Scheme of Studies

BS English (04 Years Program)

SEP 2018

Department of English
Abbottabad University of Science and Technology
(AUSTech)
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BS English (04 Years Program)

Program Objectives:
The BS English (04 Years Program) program is comprehensive degree program to prepare students,
researchers, and teacher trainers who will be able to work independently and in leadership positions with
the learning and teaching English as second language, the analysis of language, and the design of
language-related research.

At the end of the program, students will be able to:

1. Demonstrate knowledge of advanced linguistic and literary concepts, theoretical and

methodological procedures used in various fields of Linguistics and Literature.
2. Conduct original research in their selected area of study/interest
3. Apply their specialist knowledge of linguistics/Literature for improving their practices
4. Analyze issues related to Applied Linguistics and second language acquisition and
teaching and respond effectively using linguistic concepts and terminology with understanding
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Scheme of Studies: BS English (04 Years Program)

Total Credit Hours=130

Year & No of Compulsory General Discipline Specific Major courses Electives
Semester CHs Courses from Foundation Courses within the
other Major
disciplines

25 CHs 21 CHs 24 CHs 48 CHs 12 CHs

YEAR 1 BSEng-111 BSEng-112

English –I
Sem-1 17 Math-1 (3 History of English
ISL XXX Islamic CHs) Literature-I (Medieval to
Studies (2 CHs.) Romantics)
GC
(Introduction to BSEng-113 Introduction
Psychology) to English Literature-I
(3 CHs) (Poetry and Drama)
BSEng-121. Statistics-I (3 BSEng-122. History of
English-II CHs) English Literature-II
Sem- II 17 (19th Century Onwards )
PS XXX Pakistan GC
Studies (2 ( International BSEng-123. Introduction
CHs) Relations) to English Literature-II
(3 CHs) /re- (Novel, Short Story and
appear Essay)

YEAR 2 BSEng-231. GC BSEng-232. Introduction

English III ( Introduction to Linguistics
Sem- III 15 to Political
BSCS XXX Science) BSEng-233. Poetry-I
Introduction to (3 CHs) /re-
Computers appear

BSEng-241. GC( Introduction BSEng-242. Phonetics

Academic to Sociology (3 &Phonology
Reading& Writing CHs) /re-appear
Sem- IV 18
BSEng-243. Poetry-II
GC GC(Principles of
BBA XXX
Management) (3
Human Rights
CHs) /re-appear
(HR) &
Citizenship

YEAR 3 BSEng-351. BSEng-352. Literary

Visionary Criticism
Sem- V 18 Discourse
BSEng-353. Drama
I

BSEng-354. Novel-I

BSEng-355.
Pedagogical
Grammar

BSEng-356.
Sociolinguistics

BSEng-361. Literary
Theory
Sem- VI 15
BSEng-362. Drama-
II

BSEng-363. Novel-
II

BSEng-364.
Morphology
&Syntax

BSEng-365.
Psycholinguistics
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Specialization in Literature
Year & No of Core Courses Elective Courses
Semester CHs
YEAR 4 15 BSLit-471. Research Methods in Literature BSLit-474. American Literature

Semester BSLit-472. South Asian Literature

VII BSLit-475. Pakistani Literature
BSLit-473. Translation Theory & Literary
Studies

Semester 15 BSLit-481. Research Project (6 CHs) BSLit-483. Children Literature

VIII
Or
BSLit-484. Emerging Forms of Literature
(BSLit-481. Postcolonial Women‟s Writing

and BSLit-485. Postmodern Fiction)

BSLit-482. Stylistics

Specialization in Linguistics
Year & No of Core Courses Elective Courses
Semester CHs

YEAR 4 15 BSLing-471. Research Methods in Linguistics BSLing-474. Semantics & Pragmatics

Semester
BSLing-472. Second Language Acquisition:
BSLing-475. Applied Linguistics: An
VII An Introduction
Introduction
BSLing-473. Language Teaching
Methodologies
Semester 15 BSLing-481. Research Project (6 CHs) BSLing-483. Testing and Assessment
VIII
Or BSLing-484. Syllabus and Materials
Development
(BSLin-481. Corpus Linguistics and

BSLin-485. TELL).

BSLing-482. English for Specific Purposes

*NOTE:

In course code „BSEng-111’ „BSEng‟ stands for BS English (04 Years Program), first figure (1) shows

the year, second figure (1) represents the semester and the third figure (1) stands for the course number.

The rest of the courses are numbered in the same manner. However in 7 th& 8th BSLit, and BSLing show

Specialization in Literature and Linguistics respectively.

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Indicative list of areas from which general courses could be chosen

SOCIAL SCIENCE MANAGEMENT SCIENCES APPLIED SCIENCES
Psychology Entrepreneurship Environment Science
Philosophy Market & Finance Introduction to Statistics
Mass Communication Human Resource Management Health & Physical Education
Introduction to Sociology Behavior Math

Political Science Total Quality Management

Geography Principles of Management

International Relation
Education History
Economics
Social Work
Human Rights
Gender Studies
Anthropology
Law

o At least one subject of Math and one subject of Statistics have to be taught as general courses.

o Course code and content of allied courses have to be provided by the concerned department.

Detailed Course Outline: BS English (4 Years Program)

Year 1 Semester 1
BSEng-111: English-I (Functional Grammar)

Aims and Objectives: To enhance students‟ functional grammar and equip them with the basic language
skills for oral and written communication.

Contents:

Use of grammar in Context

o Parts of Speech and their usage.

 Noun
 Pronouns
 Verb
 Adjectives
 Adverb
 Preposition
 Conjunction
 Interjection
 Articles
o The usage of tenses and modal structures
o The usage of phrase, clause, and sentences
o Handling sentence structure and sentence types
o Combining clauses and sentences
o The usage of idioms and phrasal verbs

Vocabulary Building

o Building Skills and enhancing students‟ basic vocabulary for daily communication.

Reference Books:

1. Liz & Soars, J. New Headway: English Course. Pre-Intermediate. Oxford: OUP
2. Collins COBUILD Students‟ Grammar. London: Longman
3. Eastwood, J. 2004. Oxford Practice Grammar. New Ed., with tests and answers. O UP
4. Fisher, A. 2001. Critical Thinking. C UP
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5. Hacker, D. 1992. A Writer‟s Reference. 2nd Ed. Boston: St. Martin‟s

6. Hewing, M. Advanced Grammar in Use. New Ed. C UP
7. Murphy, Raymond. Grammar in Use. C UP
8. Thomson & Martinet. Practical English Grammar. O UP

BSEng-112: History of English Literature-I (Medieval to Romantics)

Aims & Objectives:

One of the objectives of this course is to inform the readers about the influence of historical and socio-
cultural events on literature. Although the scope of the course is quite expansive, the readers shall focus
th th
on early 14 to 19 century literature written during Romantic Movement. Histories of literature written
by some British literary historians will be consulted to form some socio-cultural and political cross
connections. In its broader spectrum, the course covers a reference to the multiple factors from economic
theories to religious, philosophical and metaphysical debates that overlap in these literary works of diverse
nature and time periods under multiple contexts.
The reading of literature in this way i.e. within socio-cultural context will help the readers become aware
of the fact that literary works are basically a referential product of the practice that goes back to
continuous interdisciplinary interaction.

Contents:

 Medieval Literature
 The Renaissance and the Elizabethan Periods
 The Age of Neo-Classicism
 The Victorian Age
 The Romantic Age

Recommended Readings:

1. Long, William J. (2006). English Literature: Its History and Significance for the life of English
speaking world, enlarged edition.
2. Evans, Ifor. (1976). A Short History of English Literature. London: Penguin.
3. Compton-Rickett, A. A History of English Literature. Thomas-Nelson & Sales, 1940 (latest
edition).
nd
4. Gillie, C. (1977). Longman. Companion to English Literature (2 Edition). London: Longman.
5. Dachies, David. (1961). A Critical History of English Literature. Vol. 1-4.London: Secker
&Warburg (latest edition).
6. Sanders, Andrew. (2002). The Short Oxford History of English Literature.Oxford University
Press, USA.

BSEng-113: Introduction to English Literature-I (Poetry and Drama)

Aims & Objectives:

This course introduces various forms and styles of the genre of poetry, originally in English or
translated. Irrespective of any chronological or historical development or the hierarchy of major and
minor or continental and local or classical and popular, the main purpose of these readings is to
highlight the variety of poetry worldwide and its possible inter-connection. The readers will find
here a combination of elegy, ode, lyric, ballad, free verse, and many other types. In a way the
variety of the poetic expression informs about the sub-generic elements of verse. There is lot of scope
for further analysis and research into the secrets of versification: tone and mood, metre, rhythm, rhyme,
and such technical details, but, above all the function is to aesthetically enrich the readers with various
mechanisms of musicality through words placed in poetic order. For some background help, the
teachers may introduce a diversity of poetic expression and also consult any reference book detailing
the fundamentals of poetry. As far as the aim of introducing one act and other plays is concerned, it is
to familiarize the readers with fundamentals of drama i.e. character, plot, setting, dialogue. It would
prepare them for a mature understanding of drama as a popular genre in literature.

Content:

I Poetry
Sonnet
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o Milton: On His Blindness

o Robert Frost: The Silken Tent

Song
o Christina Rossetti: When I am Dead my Dearest
o John Donne: Go and Catch a Falling Star

Dramatic Monologue
o Robert Browning: My Last Duchess
o Alfred Tennyson: Ulysses
Elegy
o Thomas Gray: An Elegy Written in the Country Churchyard
o Dylan Thomas: A Refusal to Mourn the Death by Fire of a Child
Ballad
o John Keats: La Belle Dame Sans Merci
o W. H. Auden: What Is That Sound
Ode
o Percy B. Shelley: Ode to the West Wind
o John Keats: Ode to Autumn
Free Verse
o William Carlos Williams: Red Wheel Barrow
Epic
o Lines from John Milton‟s Paradise Lost
o Lines from Alexander Pope‟s Rape of the Lock

Recommended Readings:

1. Abbs,P. & Richardson, J.(1995)The Forms of Poetry. Cambridge: Cambridge UP.

2. Boulton, Marjorie.(1977)The Anatomy of Poetry. London: Routledge and Kegan Paul.
th
3. Kennedy, X. J. Gioia, D. (1994) An Introduction to Poetry: (8 Edition).New York: Harper
Collins College Publishers.
II Drama

Sophocles  Antigone
Eugene O‟Neill  Moon of the Caribbees
Anton Chekhov  The Bear
Lady Gregory  The Rising of the Moon
Edward Albee  The Sandbox

Recommended Readings:

1. Hill, McGraw. (1991) An Introduction to Modern One-Act Plays. Glencoe/McGraw-Hill.

2. Chakraborty, Bhaktibenode. (1990) Anton Chekov, The Crusader For A Better World. K. P.
Bagchi & Co.
3. Kopper Edward A. (1991) Lady Gregory: A Review of the Criticism (Modern Irish
Literature Monograph Series). E. A. Kopper, Jr.
4. Schrank, Bernice and Demastes, William W. (1997) Irish Playwrights, 1880-1995: A
Research and Production Sourcebook. Greenwood Press.
5. Bottoms, Stephen. (2005) The Cambridge Companion to Edward Albee. (Cambridge
Companions to Literature). CUP.
6. Manheim, Michael. (1998) The Cambridge Companion to Eugene O'Neill (Cambridge
Companions to Literature). CUP.
7. Hudson, William H. (Latest Edition)). An Introduction to the study of Literature. London : Harrap
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Year 1 Semester 2

BSEng-121: English-II (Communication Skills)

Aims and Objectives:

To enhance students‟ communication skills and develop critical thinking in both oral and written modes.

Contents:

Use of grammar in context

o Punctuation and Capitalization

o Use of active and passive voice
o Reported speech

Reading Skills

o Skimming
o Scanning
o Identifying main idea/topic sentence
o Inference and prediction
o Recognizing and interpreting cohesive devices
o Note taking and note making
o Distinguishing between facts and opinions
o Recognizing and interpreting the tone and attitude of the author
o Recognizing and interpreting the rhetorical organization of a text
o Generating ideas using a variety of strategies e.g. mind map

Writing Skills

o Generating ideas using a variety of strategies e.g. brainstorming

o Developing a paragraph outline (topic sentence and supporting details)
o Writing descriptive, narrative, and argumentative Paragraphs

Oral Communication Skills (Listening and Speaking)

o Weekly individual and group discussions for developing speaking and listening skills. The
topics should ideally be from daily matters like going for shopping, buying grocery,
communicating with friends and teachers in academic settings.

Vocabulary Building

o Vocabulary building skills

Recommended Readings:

1. Liz & Soars, J. New Headway: English Course. Intermediate. Oxford: OUP
2. Collins COBUILD Students’ Grammar. London: Longman
3. Eastwood, J. 2004. Oxford Practice Grammar. New Ed., with tests and answers. O UP
4. Murphy, Raymond. Grammar in Use. C UP
5. Thomson & Martinet. Practical English Grammar. O UP
6. Wallace, M. 1992. Study Skills. C UP

BSEng-122: History of English Literature-II (19th Onwards)

Aims & Objectives:

th
This course will focus on some of the major literary movements of the 20 Century. The spirit of the
course should be taken as an extension of any of the previous courses suggested in the literary history; like
the one in Year 01, Semester 1, but this time the historical topics are to be accessed a bit differently. Here
the students are to explore the history of Modern literature from the perspective of overlapping major
literary trends and tradition of the time. For example, at its core, the course will explore the changing
th
forms of Realism as a literary requirement during the 20 century. It will explore some of the divergent
offshoots of Realism like Naturalism, Symbolism, Existentialism, Absurdism, Surrealism, and many
others. By its extension, it will be very challenging for the teachers to tackle controversial debates such as
seeing modern and 20th century “Romanticism” as types of Realism! This course on the one hand
supplements historical survey while on the other it offers an exposure to forms of Modern drama, fiction,
and poetry, the courses to be offered in the coming semesters.
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Contents:

th
 19 Century Realism
 th
Modernism and the 20 Century
 Post-Modernism and the Contemporary

Recommended Readings:

1. Ashcroft, Bill, et al. (1989). The Empire Writes Back: Theory and Practice in Post-Colonial
Literature. London: Routledge. (For Postcolonial Theory)
2. Belsey, Catherine. (1980). Critical Practice. London: Routledge. (For Marxist and Russian
Formalist Theory)
3. Culler, Jonathan. (1981). The Pursuit of Signs: Semiotics, Literature, Deconstruction. London:
Routledge. (For Reader-oriented Theory)
4. Docherty, Thomas. Ed. (1992). Postmodernism: A Reader. Hemal Hempstead: Harvester
Wheatsheaf. (For Postmodern Theory)
5. Eagleton, Mary. Ed. (1991). Feminist Literary Criticism. London: Longman. (For Feminist
Theory)
6. Eliot, T. S. (1965). Selected Essays. London: Faber. (For New Criticism, Moral Formalism, and
F. R. Leavis)
7. Vincent B. Leitch (General Editor). (2001). The Norton Anthology of Theory and Criticism.
New York & London: W. W. Norton and Company (or later editions). (For all the various
approaches, and topic and author wise selections)
8. Wright, Elizabeth. (1984). Psychoanalytic Criticism: Theory in Practice. London. (For Psycho-
analytic Theory)

BSEng-123: Introduction to English Literature-II (Novel, Short Story and Essay)

Aims & Objectives:

To introduce the readers to fiction and prose. However, instead of using full length texts of the novel,
selected extracts will be chosen from the novels mentioned in the reading list below. It will prepare them
for the reading of full length texts of novels with an understanding of the elements of the novel such as
plot, character, vision etc.

Contents:

A. Short Stories
 Oscar Wilde: The Nightingale and the Rose
 O‟Henry: After Twenty Years
 Alexander Poe: The Fall of the House of Usher
Nadine Gordimer: Once Upon a Time
 Naguib Mahfouz: The Mummy Awakens
 Guy de Maupassant: The String
 D. H. Lawrence: The Fox
 Isaac Asimov: True Love
 James Joyce: Araby
 Rudyard Kipling: The Man Who Would Be King
 Dorothy Parker: Arrangement in Black and White
 O‟Conor: Everything that Rises Must Sink
 Kate Chopin: The Story of an Hour
 Ernest Hemingway: A Clean Well Lit Place

Note: at least five of the above mentioned stories must be selected

B. Novels
 Daniel Defoe: Robinson Crusoe
 George Eliot: The Mill on the Floss
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Recommended Readings:

1. Baym, Nina. (2002). The Norton Anthology of American Lit. Vol. D. W. W. Norton &
Company.
2. Martin, Brian. (1989). Macmillan Anthology of Eng Lit. Vol. 4. Macmillan Pub Co.
3. Forster, E. M. (1956). Aspects of the Novel. Harvest Books.
4. Bloom, Harold. (1988) George Eliot's the Mill on the Floss (Bloom's Modern Critical
Interpretations). Chelsea House Pub.
5. Gioia, Dana and Gwynn, R. S. (2005). The Art of the Short Story. Longman.
6. Schoenberg, Thomas J. (2005). Twentieth Century Literary Criticism: Criticism of the Short
Story Writers, and Other Creative Writers Who Lived between 1900 and 1999, from the First.
Curr (Twentieth Century Literary Criticism). Gale Cengage

C. Prose

Aims & Objectives:

To make readers understand the distinct features of prose. The course will also be helpful for students in
providing them with first class models of essays to improve their writing skills. The selection of the
authors is chronological and starts with Bacon.

 F. Bacon, Bacon Essays (Of Studies, Of Death, Of Love, Of Followers & Friends)
 C. Lamb, Essays Of Elia (Dream Children, The Chimney Sweepers)
 Jonathan Swift: Gulliver‟s Travels
 Lytton Strachey: Dr Arnold or Florence Nightingale
 B. Russell: Selection from Skeptical Essays:The Value of Scepticism, The Harms that Good
Men Do, Eastern and Western Ideals of Happiness,Authority Versus Freedom in Education.

Recommended Readings:

1. Walker, Hugh. (1959) The English Essays and Essayists. S. Chand & Co. Delhi.
2. Schoeman, R. (ed.) (1967). Bertrand Russell, Philosopher of the Century. Allen & Unwin.
3. Leavis, John. (1968). Bertrand Russell, Philosopher and Humanist. New World Paperbacks.
4. Coleridge, Stephen (2008). The Glory of English Prose. Tutis Digital Publishing Pvt. Ltd.
5. Yu, Margaret M. (2008) Two Masters of Irony: Oscar Wilde and Lytton Strachey. AMS Press.

Note:
A minimum of 3 and maximum of 5 short stories are to be taught, while at least 3 extracts of
the novels and two Prose pieces should be taught. The selection of the novel-extracts is not
strict and is left to the choice of the teacher concerned which is, however, not to exceed three
chapters from one novel.

Year 2, Semester 3

BSEng-231: English III (Technical and Report Writing)

Aims & Objectives:

o To enhance students‟ writing skills and enable them to write in different academic and technical
genres and improve students‟ presentation skills.

Contents:

Basics of Writing

o Types of essays/ text in writing (Descriptive, narrative, discursive, argumentative)

Academic writing

o Writing an essay
o Writing a research paper
o Writing abstract for term/ research papers
o Writing proposal for a research paper
o Writing proposal for a project.
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o Précis writing for descriptive text.

Technical writing

o Writing reports (incident, feasibility, and progress report writing)

o CV and Resume
o Writing memos
o Writing Statement of Purpose
o Writing minutes of the meeting

Presentation skills

o Presenting an academic topic related to the field of the students.

Recommended Books:

1. Galko, F. (2001). Better writing right now! using words to your advantage. Learning Express.
2. Spuida, B., & Wrangler, S. W. (2002). Technical Writing made easier.
3. Grenville, K. (2001). Writing from start to finish a six-step guide. Griffin Press.
4. Turnbull, J., Lea, D., Parkinson, D., Phillips, P., Francis, B., Webb, S., & Ashby, M. (2010).
Oxford advanced learner’s dictionary. Oxford University Express. Retrieved on December, 20,
2010.

BSEng-232 Introduction to Linguistics

Aims & Objectives:

The aim of this course is to introduce students to the basic concepts of language which have immediate
relation to their ordinary as well as academic life, and to sensitize students to the various shades &
aspects of language, to show that it is not a monolithic whole but something that can be looked at in
detail. Serious theoretical discussions about these aspects have been differed to subsequent
studies of language at advanced level. The core components of linguistics like phonology,
morphology, syntax, semantics, discourse and pragmatics will also be introduced through this course.

Contents:

 Basic terms and concepts in Linguistics

 What is language (e.g. design features, nature and functions of language)?
 What is Linguistics (e.g. diachronic/synchronic;
 paradigmatic/syntagmatic relations)?
Elements of Language
 Phonology
 Morphology
 Syntax
 Semantics
 Scope of Linguistics: an introduction to major branches of linguistics
 Schools of Linguistics (Historicism, Structuralism, Generativism, Functionalism)
 Discourse Analysis (Difference between Spoken and Written discourse,
conversational structure, turn-taking, coherence/cohesion)
 Stylistic variation and change
Recommended Readings:

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

2. Crystal, D. (1997). The Encyclopedia of Language. Cambridge: CUP.
4. Farmer, A. K, & Demers, R. A. (2005). A Linguistics Workbook. M. I. T Press.
5. Finch, G. (2004). How to Study Linguistics: A Guide to Understanding Linguistics. Palgrave.
6. Todd, L. (1987). An Introduction to Linguistics. Moonbeam Publications.
7. Yule, G. (2006). The Study of Language. CUP.
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BSEng-233: Poetry-I

Aims & Objectives:

o To focus on a genre-specific historical development

o To perceive Poetry as refined commentary on the aesthetic concerns of its time
o To develop keen awareness of poetic language and tone.

Contents:

 Chaucer: Prologue to the Canterbury Tales

 Spenser: The Faerie Queen (Book 1. Canto 1)
 Milton: Paradise Lost (Book 1.)
 John Donne: Love & Divine Poems (Max 4)
 Alexander Pope: Rape of the Lock (Canto 1)
 S.T.Coleridge, Rime Of The Ancient Mariner and Kubla Khan
 W.Wordsworth, Intimation Ode, Tintern Abbey, It‟s A Beauteous Evening, The World is too
Much With Us

Recommended Readings:

1. Abrams, M. H, The Mirror and the Lamp.

2. Bowden, Muriel. (1960) A Commentary on the General Prologue to the Canterbury Tales, New
York: Macmillan.
3. Coghill, Nevil. (1948) The Poet Chaucer. Oxford.
4. Gardner, Helen, Ed. John Donne: Twentieth Century View Series
5. Spens, Janet. (1934) Spenser‟s Faerie Queene: An Interpretation, London.
6. Tillotson, G. On the Poetry of Pope
7. C.M. Bowra, The Romantic Imagination

Year 2, Semester 4
BSEng-241: Academic Reading and Writing Syllabus

Course Objectives:
The student will get the knowledge and practice of different types of reading and writing. They will get able to
read academic texts critically and write in academic genres.

Course Content:
Academic Reading:
o What is Academic Reading?
o Types of Academic Texts: (description, narrative, argumentation, comparison and contrast etc)
o Critical Reading Skills and Strategies
o Analysis and synthesis of academic material in writing
o Reading Comprehension
o Critical Reading
Academic Writing:
o Types of essays/ text in writing
o Descriptive,
o Expository/ informative
o Narrative,
o Argumentative/ persuasive,
o Comparison and contrast,
o Cause and effect.
o What is a paragraph and its different parts (topic sentence, supporting sentences, concluding sentence)?
o Writing single paragraphs and multi-paragraph texts
o Writing paragraphs and essays based on an outline
o Writing summaries of articles
o Report writing
o Presenting an argument in assignments/term-papers and examination answers
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Text Book:
Bailey, S. (2003). Academic writing: a practical guide for students. Psychology Press.

Note: Other articles will be provided on important topics.

Recommended Readings:
1. Aaron, J. 2003. The Compact Reader. New York: Bedford.
2. Axelrod, R. B and Cooper, C. R. 2002. Reading Critical Writing Well: A Reader and Guide.
3. Barnet, S. and Bedau, H. 2004. Critical Thinking, Reading and Writing: A Brief Guide to Writing. 6th
Ed.
4. Behrens & Rosen. 2007. Reading and Writing Across the Curriculum.
5. Gardner, P. S. 2005. New Directions: Reading, Writing and Critical Thinking.
6. Grellet, F., Writing for Advanced Learners of English. CUP.
7. Jordan, K. M. and Plakans, L. 2003. Reading and Writing for Academic Success.
8. Jordon, R. R. 1999. Academic Writing Course. CUP.
9. Smith, L. C. 2003. Issues for Today: An Effective Reading Skills Text

BSEng-242: Phonetics &Phonology

Aims & Objectives:

The course aims to build on the background knowledge of phonological description & theory in
order to explain the theories & the principles regulating the use of sounds in spoken language; train
students in the skill of transcribing spoken languages particularly English; & examine cross- linguistic
similarities & variation in sounds particularly English & Urdu.

Contents:

1. Introduction to Phonetics & Phonology

o Introduction to Phonetics & Phonology
o Branches of Phonetics
o Difference between Phonetics and Phonology

2. Stages in the production of speech

o Speech organs
o Manner of articulation
3. Segmental Phonology
o Phonemes and allophones
 Consonants
 Vowels
 Diphthongs and triphthongs

o Syllable and syllabic structure

 Consonant clusters
 Syllable
 Word stress: nouns, verbs, and adjectives
4. Suprasegmental Phonology
o Sounds in connected speech
 Weak forms
 Assimilation, elision and liaison
o Sentence stress and intonation
5. Contrastive Phonology
 Teaching of pronunciation

Recommended Readings:

1. Burquest, D. A. (2001). Phonological analysis: A functional approach. Dallas:

SIL International.
2. Cruttenden, A. (1994). Gimson‟s Pronunciation of English. Oxford: Edward Arnold.
3. Giegerich, H. (1992). English Phonology: An Introduction. Cambridge: Cambridge
University Press.
4. Gimson, A. C. (1984). An Introduction to the Pronunciation of English. London: Edward Arnold.
5. Hogg, R & Mc Cully, C.B. (1987). Metrical Phonology: A Course Book.Cambridge. CUP.
 13

6. Kenworthy, J. (1987). Teaching English Pronunciation. London: Longman.

7. Knowles, G. (1987). Patterns of Spoken English. London: Longman.
8. Kreidler, C. W. (1989). The Pronunciation of English. Oxford: Basil Blackwell.
9. Roach, P. (2000). English Phonetics and Phonology: A Practical Course. Cambridge.
10. Rocca, I & Johnson, W. (2005). A Course in Phonetics. Oxford: Basil Blackwell.

BSEng-243: Poetry- II

Aims & Objectives:

The scope of this course does not admit the first Romantic Movement of the giants like Spenser,
Sidney and Shakespeare etc. This is also worth mentioning that the romantic literature in fact,
th
starts from the graveyard school of the 18 century primarily known for its classic taste. Poets
like Goldsmith and Gray are justifiably known as precursors of romanticism. However, the scope
of this course does not admit them as part of its reading as well. The period of romantic aesthetics
covered under this course starts from 1789 with the advent of Blake‟s work. This is the romantic revival
period in which Blake, Wordsworth, Coleridge, Shelley, Byron, Keats, Lamb etc establish its
immense poetic and prosaic richness. The aim is to develop in the reader and awareness of the second
wave of the Romantics and to enable them to distinguish between the poets of the age keeping in mind
the similarities that group them together.

Contents:
o John Keats: Ode to Nightingale”; “Ode on a Grecian Urn”;
o Shelley: “Ode to the West Wind”; “Hymn to IntellectualBeauty”
o A. L. Tennyson, The Lotus Eaters, The Lady Of Shallot, Break Break,Break, Tears, Idle
Tears.
o W. B. Yeats: Dialogue of Self and Soul, Byzantium.
o T. S. Eliot: The Waste Land, Ash Wednesday, Love Song of Alfred J. Prufrock
o Auden: Selections (4 to 5 poems)
o Ted Hughes: Hawk Roosting, The Owl, The Seven Sorrows, Crow's Fall, A
Woman Unconscious
o Sylvia Plath, Ariel, The Colossus, Daddy, Lady Lazarus, The Bee Meeting, The Arrival Of The
Bee Box, Purdah

Recommended Readings

1. Edward Dowden. (1987) The French Revolution and English Literature.

2. J. G. Robertson. (1923) Studies in the Genesis of Romantic Theory in the Eighteen Century.
3. F. R. Leavis. (1936) Revaluation: Tradition and Development in English Poetry.
4. Cleanth Brooks. (1947) The Well-Wrought Urn: Studies in the Structure of Poetry.
5. M. H. Abrams. (1954) The Mirror and the Lamp: Romantic Theory and Critical Tradition.
6. M. H. Abrams, ed. (1960) English Romantic Poets Modern Essays in Criticism.
7. W. J. Bate, ed. (1964) Keats: A Collection of Critical Essays.
8. G. M. Ridenour. (1965) Shelley, A Collection of Critical Essays.
9. Unterecker, J. W. B. Yeats: A Reader‟s Guide (London, 1988)
10. Spears, Monroe K. The Poetry of W. H. Auden. (New Jersey, 1981)
11. F.L. Lucas, Ten Victorian Poets
12. Sylvia Plath and Ted Hughes, 1979. The Board of Trustees of the University of Illinois.

Year 3, Semester 5

BSEng-351: Visionary Discourse

Aims & Objectives:

o To familiarize students with the concept of having a harmonizing vision for the future
o To explore the subjects that great men have considered of value
o To discover the coherence that makes for an effective discourse
o To trace the common stylistic and thematic ground in the discourses taught

Contents:
o The Truce of Hudaibiya-a Case of Conflict Resolution. Causes & Consequences
leading to battle of Khyber
 14

o Allama M Iqbal: Khutba Allahbad & his last five letters to the Quaid.
o Quaid-e-Azam M. Ali Jinnah‟s Speeches; Transfer of Power June 1947, Pakistan
Constitutional Assembly, August 14, 1947, Eid-ul-Az October 24, 1947, Radio Pakistan,
Lahore, October 30, 1947, Quetta Municipality Address June 15, 1948 & Opening of State
Bank July 1, 1948
o Abraham Lincoln: The Gattysberg Address
o Chief Seattle‟s Speech of 1854
o Protocols of the Jewish Elders of Zion
o Nelson Mandela‟s Release speech

Recommended Readings:

1. Cook, Guy. (1989). Discourse. Oxford: Oxford University Press.

2. Black, Elizabeth. (2006). Pragmatic Stylistics. Edinburgh: Edinburgh University Press.
3. Toolan, Michael. (1998). Language in Literature. New York: Arnold.
4. Crystal, David. (1998). Rediscover Grammar. London: Longman.
5. Jhonstone, Barbara. (2008). Discourse Analysis. Oxford: Blackwell.

BSEng-352: Literary Criticism

Aims & Objectives:

This course aims to understand the historical background to literary criticism, exploring its development
in the light of some contemporary viewpoints. Overall, “Principles of Literary Criticism” will focus
much on the poetic and dramatic forms in order to highlight some significant trends and concepts
around “poetry”, “imagination” and “tradition”. The course is intended to be a question-raiser when it
comes to asking oneself: why and how to understand literature through criticism? The question may
grow comparatively and specifically more relevant when the reader of our part of the world is permitted
to ask: why to study “English” literature or literatures in “English?”

Contents:

o Aristotle: The Poetics

o Longinus: On the Sublime
o Dr. Johnson: Preface to Shakespeare
o Wordsworth: Preface to lyrical Ballads
o S. T. Coleridge: Biographia Literaria, Chapters 14, 17& 18
o Mathew Arnold: The Study of Poetry Culture and Anarchy, Chap I
o T. S. Eliot: Tradition and Individual Talent & Religion and Literature
Recommended Readings:

1. Vincent B. Leitch (General Editor). (2001) The Norton Anthology of Theory and Criticism. New
York & London: W. W. Norton and Company (or later editions).
2. K. M. Newton, ed. (1998). Twentieth Century literary Theory: A Reader. Second Edition. New
York: St. Martin‟s (or later editions)
3. Raman Selden, & Peter Widdowson. (1993) A Reader‟s Guide to Contemporary Literary
rd
Theory. 3 Edition. Kentucky: Univ. of Kentucky (or later editions).
4. Selected Terminology from any Contemporary Dictionary of Literary Terms.

BSEng-353: Drama I

Aims & Objectives:

The course will present some classic plays which have influenced the development of English drama. It
will represent various forms for example tragedy and comedy and their variations. The course is designed
to impart, discuss, evaluate, and above all enjoy the spirit of classics in drama. The socio-cultural aspects
of society reflected in the drama of the selected ages will also be highlighted. Students will be able to
apply their knowledge of the elements of drama to their critical reading.

Contents:
 Sop
hocles: Oedipus Rex OR Aeschylus: Agamemnon
 15

 Christopher Marlowe: Dr Faustus /Jew of Malta

 Shakespeare: Macbet h/ Hamlet
 Shakespeare:Twelfth Night
 Ibsen: Doll’s House/ Ghosts
 G.B Shaw: Arms and the Man / Pygmalion

Recommended Readings

1. Justina Gregory, (2005). A Companion to Greek Tragedy, Blackwell.

2. H. D. F. (2005) Kitto, Greek Tragedy, London and New York: Routledge.
3. Constance B. Kuriyama. (2002) Christopher Marlowe: A Renaissance Life Ithca: Cornell
University Press.
4. Patrick Cheney. (2004) The Cambridge Companion to Christopher Marlowe, Cambridge: C UP.
5. Barber, C. L. (1959) Shakespeare‟s Festive Comedy. Princeton.
6. Bradley, A. C. (1929) Shakespearean Tragedy (22nd Ed.). London.
7. Chambers, E. K. (1925) Shakespeare: A Survey. New York: Hill and Wang, Macmillan.
8. Gordon David, Bernard Shaw and the Comic Sublime. New York: St. Martin‟s, 1990

BSEng-354: Novel-I

Aims & Objectives:

th th
The Aim of introducing this course is to enable the readers to have a full view of 18 to 19 century
Novel which is rich in diversity, creativity and popular appeal.

Contents:

 Henry Fielding: Joseph Andrews

 Jane Austen: Pride and Prejudice
 Charles Dickens: Great Expectations
 Emily Bronte, Wuthering Heights
 Thomas Hardy: Tess of the D’Urbervilles

Recommended Readings:

1. Allen, Walter. The Rise of the Novel. London: Penguin.

2. Allen, Walter. The English Novel. London: Penguin.
3. Bloom Harold. (1987) Ed. Modern Critical Views: Thomas Hardy.
4. Bloom, Ed. (1987) Modern Critical Interpretations: Jane Austen.
5. Bloom, Ed. (1987) Modern Critical Views: Charles Dickens. nd
6. Kettle, Arnold. (1967) An Introduction to the English Novel. Vols.1&2. 2 ed. Hutchinson.

BSEng-355: Pedagogical Grammar

Aims & objectives:

The aim is to introduce the students to some basic concepts of English grammar to enable them to
understand, analyze and enhance their own grammatical competence . It will also help them
transmit these concepts in their o w n t e a c h i n g . The major emphasis of the course, therefore, will
be on how to teach grammar.
Contents:

o Some Basic Concepts of English Grammar

 Words and word classes
 Phrases and clauses
 Nouns, pronouns, and the simple noun phrase
 Verbs
 Tense, aspect, voice, and modal use
 Adjectives and adverbs
 Words order choices
o Teaching Grammar in Context
 What is grammar?
 Why teach grammar?
 16

 How to teach grammar from rules, examples, and through texts?

Recommended Readings:

1. Biber, D., Conrad, S. & Leech, G. (2002). Longman Student Grammar of Spoken and Written
English. Pearson Education
2. Borjars, K. & Burridge, K. (2010). Introducing English Grammar. Hodder Education. UK.
3. Harmer, J. (1993). Teaching and Learning Grammar. London: Longman.
4. Huddleston, R. (1988) “English grammar: An Outline”
5. Huddleston, R. & Pullum, G. (2005). A Students‟ Introduction to English Grammar.
Cambridge: Cambridge University Press.
6. Huddleston, R. (2002). The Cambridge Grammar of the English Language.
Cambridge: Cambridge University Press.
7. McKay, S. (1990). Teaching Grammar: Form, Function and Technique. New York: Prentice
Hall.
8. Odlin, T. (Ed.), (1994). Perspectives on Pedagogical Grammar. Cambridge:
Cambridge University Press.
9. Thornbury, S. (1999). How to teach grammar. Pearson Education Ltd.

BEng-356: Sociolinguistics

Aims & Objectives: Sociolinguistics examines the relationship between language and society, focusing
on both learning about linguistic matters and learning about social structures. The aim of this course is to
introduce participants to concepts and issues in Sociolinguistics. By the end of the course participants will
gain an understanding of basic sociolinguistic concepts. They will be able to explore and evaluate
critically sociolinguistic issues relevant to language teaching.

Contents:

o Introduction to Sociolinguistics:
o Sociolinguistics & its scope
o The connection between Sociolinguistics and language teaching
o Language and Context: Social Class and Region
o What is traditional sociolinguistics?
o Language Varieties
o What do we mean by language variation?
o Code, Dialect, Sociolect, Idiolect, Isogloss.
o Language Society and Culture
o Functions of Language in Society
o Domains of Language Use
o Speech Community
o Regional & Social dialects
o Style, register, jargon.
o Pidgins & Creoles.
o National Language, Standard Language
o Language, Culture and Thought
o Multilingualism and Bilingualism
o Dimensions of bilingualism
o Bilingualism
o Causes of bilingualism
o Manifestations of bilingualism (borrowing, code-switching, code-mixing)
o Language and Gender
o Men‟s and women‟s language
o Gender issues in classroom and society
o Language and Power
o Diglossia
o Critical language awareness
o Language–in-education Planning
o What does planning involve?
o The issue of the selection of national and official language(s)

Recommended Readings:

1. Aitchison, J. (1993). Language Change: Progress or Decay? (Second edition). Cambridge

University Press.
2. Auer, P. (Ed.). (1998). Code-switching in Conversation:Language Interaction and Identity.
 17

London: Routledge.
3. Bhatia, K. T. & Ritchie, C. W. (Eds.), (2006). A Handbook of Bilingualism. Oxford: Basil
Blackwell.
4. Gardner-Chloros, P. (2009). Code-switching. Cambridge: Cambridge University Press.
5. Giles, H. & Billings, C. A. (2006). Assessing Language Attitudes: Speaker Evaluation Studies.
In Davies, and Elder, C. (Eds.), The Handbook of Applied Linguistics. (187 209). Blackwell
Publishing.
6. Holmes, J. (2008). An Introduction to Sociolinguistics. New York: Longman.
7. Hudson, R. A. (1996). Sociolinguistics. Cambridge: Cambridge University Press.
8. Kachru, Y. (1992). Language Maintenance, Shift & Accommodation: Linguistic Repertoire in
South Asia. In Dimock, E. C, Kachru. B. B & Krishnamurti. BH (Eds.), Dimensions of
Sociolinguistics in South Asia. (261-269). Oxford: OUP.
9. Trudgill, P. (2002). Introduction to Language and Society. Penguin Books.
10. Wardhaugh, R. (2006). An Introduction to Sociolinguistics. Oxford: Basil Blackwell.

Year 3, Semester 6

BSEng-361: Literary Theory

Aims & Objectives:

To familiarize students with texts that deal with theories about criticism, where they would encounter
philosophical and critical thoughts on selected topics. This course in line with the topics taken up in
literary movements would prepare the students for critical and analytical analysis of texts and help them in
their research work.

Contents:

o Oscar Wilde: The Critic as an Artist (Norton, 900-913)

o Plotinus: On the Intellectual Beauty (Norton, 174-185)
o Horace: Ars Poetica (Norton, 124-135)
o David Hume: Of the Standard of Taste (Norton, 486-499)
o Ngugi Wa Thiongo: On Abolition of the English Department (Norton, 2092- 2097)
o Ronald Barthes: From Mythologies (Norton, 1461-1470)
o G. W. Friedrich Hegel Lectures on Fine Arts (Norton, 636-645)
o Mary Wollstonecraft A Vindication of the Rights of Woman(Norton
586-594)
o Terry Eagleton: Introduction to Literary Theory: An Introduction
o John Crowe Ransom: Criticism (Norton, 1108-1118)
o Sigmund Freud: The Interpretation of Dreams (Norton, 919-956)
o Charles Baudelaire: he Painter of Modern Life (Norton, 792-802)

Recommended Readings

1. Vincent B. Leitch (General Editor). (2001) The Norton Anthology of Theory and Criticism. New
York & London: W. W. Norton and Company.
2. K. M. Newton, ed. (1998) Twentieth Century Literary Theory: A Reader. Second Edition. New
York: St. Martin‟s.
3. Raman Selden & Peter Widdowson. (1993)A Reader‟s Guide to Contemporary Literary Theory.
rd
3 Edition. Kentucky: Univ. of Kentucky
4. Selected Terminology from any Contemporary Dictionary of Literary Terms.
Note: The teachers are expected to make their own selections comprising 6-8 authentic critical
texts preferably selected to represent the developments in the critical tradition.

BSEng-362: Drama-II

 Sean O’ Casey: Juno and the Paycock

 T. S. Eliot: Murder in the Cathedral
 Samuel Beckett: Waiting For Godot
 H.Pinter: The Caretaker
 Arthur Miller: The Death Of A Salesman
 18

Recommended Readings:

1. Lumley, Fredrik. Trends in 20th Century Drama. Fairlawn: 1956, revised 1960.
2. Gassner, John. Form and Idea in Modern Theatre. New York: 1954.
3. Martin Esslin, Theatre Of The Absurd
4. M. Hinchcliffe, Pinter
5. A.C. Ward Contemporary Drama

BSEng-363: Novel-II

Aims & Objectives:

This course is designed to offer the student a sense of his/her 2oth Century literary, social and political
context. It offers insights of the artist and intellectual of our times taking account of the voices that are
raising themselves for change. It will introduce students to the Modern English Novel and Prose so that
they can read it in its historical context of development. They will also be able to identify and respond to
elements of literary experimentation in the field of prose writing and novel.

Contents:

o Virginia Woolf: To the Light House

o D. H Lawrence: Women In Love
o E. M. Foster: A Passage to India
o Joseph Conrad: Heart Of Darkness
o Paulo Cohelo: The Alchemist

Recommended Readings:

1. Beach, J. W. (1952) The Twentieth Century Novel.

2. Guerard, Albert J. (1958) Conrad: The Novelist.
3. Leavis, F. R. (1962) The Great Tradition. London: Chatto and Windus.
4. Henry James, The Art Of The Novel

BSEng-364: Morphology & Syntax

Amis & Objectives:

The aim of this course is to provide the students with a general introduction to English morphology and
syntax. The course introduces the students to the internal structure of words and sentences, presenting
them to the theory and practice of the structural grammar of the English language. It also familiarizes
students with the principal theoretical questions i n m o r p h o l o g y , c o n c e n t r a t i n g o n t w o
m a i n a p p r o a c h e s , t h e “morphemic approach” and the “realizational approach”. The course
provides a step-by-step, hands-on introduction to the minimalist theory of syntax developed by
Noam Chomsky over the past ten years. By the end of this course students will be able to do a
detailed analysis of English morphemes as well as sentences.

Contents:

o Morphemes
 Types of Morpheme
 Morphemic analysis
 Morphological productivity
 Phrases and its types
 Clauses
 Sentences
 Types of sentences
 The Negative Transformation
 The Passive Transformation
 Word order Transformations
 Agreement & case
o Word formation process
 Morphological systems
 19

 Derivational and inflectional morphemes

 Lexicons
 Morpho-syntactic analysis
 Issues in borrowing
 Argument structure
 Different kinds of Movements
 Subjects
 Predicates
 Introduction to Government and Binding theory
 Minimalism

Recommended Readings:

1. Aronoff, M., & Feudman, K. (2010). What is Morphology? (Second edition). John
Wiley and Sons.
2. Booij, G. (2007). The Grammar of Words: an Introduction to Morphology.OUP.
3. Brown, E. K. & Miller, J. (1991). “Syntax: a linguistic introduction to sentence structure” has
been added in the recommended books.
4. Culicover, W. P., & Jackendoff, R. (2005). Simpler Syntax. Oxford: OUP.
5. Flabb, N. (2007). Sentence Structure. (Second edition). Taylor & Francis.
6. Haedgeman, L. (1994). Introduction to Government and Binding Theory. Blackwell
7. Katamba, F. (2004). Morphology: Morphology and its relation to Semantics and the lexicon.
Routledge.
8. Radford, A. (1997). A Minimalist Introduction. CUP.
9. Radford, A. (2004). English Syntax: an introduction. CUP.
10. Roberts, G. I. (2007). Diachronic Syntax. Oxford: OUP.
11. Spenser, A. (1991). Morphological Theory. Wiley-Blackwell.
12. Spenser, A., & Zwicky, M. A. (Eds.), (2001). The Handbook of Morphology. Wiley-Blackwell.

BSEng-365: Psycholinguistics

Aims & Objectives:

The aim of the course is to develop in the students an awareness and understanding of different
variables that interact with and upon the teaching and learning of language. This will enable the
students to develop the theoretical background of learning and teaching.
Contents:

o Introduction to Psycholinguistics:
 The scope of Psycholinguistics
 The connection between Psycholinguistics & Neurolinguistics
 How does Psycholinguistics differ from Neurolinguistics?
o The Psychology of Learning
 Theories of language learning (Behaviourism, Mentalism, Interactionism)
 Memory
 Inter-language
 Error Analysis
o Individual Learner Factors
 Age
 Affective and personality factors
 Cognitive styles
 Motivation
 Learner Strategies

Recommended Readings:

1. Aitchison, J. (1998). The Articulate Mammal: An Introduction to Psycholinguistics.

Routledge.
2. Brown, H. D. (2007). Principles of language learning and teaching, (Fifth edition). New
York: Longman.
 20

3. Cohen, A. D., & Dörneyei, Z. (2002). Focus on the language learner: Motivation, styles,
and strategies. In N. Schmitt (Ed.). An Introduction to Applied Linguistics. London:
Arnold. (170-190).
4. Lightbown, P., & Spada, N. (2006). How languages are learned, 3rd edition. New
York: Oxford University Press.
5. Long, M. (2005). Methodological issues in learner needs analysis. In M. Long (Ed.). Second
language needs analysis. Cambridge: Cambridge University Press. (19-76).
6. McLaughlin, B. (1987). Theories of Second-language Learning. London: Edward Arnold.
7. Richards, J. (1993). Error Analysis: Perspectives on Second Language Acquisition. London:
Longman.
8. Steinberg, D. & Sciarini, N. (2006). Introduction to Psycholinguistics. (Second edition).
London: Longman.

Year 4, Semester 7

(Specialization in Literature)

BSLit-471: Research Methods in Literature

Aims & Objectives:

o To enable students to conduct their own small scale research

o To familiarize them with techniques and methods of selecting topics, developing
questions, collecting and analyzing data and also to prepare the research report.

Contents:

o Introduction: Qualitative and Quantitative Research Paradigms

o Identifying and Defining a Research Problem
o Ethical considerations
o Sampling Techniques
o Tools for Data Collection: Questionnaires, Interviews, Observations & Documents
o Data analysis and Interpretation
o Some Aspects of the Research Report
o Review of literature
o Transcription and Transliteration
o Referencing and Citation

Recommended Reading

1. The MLA Style Sheet, 2nd Edition, Modern Language Association Of America
2. Gibaldi, J, MLA Handbook For Writers Of Research Paper, 9th Edition. New York: MLA, 1999
3. Berg, B. 1989. Qualitative Research Methods for the Social Sciences. Boston.
4. Heritage, John. 1997. “Conversation Analysis and Institutional Talk: Analyzing Data.” In
Silverman, David. Ed. Qualitative Research: Theory, Method and Practice.
5. Durant and N. Fabb, Literary Studies in Action. Routledge, 1990
6. Diana Hacker, A Writer’s Reference. Boston: Bedford, 1999.
7. D. Pirie, How to Write Critical Essays, .Methuen, 1985.
8. Alfred Rosa, Models for Writers. Boston: Bedford, 2001.
9. Scholfield, P. Qualitative and Quantitative Research.

BSLit-472: South Asian Literature

Aims & Objectives:

The aim of the course is to familiarize the students with the facility that South Asian Writers have with the
English Language and the regional flavor that they lend to it. It will help generate a debate on the context
of a work of literature through representation of the region by its people.
 21

Contents:

A. Drama (any two)

o Tariq Ali: Iranian Nights
o Vijay Tendulkar: Silence! The Court in Session
o Girish Karnad: The Dreams of Tipu Sultan

B. Fiction (any two)

o Kamila Shamsi: Salt and Saffron
o Khalid Hosseini: The Kite Runner
o Bapsi Sidhwa: And American Brat
o Anita Desai: The Inheritance of Loss
o Daniyal Moeenudin: In Other Rooms Other people
o Mohammed Hanif: A Case of Exploding Mangoes

C. Poetry (selections)
o Zulfiqar Ghose
o Naseem Ezekial
o Maki Qureshi
o Sujata Bhatt

Recommended Readings:

1. Ed. William Hanaway. Studies in Pakistani Popular Culture. Lahore: Lok Virsa Publishing House.
2. Ed. G. N. Devy. (2002). Indian Literary Criticism Theory and Interpretation. Hydrabad: Orient
Longman.
3. Ed. Ranjit Guha. (1984). Subaltern studies Writings on South Asian History and Society. Delhi:
Oxford University Press.

BSLit-473: Translation Theory & Literary Studies

This course is aimed at familiarizing the students with fundamental concepts of translation procedure.
The students will be provided with basic information about different techniques and methods of
translation. Students, thus, will be able to understand the complexities of translation from one language
to the other in this case from English to Urdu and from Urdu to English through studying translated
literary works from round the world, some classics in World Literature, but more from the regions they
belong. This way they will be able to identify elements of universal literary merits and critically
compare some of great works in translation.

Contents:

o Some theories of translation

o Some methods, procedures and principles of translation
o Difference between semantic and communicative translation
o Metaphors in translation
o World literatures in translation
o Regional literatures in translation

Suggested primary texts:

o Albert Camus (French and Algerian): The Outsider

o Cervantes, M (Spanish): Don Quixote (Part 1-Book1 & 2)
o Kafka, Franz (German): Metamorphosis
o Dostoevsky (Russian): Crime and Punishment
o Rumi (Persian): Selections from the Mathnavi
o Iqbal, Mohammad (Urdu)
o Faiz, Ahmed Faiz (Urdu)
o Others (Regional)
 22

Recommended Readings:

1. Baker, Mona. (1992). In Other Words: A Course book on Translation. London: Routledge.
2. Bell, Roger T. (1994). Translation and Translating. London: Longman.
3. Catford, J. C. (1965). A Linguistics Theory of Translation. Hong Kong: OUP.
4. Duff, Alan. (2004). Translation. Oxford: OUP.
5. Newmark, Peter. (1981) Approaches to Translation, Pergamon Institute of English.

BSLit-474: American Literature

Aims & Objectives:

The course focuses on connecting the diverse Western movements such as Realism, Naturalism,
Romanticism, Transcendentalism, Modernism, etc. as they influence multiple trends in American literary
heritage and nationalism. The course will highlight these emerging trends as they culminate into the
opening of democratic vistas along with repercussions of industrial and scientific expansion. Race gender
and class equations reinterpret the central meaning of America and of the changing social and economic
values. Basically there may be several ways to access American Literature, but whether we follow simple
chronology or connect through themes and genres, the final objective of this course is to look for the sense
of democratic diversity amid the constitutional unity of the US. This part of the course surveys the origins
of American literary movements with reference to the representative writers chosen. It sets some direction
to the study of specific trends in the American Novel. It stresses the diversity and uniqueness of the
American character and experience, and its foundational voices of self-acclaimed Puritan holiness along
with the revolutionary expansions of the so called patriots. It also highlights various phases of the
American Renaissance, Romantic awareness and Transcendentalism, the Civil War, scientific progress,
dreams of American success, and several voices of social protest.

Contents:

A. Poetry (three poems from any three poets)

o Emerson, Selections
o Walt Whitman: Selections from Leaves of Grass
o Emily Dickinson: Selections
o Robert Frost: Selections
o Sylvia Plath: Selections
Recommended Readings
1. Bloom, H. (1976) Figures of Capable Imagination.
2. Waggoner, H. H. (1984) American Poetry from the Puritans to the Present.

B. Novel (any two)

o Nathaniel Hawthorne: The Scarlet Letter
o Mark Twain: Huckleberry Fin
o Fitzgerald: The Great Gatsby
o Earnest Hemingway: A Farewell to Arms
o William Faulkner: Absalom Absalom
Recommended Readings:
1. Bloom, Harold. ed. (1987) Modern Critical Views: William Faulkner.
2. Bradbury, M. (1983) Modern American Novel.
3. Chase, R. (1958) The American Novel and its Traditions.
4. Colourise, J. Michel. (1983) New Essays on The Scarlet Letter, Cambridge
University Press.

C. Drama (any One/extracts from any two)

o Arthur Miller: All My Sons
o Tennessee Williams: Cat on A Hot Tin Roof
o Bullins: Goin‟ a Buffalo
o Valdez: The Dark Root of a Scream
Recommended Readings:
1. Bigsby, C. W. E. (2000). Modern American Drama1945-2000.Cambridge:
Cambridge University Press.
2. Cohn, Ruby. (1982). New American Dramatists.1960-1990. Hampshire: Macmillan.
th
3. Krasner, David. (2005). A Companion to 20 Century Drama. Oxford: Blackwell.
 23

BSLit-475: Pakistani Literature

Aims & Objectives:

English language is now a major world language. South Asia has a strong tradition of writing in English
and owing to its colonial history a great deal of its writing originally in its indigenous languages is
translated into English. It is appropriate to study and respond to this literary heritage. After studying the
course the students will be introduced to literature from the region. They will be able to appreciate the
Pakistani literary experience and the impact of cultural exchange towards its enrichment.

Contents:

A. Works originally written in English

 Ahmed Ali: Twilight in Delhi (novel)

 Bapsi Sidhwa: Breaking it Up (essay)
 Aamir Hussain: Sweet Rice (poem)
 Tahira Naqvi: Attar of Roses (poem)
 Daud Kamal: An Ode to Death
 Alamgir Hashmi: In Cordoba
 Tariq Rahman: Short Stories (Any two)
B. Translations

 Bulleh Shah: A Selection. Translated by Taufiq Rafat (Any three)

 Shah Abdul Latif Bhittai: any five poems
 Sachal Sarmast: any five poems
 Al-Hajweri: Revelation of the Mystery (prose) by R. A. Nicholson
 Allama M. Iqbal: Poems From Iqbal a translation by V. G.Kiernan
 Faiz Ahmad Faiz: Poems Translated by Ikram Azam (Any three)
 Ahmad Nadeem Qasmi: Short Stories Translated by Sajjad Shaikh (Any two)
Recommended Readings:

1. Afzal-Khan, Fawzia. (1993) Cultural Imperialism and the Indo-English: Genre and ideology
in R. K. Narayan, Anita Desai, Kamla Das and Markandaya. Pennsylvania State University
Press.
2. Rahman, Tariq A. (1991) History of Pakistani Literature in English.Vanguard Press (Pvt) Ltd,
Lahore.
3. Said Edward W. (1993) Culture and Imperialism, Vintage London.
4. Underhill, Evelyn. (2007).The Essentials of Mysticism. Oxford: Oxford Oneworld.
5. Ernst, Carl W. (1997). The Shambhala Guide to Sufism. Delhi: India.

Year 4, Semester 8

(Specialization in Literature)

BSLit-481: Research Project (6 Cr.Hr)

Students will be required to undertake a small scale investigation on a topic of individual interest in their
area of specialization. The aim of this component is to encourage the students to:
o develop the ability to collect, analyze and interpret data;
o apply theories and methods practiced worldwide in Literary Research
o present the research in a coherent and well-organized manner in 10-15 thousand words.
Each student will be provided individual supervision and guidance in the proposed research that he or she
undertakes to conduct.
Evaluation:
The Research Thesis/Project will be assessed by two examiners (one of them will be the supervisor and
the second will be an external examiner preferably from another university). The thesis will be considered
equivalent to a 6 credit hour course.

Note: AS an alternative to Research Project , courses 481 and 485 can be opted.
 24

Course Title: Postcolonial Women’s Writing

Course Code: BSLit-481

Course Description:

This course introduces students to postcolonial women authors and their politics of gender and identity.
The main corpus of Postcolonial writing has mostly been focused on the work of male authors; however, in
order to understand the aesthetics and politics in the field of Post-colonial, it is extremely important to take
into consideration the work of female author. This course will explain that how gender and class as separate
and important categories affect the creative process of women writers and consequently, how their work
distinguishes from the work of postcolonial male authors. This course will further elaborate that the
creative work of Postcolonial women authors negotiate between their indigenous traditions and modernity,
and how this negotiation becomes an important and integral element of their feminist discourses.

Aims and Objectives:

This course will accomplish the following goals:

o It will enable students to construct a literary framework for the analysis of Post-colonial women‟s
literature and theories in order to understand varied female experiences.
o Students will be in a better position to engage critically with the work of Post-colonial women
writers within their distinctive sociocultural context.
o It will encourage them to observe the diversity and uniqueness of women experiences and hence
contesting the concept of universal sisterhood.
o It will further enable them to acknowledge „female literary tradition‟, and engage with it on both
personal and political level.
Course Contents

o Adichie, Chimamanda Ngozi: Purple Hibiscus

o Aboulela, Leila : The Translator
o Emecheta, Buchi: The Joys of Motherhood
o Abouzaid, Leila: The Year of Elephant
o El Saadawi, Nawal: Woman at Point Zero
o Gauhar, Feryal: No Space for Further Burials (2010)
o Roy, Arundhati: The God of Small Things (1997)
o Mosteghanemi, Ahlam: Memory in the Flesh (2003)
o Shadab Zeest Hashmi: (selected poems)
o Kamla Das: (selected poems)
o Aidoo, Ama Ata: Anowa (1970)
o Gupta, Tanika: Skeleton (1997)
o Ahmad, Rukhsana: River on the Fire (2000)
Suggested Readings

1. Arndt, Susan, „Boundless Whiteness? Feminism and White Women in the Mirror of African
Feminist Writing‟, Journal for African Culture and Society, 29-30 (2005), 157-72.
2. Boehmer, Elleke, Stories of Women: Gender and Narrative in the Postcolonial Nation
(Manchester: Manchester University Press, 2005).
3. Gauch, Suzanne, Liberating Shahrazad: Feminism, Postcolonialism, and Islam (Minneapolis:
University of Minnesota Press, 2007).
4. hooks, bell, Ain‟t I a Woman: Black Women and Feminism(London: Pluto Press, 1982).
5. Lewis, R., and Mills, S., ed. Feminist Postcolonial Theory: A Reader (Edinburgh: Edinburgh
University press, 2003)
6. Loomba, Ania, Ritty A. Lukose, ed. South-Asian Feminisms (Durham & London: Duke
University Press, 2012) 108
7. Mernissi, Fatima, Scheherazade Goes West: Different Cultures, Different Harems (New York:
Washington Square Press, 2001).

Course Title: Postmodern Fiction

Course Code: BSLit-485

Course Description:

Postmodern fiction has an important place in literature so the course aims at explaining concepts of
postmodernism through seminal works of renowned postmodern authors. The course will look at a range of
texts of various writers from different parts of world and see how they are closely linked and identified
under one concept, postmodernism. The design and content of the course reflect postmodern philosophy
that how literature serves to reveal the world's absurdities, countless paradoxes and ironies. The instructor
will direct students to use conceptions of the postmodernism to analyze fictional texts, and to use those
fictional texts to interrogate the truths of life.

Aims and Objectives:

o To introduce the concept of postmodernism and postmodernity

 25

o To make students aware of new narrative techniques and familiarize them with devices used in
postmodern literature
o To encourage students to think critically and find new meanings of life and societies through
postmodern fiction
Course Contents

o Gabriel Garcia Marquez – One Hundred Years of Solitude, Love in the Time of Cholera,
No one Writes to the Colonel, The General in his Labyrinth
o Mohsin Hamid- Reluctant Fundamentalist, Moth Smoke
o Toni Morrison- The Bluest Eye, Sula
o Thomas Pynchon- Gravity‟s Rainbow, Slow Learner (Short Stories Collection)
o Samuel Beckett- Watt
o Jorge Luis Borges- The Aleph (short story)
o Graham Swift- Waterland
o Margaret Atwood- The Handmaid‟s Tale
o Italo Calvino- If on a Winter‟s Night a Traveller
Suggested Readings:

1. Arac, Jonathan, ed. Postmodernism and Politics. (google books)

2. Bertens, Hans. The idea of the postmodern: A History. New York: Routledge, 1995.
3. Couturier, Maurice. Representation and Performance in Postmodern Fiction. Université Paul
Valéry, 1983. 109
4. Fokkema, Douwe Wessel. Literary History, Modernism, Postmodernism.
5. Gregson, Ian. Postmodern Literature. Bloomsbury Academic, 2004.
6. Harvey, David. The Condition of Postmodernity. Wiley, 1992.
7. Hogue, W. Lawrence. Postmodern American Literature and its other.
8. Hoover, Paul. Postmodern American Poetry: A Norton Anthology
9. Hutcheon, Linda. Politics of Postmodernism. New York: Routledge, 2002.
10. Lyotard, Jean-Francois. The Postmodern Condition.
11. McHale, Brain. Postmodernist Fiction. (Available on google books)
12. McHale, Brian, and Len Platt, ed. The Cambridge history of Postmodern Literature. New York:
Cambridge University Press,

BSLit-482: Stylistics

Aims & Objectives:

This course introduces the modern concepts of style in both literary and non- literary discourses. The
course also includes a comparison in the context of literary genre leading to identification of different
syntactical, phonological and semantic levels in a literary text. Raising the initial question, what is
stylistics, the course trains the students to explore branches of stylistics and the levels of analyses. It
then, through reading of diverse literary texts, helps students trace the application of figurative language,
foregrounding techniques, parallelism, norm and deviation, point of view, speech and thought
presentations, pragmatic analysis of speech acts and such other related complexities used by the literary
authors. In spirit, the aim of the course is to study features of situational distinctive varieties of literary
language by discovering and describing the reasons for particular choices made by individual authors in
their use of language.

Contents:

o Stylistics as a branch of linguistics

o Style and register
o Linguistic description
o Conversational style
o Scripted speech
o Stylistic analysis of a variety of written and spoken literary texts.

Recommended Reading:

1. Chapman, R. (1975). Linguistics and Literature.

2. Carter, R. (1982). Language and Literature: An Introductory Reader in Stylistics.
3. Halliday, M. A. K., & Hasan, R. (2014). Cohesion in English. Routledge
4. Leech, G. N. (2014). A linguistic guide to English poetry (Vol. 4). Routledge.
5. Widdowson, H. G. (1992). Practical Stylistics: An Approach to Poetry.
6. Widdowson, H. G. (1975) “Stylistics and the Teaching of Literature”. Routledge.
 26

BSLit-483: Children Literature

Aims & Objectives:

Children‟s literature is a powerful way for children to see themselves in the world, and the reading is a
transactional and socio-cultural practice that is never neutral. This course will offer a survey of the many
influential authors of this realm. We will explore a wide range of tales, science fiction, adventure stories,
fantasy, nonsense, and coming of age stories. This course will also help students analyze the themes like
representation of childhood and parental figures, gender and identity etc. The course will develop views
on social contexts (religion, psychology, education and politics) and authors‟ biographies out of which
these works emerged. It will extend students‟ understanding of children‟s literature as a valuable source
of intellectual, emotional and aesthetic experience reflecting and enriching the human experience.

Contents:

o Carolyn Keene. Nancy Drew series--book 1 "The Mystery of the Old Clock."Grosset&
Dunlap, 1987.
o Franklin W. Dixon. The best of Hardy Boys classic collection, book 1 "The tower
Treaure."Grosset and Dunlap,2004.
o Frances Hodgson Burnett. The Annotated Secret Garden. Norton Edition. 2007 (a canonical
children‟s novel).
o Kenneth Grahame. The Wind in the Willows (animal stories). Wilder Publications, 2007.
o Tania Zamorsky, James Matthew Barrie, Dan Andreasen. Peter Pan (a canonical children‟s
play). Broadview Edition, 2008.
o Astrid Lidgren. PippiLongstocking (Fantasy). Oxford University Press, 2002
o Roald Dahl. Charlie and the chocolate Factory (Fantasy). Penguine books limited,2010
o Orson Scott Card's Ender's Game(Science Fiction). Tom Doherty Associates, 2002
o Jules Verne‟s Moon Book. From Earth to the Moon and round the Moon (Science
Fiction).Arc Manor LLC, 2008
o Rudyard Kipling‟s Just so stories (stories). NuVision Publications .2009
o Robert Louis Stevenson‟s A child’s garden of verses .Mobile reference.2009
o John Locke. Some Thoughts Concerning Education. Heckett, 1779
o John Jacques Rousseau. Emile or On Education. NuVision Publications, 2007

Recommended Readings:

1. Christine Jenkins‟ Handbook of research on children and young adult literature. Taylor and
Francis. 2011
2. Jack Zipes. The Norton Anthology of children’s literature. W. W. Norton. 2005
3. Links on Children‟s literature association webpage.

BSLit:484: Emerging Forms of Literature.

Course Description:

This course focuses on the emerging forms of literature. Literature for long has been considered as a
powerful representation of life through words, while in terms of new ways of living the modes of
representation have also transformed. Limiting our question about the representation of literary texts
through changing modes like film or video or other screen and sonic technologies, the debate here
initiates a higher critical level of understanding. Students opting for this course will comprehend the
growing combinations of screen reading, media forms, literature and literary criticism.

Aims & Objectives:

o Familiarize students to the latest trends of literary forms, hyper or cyber texts
 27

o Enhance higher level of reflective thinking order

o Generate interdisciplinary interest and productive social networking
o Train the readers for academic research

Course contents may consist but may not limit to the sections and topics like:
Section-I: Literature: Some Ways of Studying Literature, Literature and Literary Study, The Nature of
Literature, The Function of Literature, Literary Theory, Criticism and History, Comparative and National
Literatures, Extrinsic Approaches to the Study of Literature.

Section–II: What is Film or Cinema: The Language and Semiotics of Cinema, the
Cinematographic Principles.

Section-III: Film Theory, Criticism, and Technology: Film Language and Reality, Film Narratives, Film
Genres, Film Psychology, Film Ideology and Technology, Digital Images and Film Theory,
Semantic/Syntactic Approaches to TV and Film, The Work of Art in the Age of Mechanical
Reproduction, Literature and Science, Children‟s Films and Literature, Visual Pleasure and Narrative
Cinema, Colonialism and Representation, Digital Cinema, Multimedia and Technological Change.

Section-IV: Narration and Adaptation: Literature as Film: Structuring the Scene, Documentary
Storytelling, Screen Writings and Adaptations (Shorts, Soaps, Series, Sitcoms, etc)

Selected chapters from any of the suggested books or other resources:

o W. H. Hudson: An Introduction to the Study of Literature

o R. Wellek and A. Warren: Theory of Literature
o Andre Bazin: What is Cinema?
o Christian Metz: Film Language Film Form Sergie Eisenstein
o Rudolf Arnheim: Film as Art
o John Ellis: Visible Fictions
o Thomas Schatz: Hollywood Genres

Suggested videos and films but NOT ALL of them: Robinson Crusoe, My Fair Lady, A Farewell to
Arms, Romeo and Juliet, Much Ado about Nothing, Henry V, Hamlet, Bleak House, Man with a Movie
Camera, Crooked House, Gosford Park, and Tess (or any other as required)

Year 4 Semester 7

(Specialization in Linguistics)

BSLing-471: Research Methods in Linguistics

Aims & Objectives:

To enable students to conduct their own small scale research; the main aim is to get them familiarized
with the techniques and methods of selecting topics, developing questions, collecting and analyzing
data and also preparing the research report.

Contents:
o Introduction: Qualitative and Quantitative Research Paradigms
o Identifying and Defining a Research Problem
o Ethical considerations
o Design Methodology
o Sampling Techniques
o Tools for Data Collection: Questionnaires, Interviews, Observation & Documents
o Some Aspects of the Research Report
o Review of literature
o Transcription and Transliteration
o Referencing and Citation
Recommended Readings:

1. Allwright, D. & Bailey, K. (1991). Focus on the Language Classroom: An Introduction to

Classroom Research for Language Teachers. Cambridge: CUP.
2. Bogdan, R. C. & Biklen, S. K. (2007). Qualitative research for education: An introduction
to theories and methods. (Fifth edition.) Boston: Pearson Education, Inc.
3. Brown, D. (2004). Doing Second Language Research. Oxford: OUP.
 28

4. Brown, D. (1988). Understanding Research in Second Language Learning: A

Teacher's Guide to Statistics and Research Design. Cambridge: CUP.
5. Brown, J. D. & Rogers, T. S. (2002). Doing Second Language Research. Oxford: OUP.
6. Bryman, A. (2004). Research Methods for Social Sciences. Second edition. Oxford:
Oxford University Press.
7. Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five
approaches. (Second edition). Thousand Oaks: Sage Publications.
8. Dornyei, Z. (2007). Research Methods in Applied Linguistics. Oxford: OUP.
9. Drever, E. (1995). Using Semi-structured Interviews in Small-scale Research: A Teacher's
Guide. Edinburgh: Scottish Council for Research in Education.

BSLing-472: Second Language Acquisition: An Introduction

Aims & objectives:

This course is an overview of major theories and trends in the field of SLA. It outlines some general
concepts concerning the field of SLA and provides an overview of some of the most influential areas
explored within SLA. By the end of the course participants will gain an understanding of basic concepts
of SLA. They will be able to explore and evaluate SLA theories from the point of view of second
language learners.

Contents:

o Basic Concepts of SLA

 What is SLA
 Key issues in second language acquisition
 First and second language acquisition
 Factors affecting second language acquisition
 Age
 Crosslinguistic influences
 The linguistic environment
 Cognition
 Development of leaner language
 Foreign language aptitude
 Motivation
 Affect and other individual differences
 Social dimensions of L2 learning

Recommended Readings:

1. Ortega, L. (2009) Understanding Second Language Acquisition. London: Hodder Arnold

2. Ellis, R. (1985).Understanding Second Language Acquisition. Oxford: Oxford University
Press.
3. Ellis, R. (1997).Second language acquisition. Oxford: Oxford University Press.
4. Gass, S. M. & Selinker, R. (2001) Second Language Acquisition: An Introductory Course.
London: Routledge.

BSLing-473: Language Teaching Methodologies

Aims & Objectives:

This introductory course on English Language Teaching (ELT) combines the principles of ELT
with practice to enable students to see and perpetuate a model of classroom interaction and effective
teaching. The aim is to enable students to understand the theory and practice of ELT with an
opportunity to examine and understand the problems of ELT in Pakistan.

Contents:

o Methods of Language Teaching

 Approach, Method and Technique
 Selected ELT Methods: Grammar-Translation, Direct Method, Audio- lingual Method, The
Silent way, Suggestopedia, Community language Learning, Total Physical Response
Method, The Communicative Approach,
 29

 ELT models for Pakistan

Theory and Practice of Teaching Oral Skills
 Nature of Oral Communication
 Theory and techniques of teaching listening and speaking
 Lesson Planning for Teaching Oral Skills
Theory and Practice of Teaching Reading Skills
 Nature of Reading
 Theories of Reading Interactive and Schema
 Designing activities for reading skills
 Lesson Planning for teaching reading
Theory and Practice of Teaching Writing Skills
 Nature of Writing
 Theories of Writing – Product and Process
 Lesson Planning for teaching writing
 Techniques for giving feedback and correcting written work
Teaching Language through Literature
 Teaching language through Drama
 Teaching language through poetry
 Teaching language through prose

Recommended Readings:

1. Alderson, J. C., & Urquhart, H. A. (Eds.) (1984). Reading in a Foreign Language. London:
Longman.
2. Brookes, A. & Grundy, P. (1990). Writing for Study Purposes. Cambridge: C UP.
3. Brown, G. & Yule, G. (1983). Teaching the Spoken Language. Cambridge: C UP.
4. Brumfit, J. C. (1985). Language and Literature Teaching: From Practice to Principle. Pergamon
Press
5. Bygate, M. (2004). Speaking. (Second edition). Oxford; OUP.
6. Byrne, D. (1986). Teaching Oral English. London: Longman.
7. Byrne, D. (1988). Teaching Writing Skills. London: Longman.
8. Carter, R. & R. McCarthy. (1997). Exploring Spoken English. Cambridge: C UP.
9. Collie, J. & Slater, S. ( 1987). Literature in the Language Classroom: A Resource Book of
Ideas and Activities. Cambridge: C UP.
10. Davies, F. (1995). . Introducing Reading. Harmonsworth: Penguin.
11. Doughtyerty, Stahlka and McKenna, M. C. (Eds.). Reading Research at Work: Foundations of
Effective Practice.
12. Grabe, W. & Kaplan, R. (1996). Theory and Practice of Writing. London: Longman.
13. Grellet, F. (1982). Developing Reading Skills. Cambridge: C UP.

BSLing-474: Semantics & Pragmatics

Aims & Objectives:

The aim of this course is to introduce students to the basic concepts of semantics and pragmatics.By the
end of the course the students will be able to conceptualize the relationship between words and their
meaning as well as study factors that govern choice of language in social interaction and the effects
of these choices on others.

Contents:

o Early theories of meaning (Ogden and Richards; Ferdinand de Saussure)

o Types of meaning
o Semantic field
o Componential analysis
o Sense Relations/ Lexical Relations (Hyponymy; Synonymy; Antonymy; Homonymy and
Polysemy)
o Syntactic Semantics (Contradiction, Ambiguity, Semantic anomaly, Entailment,
Presupposition)
o Speech act theory complex speech acts
 30

o Felicity conditions
o Conversational implicature
o The cooperative principle
o Conversational maxims
o Relevance
o Politeness
o Phatic tokens
o Deixis
Recommended Readings:

1. Allan, K. (1986). Linguistic Meaning. London: Routledge.

2. Cruse, A. (1986). Lexical semantics. Cambridge: Cambridge University
Press.
3. Cruse, A. (2011). Meaning in Language: An Introduction to Semantics
and Pragmatics. (Third edition). Oxford Textbooks in Linguistics.
4. Davis, S. & Gillon, S. B. (2004). Semantics: A Reader. Oxford University Press.
5. Frawley, W. (2002). Linguistic Semantics. Cambridge: Cambridge University Press.
6. Burton-Roberts, N. (Ed.), (2007). Pragmatics. Palgrave Macmillan.
7. Carston., R. (2002). Thoughts and Utterances: the pragmatics of explicit communication.
Wiley-Blackwell
8. Cutting, J. (2002). Pragmatics and Discourse: a resource book for students. Routledge.
9. Davis, S. (Ed.), (1991). Pragmatics: a reader. Oxford University Press.
10. D‟hondt, S., Ostman, J., & Verscheuren, J. (Eds.), (2009). The pragmatics of interaction. John-
Benjamins Publishing Company.
11. Leech, G. & Thomas, J. (1988). Pragmatics: The State of the Art. Lancaster Papers in
Linguistics. University of Lancaster.
12. Leech, G. (1983). Principles of Pragmatics. London: Longman.

BSLing-475: Applied Linguistics: An Introduction

Aims & Objectives:

The course is an overview of the key issues and major themes in the field of Applied
Linguistics. It familiarizes students with the history of Applied Linguistics as well as the
communities of practice and recurrent themes in the field of Applied Linguistics. At the end of
the course students will know about the history of Applied Linguistics as well as the key issues
and major themes in the field.

Contents
History

 An Overview of Applied Linguistics

Recurrent themes

 Second Language Acquisition

 Grammar
 Discourse Analysis
 Pragmatics
 Corpus Linguistics
 Language learning and teaching
 L2 reading and writing
 Speaking and listening
 Language assessment
 Sociolinguistics
 Technology and language

Recommended readings:

1. Schmitt, N. (2010). An Introduction to Applied Linguistics. Hodder & Stoughton Ltd.

2. Grabe. W. (2004). Perspectives in applied linguistics. AILA Review 17: 105-132.
 31

Year 4, Semester 8

(Specialization in Linguistics)

BSLing-481: Research Project (6 Cr.Hr)

Aims and Objectives:

The aim of this module is to make the students develop their own research project and lead it to its
successful completion. This will be carried out under the supervision of an allotted supervisor/
supervisors.

Module Content/ Activities:

Students will be required to undertake a small scale investigation on a topic of individual interest in their
area of specialization. The aim of this component is to encourage the students to:
o develop the ability to collect, analyze and interpret data;
o apply theories and methods practiced worldwide in Literary Research
o present the research in a coherent and well-organized manner in 10-15 thousand words.
Each student will be provided individual supervision and guidance in the proposed research that
he or she undertakes to conduct.

Evaluation:

The Research Thesis will be assessed by two examiners (one of them will be the supervisor and the
second will be an external examiner preferably from another university). The thesis will be considered
equivalent to a 6 credit hour course.
Note: AS an alternative to Research Project , courses 481 and 485 can be opted

Course Title: Corpus Linguistics

Course Code: BSLin-481

Course Description

This course will provide a general overview of Corpus Linguistics, focusing on contemporary approaches. It also
provides a historical overview of the discipline. The main theoretical issues in the discipline will be discussed. The
qualitative vs. quantitative; diachronic vs. synchronic; monolingual vs. multilingual perspectives will be introduced.
Examples and techniques for analysis at different levels will be given. Students will learn how to use some of the
most common techniques, tools and software packages in corpus linguistics.

Aims and Objectives:

The main objectives of the course are

o To introduce corpus Linguistics as an emerging branch of linguistics

o To introduce to different perspectives in the corpus-based analysis of language.
o To teach how to use some of the most common techniques, tools and software packages in corpus
linguistics.
o To get familiar with corpus tools in research
Course Contents

o Define and describe the main perspectives on the analysis of language from the point of view of
corpus linguistics.
o Describe the difference between quantitative and qualitative corpus linguistics.
o Describe the difference between diachronic and synchronic corpus-based research.
o Identify the differences in conducting corpus research on monolingual vs. multilingual corpora.
o Identify the different levels of analysis in corpus linguistics (phonetic/phonological,
morphological, lexical, syntactic/pragmatic, discourse).
o Critically evaluate different theoretical perspectives in corpus linguistics.
o Explain what it means for corpus linguistics to be a theory or a method.
o Describe the recent history of corpus linguistics.
o Compare Neo-Firthian corpus linguistics to corpus-based linguistics.
o Analyze applications of corpus linguistics (dictionary/grammar creation, education, writing,
language acquisition, language teaching).
 32

o Evaluate the limitations on the generalizations derived from data.

o Recognize and develop strategies and practices to deal with the issues surrounding corpus
collection, storage, annotation and analysis.
o Manipulate the most commonly-used tools in corpus linguistics.
o Develop skills in corpus collection, searching, annotation and analysis.
o Apply basic statistical techniques to corpus analysis.
Recommended Readings

1. Biber, D., S. Conrad and R. Reppen. (1998). Corpus Linguistics: Investigating Language
Structure and Use. Cambridge: Cambridge University Press 131
2. Granger, S. and Petch-Tyson, S. (2003). Extending the scope of corpus-based research: New
applications, new challenges. Rodopi.
3. Hunston, S. (2002). Corpora in applied linguistics. Cambridge University Press. *
4. McEnery, T. and Wilson, A. 2001. Corpus Linguistics. (2nd Ed.) Edinburgh: Edinburgh
University Press. *
5. McEnery, T., Xiao, R. and Tono, Y. (2006). Corpus-based language studies: An advanced
resource book. Routledge.
6. McEnery, Tony and Andrew Hardie (2012) Corpus Linguistics: Method, Theory and Practice.
Cambridge: Cambridge University Press. ISBN: 9780521547369.
7. Sinclair, J. (1991). Corpus, concordance, collocation. Oxford: Oxford University Press.
8. Sinclair, J. (2004). How to use corpora in language teaching. John Benjamins.
9. Stubbs, M. (1996). Text and corpus analysis. Oxford: Blackwell. Wynne, Martin (editor). 2005.
Developing Linguistic Corpora: a Guide to Good Practice. Oxford: Oxbow Books. Available
online from http://ota.ox.ac.uk/documents/creating/dlc

Course Title: Technology Enhanced Language Learning (TELL)

Course Code: BSLin-485

Aims and objectives:

The course aims first to provide students with theoretical knowledge of the role of computer technology in
language learning and second to apprise them of current computer applications available for English
language teaching.

Required text

Erben, T., Ban, R. & Castaneda, M. (2009). Teaching English Language Learners through technology. New
York: Routledge.

Course Contents

o CALL and its history

o Basic concepts in TELL (CALL, MALL)
o MOOCs
o Using educational tools in language leaning & teaching
o Using google drive for language learning projects
o Using digital story telling
o Podcasting
o Hot potatoes
o Discussion forums
o Blended learning
o Designing online courses
o Computer-mediated communication (CMC)
o Web-based learning (tutorials, Classroom Management System like nicenet)
o Designing blogs (blogger, wordpress), wikis (PBWorks), and websites
o Online reference tools
Recommended Books

1. Dudeney, G.& Hockly,N. (2008). How to Teach English With Technology. England: Pearson.
2. Erben, T & Sarieva, I. (2008). CALLing All Foreign Language Teachers: Computer-Assisted
Language Learning in the Classroom. Larchmont, NY: Eye On Education.
3. Levy, Michael. (1997). Computer Assisted Language Learning: Context and Conceptualization.
Oxford: Oxford University Press.

BSLing-482: English for Specific Purposes (ESP)

Aims and Objectives:

The basic aim of this course is to teach the learners how to design and implement ESP program for a
group of students in a particular occupational or academic setting. Another aim is to examine
classroom practices for effective ESP instruction. By the end of the course, students will:
o Develop an understanding of the major issues of concern for ESP practitioners;
 33

oBecome aware of the methods currently practised in the teaching of ESP;

oBe able to conduct needs analysis of the students they are designing the
syllabus for;
o Be able to adapt or create authentic ESP material in a chosen professional or
occupational area.
Course Contents:
o Introduction to ESP
o Historical and theoretical perspectives on ESP
o Conducting needs analysis (setting general goals and specific
objectives)Course and Materials: evaluation, design and development
o Assessment of evaluation of ESP programs
o Issues in ESP
o Approaches to text analysis (register, discourse, and genre analysis)

Recommended Readings:

1. Barron, C. (2003). “Problem solving and ESP: Themes and Issues in a

CollaborativeTeaching Venture. In English for Specific Purposes, 22. (297-314).
2. Dudley-Evans, T. & Bates, M. (1987). “The Evaluation of an ESP Textbook.” In L. E.
Sheldon. (Ed.), ELT Textbooks and Materials: Problems in Evaluation and
Development. ELT Documents 126.
3. Dudley-Evans, T. & St. John, M. J. (1998). Developments in English for Specific Purposes.
Cambridge: CUP
4. Fanning, P. (1993). “Broadening the ESP Umbrella.” English for Specific Purposes. 12 (2).
5. McDonough, J. (1984). ESP in Perspective: A Practical Guide. London: Collins.
6. Swales, J. (1990). Genre Analysis. Cambridge: Cambridge University Press.

BSLing-483: Testing and Assessment

Aims and Objectives:

The course aims at providing students with an overview of the goals, concepts, principles and concerns of
language assessment. The course will also offer practice in designing and constructing useful language
assessments. This practice will serve both as a demonstration of students‟ control of the course material
and a preparation for on-the-job development of language assessments in their future careers as English
language teachers/applied linguists. At the end of course, students will have knowledge of standardized
English as a second language tests, understanding of the fundamental concepts, principles, and concerns
of language testing. They will have developed ability to plan and construct language tests and to write
clearly about language testing.

Course Contents

o History of language testing

 The pre-scientific period

 The psychometric-structuralist period
 The Integrative-sociolinguistic period

o Conceptual bases of test development

o The Measurement and assessment process
o Language test development
o Classroom tests and assessments
o

Texts

1. Bachman, L., & Palmer, A. (1996). Language testing in practice. New York: Oxford University
Press.
2. Miller, M. D., Linn, R., & Gronlund, N. (2009). Measurement and evaluation in teaching. (10th
Edition). Upper Saddle River, NJ: Merrill, Prentice Hall.

Additional readings

1. Alderson, J. C. Assessing reading. New York: Cambridge University Press.

2. Purpura, J. (2004). Assessing grammar. New York: Cambridge University Press.
3. Weigle, S. (2002). Assessing writing. New York: Cambridge University Press.
 34

4. Spolsky, B. (1978). Introduction: Linguists and language testers. In B. Spolsky, (Ed.),

Approaches to language testing, (pp. v-x). Washington, D.C.: Center for Applied Linguistics.
5. Spolsky, B. (2008). Language assessment in historical and future perspective. In Encyclopedia of
language and education. Volume 7.
6. McNamara, T. (1997). Performance testing. In C. Clapham & D. Corson (Eds.), Encyclopedia
of language and education: Vol. 7. Language testing and assessment (pp. 131-139). Norwell,
MA: Kluwer Academic Publishers.
7. Purpura, J. (2004). Chapter 3: The role of grammar in models of communicative language
ability (pp. 49-82).
8. Alderson, J. C. (2000). Chapter 7: Techniques for testing reading. In Assessing reading (pp. 202-
270). New York: Cambridge University Press.
9. Weigle, S. (2002). Chapter 5: Designing writing assessment tasks. Chapter 6: Scoring
procedures for writing assessment. In Assessing writing (pp. 77-107). NY: Cambridge
University Press.

BSLing-484: Syllabus and Materials Development

Aims and Objectives:

The course aims to introduce the students to principles and process of evaluating and designing a
language syllabus and materials for language teaching. At the end of the course, students will be able
toevaluate, adapt and design syllabuses and a range of materials for language learning and teaching using
a set of well-defined criteria.

Course Contents:
o Principles and process of syllabus design
o Kinds of ELT syllabus
o Conducting needs analysis
o Evaluating and designing a syllabus
o Evaluating, adapting and designing print and web-based materials for language learning
including prescribed textbooks in Pakistani schools
o Evaluating, adapting and designing self study materials for language learning
o Designing no-cost, low-cost materials for language teaching

Recommended Readings:

1. Alderson, J. C. and North, B. Eds. 1991. Language Testing in the 1990s. Macmillan.
2. Brown, H. Douglas. 2001. Teaching by Principles, 2nd Edition. New York: Addison.
3. Cohen, A. 1994. Assessing Language Ability in the Classroom (2nd ed.). Rowley, Mass.:
Newbury House/ Heinle and Heinle.
4. Decapua, Andrea and Wintergerst, Ann. 2004. Crossing Cultures in the Language Classroom.
U of Michigan Press.
5. Ellis, R. 2005. Task Based Language Learning. Oxford: Oxford University Press.
6. Grant, N. 1987. Making the Most of Your Textbook. Harlow: Longman.
7. Graves, K. (ed). 1996. Teachers as Course Developers. Cambridge: CUP.
8. Hall, David and Ann Hewings. 2001. Innovation in English Language Teaching. London:
Routledge
9. Markee, N. 1997. Managing Curriculum Innovation. Cambridge: Cambridge UP.
10. Nunan, D. 1988. Syllabus Design. Oxford: Oxford University Press.
11. Nunan, D. 1989. Designing Tasks for the Communicative Classroom. Cambridge: C UP.
12. Prabhu, N.S. 1987. Second Language Pedagogy. Oxford: O UP.
13. Tomlinson, B. Ed. 1998. Materials Development in Language Teaching. Cambridge.
14. Tomlinson, B. Ed. 2003. Developing Materials for Language Teaching. Continuum.
15. Tomlinson, B. (ed.). 1998. Materials Development in Language Teaching. Cambridge.
16. White, R.V. 1988. The ELT Curriculum: Design, Innovation, Management. Blackwell.
17. Wintergerst, Ann. 1994. Second-Language Classroom Interaction. Toronto: U of Toronto
18. Yalden, J. 1987. Principles of Course Design for Language Teaching. Cambridge.
 35

General Courses
(Determined by the relevant departments and approved by their board of studies)

ISL-XXX: Islamic Studies (2 Cr. Hrs)

Aims and Objectives:

o To provide Basic information about Islamic Studies

o To enhance understanding of the students regarding Islamic Civilization
o To improve Students skill to perform prayers and other worships
o To enhance the skill of the students for understanding of issues related to faith and religious
life.
Contents:

Introduction to Quranic Studies

o Basic Concepts of Quran, History of Quran, Uloom-ul -Quran
Study of Selected Text of Holy Quran
o Verses of Surah Al-Baqra Related to Faith(Verse No-284-286)
o Verses of Surah Al-Hujrat Related to Adab Al-Nabi (Verse No-1-18)
o Verses of Surah Al-Mumanoon Related to Characteristics of faithful (Verse No-
1-11)
o Verses of Surah al-Furqan Related to Social Ethics (Verse No.63-77)
o Verses of Surah Al-Inam Related to Ihkam(Verse No-152-154)
Study of Selected Text of Holy Quran
o Verses of Surah Al-Ihzab Related to Adab al-Nabi (Verse No.6, 21, 40, 56, 57,
58.)
o Verses of Surah Al-Hashar (18,19, 20) Related to thinking, Day ofJudgment
o Verses of Surah Al-Saf Related to Tafakar, Tadabar (Verse No-1,14)
Seerat of Holy Prophet (S.A.W) I
o Life of Muhammad Bin Abdullah ( Before Prophet Hood)
o Life of Holy Prophet (S.A.W) in Makkah
o Important Lessons Derived from the life of Holy Prophet in Makkah
Seerat of Holy Prophet (S.A.W) II
o Life of Holy Prophet (S.A.W) in Madina
o Important Events of Life Holy Prophet in Madina
o Important Lessons Derived from the life of Holy Prophet in Madina
Introduction to Sunnah
o Basic Concepts of Hadith, History of Hadith, Kinds of Hadith, Uloom-ul-Hadith
Sunnah & Hadith, Legal Position of Sunnah
Introduction to Islamic Law & Jurisprudence
o Basic Concepts of Islamic Law & Jurisprudence
o History & Importance of Islamic Law & Jurisprudence
o Sources of Islamic Law & Jurisprudence
o Nature of Differences in Islamic Law
o Islam and Sectarianism
Islamic Culture & Civilization
o Basic Concepts of Islamic Culture & Civilization
o Historical Development of Islamic Culture & Civilization
o Characteristics of Islamic Culture & Civilization
o Islamic Culture & Civilization and Contemporary Issues
Islam & Science
o Basic Concepts of Islam & Science
o Contributions of Muslims in the Development of Science
o Quranic & Science
Islamic Economic System
o Basic Concepts of Islamic Economic System
o Means of Distribution of wealth in Islamic Economics
o Islamic Concept of Riba
o Islamic Ways of Trade & Commerce
Political System of Islam
 36

o Basic Concepts of Islamic Political System

o Islamic Concept of Sovereignty
o Basic Institutions of Govt. in Islam
Islamic History
o Period of khlaft-e-rashida
o Period of Umayyads
o Period of Abbasids
Social System of Islam
o Basic concepts of social system of Islam
o Elements of family
o Ethical values of Islam

Recommended Readings:

1. Hameed ullah Muhammad, “Emergence of Islam” , IRI, Islamabad

2. Hameed ullah Muhammad, “Muslim Conduct of State”
3. Hussain Hamid Hassan,“ An Introduction to the Study of Islamic Law ” leaf Publication
Islamabad, Pakistan.
4. Ahmad Hasan, “ Principles of Islamic Jurisprudenc e” Islamic Research Institute, International
Islamic University, Islamabad (1993)
5. Mir Waliullah, “Muslim Jurisprudence and the Quranic Law of Crimes ” Islamic Book
Service (1982)
6. H.S. Bhatia, “Studies in Islamic Law , Religion and Society” Deep & Deep Publications
New Delhi (1989)
7. Dr. Muhammad Zia-ul-Haq, “Introduction to Al Sharia Al Islamia” Allama Iqbal Open
University, Islamabad (2001).

PSY-XXX: Introduction to Psychology

o Introduction to Psychology:
o Nature and application of Psychology with special reference to Pakistan,
o Historical background and schools of Psychology (A brief survey)
o Methods of Psychology:
o Observation method,
o Case-study method,
o Experimental method,
o Survey methods,
o Interviewing method.
o Biological Basis of Behavior,
o Sensation,
o Perception,
o Attention.

Recommended Books:

1. Aikinson R.C, & Smith E.E.(2000). Introduction to Psychology (13thed). Harcourt brace college
Publishers.
2. Fernald, L.D., & Fernald, P.S.(2005). Introduction to Psychology. USA: WMC Brown
publishers.
3. Glassman, W.E.(2000). Approaches to Psychology. Open university press. Hayes, N.(2000),
Foundation of Psychology.(3rded).

XXX-XXX: Introduction to Sociology

Sociology is the systematic and scientific study of human behavior in social setup. Sociology studies
culture, government institutions, economic system and how these systems affect the human behavior.
Business management students cannot efficiently handle the various managerial problems unless they
have some background in sociology. The scope of sociology is an ever expanding phenomenon and a
basic course in this field will help us to improve the quality of our lives and to establish a society based
upon justice and equity.
 37

Aims & Objectives:

The objectives of this course are:

o To make the students aware of recent trends in sociological thought
o To enable the students to apply sociological knowledge for the economic and social betterment
of Pakistan
o To develop learned professionals and social scientists endowed with vision, courage, and
dedication and committed to pursuit of excellence

Course Contents

o Introduction
 Sociology – the science of society
 Perspectives in Sociology
 Scope
o Social interaction and social structure
 The nature and basis of social interaction
 Social processes
 Status, Roles, Power and Authority; Role allocation
o Culture
 Nature
 Concept in culture; Norms and sanctions; Belief and values
 Customs and traits
 Culture lag; diffusion
 Conformity and deviance; Terrorism- types, causes and remedies
 Social control- Definition, nature and agencies
o Socialization and personality Development
 Meaning, definition and agents of socialization
 Culture and personality
 Personality Disorganization and Re-adjustment

o Organizations
 Groups; Meaning, forms and functions
 Formal Groups - Bureaucracy
 Informal Groups - voluntary Association and NGOs
 Social institutions -Nature, functions and interrelationship
 Community- Meaning, forms, rural and urban communities
o Social stratification
 Nature; Approaches to social stratification; Class and caste
 Social mobility
o Collective Behavior
 Features
 Forms
 Crowd, mob, social movements
 Mass communication, public opinion, propaganda
o Social change
 Social and cultural change
 Social change and disorganization
 Social problems
 Planned social change

Books Recommended (Latest Editions)

o General Sociology (16th edition) by Iqbal Chaudry, Lahore, Aziz publisher, 2008
o Sociology by Prof Abdul Hameed Taga, Lahore, Imtiaz Book Depot, 40-urdu Bazaar.

References

o Sociology by Hurton and Hunt, New York 1963.

o A Simple Book of Sociology by H.R Mukhi, Delhi SBO Publishers, 4075 NaiSarek, Delhi-
11006.
 38

PS-XXX: Pakistan Studies (2 Cr. Hrs)

Aims & Objectives:

o To develop vision of historical perspective, government, politics, contemporary
Pakistan, ideological background of Pakistan.
o To study the process of governance, national development, issues arising in the modern age
and posing challenges to Pakistan.

Contents:

1. Historical Perspective
o Ideological rationale with special reference to Sir Syed Ahmed Khan, Allama
Muhammad Iqbal and Quaid-i-Azam Muhammad Ali Jinnah.
o Factors leading to Muslim separatism
o People and Land
o Indus Civilization
o Muslims‟ advent Location and geo-physical features.
2. Government and Politics in Pakistan
o Political and constitutional phases:
 1947-58, 1958-71, 1971-77, 1977-88, 1988-99, 1999 onward
3. Contemporary Pakistan
o Economic institutions and issues
o Society and social structure
o Ethnicity
o Foreign policy of Pakistan and challenges
o Futuristic outlook of Pakistan

Recommended Readings:

1. Burki, Shahid Javed. State & Society in Pakistan, The Macmillan Press Ltd 1980.
2. Akbar, S. Zaidi. Issue in Pakistan‟s Economy. Karachi: Oxford University Press, 2000.
3. S. M. Burke and Lawrence Ziring. Pakistan‟s Foreign policy: An Historical analysis.
Karachi: Oxford University Press, 1993.
4. Mehmood, Safdar. Pakistan Political Roots & Development. Lahore, 1994.
5. Wilcox, Wayne. The Emergence of Bangladesh., Washington: American Enterprise, Institute of
Public Policy Research, 1972.
6. Afzal, M. Rafique. Political Parties in Pakistan, Vol. I, II & III. Islamabad: National Institute
of Historical and cultural Research, 1998.
7. Sayeed, Khalid Bin. The Political System of Pakistan. Boston: Houghton Mifflin, 1967.
8. Aziz, K. K. Party, Politics in Pakistan, Islamabad: National Commission on Historical and
Cultural Research, 1976.
9. Muhammad Waseem, Pakistan Under Martial Law, Lahore: Vanguard, 1987.

PS-XXX: Introduction to Political Science

Contents:

o Definition, nature, scope and sub-fields of political science.

o Approaches to study political sciencs: traditional and modern.
o Basic concepts of political science.
o Definition of political system, its characteristics and functions.
o State, its origin and evaluation
o Western and Islamic concepts of state.
o Organs of government:
 Legislature, executive, judiciary.
o Forms of government:
 Unitary, federal, parliamentary and presidential.
o Political parties, interest groups, public opinion, electoral process.
o Political history and political system of Pakistan.
 39

Recommended Books:
1. Rodee, Andeson etc. Introduction to political science, Islamabad national book
foundation, latestedition.
2. Mazher ul Haq, theory and practice in political science, Lahorebookland, 1996.
3. Mohammad Sarwar, Introduction to Political science, Lahore ilmikutabkhana, 1996.
4. Ahmad Shafi choudary, Usul-e- Siyasiat, Lahore standard book Depot,1996.
5. Bashir Ahmad Sheikh, (Sindhi) Riyasat jo IIm( Science of state), Jamshoro, institute of
Sindhalogy, university of Sindh, 1985.

MTHXXX: Mathematics-I

Prerequisite(s): Mathematics at secondary level

Specific Objectives of the Course:

To prepare the students with the essential tools of algebra to apply the concepts and the
techniques in economics.
Course Outline:
Preliminaries: Real-number system, complex numbers, sets, set operations, functions, types of
functions. Functions (linear, quadratic and cubic) and their graphs.
Matrices: Introduction to matrices, types, inverse of matrix, system of linear equations, Cramer‟s
rule.
Quadratic Equations: Solution of quadratic equations, qualitative analysis of roots of a quadratic
equations, equations reducible to quadratic equations, relation between roots and coefficients of
quadratic equations.
Cube roots of unity.
Sequences and Series: Arithmetic progression, geometric progression, harmonic progression.
Binomial Theorem: Introduction to mathematical induction, binomial theorem with rational and
irrational indices.
Trigonometry: Fundamentals of trigonometry, trigonometric identities.

Recommended Books:
1. Dolciani MP, Wooton W, Beckenback EF, Sharron S, Algebra 2 and Trigonometry,
1978, Houghton & Mifflin,
2. Swokowski EW, Calculus and Analytic Geometry, 1983, PWS-Kent Company,Boston

Boston (suggested text):

Kaufmann JE, College Algebra and Trigonometry, 1987, PWS-Kent Company, Boston
Swokowski EW, Fundamentals of Algebra and Trigonometry (6th edition), 1986, PWS-Kent
Company, Boston

PS-XXX: Introduction to International Relations

Contents:

o Meaning, definitions and scope of International relations.

o Nature, Evaluation and significance of International relations.
o Nation state: sovereignty and security.
o Foreign policy and diplomacy.
o Power and balance of power. national interest.
o Regionalism & Globalization.
o State and non state actors.
o Human rights and international relations.
o Religion, ethics, morality and justice in international relations.
 40

Recommended Books:

1. Columbus, Theodore, Introduction to International relations: power and justice, New

delhi: prentice Hall, 1992.
2. Goldstice, josha, International Relation, Washingtons, Washington DC: Pearson
education, 2003.
3. Lawson, Stephanie International Relations, Cambridge: polity, 2003. Amstutz, Mark R.
International conflict and cooperation: An Introduction to world politics. Chicago:
Brown & Benchmark, 1995.
4. Griffiths, Martin, and Callaghan, Terry O, International Relations: the key concepts.
London, Routledge, 2003.
5. Henderson, Conway W. International Relations: Conflict & cooperation at the turn of
the 21th century. Boston: McGraw- Hill, 1998.
6. Jackson, Robert and Sorensen, Georg, Introduction to International Relations theories
and Approache, Oxford: Oxford university press.2003.
7. Papp, Denial S, contemporary International RTelations.(2nded). New York: Macmillan,
1988.
8. Pearson Frederic S, & Rochester, J. Maertu, International Relations. The Global
Conditions in the Late Twentieth Century. New York: Random House, 1988.

BSCS-XXX: Introduction to Computers

Aims & Objectives

The course covers the introduction, concept of computer hardware, software, operating systems
and application Packages of MS- OFFICE. The main objective of this course is to teach
computing concepts to students as end-users, to emphasize that why Computers are such an
integral part of organization today. Our approach is to strike a proper balance between the WHY
and the HOW of computer use.

Contents

1. Introduction: Definition of Computers, Types of Computers, Generation of Computers

 Hardware: Hardware components and peripherals.
 Software: Introduction and function of systems software, Application Packages,
Level of languages
2. Windows – XP:
 Introduction and concept of Operating Systems,
 Function,
 Accessories
3. MS – Word:
 Introduction to Word Processing.
 Inserting, deleting text, save and exit file, open and close file, copy and paste text.
 Find and replace contents, bold, underline, italic, font and font size,
 paragraph settings, bullets and numbering, border and shading, columns,
 tab setting, change case, header and footer, print preview and print,
 insert page, page break, date and time, spelling and grammar, mail merge, tables,
insert/delete column and row.
4. MS –Excel: Introduction to spreadsheets,
 Inserting data in a worksheet,
 Save and exit file, open and close, cut copy and paste the data,
 Formatting, cell, column, bold, italic, underline, font and font size, borders.
 Formula writing, print preview and print, insert: cell, row, column, pictures, full
and filter data, generating charts, spell checker, find and replace.
5. MS – Power Point:
 Creating a basic presentation,
 Building presentation, modifying visual elements,
 41

 Formatting and checking text,

 Inserting objects, applying transitions,.
 Preparing handouts and slides for display.
6. MS – Access:
 Introduction to database,
 Designing database files, commands in database,
 Working with file, brows and edit, sort, indexing and filter printing and reporting,
 Set command and functions,
 Data importing and exporting, link with the files.

Books Recommended (Latest Editions)

8. Peter Norton: Introduction to Computers.

XXX-XXX: Human Rights (HR) & Citizenship

This particular course deals with good citizenship values and human rights components. Although the
course does not strictly or necessarily fall under the category of English curriculum and syllabi, the
contents/ topics designed for this course must be studied and used by the teachers of English language
and literature to offer a comparative study with the textbooks they use for their classes.

Aims & Objectives:

o To promote human values, in particular religious tolerance for others

o To promote HR, in particular those of the minorities and ethnic groups
o To develop a cross-cultural understanding, to recognize the value of difference
o To relate human progress through a sense of diversity, good citizenship &
tolerance for social harmony.
Contents:

o The Last address of the Holy Prophet (Peace be upon Him)

o The United Nations Human Rights Charter.

The above may be studied for the understanding of the following:

o What is Human Rights (HR)?

o Evolution of the Concept of HR
o Four Fundamentals in HR: freedom, equality, justice, and human dignity
o Universal Declaration of HR
o Three Key Principles in HR: inalienability, indivisibility and universality
o Are HR Universal? (debate/ discussion etc.)
o HR in South Asia: Issues
o Rights of Women
o Rights of Children (debate/ discussion on child labour, etc.)

Recommended Readings:

1. Dean, B. Joldoshalieva, R. & Sayani, F. (2006). Creating a Better World. Karachi, Pakistan:
Aga Khan University, Institute for Educational Development.
2. Ed. Williams, Isabel. (2008). Teaching Human Rights through English Education. Karachi:
Oxford University Press.
 42

BBA-112 : PRINCIPLES OF MANAGEMENT

A. Course Objectives

 This is an elementary course for the students of business administration. The focus of
attention will be given to learning fundamental principles of management and of
managing people and organization in a historical as well as contemporary world. Students
are expected to develop analytical and conceptual framework of how people are managed
in small, medium and large public and private national and international organizations.

B. Course Contents

1. Introduction:
 Management Concept, Definition and process,
 Managerial levels, roles & skills,
 Evolution of management thought in changing environment,
 management‟s ethical and social responsibilities;
2. Management Functions:
 Determination of Objectives & Goals,
 Effective goal setting,
 Management by objectives;
3. Management Functions and Management Process:
 Planning,
 Organizing,
 Leading and Controlling;
4. Planning:
 The nature, purpose and process,
 Hierarchy and types of organization‟s plans,
 Strategic planning,
 Environment analysis, SWOT analysis,
 corporate, business and functional strategies,
 Operational planning tools, Flow charts, the Gantt charts, the load charts, PERT, and
the logical framework, Effective planning;
5. Decision Making & Problem Solving:
 The rational Decision-making Model, Decision making styles, Committee and
group aided decision-making,
6. Organizing:
 Authority, Nature, Committee
7. Leadership:
 The Nature of leadership,
 Leadership Theories, Styles, and Skill;
8. Motivation:
 Concept, Primary and Secondary motives,
 Motivation theories;
9. Elements of Controlling:
 An overview of control,
 control process,
 critical control points and standards, control system,
 Effective control system requirements, Resistance to control, Control strategy
choice, and Methods of control.
 43

Books Recommended (Latest Editions)

 Harold Knootz & Heins Weihrich: Management

 Stephen P. Robbins and Mary Coulter: Management.
References

 Drucker, P.F, The Practice of Management.

 Mc Farland: Management: Foundation and Practice
 Robert M. Fulmer: The New Management

XXX-XXX: Gender Studies

(Course-content to be determined by the Department concerned)

XXX-XXX: Introduction to Mass Communication

(Course-content to be determined by the Department concerned)