilization
3. to enhance the skill of the learners to understand issues related to faith and religious
life.
Quranic Verses: Translation and Explanation: Selected from various Sections of

Quran Relating to different issues like Salat, Zakat, Ramadan, Tuheed etc.
.
Ahadis: Translation and Explanation: Selected Ahadis relating to different issues like,
CONTENTS
Haqooq- ul- Habad, Jehad, Husn-e- Ikhlaq etc
Life of the Prophet (PBUH): Various incidents and battles taken from the life of the
Holy Prophet. (PBUH)
Islamic Culture and Civilization: Islamic Culture and Civilization through History,
its development, achievements etc.
1) Hameed ullah Muhammad, “Emergence of Islam” , IRI, Islamabad
2) Hameed ullah Muhammad, “Muslim Conduct of State”
3) Hameed ullah Muhammad, ‘Introduction to Islam
REFERENCE WORKS
4) Mulana Muhammad Yousaf Islahi,”
5) Hussain Hamid Hassan, “An Introduction to the Study of Islamic Law” leaf
Publication Islamabad, Pakistan.
6) Ahmad Hasan, “Principles of Islamic Jurisprudence” Islamic Research Institute,
International Islamic University, Islamabad (1993)
7) Mir Waliullah, “Muslim Jrisprudence and the Quranic Law of Crimes” Islamic
Book Service (1982)
8) H.S. Bhatia, “Studies in Islamic Law, Religion and Society” Deep & Deep
Publications New Delhi (1989)
9) Dr. Muhammad Zia-ul-Haq, “Introduction to Al Sharia Al Islamia” Allama Iqbal
Open University, Islamabad (2001)
POL-351 INTRODUCTION TO POLITICAL SCIENCE CR. HR 3 (3-0)

OBJECTIVES
AIMS &
CONTENTS
REFERENCE WORKS
INTRODUCTION TO PSYCHOLOGY CR. HR 3 (3-0)

OBJECTIVES
AIMS &
CONTENTS
REFERENCE WORKS
INTRODUCTION TO GEOGRAPHY CR. HR 3 (3-0)

OBJECTIVES
AIMS &
CONTENTS
REFERENCE WORKS
ENG-353 INTRODUCTION TO LITERATURE—I CR. HR 3 (3-0)
This course introduces various forms and styles of the genre of poetry, originally in
OBJECTIVES
English or translated. Main purpose of these readings is to highlight varieties in

AIMS &
poetry. Readers would find here a combination of elegy, ode, lyric, ballad, free
verse, and many other types. Drama is included to familiarize readers with basics
i.e. character, plot, setting, dialogue. It would prepare them for a mature
understanding of drama as a popular genre in literature.
Literary Forms: their origin and development
 What is Poetry? Various forms/types of Poems/Verse/Stanza, metre, rhyme,
rhythm
CONTENTS
 What is drama? Various types of drama, Plot, Setting, Character/

Characterization, Story, Dialogue, Spectacle, etc.
Practical Criticism
3-4 Poems and a short drama with pedagogical significance may be selected by the
teacher for this purpose
Some Literary Movements
 Classicism
 Romanticism,
REFERENCE WORKS 1. Abbs, P. & Richardson, J. The Forms of Poetry. Cambridge: Cambridge UP,
1995.
th
2. Barnet, Sylvan. A Short Guide to Writing About Literature (7 Edition).
New York: Harper and Collins, 1996.
3. Boulton, Marjorie. The Anatomy of Poetry. London: Routledge and Kegan Paul,
1977.
th
4. Kennedy, X. J. Gioia, D. An Introduction to Poetry: (8 Edition). New York:
Harper Collins College Publishers, 1994.
SEMESTER II
ENG-351 COMMUNICATION SKILLS CR. HR 3 (3-0)

The course aims at introducing students with the key concepts of communication and
their application keeping line with the following objectives:
1. to increase the students’ ability to improve and utilize the skills necessary for a
AIMS & OBJECTIVES
competent interpersonal communicator.

2. to increase students’ understanding of his / her own as well as others behavior in the
context of communication.
3. to improve students’ communication skills in both social and professional contexts.
5. to improve students’ ability to demonstrate effective conflict resolution skills.
This course offers an opportunity to learn and apply, in daily cum professional life,
practical principles of interpersonal communication. Emphasis is placed on
psychological, social, cultural, and linguistic factors, which affect person-to-person
interaction. Special attention will be given to human perceptions, interpersonal
dynamics, and patterns of inference, listening, verbal and visual symbols.
Principles of Effective Communication: Concepts, Benefits and Characteristics of
Effective Communication. Basic forms of Communication (verbal & nonverbal
Communication. Components of communication (Communication Process). Problems
of communication. Communicating in Organization. Communication Channels.
CONTENTS
Intercultural communication in the global context. Oracy Skills (Listening &

Speaking). Literacy Skills (Reading & Writing). Visual and Oral presentation
Basic Principles of Communication: Seven C’s of effective communication
Communication Methods and Skills, Business Messages: Reading Skills, Extensive,
Intensive, Skimming and Scanning. Communication and the Technology context,
Formal letters, Memorandum, Curriculum Vitae (Résumé), Business E-Mails, Fax
Messages.
REFERENCE
WORKS
1. Communication for Business by Shirley Taylor (4th Edition)

2. Business Communication today by Courtland L. Bovee
3. The Effective Business Communication by Herta A Murphy (7th Edition).
PS-351 PAKISTAN STUDIES CR. HR 3 (3-0)
OBJECTIVES
• Develop vision of historical perspective, government, politics, contemporary
AIMS &
Pakistan, ideological background of Pakistan.
• Understand issues arising in the modern age and posing challenges to Pakistan.
Ideology of Pakistan: Definitions, Historical Background, Speeches delivered by

Quaid-e-Azam etc.
Life and Works of : Mujadid-Alf- Sani, Shah Waliullah, Sayed Ahmad Shaheed etc.
Two Nations Theory: Services of Sir Syed Ahmad Khan and others.
CONTENTS
1900_1930: The establishment of All India Muslim League, Lacknow Pact, Khilafat
Movement, Nehro Report, Quaid-e-Azam’s Fourteen Points, Round Table Conferences,
Allah Abad’s Address etc.
1930_1946: 1935 Act, 1936-37 Elections, Congress Ministries, Pakistan Resolution,

Crips Mission, Shimla Conference, Dehli Convention etc.
After 1946: Cabinet Mission Plan, 3rd June 1947, Independence Act 1947, The Creation
of Pakistan, Red Cliff’s Award, Early problems and difficulties of Pakistan.
1. Burki, Shahid Javed. State & Society in Pakistan, The Macmillan Press Ltd 1980.
2. Akbar, S. Zaidi. Issue in Pakistan’s Economy. Karachi: Oxford University Press,
2000.
3. S.M. Burke and Lawrence Ziring. Pakistan’s Foreign policy: A Historical analysis.
Karachi: Oxford University Press, 1993.
4. Mehmood, Safdar. Pakistan Political Roots & Development. Lahore, 1994.
5. Wilcox, Wayne.The Emergence of Banglades., Washington: American Enterprise,
Institute of Public Policy Research, 1972.
REFERENCE WORKS
6. Mehmood, Safdar. Pakistan Kayyun Toota, Lahore: Idara-e-Saqafat-e-Islamia, Club

Road, nd.
7. Amin, Tahir. Ethno - National Movement in Pakistan, Islamabad: Institute of Policy
Studies, Islamabad.
8. Ziring, Lawrence. Enigma of Political Development. Kent England: WmDawson &
sons Ltd, 1980.
9. Zahid, Ansar. History & Culture of Sindh. Karachi: Royal Book Company, 1980.
10. Afzal, M. Rafique. Political Parties in Pakistan, Vol. I, II & III. Islamabad: National
Institute of Historical and cultural Research, 1998.
11. Sayeed, Khalid Bin. The Political System of Pakistan. Boston: Houghton Mifflin,
1967.
12. Aziz, K.K. Party, Politics in Pakistan, Islamabad: National Commission on
Historical and Cultural Research, 1976.
13. Muhammad Waseem, Pakistan Under Martial Law, Lahore: Vanguard, 1987.
14. Haq, Noor ul. Making of Pakistan: The Military Perspective. Islamabad: National
Commission on Historical and Cultural Research, 1993.
SOC-351 PRINCIPLES OF SOCIOLOGY CR. HR 3 (3-0)

OBJECTIVES
The course is designed to introduce the students with sociological concepts and the
AIMS &
discipline. The focus of the course shall be on significant concepts like social systems
and structures, socio-economic changes and social processes. The course will provide
due foundation for further studies in the field of sociology.
1. Introduction
a. Definition, Scope, and Subject Matter
b. Sociology as a Science
c. Historical back ground of Sociology
2. Basic Concepts
a. Group, Community, Society
b. Associations
i. Non-Voluntary
ii. Voluntary
c. Organization
i. Informal
ii. Formal
d. Social Interaction
i. Levels of Social Interaction
ii. Process of Social Interaction
a) Cooperation
b) Competition
c) Conflict
d) Accommodation
e) Acculturation and diffusion
f) Assimilation
g) Amalgamation
3. Social Groups
a. Definition & Functions
b. Types of social groups
i. In and out groups
ii. Primary and Secondary group
iii. Reference groups
CONTENTS
iv. Informal and Formal groups

v. Pressure groups
4. Culture
a. Definition, aspects and characteristics of Culture
i. Material and non material culture
ii. Ideal and real culture
b. Elements of culture
i. Beliefs
ii. Values
iii. Norms and social sanctions
c. Organizations of culture
i. Traits
ii. Complexes
iii. Patterns
iv. Ethos
v. Theme
d. Other related concepts
i. Cultural Relativism
ii. Sub Cultures
iii. Ethnocentrism and Xenocentrism
iv. Cultural lag
5. Socialization & Personality

a. Personality, Factors in Personality Formation
b. Socialization, Agencies of Socialization
c. Role & Status
6. Deviance and Social Control
a. Deviance and its types
b. Social control and its need
c. Forms of Social control
d. Methods & Agencies of Social control
7. Collective Behavior
a. Collective behavior, its types
b. Crowd behavior
c. Public opinion
d. Propaganda
e. Social movements
f. Leadership
1. Anderson, Margaret and Howard F. Taylor. 2001. Sociology the Essentials.
Australia: Wadsworth.
2. Brown, Ken 2004. Sociology. UK: Polity Press
3. Gidden, Anthony 2002. Introduction to Sociology. UK: Polity Press.
4. Macionis, John J. 2006. 10th Edition Sociology New Jersey: Prentice-Hall
5. Tischler, Henry L. 2002. Introduction to Sociology 7th ed. New York: The
Harcourt Press.
REFERENCE WORKS
6. Frank N Magill. 2003. International Encyclopedia of Sociology. U.S.A: Fitzroy

Dearborn Publishers
7. Macionis, John J. 2005. Sociology 10th ed. South Asia: Pearson Education
8. Kerbo, Harold R. 1989. Sociology: Social Structure and Social Conflict. New
York: Macmillan Publishing Company.
9. Koening Samuel. 1957. Sociology: An Introduction to the Science of Society.
New York: Barnes and Nobel..
10. Lee, Alfred Mclung and Lee, Elizabeth Briant 1961. Marriage and The
family.New York: Barnes and Noble, Inc.
11. Leslie, Gerald et al. 1973. Order and Change: Introductory SociologyToronto:
Oxford University Press.
12. Lenski, Gevbard and Lenski, Jeam. 1982. Human Societies. 4th edition New
York: McGraw-Hill Book Company.
13. James M. Henslin. 2004. Sociology: A Down to Earth Approach. Toronto:
Allen and Bacon.
ENG-352 INTRODUCTION TO LINGUISTICS CR. HR 3 (3-0)

OBJECTIVES
AIMS &
To introduce learners to the basic concepts and terminologies used in the field of
language and linguistics and major schools of thought.
 Basic terms And Concepts in Linguistics (language, design features, nature

CONTENTS
and functions of language, diachronic/synchronic linguistics,

paradigmatic/syntagmatic relations)
 Elements of Language (Phonology, Morphology, Syntax, Semantics, etc.)
 Scope of Linguistics (an introduction to major branches of linguistics)
 Schools of Linguistics (generativism, structuralism, mentalism, etc.,
• Aitchison, J. 2000. Linguistics (Teach Yourself Books).

• Farmer, A. K; Demers, R. A. A Linguistics Workbook
REFERENCE
• Finch, G. How to Study Linguistics: A Guide to Understanding

WORKS
Linguistics. Palgrave
• Fromkin, V. A; Rodman, R. and Hymas, M. 2002. Introduction to
Language. 6th Ed. New York: Heinley
• Todd, L. 1987. An Introduction to Linguistics. Moonbeam Publications
• Yule, G. 1996. The Study of Language. C UP.
ENG-354 HISTORY OF ENGLISH LITERATURE — I CR. HR 3 (3-0)
One of the objectives of this course is to inform the readers about relation between
historical and socio-cultural events and English literature. Although the scope of
OBJECTIVES
th th
the course is quite expansive, the readers shall focus on early 16 to late 19
AIMS & century. In its broader spectrum, the course covers a reference to the multiple
factors from economic theories to religious, philosophical and metaphysical
debates that overlap in these literary works of diverse nature and time periods
under multiple contexts. This course provides opportunity for an interdisciplinary
interaction.
 The Age Of Chaucer, 14th Century
 The Renaissance Period
 Elizabethan Age
CONTENTS
 17th Century (Milton, The Puritan Movement, The Metaphysical and

The Cavalier Poets, The Reformation Age)
 Restoration Period
Teachers are expected to introduce the social, political and other relevant
background facts of each period which would be helpful in understanding the
historical perspective.
1. Long, William J.: English Literature: Its History and Significance for the life
of English speaking world, enlarged edition, 2006.
2. Evans, Ifor. A Short History of English Literature.
REFERENCE WORKS
London: Penguin, 1976.

3. Ford, Boris.The New Pelican Guide to English
Literature. Vol. 1-9. London: Penguin,1990.
4. Compton-Rickett, A. A History of English Literature. Thomas-Nelson &
Sales, 1940 (latest edition).
nd
5. Gillie, C. Longman. Companion to English Literature (2 Edition). London:
Longman, 1977.
6. Dachies, David. A Critical History of English Literature. Vol. 1-4. London:
Secker & Warburg (latest edition), 1961.
7. Sanders, Andrew. The Short Oxford History of English
Literature. Oxford University Press, USA.2002.
ENG-403 INTRODUCTION TO LITERATURE — II CR. HR 3 (3-0)

OBJECTIVES
The aim of this part of the curriculum is to introduce the readers to short
AIMS &
stories and novel as forms of fiction. This course introduces learners to 20th
century literary movements helping them in understanding broader literary trends.
Literary Forms: their origin and development
 What is Novel? Various types of Novel, Plot, Setting, Character,

CONTENTS
Characterization, Story, Narrative Devices/Techniques, etc.

 Short Story, Essay, Types, Constituents Elements/Essentials of short
stories and essays, etc
Literary Movements
 Modernism
 Postmodernism
 Deconstruction etc.
1. Baym, Nina. The Norton Anthology of American Lit. Vol. D. W. W.
Norton & Company.2002.
2. Martin, Brian. Macmillan Anthology of Eng Lit. Vol. 4.Macmillan Pub
Co. 1989.
3. Forster, E.M. Aspects of the Novel. Harvest Books.1956.
4. Bloom, Harold. George Eliot's the Mill on the Floss (Bloom's Modern
Critical
Interpretations). Chelsea House Pub. 1988.
REFERENCE WORKS
5. Michie, Elsie B. Charlotte Bronte's Jane Eyre: A Casebook (Casebooks

inCriticism). Oxford University Press, USA. 2006
6. Bloom, Harold. John Steinbeck's The Grapes of Wrath (Bloom's
Guides). Chelsea House Publications. 2005.
7. Gioia, Dana and Gwynn, R. S. The Art of the Short Story. Longman.2005.
8. Brown, Julia Prewitt. Cosmopolitan Criticism: Oscar Wilde's
Philosophy of Art.University of Virginia Press. 1999.
9. Schoenberg, Thomas J. Twentieth Century Literary Criticism: Criticism
of the Short Story Writers, and Other Creative Writers Who Lived
between 1900 and
1999, from the First ... Curr (Twentieth Century Literary
Criticism). Gale Cengage. 2005.
10. Neill, Edward. Trial by Ordeal: Thomas Hardy and the Critics (Literary
Criticism in Perspective). Camden House.1999.
YEAR - 2
SEMESTER III
ENG-401 TECHNICAL WRITING CR. HR 3 (3-0)
This course will introduce students to the basic principles of effective / skillful
writing and will develop the understanding of the students on academic and technical
AIMS & OBJECTIVES
writing skills. Students will understand and know how to follow the stages of writing
process and will apply these to technical and workplace writing tasks. Students will
learn how to incorporate clarity and utility in their writing, learn stylistic methods for
effective writing and to be aware of ethical issues in technical writing. Also, Students
will read, analyze, and interpret material from technical fields, and will practice
research and writing skills appropriate for technical topics. Students will also be
familiarized with basic sources and methods of research and documentation on topics
including on-line research. They will be able to synthesize and integrate material
from primary and secondary sources wedded to their own ideas in research papers.
Introduction to Technical / Skillful writing: What is Technical / Skillful writing & its
purpose, Importance of Technical / Skillful writing, Distinguishing features /
Characteristics of Technical writing, Basic aspects and principles of Technical /
Skillful writing and Technical writing style. The Technical writing Process: An
overview of the process, Pre-writing, Writing and Post-writing. Writing an Outline:
What is an outline, Principles of making outline and Arranging ideas in an outline.
Writing an Abstract and Summarizing a text: What is an abstract, What is
CONTENTS
summarizing, Types of summary and abstract and Difference between outline,

abstract and summary. Description: Common elements of descriptions, Planning the
mechanism description, Writing the mechanism description, Planning the process
description and Writing the process description. Report writing: What is a report
writing, Difference between a report and other forms of writing, Formal / Informal
reports, Informal reports, Formal reports and Types of formal reports. Proposals
writing: External proposals, Internal proposals and Types of internal proposals.
Writing a Review: What is a review and Types of review. Writing Advertisements,
Note Taking, Writing Notices, Writing Circulars and Writing Minutes of a Meeting /
Conference.
1. Technical Report Writing by Steven E. Pauley & Daniel G. Riorden
REFERENCE WORKS
2. Technical Writing and specification by Gildon H.K, Megraw Hill Book
Company.
3. Technical Writing by Steve M. Chnical
4. Writing Advanced by Ron White. Oxford Spplemantary Skills. 3rd Impression
1992.
5. College Writing Skills by John Langan. Mc-Graw-Hill Higher Education
2004.
6. Pattern of College Writing (4th Edition) by Laurie G. Kirzner & Stephen R.
Mandell. St. Martin’s Press.
STAT-
INTRODUCTION TO STATISTICS CR. HR 3 (3-0)
401
Mathematics and statistics are to help quantify the relationship between variables and
OBJECTIVES
their underlying factors. This subject has particularly been designed to apply various
AIMS &
methodological techniques of the disciplines of mathematics and statistics to

quantitatively analyze various aspects of business and business relationships.
1. What is Statistics?
 Introduction to Statistics
 Key Statistical Concept
 Observation and Variables
 Practical Application
 How managers use Statistics
2. Collection and Presentation of data
 Types of Data
 Collection of Primary and Secondary Data
 Presentation of Data
 Frequency Distribution
 Stem and Leaf Diagram
 Graphical Techniques for Quantitative data
 Scatter diagrams, Pie Charts, Bar Charts and Line Charts
3. Numerical Descriptive Measures
 Measures of Central Location
 Measures of Variability
 Interpreting the Standard Deviation and Coefficient of Variation
CONTENTS
4. Probability
 Introduction
 Assigning Probabilities to events
 Conditional Probability
 Rules of Probability
 Independent and Dependent Events
5. Random Variables, Expectation and Probability Distributions

 Introduction
 Distribution Function
 Discrete and Continuous Random Variables and its Density
Functions
 Expected Value & Monetary Value
 Decision Criterion utility & Expected Utility
 Binomial and Poisson probability Distributions
 Normal Probability Distribution
6. Sampling and Sampling Distribution

Introduction
 Sampling and Sampling Plans
 Errors Involved in Sampling
 Sampling Distribution of the Sample mean
 Other Sampling Distributions
7. Estimation: Describing a single population
 Introduction
 Point and Interval Estimates Basic Concepts
 Confidence and Interval estimates of the Mean and Proportion from
Large samples
 Interval estimates Using the t-distribution
 Determining the Sample Size
8. Hypothesis testing: Describing a single population
 Introduction
 Concepts Basic to the Hypothesis testing
 Testing the population mean when the Variance is known
 Testing the population mean when the Variance is unknown
 Calculating the Power of a Hypothesis Test
 Testing the population Proportion, Large samples
9. Simple Regression and Correlation
 Simple Regression
 Deterministic and Probabilistic Models
 Simple Linear Regression Model
 Standard Deviation of Regression Estimate
 Correlation
 Pearson Product Moment Correlation Coefficient
REFERENCE WORKS
1. Introduction to Statistical Theory Part-I & II – Sher Muhammad Chaudhry,

2. Statistics for Management, Richard I. Levin and David S. Rubin, Prentice-Hall
International, Inc.
3. Introduction to Business Statistics 2004 Edition, Shamim Khan, Research and
Development Center Peshawar
4. Basic Statistics for Business and Economics by EARLK. BOWN AND MARTIN
STARR
5. Introduction to Statistics --- Ronald e Walpole. (3rd Edition)
ENG-402 POETRY-I CR. HR 3 (3-0)

OBJECTIVES
This course focuses on a genre-specific historical development of poetry. These poems

AIMS &
can be studied as a refined commentary on the aesthetic concerns related to poetry and
its types. This course aims to develop critical taste among its readers.
 Jeffery Chaucer ( 1340 – 1400 ) Prologue To The Canterbury Tales

 Edmund Spenser ( 1552 – 1599 ) Faerie Queene ( Book 1 Canto 1 )
 John Milton ( 1608 – 1674 ) Paradise Lost ( Book 1 )
 John Donne ( 1572 – 1631 ) Love and Divine Poems,
CONTENTS
 (i) The Sun Rising,(ii)Extasie (iii) St . Lucis day,(iv)Death Be not Proud

 Alexander Pope ( 1688 – 1744 ) Rape of the Lock
 Thomas Gray ( 1716 – 1771 ) (i) Elegy in Country Churchyard, (ii) The Progress
of Poesy Ode
 Wordsworth ( 1770 - 1850 ) (i) Tintern Abbey, (ii)The Solitary Reaper, (iii) To
Milton, (iv) Immortality Ode
 S.T. Coleridge ( 1772 – 1834 ) (i)Ancient Mariner, (ii)Kubla Khan,(iii) Frost at
Midnight,
• Abrams, M. H, The Mirror and the Lamp.
• Bowden, Muriel. A Commentary on the General Prologue to the Cantebury Tales,
REFERENCE
NewYork: Macmillan, 1960
WORKS
• Bowra, C. M. The Romantic Imagination.
• Coghill, Nevil. The Poet Chaucer. Oxford,1948
• Gardner, Helen, Ed. John Donne: Twentieth Century View Series
• Spens, Janet. Spenser’s Faerie Queene: An Interpretation, London
1934
ENG-404 HISTORY OF ENGLISH LITERATURE- II CR. HR 3 (3-0)
To make the learners understand how historical and socio-cultural events influence
OBJECTIVES
literatures written in English and how the literature of a particular nation and age
AIMS &
mould and shape the thinking of the writers. Although the scope of the course is quite
expansive, the learners shall focus on the historical survey of various genres of
literature (Poetry, Prose, Novel, Drama, Short Story, Essay, etc., and literary
periods/movements from 19th Century to 21st Century.
Topics:
 Classical or the Neo-Classical Age
 Romantic Age
CONTENTS
 Victorian Age
 20th Century or the Modern Age
 21st Century
REFERENCE WORKS

Literature. Vol. 1-9.
London: Penguin,1990.
nd
Longman, 1977.
Secker & Warburg
TH-402 ANCIENT CIVILIZATION CR. HR 3 (3-0)
Unit-I Concept of Civilizations
 Concept of culture and civilization
 Elements of civilization
 Basic conditions of civilization
Unit-II Mesopotamian Civilization

 Environmental background
 Chronology (3500–600 BC)
 Socio-political set-up of the Sumerians, Akkadians, Babylonians, Assyrians
and Chaldeans
 Various aspects of civilization: art, architecture, writing, seals, religion and
economy
AIMS & OBJECTIVES
Unit-III Indus Civilization

 History and its impact on local cultures
 Art and architecture
 Religion
 Writing system
 Contribution in literature, science, philosophy, medicine
Unit-IV Other Civilizations

 Maya and Roman civilizations
Unit-V Ideologies
 Islamic Ideology
 Capitalism
 Communism
UNIT-VI PRACTICAL
 Study of regional maps showing physical features of each region
 Identification of key elements of the arts of different periods
Study of different architectural styles of various periods
Topics:
 Classical or the Neo-Classical Age

 Romantic Age
CONTENTS
 Victorian Age
 20th Century or the Modern Age
 21st Century
REFERENCE WORKS

Literature. Vol. 1-9.
London: Penguin,1990.
nd
Longman, 1977.
Secker & Warburg
CS-351 INTRODUCTION TO COMPUTER CR. HR 3 (3-0)
OBJECTIVES
AIMS &
CONTENTS
REFERENCE
WORKS
SEMESTER IV
ENG-453 POETRY-II CR. HR 3 (3-0)

OBJECTIVES
To make the learners identify and analyze elements of poetic experimentation in form,
AIMS &
style and theme. The course focuses on a generic-specific historical development. The
selected poems can be studied as a refined commentary on the various concerns related
to poetry and its types.
P.B Shelley ( 1792 -1822 ) (i) Ode on Adonis (ii) Ode to West Wind(iii) Ode to
Sky Lark
 John Keats (1795 - 1821 )
 (i) Ode on Grecian Urn (ii) Ode to Autumn (iii)Ode to Nightingale
 Lord Tennyson ( 1808 – 1892 ) (i) Ulysses (ii) Lady of Shallot (iii)Break,
CONTENTS
Break, Break
 Robert Browning (1812 – 1889 ) (i) My Last Duchess (ii) Rabbi Ben Ezra (iii)
The Lost leader (iv)Patriot into Traitor
 Mathew Arnold ( 1822 – 1880) (i) Sohrab and Rustam (ii)Dover Beach
 W.B.Yeats (1865 – 1939 ) (i) The Second Coming (ii)Byzantium (iii)Sailing to
Byzantium (iv)When You are Old and Gray
 T.S.Eliot. (1888 – 1965 ) (i) Waste Land
 Sylvia Plath ( 1932 – 1963 ) (i) Daddy (ii) Lady Larzarus (iii) The Mirror
• Edward Dowden, The French Revolution and English Literature. 1987.

• J.G. Robertson, Studies in the Genesis of Romantic Theory in the Eighteen
REFERENCE WORKS
Century. 1923
• F. R. Leavis, Revaluation: Tradition and Development in English Poetry. 1936
• Cleanth Brooks, The Well-Wrought Urn: Studies in the Structure of Poetry. 1947
• M. H. Abrams, The Mirror and the Lamp: Romantic Theory and Critical Tradition.
1954
• M. H. Abrams, ed., English Romantic Poets Modern Essays in
Criticism. 1960
• David V. Erdman, ed, The Poetry and Prose of William Blake. 1966.
• S. F. Damon, William Blake: His Philosophy and Symbolism. 1924
• J. V. Baker, The Sacred River: Coleridge’s Theory of Imagination. 1957 • J. B.
Beer, Coleridge the Visionary. 1959
• W. J. Bate, ed., Keats: A Collection of Critical Essays. 1964
• George Barnett, Charles Lamb: The Evolution of Elia. 1964
• G. M. Ridenour, Shelley, A Collection of Critical Essays. 1965
• Bennett Weaver, Wordsworth: Poet of the Unconquerable Mind. 1965. (A
psychological approach)
ENG-454 INTRODUCTION TO AMERICAN LITERATURE CR. HR 3 (3-0)
In this course, some salient and unique features of literature written in English in the
OBJECTIVES
United States of America would be highlighted. The central objective for offering this
course is to understand the American national spirit through an interdisciplinary
AIMS &
approach. Many different kinds of texts that connect a literary heritage: prose
narratives, stories, poems, sermons, speeches, political documents, religious
statements, essays, oral and autobiographical memoirs, drama, fiction, and so on may
be incorporated for such understanding.
Teachers may consult any Norton, Heath, or Bedford anthology editions to pick on the
type of texts they want to use. Also helpful are the USIA published series American
Reader. 4-5 texts may be selected from essay/poetry/stories etc ( with a total of about
12 texts) from Heath Anthology (Volume I, 1990 Edition) suggested below:
• Christopher Columbus (1451-1506), from Journal of the First Voyage to America

(essay)
• Anne Bradstreet (1612-1672), from “Contemplations” (poem)
• Edward Taylor (1642-1729), from “God’s Determinations” [The Preface](poem)
• Mercy Otis Warren (1728-1814), “To a Young Lady” (poem)
• Phillis Wheatley (1753-1797), “On Being Brought from Africa to
America” (poem)
• J. Hector St. John de Crevecoeur (1735-1813), Letter III, “What is an
American” (letter)
• Thomas Paine (1737-1809), from “An Occasional Letter on the Female Sex”
(letter)
CONTENTS
• Philip Ferneau (1752-1832) “The Wild Honey Suckle,” “To an Author” (poems)
• Susanna Haswell Rowson (1762-1824), Preface, Chapter II (Domestic Concerns),
and Chapter XII from Charlotte, A Tale of Truth (fiction)
• Washington Irving (1783-1859), from Rip Van Winkle (fiction and
autobiography)
• Edgar Allen Poe (1809-1849), “The Tell-Tale Heart” (story)
• Ralph Waldo Emerson (1803-1882), “Brahma” (poem)
• Fredrick Douglass (1818-1895), “Preface” to Narrative of the Life of an American
Slave (autobiography and fiction)
• Abraham Lincoln (1809-1865), “Second Inaugural Address” (speech)
• Harriet Beecher Stowe (1811-1864), from Uncle Tom’s Cabin (fiction)
• Walt Whitman (1819-1892), “One’s-Self I Sing,” “As I Pondered in
Silence,” “Passage to India” (poems), extract from “Democratic Vistas” (essay)
• Emily Dickinson (1830-1886), “I felt a Funeral, in my Brain,” “I heard a Fly buzz -
when I died -,” “The Daisy follows soft the Sun” (poems)
• Robert Frost, “A Tuft of Flowers,” “Mending Wall,” “The Road not
Taken” (poems)
• Elizabeth Bishop, “The Map,” “The Fish,” “Pleasure Seas” (poems)
• Anna Cora Mowatt, Fashion (play, 1845)
• Mark Twain, The Adventures of Tom Sawyers (short fiction)
• An Outline of American History. A United States Department of State Publication
REFERENCE WORKS
• Boris Ford, The New Pelican Guide: American Literature. Volume 9.
London: Penguin, 1991
• Brogan, H. Pelican History of the USA, 1986.
• Burchard, J. and Bush-Brown.The Architecture of America: A Social
and Cultural History. 1961
• Cunliffe, Marcus. The Literature of the United States. London: Penguin, 1982.
• Lemay, J. A. Leo. Ed. An Early American Reader. Washington D. C.: USA, 1990.
• Inge, Thomas M. Ed. A Nineteenth-Century American Reader.
Washington D. C.: USIA, 1991
ENG-455 PHONETICS AND PHONOLOGY CR. HR 3 (3-0)

The aim of this course is to provide learners with descriptive, analytical and applied
OBJECTIVES
knowledge about the sound system of English and varieties of English. By the end of
AIMS &
course the participants would be able to:

a) analyse and describe sound system of their own language;
b) analyse and describe sound system of English language; and
c) identify the problems of English pronunciation.
 Stages in the production of speech

 Speech Organs
 Manner and Place of articulation
 Segmental Phonology
 Phonemes and allophones (consonants, vowels, diphthongs /
triphtongs)
 The Cardinal Vowel System
CONTENTS
 Syllable and syllabic structure (consonant clusters, syllable, word

stress)
 Sounds in connected speech (weak forms, elision and assimilation)
 Suprasegmental Phonology
 Word and Sentence stress and intonation
 Contrastive Phonology
 Teaching of pronunciation
 Application of phonetic and phonological rules in daily life
 Contrastive study of American and British pronunciation
Phonetic/Phonemic Transcription
 IPA symbols
 Transcription practice
• Burquest, D. A. (2001). Phonological analysis: A functional
approach. Dallas: SIL
• Cruttenden, Alan. 1994. Gimson’s Pronunciation of English. Oxford:
Arnold.
• Giegerich, Heinz. 1992. English Phonology. Cambridge: Cambridge
REFERENCE WORKS
University Press.
• Gimson, A. C. (1984). An introduction to the pronunciation of English. London:
Arnold.
• Jones, Charles. 1994. A History of English Phonology. London:
Longman.
• Kenworthy, J. (1987). Teaching English pronunciation. London:
Longman.
• Knowles, G. (1987). Patterns of spoken English. London: Longman.
• Kreidler, C. W. (1989). The pronunciation of English. Oxford: Basil
Blackwell.
• Roach, P. (1991). English phonetics and phonology: A practical
course. Cambridge: Cambridge UP.
GENDER STUDIES CR. HR 3 (3-0)
OBJECTIVES
AIMS &
To be provided by the concerned Department

CONTENTS
REFERENCE
WORKS
LAW-311 CITIZENSHIP EDUCATION (HUMAN RIGHTS) CR. HR 3 (3-0)

OBJECTIVES
This course aims to:

AIMS &
• Promote human values, in particular religious tolerance for others

• Promote HR, in particular those of the minorities and ethnic groups
• What are Human Rights (HR)?

• Evolution of the Concept of HR
• Four Fundamentals in HR: freedom, equality, justice, and human dignity
CONTENTS
• Universal Declaration of HR
• Three Key Principles in HR: inalienability, indivisibility and universality
• Are HR Universal? (debate/ discussion etc)
• HR in South Asia: Issues
• Rights of Women
• Rights of Children (debate/ discussion on child labor, etc)
REFERENCE
WORKS
1. Dean, B. Joldoshalieva, R. & Sayani, F. Creating a Better World. Karachi,

Pakistan: Aga Khan University, Institute for Educational Development.
2006
Year III, Semester V
ENG-456 DRAMA-I CR. HR 3 (3-0)
OBJECTIVES  To present some classic plays which have influenced the development of
AIMS &
English drama.
 To present various forms for example tragedy and comedy and their variations.
 To make the learners understand the basic elements of this genre and discuss,
evaluate and know various stages of its development through critical reading.
 Aeschylus : The Seven Against Thebes

CONTENTS
 Aristophanes : The Clouds

 Sophocles : Oedipus Rex
 Marlowe : Doctor Faustus
 Shakespeare: Macbeth, The Merchant of Venice
• Justina Gregory, A Companion to Greek Tragedy, Blackwell, 2005.
• H. D. F. Kitto, Greek Tragedy, London and New York: Routledge, 2002.
REFERENCE WORKS
• Shawn O’ Bryhim, Greek and Roman Comedy: Translations and Interpretations of

Four Representative Plays, University of Texas Press, 2002.
• Constance B. Kuriyama, Christopher Marlowe: A Renaissance Life Ithca: Cornell
University Press, 2002
• Patrick Cheney, The Cambridge Companion to Christopher Marlowe, Cambridge:
CUP, 2004
• Scott McMillin, Ed. Restoration and Eighteenth Century Comedy. NY: Norton,
1997.
• Gordon David. Bernard Shaw & the Comic Sublime. New York St. Martin’s, 1990
ENG-501 NOVEL- I CR. HR 3 (3-0)

CONTENTS OBJECTIVES
AIMS &
The Aim of introducing this course is to enable the readers to have a full view of
th
18 to 19th century Novel which is rich in diversity, creativity and popular appeal.
 Fielding, Joseph Andrews

 Jane Austen, Pride and Prejudice
 Emily Bronte, Wuthering Heights
 Charles Dickens, A Tale of Two Cities
 Thomas Hardy, Tess Of The D’Urbervilles
1. Allen, Walter. The Rise of the Novel. London: Penguin
REFERENCE
2. Allen, Walter. The English Novel. London: Penguin

WORKS
3. Bloom Harold. Ed. Modern Critical Views: Thomas Hardy, 1987

4. Bloom, Ed. Modern Critical Interpretations: Jane Austen, 1987
5. Bloom, Ed. Modern Critical Views: Charles Dickens, 1987.
6. Kettle, Arnold. An Introduction to the English Novel. Vols.1&2. 2nd ed.
Hutchinson, 1967
ENG334 RESEARCH METHODOLOGY CR. HR 3 (3-0)

OBJECTIVES
To enable learners to conduct their own small scale research; the main aim is to
AIMS &
get them familiarized with techniques and methods of selecting topics, developing
questions, collecting and analyzing data and also preparing research report.
 Introduction: Qualitative and Quantitative Research Paradigms
 Identifying and Defining a Research Problem
 Selection Of the Topic and Delimitation of The Topic
 Ethical Considerations/Plagiarism
CONTENTS  Sampling Techniques
 Tools for Data Collection: Questionnaires, Interviews, Observation &
Documentation
 Limitation and Delimitation of research
Data Analysis and Interpretation
Some Aspects of the Research Work
 Developing A Synopsis
 Review of Literature
 Transcription and Transliteration
 Referencing and Citation
1. Allwright, Dick and Bailey, Kathleen. 1991. Focus on the Language
Classroom: An Introduction to Classroom Research for Language
Teachers. Cambridge: C UP.
2. Bogdan, R. C. & Biklen, S. K. (2007). Qualitative research for education.
An introduction to theories and methods. (5th ed.) Boston: Pearson
Education, Inc.
3. Brown, Dean. 2004. Doing Second Language Research. Oxford: OUP.
4. Brown, Dean. 1988. Understanding Research in Second Language
Learning: A Teacher's Guide to Statistics and Research Design.
Cambridge: CUP.
5. Bryman, A. 2004. Research Methods for Social Sciences.. Second
edition. Oxford: Oxford University Press.
6. Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing
among five approaches (2nd ed.). Thousand Oaks: Sage Publications.
7. Drever, Eric. 1995. Using Semi-structured Interviews in Small-scale
REFERENCE WORKS
Research: A Teacher's Guide. Edinburgh: Scottish Council for Research in

Education.
8. Fraenkel, Jack and Wallen, Norman. 1995. How to Design and Evaluate
nd
Research in Education (2 edition). New York: McGraw Hill.
9. Hammersley, Martin and Atkinson, Paul. 1995. Ethnography: Principles
nd
in Practice (2 edition). New York: Routledge.
10. Heritage, John. 1997. “Conversation Analysis and Institutional Talk:
Analyzing Data.” In Silverman, David. Ed. Qualitative Research: Theory,
Method and Practice.
11. Miles, M. & M. Huberman. (1994). Qualitative Data Analysis. CA: Sage.
12. Munn, Pamek and Drever, Eric. 1995. Using Questionnaires in Small- Scale
Research. Edinburgh: Scottish Council for Research in Education.
13. Nunan. David. 1992. Research Methods in Language Learning.
Cambridge: CUP.
nd
14. Robson, C. (2002). Real world research (2 ed.). Malden, MA: Blackwell
Publish
15. Scholfield, P. Qualitative and Quantitative
Research.
16. Silverman, David. Ed. 1998. Qualitative Research: Theory, Method and
Practice. London: Sage.
17. Silverman, David. Ed. 2002. Interpreting Qualitative Data: Text, Context
and Talk. London: Sage.
ENG-503 LITERARY CRITICISM—I CR. HR 3 (3-0)
It is an intensive course in literary criticism and theory. It would prepare the
AIMS & OBJECTIVES

learners of literature and language to understand the historical background to
literary criticism, exploring its development in the light of some contemporary and
later viewpoints. It would focus on the poetic and dramatic forms in order to
highlight some significant trends and concepts in world literature in general and
English literature in
particular. The question may grow comparatively and
specifically more relevant when the reader of our part of the world is
permitted to ask: why to study “English” literature or literatures in “Engli
Literary Criticism
 Plato’s Republic (Chapter 10)
CONTENTS
 Aristotle’s Poetics
 Longinus’ On The Sublime
 Sir Philip Sydney: An Apology for Poetry
 Dr. Johnson’s Preface To Shakespeare
 Coleridge’s Biographia Literaria (Chapter 17, 18)
 M. Arnold’s Function Of Criticism
1. Vincent B. Leitch (General Editor). The Norton Anthology of Theory and
REFERENCE WORKS
Criticism. New York & London: W. W. Norton and Company, 2001 (or later
editions)
2. K. M. Newton, ed. Twentieth Century literary Theory: A Reader. 2nd Edition.
New York: St. Martin’s, 1998 (or later editions)
3. Raman Selden, & Peter Widdowson. A Reader’s Guide to Contemporary
Literary Theory. 3rd Edition. Kentucky: Univ. of Kentucky, 1993 (or later
editions)
4. Selected Terminology from any Contemporary Dictionary of Literary
Terms.
Eng-505 Prose-I Cr. hr 3 (3-0)

OBJECTIVES
AIMS &
The aim of the course is to make readers understand some important literary
expressions in prose works other than short story and novel.
 Frances Bacon (1585 – 1660) Bacon Essays i. Of Delay, ii. Of Study, iii. Youth
and Ages iv. Of true greatness of kingdom and Empire v. Of Great Place.
CONTENTS
 John Milton (1608 – 1674 ) Areopegitica

 Jonathan Swift :. ( 1667 – 1745 ) Gulliver’s Travels (Travel I, II & IV)
 Charles Lamb (1745-1834) Essay of Elia i Poor Relation ii Dream Children iii
Christ Hospital
 Charles and Mary Lamb. Tales From Shakespeare i Othello ii Romeo And Juliet
 William Hazlitt (1780 – 1830 ) Spirit of the Age i Byron ii Coleridge
1. Walker, Hugh The English Essays and Essayists. S. Chand & Co. Delhi, 1959.
2. Gravil, Richard, ed. Gulliver’s Travels (Case-book Series). Macmillan, 1974.
REFERENCE WORKS
3. Schoeman, R. (ed.) Bertrand Russell, Philosopher of the Century. Allen &

Unwin.1967.
4. Leavis, J o h n . Bertrand R u s s e l l , P h i l o s o p h e r a n d H u m a n i s t . New
World Paperbacks. 1968.
5. Coleridge, Stephen. The Glory of English Prose. Tutis Digital Publishing Pvt. Ltd.
2008.
6. Yu, Margaret M. Two Masters of Irony: Oscar Wilde and Lytton Strachey. AMS
Press.2008.
7. Coote, Stephen. The Penguin Short History of English Literature (Penguin
Literary Criticism). Penguin.1994.
Eng-504 Sociolinguistics Cr. hr 3 (3-0)
OBJECTIVES
At the end of this course learners would be able to demonstrate awareness of social
AIMS &
phenomena and factors that are relevant to language use with special reference to
Pakistan.
 Functions of Language in Society

 Domains of Language Use
 Speech Community
 Multilingualism and Bilingualism
 Dimensions of Bilingualism
 Bilingualism and Diglossia
 Causes of Bilingualism
 Manifestations of Bilingualism
CONTENTS
 Loan-words
 Borrowing
 Code-switching/code-mixing
 Effects of Bilingualism
 Language Conflicts
 Language Attitudes
 Language Maintenance
 Language Change/Shift
 Language Death
 Dialects, Pidgin and Creoles, Register etc.
 Standard Language
 National Language, Language Planning And Policy,
1. Auer, Peter (Ed). 1998. Code-switching in Conversation: Language Interaction

REFERENCE
& Identity. London: Routledge.

WORKS
2. Hudson, R.A. 1996. Sociolinguistics. Cambridge: Cambridge University Press.

3. Suzanne Romaine. 1995. Bilingualism (2nd Ed). Oxford: Basil Blackwell.
4. Trudgill, P. 2002. Introduction to Language and Society.
5. Wardhaugh, R. 2006. An Introduction to Sociolinguistics. Oxford: Basil
Blackwell.
SEMESTER VI
ENG321 DRAMA-II CR. HR 3 (3-0)
The readers of this course would definitely get interested in finding what are the
OBJECTIVES
dominant dramaturgical traditions in the history of Western drama and performance

AIMS &
and how did modernist experiment with the constituent elements of plot,
characterization, language, setting, movement, or theme and in which ways they
challenged these traditions?
 Sheridan. The Rivals

CONTENTS
 Samuel Beckett’s Waiting For Godot

 GB Shaw. Arms And The Man
 Oscar Wilde. The Importance Of Being Earnest
 T.S. Eliot : Murder in the Cathedral
• Pronko, Lenard Cabell. The World of Jean Anouilh. Berkeley: 1951
REFERENCE WORKS
• Gray, Ronald. Bertolt Brecht. New York: 1961
• Northam, John. Ibsen’s Dramatic Method. London: 1953
• Kitchin, L. Mid-Century Drama. London: 1960 (For Osborne)
• Bishop, Thomas. Pirandello and the French Theatre. New York: 1961
• Campbell, George A. Strindberg. New York: 1933
• Kritzer, Amelia Howe. The Plays of Caryl Churchill: Theatre of Empowerment.
London: Macmillan, 1991.
• Lane, Richard. Ed. Beckett and Philosophy, Palgrave Macmillan, 2002.
ENG-551 PSYCHOLINGUISTICS CR. HR 3 (3-0)

OBJECTIVES
The aim of the course is to develop in learners an awareness and

AIMS &
understanding of different variables that interact with learning of language. This

would enable the learners to develop the theoretical background of learning
and teaching.
 The Nature Of Language

 The Psychology Of Language
 The Structure And Function Of Language
 Processes In The Use Of Language
 First Steps In Child’s Language Acquisition
 Communicating with Language
 Issues In The L/A
 Methods Of Studying Child’s Language
 Later Growth In The Child’s Language

CONTENTS
 The Psychology of Learning

 Theories of language Acquisition/Learning (Behaviourism,
Cognitivism, Interactionism)
 Memory
 Interlanguage
 Error Analysis
 Perception and Production of First and later Sounds
 Individual Learner Factors
 Age and Critical Age
 Affective and personality factors
 Cognitive styles
 Motivation
Language and Thought (Language Universals and Linguistic Relativity)
1. Aitchison, J. 1998. The Articulate Mammal: An Introduction to Psycholinguistics.
2. Cook, Vivian. 2001. Second Language Learning and Language Teaching.
3. Cook, Vivian. 1993. Linguistics & Second Language Acquisition. London: Arnold.
REFERENCE WORKS
4. Scovel, T. 1998. Psycholinguistics: Oxford Introduction to Language Study Series.

Oxford: O UP.
5. Garman, Michael. 1990. Psycholinguistics. Cambridge: Cambridge UP.
6. Krashen, Stephen and Terrel, Tracy. 1983. The Natural Approach: Language
Acquisition in the Classroom. Oxford: Pergamon.
7. McLaughlin, Barry. 1987. Theories of Second-language Learning. London: Arnold
8. Osherson, D. & Lasnik, H. Eds. 1990. Language: an Invitation to Cognitive
Science. Vol: 01. 1st ed. Cambridge, MA: MIT Press.
9. Richards, Jack. 1993. Error Analysis: Perspectives on Second Language
Acquisition. London: Longman.
10. Steinberg, D. D. & Sciarini, N. V. 2006. An Introduction to Psycholinguistics.
ENG-552 LITERARY CRITICISM—II CR. HR 3 (3-0)
OBJECTIVES
It is an intensive course concerned with prominent critics of English literature. It
AIMS & also deals with theories about criticism where the readers would be exposed to
philosophical and critical thoughts on selected topics. This course would prepare
the learners for critical analysis of texts and help them in their research work.
New Criticism
 T. S. Eliot’s Tradition And Individual Talent, Function Of Criticism
 F.R. Leavis’ Literary Criticism And Philosophy (The Common
Pursuits)
 Derida: Structure, Sign & Play in the Discourse of Human Science
Modern, Post-modern and Contemporary Approaches/Theories (An
Introduction)
(At least four as per Choice or Requirement):
 Postcolonial–With emphasis on Racial, National, and Global
CONTENTS
 Postmodern–With emphasis on Popular, Cyber-Spatial, and

Technological
 Linguistic – With emphasis on Structural, Post-structural,
Translation
 Psychoanalytic – With emphasis on Psycho and Socio-pathological
 Reception – With emphasis on Interpretation, Hermeneutics,
Reader-Response
 Marxist – With emphasis on Economic, Social and Cultural
 Feminist – With emphasis on Gender and Sexuality Studies
 Myth-o-poetic – With emphasis on Archetypal, Phenomenal, and
Genre based
 Inter-textuality – With emphasis on Comparative World
1. Vincent B. Leitch (General Editor). The Norton Anthology of Theory and

Criticism. New York & London: W. W. Norton and Company, 2001 (or later
REFERENCE WORKS
editions)
2. K. M. Newton, ed. Twentieth Century Literary Theory: A Reader. Second
Edition. New York: St. Martin’s, 1998 (or later editions)
3. Raman Selden & Peter Widdowson. A Reader’s Guide to Contemporary
Literary Theory. 3rd Edition. Kentucky: Univ. of Kentucky, 1993 (or later
editions)
4. Selected Terminology from any Contemporary Dictionary of Literary
Terms.
ENG-553 PROSE- II CR. HR 3 (3-0)

OBJECTIVES
To enable the learners to learn how to comprehend, discuss and evaluate the spirit of
AIMS &
English prose. The socio-cultural aspects and thematic priorities reflected in this
genre of the selected ages and writers would also be highlighted.
 Mathew Arnold (1822-1880) Essays in Criticism i Thomas Gray ii Keats

 John Ruskin i Stone of Venice ( 1 st Volume ) ii The Crown of the White Olive
CONTENTS
(Lecture 1st war )

 Lytton Strachery (1880-1932) “ Eminent Victorian” (Dr. Arnold )
 Bertrand Russel (1872-1970) Un Popular Essays
 i. The Future of Mankind ii. ii. Ideas that have helped
Mankind, iii Ideas that have Harmed Mankind.
• William Henry Hudson, An Introduction to the Study of Literature. London:
REFERENCE
Morrison and Gibb, 1963.
WORKS
• Robin Mayhead, Understanding Literature. Cambridge: Cambridge UP, 1979.
• Rene Wellek and Austin Warren, Theory of Literature. London:
Penguin, 1982.
• Terry Eagleton, Literary Theory: An Introduction. England: Blackwell Publishers,
1996.
ENG-556 NOVEL – II CR. HR 3 (3-0)

OBJECTIVES
This course introduces learners to the Modern English Novel so that they can read
AIMS &
it in its historical context of development.They would also be able to

identify and respond to elements of literary experimentation in the field of
novel.
 Joseph Conrad, Heart Of Darkness
CONTENTS
 D.H. Lawrence, Women In Love

 J. Joyce, The Portrait Of An Artist As A Young Man
 Virginia Woolf, To The Light House
 William Faulkner, The Sound And The Fury
1. Beach, J. W. The Twentieth Century Novel. 1952
2. Bent, Andrew. Study Course on William Golding’s Lord of the Flies. 2000
REFERENCE
3. Ellmann, Richard. James Joyce. 1959

WORKS
4. Guerard, Albert J. Conrad: The Novelist 1958

5. Kettle, Arnold. Introduction to English Novel II. London: Hutchinson, 1978
6. Leavis, F. R. The Great Tradition. London: Chatto and Windus, 1962
7. Reynolds, M & Noakes, I. Iris Murdoch: The Essential Guide to
Contemporary Literature. O UP, 1999
ENG-554 APPLIED LINGUISTICS CR. HR 3 (3-0)

OBJECTIVES
This course aims to introduce learners to salient features and issues in Applied
AIMS &
Linguistics and provide them with opportunities to critically review current research.
It offers intellectual debate on theoretical and practical issues in the field of Applied
Linguistics.
 Language, Identity and Culture

 Language and Gender
CONTENTS
 Globalization and its Impact on Teaching and Learning of English

 Language and Development
 English Dialects
 Language Policy and Planning
 Language in Education
 Bilingual Education
REFERENCE
WORKS
Books/Materials related to the part of Contemporary Issues in Applied Linguistics

would be suggested and provided by the tutor of the course
YEAR 4
SEMESTER VII (LITERATURE)
ENG-601 AMERICAN LITERATURE CR. HR 3 (3-0)
The course focuses on connecting the diverse Western movements such as Realism,
Naturalism, Romanticism, Transcendentalism, Modernism, etc. as they influence
multiple trends in American literary heritage and nationalism. The course will
highlight these emerging trends as they culminate into the opening of democratic
vistas along with repercussions of industrial and scientific expansion. Race gender
and class equations reinterpret the central meaning of America and of the changing
AIMS & OBJECTIVES
social and economic values. Basically there may be several ways to access American
Literature, but whether we follow simple chronology or connect through themes and
genres, the final objective of this course is to look for the sense of democratic
diversity amid the constitutional unity of the US.
This part of the course surveys the origins of American literary movements with
reference to the representative writers chosen. It sets some direction to the study of
specific trends in the American Novel. It stresses the diversity
and uniqueness of the American character and experience, and its foundational
voices of self-acclaimed Puritan holiness along with the revolutionary expansions of
the so called patriots. It also highlights various phases of the American Renaissance,
Romantic awareness and Transcendentalism, the Civil War, scientific progress,
dreams of American success, and several voices of social protest.
A. Poetry (three poems from any three poets)
 Emerson, Selections
 Walt Whitman: Selections from Leaves of Grass
 Emily Dickinson: Selections
 Robert Frost: Selections
 Sylvia Plath: Selections
B. Novel (any two)
CONTENTS
 Nathaniel Hawthorne: The Scarlet Letter

 Mark Twain: Huckleberry Fin
 Fitzgerald: The Great Gatsby
 Earnest Hemingway: A Farewell to Arms
 William Faulkner: Absalom Absalom
C. Drama (any One/extracts from any two)
 Arthur Miller: All My Sons
 Tennessee Williams: Cat on A Hot Tin Roof
 Bullins: Goin’ a Buffalo
 Valdez: The Dark Root of a Scream
A:
1. Bloom, H. (1976) Figures of Capable Imagination.
2. Waggoner, H. H. (1984) American Poetry from the Puritans to the Present.
B:
REFERENCE WORKS
1. Bloom, Harold. ed. (1987) Modern Critical Views: William Faulkner.

2. Bradbury, M. (1983) Modern American Novel.
3. Chase, R. (1958) The American Novel and its Traditions.
4. Colourise, J. Michel. (1983) New Essays on The Scarlet Letter,
Cambridge University Press.
5. Gray, R. (1983) American Fiction: New Reading.
6. Bloom, Harold Ed. (1980) Modern Critical views and Interpretations,
C:
1. Bigsby, C. W. E. (2000). Modern American Drama1945-2000.Cambridge:
2. Bigsby, Christopher. (1999).Contemporary American Playwrights.
Cambridge: Cambridge University Press.
3. Pfister, Manfred. (1993). The Theory and Analysis of Drama. Cambridge:
4. Cohn, Ruby. (1982). New American Dramatists.1960-1990. Hampshire:
Macmillan.
5. Krasner, David. (2005). A Companion to 20
th
Century Drama. Oxford:
Blackwell.
ENG-602 SOUTH ASIAN LITERATURE CR. HR 3 (3-0)

OBJECTIVES
The aim of the course is to familiarize the students with the facility that South Asian
AIMS &
Writers have with the English Language and the regional flavor that they lend to it. It
will help generate a debate on the context of a work of literature through representation
of the region by its people.
A. Drama (any two)

 Tariq Ali: Iranian Nights
 Vijay Tendulkar: Silence! The Court in Session
 Girish Karnad: The Dreams of Tipu Sultan
B. Fiction (any two)
 Kamila Shamsi: Salt and Saffron
 Khalid Hosseini: The Kite Runner
CONTENTS
 Bapsi Sidhwa: And American Brat

 Anita Desai: The Inheritance of Loss
 Daniyal Moeenudin: In Other Rooms Other people
 Mohammed Hanif: A Case of Exploding Mangoes
C. Poetry (selections)
 Zulfiqar Ghose
 Naseem Ezekial
 Maki Qureshi
 Sujata Bhatt
Note: The individual universities may select these or other texts taking care that both
the region and the three genres mentioned above are represented.
1. Singh, B. P. (1998). The State, The Arts and Beyond. Delhi: Oxford University
REFERENCE WORKS
Press.
2. Mirza, Shafqat Tanveer. (1992). Resistance Themes in Punjabi Literature. Lahore:
Sang-e-meel.
3. Ed. William Hanaway. Studies in Pakistani Popular Culture. Lahore: Lok Virsa
Publishing House.
4. Ed. G. N. Devy. (2002). Indian Literary Criticism Theory and Interpretation.
Hydrabad: Orient Longman.
5. Ed. Ranjit Guha. (1984). Subaltern studies Writings on South Asian History and
Society. Delhi: Oxford University Press.
ENG-603 TRANSLATION THEORY AND LITERARY STUDIES CR. HR 3 (3-0)
This course is aimed at familiarizing the students with fundamental concepts of

OBJECTIVES
translation procedure. The students will be provided with basic information about
AIMS &
different techniques and methods of translation. Students, thus, will be able to

understand the complexities of translation from one language to the other in this case
from English to Urdu and from Urdu to English through studying translated literary
works from round the world, some classics in World Literature, but more from the
regions they belong. This way they will be able to identify elements of universal
literary merits and critically compare some of great works in translation.
 Some theories of translation
 Some methods, procedures and principles of translation
 Difference between semantic and communicative translation
 Metaphors in translation
 World literatures in translation
 Regional literatures in translation
CONTENTS
Suggested primary texts:

 Albert Camus (French and Algerian): The Outsider
 Cervantes, M (Spanish): Don Quixote (Part 1-Book1 & 2)
 Kafka, Franz (German): Metamorphosis
 Dostoevsky (Russian): Crime and Punishment
 Rumi (Persian): Selections from the Mathnavi
 Iqbal, Mohammad (Urdu)
 Faiz, Ahmed Faiz (Urdu)
 Others (Regional)
1. Baker, Mona. (1992). In Other Words: A Course book on Translation. London:
REFERENCE WORKS
Routledge.
2. Bell, Roger T. (1994). Translation and Translating. London: Longman.
3. Catford, J. C. (1965). A Linguistics Theory of Translation. Hong Kong: OUP.
4. Duff, Alan. (2004). Translation. Oxford: OUP.
5. Newmark, Peter. (1981) Approaches to Translation, Pergamon Institute of
English.
6. Nida, Eugene A. and C. R. Taber. (1982). The Theory and Practice of Translation.
Leiden: E. J. Brill
ENG-604 AMERICAN DRAMA CR. HR 3 (3-0)

CONTENTS OBJECTIVES
This course is specifically concerned with American drama to enhance readers’

AIMS &
overall understanding of American drama. It contains major dramatic voices in

American literature that have played a great role in determining the distinctive
American strengths in modern theatre.
 Eugene O’Neill: Mourning Becomes Electra/ Long Day’s Journey into Night
 Arthur Miller: Death of a Salesman
 Tennessee Williams: Glass Menagerie
 Edward Albee: American Dream
REFERENCE
1. Bigsby, C.W.E. A Critical Introduction to Twentieth Century American Drama: I,

WORKS
1900-1940; II Williams, Miller, Albee; III Beyond Broadway, 1982-85
2. Bloom, H. Ed. (1980) Modern Critical Interpretation on each dramatist and work.
ENG-605 PAKISTANI LITERATURE CR. HR 3 (3-0)

English language is now a major world language. South Asia has a strong tradition of
OBJECTIVES
writing in English and owing to its colonial hi story a great deal of its writing
originally in its indigenous languages is translated into English. It is appropriate to
AIMS &
study and respond to this literary heritage. After studying the course the students will
be introduced to literature from the region. They will be able to appreciate the
Pakistani literary experience and the impact of cultural exchange towards its
enrichment.
A. Works originally written in English
i. Ahmad Ali: Twilight in Delhi (Novel)
ii. Kamila Shamsie: Hassan and the Sky (Short Story)
iii. Zulfiqar Ghose : Orwell and I (Essay)
iv. Intizar Hussain: The problem of Pakistani Identity and Writers (Essay)
v. Daud Kamal: An Ode to Death (Poem)
CONTENTS
vi. Taufiq Raffat: Reflections (Poems)
B. Translations
 Bulleh Shah: A Selection. Translated by Taufiq Rafat (Any three)
 Shah Abdul Latif Bhittai: any five poems
 Sachal Sarmast: any five poems
 Al-Hajweri: Revelation of the Mystery (prose) by R. A. Nicholson
 Allama M. Iqbal: Poems From Iqbal a translation by V. G.Kiernan
 Faiz Ahmad Faiz: Poems Translated by Ikram Azam (Any three)
 Ahmad Nadeem Qasmi: Short Stories Translated by Sajjad Shaikh (Any two)
1. Afzal-Khan, Fawzia. (1993) Cultural Imperialism and the Indo-English: Genre &
ideology in R. K. Narayan, Anita Desai, Kamla Das & Mark Andaya.
Pennsylvania State University Press. 45
2. Bose, Sujata & Jalal Ayesha. (2004) Modern South Asia: History, Culture,
Political, economy. Oxford U P (2nd Ed).
REFERENCE WORKS
3. Hashmi, Alamgir. (1994) Kamal Daud’s Entry in Encyclopedia of Postcolonial

Literatures in English. Vol 1. Ed Benson E. & Connolly, L W. London:
Routledge.
4. Jameson, Fredric. (1986) Third-World Literature in the Era of Multinational
Capital in Social text15.
5. Khawaja Waqas A. Morning in the Wilderness: Reading in Pakistani Literature.
Sang-e-Meel Publications, Lahore.
6. Rahman, Tariq A. (1991) History of Pakistani Literature in English. Vanguard
Press (Pvt) Ltd, Lahore.
7. Said Edward W. (1993) Culture and Imperialism, Vintage London.
8. Underhill, Evelyn. (2007).The Essentials of Mysticism. Oxford: Oxford One
world.
9. Ernst, Carl W. (1997). The Shambhala Guide to Sufism. Delhi: India
SEMESTER VII (LINGUISTICS)
ENG-606 LANGUAGE TEACHING METHODOLOGIES CR. HR 3 (3-0)

OBJECTIVES
This introductory course on English Language Teaching (ELT) combines the

principles of ELT with practice to enable students to see and perpetuate a model of
AIMS &
classroom interaction and effective teaching. The aim is to enable students to

understand the theory and practice of ELT with an opportunity to examine and
understand the problems of ELT in Pakistan.
Methods of Language Teaching
 Approach, Method and Technique
 Selected ELT Methods: Grammar-Translation, Direct, Audio- lingual
 Communicative Language Teaching
 ELT models for Pakistan
Theory and Practice of Teaching Oral Skills
 Nature of Oral Communication
 Theory and techniques of teaching listening and speaking
 Lesson Planning for Teaching Oral Skills
Theory and Practice of Teaching Reading Skills
CONTENTS
 Nature of Reading
 Theories of Reading Interactive and Schema
 Designing activities for reading skills
 Lesson Planning for teaching reading
Theory and Practice of Teaching Writing Skills
 Nature of Writing
 Theories of Writing – Product and Process
 Lesson Planning for teaching writing
 Techniques for giving feedback and correcting written work
Teaching Language through Literature
 Teaching language through Drama
 Teaching language through poetry
 Teaching language through prose
1. Alderson, J. C., & Urquhart, H. A. (Eds.) (1984). Reading in a Foreign Language.
London: Longman.
2. Brookes, A. & Grundy, P. (1990). Writing for Study Purposes. Cambridge: CUP.
3. Brown, G. & Yule, G. (1983). Teaching the Spoken Language. Cambridge: CUP.
4. Brumfit, J. C. (1985). Language and Literature Teaching: From Practice to
Principle. Pergamon Press
5. Bygate, M. (2004). Speaking. (Second edition). Oxford; OUP.
6. Byrne, D. (1986). Teaching Oral English. London: Longman.
7. Byrne, D. (1988). Teaching Writing Skills. London: Longman.
8. Carter, R. & R. McCarthy. (1997). Exploring Spoken English. Cambridge: CUP.
9. Collie, J. & Slater, S. (1987). Literature in the Language Classroom: A Resource
Book of Ideas and Activities. Cambridge: C UP.
10. Davies, F. (1995). . Introducing Reading. Harmonsworth: Penguin.
REFERENCE WORKS
11. Doughtyerty, Stahlka and McKenna, M. C. (Eds.). Reading Research at Work:

Foundations of Effective Practice.
12. Grabe, W. & Kaplan, R. (1996). Theory and Practice of Writing. London:
Longman.
13. Grellet, F. (1982). Developing Reading Skills. Cambridge: CUP.
14. Harmer, J. (2003). Practice of English Language Teaching. London Longman.
15. Harmer, J. (1998). How to Teach English. London: Longman. Hedge, T. (2005).
Writing. (Second edition). Oxford: OUP.
16. Holliday, A. (1994). Appropriate Methodology & Social Context. Cambridge:
CUP.
17. Hughes, R. (2002). Teaching and Researching Speaking: Applied Linguistics in
Action. Harlow: Longman.
18. Nuttall, C. (1996). Teaching Reading Skills in a Foreign Language. (2nd edition).
London: Heinemann.
19. Richards, J. & Rodgers, T. (2001). Approaches and Methods in Language
Teaching (Second edition). Cambridge: CUP.
20. Stern, L. S. (1987). Expanded dimensions to Literature in ESL/ EFL: An
Integrated Approach. Forum. Vol: xxv, No: 4, 47-55.
21. Ur, P. (1984). Teaching Listening Comprehension. Cambridge: CUP.
22. Wallace C. (1992). Reading. Oxford: OUP.
23. White, R & Arndt, V. (1991). Process Writing. London: Longman.
ENG-607 PRAGMATICS CR. HR 3 (3-0)
OBJECTIVES
The course aims at introducing students to the basics of Pragmatics. Through this
AIMS & course students will be able to study factors that govern choice of language in social
interaction and the effects of these choices on others.
 Speech act theory complex speech acts

 Felicity conditions
 Conversational implicature
CONTENTS
 The cooperative principle

 Conversational maxims
 Relevance
 Politeness
 Phatic tokens
 Deixis
1. Burton-Roberts, N. (Ed.), (2007). Pragmatics. Palgrave Macmillan.
2. Carston., R. (2002). Thoughts and Utterances: the pragmatics of explicit
communication. Wiley-Blackwell
3. Cutting, J. (2002). Pragmatics and Discourse: a resource book for students.
Routledge.
4. Davis, S. (Ed.), (1991). Pragmatics: a reader. Oxford University Press.
5. D’hondt, S., Ostman, J., & Verscheuren, J. (Eds.), (2009). The pragmatics of
interaction. John-Benjamins Publishing Company.
6. Grice, H. P. (1989) Studies in the Way of Words, Harvard University Press.
7. Grundy, P. (2000). Doing Pragmatics. Arnold.
8. Horn. R. L., & Ward, L. G. (Eds.), (2005). The handbook of pragmatics. Wilsey-
REFERENCE WORKS
Blackwell.
9. Huang, Y. (2007). Pragmatics. Oxford University Press.
10. Leech, G. & Thomas, J. (1988). Pragmatics: The State of the Art. Lancaster
Papers in Linguistics. University of Lancaster.
11. Leech, G. (1983). Principles of Pragmatics. London: Longman.
12. Levinson, S. (1983). Pragmatics. Cambridge University Press.
13. Levinson, S. (2000) Presumptive Meanings: The Theory of Generalized
Conversational Implicature, MIT Press.
14. Mey, J. (2001). Pragmatics: an introduction. Wiley-Blackwell.
15. Peccei, S. J. (1999). Pragmatics. Routledge.
16. Sandra, D., Ostman, J., & Verscheuren, J. (Eds.), (2009). Cognition and
Pragmatics. John-Benjamins Publishing Company.
17. Sbisa, M., Ostman, J., & Verscheuren, J. (Eds.), (2011). Philosophical
Perspectives for Pragmatics. John-Benjamins Publishing Company.
18. Verscheuren, J. (1999). Understanding Pragmatics. Arnold.
19. Verscheuren, J., & Ostman, J. (Eds.), (2009). Key notions for Pragmatics. John-
Benjamins Publishing Company.
20. Yule, G. (1996). Pragmatics. Oxford University Press.
ENG-608 RESEARCH METHODS IN LINGUISTICS CR. HR 3 (3-0)

OBJECTIVES
To enable students to conduct their own small scale research; the main aim is to get
AIMS &
them familiarized with the techniques and methods of selecting topics, developing
questions, collecting and analyzing data and also preparing the research report.
CONTENTS
 Introduction: Qualitative and Quantitative Research Paradigms

 Identifying and Defining a Research Problem
 Ethical considerations
 Sampling Techniques
 Tools for Data Collection: Questionnaires, Interviews, Observation &
Documents
 Some Aspects of the Research Report a. Review of literature b.
Transcription and transliteration c. Referencing and Citation
1. Allwright, D. & Bailey, K. (1991). Focus on the Language Classroom: An

Introduction to Classroom Research for Language Teachers. Cambridge: CUP.
2. Bogdan, R. C. & Biklen, S. K. (2007). Qualitative research for education:
An introduction to theories and methods. (5th ed.) Boston: Pearson Education, Inc.
3. Brown, D. (2004). Doing Second Language Research. Oxford: OUP.
4. Brown, D. (1988). Understanding Research in Second Language Learning: A
Teacher's Guide to Statistics and Research Design. Cambridge: CUP.
5. Brown, J. D. & Rogers, T. S. (2002). Doing 2nd Language Research. Oxford: OUP.
6. Bryman, A. (2004). Research Methods for Social Sciences. 2nd ed. Oxford: Oxford
University Press.
7. Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among
five approaches. (2nd ed.). Thousand Oaks: Sage Publications.
8. Dornyei, Z. (2007). Research Methods in Applied Linguistics. Oxford: OUP.
REFERENCE WORKS
9. Drever, E. (1995). Using Semi-structured Interviews in Small-scale Research: A

Teacher's Guide. Edinburgh: Scottish Council for Research in Education.
10. Fraenkel, J. & Wallen, N. (1995). How to Design and Evaluate Research in
Education (Second edition). New York: McGraw Hill.
11. Hammersley, M. & Atkinson, P. (1995). Ethnography: Principles in Practice.
(Second edition). New York: Routledge.
12. Miles, M. & Huberman, M. (1994). Qualitative Data Analysis. CA: Sage.
13. Munn, P. & Drever, E. (1995). Using Questionnaires in Small- Scale Research.
Edinburgh: Scottish Council for Research in Education.
14. Nunan. David. (1992). Research Methods in Language Learning.Cambridge:
CUP.15. Robson, C.(2002). Real world research Malden, MA: Blackwell publishing.
16. Schofield, J. W. (2007). Increasing the generalizability of qualitative research. In
M. Hammersley. (Ed.), Educational research and evidencebased practice. Thousand
Oaks, CA: Sage. (181-203).
17. Silverman, D. (Ed.), (1998). Qualitative Research: Theory, Method and Practice.
London: Sage.
18. Silverman, D. (Ed.), (2002). Interpreting Qualitative Data: Text, Context and
Talk. London: Sage.
19. Wallace, M. J. (1998). Action Research for Language Teachers. Cambridge:
ENG-609 MEDIA DISCOURSE ANALYSIS CR. HR 3 (3-0)

OBJECTIVES
This course will provide students with an insight into the socio-political influence and
the cultural power of the mass media in the modern world. The learners are expected
AIMS &
to study the role that the language of media is playing in globalization. At the end of
the course the students to will be able to respond to the media texts (written and
spoken).
 Introduction to mediation
 Sign and meanings
 Intertextuality
 Narrative
CONTENTS
 Cultural studies
 Montage/Hybridization
 Language of Propaganda and Sabotage
 Language of Politics (Newspeak and Binary Discourse)
 Interpellation: Modes of address (e.g. direct address in broadcasting and TV
advertising
 Genre and Ideology (e.g. femininity as an ideology)
 Regime of Broadcasting and roles of producers and receivers of speech acts
 Language of Documentary
 Copy-writing
 Journalistic writing
 Media and Globalization
 Deconstruction of Media texts
1. Allen, R. (Ed.), (1992). Channels of Discourse Reassembled. New York: Rutledge

2. Bell, A. (1991). The Language of News Media. Oxford: Blackwell.
3. Cormack, M. (1992). Ideology. London: Batsford.
4. Edginton, B. & Montgomery, M. (1996). The Media. The British Council.
REFERENCE WORKS
5. Fairclough, N. (1990). Critical Discourse Analysis. London: Longman.

6. Fiske, J. (1990). Introduction to Communication Studies. London: Routledge.
7. Fowler, R. (1991). Language in the News - discourse and ideology in the press.
London: Routledge.
8. O’Sullivan, T., Dutton, B. & Rayner, P. (1994). Studying the Media - an
introduction. London: Arnold.
9. Tolson, A. (1996). Mediations, Text and Discourse in Media Studies. London:
Arnold.
10. Tomlinson, A. (1990). Consumption, Identity and Style marketing Meanings and
the Packaging of Pleasures. London: Rutledge.
11. Tomlinson, J. (1991). Cultural Imperialism. London: Pinter.
ENG-610 WORLD ENGLISHES CR. HR 3 (3-0)
This course is designed for students who are interested in the linguistic differences
among the varieties of English around the world. They will look at the
sociolinguistics that surrounds English in various settings. They will look first at
inner circle English, where the users are native speakers. Then they will look at outer
circle English, where the users use English as a second language in former colonies
of the USA and Britain. Then they will look at a
new circle created by English based pidgins and creoles. The students should:
AIMS & OBJECTIVES
 be familiar with the current debate in linguistics regarding the future of

English as an International Language
 understand that there is a repertoire of models for English; that the localized
innovations have pragmatic bases; and that the English language now
belongs to all those who use it.
 be familiar with general characteristics of and issues related to Pakistani,
Indian, Malaysian, Singapore, and Nigerian, Chinese, Japanese, and Hong
Kong English
 At the end of the course, students should be able to describe the spread and
the diverse functions and statuses of English in the world. They should
further be able to describe and recognize selected varieties of English, saying
how they differ from the traditional dictionary norms and from each other.
Finally, they should know the debate(s) going on concerning the various
English in the world, and on the legitimacy of New English in particular.
 Introduction
 English as a global language An overview
 Language variations and discourse; language variety and culture
CONTENTS
 English in the world: Its spread, functions and status

 The three circles of English
 Some features of New Englishes
 British and American English
 English in South-East Asia
 Pakistani English
 Indian English
 Debates and issues the prejudices associated with different varieties of
English
 The role of teachers and educational institutions in creating, maintaining,
and challenging prejudice.
 The future of English
1. Bamgbose, A. (1998). “Torn between the norms: innovations in world Englishes”,

World Englishes 17 (1), 1-14.
2. Crystal, D. (1997a). English as a Global Language. Cambridge: CUP.
3. Graddol, D. (1997b). The Future of English? London: British Council.
4. Jenkins, J. (2003). World Englishes: A resource book for students. Routledge.
5. Kachru, B.(1992). The Other Tongue (2nd ed). Urbana: University of Illinois Press.
REFERENCE WORKS
6. Kachru, B. (1986). The Alchemy of English: The Spread, Functions and Models
of Non-native Englishes. Oxford: Pergamon Press, reprinted 1990, Urbana:
University of Illinois Press.
7. Kachru, B., Yamuna Kachru & Cecil L. N. (2006). World Englishes in Asian
Contexts. Hong Kong: Hong Kong University Press.
8. Kachru, B., Yamuna, K., & Cecil L. N. (Eds.), (2006). The Handbook of World
Englishes. Malden, MA; Oxford: Blackwell.
9. Kirkpatrick, A. (2007). World Englishes: Implications for International
Communication and English Language Teaching. Cambridge University Press.
10. Penny Cook, A. (1996). English in the world/The world in English. In J.W.
Tollefson (1996) Power and inequality in language education. (pp.34-58).
11. Simo, B, A. (2001). “Taming the madness of English”. Modern English
Teacher, Vol.10, No 2, 11-17.
SEMESTER VIII (LITERATURE)
ENG-651 20TH CENTURY FICTION & NON-FICTION CR. HR 3 (3-0)
This course is designed to offer the student a sense of his/her 2oth Century literary,
OBJECTIVES
social and political context. It offers insights of the artist and intellectual of our times
AIMS &
taking account of the voices that are raising themselves for change. It will introduce
students to the Modern English Novel and Prose so that they can read it in its
historical context of development. They will also be able to identify and respond to
elements of literary experimentation in the field of prose writing and novel.
A. Fiction
 Virginia Woolf: To the Light House
 D. H Lawrence: Sons and Lovers
 E. M. Foster: A Passage to India
 Paulo Cohelo: The Alchemist/Zahir
CONTENTS
 Orhan Panuk: The Black Book Any Two Chapters

B. Non-Fiction
 Joseph Campbell: Byzantium (from Occidental Mythology)
 Renolds A Nicholson: The Path (form The Mystics of Islam)
 E M Forster: Does Culture Matter
 Carl W Ernest: What is Sufism? (from Sufism)
 Eco Emberto: When the other appears on the Scene (from Five Usual Pieces)
 Edaward Said: Cherish the Man’s Courage (forward to Eqbal Ahmed’s
Confronting Empire)
1. Beach, J. W. (1952) The Twentieth Century Novel.
REFERENCE
2. Ellmann, Richard. (1959) James Joyce.

WORKS
3. Guerard, Albert J. (1958) Conrad: The Novelist.

4. Kettle, Arnold. (1978) Introduction to English Novel II. London:
Hutchinson.
5. Leavis, F. R. (1962) The Great Tradition. London: Chatto and Windus.
6. Reynolds, M & Noakes, I. (1999) Iris Murdoch: The Essential Guide to
Contemporary Literature. O UP.
ENG-652 TEACHING OF LITERATURE CR. HR 3 (3-0)

The aim is to enable students to practice what they have learned in Linguistics &
OBJECTIVES
Literature in the earlier semesters. In this course students will be guided to put the
AIMS &
knowledge that they gained earlier into action. They will be guided to plan lessons and
try their plans in classrooms using techniques of classroom dynamics. The objective
is to train effective teachers of English Literature.
 Context of teaching-learning of English in Pakistan
 School level
 Higher Education
 Lesson Planning
 Making and using Lesson Plans for teaching Listening, Speaking, Reading
and Writing Skills. Also for Grammar and Vocabulary.
 Classroom Observation
 The importance of classroom observation
 Observation of English Language/Literature Classrooms/Peer Observation
CONTENTS
 Classroom Dynamics
 Roles of Teachers and Learners
 Classroom Interaction
 Teaching the Whole Class
 Pair-Work
 Group-Work
 Microteaching
 Students will teach their peers a topic of their choice from the lessons that
they have already planned with support from the tutor/peers.
 Reflective Teaching
 Maintaining a reflective journal, peer observation, etc. for continuous
professional development.
1. All wright, Dick. (19880. OBA/Observation in the Language Classroom. London:
Longman.
2. Crooke, G. (2000). Practicum in TESOL. Cambridge: Cambridge University Press.
3. Hadfield, Jill. (1992 or 2000). Classroom Dynamics. Oxford: O UP.
4. Hedge, T.(2004). Teaching & Learning in the Language Classroom. Oxford: OUP.
5. Hubbard, P. Jones, H. Thornton, B. and Wheeler, R. (1986). A Training Course for
TEFL. Oxford.
6. Malamah-Thomas, Ann. (1987). Classroom Interaction. Oxford.
7. Memon, R. & Badger, R. (2007) A Purposeful Change? Changing the teaching of
reading in a regional university in Pakistan System vol. 35: 551-565.
REFERENCE WORKS
8. Richards, Jack C. and Lockhart, Charles. (1994). Reflective Teaching in Second

Language Classrooms. New York: Cambridge UP.
9. Sarwar, Z. (2001). Adapting individualization techniques for large classes. In. D.
Hall & A. Hewings (Eds.), Innovation in English language teaching: A reader (pp.
127-136). London: Rutledge.
10. Shamim, F. (1996). In or out of the action zone: Location as a feature of interaction
in large ESL classes in Pakistan. In Bailey, K. M. & Numan, D. (Eds.), Voices from
the language classroom (pp. 123-144). Cambridge: Cambridge University Press.
11. Shamim, F. and Tribble, C. (2005). Current provisions for teaching and learning
of English in higher education institutions in Pakistan. Research report for the National
Committee on English, Higher Education Commission, Islamabad, Pakistan.
12. Shamim, F., Negash, N, Chuku, C., & Demewoz, N. (2007). Maximizing learning
in large classes. Addis Ababa, Ethiopia: The British Council.
13. Shamim, F. (In press). English Language Education In Pakistan. Asia
Pacific Journal of Education (Special issues on South-Asia).
14. Wallace, M. Reflective Teaching.
15. Wright, Tony. (19870. Roles of Teachers and Learners. Oxford.
ENG-653 LITERARY STYLISTICS CR. HR 3 (3-0)
This course introduces the modern concepts of style in both literary and nonliterary
AIMS & OBJECTIVES discourses. The course also includes a comparison in the context of literary genre
leading to identification of different syntactical, phonological and semantic levels in a
literary text. Raising the initial question, what is stylistics, the course trains the
students to explore branches of stylistics and the levels of analyses. It then, through
reading of diverse literary texts, helps students trace the application of figurative
language, foregrounding techniques, parallelism, norm and deviation, point of view,
speech and thought presentations, pragmatic analysis of speech acts and such other
related complexities used by the literary authors. In spirit, the aim of the course is to
study features of situational distinctive varieties of literary language by discovering
and describing the reasons for particular choices made by individual authors in their
use of language.
 Stylistics as a branch of linguistics
CONTENTS
 Style and register

 Linguistic description
 Conversational style
 Scripted speech
 Stylistic analysis of a variety of written & spoken literary texts of choice & need
1. Chapman, R. (1975). Linguistics and Literature.
REFERENCE WORKS
2. Carter, R. (1982). Language and Literature: An Introductory Reader in

Stylistics.
3. Crystal, D and Davy, D. (1969). Investigating English Style.
4. Fowler, R. (1996). Linguistic Criticism.
5. Halliday, M. A. K. (1990). Spoken and Written Language.
6. Leech, Geoffrey and Short, Michael. (1986). Style in Fiction.
7. Leech, Geoffrey. (2002). A Linguistic Guide to English Poetry.
8. Thomas, Jenny. (1995). Meaning in Interaction. London: Longman.
9. Widdowson, H. G. (1992). Practical Stylistics: An Approach to Poetry.
ENG-654 EMERGING FORMS OF LITERATURE CR. HR 3 (3-0)
This course focuses on the emerging forms of literature. Literature for long has been
OBJECTIVES
considered as a powerful representation of life through words, while in terms of new

ways of living the modes of representation have also transformed. Limiting our
AIMS &
question about the representation of literary texts through changing modes like film or
video or other screen and sonic technologies, the debate here initiates a higher critical
level of understanding. Students opting for this course will comprehend the growing
combinations of screen reading, media forms, literature and literary criticism.

CONTENTS
Familiarize students to the latest trends of literary forms, hyper or cyber texts
 Enhance higher level of reflective thinking order
 Generate interdisciplinary interest and productive social networking
 Train the readers for academic research
Course contents may consist but may not limit to the sections and
REFERENCE WORKS
topics like:
 Section-I: Literature: Some Ways of Studying Literature, Literature and
Literary Study, The Nature of Literature, The Function of Literature, Literary
Theory, Criticism and History, Comparative and National Literatures,
Extrinsic Approaches to the Study of Literature.
 Section –II: What is Film or Cinema: The Language and Semiotics of
Cinema, the Cinematographic Principles.
 Section-III: Film Theory, Criticism, and Technology: Film Language and
Reality, Film Narratives, Film Genres, Film Psychology, Film Ideology and
Technology, Digital Images and Film Theory, Semantic/Syntactic
Approaches to TV and Film, The Work of Art in the
Age of Mechanical Reproduction, Literature and Science, Children’s Films and
Literature, Visual Pleasure and Narrative Cinema, Colonialism and Representation,
Digital Cinema, Multimedia and Technological Change.
 Section-IV: Narration and Adaptation: Literature as Film:
Structuring the Scene, Documentary Storytelling, Screen Writings and
Adaptations (Shorts, Soaps, Series, Sitcoms, etc)
Selected chapters from any of the suggested books or other resources:
W. H. Hudson: An Introduction to the Study of Literature
R. Wellek and A. Warren: Theory of Literature
Andre Bazin: What is Cinema?
Christian Metz: Film Language Film Form Sergie Eisenstein
Rudolf Arnheim: Film as Art
John Ellis: Visible Fictions
Thomas Schatz: Hollywood Genres
Suggested videos and films but NOT ALL of them: Robinson Crusoe, My
Fair Lady, A Farewell to Arms, Romeo and Juliet, Much Ado about Nothing,
Henry V, Hamlet, Bleak House, Man with a Movie Camera, Crooked House,
Gosford Park, and Tess (or any other as required)
Research Project Cr. hr 3 (3-0)

Students will be required to undertake a small scale investigation on a topic
AIMS, OBJECTIVES
of individual interest in their area of specialization. The aim of this component

AND CONTENTS
is to encourage the students to:

 develop the ability to collect, analyze and interpret data;
 apply theories and methods practiced worldwide in Literary Research
 Present the research in a coherent and well-organized manner in 10-15
thousand words.
Each student will be provided individual supervision and guidance in the proposed
research that he or she undertakes to conduct.
The Research Thesis will be assessed by two examiners (one of them will be the
Evaluation supervisor and the second will be an external examiner preferably from another
university). The thesis will be considered equivalent to a 3 credit hour course.
SEMESTER VIII (LINGUISTICS)
ENG-655 SYLLABUS DESIGN AND TESTING CR. HR 3 (3-0)

OBJECTIVES
The course aims to introduce the students to principles and process of evaluating and
AIMS &
designing a language syllabus and materials for language teaching. It also focuses on
developing appropriate assessment strategies for testing the four skills.
 Principles and Process of Syllabus Design

 Kinds of ELT syllabus
 Conducting Needs Analysis
 Evaluating and Designing a Syllabus
CONTENTS
 Evaluating, Adapting and Designing Print and Web-based Materials for

Language Learning including Prescribed Textbooks in Pakistani Schools
 Evaluating, Adapting and Designing Self-study Materials for Language
Learning
 Designing No-cost, Low-Cost Materials for Language Teaching
 Principles of Language Testing
 Types of Tests
 Designing valid and reliable tests
1. Alderson, J. C. and North, B. (Eds.), (1991). Language Testing in the
1990s. Macmillan.
2. Brown, H. D. (2001). Teaching by Principles. (Second edition). New
3. York: Addison.3.
4. Cohen, A. (1994). Assessing Language Ability in the Classroom.
(Second edition). Rowley, Mass.: Newbury House/ Heinle and Heinle.
5. Cunningsworth, A. (1984). Evaluating and Selecting EFL Materials.
Oxford.
6. Cunningsworth, A. (1995). Choosing Your Coursebook. Oxford:
Heinemann.
7. Ellis, R. (2005). Task Based Language Learning. Oxford: Oxford
University Press.
8. Grant, N. (1987). Making the Most of Your Textbook. Harlow: Longman.
9. Graves, K. (Ed.), (1996). Teachers as Course Developers.
REFERENCE WORKS
Cambridge: CUP.
10. Hall, D. & Hewings, A. (2001). Innovation in English Language Teaching.
London: Routledge.
11. Heaton, B. J. (1988). Writing English Language Tests. A practical guide
for teachers of English as a second or foreign language. (Second
edition). Longman.
12. Hughes, A. (1994). Testing for Language Teachers. Cambridge
Handbook for Language Teachers.
13. Madsen, S. H. (1983). Techniques in Testing. OUP.
14. Mc Namara, T. 2000. Language Testing. Oxford. OUP.
15. Markee, N. (1997). Managing Curriculum Innovation. Cambridge:
Cambridge UP.
16. Nunan, D. (1988). Syllabus Design. Oxford: Oxford University Press.
17. Nunan, D. (1989). Designing Tasks for the Communicative Classroom.
Cambridge: CUP.
78
18. Tomlinson, B. (Ed.), (2003). Developing Materials for Language
Teaching. Continuum.
19. White, R. V. (1988). The ELT Curriculum: Design, Innovation,
Management. Blackwell.
20. Wintergerst, A. (1994). Second-Language Classroom Interaction.
Toronto: University of Toronto.
Eng-656 Language, Culture and Identity Cr. hr 3 (3-0)

OBJECTIVES
The course aims to develop a better understanding of what constitutes identity and
AIMS &
how it is related to language and culture. The course also aims to reconceptualize
views of language, literacy and cultural practices within different context and to value
diversity and reject discrimination.
 Relationship between language and culture
 Role of language and culture in the formation of identity
 Types of identity: Religious; Ethnic; Linguistic; Cultural; National
 The issue of identity in multicultural societies
CONTENTS
 Identity Crisis
 Language Attitudes
 Ethnic conflicts
 Linguistic conflicts
 Problems of linguistic inequality
 Linguistic imposition
 Cross-cultural communication
 Culture shock
1. Agnihotri, K. R. (2007). Identity and Multilinguality: The Case of India. In
Tsui, M. B. A. & Tollefson, W. J. (Eds.). Language Policy, Culture, and
Identity in Asian Contexts. Lawrence Earlbaum Associates, Publishers.
Mahwah, New Jersey. (185-204).
2. Chick, K. J. (1996). Intercultural Communication. In Mc kay L. S. and
Hornberger, H.N (Eds.,). Sociolinguistics and Language Teaching. CUP
(329-350).
3. Edwards, J. (1985). Language, Society and Identity. Oxford: Basil
Blackwell.
4. Joseph, John, E. (2004). Language and identity: national, ethnic, religious.
REFERENCE WORKS
New York: Palgrave Macmillan.

5. Gumperz, J. J. (2005). Interethnic Communication. In Kiesling F. S. &
Paulston, B. C. (Eds.). Intercultural Discourse and Communication: The
Essential Readings. Blackwell Publishing. (33-44).
6. Khan, R. K. (2009). Two Languages with One Culture: Problems in
Communication. In Hussain, N; Ahmed, A & Zafar, M. (Eds.). English
and Empowerment in the Developing World. New Castle Upon Time:
Cambridge Scholars Publishing. (191-198).
7. Ochs, E. (2005). Constructing Social Identity: A Language Socialization
Perspective. In Kiesling F. S. & Paulston, B. C. (Eds.). Intercultural
Discourse and Communication: The Essential Readings. Blackwell
Publishing. (78-91).
80
8. Paul Kroskrity. (2000). Identity. Journal of Linguistic Anthropology, 9(1-2),
(111-114).
9. Royce, A. P. (1982). Ethnic Identity: Strategies of Diversity. Bloomington:
Indiana.
ENG-657 GENRE ANALYSIS CR. HR 3 (3-0)

OBJECTIVES
This course aims at introducing the theories and procedures of genre analysis and its
AIMS &
applications in second language teaching. The students will be introduced to different

genres for analysis and will practically engage in analyzing some important genres.
 Defining Genre
 Approaches to genre & genre analysis
CONTENTS
 Swales’ model of genre analysis

 Procedures involved genre analysis
 Academic Genre
 Professional Genre
 Genre analysis in second language teaching
1. Badger, R., & White, G. (2000). A process genre approach to teaching writing.
ELT Journal, 54(2), 153-160.
2. Basturkmen, H. (2006). Ideas and Options in English for Specific Purposes.
Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
3. Basturkmen, H. (2009). Commenting on results in published research articles and
REFERENCE WORKS
masters dissertations in language teaching. Journal of English for Academic

Purposes, 8, 241-251.
4. Bhatia, V. K. (1993). Analysing Genre. London: Longman.
5. Biber, D., Connor, U., & Upton, T. A. (2007). Discourse on the Move: Using a
corpus to describe discourse structure. Amsterdam: Benjamins Publishing company.
6. Connor, U., & Mauranen, A. (1999). Linguistic analysis of grant Proposals:
European Union research grants. English for Specific Purposes, 18(1), 47-62.
7. Ding, H. (2007). Genre analysis of personal statements: Analysis of moves in
application essays to medical and dental schools. English for Specific Purposes, 26,
369-392.
8. Dudley-Evans, T. (1994). Variations in the discourse patterns favoured by different
disciplines and their pedagogical implications.
9. In J. Flowerdew (Ed.), Academic listening: Research perspectives (pp.146–158).
10. Dudley-Evans, T. (1994). Variations in the discourse patterns favoured by
different disciplines and their pedagogical implications. 81
11. In J. Flowerdew (Ed.), Academic listening: Research perspectives (pp. 146–158).
12. Dudley-Evans, T., & John, M. J. S. (1998). Developments in English for Specific
Purposes: A multi-disciplinary approach. Cambridge: CUP.
13. Firth, D. R., & Lawrence, C. (2003). Genre analysis in information systems
research. The Journal of Information Technology Theory & Application 5(3), 63-77.
14. Flowerdew, J. (1993). An educational or process approach to the teaching of
professional genres. ELT Journal, 47, 305-316.
15. Flowerdew, J., & Dudley-Evans, T. (2002). Genre Analysis of editorial letters to
the contributers of international journals. Applied Linguistics, 23(4), 463-489.
16. Flowerdew, J., & Wan, A. (2006). Genre analysis of tax computation letters: How
and why tax accountants write the way they do. English for Specific Purposes, 25,
133-153.
17. Flowerdew, J., & Wanb, A. (2010). The linguistic and the contextual in applied
genre analysis: The case of the company audit report. 29, 78-93.
18. Hopkins, A., & Dudley-Evans, T. (1988). A genre-based investigation of the
discussion sections in articles and dissertations. English for Specific Purposes, 7,
113-121.
19. Hyland, K. (2001). Humble servants of the discipline? Self-mentioned in the
research articles. English for Specific Purposes, 20(3), 207-226.
20. Hyland, K. (2002). Genre and second language writing. Michigan: Michigan
University Press.
21. Hyland, K. (2003). Graduates gratitude: the generic structure of dissertation
acknowledgements. English for Specific Purposes, 22(3), 303-324.
22. Hyland, K. (2006). English for academic purposes: an advanced resource book.
London: Routledge.
23. Hyland, K. (2008). Genre and academic writing in the disciplines. Language
Teaching, 41(4), 543-562.
24. Hyon, S. (1996). Genre in three traditions: Implications for ESL. TESOL
Quarterly, 30(4), 693-622.
25. Johns, A. M. (2008). Genre awareness for the novice academic student: An
ongoing quest. Language Teaching, 41(2), 237-252.
26. Kanoksilapatham, B. (2005). Rhetorical structure of biochemistry research
articles. English for Specific Purposes, 24(3), 269-292.
27. Kwan, B. S. C. (2006). The schematic structure of literature reviews in doctoral
theses of applied linguistics. English for Specific Purposes, 25, 30-55.
28. Nunan, D. (1997). Research Methods in Language Learning. Cambridge: CUP.
29. Paltridge, B. (2006). Discourse Analysis. London: Continuum.
30. Postellguilo, S. (1999). The schematic structure of computer science research
articles. English for Specific Purposes, 18(2), 139-160.
31. Samraj, B. (2002). Introductions in research articles: Variations across disciplines.
English for Specific Purposes, 21(1), 1-17. 82
32. Samraj, B. (2005). An exploration of a genre set: Research article abstracts and
introductions in two disciplines. English for Specific Purposes, 24(2), 141-156.
33. Swales, J. (1990). Genre Analysis: English in academic and research settings.
Cambridge: CUP.
34. Swales, J. M. (1981). Aspects of article introductions (Aston ESP Research
Report 1).
35. Swales, J. M. (1986). A genre-based approach to language across the curriculum.
In M. L. Tickoo (Ed.), Language across the curriculum (pp. 10–22). Singapore:
Regional English Language Center.
36. Thompson, S. (1994). Frameworks and contexts: A genre-based approach to
analyzing lecture introductions. English for Specific Purposes, 13, 171-186.
37. Upton, T. A., & Connor, U. (2001). Using computerized corpus analysis to
investigate the text linguistic discourse moves of a genre. English for Specific
Purposes, 20, 313-329.
38. Weissberg, B. (1993). The graduate seminar: Another research-process genre.
English for Specific Purposes, 12, 23-35.
39. Yeung, L. (2007). In search of commonalities: Some linguistic and rhetorical
features of business reports as a genre. English for Specific Purposes, 26, 156-179.
Eng-658 English For Specific Purposes (ESP) Cr. hr 3 (3-0)

The basic aim of this course is to teach the learners how to design and implement ESP
programme for a group of students in a particular occupational or academic setting.
AIMS & OBJECTIVES
Another aim is to examine classroom practices for effective ESP instruction. By the
end of the course, students will:
 Develop an understanding of the major issues of concern for ESP
practitioners;
 Become aware of the methods currently practised in the teaching of ESP;
 Be able to conduct needs analysis of the students they are designing the
syllabus for;
 Be able to adapt or create authentic ESP material in a chosen professional or
occupational area.
 Introduction to ESP
 Historical and theoretical perspectives on ESP
CONTENTS
 Conducting needs analysis (setting general goals and specific

objectives)Course and Materials: evaluation, design and development
 Assessment of evaluation of ESP programs
 Issues in ESP
 Approaches to text analysis (register, discourse, and genre analysis)
1. Barron, C. (2003). “Problem solving and ESP: Themes and Issues in a
Collaborative Teaching Venture. In English for Specific Purposes, 22. (297-314).
REFERENCE WORKS
2. Dudley-Evans, T. & Bates, M. (1987). “The Evaluation of an ESP Textbook.” In L.

E. Sheldon. (Ed.), ELT Textbooks and Materials: Problems in Evaluation and
Development. ELT Documents 126.
3. Dudley-Evans, T. & St. John, M. J. (1998). Developments in English for Specific
Purposes. Cambridge: CUP
4. Fanning, P. (1993). “Broadening the ESP Umbrella.” English for Specific
Purposes. 12 (2).
5. McDonough, J. (1984). ESP in Perspective: A Practical Guide. London: Collins.
6. Swales, J. (1990). Genre Analysis. Cambridge: Cambridge University Press.
RESEARCH PROJECT CR. HR 3 (3-0)

Students will be required to undertake a small scale investigation on a topic
AIMS, OBJECTIVES
of individual interest in their area of specialization. The aim of this component

AND CONTENTS
is to encourage the students to:

 develop the ability to collect, analyze and interpret data;
 apply theories and methods practiced worldwide in Literary Research
 Present the research in a coherent and well-organized manner in 10-15
thousand words.
Each student will be provided individual supervision and guidance in the proposed
research that he or she undertakes to conduct.
The Research Thesis will be assessed by two examiners (one of them will be the
Evaluation supervisor and the second will be an external examiner preferably from another
university). The thesis will be considered equivalent to a 3 credit hour course.

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(7TH SEMESTER) LINGUISTICS

(8TH SEMESTER) LINGUISTICS

an optimum level so as to enable them to communicate effectively in English language

Grellet. Oxford Supplementary Skills. 4th Impression 1993.

Supplementary study material:

IS-301 ISLAMIC STUDIES CR. HR 3 (3-0)

This course is aimed:

1. to provide Basic information about Islamic Studies

Quranic Verses: Translation and Explanation: Selected from various Sections of

Haqooq- ul- Habad, Jehad, Husn-e- Ikhlaq etc

POL-351 INTRODUCTION TO POLITICAL SCIENCE CR. HR 3 (3-0)

INTRODUCTION TO PSYCHOLOGY CR. HR 3 (3-0)

INTRODUCTION TO GEOGRAPHY CR. HR 3 (3-0)

ENG-353 INTRODUCTION TO LITERATURE—I CR. HR 3 (3-0)

English or translated. Main purpose of these readings is to highlight varieties in

 What is drama? Various types of drama, Plot, Setting, Character/

ENG-351 COMMUNICATION SKILLS CR. HR 3 (3-0)

competent interpersonal communicator.

Intercultural communication in the global context. Oracy Skills (Listening &

1. Communication for Business by Shirley Taylor (4th Edition)

PS-351 PAKISTAN STUDIES CR. HR 3 (3-0)

Ideology of Pakistan: Definitions, Historical Background, Speeches delivered by

1930_1946: 1935 Act, 1936-37 Elections, Congress Ministries, Pakistan Resolution,

6. Mehmood, Safdar. Pakistan Kayyun Toota, Lahore: Idara-e-Saqafat-e-Islamia, Club

SOC-351 PRINCIPLES OF SOCIOLOGY CR. HR 3 (3-0)

iv. Informal and Formal groups

5. Socialization & Personality

6. Frank N Magill. 2003. International Encyclopedia of Sociology. U.S.A: Fitzroy

ENG-352 INTRODUCTION TO LINGUISTICS CR. HR 3 (3-0)

 Basic terms And Concepts in Linguistics (language, design features, nature

and functions of language, diachronic/synchronic linguistics,

• Aitchison, J. 2000. Linguistics (Teach Yourself Books).

• Finch, G. How to Study Linguistics: A Guide to Understanding

ENG-354 HISTORY OF ENGLISH LITERATURE — I CR. HR 3 (3-0)

 17th Century (Milton, The Puritan Movement, The Metaphysical and

London: Penguin, 1976.

ENG-403 INTRODUCTION TO LITERATURE — II CR. HR 3 (3-0)

Literary Forms: their origin and development

 What is Novel? Various types of Novel, Plot, Setting, Character,

Characterization, Story, Narrative Devices/Techniques, etc.

5. Michie, Elsie B. Charlotte Bronte's Jane Eyre: A Casebook (Casebooks

ENG-401 TECHNICAL WRITING CR. HR 3 (3-0)

summarizing, Types of summary and abstract and Difference between outline,

methodological techniques of the disciplines of mathematics and statistics to

5. Random Variables, Expectation and Probability Distributions

6. Sampling and Sampling Distribution

1. Introduction to Statistical Theory Part-I & II – Sher Muhammad Chaudhry,

ENG-402 POETRY-I CR. HR 3 (3-0)

This course focuses on a genre-specific historical development of poetry. These poems

 Jeffery Chaucer ( 1340 – 1400 ) Prologue To The Canterbury Tales

 (i) The Sun Rising,(ii)Extasie (iii) St . Lucis day,(iv)Death Be not Proud

ENG-404 HISTORY OF ENGLISH LITERATURE- II CR. HR 3 (3-0)

London: Penguin, 1976.

TH-402 ANCIENT CIVILIZATION CR. HR 3 (3-0)

Unit-II Mesopotamian Civilization

Unit-III Indus Civilization

Unit-IV Other Civilizations

 Classical or the Neo-Classical Age