04-M.A. English

THIRUVALLUVAR UNIVERSITY, VELLORE – 632115
M. A. English 2022-23 onwards - Affiliated Colleges - Annexure No.I
PROGRAMME OBJECTIVES
1. Understand and appreciate the text in an elaborate manner.
2. Learn the culture and the history of the nations.
3. Learn and understand social, political literary movements and uniqueness of
communities.
4. Indigenous people, their culture, identity problems and endangered conditions of the
earth.
5. To face NET / SET / TRB with language and literary skills.
PROGRAMME EDUCATIONAL OBJECTIVES

1. Able to differentiate the representations of authors in terms of theme, content background
etc.
2. To familiarize the discourse of linguistics.
3. Learn the importance of the ethics and spirituality.
4. Understand the techniques of creative writing.
5. Acquaint with techniques and writing of print media.
PROGRAMME SPECIFIC OUTCOMES

1. Learn and understand the literary terms and forms.
2. Able to interpret the concepts of modernism and postmodernism.
3. Able to link the relationship between language and literature.
4. Understand and analyse the sufferings of the natives of different countries.
5. Subaltern thoughts are discussed via criticism.
6. Re-inforce students‟ literary competence.
7. Translation work is done.
8. Differentiate between feminism and womenism.
9. Learn and understand language teaching theories.
10. Understand the relevance of studying classic texts.
PROGRAMME OUTCOMES
1. Learn and interpret old style of English.
2. Able to represent different ages and their classes.
3. Able to communicate effectively with proper pronunciation.
4. Apply discipline to specific skills in learning creative performance.
5. Able to create ecological concern.
6. Able to create Motivational writings.
7. Re explore political, social and economic role in literature.
8. Circumstances for the formulation of diasporic communities can be learnt.
9. Get an idea of validity and reality.
10. Understand the changing trends of English literature and higher education.
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THIRUVALLUVAR UNIVERSITY, VELLORE – 632115
M.A. English Curriculum (Affiliated Colleges)
(For the students admitted during the academic year 2022–23 onwards)
PROGRAMME OBJECTIVES
The Programme aims to develop the ability of the student to critically examine and
restate his/her understanding of literary texts, employing individual linguistic skills, engendering
literary concepts and critical approaches to arrive at the core and essence of narratives. The
learning process would also lead to a larger comprehension of global, national, social issues and
thereby facilitate the students to address the issues proactivity and gain a reasonable command of
the language.
PROGRAMME OUTCOME
 On completion of the programme the student will be able to:

 Interpret his/her understanding of form, structure, narrative technique, devices and style.
 Analyze and apply various literary concepts and critical approaches.
 Appreciate the importance of English as an international language, to benefit from the
achievements of other cultures in accordance with various life situations.
 Organize and integrate the acquired knowledge towards individualistic compositions.
 Present, appraise and defend arguments with conviction and confidence.
M.A. ENGLISH EMPLOYMENT AREAS M.A ENGLISH JOB TYPES
1 Corporate Communication 1 IELTS trainer

2 Communications Industry 2 English Translator
3 Indian Civil Services 3 Junior Parliamentary Reporter (English)
4 Journalism 4 English Editor
5 Online Tutoring 5 Translator/Interpreter
6 Politics 6 English Teacher
7 Publication Houses 7 Content Writer/Trainer
8 Public Relations 8 English Tutor
9 Research 9 Customer Support Executive
10 TV & Media 10 English Proof Reader
11 Translation Agencies 11 English Language Specialist
12 Media Analyst
13 Stenographer (English)
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The Course of Study and the Scheme of Examination – M.A. ENGLISH 2022-2023
Sl. Study Components Instructional. Maximum Marks

Credits Title of the Paper
No. Course Title hrs / per week Uni.
CIA Total
SEMESTER I Exam
British Poetry (Chaucer to
1. Paper- 1 6 4 25 75 100
20th century)
Core
2. Paper- 2 6 4 American Literature 25 75 100
3. Paper- 3 6 4 Indian Literature in English 25 75 100
4. Paper- 4 6 4 Advanced Linguistics 25 75 100
Internal Elective for same major students
Paper-1 (To choose one out of 3)
A. Indian Writing in
Core Translation
5. 3 3 25 75 100
Elective B. Fourth World
Literature
C. Folk Tale and Myth
External Elective for other major students (Inter/multi disciplinary papers)
6. Open Paper-1 (To choose one out of 3) 25 75 100
Elective 3 3 A. Literature for Social
Transformation
B. Green Cultural Studies
C. Public Speaking and
Creative Writing
30 22 150 450 600
Uni.
SEMESTER II CIA Total
Exam
7. Paper- 5 6 4 British Drama 25 75 100
Translation Theory &
8. Paper- 6 6 4 25 75 100
Core Practice
Contemporary Literary
9. Paper- 7 6 4 25 75 100
Theory - I
(To choose one out of 3)
Paper-2 A. Comparative Literature
Core B. New Literature in
10. 5 3 25 75 100
Elective English.
C. Subaltern Literary
Studies
11. Open Paper-2 (To choose one out of 3)
Elective 5 3 A. Technical Writing.
B. Indian Diaspora
25 75 100
Literature
C. Journalism and Mass
Communication.
12. Field - 2 100 - 100
Study
13. Compulsory Paper 2 2 Human Rights 25 75 100
30 22 250 450 700
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SEMESTER III
14. Paper-8 5 4 Non- Fiction & Prose 25 75 100
15. Paper-9 5 4 Research Methodology 25 75 100
16. Paper-10 Contemporary Literary
Core 5 4 25 75 100
Theory - II
17. Paper-11 African and Canadian
5 4 25 75 100
Writings
18. (To choose one out of 3)
A. Popular Literature
Core B. Children‟s Literature
Paper - 3 5 3 25 75 100
Elective C. Preparatory Exam for
NET/SET/TRB – Paper II
A. Soft Skills
Open
Paper - 3 5 3 B Theorising Sexualities 25 75 100
Elective
C. Preparatory Exam for
NET/SET – Paper I
20. MOOC
courses - 2 - - 100
30 24 150 450 700
SEMESTER IV
21. Paper-12 World Literature in
6 5 25 75 100
Translation
22. Core Paper-13
6 4
Shakespeare Studies 25 75 100
23. Paper-14 6 4 Single Author Study 25 75 100
24. 100
Core Project 5 5 Project with Viva voce (75 Project +25 100
viva)
A. Post-Colonial Studies
B. Gender Studies
Core
Paper - 4 4 3 C. English Language 25 75 100
Elective
Teaching - Theory and
Practice

Open A. Film Studies
Paper - 4 3 3 25 75 100
Elective B. English for Media
C. Fantasy Fiction
30 24 150 450 600
120 92 2600
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THIRUVALLUVAR UNIVERSITY
M.A. ENGLISH – SYLLABUS for affiliated Colleges
UNDER CBCS - (With effect from 2022-2023)
SEMESTER-I
PAPER – 1
BRITISH POETRY (CHAUCER TO 20th CENTURY)

SEMESTER – I CREDITS – 4
CATAGORY – CORE PAPER NO.OF. HOURS\WEEK – 6
TOTAL HOURS – 78 COURSE CODE: DEN11
OBJECTIVES:
 To sensitize them to feel the pulse of poetic expression by making them understand and
appreciate beat, rhythm, rhyme, etc.
 To enable them u understand the concepts related to Elizabethan l, Metaphysical,
Romantic, Victorian, Modern & Postmodern poetry, to name a few
 To make them appreciate poetry by critically analyzing the poems in terms of theme,
content, background, etc.
UNIT PLAN:
 After studying student will be able to understand the background history of literature and
language
 The student will be able to know how to appreciate and analyses the poetry
 The student will be able to know the beauty of the literary terms and forms
COURSE OUTCOME
 Students will be able to learn the metaphysical poets and their style of writings.
 Students will be able to know the love and lust towards opposite gender
 Students will be able to differentiate the various types of sonnets
 Students will be able to appreciate the beauty of the nature and imagination
 Students will be able to understand the romantic life of the poets
 Students will be able to differentiate the changes of language and style
UNIT I: Introduction Teaching Hours – 15

1. a) What is poetry?
b) Metrical & free verse-kinds of poetry.
c) Poetic justice, Poetic License, Poetic diction, Poetic devices, Figures of speech, etc.
d) Themes Of poetry e) Appreciation of poetry.
UNIT II: POETRY (DETAILED) Teaching Hours - 17

Geoffrey Chaucer : The love Unfeigned
William Shakespeare : Sonnet 147
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John Milton : Light
John Donne : Canonization
Andrew Marvel : To His Coy Mistress
(Non-Detailed)
Edmund Spenser : Epithalamion
George Herbert : The Pulley
UNIT III: (DETAILED) Teaching Hours - 15

William Wordsworth : Tintern Abbey
P. B Shelly : Ode to Skylark
John Keats : Ode on a Grecian Urn
Christina Rossetti : Christmas Eve
(Non-Detailed)
ST Coleridge : The Rime of an Ancient Mariner
Robert Browning : Andrea Del Sarto
UNIT IV: (Detailed) Teaching Hours -16

T.S Eliot : Ash Wednesday
W. B. Yeats : Sailing to Byzantium
Philip Larkin : Toads
Alexander Pope : On a Certain Lady at Court
Carol Ann Duffy : 1) Valentine
2) Prayer
(Non-Detailed)
Elizabeth Jennings : The Old Woman
Norman McCraig : Stars and Planets
UNIT V: (NON-Detailed) Teaching Hours -15

Thomas Gunn : You got to go
Seamus Haney : Blackberry Picking
RS Thomas : Peasant
Charles Tomlinson : A rose for Janet
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REFERENCE
1. Arthur Quilter Couch, Ed., The Oxford Book of English Verse (1250-1900). Oxford:
OUP,1923.
2. Bird, Ed., Books of Ballads. London:Longmans,1967.
3. Grierson & Smith, Critical History of English Poetry. London : OUP, 1970
4. Wilson, Shakespeare's Sugared Sonnets. London: CUP, 1974.
5. Heath Stubbs & Wright, Faber Book of Twentieth Century verse. London:
Faber & Faber, 1975
6. Palgrave, Ed.., Golden Treasury of the best songs and lyrical poems in the.
English language. London: OUP, 1977.
7. Roberts, Ed..,Faber Book of Modern verse. London: Faber &Faber, 1979.
8. Roberts, Ed..,Faber Book of Modern Verse. London: Faber &Faber, 2000
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PO – Programme Outcome, CO – Course outcome
S – Strong , M – Medium, L – Low (may be avoided)
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PAPER - 2
AMERICAN LITERATURE
CATAGORY – CORE NO.OF. HOURS\WEEK – 6
TOTAL HOURS- 78 COURSE CODE: DEN12
OBJECTIVES:
 To enable the students to have an overview of major authors who have given significant
contributions to the development of American literature.
 The social and political events that have influenced the literary movements can be
understood by the study of representative authors.
UNIT PLAN
 The student will able to understand the themes of the poem
 The student will know the concept of modernism and post modernism
 The student will able apply the aesthetic sense of poetry
 The student will know the culture and history of the United States
COURSE OUTCOME
 Students will able to know the prominent women writers
 Students will able to distinguish the various thinking of American society
 Students will able understand transcendentalists and naturalists
 Students will able to learn the seclusion temper and patriarchal society
 Students will able to examine the reality of working classes and middle classes living in
cities
UNIT I: POETRY (DETAILED) Teaching Hours - 16

Walt Whitman : When the Lilacs Last Bloom‟d
Robert Frost : After Apple Picking
Allen Ginsberg : Howl
Emily Dickinson : 1. knows how to forget!
2. Success is Counted Sweetest
Wallace Stevens : The Idea of Order at Key West
Langston Hughes : The Negro speaks of River out of work
(Non-detailed)
Anne Bradstreet : Contemplations
Edward Taylor : 1) The soul's Groan to Christ for succor
: 2) Christ's Reply.
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UNIT II: PROSE (DETAILED) Teaching Hours - 15
Ralph Waldo Emerson : 1) Self-Reliance
: 2) The American Scholar
(Non-detailed)
Maya Angelou : I know why the caged bird sings
UNIT III: DRAMA (DETAILED) Teaching Hours - 15

Tennessee Williams : A Streetcar Named Desire
(Non- Detail)
Edward Albee : A Cat on a Hot Tin Roof
Tony Kushner : Angels in America (Part-1)
UNIT IV: SHORT STORIES (NON-DETAILED) Teaching Hours - 16

Nathaniel Hawthorne : The Purloined Letter
John Updike : The Witness
Pearl S. Buck : The Quarrel
John Steinbeck : Flight
Eudore Welty : Worn Path
UNIT V FICTION (NON-DETAILED) Teaching Hours - 16

Eudora Welty : The Optimist's Daughter
John Barth : Lost in the Funhouse
Toni Morrison : Beloved
REFERENCE
 Bugsbu, C.W.E. A Critical Introduction to Twentieth Century American

Drama.CUP, 1984.
 Allen, Paul Gunn. “Studies in American Indian Literature”. New York: Modern
Language Association. 1983.
 Andrews, W., F. Foster, and T. Harris (eds.). “The Oxford Companion to African
American Literature. Oxford, 1997.
 Kim, H. Elaine. Asian American Literature: An Introduction to the Writings and Their
Social Context. Pearson Longman, 2004.
 Kranser, David (ed). A Companion to Twentieth Century American Drama, Blackwell
Publishing, USA, 2005.
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PAPER - 3
INDIAN LITERATURE IN ENGLISH
OBJECTIVES:
 To help the students appreciate the richness in Indian writing in English.

 To acquaint the students with the eminent Indian writers in English.
UNIT PLAN
 Students will able to know the complete picture of Indian writers and their uniqueness
 Students will come to know the traditional and cultural background
 Students will acquire the idea about the customs and superstitious belief of Indians
 Students will realize the importance of spirituality in Indian writing
COURSE OUTCOME
 Students will be able to know the importance of translation in various works
 Students will know the sufferings and submissive conditions of people
 Students will know the childhood sufferings and search for identity through short stories
 Students will learn the myths and ethics of Indians
 Students will know how to write the script
 Students will be able to encourage by various motivational writings
UNIT I: POETRY (DETAILED) Teaching Hours - 16

1. Aurobindo : Rose of God
2. Toru Dutt. : Lakshman
3. Nissim Ezekiel : A Very Indian Poem in Indian English
(Non-Detailed)
1. Shiv. K. Kumar : Indian Women
2. A.K Ramanujam : Epitaph on a Street Dog
3. Jayanta Mahapatra : Grandfather
4. Sarojini Naidu : Bird Sanctuary
UNIT II: PROSE (DETAILED) Teaching Hours - 16

Jawaharlal Nehru : Discovery of India-Through the Ages
Ananda Coomarasamy : Dance of Shiva
J.Krishnamurthi : The Rich and the Poor
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UNIT III: DRAMA Teaching Hours - 14
Badhal Sarkar : Mad Horse
Asif Chrrimbhey : The Refugee
UNIT IV: FICTION (NON-DETAILED) Teaching Hours - 16

Shashi Despande. : That Long Silence
Anita Nair : Ladies Coupe
Gita Mehta. : River Sutra
UNIT V: CRITICISM Teaching Hours - 16

Meenakshi Mukherjee : "Nation,Novel,
Language"in The Perishable Empire
Gajendra Kumar : "Kaleidoscopic
Dimensions of Indo-Angelian
Novel Criticism: From Colonialism to Post-
Colonialism" from Indian English Literature: A
New Perspective.
Barathamuni : From Natya and Rasa: Aesthetics of Dramatic
Experience
REFERENCE
1. Karnad, Girish - Collected Plays – Vol. I. New Delhi : Oxford University Press, 2005.
2. Deshpande, Shashi_That Long Silence-Penguin 1998
3. Biswal k. Jayant. A Critical Study of the Novels of R.K.Narayan.. The comedy.
Nirmalpublishers, New Delhi,1987
4. Gajendra Kumar. Indian English Literature: A New Perspective.Sarup and Sons, New
Delhi
5. A history of Indian English Literature: M.K. Naik (New Delhi : Sterling Publishers),
1985.
6. Readings from Commonwealth Literature: William Walsh (Oxford: Claredon Press),
1973.
7. The Third World Literature: Trevor James, London, 1986.
8. An Anthology of Commonwealth Poetry: C.D. Narasimhaiah (ed), (Madras: Macmillan),
1990.
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PAPER - 4
ADVANCED LINGUISTICS
OBJECTIVES
 To enrich learners with the knowledge of the scientific study of language and to provide
insights into the nature of language.
 To familiarize learners with the discourse of linguistics and to provide exposure to the
variety of theoretical and practical manifestations of linguistics.
 To enable students to gain an informed approach on how language interfaces with
literatures as well as with societal concerns and also to show how it feels into the
discipline of cognitive sciences.
UNIT PLAN
 Students will be able to understand the importance of language
 Students will learn how the language has emerged
 Students will understand the systematic approach of language
COURSE OUTCOME:
 Students will able to follow the proper pronunciation of the words
 Students will able to learn how to communicate effectively in various places
 Students will able to easily know the difference between linguistics and non- linguistics
 Students will able to link the relationship between language and literature
 Students will able to enjoy the dialects of various places and persons
 Students will able to think about the multi- lingualism
UNIT I: Teaching Hours - 13

Nature of Language: Human and non-human systems of communication; Design features
of language, Linguistics form (free and bound), Saussurean Dichotomies, Psychology of
language, Language and the Brain, Language and Mind.
UNIT II: Teaching Hours - 17

Phonetics and Phonology: Articulatory, Auditory and Acoustic Phonetics. The Anatomy
and Physiology of Speech. Phonetic Transcription. Initiation of Speech. Consonants and Vowels
and their Classification. Supra segmental elements. Acoustic Characteristics of Speech.
Phoneme, Phonology- all Processes and Features .
UNIT III: Teaching Hours - 15

Morphology: Morph, Morpheme, Allomorph, Morphological processes, Compounds,
Analyzing Morphological Structure, Word classes, Morphological Properties of English verbs,
Word Formation.
UNIT IV: Syntax and Semantics Teaching Hours - 17

Phrase Structure Grammar, Transformational grammar, Rules and Constraints on rules,
Theory of Govt. and Binding: Universal Grammar, Innateness Hypothesis, Types of meaning,
Semantic Relations , Pragmatics.
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UNIT V: APPLIED LINGUISTICS Teaching Hours - 16
a) Stylistics : The relationship of language to literature,
Style and Function, Poetic discourse, narrative discourse
and dramatic discourse.
b) Language Disorders : The brain and Language organization, Aphasia, Dyslexia,

Dysgraphia, Clinical Syndromes.
c) Lexicography : Monolingual dictionary, Inter-lingual dictionary, Structure
and Equivalences, Problems of Untranslatability, General
and special purpose dictionaries.
REFERENCES
 Agnihotri,R.K. and Khanna,A.L.(ed.),1994.Second Language Acquisition: Socio-cultural

and Linguistic Aspects of English in India. New Delhi: Sage
Publications.(ed.),1995.English Language Teaching in India: Issues and Innovations.
NewDelhi. Sage Publications.
 Aitchison, J. 1995. Linguistics: An Introduction. London: Hodder & Stoughton.
 Akmajian,A.,Demers,R.,Farmer,Harnish,R.199001996.Linguistics: An Introduction to
Language and Communication Cambridge, -Massachusetts: MIT
Press.(Indianreprint,1996,Prentice Hall).
 Atkinson, M.,Kilby,D.& Rocca,I.1982. Foundations of General Linguistics .London:
George
 Allen& UnwindCarr, P.1999.English Phonetics and Phonology An Introduction
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CORE ELECTIVE
PAPER 1
(TO CHOOSE ANY 1 OUT OF THE GIVEN 3)
A. INDIAN WRITING IN TRANSLATION

CATAGORY – CORE ELECTIVE NO.OF. HOURS\WEEK – 3
TOTAL HOURS- 39 COURSE CODE: DEEN15A
COURSE OBJECTIVE
 This evokes a concentrated imaginative awareness of experience or a specific emotion

 In prose we can see the technique of language that exhibits a natural flow of speech and
grammar
 It can be viewed as an exploration of meaning and identity in the turmoil of changing
social structure
 It demonstrates that the author supported the struggle from the point of the field hands
 It highlights the failing values present in the Post-Independence Indian Society.
UNIT PLAN
 It has tremendous appeal for children and it is the best way of exhibiting their love for the
language.
 It lays the foundation for the appreciation of the beauty of language. The rhythm of these
poems helps the students to acquire natural speech rhythm
 It enables the learners to extend their knowledge of vocabulary and structures and to
become more proficient in the four language skills.
 It develops the ability of speaking English correctly and fluently. The main aim is to
develop the language ability of the students.
COURSE OUTCOME – Students will be able to
 demonstrate the understanding of the social and artistic movements that have shaped
theatre and dance as we know it today.
 apply discipline to specific skills in learning creative performance. Analyze and interpret
texts and performances both in spoken and written form.
 encourage economy of setting, concise narrative and the omission of a complex plot:
character is disclosed in action and dramatic encounter but is seldom fully developed.
 distinguish the short story is often judged by its ability to provide “a complex” or
justifying treatment.
 acquire knowledge and comprehension of major texts and traditions of language and
literature written in English as well as their social, cultural, theoretical and historical
contexts.
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UNIT I : POETRY Teaching Hours - 9
Kabir : Poems 1,2,12,36,36 from
One Hundred poems of Kabir
Kalidasa : Meghadutam
Mirabai : I sing for him Joyfully
Amir Khusrau : Colour me in Colours of Love
Amrita Pritam : The Revenue Stamp
UNIT II: PROSE Teaching Hours - 8

Samarth Ramsay : Dasbodh
Sarathkumar Mukopathyaya : Gulabjamun
Sivasankarapillai : In the Flood
Motilal Jotwani : A desire to see the sky

Mohan Rakesh : Half-way House
Indira Parthasarathy : Nandhan Kathai (Tr. C.T.Indira)
UNIT IV: SHORT STORY Teaching Hours - 7

Khushwant Singh : Karma.
Pudumai Pithan : Faith
Mahim Bora : Kathanibarighat
UNIT V: FICTION Teaching Hours - 7

Pazhamalai : Sanangalin Kathai
Irawati Karve : Yugunta
REFERENCE
1. Mukherjee, Meenakshi - The Perishable Empire - UK: Oxford University Press, 2004.
2. Sivasankari - Knit India Through Literature – Vol. II & III. Chennai: East West Books
Pvt. Ltd, 2004.
3. Arvind Krishna Mehrotra, ed. - An Illustrated History of Indian Literature in English -
New Delhi: Permanent Black, 2003
4. Kumar, Dilip. D. - Contemporary Tamil Short Fiction - Madras: Manas East West
Books, 2005.
5. One hundred poems of Kabir translated by Rabindranath Tagore: Chronicle books.
An imprint of DC publishers, New Delhi, 2003
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WEB SOURCES
Songs of Kabir Tr by Rabindranath Tagore:
<http://www.sacred-texts.com/hin/sok/index.htm>
Mahim BoraKathanibarighat:
https://indianreview.in/fiction/kathanibarighat-mahim-bora-assamese-short-stories-translated-
lalit-saikia/
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CORE ELECTIVE
PAPER 1
B. FOURTH WORLD LITERATURE
TOTAL HOURS- 39 COURSE CODE: DEEN15B
OBJECTIVE
 To make the student acquaint the Knowledge about the Marginalized and exploited.
 To understand the exploitation of the Aboriginal population.
UNIT PLAN
 Students will be able to know the indigenous nature of the people.
 Students will come to know the socio-economic condition of the people.
 Students will understand the concept of fourth world literature.
COURSE OUTCOME
 Students will be able to know the sufferings of the natives of different countries.
 Students will be able understand the desires and longings of natives
 Students will be able to come to know the dream and dark side of the people
 Students will be able to learn and apply what is Fourth World Literature.
 Students will be able to get the knowledge of Fourth World Literature.
UNIT 1: Teaching Hours - 8

N. Scott Momaday - Introduction to Fourth World Literature - world council of
Indigenous peoples in 1972 - Native people of America
Aboriginals of Australia - dark side of the dream : Australian literature and the post
Colonial mind.

Patricia Frances Graces : Maoris, Literature of New Zealand

George Copway : Indigenous First Nations Literature of Canada

Dalit literature and tribal literature of India.
Aarjundangle : Poisoned bread
Om Prakashvalmiki : Joothan
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REFERENCES:
1. Hodge, B. and Mishra, V. (1991) Darksideofthedream:
Australianliteratureandpostcolonialmind, Allen and Unwin, Sidney, Australia .
2. Illaiah, Kancha. Post- Hindu India : A discourse on Dalit- bahujan, socio- spiritual and
scientific revolution. New Delhi: sage Publications India pvt. Ltd. 2009.
3. Mani, Braj Ranjan. Debrahmanizing history :Dominanceand resistance. New delhi
manohar publishers, 2008
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CORE ELECTIVE
PAPER 1
C. FOLK TALE AND MYTH
TOTAL HOURS- 39 COURSE CODE: DEEN15C
COURSE OBJECTIVES
 King Arthur wanted the knights in his court to be considered equal. He did not want to
fight
 The Metamorphosis almost never depicts love affairs or loving relationship that end
happily
 It believed that those who pray to Lord Varadya and touch the two sacred lizards on their
way are relieved from chronic diseases.
 Of the aesthetic values of modern critics connected with the general school of mythical
view myth seems to be out-and-out rational.
UNIT PLAN
 He tells the company about his occupation as combination of itinerant preaching, selling
promises for salvation.
 He gives a similar sermon to every congregation and then breaks out of his selling relics
which he readily admits to the listening pilgrims as fake.
 King Arthur wanted the knights in his court to be considered equals: he did not want
them fighting over status or rank.
 The Round Table since it was round represented Chivalry in its highest form.
 In this the narrator prays to the gods for inspiration, lays out his theme and states his
intentions to write a single continuous poem. Secondly the narrator describes the creation
of the world. The only survivors were Deucalion and Pyrrha, Pious people.
COURSE OUTCOME
 Students will be able to know folklore and myth.
 Students will be able understand folk literature.
 Students will be able to come to know the culture of the Greek and Italian writers.
 Students will be able to learn and apply richness of Folk Literature.
 Students will be able to get the knowledge about myth criticism.
UNIT I Teaching Hours - 9

Geoffrey Chaucer : The Pardoner‟s Tale
Pindar : Olympia XI (Trans. By Richmond Lattimore)
Christopher Marlowe : The Passionate Shepherd to His Love
Sir Walter Raleigh : The Nymph‟s Reply to the Shepherd
UNIT II Teaching Hours - 8

Phyllis Briggs (Retold) : King Author and the Knights of the Round Table
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UNIT III Teaching Hours - 7
Ovid : Metamorphoses – Book VIII (Lines 1-60)
UNIT IV Teaching Hours - 9
Herman Hesse : Siddartha

Mark Twin : A Genuine Mexican Pug
Julian Huxley : The Sacred Lizard
Aesop : 1) The Town Mouse and The Country Mouse
: 2) The Fox and the Grapes
: 3) The Goatherd and the Wild Goats
UNIT V Teaching Hours - 6
M.H. Abrams : Introduction to Myth, Folklore
A. Joseph Dorairaj : Theories of Myth: From Cassier to Frye
B. Das : Myth Criticism and its Value
REFERENCE
1. Kearns, George. Macmillan Literature Series: English and Western Literature, Glencoe
Publishing Company, California, 1984.
2. Briggs, Phyllis. King Arthur and the Knights of the Round Table, Dean and Sons Ltd.,
London, 1984.
3. Abrams, M.H. and Geoffery Galt Harpham, A Glossary of Literary Terms, Cengage
Learning, 2012.
4. Dorairaj, A. Joseph, Myth and Literature, Folklore Resources and Research Centre, 2003.
5. Ed. Rajnath, Twentieth Century American Literature, Arnold Heinemann Publisher,1977.
6. Hesse, Hermann, The Glass Bead Game, Vintage Books, 2000.
7. Ed. Cong, Raymond, African Tales, Evans Brothers Ltd., 1967.
8. Narayanan,R.K. Swami and Friends, Indian Thoughts Publications, 2008.
9. Mccullough, Kelly, Web Mage, Berkley Publications, 2006
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OPEN ELECTIVE
PAPER 1
(TO CHOOSE ANY 1 OUT OF THE GIVEN 3)
A. LITERATURE FOR SOCIAL TRANSFORMATION

CATAGORY – OPEN ELECTIVE NO.OF. HOURS\WEEK – 3
TOTAL HOURS- 39 COURSE CODE: DNEN16A
OBJECTIVE
 To help students understand the relevance of Literatures for Social Transformation

 To enable students understand the society through the prescribed texts
UNIT PLAN
 Students will understand the link between literature and society
 Students will be able to know the importance of ethics and spirituality
 Students will understand the mythological characters and imagination
 Students will come to know the ethical values and punishment for sinners by god
COURSE OUTCOME
 Students will be able to know the conditions of pre- independent India
 Students will be able to realize the contemporary situation in society
 Students will be able to know how the materialistic world dominates humanism
 Students will able to know the nature of knowledge and what is essential for students to
learn
 Students will be able to understand the conditions and sufferings of the working classes
UNIT I :POETRY Teaching Hours - 8

William Blake –From „Auguries of Innocence‟ To see a world in a grain of
sand…… shall never be belov‟d by men (26 lines)
P.B. Shelley – Prometheus Unbound
Ogden Nash – Bankers Are Just Like Anybody Else Except Richer

John Ruskin – Unto this Last
Henry Newman – The Idea of a University
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UNIT III: FICTION (SHORT STORY) Teaching Hours - 8
O‟Henry – The Cop and The Anthem
Liam O‟Flaherty – The Sniper
Tayeb Salih – A Handful of Dates
Luigi Pirandello – War
Samuel Johnson – The Lure of Lottery
UNIT IV: DRAMA Teaching Hours - 5

Anton Chekhov – The Cherry Orchard
UNIT V: GREAT ORATORIES Teaching Hours - 8

Abraham Lincoln – Gettysbery Speech
Mahatma Gandhi – Women Not The Weaker Sex
Jawaharlal Nehru – Tryst with Destiny
William Shakespeare – Mark Antony (Julius Ceasar)
BOOK FOR REFERENCE
 Rene Wellek – Literature and Society
 Malik& Raval, “Law and Social Transformation in India:, Allahabad Law Agency.
 Dr. G.P. Tripathi, “Law and Social Transformation”, Central Law Publications.
 Mark Clapson, “Suburban Century:Social Change and Urban Growth in England and
the United States”.
 David Braybroke Bryson and Brown Peter K. Schotch, “Logic and the Tragic of Social
Change”, Oxford University.
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OPEN ELECTIVE
PAPER 1
B. GREEN CULTURAL STUDIES
TOTAL HOURS- 39 COURSE CODE: DNEN16B
OBJECTIVES
 To expound to the learners the interdisciplinary nature of the course and to sensitise the
learners on grave ecological concerns
 To render a historical perspective of the said criticism
 To familiarize the learners with the western eco-critical tools and to expose the learners
to the relevant literature in the eco-critical realm
 To synthesise the western eco-critical tools with the eastern oiko poetic
sensibilities
 To facilitate the understanding of eco-feminist theory and practice
UNIT PLAN
 Students will be able to understand the importance of nature
 Students will come to know how nature has been worshipped by human
 Students will be able to know about the concept of green studies.
 Students will understand the relationship between human beings and nature
COURSE OUTCOME
 Students will be able to learn about the endangered conditions of the earth.
 Students will be able to get awareness and concentrate on the welfare of human life.
 Students will be able to understand the connectivity between women and nature.
 Students will be able to know about the sufferings and the strength of nature.
 Students will be able to get the beautiful landscapes and heritage of Tamil writings.
UNIT 1 INTERDISCIPLINARITY Teaching Hours - 8

1. Joe Moran‟s Interdisciplinarity
2. Arne Naess' Ecology, Community and Life style
3. Sri. L.C. Jain‟s Eco-spirituality For Communal Harmony
4. Eco-spirituality
5. Fritjof Capra‟s The Web Of Life
UNIT 2 ECOCRITICAL STIRRINGS Teaching Hours - 7

1. Jonathan Bate‟s The Song Of The Earth
2. The Green Studies Reader
3. The Ecocriticism Reader
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UNIT 3 INDIAN CLASSICAL OIKO POETICS Teaching Hours - 8
1. The Abhijnanasakuntalam of Kalidasa
2. P.T. Srinivasa Iyengar‟s “History Of The Tamils”
3. A.K. Ramanujan‟s “The Interior Landscape”
4. Tolkaappiyam: Akatti Naiiyal
5. Tinai
UNIT 4 WORDSWORTH, EMERSON, THOREAU AND ECO-CRITICISM

Teaching Hours - 8
1. William Wordsworth‟s “The Prelude”
2. Jonathan Bate‟s “Romantic Ecology”
3. Selected Essays, Lectures and Poems of Ralph Waldo Emerson
4. Twentieth Century Interpretations of Walden
5. Lawrence Buell‟s The Environmental Imagination
UNIT 5 ECO-FEMINISM Teaching Hours - 8

1. Universal Declaration of the Rights of Mother Earth
2. Karen J. Warren- Introduction to Eco-feminism
3. Vandana Shiva- Women in the Forest
4. Margaret Atwood- Surfacing
5. Susan Hawthorne- Earth's Breath
REFERENCE
 Adamson, Joni. American Indian Literature, Environment Justice and theEcocriticism.

Tucson: The University of Arizona Press,2001.
 Adhikary, Qiran. Feminist Folktales from India. Oakland: Masalai Press, 2003. Print.
 Ali,Salim.The Fall of a Sparrow. New Delhi:Oxford University Press,1985.
 Atwood, Margaret. Surfacing. New York: Anchor Books, 1998.
 Bate,Jonathan. Romantic Ecology .London and New York:Routledge;1991.
 The Song of the Earth.London:Picador,2000.
 Benedict XVI,Pope.Caritas In Veritate.Trivandrum: Carmel International Publishing
House, 2009.
 Braun, Bruce and Noel Castree. Remaking Reality.London:Routledge,1998
 Buell, Lawrence. TheEnvironmental Imagination. London: Harvard University Press.
1995.
 Carson, Rachel. Silent Spring. London: Penguin books ltd, 2000. Print.
 Clark,Timothy. The Cambridge Introduction to Literature and the Environment.
NewYork:Cambridge ,2011.
 Coomaraswamy, Ananda. K. Dance of Shiva. New Delhi: Sagar Publications,1982.
 Coupe, Lawrence. The Green Studies Reader. London and New York:Routledge,2000.
 Dalai Lama,His Holiness & The Universe in a Single Atom. London: Little Brown,2005.
 Dreese,Donelle N.Ecocriticism.New York: Peter Lang Publishing,Inc&,2002.
 Eiseley,Loren.The Unexpected Universe. University of Pennsylvania: Bison Books,1972.
 Garrard,Greg.Ecocriticism. New York:Routledge,2004.
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 Gatta,John.Making Nature Sacred. New York:Oxford University Press,2004.
 Glotfetty, Cheryll and Harold Fromm, eds. The Ecocriticism
 Reader. Athens, Georgia: University of Georgia Press,1996.
 Hawthorne, Susan. Earth’s Breath. Spinifex Press, 2010. Print.
 Killingsworth, Jimmie. M. Walt Whitman and the Earth. Iowa City: University of Iowa
Press, 2004.
 Kurup ONV. This Ancient Lyre. New Delhi: Sahitya Akademi,2005.
 Mies,Maria and Vandana Shiva. Ecofeminism. New Delhi: Kate for Women,1993
 Ramanujan, A. K. A Flowering Tree and other oral tales from India. New Delhi:
Penguinbooks.1997.Print.
E-RESOURCES
 Harding, Stephen. What is Deep Ecology?

<http://www.schumachercollege.org.uk/learningresources/ what-is-deep-
ecology>. Web.
 Proposal of Bolivia to Rio+20. Universal Declaration of the Rights of
MotherEarth.<http://motherearthrights.org/universal-declaration/>. Web.
 Roy, Arundathi. The Greater Common Good
 <http://www.outlookindia.com/article.aspx?207509>. Web.
WEBSITES MAGAZINES
www.ecofem.org/journal "Bhoomi"
www.spiritoftrees.org/ "Environment" [USA]
www.navdanya.org/ "Environment Action" [UK]
www.ecofem.org/ “Life Positive” [India]
www.resurgence.org/ “National Geographic”
www.bhoomimagazine.org/ “Resurgence” [UK]
www.greenbeltmovement.org " Sierra" [USA]
www.successconsciousness.com “The Ecologist Asia” [India]
“The Ecologist” [UK]
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OPEN ELECTIVE
PAPER 1
C. PUBLIC SPEAKING AND CREATIVE WRITING
TOTAL HOURS- 39 COURSE CODE: DNEN16C
OBJECTIVES
 To help students understand the techniques of Creative Writing

 To give practice in Writing
 To enable students write any Creative Form of Literature
UNIT PLAN
 Students will be able to understand the features of writings
 Students will be able to understand how to proof read and edit
 Students will be able to become the best writer with unique styles
 Students will understand the taste of poem
COURSE OUTCOME
 Students will be able to learn how to appreciate and analyze the poem
 Students will be able to get an idea of how to write poem
 Students will be able to receive the adequate knowledge about the paragraph writing
 Students will be able to become a good writer after getting the ideas about writing
methods
 Students will be able to know how to differentiate between fiction and non- fictional
writings.

Writing and Thinking
Finding Ideas
Thinking about purpose, audience and tone
Arranging Ideas
Writing a First Draft Evaluating & Revising
Proof reading and publishing
Lateral Thinking
Writing a Poem
Poetic Analysis
Literary Devices
Exercises
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Non – Fictional Writing
Paragraph Structure
Writing an Introduction
Writing a Conclusion
Exercises

Writing a Short Story
Pre-Writing
Basic Elements
Basic Framework
Exercises

Screenplay Writing / Writing a Play
Literary Techniques
Production
Evaluation Pattern to be evolved
REFERENCE
 Elements of writing (Complete Course)James L. Kinneavy, John E. Warriner Austin:

HBJ,1993
 Elements of Writing (Fourth Course) James L. Kinneavy, John E. Warriner Austin:
HBJ,1993
 Rudolf f. Verdure and Kathleen S. Verdure: The Challenge of Effective Speaking,
Thomson Wadsworth 13th ed., 2006.
 Stephen King, On Writing. www.amazon.net.
 Kamath, M.V Professional Journalism. New Delhi: Vikas Publication.
 Edward De Bono, Six thinking hats, Little Brown and company.
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SEMESTER II
PAPER - 5
BRITISH DRAMA
SEMESTER – II CREDITS – 4
COURSE OBJECTIVES
 This course seeks to aid the students in the acquisition of communication skills.
 The course will demonstrate the proficiency in oral communication.
 The students will also acquire and develop histrionic skills.
UNIT PLAN
 They will demonstrate proficiency in specific skills like: acting, directing, choreography,
play writing or dramaturgy.
 They will be able to analyze, interpret and evaluate the dramatic literature and theatrical
productions.
 Students in drama and theatre arts will learn the importance of responsibility to their
community.

 apply discipline – specific skills to the creation of performance
 Draw connections between theatrical practices and social contexts in both modern and
pre-modern periods.
 Demonstrate proficiency in specific skills like: acting, directing, choreography, play-
writing or dramaturgy.
 Analyze, interpret and evaluate the dramatic literature and theatrical productions.
 Appreciate different types of drama.
UNIT – I: BRITISH DRAMA UP TO 17TH CENTURY Teaching Hours - 16

1. Introduction to the development of British drama
2. Christopher Marlowe - Doctor Faustus (Detailed)
3. Ben Jonson - Everyman in His Humor (Non-detailed)
UNIT II: UPTO 19TH CENTURY Teaching Hours - 16

1. Oscar Wilde - The Importance of Being Ernest (Detailed)
2. Harold Pinter - The Birthday Party (Non-detailed)
UNIT – III: 20TH CENTURY UPTO 1950 Teaching Hours - 16

1. T.S.Eliot - Murder in the Cathedral (Detailed)
2. Bernard Shaw - Saint Joan (Non-detailed)
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UNIT – IV: 20TH CENTURY AFTER 1950 Teaching Hours - 15
1. Peter Shaffer - Amadeus (Detailed)
2. Tom Stoppard - Rock n Roll (Non-detailed)
UNIT – V: TEXT FOR SEMINAR Teaching Hours - 15

1. John Webster - The Duchess of Malfi
2. Oliver Goldsmith - She Stoops to Conquer
3. Sheridan - The School for Scandal.
4. Agatha Christie - The Mouse Trap
REFERENCE
1. Colin Chambers; Mike Prior. Playwrights' Progress : Patterns of Postwar British Drama.
Amber Lanes Press.1987.
2. Dan Rebellato. 1956 and All that : The Making of Modern British Drama. Routledge.
1999.
3. Elizabeth Hale Winker . The Function of Song in Contemporary BritishDrama.
University of Delaware Press.1990.
4. Frances M. Kavenik. British Drama, 1660-1779: A Critical History .Twayne.1995.
5. Gabriele Griffin. Contemporary Black and Asian Women Playwrights in Britain. CUP.
2003.
6. John Russell Taylor. Anger and After : A Guide to the New British Drama. Penguin
Books. 1963.
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PAPER – 6
TRANSLATION THEORY AND PRACTICE
OBJECTIVE
 To make the students learn about the history of translation.

 To understand the challenges and identify the problems of translation.
 To carry out translation exercises.
UINIT PLAN
 Knowing the base of translation.
 To recognize the impact and aspects of translation.
 To understand the target language and its art of process, products and reproduction of
translation.

 know about the history of translation and its practice.
 interpret of SL and TL can be done.
 learn translation and its process.
 understand the problem and solution of the translation and the equivalence of the
translation can be learned.
 create practice of Translation.
A Brief History of Translation
Translation Theory and its Aspects

Translation Procedure
Interpretation of the Source Language (SL) Text and Transfer of meaning and
communicative effects to the Target Language (TL) Text

Is Translation an Art or Science?
Translation and Reproduction, Process and Product

Problems in Translation
Fidelity and Truth in Translation
Complete Equivalence vs. Creativity
Literal and Free Translation – Translation – Creation, Transcription and Creative
Translation
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The Practice of Translation
(Exercise from Literary Translation)
1 from Tamil to English and 1 from English to Tamil
REFERENCE
Eugene A. Nida and Charles R.Taber – The Theory and Practice of Translation
Susan Bassnett and Mequire – Translation studies
Newmark Peter – Approaches to Translation
Susan Bassnett and Lefevere Andre – Translation, History and Culture
H.Lakshmi – Problems of Translation
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PAPER - 7
CONTEMPORARY LITERARY THEORY - I
OBJECTIVES
 To help the students understand literary theory as a system to critically interpret literary
texts.
 To enable the students to understand the broad spectrum of thought that is covered by
literary theory and also to enhance their literary research.
UNIT PLAN
 Enhances the students to develop critical skills, analysis and many other communication
skills-oral and written.
 The students are finally equipped with various tools, techniques and strategies of
interpretation.

 reinforces the student‟s literary competence.
 develop an independent critical persona.
 understand the various types of theories
 learn 20th Century Literary Theories.
 acquire and apply the knowledge of Contemporary Literary Theory.

New Criticism
Russian Formalism
Psychoanalysis
Archetypal Criticism

Reader Response Theory
Phenomenological Criticism

Bakhtin
Eco criticism

Modernism
Post-Modernism.
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REFERENCE
1. Barry, Peter, Beginning Theory (Routledge, London, 2010).
2. Selden, Raman. A Reader’s Guide to Contemporary Literary Theory.
(Pearson, Singapore,2009).
3. Lodge, David and Nigel Wood (ed.). Modern Criticismand Theory
(Pearson, Essex, 2008).
4. Waugh, Patricia. Literary Criticism and Theory. (Oxford University Press,
Oxford, 2008).
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CORE ELECTIVE
PAPER 2
A. COMPARATIVE LITERATURE
TOTAL HOURS – 65 COURSE CODE: DEEN24A
OBJECTIVES:
 To acquaint students of literature with a knowledge of using comparison as a tool of

criticism.
 To help students have a broad outlook on literature as Comparative Literature involves
„Mutual Illumination‟
UNIT PLAN
 To go beyond mere comparative study of texts to include issues of nation, caste, race,
gender, region, culture etc.
 In the analysis of texts as well as issues related to the history of print and publishing
also form topics studied under the rubric of Comparative Literature.
 To enable students to explore research areas in the core subjects of thematology,
genealogy, literary history, literary influence, and reception, besides related fields of
performance studies, theatre studies, film studies etc.

 know about the definition and Origin of the Comparative Literature.
 influence and Imitation of the subject is taught.
 link between Comparative Literature and the literary History is exposed
 identify the different genres in comparative literature.
 Understand the history of comparative literature.
UNIT-I: Teaching Hours - 13

Definition
of the term Comparative Literature – National Literature – World Literature and
Comparative Literature – French School and American School, German School and Russian
School.
UNIT-II: Teaching Hours - 13

Influence and Imitation – Unconscious Imitation and Conscious Influence – Translation –
Influence Studie
s and Analogy Studies – Comparing Dante‟s The Divine Comedy with Sri Aurobindo‟s
Savithri (The Book of Forest in The Mahabharatha)
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UNIT-III: Teaching Hours - 12
Epoch, Period and Generation – the Link between Comparative Literature and History
of Literature – The difference between Epoch, Period and Generation
UNIT-IV: Teaching Hours - 14

Genres – Comparing two Texts on the basis of Form – Comparing Novels, Plays and
Poems – Variations – a Drama and an Epic also can be compared based on the Common
Qualities – Comparing Burns with Bharathidasan (Burns‟ 1. Bessy and Her Spinning Wheel 2.
Banks of Crea 3. As I went out on May Burning 4. Broom Resoms 5. Auld Rob Morries with
Bharathidasan‟s translated version of Tamizhachiyin Katti) and Bacon with Valluvar, Kamban
with John Milton.
UNIT-V: Teaching Hours - 13

Thematology – Comparing Works on the basis of Themes – Defining terms like Motif,
Leitmotif – Characters and Situations. In addition to these, the teacher can illustrate the Study
of Comparative Literature by Comparing Nathaniel Hawthorne‟s The Scarlet Letter and
Ananda. V.R. Ananthamurthy‟s Samskara, Shakespeare‟s Antony and Cleopatra with
Dryden‟s All for Love, Gayathri Spivak‟s Death of a Discipline
TEXT BOOKS:
1. Brooks, Cleanth and Robert Penn Warren. Modern Rhetoric. Atlanta: Harcourt,Brace&
World, 1958. Print.
2. Mohan, Devinder. Comparative Poetics: Aesthetics of the Ineffable. New Delhi:
Intellectual Publishing House, 1988. Print.
3. Peck, John and Martin Coyle. Practical Criticism. New York: Palgrave, 1995.Print.
4. Daiches, David. Critical Approaches to Literature. Kolkata: Orient Longman, 2006.
Print.
5. Spivak, Gaythri Chakravorthy. Death of a Discipline. Columbia: Columbia University
Press, 2003. Print.
REFERENCES:
 Subramaniam, N, Srinivasan, Padma & Balakrishnan G.R. eds. Introduction to the

Study of Comparative Literature Theory and Practice. Tamilnadu: Teesi Publications,
1997. Print
 “Comparative Literature”, Ed :Bijay Kumar Das, Atlantic Publishers, 2012.
 “Glimpses of Comparative Literature”, Ed :Pradhan Pam Prakash, Atalntic Publishers.
 “Studies in Comparative Literature”, Ed: Mohit K. Ray, Atlantic Publishers.
 “India and Comparative Literature: New Insights”, Ed: R.K. Dhawan and Sumita Puri,
Prestige Books Publishers.
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CORE ELECTIVE
PAPER 2
B. NEW LITERATURE IN ENGLISH
TOTAL HOURS – 65 COURSE CODE: DEEN24B
OBJECTIVES:
 The course aims to develop the students in a comprehensive understanding of the finest
works English, belonging to post-colonial countries.
 To familiarize with some of the greatest writers and cultures in those countries.
UNIT PLAN
 Critically examines the New Literature thoughts and pain expressed through the various
work.
 Poetry discusses the cultural pain of the people.
 The expression of Woman to her child are expressed.
 Psychological thoughts on Telephone Conversation.
 Modernity is experienced through the narration.
COUSE OUTCOME – Students will be able to
 experience the poetry from various countries such as Canada, Australia and New
Zealand.
 understand the Alienation among the works of the writers who belongs to different
regions
 know Criticism of the New Literature.
 find out the outcome of New Literature in English.
 distinguish various types of poetry, prose, drama in New Literature.
UNIT I - POETRY Teaching Hours - 15

DETAILED: CANADIAN POETRY
Desi Di Nardo : Summer Sonata
Mark Strand : The Story of Our Lives
AUSTRALIAN POETRY
Judith Wright : Woman to Child
Jennifer Maiden : Tactics
Elizabeth Campbell Donaldson : Days
NON- DETAILED: AFRICAN POETRY
Wole Soyinka : Telephone Conversation
Derek Walcott : A Far Cry from Africa
NEW ZEALAND POETRY
Katherine Masfield : A Little Boy‟s Dream
Faye Kilday : Do You hear the Angel Speaking
UNIT II – PROSE Teaching Hours - 12
Stuatr Hall : Cultural Identity and Diaspora
Nadine Gordimer : Nobel Prize Acceptance Speech
UNIT III – DRAMA Teaching Hours - 12

Uma Parameswaran : Rootless but Green are the Boulevard
Trees (Detailed)
Mahasweta Devi : Mother of 1084 (Non-Detailed)
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UNIT IV – FICTION Teaching Hours - 13
JM Coetzee : Disgrace
Peter Kelly : The History of the Kelly Gang
UNIT V – CRITICISM Teaching Hours - 13

Louis Dudek : Poetry in English
E.H. McCormick : Close of a Century
REFERENCE
 Narasimaiah, C.D Ed, An Anthology of Commonwealth Poetry, Macmillan Publication,

2013.
 J O Donnell, J.O. Maragaret, An Anthology of Commonwealth Verse, Blackie and Sons
Publication, 2004.
 Hall, Stuart, Colonial Discourse and Postcolonial Theory – A Reader, Harvest
Whaeatsheaf Publication, 2009.
 Gordimer, Nadine, www.nobelprize.org/nobel prize/literature/laureates/1991/gordimer -
lecture.html, Gordimer – lecture.html, 1991.
 Parameswaran, Uma, Sons must Die and Other Plays, Prestige Books, 2006.
 Devi, Mahasweta, Mother of 1084, Seagull Books, 2011.
 Coetzee, J.M, Disgrace, Vintage Publications , 2000.
 Kelly, Peter, The History of the Kelly Gang, Faber Publications, 2012.
 Walsh, William, Readings in Commonwealth Literature, Clarendon Press Publication,
2005.
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CORE ELECTIVE
PAPER 2
C. SUBALTERN LITERARY STUDIES

TOTAL HOURS – 65 COURSE CODE: DEEN24C
OBJECTIVES
 To introduce students to that literature that has been sidelined down the ages.
 To familiarize the students with the theme of the Subaltern.
 To picturise the painful feelings of the oppressed.
UNIT PLAN
 Experience of the Socially, Politically, economically neglected people can be understood.
 Modern Subaltern culture will be exposed.
 Identification of Gender discrimination in the given works.
 Subaltern thoughts are discussed via Criticism.
 re-explore the political, social and economic role in literature.
 understand the feelings of the exploited.
 analyse the political role in the subaltern literature.
 critically examine different text and its theme.
 introduce the subaltern studies.
UNIT I: POETRY Teaching Hours - 15

John Betjeman : A Subaltern‟s Love Song
Mervyn Gooneratne : There was a Country
Langston Hughes : The Negro Speaks of Rivers
Syed Amanuddin : Don‟t Call Me Indo – Anglian
Mervyn Morris : Judas

Homi.K. Bhabha : The Location of Culture
Dipesh Chakrabarty : A Small History of Subaltern Studies : 2000 from
Habitation of modernity Essays in the wake of
Subaltern studies pp (3-19)
Salman Rushdie : Imaginary Homelands Chapter – I
Doloress Prida : Beautiful Senoritas
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UNIT IV: FICTION Teaching Hours - 11
Benjamin : Jasmine Days (translated by Shanaz Habib)
UNIT V: CRITICISM Teaching Hours - 13

K. Nirupa Rani : Gender and Imagination in Bapsi Sidhwa‟s Fiction
Mulkraj Anand : The Sourse of Protest in my novels
(from “Creating Theory” ed. Jasbir Jain)
Gyan Prakash : Subaltern Studies as Postcolonial Criticism
REFERENCE
 Dipesh Chakrabarty, A Small history of Subaltern studies:2000. Habitation of modernity:

Essays in the wake of subaltern studies. Chicago: el of Chicago p, 2002.
 Ranajit Grhe : On Some Aspects of the Historiography of colonial India. 1982.
 Mapping Sub studies & the post colonial Ed. Vinayak Chatuoudi London:2000.
 Spivak, Gayatri Chakraborti. “Subaltern Studies: Deconstructing Historiography.” Ed.
 Ranjith Guha, “Writings on South Asian History and Society Vol IV. OUP, 1985.
 Gramsci, Antonio. “History of the Subaltern Clases, Prison Notebooks Vol.II, (ED.&Tr.)
Joseph A. Buttigieg, Columbia UP, 1966.
 Fanon, Frantz. “Black Skin,Whote Masks, Grove, !967.
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OPEN ELECTIVE
PAPER 2
A. TECHNICAL WRITING
TOTAL HOURS – 65 COURSE CODE: DNEN25A
OBJECTIVES
 To introduce students to various styles and methods in technical writing

 To train students in skills required for a technical communicator
UNIT PLAN
To train students in using basic online packages and applications as tools of
technical Writing.

 Understand styles and methods in Technical Writing.
 Locate and evaluate the use online packages and appliances effectively.
 display the skills required for a technical communication\
 use visuals effectively and integrate the components of accuracy, brevity and
objectivity in Technical Writing
 apply the knowledge of Technical Writing in their profession.
UNIT 1 INTRODUCTION Teaching Hours - 15

1. What is Technical Writing?
2. Difference Between Technical and Academic Writing
3. The Scope of Technical Writing
4. The Role and Essential Skills of a Technical Communicator
UNIT 2 GUIDELINES AND GRAMMAR IN TECHNICAL WRITING

Teaching Hours - 14
1. Basic Patterns and Elements of the Sentence
2. Common Grammar, Usage, Punctuation Problems
3. Writing with Clarity and Precision
4. The Fog Factor
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UNIT 3 THE WRITING PROCESS Teaching Hours - 14
1. Audience Analysis
2. Task Analysis
3. Writing and Editing (Using Track Changes)
4. Communicating with Visuals
UNIT 4 - APPLICATION OF TECHNICAL WRITING – I Teaching Hours - 11

1. Writing Proposals
2. Technical Reports: Survey – Report
UNIT 5-APPLICATION OF TECHNICAL WRITING – II Teaching Hours - 11

1. Users‟ Manuals
2. Writing for the Web
BOOKS FOR REFERENCE

1. Blake, Gary and Robert W. The Elements of Technical Writing. Macmillan
Publishers, 1993
2. Blicq, Ronald, S and Lisa Moretto. Technically Write!.
Prentice Hall, 2004.
3. Marnell, Geoffrey. Essays on Technical Writing. Burdock Books, 2016
4. Reddy, Devaki and Shreesh Chaudhary. Technical English.
Macmillan, 2009.
5. Rizvi, Ashraf M. Effective Technical Communication.
Tata McGraw- Hill, 2006.
6. Samson, C Donald. Editing Technical Writing. Oxford UP, 1995.
ELECTRONIC RESOURCE
 Business Writing – Clarity, UK
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OPEN ELECTIVE
PAPER 2
B. INDIAN DIASPORA LITERATURE
TOTAL HOURS – 65 COURSE CODE: DNEN25B
OBJECTIVE
 Definition and types of Diaspora – Waves of Migration Patterns of Diaspora – Major

Diaspora Communities & Popular terms in Diaspora.
 Definition and types of migration – patterns of migration – domestic and global
migration – impact of migration.
 Ethnicity and identity of Diaspora context – forming of identity – major components
of ethnicity – identity detainment and amalgamation.
UNIT PLAN
 The root of Diasporic thoughts
 The broken feeling of the homelessness.
 Pictorial effect of global migration.
 Rootless identity of the diasporic communities.

 introduce the definition and scope of the Indian Diaspora Literature.
 Understand the meaning and usage of the term “diaspora literature”.
 Link Diasporic Communities feelings from the various part of the countries
throughout the world.
 examine the circumstances of Diasporian.
 learn the theories of Diasporic Literature.
UNIT I – DIASPORA THEORY Teaching Hours - 16

Diaspora – Origin, Definition and Scope
Salman Rushdie: Imaginary Homelands from Rushdie‟s Imaginary Homelands
Jana Evans Braziel and Anita Mannur (ed.). Modernity, Globalism, and Diaspora.
from Theorizing Diaspora : A Reader, Wiley, 2003.
Stuart Hall: Cultural Identity and Diaspora (In Williams, Patrick & Laura Chrisman
eds. Colonial Discourse & Postcolonial Theory:
A Reader. Harvester Whaeatsheaf, 1993)
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UNIT II – POETRY Teaching Hours - 13
A.K. Ramanujan- “Small Scale Reflections on a Great House”
R. Parthasarathy – “Home Coming”
Agha Shahid Ali: “Srinagar Airport”, “Of Snow”, “Memory”,
(form The Final Collections, Orient Blackswan, 2004).
UNIT III – FICTION Teaching Hours - 10

Khaled Housseine : The Kite Runner
V.S. Naipaul : The Mystic Masseur
UNIT IV – DRAMA Teaching Hours - 14

Lorraine Hansberry – A Raisin in the Sun
Julia Cho – The Architecture of Loss
Pearl Cleage – Flyin’ West
Silvia Gonzalez – The Migrant Farm worker’s Son
UNIT V – SHORT STORIES Teaching Hours - 12

Gita Hariharan: Ghosts of Vasumaster
Jhumpa Lahiri: Unaccustomed Earth
Sunetra Gupta: Memories of Rain
Chitra Banerjee Divakurni: Sister of my heart
REFERENCE
1. English Literature Voices of Indian Diaspora- Malti Agarwal.
2. DIASPORA Theory and Translation - Himadri Lahiri Ed. By Allen Hibbard. Pub Orient
Blank Swan.
3. Writers of the Indian Diaspora-Jasbir Jain.
4. Migration and Diaspora in Mordan Asia. Sunil Amirth.
5. Translational Migration: The Indian Diaspora Ed. William Safran, Ajaya Kumar Sahoo,
Briji V. All. South Asia Edition.
6. Indian Diaspora in the Caribbean : History, Culture and Identity- Ed by Rattanland
Hangloo.
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OPEN ELECTIVE
PAPER 2
C. JOURNALISM AND MASS COMMUINCATION
TOTAL HOURS – 65 COURSE CODE: DNEN25C
OBJECTIVES
 To enable the students to get knowledge of the press, its history and other media.
 To know the uses and Importance of the Mass Media.
 To get the knowledge of Print Media.
 To evaluate the worthiness of Media.
UNIT PLAN
 The role of Print Media
 Culture and characteristics design of newspaper.
 To input the techniques and writings of Media
 Evaluating the documentary record of the movie.
 Critical examine of the Advertisement.

 about the history of the print media.
 differentiate the Characteristic of the Newspaper and visual media.
 acquire the Techniques and writings of the Print Media.
 introduce the importance of the mass media in the society.
 apply the knowledge of journalism and mass media.
UNIT I: HISTORY AND IDEOLOGIES OF PRINT MEDIA Teaching Hours - 13

The Press Council Act – 1978
News under Emergency
The Centenarian Newspapers in India
Ethics of a Newspaper
UNIT II: CHARACTERISTICS OF A NEWSPAPER: Teaching Hours - 13
Headlines
Interviews
Features
Letters to the Editor
Cartoons and Caricatures
UNIT III: TECHNIQUES OF WRITING FOR THE PRINT MEDIA
Teaching Hours - 13
Report Writing
The Role of an Editor
Qualities of an Interviewer
Book Review
Film Review
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UNIT IV: HISTORY AND STUDY OF FILMS Teaching Hours - 13
The Arrival of Talkies
Lumiere Brothers and the Evolution of Cinematography
Documentary and Short Films
National Film Festival
UNIT V: USES AND IMPACT OF MASS MEDIA ON SOCIETY
Teaching Hours - 13
Radio Journalism
Television Journalism
The Film Industry
The web Media
REFERENCE
1. Journalism Theory and Practice: B.N. Ahuja, Sultan Chand Pub, New Delhi
2. Mass Communication in India :Keval K. Kumar, Jaico Publishing House
3. Basic Journalism :Rengasamy Parthasarathy, Macmillan publications.
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SEMESTER III
PAPER - 8
NON-FICTION AND PROSE
SEMESTER – III CREDITS – 4

COURSE OBJECTIVES
 To familiarize the student with the essays of Francis Bacon, his-epigrammatic style and
aphorisms.
 To acquaint the student with the Holy Bible, its language and the Utopia as an ideal state.
 To enjoy autobiographical elements of Charles Lamb's essays, his unique style, pathos
and humor, the personal essay of the Romantic age.
 To probe the philosophical thought of Russell, the Post Colonial aspects as highlighted in
George Orwell.
 To acquaint the students with the critical views of T.S. Eliot on the metaphysical poets
like Donne and assimilate their literary content
 To impart the role of humor in everyday life - how an ordinary incident acquires
philosophical dimensions in G.K Chesterton.
UNIT PLAN
 To understand the enrichment of English vocabulary and religious connotation of the

period.
 To learn More's positive views on an Ideal State.
 To evaluate More as an essayist of the Middle English Period.
 To enjoy the Auto-biographical style of Lamb and Huxley.
 To understand the pathos in Lamb.
 To critically appreciate the humor in Lamb and Hazlitt.
 learn the writing style from Russell's model and the value of lateral thinking.
 enjoy the humor of Orwell‟s Writings.
 critically evaluate the Post Colonial issues presented in Orwell's essay.
 estimate T.S. Eliot as a scholarly critic.
 learn about the greatness of the Metaphysical poets like Donne.
UNIT 1 - BRITISH LITERATURE-NON – FICTION Teaching Hours - 13

Great Contemporaries - Winstn Churchill (Detailed)
Seven Pillars of Wisdom - T.E. Lawrence (Detail)
Life of Mr. Richard Savage - Samuel Johnson (Non- Detail)
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UNIT 2- AMERICAN LITERATURE- NON – FICTION Teaching Hours - 13
In Cold Blood - Thumam capote (Detail)
Two Kinds of Truth - Michael Connelly (Detail)
White trash - Nancy IsenBery (Non-Detail)
(The 400 – Year untold History of class in America)
UNIT 3- INDIAN WRITING IN ENGLISH-NON- FICTION Teaching Hours - 13

India After Gandhi - Ramachandra Guha (Detail)
An ordinary person’s Guide to Empire - Arundhadhi Roy (Detail)
Freedom at Midnight - Larry Collins and Dominique
Lappierre (Non-Detail)
UNIT 4- COMMONWEALTH LITERATURE -NON- FICTION

Teaching Hours - 13
Descent into Chaos : Ahmed Rashid (Detail)
Reading Lolita in Tehran : A Memoir Books - AzarNatisi (Detail)
The Home that was Our country : A Memoir of Syria-Alia Malek(Non-Detail)
UNIT 5- CHINESE NON-FICTION Teaching Hours - 13

The Soong Dynasty - Sterling Seagrame (Detail)
Factory Girls; From village to city in a changing China - Leslie T. Chang (Detail)
Haunted by Chaos: China’s Grand Strategy from Mao Zedong to Xi – SulmaanWasif
Khan(Non-Detail)
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PAPER -9
RESEARCH METHODOLOGY

OBJECTIVES
 To help students prepare a Dissertation of their own

 To prepare students for quality research in future
 To train students in using parenthetical documentation as recommended in MLA Hand
Book
UNIT PLAN
 To learn regarding the concept, definition and variable.

 Experimental Design of Independent and Dependence of Variables
 Giving an idea of Validity and Reality.
 To collect the Data and how to represent them.
 Giving the vivid Software and Paper format.
COURE Outcomes – Students will be able to
 introduce the Definitions, Variables and Research questions, etc.

 explore the Research Design, the difference between Quantative and Qualitative
Research.
 learn the Concept of Measurement.
 interpret the data and Layout of research.
 Know the usage of the sources in research.
Unit– I Teaching Hours - 12
Research and Writing
Plagiarism and Academic Integrity
Unit– II Teaching Hours - 12

The Mechanics of Writing
Unit– III Teaching Hours - 13

The Format of the Research Paper Abbreviations
Unit– IV Teaching Hours - 13

Documentation: Preparing the list of Works Cited
Unit– V Teaching Hours - 15

Documentation: Citing Sources in the text
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REFERENCE
1. Modern Language Assn. Of America, “M.L.A Hand Book”, Macmillan. 8th edition.
2. Anderson, Durston & Poole, “Thesis & Assignment Writing”, Easter Limited, New
Delhi. 1970 rpt. 1985.
3. Parsons C J, “Thesis &Project Work”, Unwin Brothers Ltd., Gresham Press. 1973.
4. Rajanna, Busangi, “Fundamentals of Research”, American Studies Research Centre,
1983.
5. Research Methodology – C.R. Kothari
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PAPER - 10
CONTEMPORARY LITERARY THEORY – II

OBJECTIVES
 The aim of this course in to familiarize students with major trends in twentieth
century literary Theory in order to explore ongoing debates in literary criticism and
their application in critical practice.
 Students would be expected to acquaint themselves with the principal hypotheses and
reading strategies of the following schools to see how each critical practice includes
and excludes issues relevant to other practices.
UNIT PLAN
 Enhances the students to develop critical skills, analysis and many other
communication skills, oral and written.
 The students are firmly equipped with various tools, techniques and strategies of
interpretation.
COURSE OUTCOME: Students will be able to
 reinforce the student‟s literary competence.

 develop an independent critical persona.
 understand the various types of literary theories.
 introduce theories in the 20th century literature.
 know contemporary literary theories.
Structuralism, Post structuralism and Deconstruction
(Barthes, Lacan, Derrida, Foucault)
Marxism and Ideological Criticism
New Historicism and Cultural Materialism
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Post – colonialism
Feminism
LGBTQ studies.
TEXT BOOKS
 Barry, Peter. Beginning Theory (Routledge, London, 2010)

 Selden, Raman. A Reader’s Guide to Contemporary Literary Theory. (Pearson,
Singapore, 2009)
REFERENCE
1. Lodge, David and Nigel Wood (ed.). Modern Criticism and Theory
(Pearson, Essex, 2008)
2. Waugh, Patricia. Literary Criticism and Theory. (Oxford University Press, Oxford, 2008)
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PAPER -11
AFRICAN AND CANADIAN WRITINGS

OBJECTIVES
 To make the students acquainted with the emerging literatures of the particular
countries.
 To know more about the exploited people.
 Open up new avenues for their future research work.
UNIT PLAN
 Pictorial representation of the pain of the people.

 Exposure to thoughts of the oppressed.
 Reaction of the Colonized people.
 Seeking for recognition.

 explore the pain in the struggles of Africans.
 understand the situation of Women in the Colonies.
 examine the reaction of the Colonizers against the capture is sketched.
 know the plight of Colonial people for the trade of the Capitalist is highlighted.
 show pictorial representation and how colonizers are exploited.
UNIT – I: POETRY (DETAILED STUDY) Teaching Hours - 15
Okot Bitek – My Husband‟s Tongue is Bitter
(selection from Song of Lawino)
J.P.Clark – Casualties – Part – II
Gabriel Okara – You Laughed and laughed and laughed
Daniel David Moses – Inukshuk
Margaret Atwood – Journey to the Interior
Sir Charles G.D. Roberts – The Solitary Woodsman
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UNIT – II: PROSE (DETAILED STUDY) Teaching Hours - 15
Brian Chikwava – Seventh Street Alchemy
Mary Watson – Jungfrau
Uma Parameswaran – 16th July
Renee Hulan – Everybody Likes the Inuit
UNIT – III: DRAMA Teaching Hours - 10
Joan Macleod – Toronto, Mississippi
UNIT – IV: FICTION Teaching Hours – 12
Margaret Laurence – The Stone Angel
L.M. Montgomery – Anne of Green Gables
Chinua Achebe – Things Fall Apart
UNIT – V: CRITICISM Teaching Hours - 13
John Povey – The Novels of Chinua Achebe
Northrop Frye – “Conclusion to A Literary History of Canada” The Bush
Garden: Essays on the Canadian Imagination. Pp.213-252.
Richard Wright – Blue Print for Negro Writing
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CORE ELECTIVE
PAPER –3
(to choose one out of 3)
A. POPULAR LITERATURE

COURSE OBJECTIVE
 To make learners aware of the popular works in literature and what made those works
popular.
 To expose the learners to the salient features of literature.
 To enable readers to appreciate the popular works in literature
 To expose the changing trends in English literature.
UNIT PLAN
 To understand modern literature

 To emphasize the reading skill
 Struggles and the progress of Malala
 The conflict of rootless souls.
COURSE OUTCOME - Students will be able to
 aware of the new features of literature.

 understand the changing trends in English literature.
 appreciate the works in literature from the point of view of the refugees.
 know about popular works in literature and what made those works popular.
 examine different genres in Popular Literature.
UNIT 1 Teaching Hours - 13
Tuesdays with Morie – Mitch Albom

Roadless Travel – M. Scott Peck
The Monk Who Sold His Ferrari – Robin Sharma
An Unexpected Gift – Ajay K. Pandey

I Too Had A Love Story – Ravinder Singh
You are Trending In My Dreams – Sudeep Nagarkar
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Something I Never Told You – Shravya Bhinder

Jonathan Livingston Seagull – Richard Bach
Count Your Chickens Before They Hatch – Arindam Chaudhuri
I Am Malala – Malala Yousafzai

The Last Girl: My Story of Captivity, and My Fight Against
The Islamic State – Nadia Murad
Long Walk to Freedom – Nelson Mandela
Controversially Yours – Shoaib Akhtat

Always Another Country: A Memoir of Exile and Home – Sisonke Msimang
This Divided Island: Stories from the Srilankan War - Samanth Subramanian
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CORE ELECTIVE
PAPER -3
B. CHILDRENS LITERATURE

OBJECTIVES
 To expose students to apparently simplistic narratives that have become important

area of literary/cultural scholarship in recent times.
 To let the students acquire knowledge about children‟s poetry.
UNIT PLAN
 To enable students to get a glimpse of worldwide trends in children‟s prose

 To let the students aware of the variety of children‟s fiction
 To enable the students to understand and appreciate world drama meant for children
 To enlighten students about the richness of folk tales and wonder of comic strips
 understand the important of nature.

 motivate to visualise a world devoid of fears
 understand the contrast between worlds of childhood and reality
 learn to appreciate how the poet deals with a simple idea in an extraordinary way.
 inspire by the thought and words of true genius
 appreciate the importance of honest work and responsibility
UNIT I – POETRY Teaching Hours - 15
Lewis Carroll – A Strange Wild Song

Robert Louis Stevenson – 1. The Flowers
2. Night and Day
Sylvia Plath 1. Balloons
Edward Lear 2. The Owl and the Pussy cat
Anne Frank – The Diary of a Young girl

TetsukoKuroyanagi – Totto Chan: The Little Girl at the Window
(Translated by Dorothy Britton)
Abdul Kalam – Inspiring Thoughts
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Vijay Tendulker – “The King and the Queen want Sweat”

UNIT IV – FICTION Teaching Hours - 15
Laura Ingalls Wilder – Little House on the Prairie

C.S Lewis – Chronicles of Narnia- The Lion, Witch and the
Wardrobe
Harriet Beecher Stowe – Uncle Tom’s Cabin
Markus Zusak – The Book Thief
J.R.R Tolkein – The Hobbit
Mark Twain – The Prince and the Pauper
UNIT V – FOLK LITERATURE, FAIRY TALES AND COMIC STRIPS
Teaching Hours -14
Perrault‟s Fairy Tales – 1. Cinderella

2. Little Red Riding Hood
3. Hansel and Gretel
L.Frank Baum – The Wonderful Wizard of OZ
Jataka Tales – 1. The Monkey’s Heart
2. The Talkative Tortoise
3. The Mosquito and the Carpenter
[Translated by Ellen C.Babbit]
Herge – Tintin ; The Secret of the Unicorn
Lee Falk – The Story of the Phantom
REFERENCE ITEM: BOOKS
1. A Child’s Garden of Verses: Selected Poems- Robert Louis Stevenson, Simon

&Schuster Books for young readers
2. The Diary of a Young Girl-Anne Frank, Bantam Publishers,1993
3. The Little Girl At the Window- Tetsuko Kuroyanagi (Translated by Dorothy Britton),
Kodansha Publishers, USA, 2011
4. Inspiring Thoughts –Abdul Kalam, Penguin Books, 2017
5. Little House on the Prairie- Laura Ingalls Wilder, Penguin Publishers,
6. Chronicles of Narnia- The Lion, the Witch and the Wardrobe , U.K Chidlren‟s
Publishers,2010
7. Uncle Tom’s Cabin- Beecher Stowe- Fingerprint Publishing, 2019
8. The Book Thief – Markus Zusak, Random House, UK,
9. The Hobbit- J.R,R,Tolkein, Harper Collins, 2011
10. The Complete Jataka Tales, Translated by Edward Byles Cowell, Jazzybee Verlag
Publishers, 2016
11. Tintin: The Secret of the Unicorn- Herge, Egmont Publishers, 2011
12. Phantom Series- Lee Falk, Harper Collins, 1973
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E-MATERIALS:
1. https://www.poemhunter.com
2. https://www.lieder.net
3. https://wwwgenius.com
4. https://www.poetryfoundation.org
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CORE ELECTIVE
PAPER -3
C. PREPARATORY EXAM FOR NET/ SET/TRB – PAPER-II

OBJECTIVE
 To enable students to face NET/SET and PG-TRB examinations.

 To help the students gain knowledge and assist them in gaining knowledge of the
major and minor writers of every age.
 To teach the various literary terms that are employed in various genres of literary
works.
 To inform the students of the various schools of poetry and literary movements.
UNIT PLAN
 Concentration on Periodical writings.

 American literature and New literature writings will be given an outlook
 Criticism to Contemporary theory will be focused
 learn about the importance of the Chaucer to the Shakespearean age.

 appreciate the important features of the Romantic and the Victorian period.
 acquaint the knowledge over the Modern and Contemporary Period.
 introduce the American Literature and develop the knowledge in the field of
translation studies too.
 explore the various forms of Criticism and the contemporary Theories.
Chaucer to Shakespeare
Jacobean to Restoration
Romantic Period
Victorian Period
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Modern Period
Contemporary Period
American Literature
New Literature in English (Indian, Canadian, African, Australian)
English Language Teaching
Translation Studies
UNIT V Teaching Hours -11
Classicism to New Criticism
Contemporary Theory
REFERENCE
 D. Benet E., and Samuel Rufus. NET. SET..GO....English. N.p.,2014.

 Masih, K. Ivan. Et.al. An Objective Approach to English Literature: For NET.
SET.JRF.SLET AND Pre-Ph.D
 Registration Test. New Delhi . Atlantic Publishers, 2007.
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OPEN ELECTIVE
PAPER -3
A. SOFT SKILLS
TOTAL HOURS – 65 COURSE CODE: DOEN36A
OBJECTIVE
 To enhance the language skill of the learner

 To provide LSRW skills.
 To build the Fluency of the learner.
UNIT PLAN
 The capability of fluency in students is analyzed.

 Emphasis on LSRW skills.
 Role of Public speaking and telephonic conversation.
 Highlighting Business presentation.
 recap the language skills, Grammar, Vocabulary, Phrase, Clause and sentences.
 build his fluency gradually.
 acquaint with LSRW skills and can also develop his Non- Verbal Communication.
 introduce how to teach LSRW methods.
 learn about the importance of Business Etiquette.
UNIT – I Teaching Hours - 13
Recap of language skills – Speech, Grammar, Vocabulary, Phrase, Clause, Sentence.
UNIT – II Teaching Hours - 13
Fluency building
What is fluency- Why is fluency important – Types of Fluency – Oral fluency –

Reading fluency – Writing fluency – Barriers of Fluency – How to develop Fluency.
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UNIT- III Teaching Hours - 15
Principles of Communication: LSRW in communication.
What is meant by LSRW skills – Why it is important – How is it useful – How to

develop the skills?
Oral – Speaking words, articulation, speaking clearly.
Written communication – Generating ideas/ gathering data organising ideas, Setting

goals, Note taking, Outlining, Drafting, Revising, Editing and Proof reading.
Non-Verbal Communication – Body Language, Signs and symbols, Territory/ Zone,

Object language
UNIT – IV Teaching Hours - 12
Etiquettes for Public Speaking (extempore and lectures), Interviews and Group
Discussions, Telephone conversations and Business Meetings.
UNIT – V Teaching Hours - 12
Etiquettes for Business presentations – Team presentations and Individual

presentation.
REFERENCE
1. Powell. In Company.
2. MacMillan. Cotton, et al. Market Leader.
3. Longman. Pease, Allan. 1998. Body Language:
4. How to Read Others Thoughts by their Gestures. Suda Publications. New Delhi.
5. Gardner, Howard. 1993. Multiple Intelligences: The Theory in Practice: A Reader
Basic Book. New York.
6. De Bono, Edward. 2000. Six Thinking Hats. 2nd Edition. Penguin Books.
7. De Bono, Edward. 1993. Serious Creativity. Re print. Harper Business.
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OPEN ELECTIVE
PAPER -3
B. THEORISING SEXUALITIES

TOTAL HOURS – 65 COURSE CODE: DOEN36B
OBJECTIVES
 To demonstrate an awareness of biological, social, and grammatical gender as being

three different categories.
 To give a basic awareness of struggles and attainment of people with alternative
sexualities in civil rights in various parts of the world
 To help the students view with skepticism the simplistic conflation of biological sex
with socially and culturally conditioned gender
UNIT PLAN
 Defining the types of genders.

 The poetic mysticism of the female.
 The grace of feminism from the modern writers.
 Contribution of women writers on uplifting women.
COURSE OUTCOMES – Students will be able to
 appreciate, if not accept the viewing of gender as a continuum

 critically analyze different gender self-identification preferences such as transgender
and inter-genders rather than seeing the polar genders male and female as the only
„natural‟ ones
 show sensitivity to the legal and social persecution faced by persons belonging to the
LGBTQ or simply, Queer, community in societies across the world and view their
rights as human rights
 exercise an enhanced openness and honesty when encountering/ generating discourse
on matters of sexuality and gender roles
 understand the genres of theorizing sexualities in different literature.
UNIT I: INTRODUCING SEXUALITY Teaching Hours - 15
Sexological types: Sexual classifications, sexual development, sexual orientation,

gender identity, sexual relationship, sexual activities, paraphilias, atypical sexual
interests
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Psychoanalytic drives: Freud and Lacan.
Bristow, Joseph, Introduction, Sexuality: The New Critical Idiom Series. 1997. 2nd ed.
London: Routledge, 2011.1-11, Print.
Butler, Judith. Introduction, Bodies That Matter: On the discursive Limits of “Sex.”
London: Routledge, 1993.xi –xx
UNIT II – POETRY Teaching Hours - 15
The songs of songs – the sufi and Bhakthi Tradition – the concepts of adhavbhaav
Shakespeare : Sonnet 73 That time of the year
Emily Dickinson : Her breast is fit for pearls
Adrienne Rich : Diving into the deck
Walt Whitman : The wounded Dresser
Siegfried Sassoon : The Last Meeting
UNIT III – PROSE Teaching Hours - 14
Manoj Nair : Rite of Passage
Chimamanda N. Adichie : On Monday of Last Week
Mukul Kesavan : Nowhere to Call Home
Shyam Selvadurai : Cinnamon Gardens
Ismat Chugtai : The Quilt
UNIT IV DRAMA Teaching Hours -12
Edward Albee : Who is Afraid of Virginia Woolf
Amiri Baraka : Most Dangerous man in America
UNIT V FICTION Teaching Hours - 9
Moses Tulasi : Walking the Walk
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REFERENCE
1. De lauretis, Teresa, Technologies of gender: esaay on theory, Film and Fiction,

Bloomington: Indiana Up, 1987. Print
2. Dollinmore, Jonathan, Sexual Dissidence:Augustine to Wilde, Frued to Foucalt,
Oxford Clarendon, 1991. Print.
3. Foucault, Micheal. A History of Sexuality, 3vols. Trans. Robert Hurley. New York:
Vintage, 1978. Print.
4. Kapoor, Shekar, dir. Bandit Queen. Perf. Seema Biswas, Nirmal Pandey, Rakesh
Vivek.
5. 1004. DVD. Film.
6. Mehta, Deepa, dir. Fire. Perf. Shabana Azmi, Nandita Das, Karishma Jhalani.
1996.DVD. Film.
7. Meht, Hansal, dir.Aligarh.Script. Apurva Asrani. Pref.Manoj Bajpayee and
Rajkummar Rao.2016. DVD.
8. Nair, Manoj. “Rite of Passage.” Yaraana: Gay Writing from India. Ed. Hoshang
Merchant. New Delhi: Penguin, 1999.171-79. Print.
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OPEN ELECTIVE
PAPER -3
C. PREPARATORY EXAM FOR NET/ SET/TRB – PAPER-I

TOTAL HOURS – 65 COURSE CODE: DOEN36C
OBJECTIVE
 To enable students to face NET/SET and PG-TRB examinations.

 To help the students gain knowledge and assist them in gaining knowledge of the
Logic and Reasoning Ability.
 To teach the students about Data interpretation.
 To inform the students of the various aspects of Information and Communication
Technology.
UNIT PLAN
 Identification of reasoning
 Deduction of logical Coherence
 Mathematical reasonings are developed.
 Error analysis are concentrated.
 know about the Teaching and Research Aptitude.

 attempt the Comprehension passages and understand the Communication patterns.
 introduce to Mathematical Reasoning, Logical Reasoning and General aptitude.
 interpret the data and learn the various aspects of Information and Communication
Technology.
 understand the higher education system and eligibility examinations.
UNIT- I Teaching Hours - 13
Teaching Aptitude
Research Aptitude
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UNIT- II Teaching Hours - 13
Comprehension
Communication
UNIT- III Teaching Hours - 13
Mathematical Reasoning and Aptitude
Logical Reasoning
UNIT- IV Teaching Hours - 13
Data Interpretation
Information and Communication Technology.
UNIT- V Teaching Hours - 13
People, Development, and Environment
Higher Education System.
REFERENCE
1. Kaur, Harpeet- NTA UGC NET/SET/JRF – Paper 1 Teaching and Research Aptitude,
Oxford Publishers. 2019.
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SEMESTER IV
PAPER - 12
WORLD LITERATURE IN TRANSLATION.
SEMESTER – IV CREDITS – 5
TOTAL HOURS – 78 COURSE CODE:DEN41
OBJECTIVES
 Translation theory helps the students to learn it as an interdisciplinary study and to

borrow from the various fields of study that supports translation
 It helps the students to learn the theory of description and application of translation to
interpret and localize.
 It disseminates literatures around the world
UNIT PLAN
 Making the students to enjoying Classical Litearture.

 Inducing the habit of reading Khalil Gibran.
 An Introduction to the concept of Oedipus complex
 The outlook of short stories in translated works
OUTCOME – Students will be able to
 help the students to work in various fields of translation studies, comparative

literature and world literature.
 know the importance of Classical literature.
 understand the classical world literature.
 challenge the hegemony of English in world literature
 make the students to learn the political values and emphasie on global processes over
national traditions.
Virgil : The Aeneid, Book IV (438-563)
Khalil Gibran : The Prophet (prose – poetry essays)
Viktor Schklovsky : Art as a Technique
Goethe : Shakuntala
70
Sophocles : Oedipus Rex
Goethe : Faust – Part I
UNIT IV – SHORT STORIES Teaching Hours - 16

Charles Perrault : Blue Beard
Juan Manuel : The Man who Tamed a Shrew
Giovanni Baccaccio : The Stone of Invisibility
Eliza Oreszkowa : Do You Remember?
Emile Verhaeren : The Horse Fair at Opdrop
Louis Couperus : About Myself and Others
Hans Christian Anderson : What the Old Man does I always Right
Jonas Lie : The Story of a Chicken
UNIT V – FICTION Teaching Hours - 16

Fyodor Dostoevsky : Crime and Punishment
Albert Camus : The Outsider
REFERENCE
1. Virgil, The Aeneid, [Net source} The Internet Classics Archive: Classic.
Merit.edu./Virgil/Aeneid.html, 2015.
2. Kahlil Gibran, The Prophet, Rupa, 2002.
3. Viktor Schklovsky, Art as Technique, [Net source]: paradise. caltech. edu /
ist4lectures / Viktor_Sklovsky. “Art_as_Technique”:.pdf, 2015.
4. Sophocles, Oedipus Rex, Dover Publications; Unabridged edition, 2012.
5. Goethe, I Faust – part, RHUS Publications, 1988.
6. Gealdine McCaughrean, Classic Stories Around the World, Leopard Books, 1996.
7. Fyodor Dostoevsky, Crime and Punishment, Penguin, 2003.
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PAPER – 13
SHAKESPEARE STUDIES
COURSE OBJECTIVES
 To know about the English folklore and Shakespeare‟s use of illusions in the form of
fairies.
 To know about the use of catharsis in tragedy through the character of Hamlet.
 To enable students to learn about the history of Henry IV presented in the art form of
drama.
 To enable students learn about political intrigue, power struggles, war and the plight
of impassioned lovers.
 To make students learn about the varieties of interpretations on the works of
Shakespeare and encourage them to critically appreciate his work.
UNIT PLAN
 Marriage, themes, Hippolyta, Egeus, Lysander, chastity, comic fantasy, four lovers,
bewitched, fairies, love, jealousy.
 Tragedy, Oedipus complex, revenge, ghost, avenging father‟s death.
 Dramatic battle, father, son, strained relationship, rebellion.
 East West clash, honor, reason versus emotion, power struggle.
 Interpretation, critical analysis, critical theory applied on Shakespeare‟s work,
structuralism, Marxism, feminism.

 learn how Shakespearean comedy is interwoven with obstacles, misunderstanding,
jealousy, disguise which ultimately leads to fictional nature of the characters in the
play.
 understand how Shakespeare has used revenge tragedy in extensively to make the
audience learn and correct themselves through Aristotle‟s principle of catharsis.
 examine the genre of Historical plays of Shakespeare. Shakespeare‟s inspiration from
chronicles of Holinshed to draw plots for his Historical plays is vividly presented in
such a way that it will make even commoners learn about their king‟s history.
 expose the struggle between reason and emotion, the clash of east and west and the
very definition of honor, while all the way they are exposed to political intrigue,
power struggle and struggle between the lovers.
 know about the detailed character sketch of Shakespearean plays.

Sonnets Sonnets – 12,65,86,130 (Detail)
Comedies Much Ado About Nothing Winter’s Tale
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Tragedy Othello (Detail)

Roman Coriolanus (Detail)
UNIT IV Teaching Hours -14

History Henry IV Part I (Detail)
UNIT V Teaching Hours -18

SHAKESPEARE CRITICISM
Modern approaches – mythical, archetypal, feminist, post – colonial, New Historicist;
A.C. Bradley (extract) Chapter V&VI and the New Introduction by John
Russell Brown in Shakespearean Tragedy by
A.C. Bradley, London, Macmillian, Third Edition,
1992
Wilson Knight Macbeth and the Metaphysic of Evil (1976, V.S.
Seturaman & S. Ramaswamy English Critical
Traditon Vol. I. Chennai, Macmilla).
Stephen Greenblatt Invisible Bullets: Rennaissance Authority and its
Subversion, Henry IV & Henry V, in
Shakespearean Negotiations. New York: Oxford
University Press, 1988
Also in Political Shakespeare: New Essays in
Cultural Materialism. Eds. Jonathan Dollimore
and Alan Sinfield Manchester University Press,
1994
Ania Loomba Sexuality and Racial Difference in Gender, Race,
And Renaissance Drama, Manchester UP, 1989.
REFERENCE
1. Stephen Greenblatt, ed., 1997. The Norton Shakespeare, (Romance & Poems,
Tragedies, Comedies), W.W. Norton & Co., London.
2. Bradley, A.C., 1904, Shakespearean Tragedy, Macmillan, London.
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PAPER – 14
SINGLE AUTHOR STUDY
OBJECTIVE
 To make the students learn the various forms of genre of a single author
 To make the students explore the works of Rabindranath Tagore.
UNIT PLAN
 The poetic outburst of Tagore

 Tagore‟s foreseeing in his works.
 Global views of Tagore‟s Modernity in his writings.
 The sound exposure and experience of the Tagore‟s dramatic views.
 The style of Tagore‟s writings in his novels
COURSE OUTCOME students will be able to
 expose to the poetry, drama essay and short stories of Tagore

 examine the essays of Tagore
 Experience the rich themes and characterization in the plays of Tagore.
 Explore the writing style of Tagore in the Short stories.
 understand the style of Tagore in his Novels.
Gitanjali – Song Offerings1996

The Broken Heart
UNIT II ESSAY (NON-DETAIL) Teaching Hours - 14
Literature
Five Elements
Ancient Literature
Modern Literature
Literature of the People
Tribute to Great Lives
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UNIT III DRAMA (DETAILED) Teaching Hours - 14
Sacrifice
The Untouchable Woman (Non-Detail)
Raja O Rani
Malini
Muktadhara (1992)
UNIT IV - SHORT STORY (NON DEATILED) Teaching Hours - 14

My Lord, the Baby
Kahini
The Post Master
Kabuliwallah
Subha
The Babus of Nayanjore
UNIT V NOVEL (NON-DETAIL) Teaching Hours - 18

The Wreck
The Bachelor’s Club
Gora
REFERENCE
1. Chatterji, David. World literature and Tagore: Visva Bharati, Ravindra- Bharati.
Santiniketan: Visva Bharati, 1971.
2. Kripalani, Krishna. Rabindranath Tagore: A Biography London: Oxford University
Press, 1962.
3. Tagore, Rabindranath. Selected writings on literature and Language. Ed. Sisir Kumar
Das and Sukanta Chaudhuri. (2001). New Delhi: Oxford University Press. 2010.
4. Chaudhiri, Sutapa. Reading Rabindranath: The Myriad Shades of Genius.
5. Dalta, Rama: Seely, Clinton (2009). Celebrating Tagore: A collection of Essays.
Allied Publishers. ISBN 9788184244243.
6. Dutta, Krishna: Robinson, Andrew (1997). Rabindranath Tagore: An Anthology of
his learning contribution to South Asian studies.
7. The Roy, Kshitis, Rabindranath Tagore: A life story Publications Divison Ministry of
Information & Broadcasting, 2017.
8. The Complete works of Rabindranath Tagore (All short stories, poetry, Novels, Plays
& Essays) Edit. General Press- 18 Oct 2019
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CORE ELECTIVE
PAPER - 4
A. POST COLONIAL STUDIES
OBJECTIVES OF THE COURSE
 To introduce the students to some key theoretical formulations in the field

 To help develop an awareness of issues – social, political, cultural and economic –
relating to the experience of colonial and after
 To encourage dialogue on conditions of marginality and plurality and to question
metanarratives
UNIT PLAN
 General Introduction and Critical terms

 Deduction of opposition to the Colonizer‟s approach
 Poetical anecdote post colonial thoughts.
 To give the vast experiences of the marginalized through drama.
COURSE OUTCOMES students will be able to
 Analyze texts using key concepts and theories in the field

 Interrogate dominate discourse in texts influenced by colonial ideologies
 Appreciate texts emerging from postcolonial nations
 Engage with the interplay of issues of race, colour, caste and gender in a neo –
colonial world
 Challenge social inequalities existing in colonized regions and communities in the age
of post colonialist.
UNIT 1 – ESSAYS Teaching Hours - 10
Edward Said Introduction (from Orientalism)

Robert J.C. Young Post – colonialism (from Post - colonialism: An Historical
Introduction)
Ania Loomba Defining the Terms: Colonialism, Imperialism, Neo-Colonialism, Post–
colonialism (from Chapter 1 “Colonialism/Post – colonialism”)
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UNIT 2 –PROSE Teaching Hours - 10
Nadine Gordimer The Train from Rhodesia (from The Harper Anthology of Fiction)
John Kelly We are All in the Ojibway Circle (The Faber Book of Contemporary
Canadian Short Stories)
Witi Ihimaera The Whale (from The Harper Anthology of Fiction)
UNIT 3 – POETRY Teaching Hours - 10
Lisa Bellear : Women‟s Liberation
Judith Wright : At Cooloola
Derek Walcott : Ruins of a Great House
Garbriel Okara : Piano and Drums
UNIT 4 – DRAMA Teaching Hours - 11
Wole Soyinka : Death and the King’s Horseman
Louis Nowra : Radiance
UNIT 5 – FICTION Teaching Hours - 11
Jhumpa Lahiri : Unaccustomed Earth (from Unaccustomed Earth)
Chimamanda N. Adichie :Americannah
BOOKS FOR REFERENCE
1. Ashcroft, Bill. On Post-Colonial Futures: Transformations of Colonial Culture.

Continuum, 2001.
2. Ashcroft, Bill, et al. Post-colonial Studies: The Key Concepts. 2nd ed., Routledge,
2007.
3. Barker, Francis. Et al. editor. Colonial Discourse/Postcolonial Theory. Manchester
UP, 1994.
4. Bayard, Caroline. The New Poetics in Canadian and Quebec: From Concretism to
Post-Modernism. University of Toronto Press, 1989.
5. Bennett, Bruce, editor. A Sense of Exile. Centre for Studies in Australian Literature,
1988.
6. Chew, Shirley, and David Richards, editors. A Concise Companion to Postcolonial
Literature. Wiley Blackwell, 2010.
7. Irvine, Lorna L. Sub/version: Canadian Fiction by Women. ECW Press, 1986.
8. Jahabegloo, Raman. Indian Revised: Conversations on Continuity and Change.
Oxford UP, 2008.
9. Juneja, Om Prakash. Post Colonial Novel: Narratives OF Colonial Consciousness,
Creation, 1995.
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10. King, Bruce. New National and Post-Colonial Literatures: An Introduction.
Clarendon Press, 1996.
11. Kudchedkar, Shirin and JameelaBegam, editors. Canadian Voices, Pencraft, 1996.
12. Lazarus, Neil, editor. The Cambridge Companion to Postcolonial Literary

Studies.Cambridge UP, 2004.
13. Nkosi, Lewis. Tasks and Masks: Themes and Styles of African Literature. Longman,
1981.
14. Pandey, Sudhakar. Perspectives on Canadian Fiction. Prestige Books, 1994.
15. Schwarz, Henry and Sangeeta Ray. A Companion to Postcolonial Studies. Blackwell,
2000.
16. Soyinka, Wole. Art, Dialogue and Outrage: Essays on Literature and Culture.
Methuen, 1993.
17. Tanti, Melissa et al., editors. Beyond “Understanding Canada”: Transnational
Perspectiveson Canadian Literature. U of Alberta Press, 2017.
18. Walder, Dennis. Post-Colonial Literatures in English: History, Language and
Theory.
19. Blackwell, 1998.
20. young, Robert J.C. Post - colonialism: An Historical Introduction. Blackwell, 2001.
JOURNALS
1. ARIEL: A Review of International English Literature

2. Journal of Commonwealth Literature
3. Postcolonial Studies
4. Wasafiri
WEB RESOURCES
1. http://www.mohamedrabeea.com/books/book1_3985.pdf
2. http://www.udel.edu/ArtHistory/ARTH435/Ashcroft.pdf
3. http://faculty.ksu.edu.sa/Nugali/English%20461/Post - colonialism.pdf
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CORE ELECTIVE
PAPER - 4
B. GENDER STUDIES
OBJECTIVES
 To make students familiarize themselves with different waves of feminism,

demonstrate logical reasoning regarding the perception of the female sex by the male.
Beginning of the second wave of feminism.
 A lecture which emphasizes the need for a woman to own a room and money to be
able to write. Brings an understanding of women‟s plight in the male dominated
society.
 Women‟s struggle to succeed amidst the stereotypes, especially that of Virginia
Woolf whilst suffering from man‟s dominance.
 A rewriting of mythological stories. Revisiting myth and presenting them through the
feminist eyes.
 A symbolic representation of women trapped in a male body to portray the real.
 Oppression of women at the hands of men through a transgender
UNIT PLAN
 Second wave feminism, treatment of women through history.

 Money and room as initial needs for women‟s success
 Revisit myth, Draupadi standing against men.
 Rewriting myth, Mahabharata, Divakaruni‟s voice of Panchali.
 Struggle of transgender, representing women in the grasp of men.
 Learn as to how the second wave of feminism kick- started its course with the
publication of The Second sex. Women‟s struggle throughout history is brought out.
 Distinguish between feminism and womenism. Womenism as a separate entity to
bring out the double suppression of black women in the hands of white and black
men.
 know the plight of women who are physically harassed to keep them under the
control of men. However they are revisited in recorded history to stand against men,
despite their physical indifference,
 understand the importance and the role of myth in the control of women throughout
history while also learning a need to rewrite the changes in the myth via Panchali
from The Mahabharatam
 explore the struggles of transgender so as to face problems from within and also from
the society to find their own identity, an identity crisis marred constantly due to the
bias in society towards the classification of sex.
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Simone de Beauvoir Introduction: The Second Sex
Virginia Woolf A Room of One's Own (Chapter I &VI)
Elaine Showalter extract from Woolf and the Flight into Androgyny

David S Gutterman “Postmodernism and the Interrogation of Masculinity” (From
Theorizing Masculinities ed. Michael Kaufman, Harry Brod)
Bell hooks Black Women: Shaping Feminist Theory
Judith Butler Interiority to Gender Performatives (from Gender Trouble )

Mahasweta Devi : Draupadi (Short Story)
Maya Angelou : Still I Rise Our Grandmothers
Adrienne Rich : When We Dead Awaken: Writing as Revision

Chitra Bannerjee Divakaruni : The Palace of Illusions
Laura Esquivel : Malinche

Manobi Bandyopadhyay : A Gift of Goddess Lakshmi (trans. JhimliMukerjee
Pandey & Manobi Bandhopadhyay)
Alice Walker : In Search of Mother’s Garden
BOOKS FOR REFERENCE
1. Gilbert, Sandra & Susan Gubar. Madwoman in the Attic: The Woman Writer and the
Nineteenth-Century Literary Imagination. Yale Nota Bene, 2000.
2. James, Joy and T Denean Sharpley-Whiting. Eds. The Black Feminist Reader.
Blackwell, 2000.
3. Rahman, Momin and Stevi Jackson. Gender and Sexuality: Sociological Approaches.
Polity Press. 2010.
4. Rooney, Ellen. Ed. The Cambridge Companion to Feminist Literary Theory.
Cambridge U P, 2008.
5. Schneir, Miriam. Ed. The Vintage Book of Feminism: The Essential Writings of the
Contemporary Women's Movement. Vintage, 1995.
6. Tharu, Susie & K Lalitha. Women Writing in India. Oxford UP, 1991
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CORE ELECTIVE
PAPER - 4
C. ENGLISH LANGUAGE TEACHING – THEORY AND PRACTICE
OBJECTIVES
 To acquaint students with the history of the English Language

 To help students learn the essential aspects of ELT and the different types of language
testing and evaluation
UNIT PLAN
 The role of Translation method and Audio-lingual methods

 Importance of teaching methods.
 To exercise Language learning theories.
 To inculcate testing and evaluation.
 Role of education in technology.
 introduce how to teach the English Language Teaching across India.

 know to several teaching Methods.
 Expose to different language teaching theories.
 apply language testing and Evaluation.
 Use Teaching learning aids for effective class
UNIT I - ENGLISH LANGUAGE TEACHING IN INDIA Teaching Hours - 11
Grammar Translation Method
Reform Movement
Direct Method
20th Century Trends (Situational methods)
Audio-Lingual Method
Communicative Approach
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UNIT II OTHER TEACHING METHODS Teaching Hours - 11
Total Physical Response
The Silent Way
Suggestopedia
Community Language Learning
Community Language Teaching
Natural Approach
UNIT III LANGUAGE LEARNING THEORIES Teaching Hours - 10
Behaviorism
Cognitive Approach
Natural Approach and their Educational Implications
Principles of Syllabus Construction
Structural Syllabus, Situational Syllabus, Notional Syllabus
UNIT IV LANGUAGE TESTING AND EVALUATION Teaching Hours - 10
Kinds of Tests, Aptitude, Proficiency, Achievement
Different Types of Multiple Choice – Questions
Evaluation
a) Formative
b) Summative
c) Norm-based
d) Criterion- based
UNIT V USE OF TEACHING AIDS INCLUDING EDUCATIONAL TECHNOLOGY

Teaching Hours - 10
Language Laboratory
Audio-Visual
Aids
OHP-Black Board
Map and Charts
Computer etc.
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REFERENCE
1. Jack C.Richards & Theodre S. Rodgers. Approaches and Methods in Language

Teaching
2. Harria David. P Testing English as Second Language
3. Howatt. A. P. R. A History of English Language Teaching
4. Nunan. D. Syllabus Design
5. Wilkins, D. A. Notional Syllabus
6. Little word, W.T. Communicative Language Teaching
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OPEN ELECTIVE
PAPER - 4

A. FILM STUDIES
TOTAL HOURS -39 COURSE CODE: DOEN45A
OBJECTIVES
 To introduce students to the evolution of films and to significant movements in

cinema.
 To help students analyze films as an art form, using film language, editing, camera
angles and movements as well as the sound in cinema.
UNIT PLAN
 To enable students to study various forms of representation in films.

 To enable students to analyze the relationship between literature and films through
adaptations
 To enhance the students understanding of representation in cinema through the
prescribed texts
COURSE LEARNING OUTCOMES students will be able to
 trace the evolution of cinema and major film movements critically.

 Analyze cinema from various perspectives.
 identify various technical aspects of cinema.
 Appreciate and develop an academic discourse on cinema.
 Analyze the relationship between films and literature through adaptations
UNIT 1 EVOLUTION OF FILMS Teaching Hours - 8
Evolution of films from still to moving pictures
Evolution of films from black and white to colour
Evolution of films from silent movies to talkies Texts to be discussed: Lumière

Brothers The Arrival of a Train George Melies A Trip to the Moon Edwin Porter The
Great Train Robbery (1903) Dadasaheb Phalke Growth of a Pea Plant
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UNIT 2 HOW TO READ A FILM Teaching Hours - 8
Film Language – aspect ratio, mis-en-scène, montage, etc.
Editing – montage, jump cut, cross cut, fade, dissolve, iris in/out, etc.
Cinematography-camera movements and angles
Sound-diegetic and non-diegetic sound
UNIT 3 GLOBAL CINEMATIC MOVEMENTS Teaching Hours - 8
Italian Neo-realism -Vittorio De Sica Ladri di Biciclette
French New Wave -François Truffaut Les Quatre Cents Coups
Iranian New Wave- Jafar Panahi Offside
Indian Parallel Cinema- Satyajit Ray PatherPanchali
UNIT 4 REPRESENTATION IN INDIAN CINEMA Teaching Hours - 8
Tom Emmatty Our Mexican Aparatha
Mari Selvaraj Pariyerum Perumal
Karan Johar AjeebDastaan Hai Ye from Bombay Talkies Zoya Akhtar Sheila Ki
Jawaani from Bombay Talkies
Alankrita Shrivastava Lipstick Under My Burkha
UNIT 5 ADAPTATIONS Teaching Hours - 7
Vishal Bharadwaj Maqbool
Danny DeVito Matilda
REFERENCE
1. Abrahams, Nathan, et al. Studying Film. Arnold: Hodder Headline Group, 2001.
2. Aitken, Ian. European Film Theory and Cinema: A Critical Introduction. Edinburgh
3. University Press, 2001.
4. Andrew, Dudley. Concepts in Film Theory. Oxford University Press, 1984.
5. Bazin, Andre. What is Cinema? Vol. I. University of California Press, 2005.Bhaskar,
Ira. 09 Apr 2013,
6. The Indian New Wave. Routledge Handbook of Indian Cinemas. edited by K. Moti
Gokulsing and Wimal Dissanayake. Routledge, 2019. pp.19-34
7. Buckland, Warren, editor. Film Theory and Contemporary Hollywood Movies.
Routledge, 2009.
8. Butler, Andrew. Film Studies. Pocket Essentials, 2005.Dixon.
9. Wheeler Winston and Foster, Gwendolyn. A Short History of Film. Rutgers
University Press, 2018.
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10. Elsaesser, Thomas, and Malte Hagener. Film Theory: An Introduction Through the
Senses. Routledge, 2010.
11. Hutcheon, Linda. In Defence of Literary Adaptation as Cultural Production. Media
Culture Journal, Vol. 10, no. 2, May 2007.
12. http://journal.media-culture.org.au/0705/01-hutcheon.phpKuhn.
13. Annette, Guy Westwell. A Dictionary of Film Studies. OUP, 2012.
14. Monaco, James. How to Read a Film: The World of Movies, Media, and Multimedia:
and Language, History, Theory. Oxford University Press, 2000.
15. Nichols, Bill. Movies and Methods. University of California Press, 1976.
16. Nichols, Bill. Engaging Cinema: An Introduction to Film Studies. W. W. Norton and
Company, 2010
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OPEN ELECTIVE
PAPER - 4
B. ENGLISH FOR MEDIA
TOTAL HOURS -39 COURSE CODE: DOEN45B
OBJECTIVES
 Introduction to Mass Media

 Mass media is a form of communication that reaches a large people in a short time.
For e.g.: TV, Newspaper, Radio and so on to communicate to the people. It very easy
to reach all the people.
 Types of news analysis: News analysis may be for sentiment or business motive. It
may be spoke or in the written form.
 Reviews: To design articles, advertisement, business, column, letters and novels.
 Report in the media English about the crime, election, sports and news. It can be in
different font and style.
 Writing and learning – writing the news in English and editing it, it can be easily
communicated to the public.
UNIT PLAN
 Introduction to media in English, definition of media, function
 Types of news in English, speaking in English and writing in English
 Reviews of media in English, editing, articles, novels and letters.
 Crime, public election, public matters, font, caption and style.
 Writing the news in English editing with grammar, to communicate easily to public.
COURSE OUTCOME Students will be able to
 Introduce to the essence of the Mass media and its definitions and its function.
 learn the News Analysis and its types.
 know about the review, editorial columns etc.
 understand Different kinds of reports are taught like election, crime report etc.
 Apply Writing and editing of T.V, Radio,print media etc.
UNIT I INTRODUCTION TO MASS MEDIA Teaching Hours - 8
Definition of Mass Media - Functions - Public Opinion
UNIT II TYPES OF NEWS ANALYSIS Teaching Hours - 8
Hard and soft news - Expected and Unexpected News - Box News -
Follow up news - Scoop - Filters - News Analysis and Evaluation.
87
UNIT III REVIEWS Teaching Hours - 8
Editorial - Columns - Articles - Reviews - Features – Letters
UNIT IV REPORTS Teaching Hours - 8
Reporting - Crime, Court, Election, Legislative, Sports, Investigative -
Font, Caption, Style - Emphasis of News and Reports - Principles of Editing.
Writing and Editing - TV/Radio-News and News Headlines,
Documentaries, TV/Radio Features
REFERENCE
1. Keval J.Kumar – Mass Communications in India (Bombay: Jacco 1981)
2. MacBride –Many Voices, One world (London: Kagan Press, 1980)
3. D.S.Metha – Mass Communication and Journalism
4. James M.Neel – News Writing and Reporting
CO1 S S S M M M S S S M
CO3 S S S S M M L M S S
CO4 M M M S S S S L S S
CO5 M M S S S S M S S S
88
OPEN ELECTIVE
PAPER - 4
C. FANTASY FICTION
TOTAL HOURS – 39 COURSE CODE: DOEN45C
COURSE OBJECTIVES
 To introduce students to various definitions of fantasy fiction

 To improve the imagination of students.
 To introduce students to the history of fantasy fiction
UNIT PLAN
 To Sketch the growth of fantasy Fiction through ages.

 To Build their imagination through the story.
 To realize the importance of creativity.
 To built socialization
COURSE OUTCOMES
 On successful completion of the course, students will be able to

 Demonstrate a basic understanding of the sub-genre of fantasy fiction
 Identify the genre and features of fantasy fiction
 Discuss the evolution of fantasy fiction
 Evaluate and discuss a work of fantasy fiction using prescribed texts
 Discuss the socio-cultural contexts and their impact on works of fantasy fiction.
Introduction to Fantasy Fiction
Evolution of Fantasy Fiction
Ursula K Le Guin Dragonfly
89
Nnedi Okarofor - Akata Witch
Terry Pratchett - The Colour of Magic
Robin Hobb - Assassin‟s Apprentice
REFERENCE
1. Card, Orson Scott. The Infinite Boundary.

2. How to Write Science Fiction and Fantasy. Writers‟ Digest Books. 1990.
3. Dalton, A. J. Sub Genres of British Fantasy Literature. Luna Press Publishing, 2017.
4. Hume, Kathryn. Fantasy and Mimesis. Methuen, 1984.
5. Mendelsohn, Farah, Edward James. A Short History of Fantasy. Middlesex University
Press, 2009.
6. Reid, Robin Anne. Women in Science Fiction and Fantasy (Vol. 1 & 2).
Greenwood Press, 2009.
7. Sinclair, Frances. Fantasy Fiction. School Library Association, 2008.
8. Tableford, Brian. The A to Z of Fantasy Literature. The Scarecrow Press, Inc., 2009.
9. Swinfen, Ann. In Defense of Fantasy: A Study of the Genre in English and American
Literature Since 1945. Routledge & Kegan Paul, 1984
CO1 S S M M S S S S S S
CO2 M M S S S S S L L S
CO3 S M M M S S S S L S
CO4 S S S S M M S S M M
CO5 S S S S S S S S S S
**************
90

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THIRUVALLUVAR UNIVERSITY, VELLORE – 632115

M. A. English 2022-23 onwards - Affiliated Colleges - Annexure No.I

PROGRAMME EDUCATIONAL OBJECTIVES

PROGRAMME SPECIFIC OUTCOMES

 On completion of the programme the student will be able to:

M.A. ENGLISH EMPLOYMENT AREAS M.A ENGLISH JOB TYPES

1 Corporate Communication 1 IELTS trainer

Sl. Study Components Instructional. Maximum Marks

External Elective for other major students (Inter/multi disciplinary papers)

M.A. ENGLISH – SYLLABUS for affiliated Colleges

UNDER CBCS - (With effect from 2022-2023)

BRITISH POETRY (CHAUCER TO 20th CENTURY)

UNIT I: Introduction Teaching Hours – 15

UNIT II: POETRY (DETAILED) Teaching Hours - 17

UNIT III: (DETAILED) Teaching Hours - 15

UNIT IV: (Detailed) Teaching Hours -16

UNIT V: (NON-Detailed) Teaching Hours -15

PO – Programme Outcome, CO – Course outcome

S – Strong , M – Medium, L – Low (may be avoided)

TOTAL HOURS- 78 COURSE CODE: DEN12

UNIT I: POETRY (DETAILED) Teaching Hours - 16

UNIT III: DRAMA (DETAILED) Teaching Hours - 15

UNIT IV: SHORT STORIES (NON-DETAILED) Teaching Hours - 16

UNIT V FICTION (NON-DETAILED) Teaching Hours - 16

 Bugsbu, C.W.E. A Critical Introduction to Twentieth Century American

PO – Programme Outcome, CO – Course outcome

S – Strong , M – Medium, L – Low (may be avoided)

 To help the students appreciate the richness in Indian writing in English.

UNIT I: POETRY (DETAILED) Teaching Hours - 16

UNIT II: PROSE (DETAILED) Teaching Hours - 16

UNIT IV: FICTION (NON-DETAILED) Teaching Hours - 16

UNIT V: CRITICISM Teaching Hours - 16

PO – Programme Outcome, CO – Course outcome

S – Strong , M – Medium, L – Low (may be avoided)

UNIT I: Teaching Hours - 13

UNIT II: Teaching Hours - 17

UNIT III: Teaching Hours - 15

UNIT IV: Syntax and Semantics Teaching Hours - 17

b) Language Disorders : The brain and Language organization, Aphasia, Dyslexia,

 Agnihotri,R.K. and Khanna,A.L.(ed.),1994.Second Language Acquisition: Socio-cultural

PO – Programme Outcome, CO – Course outcome

S – Strong , M – Medium, L – Low (may be avoided)

A. INDIAN WRITING IN TRANSLATION

 This evokes a concentrated imaginative awareness of experience or a specific emotion

COURSE OUTCOME – Students will be able to

UNIT II: PROSE Teaching Hours - 8

UNIT III: DRAMA Teaching Hours - 8

UNIT IV: SHORT STORY Teaching Hours - 7

UNIT V: FICTION Teaching Hours - 7

PO – Programme Outcome, CO – Course outcome

S – Strong , M – Medium, L – Low (may be avoided)

UNIT 1: Teaching Hours - 8

UNIT 3: Teaching Hours - 7

UNIT 4: Teaching Hours - 7

UNIT 5: Teaching Hours - 9

PO – Programme Outcome, CO – Course outcome

S – Strong , M – Medium, L – Low (may be avoided)

UNIT I Teaching Hours - 9

UNIT II Teaching Hours - 8

Herman Hesse : Siddartha