MANONMANIAM SUNDARANAR UNIVERSITY

TIRUNELVELI – 12

B.A.ENGLISH SYLLABUS

FROM THE ACADEMIC YEAR 2023-2024

TAMILNADU STATE COUNCIL FOR HIGHER EDUCATION,

CHENNAI – 600005
 CONTENTS

1. Introduction
2. Value Additions to the revamped curriculum
3. Curriculum Design & Structure of Course
4. Learning and Teaching Activities
5. Template for UG Programme in English
6. Illustrative Template Semester wise
7. Different Types of Courses
Core Courses
Elective Courses (Generic/Discipline Centric)
Skill Development Courses
Institution-Industry-Interaction
8. Core Component Model Syllabus
Introduction
The undergraduate programme BA English, aims for students to leverage their
knowledge of the English Language for analyzing literature, history, and its modern aspects
through the core subjects. In addition, the course explores the intricacies of the English
Language and its implementation in diverse fields. Moreover, the subjects in a BA English
course are composed by detail – oriented educators, providing a weighty syllabus related to
diverse aspects of English literature and the language world.
The BA English subjects lists most significant and initial subject is the English
Language. Initiating the three-year journey with the basics of English is necessary to further
understand the in – depth concepts, complex language, and intricacies of world literature. The
subject deals with a basic understanding of English grammar, with its origin, evolution,
advancement, and further change with the modern world. The English language is also
necessary to proceed toward complex study slowly. It also narrates the history of English,
which can be very engaging and insightful for English learners. The subject allows learning
the historical beginning and significance of English literature. Since the richness of English
literature is heavily reliant on its history; therefore, this subject gathers the core English
history modules covering the details of literature from different regions of the world. English
literature also projects societal and cultural changes through the centuries that are reflected
through its written works. As a student proceeds ahead, fields and specifications clear a lot
better by possessing the knowledge and base of English literature, which is in its history.
A language’s most significant trait is to communicate, and this BA course English
subject is added to the syllabus with the same intention. Communication in BA English
grants students the depth of using English as a communication medium. Fundamentals,
theories, and communication tools are provided to the students to further enhance their
English skills and make them more accomplishable. Communication subject also comprises
the study of creative writing and public relations, helping students get enrolled in
communication- based courses with the right foundation.
Under Graduate Programme
Programme Outcomes:
PO1: Disciplinary Knowledge: Capable of demonstrating comprehensive knowledge and
understanding of one or more disciplines that form a part of an undergraduate
programme of study.
PO2: Critical Thinking: Capability to apply analytic thought to a body of knowledge;
analyse and evaluate evidence, arguments, claims, beliefs on the basis of empirical
evidence; identify relevant assumptions or implications; formulate coherent arguments;
critically evaluate practices, policies and theories by following scientific approach to
knowledge development.
PO3: Problem Solving: Capacity to extrapolate from what one has learned and apply their
competencies to solve different kinds of non-familiar problems, rather than replicate
curriculum content knowledge; and apply one’s earning to real life situations.
PO4: Analytical Reasoning: Ability to evaluate the reliability and relevance of evidence;
identify logical flaws and holes in the arguments of others; analyze and synthesize data
from a variety of sources; draw valid conclusions and support them with evidence and
examples and addressing opposing viewpoints.
PO5: Scientific Reasoning: Ability to analyse, interpret and draw conclusions from
quantitative/qualitative data; and critically evaluate ideas, evidence, and experiences
from an open minded and reasoned perspective.
PO6: Self-directed & Lifelong Learning: Ability to work independently, identify and
manage a project. Ability to acquire knowledge and skills, including “learning how to
learn”, through self-placed and self-directed learning aimed at personal development,
meeting economic, social and cultural objectives.
PO7: Reflective Thing: Critical sensibility to lived experiences, with self awareness and
reflexivity of both self and society
PO8: Reading & Projects: Document their reading and interpretive practices in
assignments, translation works, and independent projects.
PO9: Confidence & Effectiveness: Confidently and effectively articulate their literary and
textual experiences.
PO 10: Social Skills & Empathetic Approach: Reorganize a professional and reflective
approach to leadership, responsibility, personal integrity, empathy, care and respect for
others, account ability and self regulation.
 B.A. ENGLISH
Programme Specific Outcomes:
PSO1: Acquire good knowledge and understanding, to solve specific theoretical & applied
problems in different area of English Language and Literature.
PSO2: Explore the avenues of World Literatures.
PSO3: To prepare the students who will demonstrate respectful engagement with other’s
ideas, behaviors, beliefs and apply diverse frames of references to decisions and
actions. To create effective entrepreneurs by enhancing their critical thinking,
problem solving, decision making and leadership skill that will facilitate startups and
high potential organizations.
PSO4: Developing a research framework and presenting their independent ideas effectively.
PSO5: Equipping their employability skills to excel in professions like teaching and exposing
them to various activities to empower them through communication skills.
PSO6: Enabling a holistic perspective towards the socio-political inequalities and
environmental issues.
Mapping of Course Learning Outcomes (CLOs) with Programme Outcomes (POs) and
Programme Specific Outcomes (PSOs) can be carried out accordingly, assigning the
appropriate level in the grids:
Pos PSOs
1 2 3 4 5 6 … 1 2 …
CLO1
CLO2
CLO3
CLO4
CLO5
Highlights of the Revamped Curriculum:
 Student-centric, meeting the demands of society, incorporating skill enhancement
modules, project with viva-voce, exposure to entrepreneurial skills, training for
competitive examinations, sustaining the quality of the core components and
incorporating application oriented content wherever required.
 The Core subjects include the important historical and political milestones in
English literature, from the early times to the present.
 The mandatory “Professional Competency Skill” introduced in the final semester
 will enable the students to utilize the skills acquired through the programme.
 The curriculum is designed so as to provide more job opportunities for the students.
 The “Skill Enhancement Courses” provide scope for employability in fields of
teaching, content writing, translating, communication and media.
 The Internship during the second year vacation will help the students gain valuable
work experience that connects classroom knowledge to real world experience and
to narrow down and focus on the career path.
 Project with viva-voce component in the fifth semester enables application of
conceptual knowledge to practical situations. Such innovative provisions of the
project and internships will give students an edge over the counterparts in the job
market.
 State-of Art techniques from the streams of multi-disciplinary, cross disciplinary
and interdisciplinary nature are incorporated as Elective courses, covering
conventional topics.
Value additions in the Revamped Curriculum:
Semester Newly introduced Components Outcome/Benefits
Foundation Course
To ease the transition of learning from
higher secondary to higher education,
 Instill confidence among students
I providing an over view of the pedagogy
 Create interest for the subject
of learning Literature and analysing the
world through the literary lens gives rise
to a new perspective.
 Industry ready graduates
 Skilled human resource
 Students are equipped with essential skills to
make them employable
Skill Enhancement papers
 Training on language and communication
I, II, III, IV (Discipline centric / Generic /
skills enable the students gain knowledge and
Entrepreneurial)
exposure in the competitive world.
 Discipline centric skill will improve the
Technical to know how to solve real life
problems.
  Strengthening the domain knowledge
 Introducing the stake holders to the State-of
Art techniques from the streams of multi-
III, IV, V & disciplinary, cross disciplinary and inter-
Elective Papers
VI disciplinary nature
 Emerging topics in higher education / industry /
communication network / health sector etc. are
introduced with hands-on-training.

 Exposure to industry moulds students into

solution providers
IV Semester Elective Papers
 Generates Industry ready graduates
 Employment opportunities enhanced
 Self-learning is enhanced
V Semester Elective Papers  Application of the concept to real situation is
conceived resulting in tangible outcome
 Enriches the study beyond the course.
 Developing are search framework and
VI Semester Elective Papers
presenting their independent and intellectual
ideas effectively.

Extra Credits: For Advanced Learners / Honors  To cater to the needs of peer learners / research
degree aspirants

 Knowledge, Problem Solving Analytical

Skills acquired from the Courses Ability, Professional Competency, Professional
Communication and Transferrable Skill
 4. Credit Distribution for UG Programme in English
Cre H Cre H Cre H Cre H Cre H Cre H
Sem I Sem II Sem III Sem IV Sem V Sem VI
dit r. dit r. dit r. dit r. dit r. dit r.
Part I Part I Part I Part I 5.1. Core 6.1 Core
Language - 3 6 Language - 3 6 Language - 3 6 Language - 3 6 Course - 4 5 Course - 4 6
Tamil Tamil Tamil Tamil CC IX CC XIII
5.2 Core Course 6.2 Core
Part II Part II Part II
3 6 3 6 3 6 Part II English 3 6 – 4 5 Course – CC 4 6
English English English
CC X XIV
4.3 Core
1.3 Core 2..3 Core 3.3 Core Course – CC 6.3 Core
5.3. Core
Course – 5 5 Course – 5 5 Course – 5 5 VII 5 5 4 5 Course – 4 6
Course CC XI
CC I CC III CC V Core Industry CC XV
Module
5. 4. Core 6.4 Elective -
1.4 Core 2.4 Core 3.4 Core 4.4 Core
Course - Project VII Generic/
Course – 5 5 Course – 5 5 Course – 5 5 Course – 5 5 4 5 3 5
with viva-voce Discipline
CC II CC IV CC VI CC VIII
CC XII Specific
1.5 Elective I 2.5 Elective 3.5 Elective 4.5 Elective 5.5 Elective V 6.5 Elective VII
Generic/ II Generic/ III Generic/ IV Generic/ Generic/ Generic/
3 4 3 4 3 4 3 3 3 4 3 5
Discipline Discipline Discipline Discipline Discipline Discipline
Specific Specific Specific Specific Specific Specific
3.6 Skill
1.6 Skill 2.6 Skill Enhancement 4.6 Skill 5.6 Elective VI
Enhancement Enhancemen Course Enhancement Generic/ 6.6 Extension
2 2 2 2 1 1 2 2 3 4 1 -
Course t Course SEC-4, Course Discipline Activity
SEC-1 SEC-2 (Entreprene SEC-6 Specific
urial Skill)
1.7 Skill 2.7 Skill 3.7 Skill 4.7 Skill
6.7 Professional
Enhancement Enhancemen Enhancemen Enhancement 5.7 Value
2 2 2 2 2 2 2 2 2 2 Competency 2 2
- (Foundation t Course – t Course Course Education
Skill
Course) SEC-3 SEC-5 SEC-7
5.8 Summer
Internship
3.8 E.V.S. - 1 4.8 E.V.S 2 1 2
/Industrial
Training
23 30 23 30 22 30 25 30 26 30 21 30
Total – 140 Credits
 9

Choice Based Credit System (CBCS), Learning Outcomes Based

Curriculum Framework (LOCF) Guideline Based Credit and Hours
Distribution System - UG
First Year – Semester-I
Part List of Courses Credit No. of Hours
Part-1 Language – Tamil 3 6
Part-2 English 3 6
Part-3 Core Courses & Elective Courses 13 14
Skill Enhancement Course SEC-1 2 2
Part-4
Foundation Course 2 2
23 30
Semester-II
Part List of Courses Credit No. of Hours
Part-1 Language – Tamil 3 6
Part-2 English 3 6
Part-3 Core Courses & Elective Courses 13 14
Skill Enhancement Course -SEC-2 2 2
Part-4
Skill Enhancement Course -SEC-3 (Discipline / Subject Specific) 2 2
23 30
Second Year – Semester-III
Part List of Courses Credit No. of Hours
Part-1 Language – Tamil 3 6
Part-2 English 3 6
Part-3 Core Courses & Elective Courses 13 14
Skill Enhancement Course -SEC-4 (Entrepreneurial Based) 1 1
Part-4 Skill Enhancement Course -SEC-5 (Discipline / Subject Specific) 2 2
E.V.S - 1
22 30
 10

Semester-IV
Part List of Courses Credit No. of Hours
Part-1 Language - Tamil 3 6
Part-2 English 3 6
Part-3 Core Courses & Elective Courses 13 13
Part-4 Skill Enhancement Course -SEC-6 (Discipline / Subject Specific) 2 2
Skill Enhancement Course -SEC-7 (Discipline / Subject Specific) 2 2
E.V.S 2 1
25 30
Third Year - Semester-V
Part List of Courses Credit No. of Hours
Part-3 Core Courses including Project / Elective Based 22 26
Value Education 2 2
Part-4
Internship / Industrial Visit / Field Visit 2 2
26 30
Semester-VI
Part List of Courses Credit No. of Hours
Part-3 Core Courses including Project / Elective Based 18 28
Extension Activity 1 -
Part-4
Professional Competency Skill 2 2
21 30
5. Consolidated Semester wise and Component wise Credit distribution
Parts Sem I Sem II Sem III Sem IV Sem V Sem VI Total Credits
Part I 3 3 3 3 - - 12
Part II 3 3 3 3 - - 12
Part III 13 13 13 13 22 18 92
Part IV 4 4 4 5 4 3 24
Total 23 23 23 24 26 21 140
*Part I, II, and Part III components will be separately taken into account for CGPA
calculation and classification for the under graduate programme and the other components.
Part IV has to be completed during the duration of the programme as per the norms, to be
eligible for obtaining the UG degree
 11

6. Illustration for B.A. English Curriculum Design

I YEAR
FIRST SEMESTER
Credit Total
Marks

Credits
Sl. Distribution Contact
Course Category
NO. Course Hours/
L T P S CIA ESE Total
Week
1 Part–I LANGUAGE - Tamil 3 3 3 6 25 75 100

2 Part–II ENGLISH 3 3 3 6 25 75 100

3 Part - III CORE 1 INTRODUCTION TO LITERATURE 3 2 5 5 25 75 100

4 Part – III CORE 2 INDIAN WRITING IN ENGLISH 3 2 5 5 25 75 100

Part – III
5 SOCIAL HISTORY OF ENGLAND 2 2 3 4 25 75 100
ELECTIVE I
SKILL ENHANCEMENT COURSE I 1 1 2 2 25 75 100
6 Part-IV SKILL ENHANCEMENT COURSE
1 1 2 2
(FOUNDATION COURSE)
TOTAL 23 30
SECOND SEMESTER
Credit Total
Credits

Sl. Distribution Contact Marks

Course Category
No Course Hours
L T P S CIA ESE Total
/Week
1 PART I LANGUAGE 3 3 3 6 25 75 100
2 PARTII ENGLISH 3 3 3 6 25 75 100
3 PART III CORE 3 BRITISH LITERATURE–I 3 2 5 5 25 75 100
4 PART III CORE 4 AMERICAN LITERATURE 3 2 5 5 25 75 100
PART III
5 SOCIAL HISTORY OF ENGLAND 2 2 3 4 25 75 100
ELECTIVE II II
SKILL ENHANCEMENT COURSE- 1 1 2 2 25 75 100
6 PART IV SEC- 2
SKILL ENHANCEMENT COURSE- 1 1 2 2 25 75 100
SEC-3
TOTAL 23 30
 12

II YEAR
THIRD SEMESTER
Credit Total
Marks

Credits
Sl. Distribution Contact
Course Category
NO Course Hours
L T PS CIA ESE Total
/Week
1 PART I LANGUAGE 3 3 3 6 25 75 100
2 PART II ENGLISH 3 3 3 6 25 75 100
3 PART III CORE 5 BRITISH LITERATURE-II 3 2 5 5 25 75 100

4 PART III CORE 6 CHILDREN’S LITERATURE 3 2 5 5 25 75 100

PART III
5 HISTORY OF ENGLISH 2 2 3 4 25 75 100
ELECTIVE III LITERATURE I
SKILL ENHANCEMENT COURSE-
SEC 4 1 0 1 1 25 75 100
6 PART IV (ENTREPRENEURIAL SKILL)
SKILL ENHANCEMENT COURSE 1 1 2 2 25 75 100
SEC-5
EVS 1 0 1 25 75 100

TOTAL 22 30

FOURTH SEMESTER
Credit Total
Marks
Credits

Sl. Distribution Contact

Course Category Course
NO Hours/
L T P S CIA ESE Total
Week
1 PART I LANGUAGE 3 3 3 6 25 75 100
2 PART II ENGLISH 3 3 3 6 25 75 100
3 PART III CORE 7 WORLD LITERATURE IN 3 2 5 5 25 75 100
TRANSLATION
4 PART III CORE 8 LANGUAGE AND LINGUISTICS 3 2 5 5 25 75 100
PART III
5 HISTORY OF ENGLISH 2 2 3 3 25 75 100
ELECTIVE IV LITERATUE II
SKILL ENCHANCEMENT COURSE 1 1 2 2 25 75 100
SEC-6
6 PART IV
SKILL ENCHANCEMENT COURSE 1 1 2 2 25 75 100
SEC-7
EVS 1 0 2 1 25 75 100
TOTAL 25 30
 13

III YEAR
FIFTH SEMESTER
Credit Total
Marks

Credits
Sl. Distribution Contact
Course Category
NO. Course Hours CIA ESE Total
L T P S
/Week
1 PART III CORE 9 WOMEN’S WRITING 3 2 4 5 25 75 100
2 PART III CORE 10 INTRODUCTION TO FOLK 3 2 4 5 25 75 100
LITERATURE
3 PART III CORE 11 INDIAN WRITING IN 3 2 4 5 25 75 100
TRANSLATION
4 PART III CORE 12 PROJECT/ MYTH AND 3 2 4 5 25 75 100
LITERATURE
PART III
5 ELECTIVE V LITERARY FORMS 2 2 3 4 25 75 100
PART III LITERATURE AND ENVIRONMENT
6 ELECTIVE VI 2 2 3 4 25 75 100
VALUE EDUCATION 1 1 2 2 25 75 100
7 PART IV SUMMER INTERNSHIP/
INDUSTRIAL TRAINING - - 2 2
TOTAL 26 30
SIXTH SEMESTER
Credit Total
Marks
Credits

Sl. Distribution Contact

Course Category
NO. Course Hours
L T P S CIA ESE Total
/Week
1 PART III CORE 13 LITERARY CRITICISM 3 3 4 6 25 75 100
2 PART III CORE 14 NEW LITERATURES IN ENGLISH 3 3 4 6 25 75 100
3 PART III CORE 15 SHAKESPEARE 3 3 4 6 25 75 100
PART III ENGLISH LANGUAGE TEACHING
4 ELECTIVE VII 3 2 3 5 25 75 100
PART III JOURNALISM AND MASS
5 ELECTIVE VIII COMMUNICATION 3 2 3 5 25 75 100
6 PART IV EXTENSION ACTIVITY - - 1 25 75 100
PROFESSIONAL COMPETENCY
SKILL – ENGLISH FOR 1 1 2 2
COMPETITIVE EXAMINATIONS
TOTAL 21 30
 14

Methods of Evaluation
Internal Continuous Internal Assessment Test
Evaluation
Assignments 25 Marks
Seminars
Attendance and Class Participation
External End Semester Examination 75 Marks
Evaluation
Total 100 Marks
Methods of Assessment
Recall (K1) Simple definitions, MCQ, Recall steps, Concept definitions
Understand / MCQ, True / False, Short essays, Concept explanations, Short summary or
Comprehend (K2) overview
Suggest idea / concept with examples, suggest formulae, solve problems, Observe,
Application (K3)
Explain
Problem-solving questions, finish a procedure in many steps, Differentiate
Analyze (K4)
between various ideas, Map knowledge
Evaluate (K5) Longer essay/ Evaluation essay, Critique or justify with pros and cons
Check knowledge in specific or off beat situations, Discussion, Debating or
Create (K6)
Presentations

7 A. Mandatory Core Areas for B.A. Programme

C1. Introduction to literature (5 credits)

I Year
C2. Indian Writing in English (5 credits)
Sem I
C3. British Literature I (5 credits)
Sem II
C4. American Literature I (5 credits)
C5. British Literature-II (5 credits)
II Year
C6. Children’s Literature (5 credits)
Sem III
C7. World Literature in Translation (4 credits)
Sem IV
C8. Language and Linguistics (4 credits)
 15

C9. Women’s Writing (4 credits)

C10. Introduction to Folk Literature (4 credits)

III Year C11. Indian Writing in Translation (4 credits)

Sem V C12. Project / Myth and Literature (4 credits)
Sem VI C13. Literary Criticism (5 credits)
C14. New Literatures in English (5 credits)
C15. Shakespeare (4 credits)
B. Mandatory Electives for B.A Programme Semester I to V
Social History of England I

Social History of England II

Semester I to V History of English Literature I
History of English Literature II
Literary Forms
C. Suggested Non Mandatory Electives for B.A Programme Semester V &VI (4 credits
each)
CNM1. Literature and Environment
CNM2. English Language Teaching
Semester V and VI
CNM3. Journalism and Mass Communication
CNM4. Film Studies
D. (SKILL ENHANCEMENT COURSES)
1. ENGLISH AND COMMUNICATION
2. PUBLIC SPEAKING
3. DIGITAL LITERACY AND CONCEPTS
4. ENTREPRENEURIAL SKILL
5. INTERVIEW SKILLS
6. ENGLISH FOR CAREER
7. ENGLISH FOR BUSINESS
8. ENGLISH FOR COMPETITIVE EXAMS
 16

FIRST YEAR – SEMESTER I

CORE I – INTRODUCTION TO LITERATURE
Subje Marks
Inst.
ct Category L T P S Credits
Hours CIA External Total
Code
Core Y Y - - 5 5 25 75 100
Learning Objectives
LO1 To introduce the different forms of literature
LO2 To provide learners with the background knowledge of literature
LO3 To enable learners to understand the different genres of writing
LO4 To examine the various themes and methodologies present in literature
LO5 To create the ability of critically examining a text

UNIT Details

Introduction: Poetry – Different forms of poetry – Sonnet, Ode, Elegy.

I
Prose – Short Story, Novel, Prosody, Metre.
John Milton – When I Consider How My Light is Spent
II John Keats - Ode to Nightingale
Thomas Gray – Elegy Written in a Country Churchyard
Francis Bacon – Of Studies
III Stephen Leacock – The Financial Career
Jerome K Jerome – Uncle Podger Hangs a Picture
IV Lamb’s Tales from Shakespeare – A Midsummer Night’s Dream, Twelfth Night
V Jane Austen – Pride and Prejudice
Course Outcomes
COs On completion of this course, students will; PO
CO1 Appreciate and analyse and the basic elements of poetry, PO1
including meter, rhyme, and theme.
Gain knowledge of the elements of fiction including narrative
CO2 PO1, PO2
structure, character analysis and comparison between
different but related texts.

CO3 Explore the features of literary language PO4, PO6

CO4 Use library resources to research and develop arguments PO4, PO5, PO6
 17

about literary works.

Work skillfully within a team, respect coworkers, delegate
CO5 PO3, PO8
work and contribute to a group project.
Text Books (Latest Editions)
1. An Introduction to the study of English Literature. W.H. Hudson.
Cecil, David. ‘The Poetry of Thomas Gray’. Proceedings of the British
2.
Academy. London: 1954.
3. Jane Austen – Pride & Prejudice
https://www.bartleby.com/lit-hub/tales-from-shakespeare/twelfth-night-or-
4.
what-you-will/
References Books
(Latest editions, and the style as given below must be strictly adhered to)
Austen, Jane. Pride and Prejudice. ed by Sicha, Frank, Jr [Boston, New York,
1. etc. Ginn and company, 1917] Pdf. Retrieved from the Library of Congress,
<www.loc.gov/item/18001222/>.
Henny Herawati et al., Introduction to Literature, Sanata Dharma University
2.
Press, October 2021.
Janice Campbell., Introduction to Literature: Excellence in Literatire English,
3.
4th Ed, Everyday Education, LLC, January 2021.
AUSTEN, Jane. Pride and Prejudice. London: Penguin Books Ltd, 1994. 299.
ISBN 0-14-062022-2
Web Resources
https://www.routledge.com/An-Introduction-to-Poetic-forms/Gill/p/book/
1.
9781032154015
https://www.poetryfoundation.org/poems/44750/sonnet-19-when-i-consider-
2.
how-my-light-is-spent

3. https://www.poetryfoundation.org/poems/44479/ode-to-a-nightingale
https://www.poetryfoundation.org/poems/44299/elegy-written-in-a-country-
4.
churchyard
 18

Mapping with Programme Outcomes

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

CO1 3 3 3 3 3 3 3 2 3 2

CO2 2 3 3 3 2 3 3 2 2 2

CO3 3 3 3 2 3 3 3 2 3 2

CO4 3 3 3 3 3 3 3 2 2 2

CO5 3 2 3 3 3 3 3 2 2 3

3 – Strong, 2 – Medium, 1 - Low

Mapping with Programme Specific Outcomes
CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3
Weightage 15 15 15 15 15
Weighted percentage of Course Contribution to
3.0 3.0 3.0 3.0 3.0
POs
 19

FIRST YEAR - SEMESTER I

CORE II – INDIAN WRITING IN ENGLISH
Subject Catego Inst. Marks
L T P S Credits
Code ry Hours CIA External Total
Core Y Y - - 5 5 25 75 100
Learning Objectives
To familiarize the students with the emergence and growth of Indian Writing
LO1
in English in the context of colonial experience.
To help in understanding issues concerning Indian Writing in English such as
LO2 the representation of culture, identity, history, constructions of nation, (Post)
national and gender politics, cross-cultural transformations.
To create literary sensibility and critical response to the literary texts written in
LO3
English
To closely examine the various themes and methodologies existing in Indian
LO4
Writing in English.
To help learners apply the ideas encapsulated in Indian Aesthetics to literary
LO5
texts

UNIT Details

I Introduction from K.R. Srinivasa Iyengar and C.D. Narasimaiah

Rabindranath Tagore – Paper Boat

Sarojini Naidu – The Village Song
II Toru Dutt – The Lotus
AK Ramanujam – Still another View of Grace
R Parthasarathy – River Once
Mahatma Gandhi –Steal and Atonement
Sri Aurobindo – Poetry from “Early Cultural Writings” (Page 123-24)
III
Vivekananda – Address at the final session (Complete works Vol I, Chapter
I)
Ruskin Bond – The Eyes are not Here
IV
KA Abbas – Sparrows

V RK Narayan – The Man-eater of Malgudi

 20

Course Outcomes

COs On completion of this course, students will; PO

Appreciate the historical trajectory of various genres of Indian

CO1 PO1
Writing in English from colonial times to till the present
Analyze Indian literary texts written in English in terms of
CO2 PO1, PO2
colonialism, postcolonialism, regionalism, and nationalism
Explore the role of English as a medium for political awakening
CO3 PO4, PO6
and the use of English in India for creative writing
Analyze how the sociological, historical, cultural and political PO4, PO5,
CO4
context impacted the texts selected for study PO6
Evaluate critically the contributions of major Indian English poets
CO5 PO3, PO8
and dramatists
Text Books (Latest Editions)
1. K.R. Srinivasa Iyengar, Indian Writing in English
Sarojini Naidu-Select Poems. Turunbull, H.G, Dalway, Bombay: Oxford
2
University Press, 1930
R.K. Narayan: The Man-Eater of Malgudi. Library of South Asian Literature
3
– Orient paper backs 2010.
Gandhi, Mahatma, 1869-1948. The Collected Works of Mahatma Gandhi.
4 New Delhi: Publications Division, Ministry of Information and Broadcasting,
Govt. of India, 20002001.
References Books
(Latest editions, and the style as given below must be strictly adhered to)
1. Indian Poetry in English Ed.by Makar and Paranjape
2. Contemporary Indian Poetry in English Ed. By Saleem Peeradina
Dhananjay Kanse. Modern Indian Writing in English: Translation. A
3.
Multilingual Anthology (Worldview critical editions) Jan 2016.
4. Dr. A.K. Sharma: Fiction and Indian Writing in English
Web Resources
1. Poems https://www.poemhunter.com/a-k-ramanujan/poems/
2. https://www.poetrybyheart.org.uk/poems/paper-boats
3. https://allpoetry.com/Village-Song
 21

Mapping with Programme Outcomes

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

CO1 3 3 3 3 3 3 3 2 3 2

CO2 2 3 3 3 2 3 3 2 2 2

CO3 3 3 3 2 3 3 3 2 3 2

CO4 3 3 3 3 3 3 3 2 2 2

CO5 3 2 3 3 3 3 3 2 2 3

3 – Strong, 2 – Medium, 1 - Low

Mapping with Programme Specific Outcomes
CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 2 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 14 15

Weighted percentage of Course

3.0 3.0 3.0 2.8 3.0
Contribution to POs
 22

FIRST YEAR - SEMESTER I

ME 1– SOCIAL HISTORY OF ENGLAND-I (ELECTIVE)
Subject Category Inst. Marks
L T P S Credits
Code Hours CIA External Total
Elective Y Y - - 3 4 25 75 100
Learning Objectives
LO1 To acquaint the students with background study of social conditions in England
LO2 To introduce students to some of the major historical development of England
To facilitate the students to focus on chronological narrative of events as on major issues
LO3
trends, events and crisis of the period
To make the students aware of the relation between socio political and socio religious
LO4
events and literary works
LO5 To expose the students’ various trends and movements of England.
UNIT Details
Landmarks in Early English History
The Norman Conquest – Feudal System – Crusades – Magna Carta – Hundred Years
I
War –1348 – Black Death – 1381- Peasants Revolt – Lollards Movement – Wars of
Roses
The Renaissance
II The Reformation
The Dissolution of the Monasteries
Colonial Expansion
III The Tudor Navy and The Armada
The Elizabethan Age &Theatre
IV The Origin and Growth of Political Parties in England
Age of Queen Anne
V
Coffee House Life in London.
Course Outcomes
COs On completion of this course, students will; PO

CO1 Gain knowledge of various features of social and political history of England PO1

Awareness of the relation between socio- religious events and socio- political
CO2 PO1, PO2
works
 23

CO3 Compare history with Literature PO4, PO6

Enable to assess the emergence, reasons, development and the impact of PO4, PO5,
CO4
social movements PO6
CO5 Assess the overall emergence of English society as a nation. PO3, PO8
Text Books (Latest Editions)
1. Asa Briggs - Social History of England
2. Louise Creighton – Social History of England
3. G.M. Trevelyan: Social History of England
References Books
(Latest editions, and the style as given below must be strictly adhered to)
1. Julia Crick and Elisabeth Van Houts Ed. - Social History of England (900-1200)
2. Keith Wrightson - Social History of England (1500-1750)
3. Francois Bedarida: A Social History of England 1851-1990, 2nded
Web Resources
1. https://www.literpretation.com/post/social-history-of-enland-6#:
2. https://gacbe.ac.insematerial
Mapping with Programme Outcomes
Mapping of Course Outcomes to Program Specific Outcomes
PSO1 PSO2 PSO3 PSO4 PSO5 AVERAGE
CO1 3 3 3 2 1 2.4
CO2 3 3 3 1 1 2.2
CO3 3 3 3 1 1 2.2
CO4 3 3 3 1 1 2.2
CO5 3 3 3 3 2 2.8
TOTAL 11.8 MEAN T/5: 2.36
KEY: Strongly correlated – 3; Moderately Correlated – 2; Weakly Correlated – 1
Mapping with Programme Specific Outcomes
CO /PO PSO1 PSO2 PSO3 PSO4 PSO5
CO1 3 3 3 3 3
CO2 3 3 3 2 3
CO3 3 3 3 3 3
CO4 3 3 3 3 3
 24

CO5 3 3 3 3 3

Weightage 15 15 15 14 15
Weighted percentage of
3.0 3.0 3.0 2.8 3.0
Course Contribution to Pos
 25

FIRST YEAR – SEMESTER I

ENGLISH AND COMMUNICATION (SEC- I)
Subject Inst. Marks
Category L T P S Credits
Code Hours CIA External Total
Skill Enhancement Course Y Y - - 2 2 25 75 100
Learning Objectives
To provide the students with an ability to build and enrich their communication
LO1
skills.
To enable the learners to demonstrate effective communication skills - listening,
LO2
speaking, reading and writing
LO3 To help them think and write imaginatively and critically
LO4 To equip students to build self- confidence with a focus on self- presentation

LO5 To facilitate the learners to learn personal and professional development

UNIT Details
Grammar - Articles
Parts of Speech
Tenses
I
Active Passive Voice
Punctuation, Capitalization, Contractions and Collocations
Proof Reading
Verbal & Non Verbal
II Greetings
Formal & Informal
Message Writing
III Agenda
Minutes
Letters – Formal & Informal
IV Email
Report writing
Interview
V Presentation Skills
Resume
 26

Course Outcomes
COs On completion of this course, students will;
CO1 Identify the basic principles of communication PO1
CO2 Analyze the various types of communication PO1, PO2
CO3 Make use of the essential principles of communication PO4, PO6

CO4 Identify the prominent methods and models of Communication. PO4, PO5, PO6

Learn about the four skills of language and get familiarized with
CO5 PO3, PO8
them.
Text Books (Latest Editions)
Technical Communication: Principles and Practice, Second Edition by Meenakshi
1.
Raman and Sangeeta Sharma, Oxford Publications.
Effective Technical Communication by M Ashraf Rizvi, The McGraw-Hill
2.
companies.
3. Understanding Body Language by Alan Pease.
References Books
(Latest editions, and the style as given below must be strictly adhered to)
1. Communicative Grammar of English by Geoffrey Leech and Ian Svartik.
Web Resources
(1) Subject: ENGLISH COMMUNICATION SKILLS (THEORY|goigalajijuna-
1.
Academia.edu
Mapping with Programme Outcomes
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10
CO1 3 3 3 3 3 3 3 2 3 2
CO2 2 3 3 3 2 3 3 2 2 2
CO3 3 3 3 2 3 3 3 2 3 2
CO4 3 3 3 3 3 3 3 2 2 2
CO5 3 2 3 3 3 3 3 2 2 3
3 – Strong, 2 – Medium, 1 - Low
Mapping with Programme Specific Outcomes
CO /PO PSO1 PSO2 PSO3 PSO4 PSO5
CO1 3 3 3 3 3
CO2 3 3 3 2 3
 27

CO3 3 3 3 3 3
CO4 3 3 3 3 3
CO5 3 3 3 3 3
Weightage 15 15 15 14 15
Weighted percentage of
3.0 3.0 3.0 2.8 3.0
Course Contribution to Pos
 28

FIRST YEAR – SEMESTER I

FOUNDATION COURSE
Subject Inst. Marks
Category L T P S Credits
Code Hours CIA External Total
Foundation Course Y Y - - 2 2 - - -
Learning Objectives
LO1 To teach the main elements of Grammar
LO2 To enhance competence in the English Language

LO3 To create academic and non-academic reports, write ups, etc.,

To acquire the necessary linguistics skills to use the language effectively in
LO4
conversation and writing.
LO5 To convey ideas accurately and clearly.

UNIT Details

The Sentence
Subject and Predicate
I
The Noun: Kinds of Noun
The Noun: Gender
Adjectives
Comparison of Adjectives
II Pronouns
Demonstrative, Indefinite, Interrogative, Distributive and Reciprocal Pronouns
Relative Pronoun
The Auxiliaries and Modal Auxiliaries
Adverbs
III Prepositions
Conjunction
Interjections
Simple, Compound and Complex
Synthesis of Sentence
IV Clauses
Transformation of Sentence
Direct and Indirect Speech
 29

The Infinitive
The Participle
V The Gerund
The Interjection
Question Tags
Course Outcomes
COs On completion of this course, students will; PO
CO1 Recall the fundamentals of English Grammar PO1
CO2 Understand the formal and informal usages to obtain proficiency PO1, PO2
CO3 Analyze Sentence structure, synthesis and usages PO4, PO6
Recognize and use of Auxiliary and module verbs in writing and
CO4 PO4, PO5, PO6
speaking
Evaluate the Patterns of expression, basic structure and sentence
CO5 PO3, PO8
pattern
Text Books
Green, David. Contemporary English Grammar: Structures and Composition. New Delhi:
1.
Trinity Press. 2016.
Wren and Martin. High School English Grammar and Composition. S. Chanf & Company
2.
Ltd.
Reference Books
(Latest editions, and the style as given below must be strictly adhered to)
1. Krishnaswamy, K. Modern English. Chennai: Macmillian. 2010.
Wood, F.T. Remedial English Grammar for foreign students. New Delhi: Trinity Press.
2.
2014.
Web Resources
https://surendranathcollege.ac.in/new/upload/JAHIRA_HOSSAIN2021-03-
1.
07English%20Grammar%20Wren%20and%20Martin.pdf
Mapping with Programme Outcomes

PO 1 PO 2 PO 3 PO 4 PO 5 PO 6 PO 7 PO 8 PO 9 PO 10

CO 1 3 3 3 3 3 3 3 2 3 2

CO 2 2 3 3 3 2 3 3 2 2 2
 30

CO 3 3 3 3 2 3 3 3 2 3 2

CO 4 3 3 3 3 3 3 3 2 2 2

CO 5 3 2 3 3 3 3 3 2 2 3

3 – Strong, 2 – Medium, 1 – Low

Mapping with Programme Specific Outcomes
CO/PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 15 15

Weighted percentage of
3.0 3.0 3.0 3.0 3.0
Course Contribution to Pos
 31

FIRST YEAR - SEMESTER II

CORE III – BRITISH LITERATURE-I

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
Core YY - - 5 5 25 75 100

Learning Objectives
LO1 To introduce British Identity, Periods and other related forms.
To increase the ability for students to intellectually assess the
LO2
works of British writers
To enable leaner’s to understand that British literature is at the
LO3 foundation of English-speaking peoples' culture.
To closely examine the various themes and methodologies present
LO4
in British literature
LO5 To create an aptitude of critical probing through the text
Details
UNIT
Rudyard Kipling- IF
I - Poem
Alexander Pope – On Solitude
Robert Burns – A Red, Red Rose
John Keats- Ode on a Grecian Urn
Charles Lamb – Dissertation upon a Roast Pig
II- Prose
Oliver Goldsmith – A City Night- Piece
Sir Richard Steele – The Spectator Club
Joseph Addison –Household Superstitions
III- Play
Richard B. Sheridan- Rivals
IV- Drama
Christopher Marlowe – Dr. Faustus

Zadie Smith – White Teeth

V- Fiction

Course Outcomes
Course
On completion of this course, students will;
Outcomes
Demonstrate knowledge of the major social, political,
CO1 philosophical, and scientific events forming the back drop PO1
for the development of early British
Literature.
Synthesize, integrate, and connect information by
CO2 Writing essays using techniques of criticism and PO1,PO2
evaluation.
Read and discuss the themes, approaches, styles, and
CO3 contributions to the development of British literature from PO4,PO6
the Medieval Period to the end of the eighteenth-century
 32

Distinguish between the characteristics of British literary

CO4 movements in discussing and writing about British PO4,PO5,PO6
literature.
CO5 Critically appreciate literature using standard literary PO3,PO8
terminology and other literary conventions.
Text Books (Latest Editions)

1.
Marlowe, Christopher. Dr. Faustus. BOOK ON DEMAND LTD, 2021.
Sheridan, Richard Brinsely. The Rivals. Macmillian, New York, 1771.
2.
References Books
(Latest editions, and the style as given below must be strictly adhered to)
A Critical History of English Literature – David Daiches
1.
Web Resources
Ranger, Paul, “Technical Features.” By Oliver pp51-58.,
1.
http://doi.org/10.1007/978-1-349-07664-2 _5.

https://www.poetryfoundation.org/poems/46473/if---
2.

https://www.poetryfoundation.org/poems/44477/ode-on-a-grecian-urn
3.
https://www.poetryfoundation.org/poems/46561/ode-on-solitude
4.
https://www.poetryfoundation.org/poems/43812/a-red-red-rose
5.
https://www.gutenberg.org/files/43566/43566-h/43566-h.htm
6.
http://www.blupete.com/Literature/Essays/Best/GoldsmithCity.htm
7.
https://www.bartleby.com/lit-hub/hc/english-essays-from-sir-philip-
8. sidney-to-macaulay/the-spectator-club/

https://www.everywritersresource.com/household-superstitions-by-
9. joseph-addison/

Mapping with Programme Outcomes:

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

CO1 3 3 3 3 3 3 3 2 3 2
 33

CO2 2 3 3 3 2 3 3 2 2 2

CO3 3 3 3 2 3 3 3 2 3 2

CO4 3 3 3 3 3 3 3 2 2 2

CO5 3 2 3 3 3 3 3 2 2 3

3 – Strong, 2 – Medium , 1 - Low

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3
CO2 3 3 3 3 3
CO3 3 3 3 2 3

CO4 3 3 3 3 3
CO5 3 3 3 3 3

Weight age 15 15 15 14 15

Weighted percentage of
3.0 3.0 3.0 2.8 3.0
Course Contribution to
POs
 34

FIRST YEAR - SEMESTER II CORE IV –

AMERICAN LITERATURE

Subject Category L T P S Credits Inst. Marks

Code Hours CIA External Total
Core Y Y - - 5 5 25 75 100

Learning Objectives
LO1 To identify the growth and development of American literature.
LO2 To critically examine how various genres developed and
progressed.
LO3 Learn about prominent writers and famous work sin American
literature.
To closely examine the various themes and methodologies
LO4
present in British literature
LO5 To create an aptitude of critical probing through the text
Details
UNIT
Background: The First Frontier (Settlement of America) – The
I-
Puritanss and the Spread of Puritanism in America –
Introduction
Romanticism: Optimist and Pessimist - The Flowering of New
England – Writers of the South – Indian thought in Emerson,
Thoreau and Whitman – Sacred Writings of the East.
Walt Whitman – O Captain, My Captain!
II- Poem
Robert Frost – Birches
Edgar Allan Poe – The Raven
Emily Dickinson – Because I Could not stop for Death
Martin Luther King Jr. – I have a Dream
III- Prose
Ralph Waldo Emerson – Self Reliance
IV- Tennessee Williams – The Glass Menagerie

Nathaniel Hawthorne – The Scarlet Letter

V-

Course Outcomes
Course
On completion of this course, students will;
Outcomes
Analyze and discuss works of American literature from a
range of genres (e.g. poetry, nonfiction, slave narrative,
CO1 captivity narrative, literary fiction, genre fiction, sermon, PO1
public proclamations, letters, etc.).

Identify relationships between moments in American history,

CO2 colonialism, and culture and their representation in works of PO1,
American literature. PO2
 35

Articulate ways that American literature reflects complex

CO3 historical and cultural experiences. PO4,
PO6
Produce a mix of critical, creative, and/or reflective works
CO4 PO4,
about American literature to1865.
PO5,
PO6
Analyze and describe about American literature using PO3,
standard literary terminology and other literary conventions. PO8
CO5
Text Books(Latest Editions)

American Literature of the 19th Century – Ed. Fisher Samuelson and

1.
Reninger Baid

A Brief History of American Literature by Richard Gray

2.

Tennessee Williams: The Glass Menagerie

3.

References Books
(Latest editions, and the style as given below must be strictly adhered to)
Dickinson, Emily, and Johanna Brownell. Emily Dickinson: Poems.
1.
Chartwell Books, 2015.
Poe, Edgar Allan, etal. Poetry for Young People: Edgar Allen Poe.
2.
Sterling Pub. Co., 1995.
Web Resources

1. https://www.britannica.com/topic/The-Glass-Menagerie-play-by-
Williams

https://www.poetryfoundation.org/poems/48860/the-raven
2.
https://www.poetryfoundation.org/poems/45474/o-captain-my-captain
3.
https://www.poetryfoundation.org/poems/44260/birches
4.
https://www.poetryfoundation.org/poems/47652/because-i-could-not-stop-
5.
for-death-479

https://www.btboces.org/Downloads/I%20Have%20a%20Dream%20by%20
6.
Martin%20Luther%20King%20Jr.pdf

https://d1lexza0zk46za.cloudfront.net/history/am-docs/emerson-self-
7.
reliance.pdf

https://www.britannica.com/topic/The-Scarlet-Letter-novel-by-Hawthorne
8.
 36

Mapping with Programme Outcomes:

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

CO1 3 3 3 3 3 3 3 2 3 2

CO2 2 3 3 3 2 3 3 2 2 2

CO3 3 3 3 2 3 3 3 2 3 2

CO4 3 3 3 3 3 3 3 2 2 2

CO5 3 2 3 3 3 3 3 2 2 3

3 – Strong, 2 – Medium, 1 - Low

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3
CO2 3 3 3 2 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weight age 15 15 15 14 15

Weighted percentage of
3.0 3.0 3.0 2.8 3.0
Course Contribution to
POs
 37
8

FIRST YEAR - SEMESTER II

ME 2– SOCIAL HISTORY OF ENGLAND-II (ELECTIVE)

Subject Category L T P S Credits Inst. Marks

Code Hours CIA External Total
Core Y Y - - 3 4 25 75 100
Learning Objectives
Define the social history of England in a political perspective.
LO1
Interpret literary and cultural texts of historical, geographical, and cultural contexts. Explain
LO2 socio-political history with literary and cultural texts

Identify main trends in the social history of England and their influence on literature
LO3
Analyze the critical ideas, values and themes that appear in literary and cultural texts of
LO4
various genres
LO5 To critically analyze the influence of history and cultural diversity on literature and language.
Details
UNIT
The union of England and Scotland
I The Agrarian Revolution
The Industrial Revolution

II The Methodist movement

Other Humanitarian Movements
III The American War of Independence
England and Ireland
French Revolution & Effects of the French Revolution
IV The Reform Bills
The Victorian Age
Development of Education in the Victorian England
V
Means of transport and Communication
World Wars I & II
Course Outcomes`
Course
On completion of this course, students will;
Outcomes
Recognize the milestones of British History from 18th century till the
CO1 modern age and can relate how these movements influence the English PO1
society and Literatures of that period

CO2 Identify the various revolutions and movements of English society leading
to form a crucial opinion for the benefit of humanity PO1,PO2

Examine the causes and consequences of the war of Americans and

CO3 French PO4,PO6
 38
9

Evaluate the effects of the revolutions and their impacts in literature in a

CO4 PO4,PO5,PO6
better perspective
Analyze the reforms and the development of education, transport and PO3,PO8
communication in the modern era.
CO5
Text Books (Latest Editions)
1. Asa Briggs - Social History of England

Louise Creighton – Social History of England

2.

G.M. Trevelyan: Social History of England

3.

References Books
(Latest editions, and the style as given below must be strictly adhered to)
1. Julia Crick and Elisabeth Van Houts Ed. - Social History of England (900-1200)

2. Keith Wrightson - Social History of England (1500-1750)

3. Francois Bedarida: A Social History of England 1851-1990, 2nded

WebResources
https://archive.org/stream/draketudornavywi02corbuoft/draketudornavywi02corbuoft_djvu.tt
1. https://archive.org/details/clublifeoflondon02timbuoft
https://www.britannica.com/biography/Anne-queen-of-Great-Britain-and-Ireland
Mapping with Programme Outcomes:

Mapping of Course Outcomes to Program Specific Outcomes

PSO1 PSO2 PSO3 PSO4 PSO5 Average
CO1 3 3 2 2 3 2.6
CO2 2 2 3 2 3 2.4
CO3 3 3 3 2 2 2.6
CO4 3 3 3 3 2 2.8
CO5 2 3 2 3 3 2.6

Total (T) 13/5

Mean 2.6
(T/5)
Key: Strongly Correlated – 3 Moderately Correlated – 2 Weakly Correlated - 1
Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3
CO2 3 3 3 2 3
 39
10

CO3 3 3 3 3 3

CO4 3 3 3 3 3
CO5 3 3 3 3 3

Weight age 15 15 15 14 15

Weighted percentage of
3.0 3.0 3.0 2.8 3.0
Course Contribution to Pos

PUBLIC SPEAKING SKILLS (SEC-III)

Subject Category L T P S Credits Inst. Marks

Code Hours CIA External Total
Core Y Y - - 2 2 25 75 100

Learning Objectives
To help students understand the goals and benefits of public speaking
LO1
To help them recognize communication apprehension and guide them on how
LO2 to reduce it
To familiarize them on how public speaking can be used to advocate or create
LO3 change
To enable learners recognize the social and historical contexts of speech,
LO4 oratory, and rhetoric
LO5 To help them think and speak imaginatively and critically
Details
UNIT
I Definition , Need And Significance of Public Speaking

II Elements of Public Speaking

Types of Public Speaking(Ceremonial, Demonstrative, Informative and
Persuasive)

III Techniques for Effective Public Speaking

IV Methods of Public Speaking

Advantages and Disadvantages of Public Speaking

V Students Activity- Choose a topic and speak in front of the Class.

Course Outcomes
Course
On completion of this course, students will;
Outcomes
CO1 Demonstrate an understanding of the principles of PO1
public speaking
 40
11

Recognize barriers to public speaking and identify how

CO2 to avoid them PO1,PO2
CO3 Understand how to give effective verbal and non-verbal PO4,PO6
Feedback
CO4 Learn about planning speech organization for the PO4,PO5,PO6
intended audience
Practice effective group delivery and speech in formal PO3,PO8
CO5 context.
Text Books (Latest Editions)
Beebe, S. A., & Beebe, S. J. (2006). Public Speaking: An audience -centred
1.
approach (6th ed.). New York: Pearson
Fraleigh, D.M., & Tuman, J.S.(2009). Speak up! An illustrated guide to public
2.
speaking. New York: Bedford/St. Martins

References Books
(Latest editions, and the style as given below must be strictly adhered to)
1. Apple, W. Streeter, L.A. & Krauss, R. M (1979). Effects of pitch and speech
rateon personal attributions. Journal of Personality and Social Psychology,
37, 715-727.
Web Resources
1. Learning Outcomes| Public Speaking (lumenlearning.com)
lu03_public_speaking.pdf (indianhills.edu)

Mapping with Programme Outcomes:

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

CO1 3 3 3 3 3 3 3 2 3 2

CO2 2 3 3 3 2 3 3 2 2 2

CO3 3 3 3 2 3 3 3 2 3 2

CO4 3 3 3 3 3 3 3 2 2 2

CO5 3 2 3 3 3 3 3 2 2 3

3 – Strong, 2 – Medium, 1 - Low

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3
CO2 3 3 3 3 3
CO3 3 3 3 2 3
CO4 3 3 3 3 3
CO5 3 3 3 3 3
 41
12

Weight age 15 15 15 14 15
Weighted percentage of
3.0 3.0 3.0 2.8 3.0
Course Contribution to Pos

DIGITAL LITERACY AND CONCEPTS (SEC - IV)

Subject Category L T P S Credits Inst. Marks

Code Hours CIA External Total
ME Y Y - - 2 2 25 75 100
Learning Objectives
LO1 To help the students to be introduced to digital literacy
LO2 To elaborate on digital values, language and culture
LO3 To explore digital literacy in terms of information, identity and labeling
LO4 To discuss teacher’s engagement in digital literacy
LO5 To analyze socio-economic factors in digital literacy
Details
UNIT
Introduction to Digital Literacy and its types.
I Digitizing Information.
Values and Ethics of Digital Literacy
II Significance of Digital Literacy
Characteristics of Digital Literacy
The role of Language in Digital Literacy
Digital Media and its Types
III Email, vlog, blog, twitter, Facebook, E-book.
Digital Literacy in Education
IV
V Challenges in Digital Literacy

The course outcome is based on the Learning Objectives. Each course objective will have
a course outcome. This will elucidate what the student will acquaint once he completes that
particular unit. There will be equal number of Learning Objectives and Course Outcomes.
The Blooms Taxonomy verbs will be given as a separate annexure for your reference. Each
Course outcome should be mapped with the POs. The mapping of each CO can be done
with any number of POs.

Course Outcomes
Course
On completion of this course, students will;
Outcomes
CO1 Gain knowledge of digital literacy. PO1
CO2 Acquire skills in text literacies and language. PO1,PO2
CO3 Acquire skills in information digital literacy. PO4,PO6
CO4 Build confidence in using digital literacy. PO4,PO5,PO6
CO5 Aware of the various types socio-economic factors in PO3,PO8
digital literacy.
Text Books (Latest Editions)
 42

13

1 Introduction to Digital Literacy (2ndEdition)-Mark Bowles.

2 Popular Culture, New Media and Digital Literacy in Early Childhood–J.Marsh
3 Digital Literacy: Different Cultures, Different Understandings– E. Helsper.
References Books
(Latest editions, and the style as given below must be strictly adhered to)
Implementing Media Literacy: Empowerment, Participation and Responsibility
1.
– S. Livingston.
2. Literacy: Reading the word and the word –P. Freire and P. Macedo.
Media Literary in Schools: Practice, Production and Progression –A. Burn and
3.
J. Durran.
4. Digital Literacy for Learning– A. Martin and D. Madigan Changing Literacies
–C. Lankshear.
Mapping with Programme Outcomes:

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

CO1 3 3 3 3 3 3 3 2 3 2

CO2 2 3 3 3 2 3 3 2 2 2

CO3 3 3 3 2 3 3 3 2 3 2

CO4 3 3 3 3 3 3 3 2 2 2

CO5 3 2 3 3 3 3 3 2 2 3

3 – Strong, 2 – Medium, 1 - Low

Mapping with Programme Specific
Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3
Weight age 15 15 15 15 15

Weighted percentage of
3.0 3.0 3.0 3.0 3.0
Course Contribution to
Pos