Model Curriculum for Three/Four Year Degree Course

(With Multiple Entry/Exit Option)

Based on NEP-2020

ENGLISH

Odisha State Higher Education Council, Bhubaneswar

Government of Odisha
 Contents
1. Structure and Regulation………………………………..

2. Core Courses (4 Credits each)…………………………………

3. Multidisciplinary Courses………………………………….
(3 courses to be chosen from baskets of Multidisciplinary for Semester-I/II/III
with 3 credits each)

4. Ability Enhancement Courses…………………………..

(Odia and English are the compulsory courses under Semester-I/II respectively
with 4 Credits each)

5. Skill Enhancement Courses (SEC)……………………....

(3 courses to be chosen from baskets of SEC for Semester-I/II/III respectively
with3 credits each)

6. Value Added Courses………………………………........

a. Environmental Studies and Disaster management compulsory under
Semester-I with3 Credits
b. 3 courses to be chosen from baskets of VAC for Semester-III/V/VI with
3 credits each

7. Summer Vocational Course ……………………………

(Students may choose vocational courses after 2nd Semester and 4th Semester
forCertificate Course or Diploma Course respectively with 4 credit each opt for
exit)
Programme Objectives (POs)
The objectives of the B.A. (Honours) English programme are manifold and start with
imparting students with an in-depth knowledge and understanding through the core
courses which form the basis of English namely, Classical Literature, British Literature,
Comparative Literature, Indian Literature, American Literature, World Literature,
Popular Literature, Translation, Language and Linguistics and ELT. The AEC, SEC,
VAC and Community Engagement courses are designed for more specialized and/or
interdisciplinary content to equip students with a broader knowledge base. Literary
Theory course is aimed to equip the students to apply theory and criticism to study
literature. The project is expected to give an effect of how research leads to new findings.

Programme Specific Outcomes (PSOs)

● Understanding the basics of English Literature and language; particularly
concepts in Classical Literature, British Literature, American Literature,
Translation, Language and Linguistics, ELT, Media Writing, Editing and
Proofreading, Communication Skills and Professional Writing.
● Learn to think critically and analyze literary theories.
● Gain hands on experience to study Literature further.
● Gain hands on experience to use language further.
● Viewing English (Literature, Language and Linguistics) as a training ground for
the mind for developing a critical attitude and the faculty of logical reasoning that
can be applied to diverse fields.
● Develop an appreciation of English language, its connotations and interpret and
appreciate the didactic purpose of literature.
● Take cognizance of the historical, social and cultural context of each literary
work and thereby make connections between literature and society & appreciate
literature’s ability to stimulate feeling.
● Sensitize students to the aesthetic, cultural and social aspects of literature.
● Present an extensive view of the cultural and social patterns of the
society in specific time and situations in which it flourished by covering
all walks of human life- rational, irrational, carnal, and emotional.
● Make the students aware of literature written/translated in English
speaking countries like UK/ USA
● Develop a more complex understanding of the history, literature,
 narrative techniques, drama techniques, kind of fiction and drama
existing in Britain, America and India.
● Augment the understanding of fundamental tenets of classical literature.
● Develop an understanding of the various connotations of the term ‘New
Literatures’ and the difference from other terms like Commonwealth
Literature etc.
● Develop an insight regarding the idea of world literature and the
pertinent issues of feminism, racism and diasporic relocations.
● Provide job opportunities through ‘skill-based’ courses.
● Recreate a response through creative indulgences like script-writing,
dialogue writing, and be able to exploit his/her creative potential through
online media like blogging.
● Engage students with various strategies of drafting and revising, style of
writing and analytical skills, diagnosing and developing scholarly
methodologies, use of language as a means of creative expression, will
make them effective thinkers and communicators.
● Demonstrate comprehension of and listener response to aural and visual
information.
● Comprehend translation as a useful bridge between various linguistic
regions.
● Assist students in the development of intellectual flexibility, creativity,
and cultural literacy so that they may engage in life-long learning.
● Acquire basic skills to pursue translation as research and career.
● Introduce the learners to the nuances of the changing media scenario in
terms of production of media content.
● Inculcate in them the skills of reporting, editing and feature writing in
print medium to have a career perspective in media and journalism.
● Deepen knowledge in English literature for higher studies.
● Help the students to prepare for competitive exams.
● Create a possibility to emerge as prospective writers, editors, content
developers, teachers etc.
 Semester-I
Core I Introduction to Literary Studies
Course Objectives
● The course “An Introduction to Literary Studies” deals with questions concerning the
nature of literature
● It will provide an understanding of the major literary genres and it gives an overview
of the formation of the same.
● This beginner’s course has been designed for students who have opted for a major in
English and it will benefit students with a general introduction to literature as well as
induce them for a more serious pursuit going ahead in this programme.
● The course will enable students to improve their proficiency through reading, respond
to texts, draw lessons and insights from those, understand and appreciate other
cultures and relate to events, characters and their own lives.
● It will also to expose students to models of good writing.
● It will develop the potential of students in a holistic, balanced and integrated manner
encompassing the intellectual, spiritual, emotional and physical aspects in order to
create a balanced and harmonious human being with high social standards.
Unit-1
What is literature? Literature and Society, Literature and Life, Literature and Science,
the literary canon, genre, literary theory and criticism
Poetry: Lyric, Sonnet, Ballad, Ode, Elegy, Epic, Mock-Epic, Dramatic monologue
Prose: Novel, Novella, Short Story, Essay, Biography, Autobiography
Drama: Comedy, Tragedy, Tragi-comedy, one act-play, Epic play
Unit-2
Poems to be read: Sonnet no 130 by William Shakespeare, ‘The Skylark’ by P B
Shelley, ‘At Spring Time’ by John Keats, ’The Brook’’ by Lord Alfred Tennyson,
“Because I could not stop for death” by Emily Dickinson, “Village Song” by Sarojini
Naidu, “Love After Love” by Derek Walcott
Unit-3
Prose to be read: “The Bet” by Anton Chekhov, “The Verger” by Somerset
Maugham, “The Fight between Leopards” by Jim Corbett, “The Night the Tiger
came” by Manoj Das, “The Bicycle” by Dash Benhur, “The Man who Knew Too
Much” by Alexander Baron, “The way to Equal Distribution” by Mahatma Gandhi,
“A Call to Youth” by S. Radhakrishnan and “Miseries of the Rich” by G B Shaw
Unit-4
Drama to be read: Doctor Faustus by Christopher Marlowe Acr-5, Scene-2, or As You
Like It by William Shakespeare, Act-II, Scene-VII, (Forest of Arden scene),
GhasiramKotwal (Act-I) by Vijay Tendulkar or One Act play The Bear by J.B.
Priestly.
The teacher is supposed to acquaint the learners with the difference in tone, language
and setting between a comedy, a tragedy and a tragi-comedy.
Prescribed Texts
Hillis Miller, “What Is Literature?” (Canvas); The Norton Introduction to Literature,
Introduction (1-13)
“What is literature?” by Terry Eagleton in An Introduction to Literary Theory
Blackwell Publication 1983, 1996
The Widening Arc: A Selection of Prose and Stories, Ed. AsimaRanjanParhi, S
Deepika, PulastyaJani, KitabBhavan, Bhubaneswar, 2016.
 “The Art of Fiction” by Henry James (available on the internet archive)
Melodious Songs and Memorable Tales, Gyanajuga, 2015.
Suggested Readings
9 Kennedy, X.J. and Dana Gioia. Literature: An Introduction to Fiction, Poetry,
and Drama. 11th ed. Portable ed. New York: Longman, 2009.
9 Gardner, Janet E. et al ed. Literature: A Portable Anthology, 2nd ed.
Bedford/St. Martin’s, 2009. ISBN: 978-0-312-46186-7
9 Shelley, Mary. Frankenstein (Case Studies in Contemporary Criticism). Ed.
Johanna M. Smith. Bedford/St. Martin’s, 2000. ISBN: 978-0-312-19126-9
9 Mays, Kelly J. The Norton Introduction to Literature, Portable 13th Edition.
ISBN: 978- 0-393-42046-3
9 Miller, Hillis. “What Is Literature?” (Canvas); The Norton Introduction to
Literature, Introduction (1-13)
9 Forster, E. M. Aspects of the Novel
9 https://archive.org/stream/in.ernet.dli.2015.136479/2015.136479.
9 https://www.thereader.org.uk/featured-poem-the-brook-by-alfred-lord-
tennyson/
9 https://archive.org/stream/georgebernardsh00hendgoog/georgebernardsh00
hendgoog_djvu.txt
9 https://archive.org/stream/in.ernet.dli.2015.136479/2015.136479.The-
Works-Of-J-B-Priestley_djvu.txt

Core II Introduction to Language and Linguistics

Course Objectives
● The course aims to familiarise students with the subject of linguistics and prepares
them for further in-depth study of language-related issues.
● It will provide students an idea of language evolution, structure, and the way it
functions.
● It aims to develop in the students the knowledge of linguistic sign, language structure,
correlation of lingual and mental processes, language and speech, the structure of
language, types of language units, systems of writing, linguistic diversity, etc.
Unit-1
• Language and Human Language
• Language and Society
• Nature and features of Human language; language and human communication;
differences from other forms of communications
• Artificial intelligence and human language
Unit-2
• Linguistics and Language
• What is linguistics; development in the history of linguistic studies
• Contribution of linguistics to other areas of human inquiry
• Linguistics for jobs
Unit-3
• Phonetics and accuracy in pronunciation
• IPA
• Stress and Intonation
• Morphology
Unit-4
• Word formation processes
• Nature of sentences and connected texts
• Syntax and discourse
• Language and meaning: semantics
Prescribed Texts
An Introductory Text Book on Linguistics and Phonetics by R L Varshney
Global Englishes: A Resource Book for Students by Jennifer Jenkins, 3rd Edn, Special
Indian Edition, Routledge, 2016
An Introduction to Language and Communication by Ekmajian et al
Indian English through Newspapers, Concept Publishing Company, New Delhi, 2008
by A R Parhi
Suggested Readings
9 Linguistics by David Crystal
9 “Localising the Alien: Newspaper English and the Indian Classroom”,
AsimaRanjanParhi, English Studies in India, Springer, 2018. E Book-ISBN-978-981-
13-1525-1.
9 The Indianization of English (OUP) by Braj B Kachru
9 Communicative Competence by TanutrushnaPanigrahi. Notion Press Publishing,
India, Malaysia and Singapore
9 David Crystal, English as a World Language
9 A Course in Linguistics by Tarni Prasad. PHI
9 Linguistics: A Very Short Introduction by P H Mathews. OUP
Students may be encouraged to refer to online resources

Semester-II
Core III British Poetry and Drama
Course Objectives
● The course seeks to provide the students a historical background of the literature of
the time.
● It aims to introduce to the students British poetry and drama from the 14th to the 17th
centuries.
● It aims to offer the students an exploration of certain seminal texts that set the course
of British poetry and plays.
Unit-1
A historical overview
The period is remarkable in many ways. 14th century poetry evokes an unmistakable
sense of “modern” and the spirit of Renaissance is marked in the Elizabethan Drama.
The Reformation brings about sweeping changes in religion and politics. A period of
expansion of horizons; both intellectual and geographical.
Unit-2
Chaucer: “The Wife of Bath’s Tale”
Or
“Sir Gawain and the Green Knight” (Part 1, lines 1-490)
Unit-3
Thomas Campion: “Follow Thy Fair Sun, Unhappy Shadow”, Sir Philip Sidney:
“Leave, O Love, which reachest but to dust”, Edmund Waller: “Go, lovely Rose”,
Ben Jonson: “Song to Celia”, William Shakespeare: Sonnets: “Shall I compare thee to
 a summer’s day?”, “When to the seasons of sweet silent thought”, “Let me not to the
marriage of true minds.”
Unit-4
William Shakespeare: Macbeth or Twelfth Night.
Marlowe: The Jew of Malta or Thomas Dekker: The Shoemaker’s Holiday
Prescribed Texts
The Short Oxford History of English Literature by Andrews Sanders. Oxford: OUP
Weller Series: Macbeth&Twelfth Night
The Jew of Malta by Christopher Marlowe
The Shoemaker’s Holiday by Thomas Dekker
Seventeenth-Century British Poetry, 1603-1660 edited by Rumrich and Chaplin. A
Norton Critical Edition
The Broadview Anthology of Sixteenth-Century Poetry and Prose. Edited byMarie
Loughlin; Sandra Bell; Patricia Brace
All prescribed pieces are available as digital copies at internet archive.
www.archive.org
Suggested Readings
9 A History of English Literature: Traversing Centuries by Chaudhury&Goswami.
Orient Blackswan
9 Shakespeare: The Invention of the Human Sanders by Harold Bloom
9 ‘Madness as Method: A Study of Shakespearean Tragic Hero’, Atlantic Critical
Review, Ed. Mohit K. Roy, Delhi,, Vol. 5, No.2, April-June 2006, pp.1-10.

9 Marlowe: A Critical Study by J. B. Steane. Cambridge University Press

9 Critical Essays on Christopher Marlowe by Emily Carroll Bartels. G.K. Hall

Core IV European Classical Literature

Course Objectives
● The objective of this course is to introduce the students to European Classical
literature, commonly considered to have begun in the 8th century BC in ancient
Greece and continued until the decline of the Roman Empire in the 5th century AD.
● It seeks to acquaint the students with the origins of the European canon.
● It aims to provide a historical overview of classical antiquity like ancient Greece, the
rise and decline of the Roman Empire
● It will lead to a discussion on the cultural history of the Greco-Roman world centered
on the Mediterranean Sea.
Unit-1
Homer Odyssey (Book I)
OR
Virgil Aeneid (Book I)
Unit-2
Sophocles Oedipus the King
OR
Aeschylus Prometheus Bound
Unit-3
Aristophane’sFrogs
OR
Plautus Asinaria
Unit-4
Horace ArsPoeticaor Essay on Poetic Theory
OR
Longinus On the Sublime, Chapter 7, 39
Prescribed Texts
All the texts are available for access on Project Gutenberg. https://www.gutenberg.org
And in Internet Archive at www.archive.org with the same titles. Students may be
encouraged to browse the sites.
Suggested Readings
9 European Classical Literature by Amit Ganguly and Jay Bansal
9 Hand Book On European Classical Literature by Biplab Banerjee
9 Mimesis: The Representation of Reality in Western Literature by Erich Auerbach.
USA: Princeton University Press. 2013.
9 Ancient Greek Literature and Society by Charles Rowan Beye, Ithaca, New York:
Cornell University Press. 1987

Semester-III
Core V Indian Classical Literature
Course Objectives
● This course aims at creating awareness among the students of the rich and diverse
literary culture of ancient India.
● It purports to engage students with and discuss different genres of classical literature
and their scope.
● It will introduce them to the Indian Epic tradition and show how they will assimilate
the theory and practice of Sanskrit Classical drama, engage with Indian aesthetic
theory such as Alankar and Rasa.
● It will enable students to understand the concept of Dharma and the heroic in Indian
Classical Drama.
Unit-1
Vedic Literature:SamjnanaSuktaRig Veda X.19, SivasankalpaSuktaYajur Veda
XXX.I.6 and PurushaSuktaYajur Veda XV. XXXI. 1-16
Unit-2
Selections from Epic Literature: Vyasa ‘The Dicing’ and ‘The Sequel to Dicing,’ ‘The
Book of the Assembly Hall’, ‘The Temptation of Karna’, Book V ‘The Book of
Effort’, OR ‘Ayodhya Kanda’ (Book II), 1st Canto of The Ramayana of Valmiki
Unit-3
Sanskrit Drama:Kalidasa, Abhijnanasakuntalam, Act IV.
Or
Bhavabhuti’sRama’s Last Act (Uttararamacharita
Or
MrcchakatikabySudraka, Act I.
Unit-4
Aesthetics and Maxims:Bharata'sNatyashastra, Chapter VI on Rasa theory
SahityaDarpanaof VishvanathaKaviraja Chaps- I& II
Nitisataka of Bhartrhari 20 verses from the beginning
Prescribed Texts
9 The New Vedic Selection Vol 1, Telang and Chaubey, BharatiyaVidyaPrakashan,
New Delhi
 9 The Mahabharata: tr. And ed. J.A.B. van Buitenen (Chicago: Brill, 1975) pp. 106-69.
9 The Ramayana of Valmiki. Gita Press Edition.
9 Abhijnanasakuntalam by Kalidasa. tr. M.R Kale, MotilalBanarasiDass, New Delhi.
9 Rama’s Last Act (Uttararamacharita) by Bhavabhuti. tr. Sheldon Pollock (New York:
Clay Sanskrit Library, 2007)
9 Mrcchakatikaby by Sudraka, Act I, tr. M.M. Ramachandra Kale (New Delhi:
MotilalBanarasidass, 1962)
9 Bharata'sNatyashastra. English Translation by M.M. Ghosh, Asiatic Society, Kolkata,
1950.
9 SahityaDarpana of VishvanathaKaviraja Chaps- I& II. English Translation by P.V.
Kane, MotilalBanarsidass, New Delhi.
9 The Satakatraya edited by D.D. Kosambi, Published in Anandashrama Series, 127,
Poona, 1945. Also, English Translation published from Ramakrishna Mission,
Kolkata
Suggested Readings
9 Kalidasa. Critical Edition, SahityaAkademi.
9 B.B Choubey, New Vedic Selection, Vol 1, BharatiyaVidyaPrakashan, New Delhi
9 H.H. Wilson (Tr.)-Rig Veda
9 Bharata, Natyashastra, tr. Manmohan Ghosh, vol. I, 2ndedn. (Calcutta:
Granthalaya,1967) chap. 6: ‘Sentiments’, pp. 100–18.
9 J.A.B. VanBuitenen, ‘Dharma and Moksa’, in Roy W. Perrett, ed., Indian Philosophy,
vol. V, Theory of Value: A Collection of Readings (New York: Garland, 2000)
pp.33–40.
9 VinayDharwadkar, ‘Orientalism and the Study of Indian Literature’, in Orientalism
and the Postcolonial Predicament: Perspectives on South Asia, ed. Carol A.
Breckenridge and Peter van der Veer (New Delhi: OUP, 1994) pp. 158–95
9 ‘Pedagogy and Indian Poetics: The Case of Michael Henchard’. Dialogue. Ed. S.
Hajela and R.Sharma. Vol-VI, No.I, June 2010, pp.90-94.
9 Universals of Poetics by Haldhar Panda 16

Core VI British Poetry and Drama (17 and 18 century)

Course Objectives
The objective of this course is to acquaint students with the Jacobean and the 18th
century British poetry and drama.
It aims to familiarize students with the period of the acid satire and the comedy of
humours.
It will expose the students to the period of supreme satiric poetry and the comedy of
manners.
Unit-1
John Milton: “Lycidas” or “L’Allegro and Il Penseroso”
John Donne: “A Nocturnal upon S. Lucie's Day”, “Love’s Deity”
Andrew Marvel: “To His Coy Mistress”, “The Garden”, “A Dialogue between the
Soul and the Body”
Unit-2
Ben Jonson: Volpone or The Alchemist
Unit-3
Pope: “Ode on Solitude”, “Summer”, “Sound and Sense”, “The Dying Christian to his
Soul”Robert Burns: “A Red Red Rose”, “A Fond Kiss”, “A Winter Night”, “My
Heart’s in the Highlands”
Unit-4
Dryden’s All for Love or Congreve’s The Old Bachelor
Prescribed Texts
9 “Lycidas” by John Milton (Eds. Paul & Thomas), Orient Blackswan
9 “L’Allegro and Il Penseroso” by John Milton (Eds. Paul & Thomas), Orient
Blackswan
9 Seventeenth-Century Poetry: An Annotated Anthology by Robert Cummings (Editor)
9 Ben Jonson: Volpone
9 Ben Jonson: The Alchemist
9 Dryden’s All for Love
9 Congreve’s The Old Bachelor
9 Selected Poetry: Alexander Pope. Edited with an Introduction and Notes by Pat
Rogers. Oxford World's Classics
9 Complete Poems and Songs of Robert Burns. by Robert Burns
Suggested Readings
9 A History of English Literature: Traversing the Centuries - Chowdhury &Goswami,
Orient Blackswan
9 The Norton Anthology of English Literature, Vol. B: The Sixteenth Century &The
Early Seventeenth Century
9 The Norton Anthology of English Literature: The Restoration and the Eighteenth
Century

Course VII British Prose (18 Century)

Course Objectives
The objective of the paper is to acquaint the students with two remarkable forms of
literature: Essay and novel.
It will make the students aware of the shift of emphasis from reason to emotion in the
literature of the period.
It aims to expose students to the development of prose
Unit-1
Joseph Addison: “On Giving Advice”, ‘Reflections in Westminster Abbey”, “Defence
and Happiness of Married Life”
Richard Steele: “Recollections”, “On Long-Winded People”
Unit-2
Daniel Defoe: Robinson Crusoe
Unit-3
Oliver Goldsmith: “A City Night-Piece”, “On National Prejudices”, “Man in Black”
Samuel Johnson: “Expectations of Pleasure frustrated”, “Domestic Greatness
Unattainable”, “Mischiefs of Good Company”, “The Decay of Friendship”
Unit-4
Thomas Gray: “Elegy written in a country churchyard”
Prescribed Texts
9 Readings in English Prose of the Eighteenth Century(Houghton Mifflin Company,
1911), by Raymond Macdonald Alden
9 “Elegy written in a country churchyard” by Thomas Gray
9 Robinson Crusoe by Daniel Defoe
9 “A City Night-Piece”, “On National Prejudices”, “Man in Black” by Goldsmith
9 “Expectations of Pleasure frustrated”, “Domestic Greatness Unattainable”, “Mischiefs
of Good Company”, “The Decay of Friendship” by Samuel Johnson
9 The Macmillan Anthology of English Literature: The Restoration and Eighteenth
Century. Edited by Ian McGowan.
Suggested Readings
9 A History of English Literature: Traversing the Centuries - Chowdhury &Goswami,
Orient Blackswan
9 The Norton Anthology of English Literature: The Restoration and the Eighteenth
Century
9 English Literature: William J. Long
Semester-IV
Core VIII The Romantic Revival and English Literature of the Period

Course Objectives
● The course aims at acquainting the students with the Romantic period and some of its
representative writers.
● Another of its major objectives is to give the students a broad idea of the social as
well as historical contexts that shaped this unique upheaval.
● It also aims to define what is romantic revival through the representative texts.
Unit-1
William Blake: “The Holy Thursday”, “The Chimney-Sweeper” (from Songs of
Innocence) “London”, “A Poison Tree” (from Songs of Experience), ‘The Tger’
Unit-2
William Wordsworth: “Tintern Abbey”
Samuel Taylor Coleridge: “Kubla Khan”
Unit-3
John Keats “Ode to a Nightingale” and “Ode on Melancholy”
P.B. Shelley: “Ode to the West Wind” and “To a Skylark”
Unit-4
William Wordsworth: “Preface to Lyrical Ballads” (2nd Edition)
OR
P.B. Shelley: “A Defence of Poetry”
Prescribed Texts
9 The Project Gutenberg eBook of Songs of Innocence and of Experience by William
Blake
 9 https://www.poetryfoundation.org/poems/ (for Coleridge, Wordsworth, Keats,
Shelly’s poems)
9 “Preface to Lyrical Ballads” by William Wordsworth (2nd Edition)
9 “A Defence of Poetry” P.B. Shelley
(https://www.poetryfoundation.org/articles/69388/a-defence-of-poetry)
Suggested Readings
9 The Routledge History of Literature in English
9 History of English Literature: Traversing the Centuries: Chowdhury &Goswami
9 Romantic Imagination by C. M. Bowra
9 Pelican Guide to English Literature. Vol.5. Edited by Boris Ford
9 ‘Nature as Therapy: A Romantic Construct’. Rajiv Gandhi University Research
Journal. Ed.Vol-10, No. 1-2, Jan-Dec 2011. pp.1-10.

Core IX The Victorian Era

Course Objectives
● The course seeks to expose students to the literature produced in Britain in the 19th
century or of the politically known as the Victorian period.
● The focus of the course is mainly on prose (fictional and non-fictional) and criticism.
The 19th century embraces three distinct periods of the Regency, Victorian and late
Victorian.
● The course aims to provide to the students an understanding of the19th century British
literature which is mainly famous for the Romantic Movement, but was also a witness
to major socio-political developments like industrialization, technological
advancements and large-scale mobilization of people from the rural to the urban
centers.
● It will allow students to explore much of the prosaic activities/developments needed
for the time and the culture and society debate.

Unit-1
Charles Lamb: “Old China” Tennyson: “Ulysses”
Leigh Hunt: “A Few Thoughts on sleep” Browning: “My Last Duchess”
Unit-2
Mary Shelly: Frankenstein
OR
Jane Austen: Pride and Prejudice
Unit-3
Charles Dickens: Hard Times
OR
Elizabeth Gaskell: Mary Barton
Unit-4
Mathew Arnold: “Culture and Anarchy” (Chapter 1)
OR
William Hazlitt: “Lectures Chiefly on the Dramatic Literature of the Age of
Elizabeth” from Lectures on English Poets
Prescribed Texts
9 Like all prescribed texts these texts are available on line at
9 https://www.poetryfoundation.org/poems/
9 Project Gutenberg https://www.gutenberg.org/
9 The Nineteenth Century: 1798-1900 (Anthologies of English Literature) by Brian
Martin
Suggested Readings
9 Chapter 4, 5 from a Short Introduction to English Literature by Jonathan Bate
9 The English Novel by Terry Eagleton
9 The Cultural Critics by Leslie Johnson
9 The Nineteenth-century English Novel by James Killroy
9 https://onlinecourses.nptel.ac.in/noc21_hs28/preview
9 The Oxford Handbook of the Victorian Novel ed by Lisa Rodensky

Core XThe American Literary Renaissance

Course Objectives
● This course aims to focus on the era of American (specifically United States)
literature which literary critics often refer to as the American Renaissance. It marks
the beginning of a period of remarkable change and growth in American literary
sophistication and ambition.
● The course will explore how this period begins with the growing influence of
Romanticism, which had swept through Europe since its beginnings in Germany in
the late 18th century and inspired two generations of English writers in the decades
since.
● The students will know how the era of the American Renaissance is identical with the
era of American Romanticism; the terms are nearly interchangeable. Romanticism in
this country took the form of American Transcendentalism, whose key thinker is
Ralph Waldo Emerson. The decades that followed brought a succession of major
writers — including but not limited to Nathaniel Hawthorne, Walt Whitman, Herman
Melville, and Emily Dickinson — who engaged with this philosophical movement in
various ways.

Unit-1
Genesis and evolution, and the defining myths of American Literature—city on a hill,
the frontier spirit, the American Dream, manifest destiny, epluribusunum
Edgar Allan Poe: “The Raven” “The Tell-Tale Heart”

Emily Dickinson: “Because I could not stop for death”, “The Soul selects her own
Society”, “I Died for Beauty”, “I Dwell in Possibility”

Unit-2
 Nathaniel Hawthorne: “The Birth-mark” Or “Young Goodman Brown”

Herman Melville: “Bartleby, the Scrivener”

Unit-3

Read Ralph Waldo Emerson, from Nature (First twenty pages of the text)

Walt Whitman, “Song of Myself”

Unit-4

Henry David Thoreau, from Walden (First twenty pages of the text)

Sojourner Truth, “Speech to the Women’s Rights Convention”

PrescribedTexts:
9 The Norton Anthology of American Literature, 7th Edition, Volumes A and B.
9 The Annotated Emerson, edited by David Mikics (Belknap-Harvard)
9 The Scarlet Letter and Other Writings by Nathaniel Hawthorne, edited by Leland
Person (Norton)
9 Leaves of Grass: First and Death-Bed Editions, by Walt Whitman, edited by Karen
Karbiener (Barnes & Noble Classics)
9 The Poems of Emily Dickinson, edited by R. W. Franklin (Belknap-Harvard)
Suggested Readings
9 Pelican Guide to English Literature. Vol. 9. American Literature. Ed. Boris Ford
9 Highlights of American Literature. Dr. Carl Bode (USIS)
9 A Short History of American Literature, Krishna Sen and Ashok Sengupta. Orient
Black Swan, 2017
9 Moby-Dick; Or, The Whale by Herman Melville, edited by Hershel Parker (Norton)
9 The Story of American Literature. By Ludwig Lewisohn
9 Norton Anthology of American Literature. (Head notes on authors and periods to be
read)
Semester-V
Core XI Introduction to Indian Writing in English

Course Objectives
● The objective of this course is to give the students an understanding of the evolution
of Indian Writing in English and appreciate its literature from the period of western
colonization to the twenty-first century.
● It aims to introduce students to major movements and figures of Indian Literature in
English through the study of selected literary texts, to create literary sensibility and
emotional response to the literary texts and to implant a sense of appreciation of
literary text.
 ● This course aims to expose students to the artistic and innovative use of language
employed by the writers and to instill values and develop human concern in students
through exposure to literary texts.

Unit-1
• “Our Casuarina Tree” by Toru Dutt
• “Coromandel Fishers” by Sarojini Naidu
• “Night of the Scorpion” by Nissim Ezekiel
• “Introduction” by Kamala Das
• “The Bus” by ArunKolatkar
• “The Frog and the Nightingale” by Vikram Seth
• “Her Garden” by Meena Alexander
• “Narcissus” by EasterineKire
Unit-2
• “The Secret of Work” by Swami Vivekananda
• “India and Greece” & “The Old Indian Theatre” by Jawaharlal Nehru (Selection from
The Discovery of India)
• “Religion in a Changing World” by Dr. S. Radhakrishnan (Religion, Science and
Culture)
• Passages from The Autobiography of an Unknown Indian by Nirad C. Chaudhuri
(Picador Book of Modern Indian Literature by Amit Chaudhuri
Unit-3
• Final Solutions by Mahesh Dattani
Or
• Silence: The Court by Vijay Tendulkar
Unit-4
• Under the Banyan Tree by R.K Narayan
• The Little Gram Shop by Raja Rao
• The Night Train at Deoliby Ruskin Bond
• Unaccustomed Earth by JhumpaLahiri
Prescribed Texts
9 A Clutch of Indian Masterpieces: Extraordinary Short Stories from the 19th Century
to the Present edited by David Davidar
9 Interminable Tales: The Short Stories. Published online by Cambridge University
Press
9 The Golden Treasury of Indo-Anglian Poetry by Gokak V.K, SahityaAkademi, 2006
9 The Oxford India Anthology of Modern Indian Poets by A. Mehrotra. OUP, 1993
9 Contemporary Indian Poetry in English, Salem Peeradina, Macmillan 1972
9 The Discovery of India, Jawaharlal Nehru, 1946
9 Karma Yoga by Vivekananda, AdvaitaAshrama Publication, 2012
9 Religion, Science and Culture by Radhakrishnan, Orient Paperback
Suggested Readings
 9 Picador Book of Modern Indian Literature. Amit Chaudhuri, 2001
9 A Clutch of Indian Masterpieces by David Davidar, Aleph Books, 2016
9 Lahiri, Jhumpa, Unaccustomed Earth, Random House India, 2008
9 Collected Plays by Mahesh Dattani, Penguin, India.

Core XII Literary Criticism from Plato to Leavis

Course Objectives
This course seeks to introduce students to the tradition of Western Literary Criticism
from Classical Antiquity to the Early Modern period.
It aims to guide students through several centuries of critical writing.
This paper is to be read in conjunction with a companion course in Literary theory in
the following semester.
Unit-1
• Plato: The Republic (Book X)
OR
• Aristotle: The Poetics (Ch. 1, 2, 3, 4)
Unit-2
• Samuel Johnson: Preface to Shakespeare
OR
• S. T Coleridge: BiographiaLiteraria (Ch. 13 & 14)
Unit-3
• William Wordsworth: “Preface” to Lyrical Ballads
OR
• Matthew Arnold: “The Function of Criticism at the Present Time”
Unit-4
•T. S. Eliot: “To Criticize the Critic”
OR
• F. R. Leavis: “Under Which King, Bezonian?”
Prescribed Texts
9 Johns Hopkins Guide to Literary Theory and Criticism. Relevant chapters. Johns
Hopkins University Press, US.
9 Critical Approaches to Literature by David Daiches
9 The Function of Criticism: From Spectator to Post-structuralism by Terry Eagleton
(Chapter on Criticism from Norton Anthology)
Suggested Readings
9 An Introduction to Literature, Criticism and Theory by Andrew Bennett and Nicholas
Royle. Available online at https://bookoblivion.com
9 The Norton Anthology of Theory and Criticism2001, 2010 and 2018
9 Literary Criticism: An Introduction to Theory and Practice by Charles E. Bressler
Core XIII Modern English Literature (20th Century)
Course Objectives
● The course aims to present to the students a historical overview of the era
● It highlights the developments in society and economy, leading to a crisis in western
society known as the First World War and the resultant change in the ways of
knowing and perceiving.
● It presents the triggers for the modern consciousness, such as Marx’s concept of class
struggle, Freud’s theory of the unconscious, Bergson’s durée, Nietzsche’s will to
power and Einstein’s theory of relativity.
● This also aims to familiarize the students with the new literature of Britain in the early
decades of the 20th century. The course will mainly focus on the modernist canon,
founded on Ezra Pound’s idea of ‘make it new’, but will cover war poetry, social
poetry of the 1930s and literary criticism.

Unit-1
• T.S. Eliot “The Love Song of J. Alfred Prufrock”
• W.B. Yeats “Sailing to Byzantium”
• Ezra pound “In a Station of the Metro”
• T.E. Hulme “Autumn”
• Hilda Dolittle “The Mysteries Remain”
Unit-2
• Wilfred Owen: “Dulce Et Decorumest”
• Siegfred Sassoon: “Suicide in the Trenches”
• W.H Auden: “The Unknown Citizen”
• Stephen Spender: “An Elementary Classroom in a Slum”
• Louis MacNeice: “Prayer before Birth”
Unit-3
Virginia Woolf: Mrs. Dalloway or James Joyce: Stories from Dubliners (“The
Sisters”, “Evelyn”, “An Encounter”, “Clay”, “Two Gallants”)
Unit-4
Literary Criticism: Henry James, “The Art of Fiction” or T.S. Eliot, “Tradition and
Individual Talent”
Prescribed Texts
9 Like all prescribed texts these texts are available online in their respective names at
9 https://www.poetryfoundation.org/poems/
9 Project Gutenberg https://www.gutenberg.org/
 9 Additionally, teachers can help students to locate texts in other online valid
websites.
Suggested Readings
9 Pelican Guide to English Literature: The Modern Age (ed.) Boris Ford
9 Jonathan Bate, English Literature: A Very Short Introduction, Oxford Paperback
9 Peter Faulkner, Modernism. London: Methuen
9 Peter Childs, Modernism, New Accents. Routledge
Semester-VI
Core XIV Literatures from the World-I
Course Objectives
● This paper proposes to introduce the students to the study of world literature through a
representative selection of texts from around the world.
● It aims to read beyond the classic European canon by including defining literary texts
from other major regions/countries, except the United States of America, written in
languages other than English, but made available to the readers in English translation.
● It aims to provide students an idea of non-European canon in literary studies.

Unit-1
The idea of world literature: Scope, definition and debatesUses of reading world
literature
Unit-2
• Albert Camus The Outsider
OR
• Fyodor Dostoevsky Notes from Underground
Unit-3
• V S Naipaul In a Free State
OR
• ChimamandaNgoziAdichiePurple Hibiscus
Unit-4
• Pablo Neruda “Death Alone”, “Furies and Suffering”, “There’s no Forgetting”,
“Memory”
OR
• Octavio Paz “from San Ildefonso Nocturne”, “Between Going and Staying the Day
Wavers”,“Humayun’s Tomb”, “Motion”
Prescribed Texts
9 Like all prescribed texts these texts are available online in their respective names at
9 https://www.poetryfoundation.org/poems/
9 Project Gutenberg https://www.gutenberg.org/
9 Additionally, teachers can help students to locate texts in other online valid
websites.
Suggested Readings
 9 The Complete Stories by Franz Kafka:
9 http://www.vanderbilt.edu/olli/class materials/Franz_Kafka.pdf
9 “What is world Literature?” (Introduction) David Damrosch
http://press.princeton.edu/chapters/i7545.html
9 Tagore’s comparative world literature
9 https://www.academia.edu/4630860/Rabindranath_Tagores_Comparative_World_Lit
erature
9 Dostoevsky’s Notes from Underground
9 http://www.gutenberg.org/files/600/600-h/600-h.htm
9 MargaretAtwood’s “Stone Mattress”
http://www.newyorker.com/magazine/2011/12/19/stonemattress
9 Margaret Atwood’s Pretend Blood
9 http://www.independent.co.uk/artsentertainment/books/features/first-lives-club-
pretend-blood-a-short-story-by-margaret-atwood-1779529.html
9 Alice Munro’s short Stories http://www.newyorker.com/magazine/2013/10/21/the-
bear-came-overthe mountain-2,
http://www.newyorker.com/magazine/2008/09/08/face
9 Poems of Octavio Paz :http://www.poetrysoup.com/famous/poems/best/octavio_paz
9 Weltliteratur: John Wolfgang von Goethe in Essays on Art and Literature Goethe:
The Collected Works Vol.3
9 Rabindranath Tagore “World Literature”: Selected Writings on Literature and
Language: Rabindranath Tagore Ed. Sisir Kumar Das and SukantaChaudhuri
Damrosch
9 Goethe’s “World Literature Paradigm and Contemporary Cultural Globalization” by
John Pizer
9 “Something Will Happen to You Who Read”: Adrienne Rich, Eavan Boland’ by
Victor Luftig. JSTOR iv.
9 Comparative Literature University of Oregon.
9 David Damrosch, What is World Literature? Princeton University Press
9 “WLT and the Essay” World Literature Today Vol. 74, No. 3, 2000. JSTOR Irish
University Review, Vol.23 Spring 1, Spring-Summer.

Core XV Indian Myths and Epics: New Perspectives

Course Objectives
● This courseaims to study the literary aspects of the ancient Indian myths and their
living values along with the studies of the Indian epic literature.
● While the primary purpose of the course is to make students understand and
appreciate how the Indian mythic and epic literature are being re-imagined and re-
mapped in the contemporary time, through the reading of primary sources in
translation, the course aims to cover the important mythological themes and students
will be able to assess the role of mythology as a central component of society and the
theories that have been developed to understand its role in meaning-making.
 ● It demonstrates a basic literacy in the mythology that includes explanations of basic
narratives, major figures, and context of the myths, myths’ cultural expressions and
the relationships between the texts.
● To explore the blurred space of gender and bust the western theoretical frame of
gender and sexuality while reading Indian epics in a philosophical, literary and
aesthetic blend not alien to spirituality.

Unit-1
A historical and cultural overview on the ancient Indian Literature, myths and epics
and their retellings and adaptations
“Three Hundred Ramayanas” by A K Ramanujan
“Introduction” in The History of Indian Literature, Volume-I by Maurice Winternitz
(MotilalBanarasidass Publishers, New Delhi)
“A Passage to India” by Walt Whitman
Unit-2
“Ancient Ballads of Hindustan-I” (Savitri) by Toru Dutta
From Mirabaitranslated by Robert Bly, ‘The Dark one won’t speak to me’, 'You
pressed Mira's seal of love', 'Dark One, how can I sleep?', O my friends, what can you
tell me of Love’.
From Sri Radha by RamakantaRath, Section 1, 5, 13, 19 ('Come take half of the
remainder of my life'), 42.
From OfSons and Fathers by AsimRanjanParhi,
“Another February”, “De-fathered”, “Fathers are but Sons under Stress”, “The
Historic Burden” and “Crestfallen”
Unit-3
Drama
Vasavadutta by Sri Aurobindo
Unit-4
Shakuntalaby NamitaGokhale
Prescribed Texts
9 A K Ramanujan's essay ‘Three Hundred Ramayanas’ The History of Indian
Literature, Volume-I by Maurice Winternitz (MotilalBanarasidass Publishers, New
Delhi)
9 Love and the Turning Seasons, Ed. Andrew Schelling, page 165-166 and 173-174.
9 Sri Radha by RamakantRath, translated by the poet, Grass Roots, Bhubaneswar.
9 Of Sons and Fathers by AsimRanjanParhiPakhsigharaPrakashanee (Published by
Bird Nest), Bhubaneswar.
9 Plays by Sri Aurobindo: A Survey, S. Krishna Bhatta, Indian literature, Jan-Jun 1974,
SahityaAkademi.
Suggested Readings
9 A K Ramanujan's essay ‘Three Hundred Ramayanas’ The History of Indian
Literature, Volume-I by Maurice Winternitz (MotilalBanarasidass Publishers, New
Delhi)
 9 The following essays provide reference material for the poems from Of Sons and
Fathers:
9 Ajanta Dutt in Indian Literature (UGC CARE), Vol.4, No.330. July-August 2022,
SahityaAkademi, New Delhi page, 180-182. https://www.jstor.org>indilite for the
poems from Of Sons and Fathers.
9 MridulBordoloi, Dibrugarh University Journal of English Studies (UGC CARE),
Vol.31. 2022-2023.pp.89-98.www.dujes.co.in for the poems from Of Sons and
Fathers.
9 Vaisali, the last essay in BharatiyaManyaprad, An International Journal of Indian
Studies, Ed. Neerja A Gupta, Vice Chancellor,Sanchi University of Buddhist Studies,
Vol.-IX,May 2022. ISSN-2321-8444.
9 Nanda Kishore Biswal, Pioneer, Bhubaneswar edition, 5.1.2023.
9 B.Mohanta, Journal of Extension and Research, TheGandhigram Rural Institute,
Tamilnadu, Vol. XVIII, No. I, 2024.
9 R. Swain, Transcript: Journal of Literature and Cultural Studies, Research Journal
of Bodoland University, Kokrajhar, Assam, Volume 10, December 2022, published in
May 2024. Pg. 175-178. Print copy ISSN-2347-1743.e-journal ISSN-2582-9858.
9 “Fathers are but Sons under Stress”, Review paper on the anthology of poems Of
Sons and Fathers, Special Issue of The Odisha Journal of English Studies, Vol.14,
Issue–I, 2024(SantwanaHaldar).
9 “Locating ‘Male’ in Indian Mythopoeic Cultural Narratives: A Critical Evaluation of
AsimRanjanParhi’s Of Sons and Fathers. Research paper at International Conference
in Social Sciences and Humanities in the 21stCentury, Organised by ACAVENT,
November 24-26, 2023, Vienna, Austria, (Salim and Parhi).
9 Preface and Introduction (SumankumarGhai and Dinesh Kumar Mali respectively) of
PitaonaurPutronki, Yash Publications, New Delhi, 2024. Page 7-30.
9 Review article, page 291-294 and Research article, Page 310-324 in Byanjana, June-
August 2024.
9 Plays by Sri Aurobindo: A Survey, S. Krishna Bhatta, Indian literature, Jan-Jun 1974,
SahityaAkademi.
9 Indian English Novelists: An Anthology of Critical Essays. Madhusudan Prasad
9 Indian Literature, All Volumes by Sisir Kumar Das
Semester-VII
Core XVI Literary Theory and Criticism
Course Objectives
● This course aims to give the students a firm grounding in a major methodological
aspect of literary studies known as theory.
● This will expose the students to the development of theory in the last half-century or
more which is of critical importance in the academic study of literature.
● This course emphasises that far from being seen as a parasite on the text, theory has
been seen as a discourse that provides the conceptual framework for literature.
Unit-1
Crisis in literary criticism and the search for a method
 Rise of theory
What does it mean to theorise?
Unit-2
New Criticism and Formalism: Paradox, irony, tension, intentional and affective
fallacy, heresy of paraphrase and of Formalism such as ostranenie, literariness,
foregrounding, dominant and deviant
Cleanth Brooks, “The Language of Paradox”
Or
W.K. Wimsatt Jr. and Monroe Beardsley, “The Intentional Fallacy”
Viktor Shklovsky, “Art as Device”
Or
Roman Jakobson, “Linguistics and Poetics”
Unit-3
Structuralism and Poststructuralism: Emphasis on the main critical concepts of
Structuralism such as binary opposition, synchrony and diachrony, syntagm and
paradigm and of Poststructuralism such as collapse of the binary, difference, mise-en-
abym, erasure
Gerard Gennette, “Introduction” to Narrative Discourse
(https://archive.org/stream/NarrativeDiscourseAnEssayInMethod/NarrativeDiscourse-
An EssayInMethod_djvu.txt)
Or
Roland Barthes, “Face of Garbo” and “French Fries” (from Mythologies)
Jacques Derrida, “On the Idea of the Supplement” (from Of Grammatology)
Or
Michel Foucault, “What is an Author?”
(http://artsites.ucsc.edu/faculty/Gustafson/FILM%20162.W10/readings/foucault.autho
r.pdf) (Either of the two essays can be taught depending on availability)
Unit-4
Marxism and New Historicism: Emphasis on main critical concepts of Marxism such
as base, superstructure, ideology, commodification, determination and of New
Historicism such as power, resistance, high-low dialectic
Louis Althusser, “Letters on Art” (from Lenin and Philosophy and Other Essays)
Or
Georg Lukacs, “On Reification” (from History and Class Consciousness)
Raymond Williams, “In Memory of Lucien Goldmann”
Or
Stephen Greenblatt, “Learning to Curse” (Either of the two essays can be taught
depending on availability)
Prescribed Texts
9 Modern Literary Theory: A Reader by Patricia Waugh (Anthology Editor), Philip
Rice (Anthology Editor)
9 Literary Theory: An Anthology, 3rd Edition by Julie Rivkin (Editor), Michael Ryan
(Editor)
9 Like all prescribed texts these texts are available online in their respective names at
 9 https://www.poetryfoundation.org/poems/
9 Project Gutenberg https://www.gutenberg.org/
9 Additionally, teachers can help students to locate texts in other online valid
websites.
Suggested Readings
9 Terry Eagleton, Literary Theory: An Introduction for Foreign Students
9 David Robey and Anne Jefferson, Modern Literary Theory
9 Jonathan Culler, Literary Theory: A Very Short Introduction
9 Richard Barry, Beginning Theory
9 Tony Bennett, Formalism and Marxism
9 Terence Hawkes, Structuralism and Semiotics
9 Christopher Norris, Deconstruction: Theory and Practice
9 Veeser H. Aram (ed), The New Historicism Reader
9 Greg Gerrard, Eco-Criticism
Core XVII Women’s Writings
Course Objectives
● The course aims to acquaint the students with the complex and multifaceted literature
by women of the world.
● It proposes to provide students ideas reflecting the diversity of women’s experiences
and their varied cultural moorings.
● It has included different forms of literature by women authors: poetry, fiction, short
fiction, and critical writings. In certain respects, it interlocks concerns of women’s
literary history, women’s studies and feminist criticism.

Unit-1
In Defence of a Literature of Their Own and Discoursing at Par
Mary Wollstonecraft: “Introduction” from “A Vindication of the Rights of Women”
Virginia Woolf: “Chapter 1” from A Room of One’s Own
Or
Simone de Beauvoir: “Introduction” from The Second Sex
Unit 2
Desiring Self: Fiction by Women from the Centre
Charlotte Bronte: Jane Eyre
Or
Emily Bronte: Wuthering Heights
Jean Rhys: Wide Sargasso Sea
or
Dorris Lessing: The Grass is Singing
Unit 3
Desiring and Dissenting Self: Fiction by Women from the Periphery
KrupabaiSatthianadhan: Saguna or Kamala
or
Prativa Ray: Yajnaseni
Unit-4
 Tongues of Flame: Poetry by Women from Across the World
*Any Four Poets to be read
Kamala Das “An Introduction” & “The Sunshine Cat”
Eunice de Souza “Women in Dutch Painting” & “Remember Medusa?”
TishaniDoshi “Ode to the Walking Woman” & “What the Body Knows”
Maya Angelou “Phenomenal Woman” & “I Know Why the Caged Bird Sings”
Sylvia Plath “Mirror” & “Barren Woman”
Margaret Atwood “This is a Photograph of me” & “The Landlady”
Prescribed Texts
9 Virginia Woolf, A Room of One’s Own
https://victorianpersistence.files.wordpress.com/2013/03/a- room- of-ones- own-
virginia-woolf-1929.pdf
9 Mary Wollstonecraft, A Vindication of the Rights of Women: Introduction
http://pinkmonkey.com/dl/library1/vindicat.pdf
9 Maya Angelou’s Poems
http://www.poemhunter.com/i/ebooks/pdf/maya_angelou_2012_6.pdf
9 Sylvia Plath’s Collected Poems
https://monoskop.org/images/2/27/Plath_Sylvia_The_Collected_Poems_1981.pdf
9 Margaret Atwood’s Poems
http://www.poemhunter.com/margaret-atwood/poems/
9 Eunice de Souza, “Remember Medusa?” & “Women in Dutch Painting”
http://www.poetrynook.com/poem/remember-medusa
http://www.gallerie.net/issue14/poetry1.html
9 TishaniDoshi’s Poems
http://www.poemhunter.com/i/ebooks/pdf/tishani_doshi_2012_6.pdf
9 Simone de Beauvoir, The Second Sex
http://burawoy.berkeley.edu/Reader.102/Beauvoir.I.pdf
Suggested Readings
9 TorilMoi, Sexual Textual Criticism
9 Elaine Showalter, A Literature of Their Own
9 Sandra Gilbert and Susan Guber, The Mad Woman in the Attic
9 Gill Plain and Susan Sellers, A History of Feminist Literary Criticism. Cambridge
University Press. 2007.
9 Essays to be read: Helen Carr, “A History of Women’s Writing” and Mary Eagleton,
“Literary Representations of Women”
https://mthoyibi.files.wordpress.com/2011/09/05-history-of-feminist-literary-
criticism_gill-plain-and- sus.pdf

Core XVIII Emerging Trends in Literary Studies

Course Objectives
● This course aims to urge students and teachers to broaden their knowledge and alter
the ways in which they read and appreciate literature in the current times.
 ● New social forces and influences have been changing the ways literature and literary
studies are perceived and negotiated. This course will enable students to understand
the changing trends in literary studies.
● This course will expose students to the emerging genres of literature

Unit-1
Literary Studies in the New Millenium: Genres, Theories and Styles
Unit-2
Introduction to Life Writing: Definition, evolution and the present models
Introduction to Travel Writings: Definition, historical evolution and forms
Unit-3
Introduction to Literature and Climate Change“The Living Mountain” by Amitav
Ghosh
Unit-4
Introduction to Literature and the Digital Age: Reading and Writing in the digital
media, Digital Humanities and CyberliteratureMachines Like Me by Ian McEwan,
Jonathan Cape 2019

Prescribed Texts
9 Like all prescribed texts these texts are available online in their respective names at
9 https://www.poetryfoundation.org/poems/
9 Project Gutenberg https://www.gutenberg.org/
9 Additionally, teachers can help students to locate texts in other online valid
websites.
Suggested Readings
9 The Norton Anthology of Theory and Criticism: Third Edition
9 On Life-writing By Zachary Leader, Oxford University Press, 2015
9 Encyclopedia of Life Writing, Edited by Margaretta Jolly, Vol-I, Routledge, 2001
9 The Cambridge Companion to Travel Writing by Peter Hulme, Tim Youngs
9 Cambridge University Press, Nov 21, 2002
9 Literature and the Anthropoceneby Pieter Vermeulen, Routledge, 2020
9 Cambridge Companion to Literature and the Anthropocene by John Parham,
Cambridge University Press, 2021
9 The Great Derangement by Amitav Ghosh, Chicago University Press, 2016
9 The New Climate WarBy Michael E. Mann, 2021
9 “From Metaphors of the Forest to Obscurity of Hastags: Reading Richard
Flanagan’s The Living Sea of Waking Dreams” in Environmental Activism and
Global Media, Springer, Switzerland, 2024. Page 309-324.
https://doi.org/10.1007/978-3-031-55408-7. (MuniraSalim and AsimaRanjanParhi)
 9 Literature in the Digital Age: An Introduction (Cambridge Introductions to
Literature) by Adam Hammond, 2016
9 A Companion to Digital Literary Studies, edited by Ray Simens and Susan
Schreibman. Blackwell Publishing, 2008. [Freely available at
http://www.digitalhumanities.org/companion DLS/]
9 Literary Studies in the Digital Age: An Evolving Anthology, edited by Kenneth Price
and Ray Siemens. MLA Commons, 2013 Freely available:
https://dlsanthology.commons.mla.org

Core XIX Modern English Literature-II

Course Objectives
● This course aims to provide students exposure to British literary works of the modern
period.
● The course also aims to present to the students the literature of the age which are
marked by an anxiety about history, tradition and order and reflect a spirit of self-
questioning, a flair for experimentation and a desire for innovation.
● It will expose students to the new writing techniques of the times.
Unit-1
• James Joyce: A Portrait of the Artist as a Young Man
Or
• Virginia Woolf: To The Light House
Unit-2
• T.S. Eliot: “Burnt Norton” from Four Quartets
Or
• W.B. Yeats: Selected Poems: “The Lake Isle of Innisfree”, When You Are Old”,
Reconciliation”, “A Coat”, “Sailing to Byzantium”, “Among School Children”, “Leda
and the Swan”, “Byzantium”, “Dialogue of Self and Soul”
Unit-3
• G.B. Shaw: Saint Joan
Or
• Samuel Beckett: Waiting for Godot
OR
• John Osborne: Look Back in Anger
Unit-4
• D. H. Lawrence: Women in Love
OR
• E.M. Forster: A Passage to India
Or
• William Golding: Lord of the Flies
Prescribed Texts
All the texts are available on the internet sites as well as in prints by all major
international publishers in the same names.
Suggested Readings
9 Boris Ford (ed), Pelican Guide to English Literature: The Modern Age
9 Malcolm Bradbury and James McFarlane (eds), Modernism
9 G.S. Fraser, The Modern Writer and His World
9 Peter Faulkner, Modernism (Critical Idiom: Methuen)
9 Peter Childs, Modernism (New Critical Idiom: Routledge)
9 Christopher Butler, Modernism (A Very Short Introduction: Oxford)
Semester-XX
Core XX Postcolonial Literatures
Course Objectives
● This paper seeks to introduce the students to postcolonial literature, a body of
literature that responds to the discourses of European colonialism and empire in Asia,
Africa, Middle East, the Pacific and elsewhere.
● By focusing on representative texts situated in a variety of locations, the course aims
to provide the students with the opportunity to think through and understand the
layered response – compliance, resistance, mimicry and subversion - that colonial
power has provoked from the nations in their search for a literature of their own.
● It also allows the students explore the various tools of postcolonial readings.

Unit-1
Definition and characteristics: Resistant descriptions, appropriation of the colonizer’s
language, reworking colonial art forms & etc.
Chinua Achebe: “English and the African Writer”
NgugiwaThiong’o: “The Quest for Relevance” from Decolonising the Mind: The
Politics of Language in African Literature
Achebe, Chinua “An image of Africa: Racism in Joseph Conrad's Heart of
Darkness,” Scope and Concerns: Reclaiming spaces and places, asserting cultural
integrity, revising history
Unit-2
• Raja Rao: Kanthapura
Or
• R K Narayan: The English Teacher
Unit-3
• V S Naipaul: The Mimic Men
Or
• Chinua Achebe: No Longer at Ease
Unit-4
• Nadine Gordimer: July’s People
Or
• J M Coetzee: Life & Times of Michael K

Prescribed Texts
9 Chinua Achebe: “English and the African Writer”
 9 NgugiwaThiong’o: “The Quest for Relevance” from Decolonising the Mind: The
Politics of Language in African Literature
9 Achebe, Chinua “An image of Africa: Racism in Joseph Conrad's Heart of
Darkness,” Research in African Literatures, Vol. 9, No.1, Special Issue on Literary
Criticism. (Spring, 1978), pp. 1-
15.http://english.gradstudies.yorku.ca/files/2013/06/achebe-chinua.pdf
9 Achebe, Chinua: “English and the African Writer”
9 https://mrvenglish.wikispaces.com/file/view/English+and+the+African+Writer.pdf
9 Thiong'o, NgugiWa. “The Quest for Relevance” from Decolonising the Mind: The
Politics of Language in African
Literaturehttps://www.humanities.uci.edu/critical/pdf/Wellek_Readings_Ngugi_Quest
_for_Relevance.pdf
9 Ashcroft, Bill, Gareth Griffiths, Helen Tiffin. Post-Colonial Studies: The Key
Concepts. New York: Routledge.
2007.http://staff.uny.ac.id/sites/default/files/pendidikan/else-
lilianissmhumpostcolonialstudiesthekeyconceptsroutledgekeyguides.pdf 18
Suggested Readings
9 Ashcroft, Bill, Gareth Griffiths, Helen Tiffin. “Introduction”, The Empire Writes
Back: Theory and Practice in Post-Colonial Literature. London, New York:
Routledge, 2nd edition, 2002.
9 Bhabha, Homi K. The Location of Culture. Noida: Atlantic Books. 2012.
9 Gandhi, Leela. Postcolonial Theory: An Introduction. OUP. 1998.
9 Said, Edward. Orientalism. India: Penguin. 2001.
9 Spivak, GayatriChakraborty. Can the Subaltern Speak?.UK: Macmillan.1998
9 http://planetarities.web.unc.edu/files/2015/01/spivak-subaltern-speak.pdf
Core XXI Literatures from the World-II
Course Objectives
● This course aims to present a survey of the literatures of the world through some of
the major works of literature across the world.
● Students who take this course will increase their awareness of historical cultures;
sharpen their critical reading, thinking, and writing skills; and deepen their cultural
sensitivity.
● It will expose students to the varieties of literatures from across the globe and will
satisfy the core-curriculum requirement.
Unit-1
• Jean-Baptiste Poquelin Moliere: Tartuffe Acts I-II (French)
 Or
• Ueda Akinari: “Bewitched” (Japan)
Or
• Alexander S. Pushkin: “The Queen of Spades” (Russia)
Unit-2
• Rabindranath Tagore: “Punishment” (India)
• Mahashweta Devi: “Breast-Giver” (India)
Or
• Luigi Pirandello: Six Characters in Search of an Author (Italy)
Unit-3
• Gabriel Garcia Marquez: “Death Constant Beyond Love” (Colombia)

• TadeuszBorowski: “Ladies and Gentlemen, to the Gas Chamber” (Poland)

Or
• Leo Tolstoy: The Death of Ivan Ilyich (Russia)
Unit-4
• Henrik Ibsen: HeddaGabler (Norway)
Or
• Franz Kafka: The Metamorphosis (Germany)

Prescribed Texts
9 The Norton Anthology of World Literature A-C
9 The Norton Anthology of World Literature D-F
9 All the texts are available on the internet sites as well as in prints by all major
international publishers in the same names.
Suggested Readings
9 Reference Guide to World Literature. Publisher St. James Press
9 Damrosch, David. How to Read World Literature. Malden, MA: Wiley-Blackwell,
2009
9 D’haen, Theo. The Routledge Concise History of World Literature. London:
Routledge, 2012.
9 Gupta, Suman. Globalization and Literature. Cambridge, UK: Polity Press, 2009.
9 Helgesson, Stefan, and MadsRosendahl Thomsen. Literature and the World. London:
Routledge, 2020.
9 Pizer, John. The Idea of World Literature: History and Pedagogical Practice. Baton
Rouge: Louisiana State University Press, 2006.

Core XXII Postmodernism and Literary Theory

Course Objectives
● This course offers an overview of the development of Literary Theory worldwide
during after the modernist literary movement.
 ● It outlines the developed form of theory in the second half of the 20th century and the
discussion is on the cultural perspectives regarding theory with a special focus on
Marxism, Cultural Studies and Cultural Materialism.
● It exposes students to Feminist aspects of Theory and Queer studies, Postcolonial
studies and Ecocriticism.
● The aim of this course is to make the students knowledgeable in the field of Theory
that may help them to think critically about literary studies.

Unit-1
Cultural Materialism & New Historicism: Marxist framework of Culture and History,
Historiography, Foucauldian notion of Power, Difference with Old Historicism,
Stephen Greenblatt, Louis Montrose.
Unit-2
Feminism: The three waves in feminism, Gynocriticism, French Feminism- Ecriture
feminine, Sexual Politics, Marxist Feminism, Lesbian Feminism, Backlash, Black
Feminism, Dalit Feminism, Postfeminism, Womanism.
Queer Theory: Social constructionism of gender and sexuality, LGBTIQ, Transgender
identity
Unit-3
Postmodernism: Critique of Enlightenment and Universalism, Habermas’s notion of
Modernity as an Incomplete Project, Lyotard’s concept of incredulity towards
metanarratives, Baudrillard’s of Simulation, Simulacra and hyperreality, Brian
McHale’s ideas concept of Postmodernist literatures.
Unit-4
Postcolonialism: Eurocentrism, Orientalism, Alterity, Diaspora, Hybridity, Uncanny,
Strategic Essentialism, Subaltern Studies, Postcolonial Critique of Nationalism
Eurocentrism: Anthropocentrism, Shallow Ecology vs Deep Ecology, Environmental
Imagination, Ecofeminism
Prescribed Texts
9 Peter Barry: Beginning Theory
9 Raman Selden: A Reader’s Guide to Contemporary Literary Theory, 5th Edition
9 Rice and Waugh: Modern Literary Theory: A Reader
9 Bill Ashcroft, Gareth Griffiths and Helen Tiffin: Post Colonial Studies
9 Terry Eagleton: Literary Theory: An Introduction.
Suggested Readings
9 Bill Ashcroft, Gareth Griffiths and Helen Tiffin: Post Colonial Studies
9 Chris Baldick: Oxford Concise Dictionary of Literary terms 3
9 Hans Bertens: Literary Theory.
9 Jonathan Culler: Literary Theory: A Very Short Introduction.
9 M H Abrams: A Glossary of Literary Terms
 9 Margaret Drabble (Editor): The Oxford Companion to English Literature-Sixth
Edition
9 Terry Eagleton: After Theory.
9 https://www.encyclopedia.com/literature-andarts/language-linguistics-and-literary-
terms/literaturegeneral/literary-criticism

Core XXIII Research Methods in Literary Studies

Course Objectives
● This course aims to acquaint students with the fundamentals of research.
● It will help students to write a ‘Research project’ in the final semester of the
undergraduate programme.
● It will familiarize students with research ethics

Unit-1
Meaning and objectives of research, Types of research
Unit-2
Choosing an area and topic of research, preparing a research design
Unit-3
Primary and secondary sources, Plagiarism and Accessing library resources,
Bibliographic citations
Unit-4
Research in Literary studies
Texts
9 Literary Research Guide by James Harner
9 The Handbook of Literary Research by Correa et al
9 The Craft of language and Literary Research by Qadri
9 MLA Handbook, 8th, 9th edition
Suggested Readings
9 Literary Research Guide: An Annotated Listing of Reference. Sources in English
Literary Studies
9 By James L. Harner