PROGRAMME PROJECT REPORT (PPR)

BACHELORS OF ARTS HONORS ( ENGLISH )

Mission and Objectives

 To develop proficiency in English Language as it is considered to be the co-official language

along with our national language..
 To provide knowledge in English literature, perspectives and skills to a wide cross section of
learners, including those in remote and inaccessible area of the state.
 To synthesize learners for a wide understanding of literary characteristics, themes, and/or
approaches in several literary texts.
 The pre-requisite of the programme is to equip learners with a good knowledge of reading,
comprehension and writing skills

Alignment with Universities Missions and goals

The BA programme is aligned with the objects of the University Act under Chapter II Establishment
and incorporation of the University under the clause 5.1 Powers of the University under 5.1.(ib) “to
provide for admission and instruction in such branches of knowledge, including technology,
vocation and professions as the University may determine from time to time and make provision of
research, and extension by offering Graduate level Courses”.

Prospective Target group of learner’s

 The graduate learners of any discipline who want to improve their proficiency in
English language and, those who have a genuine interest in literature.

Learning Outcomes
 After completing the course, a learner will have fair understanding detailing the
development and current practices of literary studies, rhetoric, or film.

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  After completing the course, a learner will be able to to describe rhetoric contextually and
comparatively and/or to historicize and theorize emerging forms of composition and
expression.
 Students will gain further research, writing, and analytical skills to be utilized in their future
professional and academic endeavours.
 Students will be able to have career
 opportunities,Journalism,Decoder,Interpreter,Advertising,Instructional
Designing,Linguistics,Editors,

Instructional Design
Curriculum design

 The Syllabus for English is opted from the UGC and the same shall be followed by the
University for the Bachelors Programme
Core Course – 56 Credits
Discipline Specific Elective – 16 Credits
General Elective – 16 Credits
Ability Enhancement Compulsory Course – 08 Credits
Skill Enhancement Course – 04 Credits
Project Work – 04 Credits

Total 104 Credits

Structure of B. A. Honours English under CBCS

Core Course

Credits: 70 Credits (04 credits per core × 14 Core = 56 Credits)

Course Titles

2. Indian Classical Literature

3. European Classical Literature
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 4. Indian Writing in English
5. British Poetry and Drama: 14th to 17th Centuries
6. American Literature
7. Popular Literature
8. British Poetry and Drama: 17th and 18th Centuries
9. British Literature: 18th Century
10. British Romantic Literature
11. British Literature: 19th Century
12. Women’s Writing
13. British Literature: The Early 20th Century
14. Modern European Drama
15. Postcolonial Literatures

Discipline Specific Elective (DSE) (Any four)

Credits: 04 Credits per elective (04 credits per DSE × 04 DSE = 16)
Course Titles
1. Modern Indian Writing in English Translation
2. Literature of the Indian Diaspora
3. British Literature: Post World War II
4. Nineteenth Century European Realism
5. Literary Theory
6. Literary Criticism
7. Science fiction and Detective Literature
8. Literature and Cinema
9. World Literatures
10. Partition Literature
11. Research Methodology
12. Travel writing
13. Autobiography

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 Generic Elective (GE) (Any four)

Credits: 04 credits per elective× 04 GE = 16 credits

Course Titles

1. Academic Writing and Composition

2. Media and Communication Skills
3. Text and Performance
4. Language and Linguistics
5. Contemporary India: Women and Empowerment
6. Gender and Human Rights*
7. Language, Literature and Culture

Ability Enhancement Course (AEC) (Compulsory)

04 Credits per AEC compulsory = 08 Credits

Course Titles

1. Environmental Study*
2. English/MIL Communication

Skill Enhancement Course(SEC) (Any two)

02 Credits per SEC elective = 04 Credits

Course Titles

1. Film Studies *
2. English Language Teaching
3. Soft Skills
4. Translation Studies
5. Creative Writing
6. Business Communication
7. Technical Writing

Sem I: 2 Core Courses (Core 1& 2), 1 AECC 1 (Env Study), 1 GE

Sem II: 2 Core Courses (Core 3& 4), 1 AECC 2(English/MIL Communication), 1 GE

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Sem III: 3 Core Courses (Core 5, 6, 7), 1 SEC, 1 GE
Sem IV: 3 Core Courses (Core 8, 9, 10), 1 SEC, 1 GE
Sem V: 2 Core Courses (Core 11, 12), 2 DSE
Sem VI: 2 Core Courses (Core 13, 14), 2 DSE (Research Methodology), Project Report

Detailed Syllabus

I.B. A. Honours English under CBCS

Core Course
Course 1: Indian Classical Literature

Kalidasa Abhijnana Shakuntalam, tr. Chandra Rajan, in Kalidasa: The Loom of Time
 (New Delhi: Penguin, 1989).
Vyasa ‘The Dicing’ and ‘The Sequel to Dicing, ‘The Book of the Assembly Hall’, ‘The Temptation
of Karna’, Book V ‘The Book of Effort’, in The Mahabharata: tr. and ed. J.A.B. van Buitenen
(Chicago: Brill, 1975) pp. 106–69.
Sudraka Mrcchakatika, tr. M.M. Ramachandra Kale (New Delhi: Motilal
Banarasidass, 1962).
Ilango Adigal ‘The Book of Banci’, in Cilappatikaram: The Tale of an Anklet, tr. R.
Parthasarathy (Delhi: Penguin, 2004) book 3.

Suggested Topics and Background Prose Readings for Class Presentations Topics

The Indian Epic Tradition: Themes and Recensions

Classical Indian Drama: Theory and Practice
Alankara and Rasa
Dharma and the Heroic
Readings

 Bharata, Natyashastra, tr. Manomohan Ghosh, vol. I, 2nd edn (Calcutta:

Granthalaya, 1967) chap. 6: ‘Sentiments’, pp. 100–18.
 Iravati Karve, ‘Draupadi’, in Yuganta: The End of an Epoch (Hyderabad: Disha, 1991)
pp. 79–105.
 J.A.B. Van Buitenen, ‘Dharma and Moksa’, in Roy W. Perrett, ed., IndianPhilosophy, vol. V,
Theory of Value: A Collection of Readings (New York: Garland,2000) pp. 33–40.
 Vinay Dharwadkar, ‘Orientalism and the Study of Indian Literature’, in Orientalismand
the Postcolonial Predicament: Perspectives on South Asia, ed. Carol A.Breckenridge and
Peter van der Veer (New Delhi: OUP, 1994) pp. 158–95.
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Course 2: European Classical Literature

 Homer The Iliad, tr. E.V. Rieu (Harmondsworth: Penguin,1985).

 Sophocles Oedipus the King, tr. Robert Fagles in Sophocles: The Three Theban
 Plays (Harmondsworth: Penguin, 1984).
 Plautus Pot of Gold, tr. E.F. Watling (Harmondsworth: Penguin, 1965).
 Ovid Selections from Metamorphoses ‘Bacchus’, (Book III), ‘Pyramus and Thisbe’ (Book IV),
‘Philomela’ (Book VI), tr. Mary M. Innes (Harmondsworth: Penguin, 1975). Horace Satires I:
4, in Horace: Satires and Epistles and Persius: Satires, tr. Niall Rudd (Harmondsworth:
Penguin, 2005).

Suggested Topics and Background Prose Readings for Class Presentations Topics

 The Epic
 Comedy and Tragedy in Classical Drama
 The Athenian City State
 Catharsis and Mimesis
 Satire
 Literary Cultures in Augustan Rome

Readings

 Aristotle, Poetics, translated with an introduction and notes by Malcolm Heath,

(London: Penguin, 1996) chaps. 6–17, 23, 24, and 26.
 Plato, The Republic, Book X, tr. Desmond Lee (London: Penguin, 2007).
 Horace, Ars Poetica, tr. H. Rushton Fairclough, Horace: Satires, Epistles and Ars
 Poetica (Cambridge Mass.: Harvard University Press, 2005) pp. 451–73.

Course 3: Indian Writing in English

 R.K. Narayan Swami and Friends

 Anita Desai In Custody
 H.L.V. Derozio ‘Freedom to the
 Slave’ ‘The Orphan Girl’
 Kamala Das ‘Introduction’ ‘My Grandmother’s House’ Nissim Ezekiel ‘Enterprise’ ‘The Night of
the Scorpion’
 Robin S. Ngangom The Strange Affair of Robin S. Ngangom’ ‘A Poem for Mother’
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  Mulk Raj Anand ‘Two Lady Rams’ Salman Rushdie ‘The Free Radio’ Rohinton Mistry ‘Swimming
Lesson’ Shashi Despande ‘The Intrusion’

Suggested Topics and Background Prose Readings for Class Presentations Topics

 Indian English
 Indian English Literature and its Readership
 Themes and Contexts of the Indian English Novel
 The Aesthetics of Indian English Poetry
 Modernism in Indian English Literature

Readings

 Raja Rao, Foreword to Kanthapura (New Delhi: OUP, 1989) pp. v–vi.
 Salman Rushdie, ‘Commonwealth Literature does not exist’, in
ImaginaryHomelands (London: Granta Books, 1991) pp. 61–70.
 Meenakshi Mukherjee, ‘Divided by a Common Language’, in The Perishable Empire (New
Delhi: OUP, 2000) pp.187–203.
 Bruce King, ‘Introduction’, in Modern Indian Poetry in English (New Delhi: OUP, 2nd edn,
2005) pp. 1–10.

Course 4: British Poetry and Drama: 14th to 17th Centuries

 Geoffrey Chaucer The Wife of Bath’sPrologue Edmund Spenser Selections from Amoretti:
Sonnet LXVII ‘Like as a huntsman...’ Sonnet LVII ‘Sweet warrior...’
 Sonnet LXXV ‘One day I wrote her name...’
John Donne ‘The Sunne Rising’
 ‘Batter My Heart’
 ‘Valediction: forbidding mourning’
 Christopher Marlowe Doctor Faustus
 William Shakespeare Macbeth
 William Shakespeare Twelfth Night

Suggested Topics and Background Prose Readings for Class Presentations Topics

Renaissance Humanism
The Stage, Court and City
Religious and Political Thought
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Ideas of Love and Marriage
The Writer in Society

Readings

 Pico Della Mirandola, excerpts from the Oration on the Dignity of Man, in ThePortable
Renaissance Reader, ed. James Bruce Ross and Mary Martin McLaughlin(New York:
Penguin Books, 1953) pp. 476–9.
 John Calvin, ‘Predestination and Free Will’, in The Portable Renaissance Reader, ed.
James Bruce Ross and Mary Martin McLaughlin (New York: Penguin Books, 1953) pp.
704–11.
 Baldassare Castiglione, ‘Longing for Beauty’ and ‘Invocation of Love’, in Book 4 of The
Courtier, ‘Love and Beauty’, tr. George Bull (Harmondsworth: Penguin, rpt.1983) pp.
324–8, 330–5.
 Philip Sidney, An Apology for Poetry, ed. Forrest G. Robinson (Indianapolis: Bobbs-Merrill,
1970) pp. 13–18.

Course 5: American Literature

 Tennessee Williams: The Glass Menagerie

 Toni Morrison Beloved
 Edgar Allan Poe ‘The Purloined Letter’ F. Scott Fitzgerald ‘The Crack-up’
 Anne Bradstreet ‘The Prologue’
 Walt Whitman Selections from Leaves of Grass: ‘O Captain, My Captain’
‘Passage to India’ (lines 1–68)
 Alexie Sherman Alexie ‘Crow Testament’
‘Evolution’

Suggested Topics and Background Prose Readings for Class Presentations Topics

 The American Dream

 Social Realism and the American Novel
 Folklore and the American Novel
 Black Women’s Writings
 Questions of Form in American Poetry

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Readings

 Hector St John Crevecouer, ‘What is an American’, (Letter III) in Letters from

anAmerican Farmer (Harmondsworth: Penguin, 1982) pp. 66–105.
 Frederick Douglass, A Narrative of the life of Frederick Douglass (Harmondsworth:
Penguin, 1982) chaps. 1–7, pp. 47–87.
 Henry David Thoreau, ‘Battle of the Ants’ excerpt from ‘Brute Neighbours’, in Walden
(Oxford: OUP, 1997) chap. 12.
 Ralph Waldo Emerson, ‘Self Reliance’, in The Selected Writings of Ralph WaldoEmerson,
ed. with a biographical introduction by Brooks Atkinson (New York: TheModern Library,
1964).
 Toni Morrison, ‘Romancing the Shadow’, in Playing in the Dark: Whiteness and
Literary Imagination (London: Picador, 1993) pp. 29–39.

Course 6: Popular Literature

 Lewis Carroll Through the Looking Glass

 Agatha Christie The Murder of Roger Ackroyd
 Shyam Selvadurai Funny Boy
 Durgabai Vyam and Subhash Vyam Bhimayana: Experiences of Untouchability/
Autobiographical Notes on Ambedkar (For the Visually Challenged students)

Suggested Topics and Background Prose Readings for Class Presentations Topics

 Coming of Age
 The Canonical and the Popular
 Caste, Gender and Identity
 Ethics and Education in Children’s Literature
 Sense and Nonsense
 The Graphic Novel

Readings

 Chelva Kanaganayakam, ‘Dancing in the Rarefied Air: Reading Contemporary Sri Lankan
Literature’ (ARIEL, Jan. 1998) rpt, Malashri Lal, Alamgir Hashmi, and Victor J. Ramraj, eds.,
Post Independence Voices in South Asian Writings (Delhi: Doaba Publications, 2001) pp.
51–65.

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  Sumathi Ramaswamy, ‘Introduction’, in Beyond Appearances?: Visual Practices and
 Ideologies in Modern India (Sage: Delhi, 2003) pp. xiii–xxix.
 Leslie Fiedler, ‘Towards a Definition of Popular Literature’, in Super Culture:American
Popular Culture and Europe, ed. C.W.E. Bigsby (Ohio: Bowling GreenUniversity Press,
1975) pp. 29–38.
 Felicity Hughes, ‘Children’s Literature: Theory and Practice’, English Literary History, vol. 45,
1978, pp. 542–61.

Course 7: British Poetry and Drama: 17th and 18th Centuries

 John Milton Paradise Lost: Book 1

 John Webster The Duchess of Malfi
 Aphra Behn The Rover
 Alexander Pope The Rape of the Lock

Suggested Topics and Background Prose Readings for Class Presentations Topics

 Religious and Secular Thought in the 17th Century The Stage, the State and the Market
The Mock-epic and Satire Women in the 17th Century The Comedy of Manners

Readings

 The Holy Bible, Genesis, chaps. 1–4, The Gospel according to St. Luke, chaps. 1–7 and 22–4.
 Niccolo Machiavelli, The Prince, ed. and tr. Robert M. Adams (New York: Norton, 1992)
chaps. 15, 16, 18, and 25.
 Thomas Hobbes, selections from The Leviathan, pt. I (New York: Norton, 2006) chaps.
8, 11, and 13.
 John Dryden, ‘A Discourse Concerning the Origin and Progress of Satire’, in TheNorton
Anthology of English Literature, vol. 1, 9th edn, ed. Stephen Greenblatt (NewYork: Norton
2012) pp. 1767–8.

Course 8: British Literature: 18th Century

 William Congreve The Way of the World

 Jonathan Swift Gulliver’s Travels (Books III and IV)
 Samuel Johnson ‘London’
 Thomas Gray ‘Elegy Written in a Country Churchyard’
 Laurence Sterne The Life and Opinions of Tristram Shandy, Gentleman

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Suggested Topics and Background Prose Readings for Class Presentations Topics

 The Enlightenment and Neoclassicism

 Restoration Comedy
 The Country and the City
 The Novel and the Periodical Press

Readings

 Jeremy Collier, A Short View of the Immorality and Profaneness of the English Stage
(London: Routledge, 1996).
 Daniel Defoe, ‘The Complete English Tradesman’ (Letter XXII), ‘The Great Law of
Subordination Considered’ (Letter IV), and ‘The Complete English Gentleman’, in
Literature and Social Order in Eighteenth-Century England, ed. Stephen Copley(London:
Croom Helm, 1984).
 Samuel Johnson, ‘Essay 156’, in The Rambler, in Selected Writings: Samuel
 Johnson, ed. Peter Martin (Cambridge, Mass.: Harvard University Press, 2009) pp.
 194–7; Rasselas Chapter 10; ‘Pope’s Intellectual Character: Pope and Dryden Compared’, from
The Life of Pope, in The Norton Anthology of English Literature, vol. 1, ed. Stephen Greenblatt,
8th edn (New York: Norton, 2006) pp. 2693–4, 2774–7.

Course 9: British Romantic Literature

 William Blake ‘The Lamb’,

 ‘The Chimney Sweeper’ (from The Songs of Innocence and The Songs
ofExperience)
 ‘The Tyger’ (The Songs of Experience)
'Introduction’ to The Songs of Innocence
Robert Burns ‘A Bard’s Epitaph’ ‘Scots Wha
Hae’
 William Wordsworth ‘Tintern Abbey’
‘Ode: Intimations of Immortality’ Samuel
Taylor Coleridge ‘Kubla Khan’ ‘Dejection:
An Ode’
 Lord George Gordon
 Noel Byron ‘Childe Harold’: canto III, verses 36–45 (lines 316–405); canto IV, verses 178–
86(lines 1594–674)
 Percy Bysshe Shelley ‘Ode to the West Wind’ ‘Ozymandias’
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  ‘Hymn to Intellectual Beauty’
 John Keats ‘Ode to a Nightingale’
 ‘To Autumn’
 ‘On First Looking into Chapman’s Homer’
 Mary Shelley Frankenstein

Suggested Topics and Background Prose Readings for Class Presentations Topics

 Reason and Imagination

 Conceptions of Nature
 Literature and Revolution
 The Gothic
 The Romantic Lyric

Readings

 William Wordsworth, ‘Preface to Lyrical Ballads’, in Romantic Prose and Poetry, ed. Harold
Bloom and Lionel Trilling (New York: OUP, 1973) pp. 594–611.
 John Keats, ‘Letter to George and Thomas Keats, 21 December 1817’, and ‘Letter to Richard
Woodhouse, 27 October, 1818’, in Romantic Prose and Poetry, ed. Harold Bloom and Lionel
Trilling (New York: OUP, 1973) pp. 766–68, 777–8.
 Jean-Jacques Rousseau, ‘Preface’ to Emile or Education, tr. Allan Bloom
(Harmondsworth: Penguin, 1991).
 Samuel Taylor Coleridge,Biographia Literaria, ed. George Watson
(London:Everyman, 1993) chap. XIII, pp. 161–66.

Course 10: British Literature: 19th Century

 Jane Austen Pride and Prejudice

 Charlotte Bronte Jane Eyre
 Charles Dickens Hard Times
 Alfred Tennyson ‘The Lady oShalott’ ‘Ulysses’
 ‘The Defence of Lucknow’ ,Robert Browning ‘My Last Duchess’ ‘The Last Ride Together’‘Fra
Lippo Lippi’Christina Rossetti ‘The Goblin Market’

Suggested Topics and Background Prose Readings for Class Presentations Topics

 Utilitarianism
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  The 19th Century Novel
 Marriage and Sexuality
 The Writer and Society
 Faith and Doubt
 The Dramatic Monologue

Readings

 Karl Marx and Friedrich Engels, ‘Mode of Production: The Basis of Social Life’, ‘The Social
Nature of Consciousness’, and ‘Classes and Ideology’, in A Reader in MarxistPhilosophy, ed.
Howard Selsam and Harry Martel (New York: InternationalPublishers,1963) pp. 186–8, 190–
1, 199–201.
 Charles Darwin, ‘Natural Selection and Sexual Selection’, in The Descent of Man in The
Norton Anthology of English Literature, 8th edn, vol. 2, ed. Stephen Greenblatt(New York:
Northon, 2006) pp. 1545–9.
 John Stuart Mill, The Subjection of Women in Norton Anthology of English Literature, 8th
edn, vol. 2, ed. Stephen Greenblatt (New York: Norton, 2006) chap. 1,pp. 1061–9.

Course 11: Women’s Writing

 Emily Dickinson ‘I cannot live with you’ ‘I’m wife; I’ve finished that’
Sylvia Plath ‘Daddy’ ‘Lady Lazarus’
 Eunice De Souza ‘Advice to Women’ ‘Bequest’
 Alice Walker The Color Purple
 Charlotte Perkins Gilman ‘The Yellow Wallcourse’ Katherine Mansfield ‘Bliss’
 Mahashweta Devi ‘Draupadi’, tr. Gayatri Chakravorty Spivak (Calcutta: Seagull, 2002)
 Mary Wollstonecraft A Vindication of the Rights of Woman (New York: Norton, 1988) chap.
1, pp. 11–19; chap. 2, pp. 19–38.
 Ramabai Ranade ‘A Testimony of our Inexhaustible Treasures’, in Pandita RamabaiThrough
Her Own Words: Selected Works, tr. Meera Kosambi (New Delhi: OUP,2000) pp. 295–324.
 Rassundari Debi Excerpts from Amar Jiban in Susie Tharu and K. Lalita, eds.,
Women’s Writing in India, vol. 1 (New Delhi: OUP, 1989) pp. 191–2.

Suggested Topics and Background Prose Readings for Class Presentations Topics

 The Confessional Mode in Women's Writing

 Sexual Politics
 Race, Caste and Gender
 Social Reform and Women’s Rights
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Readings

 Virginia Woolf, A Room of One's Own (New York: Harcourt, 1957) chaps. 1 and 6.
 Simone de Beauvoir, ‘Introduction’, in The Second Sex, tr. Constance Borde and Shiela
Malovany-Chevallier (London: Vintage, 2010) pp. 3–18.
 Kumkum Sangari and Sudesh Vaid, eds., ‘Introduction’, in Recasting Women:Essays in
Colonial History (New Delhi: Kali for Women, 1989) pp. 1–25.
 Chandra Talapade Mohanty, ‘Under Western Eyes: Feminist Scholarship and
Colonial Discourses’, in Contemporary Postcolonial Theory: A Reader, ed. Padmini
Mongia (New York: Arnold, 1996) pp. 172–97.

Course 12: British Literature: The Early 20th Century

 Joseph Conrad Heart of Darkness

 D.H. Lawrence Sons and Lovers
 Virginia Woolf Mrs Dalloway
 W.B. Yeats ‘Leda and the Swan’
‘The Second Coming’
 ‘No Second Troy’ ‘Sailing to Byzantium’
 T.S. Eliot ‘The Love Song of J. Alfred Prufrock’ ‘Sweeney among the Nightingales’‘The Hollow
Men’

Suggested Topics and Background Prose Readings for Class Presentations Topics

Modernism, Post-modernism and non-European Cultures The

Women’s Movement in the Early 20th Century Psychoanalysis
and the Stream of Consciousness
The Uses of Myth
The Avant Garde

Readings

 Sigmund Freud, ‘Theory of Dreams’, ‘Oedipus Complex’, and ‘The Structure of the
Unconscious’, in The Modern Tradition, ed. Richard Ellman et. al. (Oxford: OUP, 1965) pp.
571, 578–80, 559–63.

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  T.S. Eliot, ‘Tradition and the Individual Talent’, in Norton Anthology of
EnglishLiterature, 8th edn, vol. 2, ed. Stephen Greenblatt (New York: Norton, 2006)
pp.2319–25.
 Raymond Williams, ‘Introduction’, in The English Novel from Dickens to Lawrence
(London: Hogarth Press, 1984) pp. 9–27.

Course 13: Modern European Drama

 Henrik Ibsen Ghosts

 Bertolt Brecht The Good Woman of Szechuan
 Samuel Beckett Waiting for Godot
 Eugene Ionesco Rhinoceros

Suggested Topics and Background Prose Readings for Class Presentations Topics

 Politics, Social Change and the Stage

 Text and Performance
 European Drama: Realism and Beyond
 Tragedy and Heroism in Modern European Drama
 The Theatre of the Absurd

Readings

 Constantin Stanislavski, An Actor Prepares, chap. 8, ‘Faith and the Sense of Truth’, tr.
Elizabeth Reynolds Hapgood (Harmondsworth: Penguin, 1967) sections 1, 2, 7, 8, 9, pp. 121–5,
137–46.
 Bertolt Brecht, ‘The Street Scene’, ‘Theatre for Pleasure or Theatre for Instruction’, and
‘Dramatic Theatre vs Epic Theatre’, in Brecht on Theatre: The Development ofan Aesthetic,
ed. and tr. John Willet (London: Methuen, 1992) pp. 68–76, 121–8.
 George Steiner, ‘On Modern Tragedy’, in The Death of Tragedy (London: Faber, 1995)
pp. 303–24.

Course 14: Postcolonial Literatures

 Chinua Achebe Things Fall Apart

 Gabriel Garcia Marquez Chronicle of a Death Foretold

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  Bessie Head ‘The Collector of Treasures’ Ama Ata Aidoo ‘The Girl who can’ Grace Ogot ‘The
Green Leaves’
 Pablo Neruda ‘Tonight I can Write’ ‘The Way Spain Was’
 Derek Walcott ‘A Far Cry from Africa’ ‘Names’
 David Malouf ‘Revolving Days’ ‘Wild Lemons’
Mamang Dai ‘Small Towns and the River’ ‘The Voice of the Mountain’

Suggested Topics and Background Prose Readings for Class Presentations Topics

 De-colonization, Globalization and Literature

 Literature and Identity Politics
 Writing for the New World Audience
 Region, Race, and Gender
 Postcolonial Literatures and Questions of Form

Readings

 Franz Fanon, ‘The Negro and Language’, in Black Skin, White Masks, tr. Charles Lam
Markmann (London: Pluto Press, 2008) pp. 8–27.
 Ngugi wa Thiong’o, ‘The Language of African Literature’, in Decolonising the Mind
(London: James Curry, 1986) chap. 1, sections 4–6.
 Gabriel Garcia Marquez, the Nobel Prize Acceptance Speech, in Gabriel GarciaMarquez:
New Readings, ed. Bernard McGuirk and Richard Cardwell (Cambridge:Cambridge University
Press, 1987).

Discipline Centric Elective (Any Four) Detailed Syllabi

Course 1: Modern Indian Writing in English

Translation

 Premchand ‘The Shroud’, in Penguin Book of Classic UrduStories, ed. M. Assaduddin (New
Delhi:Penguin/Viking, 2006).
 Ismat Chugtai ‘The Quilt’, in Lifting the Veil: Selected Writings of Ismat Chugtai, tr.M.
Assaduddin (New Delhi: Penguin Books, 2009).
 Gurdial Singh ‘A Season of No Return’, in Earthy Tones, tr. Rana Nayar (Delhi:
Fiction House, 2002).
 Fakir Mohan Senapati ‘Rebati’, in Oriya Stories, ed. Vidya Das, tr. Kishori Charan Das
(Delhi: Srishti Publishers, 2000).

16
  Rabindra Nath Tagore ‘Light, Oh Where is the Light?' and 'When My Play was with thee',
in Gitanjali: A New Translation with an Introduction by William Radice (New Delhi:
Penguin India, 2011).
 G.M. Muktibodh ‘The Void’, (tr. Vinay Dharwadker) and ‘So Very Far’, (tr. Tr. Vishnu Khare
and Adil Jussawala), in The Oxford Anthology of Modern Indian Poetry, ed. Vinay
Dharwadker and A.K. Ramanujam (New Delhi: OUP, 2000).
 Amrita Pritam ‘I Say Unto Waris Shah’, (tr. N.S. Tasneem) in Modern IndianLiterature: An
Anthology, Plays and Prose, Surveys and Poems, ed. K.M. George,vol. 3 (Delhi: Sahitya
Akademi, 1992).
 Thangjam Ibopishak Singh ‘Dali, Hussain, or Odour of Dream, Colour
of Wind’ and ‘The Land of the Half-Humans’, tr. Robin S. Ngangom, in TheAnthology
of Contemporary Poetry from the Northeast (NEHU: Shillong, 2003).
 Dharamveer Bharati Andha Yug, tr. Alok Bhalla (New Delhi: OUP, 2009).
 G. Kalyan Rao Untouchable Spring, tr. Alladi Uma and M. Sridhar (Delhi: Orient
BlackSwan, 2010)

Suggested Topics and Background Prose Readings for Class Presentations Topics

 The Aesthetics of Translation

 Linguistic Regions and Languages
 Modernity in Indian Literature
 Caste, Gender and Resistance
 Questions of Form in 20th Century Indian Literature.

Readings

 Namwar Singh, ‘Decolonising the Indian Mind’, tr. Harish Trivedi, Indian Literature, no.
151 (Sept./Oct. 1992).
 B.R. Ambedkar, Annihilation of Caste in Dr. Babasaheb Ambedkar: Writings and
 Speeches, vol. 1 (Maharashtra: Education Department, Government of Maharashtra,1979)
chaps. 4, 6, and 14.
 Sujit Mukherjee, ‘A Link Literature for India’, in Translation as Discovery (Hyderabad: Orient
Longman, 1994) pp. 34–45.
 G.N. Devy, ‘Introduction’, from After Amnesia in The G.N. Devy Reader (New Delhi: Orient
BlackSwan, 2009) pp. 1–5.

Course 2: Literature of the Indian Diaspora

1. M. G. Vassanji The Book of Secrets (Penguin, India)

17
 2. Rohinton Mistry A Fine Balance ( Alfred A Knopf)
3. Meera Syal Anita and Me (Harper Collins)
4. Jhumpa Lahiri The Namesake (Houghton Mifflin Harcourt)

Suggested Topics and Background Prose Readings for Class Presentations Topics
 The Diaspora
 Nostalgia
 New Medium
 Alienation

Reading

 “Introduction: The diasporic imaginary” in Mishra, V. (2008). Literature of the

Indiandiaspora. London: Routledge
 “Cultural Configurations of Diaspora,” in Kalra, V. Kaur, R. and Hutynuk, J. (2005).
Diaspora & hybridity. London: Sage Publications.
 “The New Empire within Britain,” in Rushdie, S. (1991). Imaginary Homelands.
London: Granta Books.

Course 3: British Literature: Post World War II

 John Fowles The French Lieutenant’s Woman

 Jeanette Winterson Sexing the Cherry
 Hanif Kureshi My Beautiful Launderette
 Phillip Larkin ‘Whitsun Weddings’ ‘Church Going’
 Ted Hughes ‘Hawk Roosting’ ‘Crow’s Fall’
 Seamus Heaney ‘Digging’ ‘Casualty’
 Carol Anne Duffy ‘Text’ ‘Stealing’

Suggested Topics and Background Prose Readings for Class Presentations Topics

 Postmodernism in British Literature

 Britishness after 1960s
 Intertextuality and Experimentation
 Literature and Counterculture

18
Readings

 Alan Sinfield, ‘Literature and Cultural Production’, in Literature, Politics, and Culturein
Postwar Britain (Berkley and Los Angeles: University of California Press, 1989)pp. 23–38.
 Seamus Heaney, ‘The Redress of Poetry’, in The Redress of Poetry (London: Faber, 1995) pp.
1–16.
 Patricia Waugh, ‘Culture and Change: 1960-1990’, in The Harvest of The Sixties:
English Literature And Its Background, 1960-1990 (Oxford: OUP, 1997).

Course 4: Nineteenth Century European Realism

 Ivan Turgenev Fathers and Sons, tr. Peter Carson (London: Penguin, 2009).
 Fyodor Dostoyvesky Crime and Punishment, tr. Jessie Coulson London: Norton, 1989).
 Honore de Balzac Old Goriot, tr. M.A. Crawford (London: Penguin, 2003).
 Gustave Flaubert Madame Bovary, tr. Geoffrey Wall (London: Penguin, 2002).

Suggested Topics and Background Prose Readings for Class Presentations Topics

 History, Realism and the Novel Form

 Ethics and the Novel
 The Novel and its Readership in the 19th Century
 Politics and the Russian Novel: Slavophiles and Westernizers

Readings

 Leo Tolstoy, ‘Man as a creature of history in War and Peace’, ed. Richard Ellmann et. al.,
The Modern Tradition, (Oxford: OUP, 1965) pp. 246–54.
 Honore de Balzac, ‘Society as Historical Organism’, from Preface to The HumanComedy, in
The Modern Tradition, ed. Ellmann et. al (Oxford: OUP, 1965) pp. 265–67.
 Gustav Flaubert, ‘Heroic honesty’, Letter on Madame Bovary, in The
ModernTradition, ed. Richard Ellmann et. al. (Oxford: OUP, 1965) pp. 242–3.
 George Lukacs, ‘Balzac and Stendhal’, in Studies in European Realism (London, Merlin
Press, 1972) pp. 65–85.

Course 5: Literary Theory

 Marxism
Antonio Gramsci, ‘The Formation of the Intellectuals’ and ‘Hegemony (Civil Society) and
19
 Separation of Powers’, in Selections from the Prison Notebooks, ed. and tr. Quentin Hoare
and Geoffrey Novell Smith (London: Lawrence and Wishart, 1971) pp. 5, 245–6.
Louis Althusser, ‘Ideology and Ideological State Apparatuses’, in Lenin andPhilosophy
and Other Essays (New Delhi: Aakar Books, 2006) pp. 85–126.

 Feminism
Elaine Showalter, ‘Twenty Years on: A Literature of Their Own Revisited’, in A
Literature of Their Own: British Women Novelists from Bronte to Lessing (1977.
Rpt. London: Virago, 2003) pp. xi–xxxiii.
Luce Irigaray, ‘When the Goods Get Together’ (from This Sex Which is Not One), in New
French Feminisms, ed. Elaine Marks and Isabelle de Courtivron (New York: Schocken Books,
1981) pp. 107–10.
 Poststructuralism
Jacques Derrida, ‘Structure, Sign and Play in the Discourse of the Human Science’, tr.
Alan Bass, in Modern Criticism and Theory: A Reader, ed. David Lodge (London:
Longman, 1988) pp. 108–23.
Michel Foucault, ‘Truth and Power’, in Power and Knowledge, tr. Alessandro Fontana
and Pasquale Pasquino (New York: Pantheon, 1977) pp. 109–33.

 Postcolonial Studies
o Mahatma Gandhi, ‘Passive Resistance’ and ‘Education’, in Hind Swaraj andOther
Writings, ed. Anthony J Parel (Delhi: CUP, 1997) pp. 88–106.
Edward Said, ‘The Scope of Orientalism’ in Orientalism (Harmondsworth: Penguin,
1978) pp. 29–110.
Aijaz Ahmad, ‘“Indian Literature”: Notes towards the Definition of a Category’, in
In Theory: Classes, Nations, Literatures (London: Verso, 1992) pp. 243–285.

Suggested Background Prose Readings and Topics for Class Presentations Topics

o The East and the West

o Questions of Alterity
o Power, Language, and Representation
o The State and Culture

Readings
 Terry Eagleton, Literary Theory: An Introduction (Oxford: Blackwell, 2008).
 Peter Barry, Beginning Theory (Manchester: Manchester University Press, 2002).

20
Course 6: Literary Criticism

 William Wordsworth: Preface to the Lyrical Ballads (1802)

 S.T. Coleridge: Biographia Literaria. Chapters IV, XIII and XIV
 Virginia Woolf: Modern Fiction
 T.S. Eliot: “Tradition and the Individual Talent” 1919
“The Function of Criticism” 1920
 I.A. Richards: Principles of Literary Criticism Chapters 1,2 and 34.
London 1924 and Practical Criticism. London, 1929
 Cleanth Brooks: “The Heresy of Paraphrase”, and “The Language of Paradox” in
 The Well-Wrought Urn: Studies in the Structure of Poetry (1947)
 Maggie Humm: Practising Feminist Criticism: An Introduction. London 1995

Suggested Topics and Background Prose Readings for Class Presentations Topics

 Summarising and Critiquing

 Point of View
 Reading and Interpreting
 Media Criticism
 Plot and Setting
 Citing from Critics’ Interpretations

Suggested Readings

 C.S. Lewis: Introduction in An Experiment in Criticism, Cambridge University Press 1992

 M.H. Abrams: The Mirror and the Lamp, Oxford University Press,!971
 Rene Wellek, Stephen G. Nicholas: Concepts of Criticism, Connecticut, Yale University
1963
 Taylor and Francis Eds. An Introduction to Literature, Criticism and Theory,
Routledge, 1996

Course 7: Science Fiction and Detective Literature

 Wilkie Collins The Woman in White

 Arthur Conan Doyle The Hound of the Baskervilles
 Raymond Chandler The Big Sleep
 H.R.F. Keating Inspector Ghote Goes by Train

21
Suggested Topics and Readings for Class Presentation Topics

 Crime across the Media

 Constructions of Criminal Identity
 Cultural Stereotypes in Crime Fiction
 Crime Fiction and Cultural Nostalgia
 Crime Fiction and Ethics
 Crime and Censorship

Readings

- J. Edmund Wilson, ‘Who Cares Who Killed Roger Ackroyd?’, The New Yorker, 20 June 1945.
- George Orwell, Raffles and Miss Blandish, available at: <www.george-
orwell.org/Raffles_and_Miss_Blandish/0.html>
- W.H. Auden, The Guilty Vicarage, available at: <harpers.org/archive/1948/05/the-guilty-
vicarage/>
- Raymond Chandler, ‘The Simple Art of Murder’, Atlantic Monthly, Dec. 1944, available at:
<http://www.en.utexas.edu/amlit/amlitprivate/scans/chandlerart.html

Course 8: Literature and Cinema

- James Monaco, ‘The language of film: signs and syntax’, in How To Read a Film:
The World of Movies, Media & Multimedia (New York: OUP, 2009) chap. 3, pp. 170–249.
- William Shakespeare, Romeo and Juliet, and its adaptations: Romeo & Juliet (1968; dir. Franco
Zeffirelli, Paramount); and Romeo + Juliet (1996; dir. Baz Luhrmann, 20th Century Fox).
- Bapsi Sidhwa, Ice Candy Man and its adaptation Earth (1998; dir. Deepa Mehta, Cracking the
Earth Films Incorp.); and Amrita Pritam, Pinjar: The Skeleton and OtherStories, tr. Khushwant
Singh (New Delhi: Tara Press, 2009) and its adaptation: Pinjar (2003; dir. C.P. Dwivedi, Lucky
Star Entertainment).
- Ian Fleming, From Russia with Love, and its adaptation: From Russia with Love (1963; dir.
Terence Young, Eon Productions).

Suggested Topics and Background Prose Readings for Class Presentations Topics

 Theories of Adaptation
 Transformation and Transposition
 Hollywood and ‘Bollywood’
 The ‘Two Ways of Seeing’
22
  Adaptation as Interpretation

Readings

 Linda Hutcheon, ‘On the Art of Adaptation’, Daedalus, vol. 133, (2004).
 Thomas Leitch, ‘Adaptation Studies at Crossroads’, Adaptation, 2008, vol. 1, no. 1, pp. 63–
77.
 Poonam Trivedi, ‘Filmi Shakespeare’, Litfilm Quarterly, vol. 35, issue 2, 2007.
 Tony Bennett and Janet Woollacott, ‘Figures of Bond’, in Popular Fiction:Technology,
Ideology, Production, Reading, ed. Tony Bennet (London and NewYork: Routledge,
1990).

Other films that may be used for class presentations:

 William Shakespeare, Comedy of Errors, Macbeth, and Othello and their adaptations:
Angoor (dir. Gulzar, 1982), Maqbool (dir. Vishal Bhardwaj, 2003), Omkara (dir. Vishal
Bhardwaj, 2006) respectively.
 Jane Austen, Pride and Prejudice and its adaptations: BBC TV mini-series (1995), Joe Wright
(2005) and Gurinder Chadha’s Bride and Prejudice (2004).
 Rudaali (dir. Kalpana Lajmi, 1993) and Gangor or ‘Behind the Bodice’ (dir. ItaloSpinelli,
2010).
 Ruskin Bond, Junoon (dir. Shyam Benegal, 1979), The Blue Umbrella (dir. Vishal Bhardwaj,
2005), and Saat Khoon Maaf (dir. Vishal Bhardwaj, 2011).
 E.M. Forster, Passage to India and its adaptation dir. David Lean (1984).

Note:
 For every unit, 4 hours are for the written text and 8 hours for its cinematic
adaptation (Total: 12 hours)
 To introduce students to the issues and practices of cinematic adaptations, teachers may
use the following critical material:

 Deborah Cartmell and Imelda Whelehan, eds., The Cambridge Companion

toLiterature on Screen (Cambridge: Cambridge University Press, 2007).
 John M. Desmond and Peter Hawkes, Adaptation: Studying Film and Literature
(New York: McGraw-Hill, 2005).
 Linda Hutcheon, A Theory of Adaptation (New York: Routledge, 2006).
 J.G. Boyum, Double Exposure (Calcutta: Seagull, 1989).

23
  B. Mcfarlens, Novel to Film: An Introduction to the Theory of Adaptation (Clarendon
University Press, 1996).

Course 9: World Literatures

 V.S. Naipaul, Bend in the River (London: Picador, 1979).
 Marie Clements, The Unnatural and Accidental Women, in Staging Coyote’s Dream:An
Anthology of First Nations, ed. Monique Mojica and Ric Knowles (Toronto:Playwrights
Canada, 2003)
 Antoine De Saint-Exupery, The Little Prince (New Delhi: Pigeon Books, 2008)
 Julio Cortazar, ‘Blow-Up’, in Blow-Up and other Stories (New York: Pantheon, 1985).
 Judith Wright, ‘Bora Ring’, in Collected Poems (Sydney: Angus & Robertson, 2002) p. 8.
 Gabriel Okara, ‘The Mystic Drum’, in An Anthology of Commonwealth Poetry, ed.
C.D. Narasimhaiah (Delhi: Macmillan, 1990) pp. 132–3.
 Kishwar Naheed, ‘The Grass is Really like me’, in We the Sinful Women (New Delhi:Rupa,
1994) p. 41.
 Shu Ting, ‘Assembly Line’, in A Splintered Mirror: Chinese Poetry From theDemocracy
Movement, tr. Donald Finkel, additional translations by Carolyn Kizer(New York: North
Point Press, 1991).
 Jean Arasanayagam, ‘Two Dead Soldiers’, in Fussilade (New Delhi: Indialog, 2003) pp. 89–
90.

Suggested Topics and Background Prose Readings for Class Presentations Topics

 The Idea of World Literature

 Memory, Displacement and Diaspora
 Hybridity, Race and Culture
 Adult Reception of Children’s Literature
 Literary Translation and the Circulation of Literary Texts
 Aesthetics and Politics in Poetry

Readings

 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.
 Franco Moretti, ‘Conjectures on World Literature’, New Left Review, vol.1 (2000), pp. 54–
68.
24
  Theo D’haen et. al., eds., ‘Introduction’, in World Literature: A Reader (London:
Routledge, 2012).

Course 10: Partition Literature

 Intizar Husain, Basti, tr. Frances W. Pritchett (New Delhi: Rupa, 1995).
 Amitav Ghosh, The Shadow Lines.
 a) Dibyendu Palit, ‘Alam's Own House’, tr. Sarika Chaudhuri, Bengal Partition Stories: An
Unclosed Chapter, ed. Bashabi Fraser (London: Anthem Press, 2008) pp. 453–72.
b)Manik Bandhopadhya, ‘The Final Solution’, tr. Rani Ray, Mapmaking: PartitionStories from Two
Bengals, ed. Debjani Sengupta (New Delhi: Srishti, 2003) pp.23–39.
 Sa’adat Hasan Manto, ‘Toba Tek Singh’, in Black Margins: Manto, tr. M.
Asaduddin (New Delhi: Katha, 2003) pp. 212–20.
 Lalithambika Antharajanam, ‘A Leaf in the Storm’, tr. K. Narayana Chandran, in Stories about
the Partition of India ed. Alok Bhalla (New Delhi: Manohar, 2012)pp. 137–45.
 a) Faiz Ahmad Faiz, ‘For Your Lanes, My Country’, in In English: Faiz Ahmad Faiz,A Renowned
Urdu Poet, tr. and ed. Riz Rahim (California: Xlibris, 2008) p. 138.
Jibananda Das, ‘I Shall Return to This Bengal’, tr. Sukanta Chaudhuri, in ModernIndian
Literature (New Delhi: OUP, 2004) pp. 8–13.
Gulzar, ‘Toba Tek Singh’, tr. Anisur Rahman, in Translating Partition, ed. Tarun Saint et. al.
(New Delhi: Katha, 2001) p. x.

Suggested Topics and Readings for Class Presentation Topics

 Colonialism, Nationalism, and the Partition

 Communalism and Violence
 Homelessness and Exile
 Women in the Partition

Background Readings and Screenings

 Ritu Menon and Kamla Bhasin, ‘Introduction’, in Borders and Boundaries (New Delhi: Kali
for Women, 1998).
 Sukrita P. Kumar, Narrating Partition (Delhi: Indialog, 2004).
 Urvashi Butalia, The Other Side of Silence: Voices from the Partition of India (Delhi: Kali for
Women, 2000).
 Sigmund Freud, ‘Mourning and Melancholia’, in The Complete Psychological Worksof Sigmund
Freud, tr. James Strachey (London: Hogarth Press, 1953) pp. 3041–53.
25
Films

Garam Hawa (dir. M.S. Sathyu, 1974).

Khamosh Paani: Silent Waters (dir. Sabiha Sumar, 2003).
Subarnarekha (dir. Ritwik Ghatak, 1965)

Course 11: Research Methodology

 Practical Criticism and Writing a Term course

 Conceptualizing and Drafting Research Proposals
 On Style Manuals
 Notes, References, and Bibliography

Course 12: Travel Writing

 Ibn Batuta: ‘The Court of Muhammad bin Tughlaq’, Khuswant Singh’s City
Improbable: Writings on Delhi, Penguin Publisher
 Al Biruni: Chapter LXIII, LXIV, LXV, LXVI, in India by Al Biruni, edited by Qeyamuddin
Ahmad, National Book Trust of India
 Mark Twain: The Innocent Abroad (Chapter VII , VIII and IX) (Wordsworth Classic Edition)
 Ernesto Che Guevara: The Motorcycle Diaries: A Journey around SouthAmerica (the
Expert, Home land for victor, The city of viceroys), HarperPerennial
 William Dalrymple: City of Dijnn (Prologue, Chapters I and II) Penguin Books
Rahul Sankrityayan: From Volga to Ganga (Translation by Victor Kierman) (Section I to Section II)
Pilgrims Publishing
 Nahid Gandhi: Alternative Realties: Love in the Lives of Muslim Women, Chapter ‘Love, War
and Widow’, Westland, 2013
Elisabeth Bumiller: May You be the Mother of a Hundred Sons: a Journey
among the Women of India, Chapters 2 and 3, pp.24-74 (New York: PenguinBooks, 1991)

Suggested Topics and Background Prose Readings for Class Presentations Topics:

 Travel Writing and Ethnography

 Gender and Travel
 Globalization and Travel
 Travel and Religion
 Orientalism and Travel

26
Readings
 Susan Bassnett, ‘Travel Writing and Gender’, in Cambridge Companion to TravelWriting,
ed. Peter Hulme and Tim Young (Cambridge: CUP,2002) pp, 225-241
 Tabish Khair, ‘An Interview with William Dalyrmple and Pankaj Mishra’ in Postcolonial
Travel Writings: Critical Explorations, ed. Justin D Edwards and RuneGraulund (New
York: Palgrave Macmillan, 2011), 173-184
 Casey Balton, ‘Narrating Self and Other: A Historical View’, in Travel Writing: TheSelf
and The Other (Routledge, 2012), pp.1-29
 Sachidananda Mohanty, ‘Introduction: Beyond the Imperial Eyes’ in Travel Writing
and Empire (New Delhi: Katha, 2004) pp. ix –xx.

Course 13: Autobiography

 Jean-Jacques Rousseau’s Confessions, Part One, Book One, pp. 5-43, Translated by Angela
Scholar (New York: Oxford University Press, 2000). Benjamin Franklin’s Autobiography,
pp.5-63, Edited by W. Macdonald (London: J.M. Dent and Sons, 1960).
 M. K. Gandhi’s Autobiography or the Story of My Experiments with Truth, Part I
Chapters II to IX, pp. 5-26 (Ahmedabad:Navajivan Trust, 1993).
 Annie Besant’s Autobiography, Chapter VII, Atheism As I Knew and Taught It, pp.141- 175
(London: T. Fisher Unwin, 1917).
 Binodini Dasi’s My Story and Life as an Actress, pp. 61-83 (New Delhi: Kali for Women,1998).
 A.Revathi’s Truth About Me: A Hijra Life Story, Chapters One to Four,1-37 (New
Delhi: Penguin Books, 2010.)
 Richard Wright’s Black Boy, Chapter 1, pp. 9-44 (United Kingdom: Picador, 1968).
Sharankumar Limbale’s The Outcaste, Translated by Santosh Bhoomkar, pp. 1-39 (New
Delhi: Oxford University Press, 2003)

Suggested Topics and Background Prose Readings for class Presentations Topics:

 Self and society

 Role of memory in writing autobiography
 Autobiography as resistance
 Autobiography as rewriting history

Readings:

 James Olney, ‘A Theory of Autobiography’ in Metaphors of Self: the meaning of

autobiography (Princeton: Princeton University Press, 1972) pp. 3-50.

27
  Laura Marcus, ‘The Law of Genre’ in Auto/biographical Discourses (Manchester: Manchester
University Press, 1994) pp. 229-72.
 Linda Anderson, ‘Introduction’ in Autobiography (London: Routledge, 2001) pp.1-17.
 Mary G. Mason, ‘The Other Voice: Autobiographies of women Writers’ in
Life/Lines:Theorizing Women’s Autobiography, Edited by Bella Brodzki and Celeste
Schenck(Ithaca: Cornell University Press, 1988) pp. 19-44.

III Generic Elective (Any Four)

Course 1: Academic Writing and Composition (Any four)

 Introduction to the Writing Process

 Introduction to the Conventions of Academic Writing
 Writing in one’s own words: Summarizing and Paraphrasing
 Critical Thinking: Syntheses, Analyses, and Evaluation
 Structuring an Argument: Introduction, Interjection, and Conclusion
 Citing Resources; Editing, Book and Media Review

Suggested Readings

 Liz Hamp-Lyons and Ben Heasley, Study writing: A Course in Writing Skills for
Academic Purposes (Cambridge: CUP, 2006).
 Renu Gupta, A Course in Academic Writing (New Delhi: Orient BlackSwan, 2010).
 Ilona Leki, Academic Writing: Exploring Processes and Strategies (New York: CUP, 2nd edn,
1998).
 Gerald Graff and Cathy Birkenstein, They Say/I Say: The Moves That Matter in
Academic Writing (New York: Norton, 2009).

Course 2: Media and Communication Skills

Introduction to Mass Communication

 Mass Communication and Globalization
 Forms of Mass Communication

Topics for Student Presentations:

 Case studies on current issues Indian journalism
 Performing street plays
 Writing pamphlets and posters, etc.
28
 Advertisement
 Types of advertisements
 Advertising ethics
 How to create advertisements/storyboards

Topics for Student Presentations:

 Creating an advertisement/visualization
 Enacting an advertisement in a group
 Creating jingles and taglines

Media Writing
 Scriptwriting for TV and Radio
 Writing News Reports and Editorials
 Editing for Print and Online Media

Topics for Student Presentations:

 Script writing for a TV news/panel discussion/radio programme/hosting radio
programmes on community radio
 Writing news reports/book reviews/film reviews/TV program reviews/interviews
 Editing articles
 Writing an editorial on a topical subject

Introduction to Cyber Media and Social Media

 Types of Social Media
 The Impact of Social Media
 Introduction to Cyber Media

Course 3: Text and Performance

Introduction
Introduction to theories of Performance
Historical overview of Western and Indian theatre
Forms and Periods: Classical, Contemporary, Stylized, Naturalist

Topics for Student Presentations:

Perspectives on theatre and performance
Historical development of theatrical forms
Folk traditions
29
Theatrical Forms and Practices
1. Types of theatre, semiotics of performative spaces, e.g. proscenium ‘in the round’,
amphitheatre, open-air, etc.
2. Voice, speech: body movement, gestures and techniques (traditional and
contemporary), floor exercises: improvisation/characterization

Topics for Student Presentations:

a. On the different types of performative space in practice
b. Poetry reading, elocution, expressive gestures, and choreographed movement

Theories of Drama
Theories and demonstrations of acting: Stanislavsky, Brecht
Bharata

Topics for Student Presentations:

Acting short solo/ group performances followed by discussion and analysis with
application of theoretical perspectives

Theatrical Production
1. Direction, production, stage props, costume, lighting, backstage support.
2. Recording/archiving performance/case study of production/performance/impact of media on
performance processes.

Topics for Student Presentations:

8. All aspects of production and performance; recording, archiving, interviewing
performers and data collection.

Course 4: Language and Linguistics

 Language: language and communication; language varieties: standard and non-

standard language; language change.
 Mesthrie, Rajend and Rakesh M Bhatt. 2008. World Englishes: The study of new
linguistic varieties.Cambridge: Cambridge University Press.
 Structuralism: De Saussure, Ferdinand. 1966. Course in general linguistics.
New York: McGraw HillIntroduction: Chapter 3
 Phonology and Morphology: Akmajian, A., R. A. Demers and R, M. Harnish,

30
  Linguistics: An Introduction to Language and Communication, 2nded.Fromkin, V., and R.
Rodman, An Introduction to Language, 2nd ed. (New Yourk: Holt, Rinehart and Winston,
1974) Chapters 3, 6 and 7
 Syntax and semantics: categories and constituents phrase structure; maxims of
conversation.Akmajian, A., R. A. Demers and R, M Harnish, Llinguistics: An Introduction
toLanguage and Communication, 2nd ed. (Cambridge, Mass,: MIT Press, 1984; Indian edition,
Prentice Hall, 1991) Chapter 5 and 6.

Course 5: Contemporary India: Women and Empowerment

 Social Construction of Gender (Masculinity and Feminity)

Patriarchy
 History of Women's Movements in India (Pre-independence, post independence)
Women, Nationalism, Partition
 Women and Political Participation
 Women and Law
 Women and the Indian Constitution
 Personal Laws(Customary practices on inheritance and Marriage)
(Supplemented by workshop on legal awareness)
 Women and Environment
 State interventions, Domestic violence, Female foeticide, sexual harassment Female
Voices: Sultana’s Dream
Dalit Discourse: * Details awaited

Course 6: Gender and Human Rights

Course 7: Language, Literature and Culture

An anthology of writings on diversities in India

Editorial Board: Department of English, University of Delhi

1V. Ability Enhancement Course

Compulsory

Course 1: Environmental Study

Course 2: English/MIL Communication
English Communication
Preamble:

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The purpose of this course is to introduce students to the theory, fundamentals and tools of
communication and to develop in them vital communication skills which should be integral to
personal, social and professional interactions. One of the critical links among human beings and an
important thread that binds society together is the ability to share thoughts, emotions and ideas
through various means of communication: both verbal and non-verbal. In the context of rapid
globalization and increasing recognition of social and cultural pluralities, the significance of clear
and effective communication has substantially enhanced.

The present course hopes to address some of these aspects through an interactive mode of
teaching-learning process and by focusing on various dimensions of communication skills.
Some of these are:

Language of communication, various speaking skills such as personal communication, social

interactions and communication in professional situations such as interviews, group discussions
and office environments, important reading skills as well as writing skills such as report writing,
note-taking etc.

While, to an extent, the art of communication is natural to all living beings, in today’s world of
complexities, it has also acquired some elements of science. It is hoped that after studying this
course, students will find a difference in their personal and professional interactions.

The recommended readings given at the end are only suggestive; the students and teachers have
the freedom to consult other materials on various units/topics given below. Similarly, the
questions in the examination will be aimed towards assessing the skills learnt by the students
rather than the textual content of the recommended books.

 Introduction: Theory of Communication, Types and modes of Communication

 Language of Communication:Verbal
and Non-verbal
(Spoken and Written)
Personal, Social and Business
Barriers and Strategies
Intra-personal, Inter-personal and Group communication
 Speaking
Skills:Monologue
Dialogue Group
Discussion
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 Effective Communication/ Mis- Communication
Interview
Public Speech
 Reading and Understanding Close Reading Comprehension
Summary Paraphrasing Analysis and Interpretation
Translation(from Indian language to English and vice-versa) Literary/Knowledge Texts

 Writing Skills
Documenting
Report Writing
Making notes
Letter writing

Recommended Readings:

 Fluency in English - Part II, Oxford University Press, 2006.

 Business English, Pearson, 2008.
 Language, Literature and Creativity, Orient Blackswan, 2013.
 Language through Literature (forthcoming) ed. Dr. Gauri Mishra, Dr Ranjana Kaul,Dr Brati
Biswas
V. Skill Enhancement Course (Any Two)

Course 1: Film Studies

Syllabi not received

Course 2: English Language Teaching (Any four)

 Knowing the Learner

 Structures of English Language
 Methods of teaching English Language and Literature
 Materials for Language Teaching
 Assessing Language Skills
 Using Technology in Language Teaching

Suggested Readings

 Penny Ur, A Course in Language Teaching: Practice and Theory (Cambridge: CUP, 1996).

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  Marianne Celce-Murcia, Donna M. Brinton, and Marguerite Ann Snow, TeachingEnglish
as a Second or Foreign Language (Delhi: Cengage Learning, 4th edn,2014).
 Adrian Doff, Teach English: A Training Course For Teachers (Teacher’s Workbook)
 (Cambridge: CUP, 1988).
 Business English (New Delhi: Pearson, 2008).
 R.K. Bansal and J.B. Harrison, Spoken English: A Manual of Speech and Phonetics
 (New Delhi: Orient BlackSwan, 4th edn, 2013).
 Mohammad Aslam, Teaching of English (New Delhi: CUP, 2nd edn, 2009).

Course 3: Soft Skills

Teamwork
Emotional Intelligence
Adaptability
Leadership
Problem solving

Suggested Readings

 English and Soft Skills. S.P. Dhanavel. Orient BlackSwan 2013

 English for Students of Commerce: Precis, Composition, Essays, Poems eds.Kaushik,et al.

Course 4: Translation Studies (Any four)

 Introducing Translation: a brief history and significance of translation in a multi

linguistic and multicultural society like India.
 Exercises in different Types / modes of translation, such as:
a. Semantic / Literal translation
b. Free / sense/ literary translation
c. Functional / communicative translation
d. Technical / Official
e. Transcreation
f. Audio-visual translation
 Introducing basic concepts and terms used in Translation Studies through relevant tasks,
for example:
Equivalence, Language variety, Dialect, Idiolect, Register, Style, Mode, Code mixing /
Switching.

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Defining the process of translation (analysis, transference, restructuring) through critical
examination of standard translated literary/non-literary texts and critiquing subtitles of English
and Hindi films.

Practice: Translation in Mass Communication / Advertising, subtitling, dubbing,

1. Exercises to comprehend ‗Equivalence in translation‘: Structures (equivalence between

the source language and target language at the lexical (word) and syntactical (sentence)
levels. This will be done through tasks of retranslation and recreation, and making
comparative study of cultures and languages.
Practice: Tasks of Translation in Business: Advertising
2. Discussions on issues of ‗Translation and Gender‘by attempting translation for media,
films and advertisements from different languages.
3. Developing skills for Interpreting: understanding its dynamics and challenges.
Interpreting: Simultaneous and Consecutive (practical application)

Practice: Using tools of technology for translation: machine / mobile translation,software for
translating different kinds of texts with differing levels of complexity and for
transliteration

Resources for Practice:

Dictionaries
Encyclopedias
Thesauri
Glossaries
Software of translation

Suggested Readings

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

exercises for practical translation and training)
2. (Ed.) Routledge Encyclopedia of Translation Studies. London and New York:
Routledge, 2001. (Readable entries on concepts and terms) Sherry Simon, Gender in translation:
Cultural Identity and the Politics of Transmission. New York:
Routledge, 1996.
3. Catford, I.C. A Linguistic Theory of Translation. London: OUP, 1965. Frishberg, Nancy J.
Interpreting: An Introduction. Registry of Interpreters, 1990.

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4. Gargesh, Ravinder and Krishna Kumar Goswami. (Eds.). Translation
andInterpreting: Reader and Workbook. New Delhi: Orient Longman, 2007.
5. House, Juliana. A Model for Translation Quality Assessment. Tubingen: Gunter Narr, 1977.
6. Lakshmi, H. Problems of Translation. Hyderabad: Booklings Corporation, 1993.
7. Newmark, Peter. A Textbook of Translation. London: Prentice Hall, 1988.
8. Nida, E.A. and C.R. Taber. The Theory and Practice of Translation. Leiden: E.J. Brill, 1974.
9. Toury, Gideon. Translation Across Cultures. New Delhi : Bahri Publications Private Limited,
1987.

Course 5: Creative Writing

Unit 1. What is Creative Writing

Unit 2. The Art and Craft of Writing
Unit 3. Modes of creative Writing
Unit 4. Writing for the Media
Unit 5. Preparing for Publication

Recommended book: Creative writing: A Beginner’s Manual by Anjana Neira Dev and Others,
Published by Pearson, Delhi, 2009.

Course 6: Business Communication (Any four)

 Introduction to the furthers of Business Communication: Theory and practice

 Citing references, and using bibliographical and research tools
 Writing a project report
 Writing reports on field work/visits to industries, business concerns etc. /business
negotiations.
 Summarizing annual report of companies
 Writing minutes of meetings
 E-correspondence
 Spoken English for business communication (Viva
for internal assessment)
 Making oral presentations (Viva for
internal assessment)

Suggested Readings:

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

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2. Lesikar, R.V. & Flatley, M.E.; Basic Business Communication Skills forEmpowering the
Internet Generation, Tata McGraw Hill Publishing Company Ltd.New Delhi.
3. Ludlow, R. & Panton, F.; The Essence of Effective Communications, Prentice Hall Of India Pvt.
Ltd., New Delhi.
4. R. C. Bhatia, Business Communication, Ane Books Pvt Ltd, New Delhi

Course 7: Technical Writing

1. Communication: Language and communication, differences between speech and writing,

distinct features of speech, distinct features of writing.
2. Writing Skills; Selection of topic, thesis statement, developing the thesis introductory,
developmental, transitional and concluding paragraphs, linguistic unity, coherence and
cohesion, descriptive, narrative, expository and argumentative writing.
3. Technical Writing: Scientific and technical subjects; formal and informal writings; formal
writings/reports, handbooks, manuals, letters, memorandum, notices, agenda, minutes;
common errors to be avoided.

SUGGESTED READINGS

1. M. Frank. Writing as thinking: A guided process approach, Englewood Cliffs, Prentice

Hall Reagents.
2. L. Hamp-Lyons and B. Heasely: Study Writing; A course in written English. For academic
and professional purposes, Cambridge Univ. Press.
3. R. Quirk, S. Greenbaum, G. Leech and J. Svartik: A comprehensive grammar of theEnglish
language, Longman, London.
4. Daniel G. Riordan & Steven A. Panley: “Technical Report Writing Today” -
Biztaantra.

Additional Reference Books

5. Daniel G. Riordan, Steven E. Pauley, Biztantra: Technical Report Writing Today, 8th Edition
(2004).

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Admissions, curriculum transaction and evaluation
Teaching: Contact Classes,
Conduct of Classes: On Weekends
Duration of the Course: Minimum 3 Years, Maximum 6 years
Eligibility Criteria: +2 Pass
Course Fees: Rs 6000 (Rs1000/ Sem)

This course will be taught with

 Contact Classes
 SLMs
 OER available materials
 Field visits
 Exposure Visits
 Project Report

Laboratory support and library resources

 E-Library : Proquest with massive e-books, scholarly journals, research courses,
periodicals, academic videos and much more are provided to students for 24*7 access.

Internal Quality Assurance Cell (IQAC)

The cell comprises of the Internal Quality Assurance Committee members to assess, monitor
and advice on various quality aspects for maintaining the effectiveness of the programmes and
overall functioning of the University.

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