Syllabus for B. A.

Regular Course in English under CBCS - 2019

APPROVED by UG-CCS, Gauhati University
Department of English, Gauhati University

Outline of Choice Based Credit System:

1. Core Course: A course, which should compulsorily be studied by a candidate as a

core requirement is termed as a Core course.
2. Elective Course: Generally a course which can be chosen from a pool of
courses and which may be very specific or specialized or advanced or supportive
to the discipline/ subject of study or which provides an extended scope or which
enables an exposure to some other discipline/subject/domain or nurtures the
candidate’s proficiency/skill is called an Elective Course.
2.1 Discipline Specific Elective (DSE) Course: Elective courses which may be offered
by the main discipline/subject of study is referred to as Discipline Specific
Elective. The University/Institute may also offer discipline related Elective
courses of interdisciplinary nature (to be offered by main discipline/subject of study).
2.2 Dissertation/Project: An elective course designed to acquire
special/advanced knowledge, such as supplement study/support study to a project
work, and a candidate studying such a course on his own with an advisory
support by a teacher/faculty member is called dissertation/project.
2.3 Generic Elective (GE) Course: An elective course chosen generally from an
unrelated discipline/subject, with an intention to seek exposure is called a
Generic Elective.
P.S.: A core course offered in a discipline/subject may be treated as an elective by other
discipline/subject and vice versa and such electives may also be referred to as Generic
Elective.
3. Ability Enhancement Courses (AEC): The Ability Enhancement (AE) Courses may
be of two kinds: Ability Enhancement Compulsory Courses (AECC) and Skill
Enhancement Courses (SEC). “AECC” courses are the courses based upon the
content that leads to Knowledge enhancement; i. Environmental Science and ii.
English/MIL Communication. These are mandatory for all disciplines. SEC courses are
value-based and/or skill-based and are aimed at providing hands-on-training,
competencies, skills, etc.
3.1 Ability Enhancement Compulsory Courses (AECC): Environmental Science, English
Communication/MIL Communication.
3.2 Skill Enhancement Courses (SEC): These courses may be chosen from a pool
of courses designed to provide value-based and/or skill-based knowledge.
 Details of courses under B.A. English (Honors)

Course Credits
Theory + Tutorial
=================================================================
I. Core Course 14X5=70
(14 Papers)

Core Course Tutorials

(14 Papers) 14X1=14

II. Elective Courses

(8 Papers)
A.1. Discipline Specific Elective 4X5=20
(4 Papers)

A.2. Discipline Specific Elective

Tutorials
4X1=4
(4 Papers)

B.1. Generic Elective/Interdisciplinary 4X5=20

(4 Papers)
B.2. Generic Elective Tutorials 4X1=4
(4 Papers)

III. Ability Enhancement Courses

1. Ability Enhancement Compulsory Courses (AECC) 2 X 4=8
(2 Papers of 4 credits
each) Environmental
Science English
Communication/MIL
2. Skill Enhancement Courses (SEC)
(Minimum 2, Max. 4) 2 X4=8
(2 Papers of 4 credits each)
Total credits= 148
 SCHEME FOR CHOICE BASED CREDIT SYSTEM IN B.A. Honours (English)

Ability
Skill Elective:
CORE Enhancement Elective:
Enhancement Discipline
SEMESTER COURSE Compulsory Generic
Course (SEC) Specific
(14) Course (AECC) (GE) (4)
(2) (DSE) (4)
(2)
(English/
C1 MIL
Communication)/
I GE 1
Environmental
C2
Science

Environmental
C3 Science/

II (English/ GE 2
MIL
C4
Communication)

C5

III C6 SEC 1 GE 3

C7

C8

IV C9 SEC 2 GE 4

C 10
 C 11 DSE 1
V
C 12 DSE 2

C 13 DSE 3
VI
C 14 DSE 4

Details of Courses Under Undergraduate Programme (B.A.)

Course *Credits
==============================================================
Paper + Tutorial
I. Core Course 12X5=60
(12 Papers)
Two papers – English
Two papers – AltE/MIL
Four papers – Discipline
1. Four papers –
Discipline 2.
Core Course Tutorial* 12X1=12
(12 Tutorials)
II. Elective Course 6X5=30
(6 Papers)
Two papers- Discipline 1
specific Two papers- Discipline
2 specific Two papers- Inter
disciplinary
Two papers from each
discipline of choice and two
papers of interdisciplinary
nature.
Elective Course Tutorials* 6X1=6
(6 Tutorials*)
Two papers- Discipline 1
specific
Two papers- Discipline 2
specific
 Two papers- Generic
(Interdisciplinary) Two papers
from each discipline of choice
including papers of
interdisciplinary nature.
III. Ability Enhancement Courses
1. Ability Enhancement Compulsory Courses (AECC) 2 X 8=8
(2 Papers of 4 credits each) Environmental
Science English Communication/MIL
2. Skill Enhancement Courses (SEC) 4 X 4=16
(4 Papers of 4 credits each)

Total credits= 132

SCHEME FOR CHOICE BASED CREDIT SYSTEM IN B.A./B.Com

Elective:
Ability Electiv
Skill Disciplin
CORE Enhancement e:
SEMESTE Enhanceme e
COURS Compulsory Generi
R nt Course Specific
E (12) Course (AECC) c (GE)
(SEC) (4) (DSE)
(2) (2)
(4)
English (English/
1 MIL
Communication
DSC 1A )/
I
Environmental
DSC 2A Science

English (English/
2 MIL
Communication
DSC 1B )/
II
Environmental
DSC 2B Science

Alt
III English SEC 1
1/MIL
 1

DSC 1C

DSC 2C

Alt
English
2/MIL
2
IV SEC 2
DSC 1D

DSC 2D

DSE 1 A
V SEC 3 GE 1
DSE 2 A

DSE 1 B
VI SEC 4 GE 2
DSE 2 B
 Structure of B.A./B.Com. under CBCS

English

(DSC: Discipline Specific Core; SEC: Skill Enhancement Course; GE: Generic
Elective)

Semester 1
Compulsory Core: ENG-CC-1016 English I
DSC 1A: ENG-RC-1016 Individual and Society
AECC: English Communication Skills/MIL/EVS (To be provided by the Concerned
Department)

Semester 2
Compulsory Core: ENG-CC-2016 English II
DSC 1B: ENG-RC-2016 Modern Indian Literature
AECC: English Communication Skills/MIL/EVS (To be provided by the Concerned
Department)

Semester 3
Compulsory Core: ALT-CC-3016 Alternative English I
DSC 1C: ENG-RC-3016 British Literature
SEC -1: ENG-SE-3014 Creative Writing, Book and Media Reviews

Semester 4
Compulsory Core: ALT-CC-4016 Alternative English II
DSC 1D: ENG-RC-4016 Literary Cross Currents: Forms: Prose, Poetry, Fiction & Play
SEC-2: ENG-SE-4014 Translation Studies and Principles of Translation

Semester 5
SEC-3: ENG-SE-5014 Technical Writing
DSE-1A: ENG-RE-5016 Soft Skills
GE-1: ENG-RG-5016 Contemporary India: Women and Empowerment

Semester 6
DSE-1B: ENG-RE-6016 Academic Writing
GE -2: ENG-RG-6016 Cultural Diversity
SEC- 4: ENG-SE-6014 Business Communication
 DETAILED SYLLABUS

SEMESTER I

Compulsory Core: English I

DSC 1A: Individual and Society

ENG-CC-1016

English I

Credits: 5 (Theory) + 1 (Tutorial) =6 Marks: 100 (80+20)

The aim of this course (English I and II) is to provide the student an opportunity to read
and respond to representations of issues in contemporary life and culture in the English
language. The selection of texts is aimed to present themes and topics that are
stimulating, insightful and informative. Each paper will have a grammar section of 10
marks. Students having English as their Major subject will have to answer questions on
a text indicated in the syllabus, instead of the grammar section. Internal assessment in
these two papers may be in the form of an objective-type test.

Prose: 60 Marks

Texts:

• Arthur Miller: All my Sons

• George Orwell (1903-1950): ‘Shooting an Elephant’
• D.H. Lawrence: ‘The Woman Who Rode Away’
• Manoj Das (1934-): ‘The Misty Hour’
• Munin Barkotoki (1915-1995): ‘Krishna Kanta Handiqui’
• Rohinton Mistry (1952-): ‘Running Water’
• Michael Ondaatje (1943-): ‘Angulimala’
• Salman Rushdie: ‘Good Advice is Rarer than Rubies’

Grammar: 20 Marks

• Make sentences using common phrases and idioms

• Common Errors: To be answered as directed
• Correct use of verbs, tenses, prepositions, etc.
• Comprehension
 Discipline Specific Core I – A

ENG-RC-1016
Individual and Society
Credits: 5 (Theory) + 1 (Tutorial) =6 Marks: 100 (80+20)

This paper examines a key aspect of literary composition – the figure of the individual in
her interactions with the society in which she lives. Literary works represent these
elements in different ways. The individual appears as character, narrator, writer, while
the society features as milieu in which individuals function, and as that which creates
the conditions for emergence of the literary text. Individuals live in harmony or in
conflict with society. Texts in this paper, selected from the many literatures in English
being produced today, will provide the opportunity to study all of these aspects.
Students will also note the ways in which individual-society relationships and their
representation change in different historical periods of literature. Each text in this paper
will be studied against its social and cultural milieu.

Course Outcomes:

• Understand the relationship between the individual writer and the society
about/in which she writes
• Develop skill in analyzing the author’s representation of society and the
individual in interaction and write critiques drawing out.
• Learn to distinguish between literary representation and actual character and
milieu
Texts:

• Geoffrey Chaucer: The Prologue to the Canterbury Tales

• Pope: Epistle 3 (from An Essay on Man)
• Charles Dickens: Oliver Twist
• T.S. Eliot: ‘Preludes’,
• Allen Ginsberg: Howl
• Vijay Tendulkar Kamala (Play. Translated from Marathi)
• Kamila Shamsie: Burnt Shadows
• E.L. Doctorow: Ragtime
Suggested Readings:

-The Norton Anthology of English Literature (All volumes - for library )(10th edition,
2018)

-Andrew Sanders: The Short Oxford History of English Literature (1994)

-Raymond Williams: Culture and Society (1958)

SEMESTER II

Compulsory Core: English II

DSC 1B: Modern Indian Literature

ENG-CC-2016

English II

Poetry: 60 Marks

Texts:
• William Blake (1757-1827): ‘The Lamb’
• Samuel Taylor Coleridge: ‘Christabel’
• Matthew Arnold: ‘Dover Beach’
• Langston Hughes (1902-1967): ‘Harlem’
• Nissim Ezekiel (1924-2004): ‘Shillong’
• Wole Soyinka (1934-): ‘Telephone Conversation’
• David Constantine (1944-) ‘The House’
• Federico Garcia Lorca (1898-1936): ‘The Sleepwalking Ballad’
• Seamus Heaney (1939-): ‘Punishment’
• Imtiaz Dharkar: ‘Purdah 1’

Grammar and Composition: 20 Marks

• Voice Change, Use of Determiners
• Dialogue Writing, Descriptive Writing
• Precis Writing/Report Writing

Discipline Specific Core I B

ENG-RC-2016
Modern Indian Literature
Credits: 5 (Theory) + 1 (Tutorial) =6 Marks: 100 (80+20)

The Modern Indian Literatures comprise extensive writings in all genres in many
languages. The different historical and cultural backgrounds of the various Indian
languages and literatures add to the complexity of what is termed as Modern Indian
Literatures. However, there are also things that hold India together, many
commonalities, bondings, and shared experiences despite the varieties. The list of short
stories and poems prescribed for this course give the student a taste of Indian writing
from different regions of the country. The selection has been culled from English
translations of writings in Indian languages and English compositions of Indian authors.

Short Stories: 50 Marks

• Amrita Pritam: “The Weed”
• U. R. Anantha Murthy: “The Sky and the Cat”
• Gopinath Mohanty: “The Somersault”
 • R K Narayan: “Another Community”
• Sunil Gangopadhyay: “Shah Jahan and His Private Army”
• Saurabh Kumar Chaliha: “Restless Electrons”

Poems: 30 Marks
• Nissim Ezekiel: “Poet, Lover, Birdwatcher”
• Jayanta Mahapatra: “The Abandoned British Cemetery at Balasore”
• Keki N. Daruwalla: “Wolf”
• Mamang Dai: “The Voice of the Mountain”
• Navakanta Barua: “Bats”
• Dilip Chitre: “The Felling of the Banyan Tree”

Recommended Texts:
-The Penguin Book of Modern Indian Short Stories. Edited by Stephen Alter and Wimal
Dissanayake. 2001.
-The Oxford Anthology of Twelve Indian Poets chosen and edited by Arvind Krishna
Mehrotra. Oxford University Press, 1992.
-The Oxford Anthology of Writings from North-East India: Poetry and Essays. Edited by
Tilottoma Misra. OUP, 2011.

Suggested Reading:
-Sarkar, Sumit. Modern Times: India: 1880s-1950s: Environment, Economy, Culture.
Ranikhet: Permanent Black, 2014.
-Mehrotra, Arvind Krishna. Partial Recall: Essays on Literature and literary History.
Orient Blackswan, 2012.

SEMESTER III

Compulsory Core: Alternative English I

DSC 1C: British Literature
SEC -1: Creative Writing

ALT-CC-3016

Alternative English I

Credits: 5 (Theory) + 1 (Tutorial) =6 Marks: 100 (80+20)

This paper would seek to acquaint students with the major genres of English literature
through texts which are landmarks of each genre. The texts have been carefully chosen
to effectively represent the distinctive qualities of a particular genre. Moreover,
students are encouraged to read the prescribed texts in their social and cultural
contexts.

Poetry: 30 Marks
• Shakespeare: Sonnet 65
• John Donne: A Valediction: Forbidding Mourning
• William Wordsworth: Tintern Abbey
• Alfred Tennyson: Tears, Idle Tears
• Matthew Arnold: Scholar Gypsy
• Robert Frost: Stopping by Woods on a Snowy Evening
• T.S Eliot: Marina
• W.B Yeats: Among School Children

Drama: 20 Marks
• Shakespeare: A Midsummer Night's Dream
• John Osborne: Look Back in Anger

Fiction: 30 Marks
• Jane Austen: Emma
• Ernest Hemingway: Farewell to Arms

DSC 1-C:
ENG-RC-3016
British Literature
Credits: 5 (Theory) + 1 (Tutorial) =6 Marks: 100 (80+20)

This paper is designed to offer a representative sampling of the major literary traditions
of British life and culture through a study of texts in different genres. The paper will
comprise of 80 marks external examination and 20 marks internal evaluation.

Section A
Poetry: 30 marks
(12+12+6)
• William Shakespeare: ‘Sonnet 116’
• John Milton: ‘On his Blindness’
• Samuel Taylor Coleridge: ‘Christabel’
• W. B. Yeats: ‘The Second Coming’
• Ted Hughes: ‘The Thought-Fox’
• Emily Bronte: ‘Remembrance’
• Dylan Thomas: ‘Poem in October’
• Vicky Feaver: ‘Slow Reader’

Section B
Fiction: 30 marks
 • Elizabeth Gaskell: Mary Barton
• James Joyce: “The Dead”
• E. M. Forster: “The Celestial Omnibus”
• William Trevor: The Story of Lucy Gault

Section C
Drama: 20 marks
• Oscar Wilde: The Importance of Being Earnest
• J. B. Priestley: An Inspector Calls

SEC 1

ENG-SE-3014
CREATIVE WRITING
Credits: 4 Marks: 100 (80+20)
The students in this course will focus on three creative genres, fiction, non-fiction and
poetry. The emphasis will be to build proficiency in readings and writings. The course
encourages active class participation and lots of writings. One of the basic objectives of
the course is to allow students to explore ideas, feelings, experiences and effectively
communicate these stimulus using the written word. Each lecture will be tied to reading
of texts, techniques, narratology and rhetorical positions. The set of readings will be
given during the course and may vary each semester, whenever the course is on offer.
The weightage of the programme will depend on:
10% --class lectures;
20% --journal writings on discussions of ideas, photograghs, paintings, memories and
experiences;
30%--- class participation/assignments/workshops/writings
following prompts/writing with music
40%-- submission of fiction (20000 words)/non-fiction(20000 words)/poetry(15
poems of 150000 words) at the time of completion of the course.

Section A: Poetry 15 Marks

Discussion/ Class participation topics:
• What is good poetry?
• Writing poetry
• Why poetry
• Reading poetry
The students will be introduced to
• History of poetry,
• Forms of poetry.
• Rhetoric and prosody.
• Images and symbols
Section B: Fiction 30 Marks
Discussion/ Class participation topics:
• What is a good story?
• Writing short stories
• Writing novels
• Characterisation
• Structure
• Dialogues
The selected texts will inform of style, sentence structure, and tone and how these
connect to the purpose and meaning/effect of the story. There will be specific texts
highlighting
• Lyrical Prose
• Focus on group rather than individual
• Narratology
• Use of symbols
• Individual and the collective voice
• Use of time
• Repetition
• Gender roles
Section C Non-Fiction 15 Marks
Discussions and assignments:
The students will be introduced to
• Forms of essays
• Memoirs
• Travelogues
• Report writing
• Literary journalism
Section D: Workshop(1000 --3000words) 20 Marks
• Discussing-- why you write, how you write, and what you hope to gain from this
course.
• How is your writing different /similar to others?
• Reading stories by Writers-in-residence and by participants.
• Consider how this course has changed your writing skills.
• How has this course helped you to encourage reading of various texts?
• How has this course helped you to understand of literature?
• How have you grown as a writer?
• Discussion on Publication and Market.
• Prompt writings for each section.
Recommended Readings:
-A Writer’s Time: A guide to the creative process from vision through revision: Kenneth
Atchity
-How do you Write a Great Work of Fiction: Jennifer Egan
-In the Palm of Your Hand: The Poet's Portable Workshop: Steve Kowit
-The Making of a Poem: A Norton Anthology of Poetic Forms Eavan Boland and Mark
Strand
-Rhyme’s Reason: A Guide to English Verse: John Hollander

SEMESTER IV
Compulsory Core: Alternative English II
DSC 1D: Literary Cross Currents: Forms: Prose, Poetry, Fiction & Play
SEC-2: Translation: Principles and Practice

ALT-CC-4016

Alternative English II

Credits: 5 (Theory) + 1 (Tutorial) =6 Marks: 100 (80+20)

Course Objectives: The course has been designed to familiarise students with different
forms of literature, texts and their contexts. The select texts would enable them to
understand literary representations and a writer’s engagement with the social, cultural
and political milieu.

Section A ESSAYS (15 marks)

• Charles Lamb: ‘Two Races of Man’

• A. G. Gardiner: ‘On Fear’

• George Orwell: ‘The Spike’

Section B POETRY (25 marks)

• George Herbert: ‘The Rose’

• William Wordsworth: ‘Scorn for the Sonnet’

• John Keats: ‘La Belle Dame sans Merci’

• Wilfred Owen: ‘The Send-off’

• Adrienne Rich: ‘Power’

Section C SHORT STORY (20 marks)

 • R. K. Narayan: ‘A Horse and Two Goats’

• Vikram Chandra: ‘Dharma’

Section D DRAMA (20 marks)

• George Bernard Shaw: Candida

DSC I-D

ENG-RC-4016
Literary Cross Currents: Forms: Prose, Poetry, Fiction & Play

Credits: 5 (Theory) + 1 (Tutorial) =6 Marks: 100 (80+20)

In almost every period of literary history works of non-fictional prose, fiction, poetry
and drama have co-existed. Also, literary cross-currents have helped shape these
literary forms in a way that demonstrates their affinities as well as differences. It’s
important to study works with due attention to their ‘formal’ aspects so that what it is
truly distinctive about the literary type, form, or genre to which they belong is not
missed. At the same time it’s necessary to contextualize the study so that the
evolutionary or historical dimension of the literary works, their growth and
transformation over the years is not lost sight of. This paper will acquaint the students
with different literary forms, with one part addressing formal concerns including
definitions, while the other part will involve study of actual texts which exemplify a
particular literary form or genre, and which will include some consideration of the
contexts of their production.

Part A: Forms and movements (20 Marks)

• Forms:

Epic and mock-epic, ballad, ode, sonnet, lyric, elegy, tragedy, tragicomedy, absurd
drama, heroic drama, problem plays, expressionist plays, Gothic fiction, the historical
novel, the bildungsroman, the personal essay, the periodical essay, memoir,
autobiography, biography
 Movements and trends which influence forms and genres:
Neo-classicism, Romanticism, Augustanism, Victorianism, Realism, Naturalism,
Expressionism, Existentialism, Dadaism and Surrealism

Part B: Study of individual texts

Epic and Poetry: (20)

• The Mahabharata (The Game of Dice)
• Ben Jonson: “Song to Celia”
• Lord Alfred Tennyson: “The Lady of Shalott”
• John Keats: “Ode on a Grecian Urn”
Prose (Fiction and Non-fiction) (20)
• Joseph Addison: “True and False Wit,” (Spectator 62)
• Charles Lamb: “The Dream Children”
• Charlotte Bronte: Jane Eyre
• Edgar Allan Poe: “The Black Cat”
• Kamala Das: My Story

Plays: (20)
• Henrik Ibsen: A Doll’s House
• Harold Pinter: The Birthday Party.

Suggested Reading:
-Pakmaja Asho. A Companion to Literary Forms Paperback
-Chris Baldick. The Oxford Dictionary of Literary terms
-The Concise Oxford Companion to English Literature (Oxford Quick Reference)
-Lillian Hornstein, G. D. Percy, and Calvin S. Brown, Eds. The Reader's Companion to
World Literature

SEC 2

ENG-SE-4014
Translation: Principles and Practice
Credits: 4 Marks: 100 (80+20)

This course is designed to give students basic skills in translation. It introduces students
to the field of translation studies and gives them training in practical translation.

Unit 1 (Marks: 30)

Translation in India:
History; Challenges of translation in multilingual conditions; Institutions promoting and
commissioning translation; Landmarks of translation in different languages.

Types and Modes of translation:

• Intralingual, Interlingual and Intersemiotic translation

• Free translation,
• Literal translation,
• Transcreation
• Communicative or functional translation
• Audio-visual translation
Concepts of Translation:
Accuracy, Equivalence, Adaptation, Dialect, Idiolect, Register, Style, subtitling, back-
translation
Unit 2 (Marks: 50)

In this section questions may be in the nature of translation tests: short passages,
speeches from the plays or a poem to be analysed and different aspects pointed out; and
secondly to be translated into English from the original language

Practical translation activities:

a. Analyse texts translated into English keeping the above concepts, and
especially that of equivalence, in mind, at the lexical (word) and syntactical
(sentence) levels:
Novel : The Story of Felanee by Arupa Patangiya Kalita.
Play: The Fortress of Fire by Arun Sarma.
Poem: “Silt” by Nabakanta Barua, Trans. Pradip Acharya
Short Story: “Golden Girl” by Lakshminath Bezbarua, in the anthology Splendour
in the Grass. Ed. Hiren Gohain.
b. Make a back translation into the original English
Short Story or passage from a text (Alice in Wonderland by Probina Saikia)
c. Subtitle a film (Assamese – Village Rockstars) (to be discussed in class, a
sample shown and then used for internal assessment)
Resources for Practice:

• Dictionaries
• Encyclopedias
• Thesaurus
• Glossaries
• Translation software

Suggested Readings:

-Baker, Mona, In Other Words: A Coursebook on Translation, Routledge, 2001. (Useful

exercises for practical translation and training)
-Gargesh, Ravinder and Krishna Kumar Goswami. (Eds.). Translation and Interpreting:
Reader and Workbook. New Delhi: Orient Longman, 2007.
-Lakshmi, H. Problems of Translation. Hyderabad: Booklings Corporation, 1993.
-Newmark, Peter. A Textbook of Translation. London: Prentice Hall, 1988.
-Toury, Gideon. Translation across Cultures. New Delhi:Bahri Publications Private
Limited, 1987.
-Palumbo, Guiseppe. Key Terms in Translation Studies. London and New
York:Continuum, 2009.

SEMESTER V

DSE-1A: Soft Skills

GE-1: Contemporary India: Women and Empowerment
SEC-3: Technical Writing
 SEC 3

ENG-SE-5014
Technical Writing
Credits: 4 Marks: 100 (80+20)
This course in Technical Writing aims at equipping the student with the skills of writing
with a practical purpose. It is concerned with the techniques of good writing, of
retaining and communicating information with precision, and also with specific forms of
technical writing such as summaries, instructions, descriptions, formal letters and
official emails.

Topics to be dealt with:

1. Writing as communication: Characteristics of bad technical writing and
characteristics of good technical writing.
2. Purpose of writing and the audience/ target readers.
3. The process of writing: planning, drafting, revising.
4. Writing style: issues of readability, sentence-length, vocabulary, jargon, redundancy,
circumlocution, choice of active or passive voice, etc.
5. Writing a summary: title, compactness, completeness, aid to memory, description
versus informative summary, organization of a summary.
6. Writing instructions, descriptions, explanations.
7. Writing official letters and emails.

Recommended Text:
-Turk, Christopher and John Kirkman: Effective Writing: Improving Scientific, Technical
and Business Communication. London and New York: E & F N Spon (An Imprint of
Routledge), 1982.
-Taylor and Francis e-library edition 2005.

Suggested Reading:
-Wallwork, Adrian: User Guides, Manuals, and Technical Writing: A Guide to Professional
English. New York: Springer, 2014.
-Peters, Pam: The Cambridge Guide to English Usage. CUP, 2004.
-Swan, Michael and David Baker: Grammar Scan: Diagnostic Tests for Practical English
Usage. Oxford University Press, 2008.

Discipline Specific Elective I-A

ENG-RE-5016
Soft Skills
Credits: 5 (Theory) + 1 (Tutorial) Marks: 100 (80+20)
Course Objectives:
The purpose of this Course is to equip students with the resources of soft skills so as to
develop their overall personality. With this aim the course is designed to make the
learners understand and be aware about the importance, role and contents of soft skills
through instructions, knowledge acquisition, demonstration and practice. In effect this
course hopes to improve the students’ communication, interaction, writing and
documentation skills and thereby hone their confidence level.

Course Contents

Some important core competencies to be developed are:

• Listening Skills

• Oral presentation skills/Speaking Skills

• Communication skills

• Self management

• Resume preparation

• GD participation

• Interview facing techniques

• Creative thinking, problem solving and decision-making

• Leadership

Methodology

The methodology to be adopted should be appropriate to the development of the above

mentioned competencies. The focus of the course is on “performing” and not on just
“knowing”. Lecturing should therefore be restricted to the minimum necessary and
emphasis ought to be given for learning through active participation and involvement.
The training methods will be individual centred to make each person a competent one.
Opportunities for individual work have to be provided by the respective teachers.
Demonstrations using different models, audio visual aids and equipment will be used
intensively.

Suggested Readings

-English and Soft Skills. S.P. Dhanavel, Orient BlackSwan 2013

-Basics Of Communication In English: Francis Sounderaj, MacMillan India Ltd.2011
-English for Business Communication: Simon Sweeney , Cambridge University Press 1997
-An Introduction to Professional English and Soft Skills: Das , Cambridge University Press,
2009
-The Rise of the Creative Class: And how it's Transforming Work, Leisure, Community and
Everyday life: Florida, R., Basic Books, 2002
 GE I

ENG-RG-5016

Contemporary India: Women and Empowerment

Credits: 5 (Theory) + 1 (Tutorial) =6 Marks: 100 (80+20)

Course Objectives/Course Description: This course will look at Women’s Issues in

India in the light of the various historical and social contexts. It will trace the evolution
of Women’s Empowerment both in terms of policy and discourse in postcolonial,
contemporary India and at the same time try to locate the women’s position in earlier
times.

The course aims to:

• Study the position of women in pre-colonial times

• Show how colonial modernity impacts women

• Study the impact of nationalism on women

• Track the Women’s movement and Empowerment issues in contemporary India

Course Outcome:

The learner will be equipped with:

• A historical understanding of the space accorded to women in India through

history

• An understanding of the manner in which the social construction of gender

comes about.

• The ability to critique the given and stereotypical notions of such constructions.

UNIT 1: Social Construction of Gender (15)

• Masculinity and Femininity

• Patriarchy

• Women in Community
UNIT 2: History of Women's Movements in India (Pre & Post Independence) (20)

• Women and Nation

• Women and the Partition

• Women, Education and Self-fashioning

• Women in the Public and Private Spaces

UNIT 3: Women and Law (15)

• Women and the Indian Constitution

• Personal Laws (Customary practices on inheritance and Marriage)

• Workshop on legal awareness

UNIT 4: Women’s Body and the Environment (15)

• State interventions, Khap Panchayats

• Female foeticide, Domestic violence, Sexual harassment

• Eco-feminism and the Chipko Movement

UNIT 5: Female Voices (15)

• Kamala Das: “The Old Playhouse”

• Mahashweta Devi: Mother of 1084

• Krishna Sobti: Zindaginama

Recommended Reading:

• Urvashi Butalia,The Other Side of Silence:Voices from the Partition of India

• Kumkum Sanagari, Recasting Women: Essays in Colonial History

• Judith Walsh, Domesticity in Colonial India: What Women Learned When Men
Gave Them Advice

• Tanika and Sumit Sarkar, Women and Social Reform in Modern India- Vol 1 & Vol

• Nivedita Menon, Gender and Politics in India: Themes in Politics

• Vandana Shiva & Maria Mies, Ecofeminism

SEMESTER VI
DSE-1B: Academic Writing
GE -2: Cultural Diversity
SEC- 4: Business Communication

DSE I-B

ENG-RE-6016
Academic Writing
Credits: 5 (Theory) + 1 (Tutorial) =6 Marks: 100 (80+20)

The English language is the language of higher education as well as the language used in
a variety of formal settings. Hence students are expected to develop the requisite
proficiency in academic writing which involves the ability to write summaries,
abstracts, reviews, reports, conference /seminar presentations etc. This paper is aimed
at developing academic writing skills by acquainting students with the different kinds of
academic writing and the skills to be acquired to write academic English for various
purposes;it will also give them practice in the processes involved in producing pieces of
good academic writing. The paper consists of two modules –module 1 and module 2.

Module 1: Essentials of Academic Writing

This module will familiarize students with samples of different kinds of academic
writing and concentrate on developing the basic skills required for such writing as
building up vocabulary for formal use, gathering ideas or data for purposes of
description or building up an argument or thesis statement, organizing the ideas so that
there is coherence and clarity of thinking, making paragraphs and writing without
grammatical and spelling errors.

Module 2: Practice in Academic Writing

This module will focus on giving students practice in different kinds of academic
writing-taking them through the processes of making drafts, revising, editing, and
writing the final version. They are also to be taught to prepare bibliographies, citations
and references for writing intended for publication in academic journals.

Suggested Reading:

Bailey, S.(2011).Academic Writing-A Handbook for International Students (3rd edition).

New York: Routledge
Hartley,J.(2008). Academic Writing and Publishing- a practical Handbook. New York:
Open University Press.
Swales,J.M&Peak,C.B(2001) Academic Writing for Graduate Students-Essential Tasks and
Skills. Michigan:The University of Michigan Press.
 GE II:

ENG-RG-6016
Cultural Diversity

Credits: 5 (Theory) + 1 (Tutorial)=6 Marks: 100 (80+20)

This paper is designed to facilitate the student’s engagement with and understanding of
cultural contexts, situations and the rich variety of practices through a sampling of such
texts that represent the widely textured tapestry emanating from different locations of
the world. There will be 80 marks for the end-semester external examination and 20
marks will be allotted for internal evaluation.

Texts:
• V.S. Naipaul: House for Mr. Biswas
• Marguaret Atwood: Handmaid’s Tale
• Kishwar Naheed, ‘The Grass is Really like me’
• Shu Ting, ‘Assembly Line’
• Gabriel Okara, ‘The Mystic Drum’
• Kersy Katrak: “Colaba Causeway”
• Seamus Heaney: “Maighdean Mara”
• Forster: “Does Culture Matter?”
• Jan Morris: “La Paz”
• Pauline Kael: “Movies on Television
• George Bernard Shaw: Pygmalion

Suggested Reading:
-Sarah Lawall, ‘Preface’ and ‘Introduction’, in Reading World Literature: Theory, History,
Practice, ed. Sarah Lawall (Austin, Texas: University of Texas Press, 1994) pp. ix–
xviii, 1–64.
-David Damrosch, How to Read World Literature? (Chichester: Wiley-Blackwell, 2009)
pp. 1–64, 65–85.
-The D’haen et. al., eds., ‘Introduction’, in World Literature: A Reader (London:
Routledge, 2012).
- C.D. Narasimhaiah ,eds. An Anthology of Commonwealth Poetry, ed. (Delhi: Macmillan,
1990)
- Kishwar Naheed, We the Sinful Women (New Delhi: Rupa, 1994)
- Shu Ting, A Splintered Mirror: Chinese Poetry From the Democracy Movement, tr. Donald
Finkel, additional translations by Carolyn Kizer (New York: North Point Press,
1991)

SEC- 4

ENG-SE-6014
Business Communication
Credits: 4 Marks: 100 (80+20)

This paper is designed to familiarize students with a comprehensive idea of effective

communication and its importance in the business and professional world. Students will
be introduced to the various kinds of communication as well as to the many theories of
communication. The components in this paper will be both written and oral, and
students will be required to participate in diverse group activities. Activities (individual
and/or group) on the spoken components of the paper will be considered for internal
assessment in this paper, while the end-semester examination will focus on the
theoretical and written elements of the paper. The end-semester examination for this
paper will be of 80 marks and internal assessment will be of 20 marks.

This paper will focus on the following key topics:

• Introduction to the essentials of Business Communication: Theory and practice

• Citing references, and using bibliographical and research tools
• Structure, vocabulary, pronunciation, and comprehension skills
• Writing résumés and facing interviews
• Report writing
• Writing memos and circulars
• Summarizing annual report of companies
• Précis writing
• Writing minutes of meetings
• E-correspondence
• Group discussion
• Spoken English for business communication
• Making oral presentations

Suggested Readings:

-Scot, O.; Contemporary Business Communication. Biztantra, New Delhi.

-Lesikar, R.V. &Flatley, M.E.; Basic Business Communication Skills forEmpowering the
Internet Generation, Tata McGraw Hill Publishing Company Ltd.New Delhi.
-Ludlow, R. & Panton, F.; The Essence of Effective Communications, Prentice Hall Of
India Pvt. Ltd., New Delhi.
-R. C. Bhatia, Business Communication, Ane Books Pvt Ltd, New Delhi
-Bovee, Courtland, John Thill &MukeshChaturvedi. Business Communication Today.
Dorling Kindersley, Delhi
-Booher, Dianna. E-Writing: 21st Century Tools for Effective Communication.New
York:Pocket Books, a division of Simon & Schuster, Inc.,
-Guffey, Mary Ellen. Business Communication: Process and Product. 5th ed.
Cincinnati, Ohio: South-Western College Publishing
-Guffey, Mary Ellen. Essentials of Business Communication, Sixth Edition. South-Western
College Publishing.