m.a. (english) i year: i semester

Master in Arts (English) M.A.

Program Objectives (PO)

The objectives of M.A. Program are:

PO1: The aim of this course is to provide a rich understanding of theory and practice as well

in specific fields.

PO2: The emphasis is laid on the development of critical thinking, analytical, written and

oral presentation skills.

PO3: The course offers students a unique opportunity to gain awareness in cutting-edge

theories and research and to critically reflect, discuss and write about issues from varied

perspectives.

PO4: The degree program is intellectually demanding preparation for a wide range of

professional works, and certainly moulding students into highly skilled, versatile,

independent thinkers with interpersonal skills that will establish them as prolific

professionals.

M.A. (ENGLISH) I Year: I Semester

The course builds a strong foundation that will enable students to translate their academic

experience in the professional world.

Program Learning Outcomes (PLO)

The expected outcomes after completing the program would be:

PLO1. Disciplinary / Professional Knowledge: Demonstrate familiarity with

fundamental concepts, theories, principles and terminologies of the concerned

domain (literature, linguistics, sociology, psychology, political science and social

work).

PLO2. Problem analysis and solutions: Analyse problems and issues concerning

language, literature, social sciences, human affairs/psyche and socio-

psychological or socio-political matters. Apply experience and knowledge of

subject to solve existing problems in the field of study.

PLO3. Modern Methods, Tools and Techniques: Apply and use modern methods, tools

and techniques to solve complex problems and issues of the discipline; and create

a human friendly environment.

PLO4. Inter and Trans-disciplinary development: Identify, differentiate and assess

how linguistics, literature, history, sociology, psychology, political science, social

work, etc. are interrelated, and contribute to human development. Demonstrate an

understanding of interdisciplinary and trans-disciplinary approach of learning.

PLO5. Ethics and Integrated Value System: Apply professional ethics, responsibilities

towards society, culture, race, religion and nation while suggesting new ideas or

solutions to existing problems and try to establish integrated value system in

society.

PLO6. Individual and Team Work: Take part in team work comfortably while working

with people of different interest, class, community, culture and socio-political

background and in the work of individual interest.

PLO7. Communication and Presentation: Communicate confidently the knowledge

acquired from literature, linguistics, sociology, political science, psychology,

social work, etc. to the society, in both written and oral form. Organize effective

presentations on the subjects of their interest.

PLO8. Research Inclination and Vocational / Industry Exposure: Apply knowledge,

experience and professional skills to carry out research in the concerned domain

and/or to serve industry and society.

PLO9. Lifelong Learning: Utilize theoretical and practical knowledge of the subject in

day-to-day situations to improve upon lifestyle and social condition either at

workplace or at home throughout life.

PLO10. Education and Society: Discuss and Estimate the impact of theories and concepts

in an individual’s holistic education and integral development of society.

PLO11. Environment Sustainability, Social Sensitivity and Rural Development: Propose innovative ideas and modify outdated techniques and methods for

sustainable development. Influence general public for the protection and

conservation of natural resources. Demonstrate sensitivity towards rural and

backward society and design policies/projects for their integral development.

PLO12. National Integration, Constitution, Culture and Heritage: Value and take part

in activities concerning national integration, constitution, culture and heritage.

Program Specific Outcomes (PSO)

PSO1. Demonstrate an appropriate level of expertise in linguistics, language teaching,

film studies, literary history, literary theory, literary criticism, rhetoric, genres,

concepts, movements, schools, terminologies and a wide range of representative

literary texts.

PSO2. Interpret, analyse and criticize a given text or situation on the basis of established

frameworks; apply latest tools, techniques, theories, concepts and frameworks of

English language and literature to assess and explain a given text or situation;

demonstrate critical thinking, high-level proficiency and literary aesthetic in

speech and writing.

PSO3. Appraise a piece of literature with higher degree of critical thinking; modify,

combine, and propose theories, principles and research frameworks to carry out

research; develop or create a piece of literary writing in various genres.

M.A. (ENGLISH) I Year SEMESTER –I

L - Lecture

T -Tutorial

P -Practical

CIE -Continuous Internal Evaluation

ESE -End Semester Exam

C -Credit

S.

No.

Subject

Code Subject L T P CIE ESE Total C

THEORY

1. MHU1012 Literature and Society 4 0 - 40 60 100 4

2. MHU1013 Poetry-I 4 0 - 40 60 100 4

3. MHU1014 Non-Fictional Prose 4 0 - 40 60 100 4

4. MHU1015 Literary Theory and Criticism 4 0 - 40 60 100 4

5. MHU1016 Linguistics 4 0 40 60 100 4

Total 20 0 - 200 300 500 20

M.A. (ENGLISH) I Year SEMESTER –II

L - Lecture

T -Tutorial

P -Practical



C -Credit

S.

No.

Subject


THEORY

1. MHU2010 Poetry-II 4 0 - 40 60 100 4

2. MHU2011 Fiction 4 0 - 40 60 100 4

3. MHU2012 Stylistics and Discourse Analysis 4 0 - 40 60 100 4

4. MHU2013 Indian Writing in English 4 0 - 40 60 100 4

5. MHU2014 Drama 4 0 - 40 60 100 4

Total 20 0 0 200 300 500 20

M.A. (ENGLISH) I Year SEMESTER –III

L - Lecture

T -Tutorial

P -Practical



C -Credit

S.

No.

Subject


THEORY

1. MHU3009 Contemporary Literary Theory 4 0 - 40 60 100 4

2. MHU3010 Indian English Novel 4 0 - 40 60 100 4

3. MHU3011 New Literatures in English 4 0 - 40 60 100 4

4. --- Elective-I 4 0 - 40 60 100 4

5. MHU3014 Research Methodology 3 0 - 40 60 100 3

PRACTICAL/TRAINING/PROJECT

6. MHU3504 Dissertation Part-I - - 2 100 - 100 1

Total 19 0 0 300 300 600 20

M.A. (ENGLISH) I Year SEMESTER –IV

L - Lecture

T -Tutorial

P -Practical



C -Credit

S.

No.

Subject


THEORY

1. MHU4004 Modern English Grammar 4 0 - 40 60 100 4

2. MHU4005 Comparative Literature 4 0 - 40 60 100 4

3. --- Elective-II 4 0 - 40 60 100 4

4. --- Elective-III 3 0 - 40 60 100 3

PRACTICAL/TRAINING/PROJECT

5. MHU4503 Dissertation Part -II - - 8 80 20 100 4

6. MHU4504 Seminar - - 2 - 100 100 1

Total 15 0 0 240 360 600 20

M.A. (ENGLISH)

List of Electives

S. No. Subject Code Subject

Elective-I (Semester-III)

1. MHU3101 American Literature

2. MHU3102 Introduction to English Language Teaching

Elective-II (Semester-IV)

1. MHU4101 Australian and African Literature

2. MHU4102 Film Studies

Elective-III (Semester-IV)

1. MHU4201 Cultural Studies

2. MHU4202 Classical Indian Literary Traditions

MBA Syllabus

I Semester

LITERATURE AND SOCIETY MHU1012

I YEAR I SEMESTER

Course Objectives:

CO1To develop an understanding among students of the seminal philosophical and

literary texts dealing with state-building, and variety of social and political issues.

CO2To develop philosophical, literary, sociological and critical thinking in them.

CO3To analyze works of prominent thinkers and their contribution to English literature as

a tool to understand society.

Course Learning Outcomes: On completion of the course students will be able to:

CLO1

Demonstrate the origin and development of Classical and Vernacular Literature.

Analyze the philosophical approach in Dante’s Divine Comedy. Elaborate the

literary works as an expression of individual, leading to brining about a change in

society’s value system, cultural and religious beliefs.

CLO2 Interpret the origin and development of Renaissance Thinkers. Analyze the

philosophical approach in the prescribed texts. Examine the literary works as an

expression of socio-political issues in the prescribed texts.

CLO3 Demonstrate the 19th

Century socio-cultural thinkers. Analyze the sociopolitical

forces leading to the production of the texts of the given era. Elaborate the

literary works as an expression of individual, leading to brining about a change in


CLO4 Examine the philosophical point of view in the prescribed texts. Critically

Analyze the texts with the spiritual outlook. Elaborate the literary works from its

contemporary scenario.

CLO5 Demonstrate the progressive outlook in the prescribed texts. Analyze the socio-

political and technological ideas.

Elaborate the literary works as an expression of individual, as well as social setup

for the nation building.

Unit 1: Classical and Vernacular Thinkers (10 Hours)

*Plato – The Republic

*Dante Alighieri: The Divine Comedy

Unit 2: Renaissance Thinkers (10 Hours)

*Thomas More: Utopia

*Francis Bacon: The New Atlantis

L T P C

4 0 0 4

Unit 3: 19th

Cultural & Social Thinkers (12 Hours)

*Karl Marx & Friedrich Engels: The Communist Manifesto

*John Ruskin: Onto This Last

*Matthew Arnold: Culture & Anarchy

Unit 4: Indian Thinkers (19th

& Early 20th

Century) (10 Hours)

*Vivekananda: Neo-Vedanta

*Tagore: Sadhana

Unit 5: Indian Thinkers (Later 20th

Century) (10 Hours)

*Gandhi: Hind Swaraj (Chap. 1 to 5)

*Kalam: India 2020

Text Books:

T1. Alighieri, Dante (2007). The Divine Comedy South Carolina: BiblioBazaar.

T2. Bulgakov, Mikhail (2009). The Heart of a Dog London: Random House.

T3. Campanella, Tommaso (2007). The City of the Sun New York: Cosimo Classics.

T4. Huxley, Aldous (2015). Brave New World Canada: Harper Collins.

T5. Marx, Karl & Engels, Friedrich (2015). The Communist Manifesto New Delhi: Penguin

Books India Pvt. Ltd.

T6. More, Thomas (2010). Utopia edited by Weaver, William P. Calgary: Broadview Press.

T7. Plato (2000). The Republic edited by Ferrari, G.R.F. Cambridge: Cambridge University

Press.

T8. Ruskin, John (2009). Onto This Last The Floating Press (Open Library).

T9. Arnold, Matthew (20009). Culture and AnarchyWilder Publications Limited (Open

Library).

T10. Mukherji, Bithika (1983). Neo-Vendanta and ModernityAshutosh Prakashan Sansthan

(Open Library).

T11. Tagore, Rabindranath (2008). SadhanaWilder Publications Limited (Open Library).

T12. Ganthi, Mahatma (2012). Hind Swaraj New Delhi: Rajpal and Sons.

T13. Kalam, A.P.J and Rajan, Y.S. (2016). India 2020: A Vision for the New Millennium,

London: Penguin.

T14. Francis Bacon: The New Atlantis (1624)

Reference Books:

R1. Barry, Peter (2010) ed.. Beginning Theory: An Introduction to Literary and Cultural

Theory New Delhi: Viva Books.

R2. Fieser, James and Dowden, Bradley Internet Encyclopedia of

Philosophy<http://www.iep.utm.edu>

R3. Levy, Michael. Stewart, Donald E. and Kent, Christopher Hardy Wise Encyclopedia

Britannica <https://www.britannica.com/topic/Encyclopaedia-Britannica-English-

language-reference-work>

R4. Williams, Raymond (1983). Culture and Society. Columbia: Columbia University

Press. R5. Watt, Ian. Literature and Society: The Arts in Society. ed. Robert N. Wilson: Prentice

Hall, 1964.

R6: Literature and Society: The Arts in Society. ed. Robert N. Wilson: Prentice Hall, 1964.

Course Learning Outcomes (CLO)

On completion of this course, the students will be able to: CLO Description Bloom’s

Taxonomy Level

CLO1

Demonstrate the origin and development of Classical and

Vernacular Literature. Analyze the philosophical approach in

Dante’s Divine Comedy. Elaborate the literary works as an

expression of individual, leading to brining about a change in


2,4,6

Understanding,

Analyzing, Creating

CLO2 Interpret the origin and development of Renaissance

Thinkers. Analyze the philosophical approach in the

prescribed texts. Examine the literary works as an expression

of socio-political issues in the prescribed texts.

2,4,4

Understanding,

Analyzing,

CLO3 Demonstrate the 19th

Century socio-cultural thinkers.

Analyze the sociopolitical forces leading to the production of

the texts of the given era. Elaborate the literary works as an

expression of individual, leading to brining about a change in


2,4,6

Understanding,

Analyzing, Creating

CLO4 Examine the philosophical point of view in the prescribed

texts. Critically Analyze the texts with the spiritual outlook.

Elaborate the literary works from its contemporary scenario.

4,4,6

Analyzing,

Creating

CLO5 Demonstrate the progressive outlook in the prescribed texts.

Analyze the socio-political and technological ideas.

Elaborate the literary works as an expression of individual,

as well as social setup for the nation building.

2,4,6

Understanding,

Analyzing,

Creating

Mapping of CLOs with PLOs & PSOs:

Course

Learning

Outcome

s CLOs

Programme Learning Outcomes (PLOs) Programme

Specific

Outcomes (PSOs)

PL

O1

PL

O2

PL

O3

PL

O4

PL

O5

PL

O6

PL

O7

PL

O8

PL

O9

PL

O1

0

PL

O1

1

PL

O1

2

PS

O1

PS

O2

PS

O3

CLO1 M M M H H H H H H H M H H

M

M

CLO2 M M M H H H H H H H M H M H

M

CLO3 M M M H H H H H H H M H H M H

CLO4 M M M H H H H H H H M H M M

H

CLO5 M M M H H H H H H H M H H M H

H: High

M: Medium

L: Low

POETRY-I

MHU 1013 I YEAR I SEMESTER

Course Objectives:

CO1To familiarize learners with the different genres, forms and periods of English

poetry.

CO2To acquaint them with different poets and their seminal poems.

CO3To make them aware of the various poetic devices and techniques.

CO4To train them to interpret and analyse different poetic works.


CLO1

Explain and examine the different genres, forms and periods of English poetry.

CLO2

Compare and assess different poets and their seminal poems.

CLO3

Identify and interpret the various poetic devices and techniques.

CLO4

Interpret and Analyse different poetic works.

Unit I: Medieval Poetry (10 Hours)

Geoffrey Chaucer: General Prologue to Canterbury Tales

Langland: Piers Plowman

Unit II: Renaissance Poetry (10 Hours)

Edmund Spenser: The Faerie Queene Book I

L T P C

4 0 0 4

Sir Philip Sidney: “Astrophel and Stella” (Sonnet No-1, 2 and 3)

William Shakespeare: Sonnet No- 116 & 128

Unit III: 17th

Century Poetry (12 Hours)

Robert Herrick: “Gather ye Rose Buds, While Ye May”

John Donne: “The Canonization”, “A Valediction Forbidding Mourning”, “The Good

Morrow”

Andrew Marvell: “To his Coy Mistress”

John Milton: Paradise Lost Book I

Unit IV: Augustan Poetry (10 Hours)

John Dryden: “Mac Flecknoe”

Alexander Pope: The Rape of the Lock

Unit V: Transitional Poetry (10 Hours)

Thomas Gray: “The Bard”, “Elegy Written in a Country Churchyard”

William Blake: “The Tyger”, “London”

William Collins: “Ode to Evening”

Text Book:

T1. Chaucer, Geoffrey. General Prologue to the Canterbury Tales. Oxford: OUP, 1994.

T2. Collins, William. The Poems of William Collins. Nabu Press, 2012.

T3. Milton, John. Paradise Lost Book I. India: Penguin Classics, 2003.

T4. Pope, Alexander. The Rape of the Lock. India: OUP, 1997.

T5. Langland, William. Piers Plowman. ed. Derek Pearsall. Exeter: University of Exeter

Press, 1994.

T6. Spenser, Edmund. The Faerie Queene Book I. ed. P.C. Bayley. Oxford: OUP, 1970.

T7. Herrick, Robert. Poems of Robert Herrick: A Selection from Hesperides and Noble

Numbers. Forgotten Books, 2012.

T8. Ed. Coffin, Charles M., The Complete Poetry and Selected Prose of John Donne. Modern

Library, 2001.

T8. Marvell, Andrew. To His Coy Mistress and Other Poems. Dover Publications Inc., 2003.

T9. Milton, John. Paradise Lost: Books 1 & 2. OUP, 2017.

T10. Dryden, John & John Oldham. Mac Flecknoe: A Poem. Nabu Press, 2011.

T11. Pope, Alexander. The Rape of the Lock. ed. R. K. Kaul, OUP, 1997.

T12. Gray, Thomas. Selected Poems. Bloomsbury Publishing PLC, 1997.

T13. Blake, William. Selected Poems. Penguin Classics, 2006.

Reference Books:

R1. Abrams, M.H. 1957. A Glossary of Literary Terms. Stamford: Cengage Learning, 2015.

R2. Bodkin, Maud. Archetypal Patterns in Poetry: Psychological Studies of Imagination.

New York: Vintage, 1958.

R3. Complete Poems of Philip Sidney Volume I. Wentworth Press, 2016.

R4. Crane, Ronald S.A. Collection of English Poems, 1660-1800. New York: Harper,

1932.

R5. Grosart, A.B. Spenser’s The Faerie Queene Book I. Tredition Classics.

R6. Herbert Grierson and J.C. Smith. A Critical History of English Poetry. Bloomsbury.

R7. Tate, Allen, ed. The Language of Poetry. New York: Russell, 1960.

R8. Sanders, Andrews. The Short Oxford History of English Literature. Oxford: OUP, 2000.

Course Learning Outcomes (CLO): On completion of this course, the students will be able to:

CLO Description Bloom’s Taxonomy

Level

CLO1

Explain and examine the different genres, forms and periods of

English poetry.

2,4

Understanding,

Analyzing

CLO2

Compare and assess different poets and their seminal poems. 2,5

Understanding,

Evaluating

CLO3

Identify and interpret the various poetic devices and techniques. 3,2

Applying,

Understanding

CLO4

Interpret and Analyse different poetic works. 2,4

Understanding,

Analyzing

Mapping of CLO’s with PLO’s

Course

Learning

Outcomes

Program Learning Outcomes (PLO’s) Program Specific

Outcome (PSO’s)

PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10 PLO11 PLO12

PS

O1

PS

O2

PS

O3

CLO1 M L L M M L L M M M L M H H H

CLO2 M M M H M L M M L L M L M M H

CLO3 H M L M L L M M M L L L M H M

CLO4 H H H H L L M H H M M L M H M

NON FICTION PROSE

MHU1014

I YEAR I SEMESTER

L T P C

4 0 0 4

Course Objectives:

CO1To make students understand the trends, techniques and characteristics of nonfiction

prose which starting from Renaissance till the Postmodern age.

CO2To enable students to explain different literary forms, themes and issues of nonfiction

prose.

CO3To make students analyze the history behind the creation of nonfiction prose.

CO54To make students relate various literary works of the time in the light of new emerging

trends in nonfiction prose.


CLO1 Classify various trends in nonfiction prose; organize the development of nonfiction

prose. Analyze the prose prescribed in the light of new emerging trends in the western

thought. Understand the significance of nonfiction prose and its various themes and

approaches to study.

CLO2 Identify the style, trends, socio-cultural background represented by the nonfiction prose.

The students will justify the texts in the light of the subject and elaborate the whole idea

of the essays.

CLO3 Examine and list the literary devices used in the composition of the essays. The students

will evaluate the trends, settings and socio-cultural context conveyed by the prose writers

as well to deepen their knowledge of the subject.

CLO4 Simplify the central idea of the texts and justify the arguments given in them. The

students will create their viewpoint to understand the themes as well.

CLO5 Simplify the complex postmodern trends in critical thinking expressed in prose. The

students will create their understanding of the current scenario vis-à-vis postmodern

school of thought.

Unit I: Renaissance Prose ( hours)

Bacon’s “Of Travels” and “Of Studies”.

John Bunyan’s excerpts from “Pilgrim’s Progress”.

Unit II: Augustan Prose ( hours)

Richard Steele’s “The Spectator Club”, “The Aims of Spectator” and Sir Roger at his

Assizes.

Unit III: Romantic Prose ( hours)

Charles Lamb’s “Dream Children: A Reverie” and “A Bachelor’s Complaint”.

William Hazlitt’s “On Going on a Journey”.s

Unit IV: Modern Prose of Thought (15 hours)

Bertrand Russell “Education and Discipline”,

George Orwell “Reflection on Gandhi”

Bertrand Russell “Education and Discipline”, George Orwell “Reflection on Gandhi”

Unit V: Postmodern Prose of Thought ( hours)

“Religion: An inevitable part of human life”.

“The Social Functions of Literature”

Texts Books:

Text Books: T1 The Sir Roger De Coverley Papers.,Addison, Joseph et.al.,

General Books,2012

T2 The Pilgrim¿s Progress, Bunyan, John. Moody Classics,2007 T3 Selected

Essays of William Hazlitt,Keynes, Geoffrey, Symonds Press,2011

T4 The Essays of Francis Bacon,Bacon, Francis, ,Createspace Independent

Pub,2014

T5 The Essays of Elia,Lamb, Charles., ,Nabu Press,2012

T6 A Collection of Essays,Orwell, George., ,Mariner Books,1970 T7 Improve

Your Writing,Arora, V.N., ,OUP,2010

Reference Books:

R4 English Essays and Essayists,Walker, Hugh, ,New York: Dutton,1915

R5 Religion, Society and Individual,Yinger, J. Milton, ,Macmillan,1957


On completion of this course, the students will be able to:

CLO Description Bloom’s

Taxonomy Level

CLO1 Classify various trends in nonfiction prose; organize the

development of nonfiction prose. Analyze the prose

prescribed in the light of new emerging trends in the western

thought. Understand the significance of nonfiction prose and

its various themes and approaches to study.

2,3,4

Understanding,

Applying,

Analyzing

CLO2 Identify the style, trends, socio-cultural background

represented by the nonfiction prose. The students will justify

the texts in the light of the subject and elaborate the whole

idea of the essays.

3,4,5

Applying,

Analyzing,

Evaluating

CLO3 Examine and list the literary devices used in the composition

of the essays. The students will evaluate the trends, settings

and socio-cultural context conveyed by the prose writers as

well to deepen their knowledge of the subject.

4,4,5

Analyzing,

Analyzing,

Creating

CLO4 Simplify the central idea of the texts and justify the

arguments given in them. The students will create their

viewpoint to understand the themes as well.

4,5, 6

Analyzing,

Evaluating,

Creating

CLO5 Simplify the complex postmodern trends in critical thinking

expressed in prose. The students will create their

understanding of the current scenario vis-à-vis postmodern

school of thought.

4,5, 6

Analyzing,

Evaluating,

Creating

Mapping of CLOs with PLOs & PSOs

Course

Learning

Outcomes

Program Learning Outcomes (PLO’s)


PS

O1

PS

O2

PS

O3

CLO1 M M M M M M M M

CLO2 H M M H M M M H M M

CLO3 M H H M H M M M H M M

CLO4 H M M M H M M M H M M

H: High M: Medium L: Low

LITERARY THEORY AND CRITICISM-I MHU1015

I YEAR I SEMESTER L T P C

4 0 0 4

Course Objectives:

CO1To define and explain different literary and sociopolitical theories employed in various

literary works, with their interdisciplinary approaches.

CO2To illustrate different theories (Classicism, Renaissance, Humanism, Postcolonialism,

Feminism, Structuralism, post-structuralism, etc.) and critical approaches; apply them in the

given texts.

CO3To analyse and evaluate a piece of literary text with reference to the concerned theories

and approaches.

CO4To develop critical thinking in learners so that they could evaluate and justify any piece

of literature and the real life situations as well.


CLO1 Recall the characteristics of the prescribed literary and sociopolitical theories employed

in different genres and subgenres of literary texts; Explain their implication in a given

text.

CLO2 Illustrate the characteristics of the concerned theories and apply the techniques of

criticism to analyse a literary text.

CLO3 Compare and Contrast different parts of a text with that of others and criticize them with

reference to various literary and sociopolitical theories.

CLO4 Examine and interpret different literary texts and present a critique or review.

Unit I: Classical Criticism (10 Hours)

Aristotle: Poetics

Longinus: On the Sublime*

Unit II: English Renaissance and Neo-Clasical Criticism (08 Hours)

Sir Philip Sidney: An Apology for Poetry

*Dryden: Essay on Dramatick Poesie

Unit III: Romantic and Victorian Criticism (12 Hours)

Wordsworth: ‘Preface’ to Lyrical Ballads

*Coleridge: Biographia Literaria (Chap- XIII, XVII & XVIII)

*Arnold: The Study of Poetry (Essays in Criticism Book II)

Unit IV: New Criticism/ Practical Criticism (10 Hours)

Eliot: “Tradition and the Individual Talent”; “Hamlet and his Problems”

*I.A. Richards: Principles of Literary Criticism (Chap: IV-XV, XXI, XXXIV, XXXV)

*Ransom: A Note on Ontology

UNIT V: Classical Indian Literary Theories (12 Hours)

*General Introduction of theories of Natya& Rasa, Alamkara, Riti, Dhvani, Vakrokti and

Aucitya

Indian Intellectual

*Texts for Non-Detail Study.

Text Books:

T1. Enright, D.J. and Ernst De Chickera ed. English Critical Texts: 16th

to 20th

Century.

Oxford: Oxford University Press, 1962.

T2. Aristotle. Poetics. India: Penguin Books Ltd, 1996.

T3. Arnold, Thomas. Dryden: An Essay of Dramatic Poesy. India: Atlantic, 2006.

T4. Wordsworth, William. Preface to Lyrical Ballads. London: Create Space Independent

Publishing Platform, 2016.

T5. Arnold, Matthew. Culture and Anarchy and Other Selected Prose. India: Penguin

Books, 2015.

T6. Daiches, David. Critical Approaches to Literature. Englewood Cliffs, NJ: Prentice

Hall, 1956.

T7. Devi, G N. Indian Literary Criticism: Theory and Interpretation. Orient Longman,

Hyderabad, 2002.

T8. Richard, I A. Principles of Literary Criticism. UBS Publishers, New Delhi, 1968.

T9. Krishnamurthi, K. “Sanskrit Poetics: An Overview” Indian Literary Criticism ed.

G.N. Devi. New Delhi: Orient BlackSwan, 2010.

Reference Books:

R1. Nagarajan, M.S. English Literary Criticism and Theory: An Introduction History.

Hyderabad: Orient Longman, 2006.

R2. Wimsatt and Brooks. Literary Criticism: A Short History. Vol 1, 2, 3, & 4. USA:

University Of Chicago Press, 1983.

R3. Habib, M. A. R. Literary Criticism from Plato to the Present: An Introduction. India:

Wiley-Blackwell, 2012.

R4. Chaudhary, Satya Dev. The Glimpses of Indian Poetics. Sahitya Akademi, New Delhi,

2010.

R5. Chari, V K. Sanskrit Criticism. Motilal Banarasidass, New Delhi, 1993.

R6. Devi, G.N. Indian Literary Criticism ed. G.N. Devi. New Delhi: Orient BlackSwan,

2010.

Course Learning Outcomes (CLO): On completion of this course, the students will be able

to:

CLOs Description Bloom’s Taxonomy

Level

CLO1 Recall the characteristics of the prescribed literary and

sociopolitical theories employed in different genres and

subgenres of literary texts; Explain their implication in a given

text.

1, 2

Remembering,

Understanding

CLO2 Illustrate the characteristics of the concerned theories and

apply the techniques of criticism to analyse a literary text.

3, 4

Applying, Analysing

CLO3 Compare and Contrast different parts of a text with that of

others and criticize them with reference to various literary and

sociopolitical theories.

4, 5

Analysing, Evaluating

CLO4 Examine and interpret different literary texts and present a

critique or review.

5, 6

Evaluating, Creating


Course

Learning

Outcomes

CLOs

Programme Learning Outcomes (PLOs) Programme Specific

Outcomes (PSOs)

PL

O1

PL

O2

PL

O3

PL

O4

PL

O5

PL

O6

PL

O7

PL

O8

PL

O9

PL

O1

0

PL

O1

1

PL

O1

2

PS

O1

PS

O2

PS

O3

CLO1 H H M M H H H H H M M M H

H

H

CLO2 M M M M M M H H H M M M H H

M

CLO3 M M M M M H H H M H M M H M M

CLO4 M L L L M M M M M M L M M M

M

H: High

M: Medium

L: Low

FOUNDATIONS OF LINGUISTICS MHU1016

I YEAR I SEMESTER

Course Objectives:

CO1To outline the evolution of the English language and its importance.

CO2To illustrate various approaches to the study of the English language.

CO3To develop an understanding in the production and articulation of speech sounds of

English (RP).

CO4To discuss the basics of Phonetics, Morphology, Syntax and Semantics.


CLO1 Define key terms and concepts of language, phonetics, morphology, syntax and

semantics; explain origin and characteristics of human language, approaches to the

study of language, levels and branches of linguistics.

CLO2 Distinguish between vowel and consonant sounds of English (RP), phoneme and

allophone, morpheme and allomorph; identify and analyse syllable, word stress,

tone, pitch, intonation and supra-segmental features of a given speech, and a word

into root, stem and base.

CLO3 Analyse and discover constituents of phrase and clause, rules of transformational

grammar, utterance, sentence, proposition, reference, sense, lexeme and meaning.

CLO4 Perceive importance of different branches of linguistics and their role in the

scientific study of language.

Unit 1: Basics of Linguistics (12 Hours)

Definition of Language and Linguistics, Origin of Language, Animal Language, Properties of

Human Language, Levels and Branches of Linguistics.

Ferdinand de Saussure: Synchronic and Diachronic Approaches; Langue and Parole; Sign,

Signifier, Signified and Semiology; Syntagmatic and Paradigmatic Relations; Chomsky’s

Concept of Competence and Performance.

Unit 2: Phonetics (10 Hours)

Organs of Speech; Classification of English Speech Sounds; IPA of English; Vowels and

Consonants; Phoneme and Allophones; Supra-segmental Features; Syllable; Word Stress

Intonation, Tone, Pitch; Phonetic Transcription;

Unit 3: Morphology (12 Hours)

L T P C

4 0 0 4

Definition; Central Concept of Morphology—Morph, Morpheme, Allomorph, Root, Stem,

and Base; Affixes—prefix, suffix—Inflectional and Derivational; Process of Word

Formation; Morpho-Phonetics.

Unit 4: Syntax (12 Hours)

Phrasal Grammar, IC Analysis, Rules of Transformational Grammar.

Unit 5: Semantics (06 Hours)

Utterance, Sentence, Proposition, Reference, Sense, Lexeme, Meaning.

Text Books:

T1. Fromkin, Victoria ed. (2000) Linguistics: An Introduction to Linguistic Theory Malden,

MA: Blackwell.

T2. McCarthy, Andrew Carstairs (2002) An Introduction to English Morphology: Words

and Their Structure Edinburgh: Edinburgh University Press.

T3. Saussure, Ferdinand de (1966) Course in General Linguistics New York: McGraw Hill

T4. Sethi, J. and Dhamija, P.V. (2011) A Course in Phonetics and Spoken English 2nd

Ed.

New Delhi: PHI Learning Pvt. Ltd.

T5. Yule, George (2006) The Study of Language 3rd

Ed. Cambridge: Cambridge University

Press.

T6. Hurford, J.R., Heasley, B. and Smith, M.B. (2007) Semantics: A Coursebook 2nd

Ed.,

Cambridge: Cambridge University Press.

T7. Verma, S.K. and Krishnaswamy, N. (1997) Modern Linguistics: An Introduction New

Delhi: Oxford University Press.

Reference Books:

R1. Akmajian, A., R. A. Demers and R, M. Hamish (1991) Linguistics: An Introduction to

Language and Communication 2nd

Ed. New Delhi: Prentice Hall.

R2. Chierchia, Gennaro and Sally, McConnell-Ginet (2000) Meaning and Grammar: An

Introduction to Semantics Massachusetts: MIT Press.

R3. Chomsky, Noam (1965) Aspects o f the theory o f syntax Massachusetts: MIT Press.

R4. Fromkin, V. and Rodman, R. (1974) An Introduction to Language2nd

Ed. New York:

Holt, Rinehart and Winston.

R5. Knowles, Gerry (1997) A Cultural History of the English Language London: Arnold.

R6. Brown, K. and Miller, J. (1991) Syntax: A Linguistic Introduction to Sentence Structure

2nd

Ed., London and New York: Routledge.


to:


Level

CLO1 Define key terms and concepts of language, phonetics,

morphology, syntax and semantics; explain origin and

characteristics of human language, approaches to the study of

language, levels and branches of linguistics.

1, 2

Remembering,

Understanding

CLO2 Distinguish between vowel and consonant sounds of English

(RP), phoneme and allophone, morpheme and allomorph;

identify and analyse syllable, word stress, tone, pitch,

intonation and supra-segmental features of a given speech, and

a word into root, stem and base.

3, 4

Applying, Analysing

CLO3 Analyse and discover constituents of phrase and clause, rules

of transformational grammar, utterance, sentence, proposition,

reference, sense, lexeme and meaning.

4, 5

Analysing,

Evaluating

CLO4 Perceive importance of different branches of linguistics and

their role in the scientific study of language.

5, 6


Mapping of CLOs with Programme Learning Outcomes (PLOs) and Programme

Specific Outcomes (PSOs):

CLOs PLOs PSOs

PL

O1

PL

O2

PL

O3

PL

O4

PL

O5

PL

O6

PL

O7

PL

O8

PL

O9

PL

O10

PL

O11

PL

O12

PS

O1

PS

O2

PS

O3

CLO1 H L L L L L M L L L L L H L L

CLO2 M M M L L L M M L L L L H M L

CLO3 M H M L L L M M M M L L M H M

CLO4 L L L L L L L L L L L L L L H

H: High

M: Medium

L: Low

II Semester

POETRY II MHU2010

I YEAR II SEMESTER Course Objectives:

CO1To explain the students the poetry of the great poets.

CO2To make them understand and interpret the poetry of different genres

CO3To analyze the genres

CO4To outline the background and trends of the age.


CLO1 O u t l i n e the different genres and literary devices of poems prescribed

in the syllabus. Analyze the art of poetry and its artistic creation. To

E l a b o r a t e the growth and development of the poetry in the Romantic era.

CLO2 F i n d o u t and Analyze the contribution of the poets of the Romantic

era in the development of English poetry. To E v a l u a t e the distinct

features and the themes introduced by the prescribed poets.

CLO3 Outline the different features of Victorian poetry. Estimate the contribution

of the prescribed poetry in giving English Literature a concrete identity.

To be able to Demonstrate various literary devices and poetic techniques.

CLO4 To Analyze the development of modern poetry in English literature. To be

able to Assess the poems of the author with the trends of the age.

CLO5 D e m o n s t r a t e and Analyze the contribution of the poets and of the

poetry of the Modern era in the development of English literature. To Assess

the distinct features and the themes introduced by the prescribed poets

Unit I: Romantic Poetry-I (10 Hours)

William Wordsworth: “Tintern Abbey”, “Ode on Intimations of Immortality”

S.T. Coleridge: “The Rime of the Ancient Mariner”, “Kubla Khan”

Unit II: Romantic Poetry-II (10 Hours)

L T P C

4 0 0 4

John Keats: “Ode on a Grecian Urn”, “Ode to a Nightingale”, “Ode to Autumn”

P.B.Shelley: “To a Skylark”, Adonais

Lord Byron: Don Juan (Canto I)

Unit III: Victorian Poetry (10 Hours)

Alfred Lord Tennyson: “Lotos Eaters”, In Memoriam

Robert Browning: “Porphyria’s Lover”, “Prospice” “My Last Duchess”

Matthew Arnold: “Rugby Chapel” “Thyrsis”

G.M. Hopkins: “God’s Grandeur”

Unit IV: Modern Poetry-I (10

Hours)

W.B. Yeats: “Adam’s Curse”, “Easter 1916”, “Byzantium”

T.S. Eliot: “The Waste Land”

Ezra Pound: “In A Station of the Metro”

Unit V: Modern Poetry-II (12 Hours)

W.H. Auden: “In Memory of W.B. Yeats”, “The Unknown Citizen”

Stephen Spender: “The Pylon”

Dylan Thomas: “Fern Hill”

Philip Larkin: “Church Going”

Ted Hughes: “Hawk Roosting”

Carol Ann Duffy: “Havisham”


On completion of this course, the students will be able to: CLO Description Bloom’s Taxonomy

Level

CLO1 O u t l i n e the different genres and literary devices

of poems prescribed in the syllabus. Analyze the art of

poetry and its artistic creation. To E l a b o r a t e the

growth and development of the poetry in the Romantic era.

2, 4, 6

U n d e r s t a n d i n g ,

Analyze,

C r e a t i n g

CLO2 F i n d o u t and Analyze the contribution of the

poets of the Romantic era in the development of

English poetry. To E v a l u a t e the distinct features

and the themes introduced by the prescribed poets.

1, 4, 6

Remembering,

Analyzing,

Evaluating

CLO3 Outline the different features of Victorian poetry. 2, 5,2

Estimate the contribution of the prescribed poetry in

giving English Literature a concrete identity. To be

able to Demonstrate various literary devices and poetic

techniques.

Understanding,

Evaluating,

Understanding

CLO4 To Analyze the development of modern poetry in

English literature. To be able to Assess the poems of

the author with the trends of the age.

4, 5

Analyzing,

Evaluating

CLO5 D e m o n s t r a t e and Analyze the contribution of the

poets and of the poetry of the Modern era in the

development of English literature. To Assess the distinct

features and the themes introduced by the prescribed

poets

2,4,5

Understandi ng,

Analyzing,

Evaluating


Course

Learning

Outcomes

CLOs


Specific Outcomes

(PSOs)

PL

O1

PL

O2

PL

O3

PL

O4

PL

O5

PL

O6

PL

O7

PL

O8

PL

O9

PL

O1

0

PL

O1

1

PL

O1

2

PS

O1

PS

O2

PS

O3

CLO1 H H H M L M H H H - L M H M L

CLO2 H M H M H H H L H M L M H M H

CLO3 H H H M H H H M M - M - M H M

CLO4 M H H L M M H M M - L - H H H

CLO5 H H M M M H M - H H L M M H H


FICTION

MHU2011 (M.A. English)

I YEAR II SEMESTER

Course Objectives:

CO1To introduce the students to texts with variation in themes and techniques.

CO2To increase their social, and moral awareness and concern towards themselves and

the society of England and India.

CO3To sensitize them to the function of literature as elevating both- the intellectual and

emotional make up of an individual.

CO4Analyze the novels, short stories and literary devices implemented in the Modern

Fiction.

CO5 Comprehend the socio-political scenario of the contemporary time.

CO6 Know the eminent novelists and short story writers of the age.


CLO1 Recognize the concepts given by the authors. Analyze the

importance of a reader in bringing out the varied

interpretations of a text. Recognize the context of the novel

that helps in changing the whole society. Apply the role of

culture as a whole, how it shapes the social, moral, political,

economical and psychological aspect of an individual.

CLO2 Define the concepts given by the authors. Analyze the

theme, story, setting, and its display to have a better Identify

of the text. Create different ideas and setting varied

perceptions regarding the text.

CLO3 Identify the importance of the novelists in bringing out the

varied interpretations of a text. Analyze the philosophy of

Psychology and the class division in any phase and context

L T P C

4 0 0 4

which is changing the whole society.Appraise the role of

culture as a whole. Relate the novels in shaping the social,

moral, political, economical and psychological aspect of an

individual.

CLO4 Discuss the background of the age. Analyze the timeline of

the particular age and various other aspects of the story.

Apply the characters in the story to the past, present and

future scenario. Create ideas through pictorial

representations in the form of a collage.

Unit-I

17th

&18th

Century Society and Thought (10

hours)

Daniel Defoe: Moll Flanders

Henry Fielding: Tom Jones

Unit-II

19th

Century English Society and Thought (10

hours)

Jane Austen: Mansfield Park

Charles Dickens: David Copperfield

Unit-III

Victorian Society and Thought (10

hours)

Thomas Hardy: Tess of the D’Urbervilles

Emile Bronte: Wuthering Heights

Unit-IV

20th


hours)

Joseph Conrad: Heart of Darkness

D.H. Lawrence: Sons and Lovers

Unit-V 20th


hours)

George Orwell: Nineteen Eighty Four (1984)

William Golding: Lord of the Files

Text Books:

T1. Defoe, Daniel. Moll Flanders. Plain Label Books. 2007.

T2. Fielding, Henery. Tom Jones. Oberon Books, 2011.

T3. Austen, Jane. Mansfield Park. Cambridge University Press, 2005.

T4. Dickens, Charles. David Copperfield. Wordsworth Editions, 1992.

T5. Hardy, Thomas. Tess of the D’Urbervilles. Xist Publishing, 2015.

T6. Bronte, Emily. Wuthering Heights. OUP Oxford, 1995.

T7. Conrad, Joseph. Heart of Darkness. Courier Corporation, 1990.

T8. Lawrence, D.H.Sons and Lovers. Wentworth Press, 2016.

T9. Orwell, George. Nineteen Eighty Four (1984).Houghton Mifflin Harcourt, 1983.

T10. Golding, William. Lord of the Flies. Penguin, 2003.

Reference Books:

R1: Allen, Walter. The English Novel. Boston Dutton, 1954.

R2: Brooks and Warren. Understanding Fiction. N.J Prentice Hall, 1959.

R3: Eagleton, Terry. The English Novel: An Introduction. N.J. Wiley-Blackwell, 2004.

R4: Forster, E.M. Aspects of the Novel. London: E. Arnold, 1949.

R5: Lukacs, George. The Theory of the Novel. London: Merlin, 1971.

R6: Walt, Ian. The Rise of the Novel. London:Penguin, 1957.

R7: Boulton, Marjorie. The Anatomy of the Novel. London: Routledge, 2014.

R8: David. The Art of Fiction. New York: Viking, 1992.




Taxonomy

Level

CLO1 Recognize the concepts given by the authors. Analyze the

importance of a reader in bringing out the varied

interpretations of a text. Recognize the context of the novel

that helps in changing the whole society. Apply the role of

culture as a whole, how it shapes the social, moral, political,

economical and psychological aspect of an individual.

1, 2, 3, 4

Remembering,

Recognize,

Analyzing,

Applying

CLO2 Define the concepts given by the authors. Analyze the

theme, story, setting, and its display to have a better Identify

of the text. Create different ideas and setting varied

perceptions regarding the text.

1, 2, 4, 6

Remembering,

Identify,

Analyzing

Creating

CLO3 Identify the importance of the novelists in bringing out the

varied interpretations of a text. Analyze the philosophy of

Psychology and the class division in any phase and context

which is changing the whole society.Appraise the role of

culture as a whole. Relate the novels in shaping the social,

moral, political, economical and psychological aspect of an

individual.

1, 2, 4, 5

Remembering,

Identify,

Analyzing,

Evaluating

CLO4 Discuss the background of the age. Analyze the timeline of

the particular age and various other aspects of the story.

Apply the characters in the story to the past, present and

future scenario. Create ideas through pictorial

representations in the form of a collage.

3, 4, 6

Applying,

Analyzing,

Creating


Course

Learning

Outcomes


PLO

1 PLO2 PLO3 PLO4 PLO5

PLO

6

PLO

7

PLO

8

PLO

9

PLO

10

PLO

11

PL

O1

2 PS

O1

PS

O2

PS

O3

CLO1 H M H M H L H H H M M M H H H

CLO2 H M M M L M H M H M M M H H H

CLO3 H M H L M M H M H M M L H H H

CLO4 H M H L M M M H M M L L M H H


STYLISTICS AND DISCOURSE ANALYSIS MHU2012

I YEAR II SEMESTER

Course Objectives:

CO1To introduce the various stylistic tools to develop an understanding of interpreting

literary texts.

CO2To develop an insight into Discourse Analysis and Pragmatics.

CO3To familiarize them with the role of conversational strategies in interaction.


CLO1 Explain the nature, scope and tools of Discourse Analysis. Compare and contrast

text and discourse. Discuss the concept of coherence and cohesion.

CLO2 To Discuss the basic principles of Pragmatics. To Explain the Cooperative,

Conversational Principles, Politeness Principles and Speech Act.

CLO3 To Explain and Discuss the basic concepts and features of Stylistics. Analyse and

interpret the stylistic analysis of short stories and newspaper.

CLO4 To Explain the nature, scope and tools of Critical Discourse Analysis.

Unit 1: Discourse Analysis (12 Hours)

Definition, Nature, Scope and Tools;

Text and Discourse;

Coherence and Cohesion.

Unit 2: Pragmatics (12 Hours)

Cooperative Principles;

Conversational Principles;

Politeness Principles;

Speech Acts.

Unit 3: Stylistics (14 Hours)

Definition, Basic Assumptions of Stylistics;

Features, Modality, Point of View, Narrative Techniques;

Stylistic Analysis of short stories;

Stylistic Analysis of Indian Newspapers;

Unit 4: Critical Discourse Analysis (14 Hours)

L T P C

4 0 0 4

History, Nature and Scope;

H.G. Widdowson; Ruth Wodak; Norman Fairclough.

Text Books:

T1. Brown, Gillian and Yule, George (1983). Discourse Analysis. Cambridge: Cambridge

University Press.

T2. Leech, G. N. (1983) Principles of Pragmatics. London and New York: Longman.

T3. Mishra, Parth Sarathi (2009) An Introduction to Stylistics. New Delhi: Orient

BlackSwan.

T4. Thomas, J. (1995) Meaning in Interaction: An Introduction to Pragmatics. London and

New York: Longman.

T5. Weiss, Gilbert and Wodak, Ruth (2003) Critical Discourse Analysis: Theory and

Interdisciplinarity. New York: Palgrave Macmillan.

T6. Fairclough, N. (2001) Language and Power 2nd

Ed. London and New York: Routledge.

Reference Books:

R1. Paltridge, Brain (2012) Discourse Analysis: An Introduction 2nd

Ed. New Delhi:

Bloomsbury.

R2. Simpson, Paul (2004) Stylistics: A Resource Book for Students. London and New York:

Routledge.

R3. Toolan, Michael (2010) Language in Literature: An Introduction to Stylistics. London

and New York: Routledge.

R4. Widdowson, H. G. (2004) Text, Context, Pretext: Critical Issues in Discourse Analysis.

Malden: Blackwell Publishing.

R5. Fairclough, N. (1993) Discourse and Social Change. Cambridge: Polity Press

INDIAN WRITING IN ENGLISH

MHU2013

I YEAR II SEMESTER

Course Objectives:

CO1To demonstrate students with major Indian writers in English.

CO2To identify them to understand the growth of Indian writing in English and its

popularity in the global literary scenario.

CO3To develop the knowledge among students about the Indian theatre and its

performance.

CO4To motivate the students by getting knowledge of Indian writers and their

philosophical ideas.


CLO1 To Illustrate the philosophical ideas of poets. To critically analyze the poems with

its references and its importance in the contemporary world. Explain the technical

literary devices in the text. Develop the skill of explaining the poems.

CLO2 Demonstrate the feminist movement and its application in the prescribed poems.

Develop the skill of explaining the poems. Explain the technical literary devices in

the text. To critically analyze the poems with its references and its importance in the

contemporary world.

CLO3 Illustrate the various forms of prose and essays. Analyze the essays and short stories

with its references and its importance in the contemporary world. Explain the

technical literary devices in the text. Examine the major issues in the texts.

CLO4 Tell the various forms of drama. Examine the major issues in the texts. Explain the

important dialogues of the text. Critically analyze the prescribed dramas.

CLO5 Classify the forms of late 20th

century plays. Analyze the major issue depicted in the

drama. Explain the important dialogues of the text. Examine the relevance of the

text in the contemporary time.

Unit I: Secular Poetry (10 Hours)

Sri Aurobindo : “Savitri” (Canto-I)

R. N. Tagore : “Songs from Gitanjali” (Song No. 1, 19, 54)

Nissim Ezekiel : “Goodbye Party for Pushpa T.S, “Background Casually”,

L T P C

4 0 0 4

“Philosophy”, “Poet, Lover, Birdwatcher”

A.K. Ramanujan : “Love Poem for a Wife”, “Obituary”

Jayant Mahapatra : “Hunger”, “Grand Father”

Unit II: Feminist Poetry (08 Hours)

Kamala Das : “An Introduction”

Eunice de Souza : “Women in Dutch Painting”

Imtiyaz Dharkar : “Purdah I”, “Battle Lines”, “Honor Killing”

Mamta Kalia : “Tribute to Papa

Unit III: Essays and Short Fiction (10 Hours)

A.R. Ramanujan : Excerpt from “A Flowering Tree: A Woman’s Tale”

Amrit Rai : Exerpt from “Introduction: Conspectus” in A House Divided

Rajinder Singh Bedi : Lalwanti

Namwar Singh : Decolonizing the Indian Mind

Prem Chand : Holy Panchayat

Unit IV: Early Twentieth Century Drama (12 Hours)

R.N. Tagore : Chandalika

*Sri Aurobindo : Perseus the Deliverer

Unit V: Later Twentieth Century Drama (12 Hours)

Mahesh Dattani : The Final Solutions

*Girish Karnad : Tughlaq

Concept Note

The students will study the different poems by the emerging feminist poet. They will not only

analyze and understand the various themes of Indian poetic bent of mind but also the profound

feminist approach.

Concept Note

The students will be taught the essays and short fiction of its kind and will present an analysis of

various texts prescribed for them to study.

Text Books:

T1. Ezekiel, Nissim. Collected Poems: With a New Introduction by John Thieme. OUP,

2005.

T2. Ramanujan, A.K. Collected Poems, OUP, 1999.

T3. Mahapatra, Jayant. Selected Poems: New Poetry in India.

T4. Das, Kamala. Selected Poems. India: Penguin Books, 2011.

T5. de Souza, Eunice. “Women in Dutch Painting” in Poems. Bombay: Praxis, 1988.

T6. Dharkar, Imtiyaz. Purdah and Other Poems. Good Reads, 1988.

T7. Kalia, Mamta. Tribute to Papa and Other Poems. Calcutta: Writers Workshop

Publication, 2014.

T8. Girish Karnad. Tughlaq. Oxford India Perennials Series, OUP, 2012.

T9. Aurobindo, Sri. Savitri, Createspace Independent Publisher, 2012.

T10. Tagore, Rabindranath. Gitanjali. Rupa, 2002.

T11. The Infinite Riches: An Anthology of British, American and Indian-English Poetry.

ed. Dept. of English and M E L, Lucknow University, OUP, 1999.

Reference Books:

R1 .R P Singh and S.K. Prasad (Eds.). (1989). An Anthology of Indian English

Poetry. Orient Blackswan.

R2. Mukherjee, Sujit. A Dictionary of Indian Literature. Vol I (Beginnings to 1850).

Hyderabad: Orient Longman, 1998.

R3. Paniker, Ayyappa. Indian Narratology. New Delhi: Indira Gandhi Centre for the

Arts, 2003.

R4. Naik, M. K., Perspectives on Indian Prose in English, New Delhi, Abhinav

Publications, 1971.

R5. Iyengar, Srinivas : Indian Writing in English.

R6. Dwivedi, A.N. Papers on Indian Writing in English, 2 Vols, Atlantic Publishers &

Distributors (P) Ltd, 2002.

R7. King, Bruce. (1987). Modern Indian Poetry in English. OUP.

R8. Dharkar, Imtiyaz. Poem Hunter. http://poemhunter.com

Evaluation Process

The students will be evaluated through University Tests, Problem Sets, Surprise Tests and

Teacher Assessment through quizzes, assignments and presentations.

https://www.abebooks.com/servlet/SearchResults?an=R+P+Singh&cm_sp=det-_-bdp-_-author

http://poemhunter.com/

R9. Kumar, Bishun and Arora, Neha. Mahesh Dattani: Themes, Techniques and Issues.

New Delhi: Atlantic Publishers and Distributors (P) Ltd, 2015




Taxonomy Level

CLO1 To Illustrate the philosophical ideas of poets. To critically

analyze the poems with its references and its importance in

the contemporary world. Explain the technical literary

devices in the text. Develop the skill of explaining the poems.

2, 4, 5, 3

Understanding,

Analyzing,

Evaluating,

Applying

CLO2 Demonstrate the feminist movement and its application in

the prescribed poems. Develop the skill of explaining the

poems. Explain the technical literary devices in the text. To

critically analyze the poems with its references and its

importance in the contemporary world.

2, 3, 5, 4

Understanding,

Applying,

Evaluating,

Analyzing

CLO3 Illustrate the various forms of prose and essays. Analyze the

essays and short stories with its references and its importance

in the contemporary world. Explain the technical literary

devices in the text. Examine the major issues in the texts.

2, 4, 5, 4

Understanding,

Analyzing,

Evaluating,

Analayzing

CLO4 Tell the various forms of drama. Examine the major issues

in the texts. Explain the important dialogues of the text.

Critically analyze the prescribed dramas.

1, 4, 5, 4

Remembering,

Analyzing,

Evaluating,

Analyzing

CLO5

Classify the forms of late 20th

century plays. Analyze the

major issue depicted in the drama. Explain the important

dialogues of the text. Examine the relevance of the text in

the contemporary time.

2, 4, 5, 4

Understanding,

Analyzing, Evaluating,

Analyzing


Course

Learning

Outcomes


PL

O1

PLO

2

PLO

3

PLO

4

PLO

5

PLO

6

PLO

7

PLO

8

PLO

9

PLO

10

PLO

11

PLO

12 PS

O1

PS

O2

PS

O3

CLO1 M M M M H H M H H M H M M

CLO2 M H M M L M M M M M M H M

CLO3 M M M M L H M M M M H M M

CLO4 M H M M M M H M H M H H M

CLO5 M M M M H M H H M M M H H


DRAMA MHU2014

I YEAR II SEMESTER

Course Objectives:

CO1To define various types of theatre, different components of drama, dramatic devices,

plot structures and art of characterization and explain various theories and concepts

employed in dramaturgy.

CO2To illustrate the components of drama and theatrical devices in prescribed texts and

identify them in the given plays.

CO3To analyse speeches, dialogues, scenes and the given plays with reference to

essential features of drama and the theories employed in them.

CO4To evaluate the given play in terms of dramatics art and its contribution to the

corpus of the area as to the society and develop a taste of theatrical art.

Course Learning Outcomes: On completion of this course, the students will be able to:

CLO1 Define and explain the nature and function of Medieval Drama, its origin and

contribution to the development of English Drama

CLO2 Identify dramatic devices and change in the nature of theatre from Classical to

Renaissance and from Restoration to Modern age; and compare them wit5h one

another.

CLO3 Analyse any speech, dialogue, scene or an entire play with reference to the theatrical

devices and literary theories employed in the play and assess their significance in

the world of theatre and in the society as well.

CLO4 Develop theatre aesthetics in learners to become professional actor/ director and

design new plays.

Unit I: Medieval Drama (08 hours)

Definition and concepts of Mystery Miracle, Morality and Interlude

Contributions of the University Wits

Unit II: Elizabethan Drama I (Tragedies) (12 hours)

*Christopher Marlowe: The Jew of Malta

William Shakespeare: Hamlet

L T P C

4 0 0 4

Unit III: Elizabethan Drama II (Comedies) (10 hours)

*Ben Jonson: Everyman in His Humour

William Shakespeare: Twelfth Night

Unit IV: Restoration Plays (10

hours)

*William Congreve: Way of the World

John Dryden: All for Love

Unit V: Modern Drama (12 hours)

*G. B. Shaw: Man and Superman

T. S. Eliot: Murder in the Cathedral

*Harold Pinter: The Birthday Party

*Texts for Non-detail Study.

Text Books:

T1. Marlowe, Christopher. The Jew of Malta. Courier Corporation, 2014.

T2. Shakespeare, William. Hamlet. Broadview Press, 2010.

T3. Jonson, Ben. Every Man in His Humour. Dodo Press, 2007.

T4. Congreve, William. The Way of the World. Courier Corporation, 2012.

T5. Dryden, John. All for Love. A&C Black, 2014.

T6. Shaw, G. B. Man and Superman: A Comedy and a Philosophy. The Floating Press,

2012.

T7. Eliot, T. S. Murder in the Cathedral. Faber & Faber, 201.3

T8. Pinter, Harold. The Birthday Party. Faber & Faber, 2013.

T9. Shakespeare, William. Twelfth Night. Broadview Press, 2010.

Reference Books:

R1. Nicoll, Allardyce. History of English Drama, 1660-1900, Volume 5, Part 2.

Cambridge University Press, 2009

R2. Bentley, Gerald Eades. The Development of English Drama: An Anthology. Appleton-

Century-Crofts, 1950

R3. Happe, Peter. English Drama before Shakespeare. Taylor & Francis Group, 2016

R4. Barton, John. The First Stage: A Chronicle of the Development of English Drama

from Its Beginnings to the 1580's. British Broadcasting Corporation, 1960

R5. Leggatt, Alexander. English Drama: Shakespeare to the Restoration 1590-1660.

Routledge, 2014


to:

CLOs Description Bloom’s Taxonomy Level

CLO1 Define and explain the nature and function of Medieval

Drama, its origin and contribution to the development of

English Drama

1, 2

Remembering,

Understanding

CLO2 Identify dramatic devices and change in the nature of

theatre from Classical to Renaissance and from

Restoration to Modern age; and compare them wit5h one

another.

3

Applying

CLO3 Analyse any speech, dialogue, scene or an entire play

with reference to the theatrical devices and literary

theories employed in the play and assess their significance

in the world of theatre and in the society as well.

4, 5


CLO4 Develop theatre aesthetics in learners to become

professional actor/ director and design new plays.

6

Creating


Course

Learnin

g

Outcom

es

CLOs


Specific

Outcomes

(PSOs)

PL

O1

PL

O2

PL

O3

PL

O4

PL

O5

PL

O6

PL

O7

PL

O8

PL

O9

PL

O1

0

PL

O1

1

PL

O1

2

PS

O1

P

SO

2

PS

O3

CLO1 H M H M M M H M M M M M H

M

M

CLO2 H M M M M H M M M M M M H H H

CLO3 M H M M M M M M M H M H M M H

CLO4 L M L L L L M M L M L L M M

H

H: High

M: Medium

L: Low

III Semester

CONTEMPORARY LITERARY THEORY

MHU3009

II YEAR III SEMESTER

Course Objectives:

CO1To acquaint the students to various critical texts required for literary interpretation

and analysis.

CO2To help them understand the application of the literary theories in interpretation of

text.

CO3To enhance their critical thinking and ability to evaluate a text from different

perspectives and approaches.

CO4To demonstrate students to translate the theories in understanding various

disciplines.

Course Learning Outcomes (CLO): On completion of this course, the students

will be able to:

CLO1 Identify different literary theories, concepts and approaches. Distinguish variety of texts

in the light of various theoretical approaches. Evaluate the given texts in terms of

concerned genre. The students will understand the basic idea, application of

Structuralism and coexistence with various texts and genres with a universal approach.

CLO2 Apply and analyze the basic difference between colonial and postcolonial theories and

the core text which discuss the same. With the help of these texts and their analysis the

students will examine the colonial and postcolonial thought processes and their impact

on literature and society. The students will elaborate the crux of respective theory.

CLO3 Distinguish between feminism and gender ideologies established by the society. They

will develop their understanding and solve the issues of identity and existence.

CLO4 Identify the close connection between Marxist ideology influencing the psychology of

individual, societies and states. Students will be able to analyze the views based on

economy, polity, society, culture and identity. The students will evaluate the prevalence

of Marxism in the world as a whole.

CLO5 Understand and analyze the facts behind the diasporic, post modern and cultural studies.

The students will be able to interpret and compile the conclusive fact in the study of the

respective theories and concepts.

L T P C

4 0 0 4

Unit- I: Structuralism and Post-structuralism (12 Hours)

Ferdinand de Saussure: Nature of Linguistic Sign

Derrida: Structure, Sign and Play in the Discourse of the Human Sciences

*Victor Shklovsky: Art as Technique

*Roland Barthes. “The Death of the Author”

Unit- II: Colonialism and Postcolonialism (10 Hours)

*A General Introduction on: Colonialism, Postcolonialism, Race, Ethnicity, Nation,

*Acculturation, Aborigines, Gender, Decolonization;

Gayatri Chakravarti Spivak: Can Subaltern Speak?

Edward Said: “Introduction”, “Crisis” (in Orientialism)

Unit –III: Feminism and Gender Criticism (10 Hours)

Simon de Bovoir: The Second Sex (Introduction)

Elaine Showalter: "Toward a Feminist Poetics"

*Gynocriticism, Ecocriticism, Ecofeminism, Queer Theory

Judith Butler: “Subject of Sex/Gender/Desire”

Unit- IV: Marxism, and Psycho-Analysis (10 Hours)

*Marxism- Society, Class, Base, Superstructure, Ideology, Ideological Apparatus,

Hegemony;

*Psycho-Analysis- Libido, Id, Ego, Superego, Conscious, Subconscious, unconscious,

suppression, oppression and repression;

Fredric Jameson: The Politics of Theory: Ideological Positions in the Postcolonial Debate

Raymond Williams: “Cultural Theory” (From Marxism and Literature)

Jacques Lacan: “The Mirror Stage as Formative of the ‘I’ as Revealed in the Psychoanalytic

Experience”*

Unit –V: Diaspora, Postmodernism and Cultural Studies (10 Hours)

Stuart Hall: ‘Cultural Identity and Diaspora’

M.M. Bakhtin: “Discourse in the Novel”

Anderson, Benedict: “Imagined Communities”

Jean-Francois Lyotard: “Defining the Postmodern”

Eagleton: “Capitalism, Modernism and Postmodernism”

Text Books:

T1. David Lodge, ed. Modern Criticism and Theory: A Reader (London: Longman, 1988)

T2. Judith Butler. ‘Subject of Sex/Gender/Desire.’ The Cultural Studies: Reader. Ed.

Simon During. Routledge. pp. 340-353.

T3. Nayar, P.K. Postcolonial Literature: An Introduction. India: Pearson, 2011.

T4. Said, Edward. Orientalism. New York: Vintage 1994.

T5. Leitch, Vincent B, Cain, William E. ed. The Norton Anthology of Theory and

Criticism: Second Edition, W. W. Norton & Company, 2010

T6. Lacan, Jacques. The Four Fundamental Concepts of Psycho-analysis ed. Jacques-

Alain Miller. Trns. Alan Sheridan. New York: Norton, 1978.

T7. Showalter, Elaine. "Toward a Feminist Poetics,"Women's Writing and Writing About

Women. London: Croom Helm, 1979.

T8. Bakhtin, M.M. “Discourse in the Novel” in Dialogic Imagination ed. Michael

Holquist. London: University of Texas Press.

T9. During, S. Cultural Studies: An Introduction.

T10. Bill, Ashcroft et.al. Postcolonial Studies: The Key Concepts. London: Routledge, 2007.

T11. Ahmad, Aijaz. In Theory: Classes, Nations, Literatures. London: Verso, 1992

Reference Books:

R1. Barry, Peter. Beginning Theory: An Introduction to Literary and Cultural theory.

Manchester, UK: Manchester University Press, 2009.

R2. Eagleton, Terry. Literary Theory. 3rd ed. Minneapolis: University of Minnesota Press,

2008.

R3. Fanon, Frantz. The Wretched of the Earth. London: Penguin Books, 1963.

R4. Krishnaswami N. Contemporary Literary Theory: A Students Companion. Macmillan

India Ltd.; Hyderabad, 2001.

R5. Seldon, Raman. Peter Widdowson and Peter Brooker. A Reader’s Guide to

Contemporary Literary Theory. Pearson Education Ltd. New Delhi, 2006.

R6. Childs, Peter ed. The Rutledge Dictionary of Literary Terms. Rutledge, London, 2005.

R7. Culler, Jonathan. Literary Theory: A Very Short Introduction. India: OUP, 2011.

R8. Cuddon, J A. Ed. A Dictionary of Literary Terms and Literary Theory. Maya

Blackwell Doaba House, New Delhi, 1998.

R9. Eagleton, Terry. Literary Theory: An Introduction. India: Oxford-Blackwell, 1983.

R10. A.K. Ramanujan. “Is There an Indian Way of Thinking?” Collected Essays of A.K.

Ramanujan ed. Vinay Dharwadkar.Delhi: Oxford University Press 1999 pp. 34-42.

R11.Chaubey, Ajay kumar and Kumar, Bishun.Transnational Passages:An Anthology of

Diaspora Criticism Volume I. Jaipur: Y-King Books, 2015.

R12. Kumar, Bishunand Chaubey, Ajay kumar. Discursive Passages:An Anthology of

Diaspora Criticism Volume II.Jaipur: Y-King Books, 2015.



Taxonomy Level

CLO1 Identify different literary theories, concepts and approaches.

Distinguish variety of texts in the light of various theoretical

approaches. Evaluate the given texts in terms of concerned

genre. The students will understand the basic idea,

3,4, 5

Applying,

Analyzing, Evaluating

application of Structuralism and coexistence with various

texts and genres with a universal approach.

CLO2 Apply and analyze the basic difference between colonial and

postcolonial theories and the core text which discuss the

same. With the help of these texts and their analysis the

students will examine the colonial and postcolonial thought

processes and their impact on literature and society. The

students will elaborate the crux of respective theory.

3,4,4

Applying,

Analyzing,

Analyzing

CLO3 Distinguish between feminism and gender ideologies

established by the society. They will develop their

understanding and solve the issues of identity and existence.

3,4, 5

Applying,

Analyzing,

Evaluating

CLO4 Identify the close connection between Marxist ideology

influencing the psychology of individual, societies and states.

Students will be able to analyze the views based on

economy, polity, society, culture and identity. The students

will evaluate the prevalence of Marxism in the world as a

whole.

3,4,5

Applying,

Analyzing,

Evaluating

CLO5 Understand and analyze the facts behind the diasporic, post

modern and cultural studies. The students will be able to

interpret and compile the conclusive fact in the study of the

respective theories and concepts.

4,5,6

Analyzing,



Course

Learning

Outcomes


PLO

1 PLO2 PLO3 PLO4 PLO5

PLO

6

PLO

7

PLO

8

PLO

9 PLO10 PLO11

PLO1

2

PS

O1

PS

O2

PS

O3

CLO1 M M M H M M M M M M

CLO2 M H M H M M H H H M H

CLO3 M H M M H M M H M M

CLO4 M M M H M H M H M M H

CLO5 M M H M H H M M H M

H: High

M: Medium

L: Low

INDIAN ENGLISH NOVEL

MHU 3010 II YEAR III SEMESTER

Course Objectives:

CO1To acquaint students with various Indian novelists and their contribution to the

development of Indian English Literature.

CO2To make them aware of paradigm shifts in fiction writing in India with reference to

historical and cultural change.

CO3To help them know more about the literary and cultural heritage of India.

CO4To inculcate the essence of the Hindi writings/Indian Literature in English.

Course Learning Outcomes (CLO): On completion of this course, the students will be

able to:

CLO1 Define and appraise literary and cultural heritage of India.

CLO2 Analyze and Examine various, concepts, theories and ideas employed by Indian

authors.

CLO3 Compare and contrast Indian novelists with those of British.

CLO4 Develop expertise of Indian English novels.

Unit I: India Renaissance (10 hours)

*Raja Rao: Kanthapura

L T P C

4 0 0 4

*R. K. Narayan: The Guide

Unit II: Women Novels (12 hours)

*Anita Desai: Voices in the City

*Kamla Markandaya: Nectar in Sieve

Unit III: Modern and Post Modern Novelists (10 hours)

*Salman Rushdie: Midnight’s Children

*V. S, Naipaul: A House for Mr. Biswas

Unit IV: Indian Novels in Translation (10 hours)

*Munshi Premchand: Godan (The Gift of a Cow)

*Bhishm Sahni: Tamash

Unit V: The Voices of the Marginals (10 hours)

*Begum Rokeya Hossain: Sultana’s Dream

*U.R.Anandmurthi: Samskara

*Texts for non-detailed study.

Text Books:

T1. Chatterje, Bankim Chandra. Krishnakant’s Will (1876), tr. S.N. Mukherjee, in The

Poison Tree: Three Novellas (New Delhi: Penguin, 1996), pp. 173-300.

T2. Desai, Anita. Voices in the City.

T3. Rao, Raja. Kanthapura.

T4. Narayan, R. K. The Guide.

T5. Rushdie, Salman. Midnight’s Children.

T6. Naipaul, V. S. A House for Mr. Biswas

T8. Premchand, Munshi. The Gift of a Cow (1936), tr. Gordon Roadarmel.

T9. Shukla, Shrilal. Raag Darbari (1968), tr. Gillian Wright (New Delhi: Penguin).

Reference Books:

R1. ‘Sahitya ka Uddeshya’ (The Aim of Literature), a speech given by Premchand at the

meeting of the All-India Progressive Writers’ Association (PWA) on April 9, 1936 at

the Rifah-e Aam Hall in Lucknow.tr. Francesca Orsini, in The Oxford India

Premchand (New Delhi: Oxford University Press, 2004).

R2. Booth, Wayne C. The Rhetoric of Fiction. Chicago: University of Chicago Press,

1961.

R3. Boulton, Marjorie. The Anatomy of the Novel. London: Routledge and Kegan Paul,

1975.

R4. Eagleton, Terry. The English Novel: an Introduction. Oxford: Blackwell, 2004.

R5. Forster, EM. Aspects of the Novel. London: Edward Arnold, 1927.

R6. Lodge, David. The Art of Fiction. New York: Viking, 1992.

R7. Lubbock, Percy. The Craft of Fiction. London: Jonathan Cape, 1921.

R8. Lukacs, Georg. The Theory of the Novel. Cambridge: MIT Press, 1971.

R9. Scholes, Robert. Elements of Fiction. Oxford, OUP, 1968.

R10. Schorer, Mark. “Technique as Discovery”. The Hudson Review. 1.1(1948): 67-87.

R11. Watt, Ian. The Rise of the Novel. London: Peregrine, 1970.

R12. Anandmurthy, U.R. Samskara: A Rite for a Dead Man, tr. A.K. Ramanujan. New

Delhi: Oxford University Press.

R11.Chaubey, Ajay kumar and Kumar, Bishun.Transnational Passages:An Anthology of

Diaspora Criticism Volume I. Jaipur: Y-King Books, 2015.

R12. Kumar, Bishunand Chaubey, Ajay kumar. Discursive Passages:An Anthology of

Diaspora Criticism Volume II.Jaipur: Y-King Books, 2015.

R13. Kumar, Ajay Kumar, Bishunand Tiwari Janmajay. The Novels of Salman Rushdie: An

Anthology of 21st Century.New Delhi:Atlantic Publishers and Distributors (P) Ltd,

2016.


able to:


Taxonomy

Level

CLO1 Define and appraise literary and cultural heritage of India.

1,5

Remembering,

Evaluating

CLO2 Analyze and Examine various, concepts, theories and ideas

employed by Indian authors.

4,4

Analyzing,

Analyzing

CLO3 Compare and contrast Indian novelists with those of British. 2,2

Understanding,

Understanding

CLO4 Develop expertise of Indian English novels.

3

Applying


Course

Learning

Outcomes


Outcome (PSO’s)


PS

O1

PS

O2

PS

O3

CLO1 H M L M L L M M L L H H H

CLO2 H H L M L L M M L L H H H

CLO3 M H L H L M L M M L L M M M

CLO4 L M L H L M L L M L L L M M

H: High

M: Medium

L: Low

NEW LITERATURES IN ENGLISH MHU3011


Course Objectives:

CO1To define the components and features of New Literatures and explain various

theories and techniques employed in it.

CO2To illustrate the relevance of New Literatures to the cultural and socio-political

background of the First and the Third World and identify their conceptions and ideologies

in a given text.

CO3To analyse a given text with reference to essential features of New Literatures in

English.

CO4To evaluate the literature of the marginalized races in terms of its contribution to the

corpus of literature and to the society as well; and develop an understanding of politics in

literary writings.


able to:

CLO1 Define the components and features of New Literatures and explain various theories

and techniques employed in the prescribed texts.

CLO2 Illustrate the relevance of the New Literatures to the cultural and sociopolitical

background and identify the conceptions and ideologies of the First and the Third

World in the given text.

CLO3 Analyse the given literary texts from the Third World with reference to the features

of New Literatures in English and compare them with the works from the First

World.

CLO4 Evaluate the literary works from the peripheral races in terms of their contribution

to the corpus of literature and to the society as well; and develop an understanding

of politics in literary writings.

Unit I: Poetry (15 Hours)

Margaret Atwood: “Progressive Insanities of a Pioneer”

L T P C

4 0 0 4

Judith Wright: “The Ancestors”

A.D. Hope: “Death of the Bird”

Daniel David Moses: “The Sunbather’s Fear of the Moon”

Agha Shahid Ali: Showman: The Season of the Plain

Nadine Gordimer: The Burger’s Daughter

Michael Ondaatje: The Cinnamon Peeler

Unit II: Prose (10 Hours)

Ngugi wa Thiongo: Decolonizing the Mind

Chinua Achebe: There Was a Country

Unit III: Fiction (12 Hours)

Alice Munro: Lives of Girls and Women

Margaret Atwood: Surfacing

David Malouf: The Great World

Saadat Hasan Manto: Tobatek Singh

Unit IV: Drama (15 Hours)

Wole Soyinka: A Dance of the Forests

George Ryga: The Ecstasy of Rita Joe

*David Williamson: The Removalists

*Non-Detailed

Text Books:

T.1 Achebe, Chinua. There Was a Country: A Memoir. USA: Penguin, 2013.

T.2 Munro, Alice. Lives of Girls and Women. Vintage Books, 23 Mar 2015.

T.3 Atwood, Margaret. Surfacing. Toronto: M & S, 1999. McCann, Colum. Let the

Great World Spin: A Novel. Toronto: HarperCollins, 2009.

T.4 Soyinka ,Wole. A Dance of the Forests. London : Oxford Univ. Press, 1963.

T.5 Ryga. George. The Ecstasy of Rita Joe. Vancouver: Talonbooks.2008.

Reference Books:

R1. Ng g , wa T. Decolonising the Mind: The Politics of Language in African

Literature. London: J. Currey, 1986. Print.

T.1 Bruce King. The New literatures: Cultural Nationalism in a Changing World.

Macmillan, 1987.

T.2 Kumar, Bishun and Arora, Neha. Major Voices in New Literatures in English New

Delhi: Atlantic Publishers and Distributors (P) Ltd , 2015

http://www.gradesaver.com/author/chinua-achebe

http://www.gradesaver.com/there-was-a-country

T.3 R. Brydon, Diana & Helen Tiffin (Eds). Decolonising Fictions Dangaroo. 1993.

T.4 Frantz Fanon. Black Skins, White Masks. Pluto Press: London, 1986.

T.5 Wole Soyinka. Myth, Literature and the African World. Oxford: 1991.

T.6 Atwood, Margaret. Survival: A Thematic Guide to Canadian Literature. Toronto:

Anansi Press, 1982.

T.7 Corkhill, Annette Robyn. The Immigrant Experience in Australian Literature.

Melbourne: Academia Press, 1995.

T.8 Hergenhan, L. (Ed.). The Penguin New Literary History of Australia. Ringwood:

Penguin, 1988.

T.9 Whitlock, Gillian and Carter, David (Ed). Images of Australia. Queensland:

University of Queensland Press, 2001

Course Learning Outcomes (CLO): On completion of this course, the students will

be able to:


CLO1 Define the components and features of New Literatures

and explain various theories and techniques employed in

the prescribed texts.

1, 2

Remembering,

Understanding

CLO2 Illustrate the relevance of the New Literatures to the

cultural and sociopolitical background and identify the

conceptions and ideologies of the First and the Third

World in the given text.

3

Applying

CLO3 Analyse the given literary texts from the Third World

with reference to the features of New Literatures in

English and compare them with the works from the First

World.

4, 5


CLO4 Evaluate the literary works from the peripheral races in

terms of their contribution to the corpus of literature and

to the society as well; and develop an understanding of

politics in literary writings.

6

Creating


Course

Learnin

g

Outcom


Specific

Outcomes

(PSOs)

es

CLOs

PL

O1

PL

O2

PL

O3

PL

O4

PL

O5

PL

O6

PL

O7

PL

O8

PL

O9

PL

O1

0

PL

O1

1

PL

O1

2

PS

O1

P

SO

2

PS

O3

CLO1 H H H H M M H M M M M M H

H

H

CLO2 H H H H M H H M M M M M H H

M

CLO3 M M M M M M M M M H M H M M M

CLO4 M M L M L L M M L M L L M M

M

H: High

M: Medium

L: Low

RESEARCH METHODOLOGY

MHU3014


L T P C

3 0 0 3

Course Objectives:

CO1To gain familiarity with a phenomenon or to achieve new insights into literary

research

CO2To demonstrate accurately the characteristics of a particular individual, situation in

research

CO3To examine a hypothesis of a causal relationship between variables in literary

research

CO4To familiarise the students with research by connecting it with literature and literary

theories.


able to:

CLO1 Illustrate bibliography, appendix, and works citation and so on. Analyze data analysis with

reference to literary works. Interpret investigation and exploration in research methodology.

Examine the role of hypothesis in the literary research.

CLO2 To tell the students how to classify the primary and secondary data in research. To tell students

how to identify research ethics in the literary works. Interpret research language in a literary

work. Examine the works of data analysis in literary research.

CLO3 Classify the research method and research methodology. Examine the research language and tell

the students its importance. Interpret trends and approaches in literary research to the students.

List out all the trends of literary research.

CLO4 Tell the students how to find out research topic. Develop the idea of finding out research

problem. Explain how to chapterize the research work. Examine: tell the students how to

examine and analyze the conclusion and findings.

Unit 1: Key Concepts

Investigation, exploration, examination, analysis

Hypothesis and Problem Statement

Methods and Modes of Research

Data Analysis (Collection and Classification)

Reference Lists and Footnotes

Quotations and Citation

Bibliography / Appendix / Appendices

Unit 2: Research: Tools, Language and Plagiarism

Primary and Secondary Data

Research Language (Clarity, Correctness, Coherence)

Research Ethics

Unit 3: Research in Language and Literature

Methods in Language Research

Trends and Approaches in Literary Research

Unit 4: Process of Research

Statement of Problems & Research Question

Selection of Research Topic

Chapterisation: Sections and Sub-sections of Chapters

Findings and Conclusion

References:

1. Ahuja, Ram. (2005), Research Methods.Rawat Publications.

2. Altick, R.D. (1963), The Art of Literary Research, New York: Norton.

3. Bawarshi, Anis S. and Reiff, Mary Jo. (2010), Genre: An Introduction to History,

Theory, Research, and Pedagogy. Parlor Press.

4. Booth, Wayne C. (2003), The Craft of Research, University of Chicago Press.

5. Eliot, Simon. (1998), A Handbook of Literary Research. Psychology Press.

6. Ellis, Jeanne (2010), Practical Research Planning and Design, Ormond, Merrill.

7. Gibaldi, Joseph. (2003), MLA Handbook for Writers of Research Papers, New York:

MLA Association.

8. Gorman, G. E. and Clayton, Peter. (2005), Qualitative Research for the Information

Professional by London: Facet Publishing.

9. Harner, James L. (2002), Literary Research Guide: An Annotated Listing of

Reference Sources in English Literary Studies, New York: MLA of America.

10. Kothari C.R. (2004),Research Methodology: Methods and Techniques,New Age

International.

11. Lenburg, Jeff. (2007), Guide to Research. Viva Books.

12. Miller R.H. Handbook of Literary Research. Methuen.

13. McMillan, James H. (1996). Educational Research: Fundamentals for the Consumer.

14. Oakman, Robert L. (1984), Computer Methods for Literary Research, Athens:

University of Georgia Press.

15. Rajanan, B. (1968), Fundamentals of Research, ASRC Hyderabad.

16. Caivery, R. & Nayak V.K. (2005), Research Methodology, S.Chand.

17. Sameer,Kumar. (2005), Research Methodology. Springer: US.

18. Seliger (2001), Second Language Research Methods, OUP.

19. Rahim, Abdul F. (2005), Thesis Writing: A Manual for Researchers. New Delhi:

NewAge International.

20. Tunnell, Michael O. and Jacobs,James S. Using "Real" Books: Research Findings on

LiteratureBased Reading Instruction. The Reading Teacher Vol. 42, No. 7 (Mar., 1989)




Taxonomy Level

CLO1 Illustrate bibliography, appendix, and works citation and so

on. Analyze data analysis with reference to literary works.

Interpret investigation and exploration in research

methodology. Examine the role of hypothesis in the literary

research.

2, 4, 5, 4

Understanding,

Analyzing,

Evaluating,

Analyzing

CLO2 To tell the students how to classify the primary and

secondary data in research. To tell students how to identify

2, 3, 5, 4

Understanding,

research ethics in the literary works. Interpret research

language in a literary work. Examine the works of data

analysis in literary research.

Applying,

Evaluating,

Analyzing

CLO3 Classify the research method and research methodology.

Examine the research language and tell the students its

importance. Interpret trends and approaches in literary

research to the students. List out all the trends of literary

research.

2, 4, 5, 4

Understanding,

Analyzing,

Evaluating,

Analyzing

CLO4 Tell the students how to find out research topic. Develop the

idea of finding out research problem. Explain how to

chapterize the research work. Examine: tell the students how

to examine and analyze the conclusion and findings.

1, 3, 5, 4

Remembering,

Applying,

Evaluating,

Analyzing


Course

Learning

Outcomes


Outcome (PSO’s)


PS

O1

PS

O2

PS

O3

CLO1 H M H M L M H M H H H H M

CLO2 M H H L H H M H M M H M L M

CLO3 M M H M M M H H M M L M H

CLO4 M H H M M H M H M L M M

AMERICAN LITERATURE MHU3101


Course Learning Objectives:

To introduce students to different poets and authors representing the ages of American

Literature.

To provide insight into the social, cultural and political atmosphere of American age.

To help the students to understand the literary and culture aspects of different genres

of American literature.

To demonstrate them an awareness of the historical and political background of

American literature.

Course Content:

Unit I: Poetry (14 Hours)

Walt Whitman : “Song of Myself”

Ralph Waldo Emerson “Each and All”, “Oversoul”

Emily Dickinson: “Because I Could Not Stop for Death”

Robert Frost: “Stopping by Woods on a Snowy Evening”, “Mending Wall”

Sylvia Plath : ‘Daddy’,

Adrienne Rich : ‘Diving Into the Wreck’

J.M. Langston Hughes: ‘Harlem’

Unit II: Non-Fiction (10 Hours)

R.W.Emerson: “The American Scholar”

Henry James: “The Art of Fiction”

Thoreau: “Civil Disobedience”

L T P C

4 0 0 4

Unit III: Fiction (10 Hours)

*Ernest Hemingway: The Old Man and the Sea

*Toni Morrison: Beloved

Unit III: Drama (10 Hours)

Eugene O’Neill: The Hairy Ape

*Arthur Miller: All My Sons

Unit IV: Short Stories (08 Hours)

Edgar Allan Poe: “The Purloined Letter”

Herman Melville: “Bartleby the Scrivener”

O Henry: “The Cactus”

*Texts for Non detail Study.

Text Books:

T1. O’Neill, Eugene. The Hairy Ape. Delhi: Surjeet Publications Pvt. Ltd., 2009.

T2. Miller, Arthur. All My Sons: A Play in Three Acts. New York: Reynal & Hitchcock,

1947.

T3. Poe, Edgar A, and Jacob Schwartz. The Purloined Letter. London: Ulysses bookshop,

1931.

T4. Melville, Herman. “Bartleby the Scrivener”

T5. Henry O. Collected Stories of O. Henry. New York : Avenel Books : Distributed by

Crown Publishers, 1979.

T6. Hemingway, Ernest. The Old man and the Sea. Harper Collins: Canada, 2016.

T7. Ed. Ted Hughes. Sylvia Plath: The Collected Poems. United States: Harper Perennial

Modern Classics, 2018.

T8. Rich, Adrienne. Diving Into the Wreck: Poems 1971-1972. New York: W.W. Norton &

Company, Incorporated Aug. 1994.

T9. Hughes, Langston et al. The Collected Poems of Langston Hughes. New York : Knopf :

Distributed by Random House, 1994.

Reference Books

https://americanliterature.com/author/edgar-allan-poe/bio-books-stories

https://americanliterature.com/author/edgar-allan-poe/short-story/the-purloined-letter

https://americanliterature.com/author/herman-melville/bio-books-stories

https://americanliterature.com/author/herman-melville/short-story/bartleby-the-scrivener

https://americanliterature.com/author/herman-melville/bio-books-stories

https://americanliterature.com/author/herman-melville/short-story/bartleby-the-scrivener

R1. Whitman, Walt, John Nash, and Walt Whitman. From Whitman's Song of Myself.

London: Poetry Bookshop, 1924.

R2. Hochman, Jhan. "An overview of “Stopping by Woods on a Snowy Evening”. Poetry for

Students. Detroit: Gale. Literature Resource Center. Web. 14 Mar. 2013.

R3. Fisher, William J. Reninger, H.Willard, Ralph Samuelson and K.B. Vaid, (ed.).

American Literature of the Nineteenth Century: An Anthology. Eurasia Publishing House

(Pvt.) Ltd.: New Delhi, 1964.



Taxonomy Level

CLO1 Identify different themes and literary devices. Distinguish

amongst variety of subjects. Evaluate the given texts in

terms of concerned genres.

3,4, 5

Applying,


CLO2 Apply and analyze the ideologies of the prose writers. With

the help of these texts and their analysis the students will

examine the basic concept as well.

3,4,4

Applying,

Analyzing,

Analyzing

CLO3 Distinguish the themes of both the plays. They will develop

their understanding and solve the issues of identity and

existence.

3,4, 5

Applying,

Analyzing,

Evaluating

CLO4 Identify the close connection between the short stories

analyze the views based on different ideals. The students will

evaluate the basic themes as well.

3,4,5

Applying,

Analyzing,

Evaluating


Course

Learning

Outcomes



PS

O1

PS

O2

PS

O3

CLO1 M M M H M M M M M M

CLO2 M H M H M M H H H M H

CLO3 M H M M H M M H M M

CLO4 M M M H M H M H M M H

CLO5 M M H M H H M M H M


INTRODUCTION TO ENGLISH LANGUAGE TEACHING MHU3102


Objectives

To define and explain the theories of second language acquisition.

To identify challenges in English language teaching-learning in India and illustrate the key concepts, methods and techniques of English Language Teaching.

To develop an understanding of different methods of teaching and analyse their implications.

To develop skills of syllabus designing and teaching-testing materials.

Unit I: English Language Teaching in India and Theories (08 Hours)

English in India-Goals and objectives in teaching and learning English - Problems of

teaching English in India; Theories of second language Acquisition;

Unit II: Methods, Approaches and Techniques (12 Hours)

Methods of language teaching- Grammar Translation Method, Audio-lingual

Method, Direct Method, Communicative Language Teaching,

Humanistic Approaches to English Language Teaching- Suggestopedia, Total

Physical Response (TPR), Task-based Learning, Computer Assisted Language

Learning (CALL); Methods and Techniques for Teaching Literature and Language-

Teaching;

Unit III: Materials for Teaching (10 Hours)

L T P C 4 0 0 4

Syllabus and its types - Role of materials in teaching and learning- Materials for

developing language skills (listening, speaking, reading, writing); Materials for

developing structural language skills- study skills, grammar, vocabulary, language

through literature-

Unit IV: Syllabus Design (10 Hours)

Origin and development of ESP- Approaches to course design- Application of ESP:

the syllabus; materials design and evaluation – Role and responsibilities of the ESP

teacher; Lesson plan; Paper Setting, Question Framing;

Unit V: Teaching and Testing (12 Hours)

Literature Teaching- Prose, Poetry, Drama and Fiction- Teaching Listening,

Speaking, Reading, and Writing- Developing Literary Sensibility and Linguistics

competence - Existing patterns of Testing Literature and Language - Modification and

Innovation in Testing and practice teaching;

Text Books:

T.1 Larsen-Freeman, Diane. 2004. Techniques and Principles in Language Teaching.

New Delhi: Oxford University Press.

T.2 Richards, J. C. and T. S. Rogers. 1986. Approaches and Methods in Language

Teaching. Cambridge University Press

T.3 Saraswathi, V. 2004. English Language Teaching–Principles and Practice. Orient

Hyderabad: Longman.

Reference Books:

R.1 Tickoo, M. L. 2003. Teaching and Learning English–A Sourcebook for Teachers and

Teacher-Trainers. Hyderabad: Orient Longman

R.2 Agnihotri, R. K & Khanna, A. L (1997). Problematizing English in India. New Delhi:

Sage Publications

R.3 Agnihotri, R. K & Khanna, A.L. (1995). English Language Teaching in India. New

Delhi: Sage Publications



Level

CLO1 Recall and illustrate the theories of second language

acquisition and the concepts and methods of English Language

Teaching.

1, 2

Remembering,

Understanding

CLO2 Identify the challenges in English language teaching and

learning; apply and analyse suitable methods of teaching.

3, 4

Applying, Analysing

CLO3 Examine merits and demerits of different methods of teaching

and assess their effects on language acquisition.

4, 5

Analysing,

Evaluating

CLO4 Develop material for teaching, modify syllabus and propose

suitable teaching-testing methods to inculcate desired skills.

6

Creating


Specific Outcomes (PSOs):

CLOs PLOs PSOs

PL

O1

PL

O2

PL

O3

PL

O4

PL

O5

PL

O6

PL

O7

PL

O8

PL

O9

PL

O10

PL

O11

PL

O12

PS

O1

PS

O2

PS

O3

CLO1 H L L L L L M L L L L L H L L

CLO2 M H M L L L M M L L L L H H M

CLO3 M M M L L L M M M M L L M H H

CLO4 L L M L L M M M M M L L L L M

H: High

M: Medium

L: Low

READING IN SPECIALIZATION

MHU3504

L T P C

0 0 2 1


To promote students in the area of their interest and attempt dissertation in their area.

To facilitate them to enhancing the knowledge of the area of their interest.

To help them understand the nuances, concept, theories, approaches and trends of their area of

specialization.

To help the students to acquire a sound knowledge of the area of their interest.

Course Content

Step I: Recognizing and categorizing the area of Interest with the help of the concerned

teacher/s (In the first week of August)

(a) Opting one of the Major Genres of Literature for a detailed and rigorous reading of

Poetry, Drama, Prose, Novel, Short Stories

(b) Opting one of the Major author/s of the Area of Interest/genre

Classical, British, American, Indian, Canadian, Australian, African, etc.

(c) Opting any two of the Major author/s of the Area of Interest/genre for comparative

analysis/research

Step II: Reading the Basics of the Area of Interest (By the end of the September)

Fundamental theories, concepts of the genre and their approaches;

Other concerned theories and concepts applicable in the area/genre/author;

Relevance and scope in the specific area and interdisciplinary approaches;

Symmetry and dissymmetry reading/analysis.

Step III: Review of Literature (By the end of the October)

Books on Fundamental Theories;

Critical Books/Researches on the Author/genre;

Research papers, term papers, Theses on the published in various prestigious journals.

Learning Technical Skills required for research draft with special focus on MLA Style-sheet 8th

Edition;

Citation, Editing, reviewing, analyzing and Note making;

Step IV: Topic Selection, Abstract Writing, PPT making (By 15th

of November)

Selection of the topic of the research for dissertation, Abstract Writing

Aristophanes: The Frogs and Shudrak: Mrichchakatikam (The Clay Cart)

Kalidasa’s Abhijnan Shakuntalam and Sophocles’ Oedipus Rex

Step V: Abstract Presentation for Final Assessment (By 30th

of the November)

Abstract Presentation through PPT, Discussion, analysis and defense



Taxonomy Level

CLO1 Outline Research Work activities and will develop various aspects of

different topics to simplify it. 2,3,4

Understanding,

Applying,

Analyzing

CLO2 Identify and examine the fundamentals of their area of interest in

various genres and texts. Evaluate the whole idea accordingly. 3,4,5

Applying,

Analyzing,

Evaluating

CLO3 Survey the linguistic, literary sensibility and aesthetics in various artistic

works. The students will inspect and evaluate the basic idea of a text or

an ideology.

4,4,5

Analyzing,

Analyzing,

Evaluating

CLO4 Simplify the central idea of the texts and justify the arguments given in

them. The students will elaborate their ideas and come up with creative

and value added experiences.

4,5, 6

Analyzing,

Evaluating,

Creating

Course

Learning

Outcomes

Program Learning

Outcomes (PLOs)

Program Specific

Outcomes(PSOs)

PL

O1

PL

O2

PL

O3

PL

O4

PL

O5

PL

O6

PL

O7

PL

O8

PL

O9

PL

O1

0

PL

O1

1

PL

O1

2

PS

O1

PS

O2

PS

O3

CLO1 M M M M M M M M

CLO2 L M M H M M M M M M

CLO3 M M M H M M M M M

CLO4 M M M H M M M M M M M


IV Semester

MODERN ENGLISH GRAMMAR MHU4004

II YEAR IV SEMESTER


To illustrate various theories of syntax and explain principles of functional grammar.

To demonstrate and elaborate formal and functional analysis of phrase and clause.

To develop an understanding in discourse makers and semantic relations.

To explain common errors and the mother tongue interference in the use of English

language.

Unit 1: Phrase and Clause Analysis (14

Hours)

Formal and Functional Analysis of Noun Phrase, Verb Phrase, Prepositional Phrase,

Adjective Phrase, Adverb Phrase;

Formal and Functional Analysis of Noun Clause, Adjective Clause and Adverb Clause

Unit 2: Discourse Markers and Semantic Relations (12

Hours)

Conjunctions and Connectives; Discourse Phrases; Syntactic and Semantic Relations;

Reference, Ambiguity: Lexical and Structural

Unit 3: Common Errors and Acceptability of Sentences (12

Hours)

Common Errors and Mother Tongue Influence in the Use of Tense, Phrase, Noun, Verb,

Pronoun Reference, Degrees and Voice, Prepositions and Conjunctions, etc.

Unit 4: Functional Grammar (14 Hours)

L T P C

4 0 0 4

Text and Grammar, Theme, Rheme and Mood, Transitivity and Voice, Modality, Expansion

of Clauses: Elaborating, Extending and Expansion, Parataxis and Hypotaxis.

Text Books:

T1. Bakshi, R.N. (2000). A Course in English Grammar. New Delhi: Orient Black Swan

Pvt. Ltd.

T2. Hurford, James, R., Heasley, Brendan and Smith, Michael, B. (2007). Semantics: A

Course Book. Cambridge: Cambridge University Press.

T3. Miller, Jim (2002) An Introduction to English Syntax Edinburgh: Edinburgh University

Press.

T3. Halliday, M.A.K. (1994). An Introduction to Functional Grammar. London: Edward

Arnold.

T5. Martin, J.R. (1992). English Text: System and Structure. Amsterdam: Benjamins.

Reference Books:

R1. Fabb, Nigel (2005) Sentence Structure 2nd

Ed. London and New York: Routledge.

R2. Gass, Susan M. and Selinker, Larry (2008) Second Language Acquisition: An

Introductory Course 3rd

Ed.London and New York: Routledge.

R3. McCarthy, Michael (1991) Discourse Analysis for Language Teachers Cambridge:

Cambridge University Press.

R4. Valin, Robert D. Van JR. (2004) An Introduction to Syntax Cambridge: Cambridge

University Press.


to:


CLO1 Define, explain and classify phrase, clause, discourse

markers, reference, ambiguity, theme, rheme, mood,

transitivity, voice, modality, taxis, etc.

1, 2

Remembering, Understanding

CLO2 Distinguish between phrase and clause; identify and

dissect their syntactic structures.

3, 4

Applying, Analysing

CLO3 Analyse discourse markers, theme, rheme, taxis and

form and function of phrase and clause; identify,

classify and assess common errors and mother tongue

influence in the use of English.

4, 5


CLO4 Estimate and predict the level of mother tongue

influence in English in a given situation. Elaborate

theories and modify methods or techniques of

measurement.

5, 6



Specific Outcomes (PSOs)

CLOs PLOs PSOs

PL

O1

PL

O2

PL

O3

PL

O4

PL

O5

PL

O6

PL

O7

PL

O8

PL

O9

PL

O10

PL

O11

PL

O12

PS

O1

PS

O2

PS

O3

CLO1 H L L L L L M L L L M L L

CLO2 M M M L L L M M L L L M M L

CLO3 M H M L L L M M M M L M H M

CLO4 L L L L L L L L L L M L L H

H: High

M: Medium

L: Low

COMPARATIVE LITERATURE

MHU 4005

II YEAR IV SEMESTER

L T P C

4 0 0 4


To familiarize the students with theories and approaches of Comparative Literature.

To enable them to compare the two texts of different nations/cultures/languages/periods.

To help them understand and notice the advantages, disadvantages, problems and issues of comparison.

To help the students identify the basic idea behind the Comparative Literature in the context of world

literature.

Course Content

Unit I: The Basics of Comparative Literature (14 Hours)

(a) Comparative Literature:

Defining Comparative literature and its Scope; Development of the Discipline,

Interliterariness and Reception; French & American Schools, the Global South; Comparative

Literature in India; Problems and Methods in Comparative Literature

(b) Theory on Comparative Literature

Susan Bassnett : Comparative Literature: A Critical Introduction

(Introduction, Chapter I). ‘Reflections on Comparative Literature in the Twenty-First

Century’

Sisir Kumar Das: ‘Comparative Literature in India: A Historical Approach’

Amiya Dev: ‘Towards Comparative Indian Literature’

Unit II: Retelling of Epic and Classical Literature (10 Hours)

Homer’s Odyssey, Tulsidas’ Ramayana;

Bharat Muni’s Natyashatra and Aristotle’s Poetics;

Unit III: Prose (08 Hours)

Sigmund Freud’s ‘Creative Writing and Daydreaming’

E. Balibur & P. Macheray: ‘Literature as an Ideological Form’

Paul de Mann: ‘The Epistemology of Metaphor’

Unit IV: Theatre and Adaptations (10 Hours)

Aristophanes: The Frogs and Shudrak: Mrichchakatikam (The Clay Cart)

Kalidasa’s Abhijnan Shakuntalam and Sophocles’ Oedipus Rex

Unit V: Modern Indian Narratives and Autobiographies (10 Hours)

Tagore’s Gora and Prem Chand’s Godaan,

Valmiki’s Joothan and Maya Angelou’s I Know Why the Caged Bird Sings

Course Learning Outcomes(CLO)


Taxonomy

Level

CLO1 Examine the origin and development of Comparative Literature in

English. Analyze Development and Interliterariness of Literature. To

Evaluate the contribution of the Comparative Study of literature in World

Literature.

4,4, 6

Analyzing,

Analyzing,

Creating

CLO2 Analyze the contribution Retelling of Epic and Classical Literature in the

growth and development of Comparative Literature. To Assess the

distinct features and the motifs introduced by the prescribed writers in

various genres.

4, 6

Analyzing,

Creating

CLO3 Outline the different stages of Prose works in English. Estimate the

contribution of various writers to the study of Comparative Literature. To

be able to Demonstrate various literary forms and techniques.

1, 2, 3

Remembering,

Understanding,

Applying

CLO4 To Analyze the development of Theatre and its Adaptations in

Comparative study of Literature. To be

able to Relate the writings of the author with the contemporary scenario

of dramatic representations.

4, 6

Analyzing,

Creating

CLO5 To Analyze the Modern Indian Narratives and Autobiographies in

Comparative Literature. Assess the contribution of the various writers. 4, 6

Analyzing,

Creating


Course

Learning

Outcomes



PS

O1

PS

O2

PS

O3

CLO1 H M M M M M M M M M M

CLO2 H H M M M M M M H M H

CLO3 M H M H M M M M M M H H

CLO4 M M M H M M M M M M M M

CLO5 M M M M M M M M M M M M


AUSTRALIAN AND AFRICAN LITERATURE MHU4101

II YEAR IV SEMESTER


To expose students to African and Australian novelists and their contribution to the

history of the development of English Literature.

To make them aware of sociological, cultural, political and literary background of

Africa and Australia continents.

To help them understand basic concepts theories and scope of African and Australian

Literatures.

To make the students understand the value and worth of Australian and African

writings in English

Course Content

Unit I: Poetry (14

hours)

A.D. Hope: “Australia”

Judith Wright: “The Company of Lovers”, “Woman to Man”

L T P C

4 0 0 4

Judith Wright: Legend, Bullocky; David Campbell, The Australian Dream

Gwendolyn Brooks: ‟A Sunset of the City”, “Kitchenette Building”

Langston Hughes: “Brass Spittoons”, “Catch”, “Cross”

Unit II: Drama (14

hours)

*David Williamson: The Removalists

*August Wilson: Fences

*Wole Soyinka: Kongi’s Harvest

Unit III: Novel (12

hours)

*Chinua Achebe: Arrow of God

*Alice Walker: The Color Purple

*Patrick White: Voss

Unit IV: Prose (12

hours)

Marcus Clarke: “The Seizure of the Cyprus”

Barbara Baynton: “The Chosen Vessel”

Locke: “The New Negro”

Text Books:

T1. A.D. Hope: Collected Poems (1930-1970).

T2. Felicity Plunknett. ed. Judith Wright: Collected Poems: A Century’s Worth of Passions.

2016.

T3. Ray Lawler: Summer of the Seventeenth Doll

T4. Judith Wright: “Legend”, “Bullocky”; “David Campbell”, “The Australian Dream”.

https://poemhunters.com/judith-wright/poems/

T5. Gwendolyn Brooks: ‟A Sunset of the City”, “Kitchenette Building” Langston Hughes:

“Brass Spittoons”, “Catch”, “Cross” . https://m.poemhunters.com/ gwendolyn-brooks/

poems/.

T6. Wright, Judith. Collected Poems. 1963. (1942-1985). August & Robertson. 1994.

T7. Gordimer, Nadine: July’s People [1981]. New York: Penguin, 1982.

T8. Ng g , wa T. Decolonising the Mind: The Politics of Language in African Literature.

London: J. Currey, 1986.

T8. Soyinka,Wole. Kongi’s Harvest.Nigeria: Spectrum Books, 1987.

https://poemhunters.com/judith-wright/poems/

T9.White, Patrick. Voss. UK: Vintage Classics, RHUK, 1994.

T10. Locke, Alain LeRoy."New Negro". Boundless.com. Retrieved 8 May, 2015.

T11. Clarke, Marcus. “The Seizure of the Cyprus” in Stories of Australia in the Early Days

Imprint Hutchinson, London, 1897, pp. 112-117

T12. Achebe, Chinua. Arrow of God. Penguin Books, 2016.

T13. David Williamson: The Removalists inCollected Plays: Volume 1 (1986).

T14. August Wilson: Fences, 1985

Reference Books:

R1. Killam, Douglas & Alicia L. Kerfoot Student Encyclopedia ofAfrican Literature.

Westport, CT: Greenwood Press, 2008.

R2. Owomoyela, Oyekan(ed.). A History of Twentieth-Century African Literatures. Lincoln,

NE: University of Nebraska Press, 1993.

R3. Pierce, Peter ed.The Cambridge History of Australian Literature. London: Cabridge

University Press, 2009.

R4. Ce, Chin, Smith. Charles African Rythmns: New Approaches to Literature, 2014.



Taxonomy Level

CLO1 Identify and distinguish various poetic works, evaluate the

given texts in terms of concerned genre.

3,4, 5

Applying,


CLO2 Identify and analyze various themes of the plays, examine

their value in the contemporary writings of new literatures.

3,4,4

Applying,

Analyzing,

Analyzing

CLO3 Distinguish and examine various genres of novels, solve the

issues of identity and existence.

3,4, 5

Applying,

Analyzing,

Evaluating

CLO4 Identify and analyze various prose works of Australian and

African writers, evaluate their works as well.

3,4,5

Applying,

Analyzing,

Evaluating


Course

Learning

Outcomes



PS

O1

PS

O2

PS

O3

CLO1 M M H M M M M M M M

CLO2 M H H M M M M H M H

CLO3 M H H M M M M H M M

CLO4 M M H M M M m M M H


FILM STUDIES

MHU4102

II Year IV Semester


To explain basic knowledge of the history, art and culture of motion picture in students.

To describe students to the key concepts in film studies. To help them analyze and appreciate films.

To enable students to understand film theories.

To make students able to analyse films as texts.

Course Contents:

L T P C

4 0 0 4

Unit: I Film and its aspects (10 Hours)

Film as art, Journey from drama to theatre- Concept of film and its hybrid nature- Aspects of

film: literary aspects, dramatic aspects, cinematic aspects,components of Popular Literature

and of popularity

Unit: II Cinematic Genres (10 Hours)

Film genres and sub-genres: Chick flick, war, Gangster/Crime, Comedy, Biopics,

Drama/Suspense/Thriller, Romance, Sci-Fi, Disaster, Epic/Historical, Guy films, Musicals,

Horror, Action, Adventure

Unit: III Language of Film (10 Hours)

Adaptation of literature to film- adaptation and notions of fidelity- Narrative structure and

strategies in film and fiction - Literary language and Film language, Wittegenstein’s

philosophy of language.

Unit: IV Film theories (12 Hours)

Auteur theory- Andre Bazin, Feminist film theory- Mulvey, Formalist film theory, Apparatus

theory- Jean Louis Baudry, Psychoanalytic film theory- Germaine Dulac, Christian Metz,

Sergei Eisenstein’s Montage Theory

Unit: V Film analysis (10 Hours)

There are two sets of movies listed below. Students are suggested to select any one movie

from each group for close view and analysis. Selected movies for close analysis may help in

understanding the narrative techniques of cinema, its engagements with sound, music and

songs as also modes of adaptation from genres such as short story, play and novel. Any film

of the teacher’s choice other than the ones suggested may also be included in the groups.

Group A:

Mother India

Pather Panchali

Ardh Satya (1983)

Nishant (1975)

Ship of Theseus (2012)

Peepli Live (2010)

Parched (2015)

Bypass (2003)

Ugly (2014)

Group B:

My Fair Lady

To Kill a Mockingbird (1962)

A Space Odyssey (1968)

Streetcar Named Desire (1951)

Apocalypse Now (1979)

Wuthering Heights (1939)

Who’s Afraid of Virginia Woolf (1966)

A Dangerous Method (2011)

Pulp Fiction (1994)

Milk (2008)

http://www.amc.com/movie/1962






Course Learning Outcomes(CLO)


Taxonomy

Level

CLO1 Discuss film as art, Investigate the Journey from drama to

theatre- Concept of film and its hybrid nature. Compare the

Aspects of film: literary aspects, dramatic aspects, cinematic

aspects, Discuss the components of Popular Literature and of

popularity.

2,4,5

Understanding,

Analyzing,

Evaluating

CLO2 Define and Compare Film genres and sub-genres: Chick

flick, war, Gangster/Crime, Comedy, Biopics,

Drama/Suspense/Thriller, Romance, Sci-Fi, Disaster,

Epic/Historical, Guy films, Musicals, Horror, Action,

Adventure

1, 2,4

Remembering,

Understanding,

Analyzing

CLO3 Discuss the adaptation of literature to film and adaptation and

notions of fidelity. Describe the narrative structure and

strategies in film and fiction. Differentiate between Literary

language and Film language, Examine Wittegenstein’s

philosophy of language.

2,4,5

Understanding,

Analyzing,

Evaluating

CLO4 Describe and Compare Auteur theory- Andre Bazin,

Feminist film theory- Mulvey, Formalist film theory,

Apparatus theory- Jean Louis Baudry, Psychoanalytic film

theory- Germaine Dulac, Christian Metz, Sergei Eisenstein’s

Montage Theory.

2,4

Understanding,

Analyzing

CLO5 Discuss and Examine movies of two sets for its narrative

techniques, sound, music and mode of adaptation. 2,5

Understanding,

Evaluating

Mapping of CLOs with PLOs &

PSOs


Course

Learning

Outcomes

CLOs


Specific Outcomes

(PSOs)

PL

O1

PL

O2

PL

O3

PL

O4

PL

O5

PL

O6

PL

O7

PL

O8

PL

O9

PL

O1

0

PL

O1

1

PL

O1

2

PS

O1

PS

O2

PS

O3

CLO1 H H H M L M H H H - L - H M L

CLO2 H M H M H H - L H H L - H M H

CLO3 H H M M M H H M - - M - M H H

CLO4 M H H L M M H M M - L - H H H

CLO5 H H M M M H M - H H L M M H H


CULTURAL STUDIES

MHU4201

II YEAR IV SEMESTER

Elective-III

Learning Objectives: .

To discuss various socio-psychological theories effecting literary texts and the real

life as well and demonstrate the interdisciplinary nature of literary works.

To apply different socio-political and literary theories in a given text and interpret it

with the socio-cultural norms and anthropological conditions.

To evaluate a literary work or social phenomenon in terms of the implications of

various theories and ideologies.

To develop critical thinking and an understanding of interrelation among society,

history, politics, sociology, literary works, etc. and caste, class, gender, ethnicity in

media, literary, public discourses, etc.

Unit 1: Basic Concepts in Cultural Studies (10 Hours)

Defining culture; Cultural Studies as a Discipline: Approaches, Scope and Parameters;

Modern Industrialisation and Cultural Studies; Power relations and Hegemony; Orientalism-

Nationalism, ‘self’ and ‘other’, Postcolonialism and Democracy;

Unit 2: Signifying practices, Knowledge and Cultural Meanings (10 Hours)

Wittgenstien- Language Game; Saussure- Structuralism; Barthes- ‘mythology’ and

‘mythemes’ ,Kristeva- Intertextuality; Derrida- Differance and Logocentrism; Foucault-

Discursive practices

Unit 3: Agency and Subjectivity (08 Hours)

Hall- Anti-essentialism and Identity Politics; Soja- Space and Time; Foucauldian modes of

Subjectification, Lacan- Psychoanalysis and Subjectivity, Bourdieu- Agents and their Social

Positions

Unit 4: Media and Popular Culture (12 Hours)

Morris: Commodity and Consumerism, Haraway- Cyborg and Rejection of Normative

Boundaries, Baudrillard- Hyper-reality and Simulacra

Students will be asked to analyse any one text from each art form

Painting: ‘The Scream’- Edward Munch; ‘Starry Night’- Vincent van Gogh; Movie: The

Wolf of Wall-street (2013), Angry Indian Goddesses (2015); Literary text: U.R.

Ananthamurthy’s Samskara; John Fowls’ The French Lieutenant’s Woman.

L T P C

3 0 0 3

Text Books:

T1. Barthes, Roland. Mythologies. 1957. Trans. Annette Lavers. London: Jonathan Cape,

1972.

T2. Spivak, Gayatri. In Other Worlds: Essays in Cultural Politics. New York: Methuen,

1987.

T3. Bourdieu, Pierre. Distinction: A Social Critique of the Judgement of Taste. London:

Routledge, 1984.

T4. Hall, Stuart, and Paddy Whannel. The Popular Arts. Boston: Beacon, 1964.

T5. Butler, Judith. Gender Trouble: Feminism and the Subversion of Identity. New York:

Routledge, 1990.

T6. Barker, Chris. Cultural Studies: Theories and Practice. London: Sage, 2007.

T7. Kristeva, Julia. “Word, Dialogue and Novel”. Ed. T. Moi. The Kristeva Reader,

Oxford: Basil Blackwell, 1986, pp. 34-61.

T8. Foucault, Michel. The Foucault Reader: An Introduction to Foucault’s Thought. Ed.

Paul, Rabinow. Harmondsworth: Penguin, 1991.

T9. Said, Edward. Orientalism. New York: Pantheon Books, 1978.

Reference Books:

R1. Belton, John, ed. Movies and Mass Culture. New Brunswick: Rutgers UP, 1995

R2. Adorno, Theodor W. The Culture Industry: Selected Essays on Mass Culture. Ed. J.M.

Bernstein. London: Routledge, 1991.

R3. Puri, Jyoti. Woman, Body, Desire in Post-colonial India: Narratives of Gender and

Sexuality. New york: Routledge, 1999.

R4. Gramsci, A. Selections from Prison Books. London: Lawrence and Wishart. 1991.

R5. Baldwin E. Introducing Cultural Studies. Prentice Hall: Pearson, 2004.

R6. During, S. The Cultural Studies Reader. London: Routledge, 1993.

R7. Raymond Williams’ Culture and Society. London: Hogarth Press, 1958.

R8. Matthew Arnold’s Culture and Anarchy. London: Smith, Elder and Co., 1869

Course Learning Outcomes (CLO): On completion of this course, the students will

be able to:


CLO1 Recall different tools and techniques and explain various

theories employed in Cultural Studies. 1, 2

Remembering,

Understanding

CLO2 Identify the inherent conceptions and ideologies in a

given piece of literature or social phenomenon; Illustrate

various theories

3

Applying

CLO3 Analyse a given literary text, social and professional

practices with reference to different theories and assess its

significance in the concerned discipline and society as

well.

4, 5


CLO4 Evaluate a given literary work in terms of the literary,

social, professional, political and psychological

perspectives and develop the critiquing skill.

6

Creating


Course

Learning

Outcomes

CLOs


Outcomes (PSOs)

PL

O1

PL

O2

PL

O3

PL

O4

PL

O5

PL

O6

PL

O7

PL

O8

PL

O9

PL

O1

0

PL

O1

1

PL

O1

2

PS

O1

PS

O2

PS

O3

CLO1 H H H H M M H H M M M M H

H

H

CLO2 H H H H M M H H M M M M H H

M

CLO3 M M M M M M M M M H M H M M M

CLO4 M M L M L L M M L M L L M M

M

H: High

M: Medium L: Low

Classical Indian Literary Tradition

MHU4202

IInd YEAR -SEM IV

L T P C

3 0 0 3

Course Leaning Objectives: The objectives of the course is to make students-

1) Recall and Define the Classical Indian Literary Tradition of Knowledge (Gyaanarjan ki Guru_Shishya

Parampara) through the classics of India (the Gyan Yoga).

2) Illustrate the characteristics of various texts of Classical Indian Literary Tradition with their nuances

and criticize them in terms of aesthetics and their impact on contemporary society.

3) Compare and Contrast the piece of classical literary texts as well as real life situations with respect to

Western classical literary traditions

4) Assess/Examine the Classical Indian Literary Texts and develop their own point of view to decolonize

the colonial mindset of western superiority and also decolonize the English Studies in India.

Unit-I: The Oral and Epic Traditions (10 Hours)

Upanishad (Isa-Upnishad, Mundakopnishad)

Valmiki: The Ramayana (Chap-1 Balkandam)

Ved Vyasa: Mahabharata (Karna, Non-Cooperation, Krishna Teaches)

Unit-II: Classical Literary Traditions (10 Hours)

Bharatmuni: The Natyashastra

Kalidas: Abhigyan Shakuntalam

Unit-III: The Religious and Bhakti Cult (10 Hours)

Mira: ‘I am cloud with colour of dusk’, ‘Murli sounds on the banks of the Jamuna’, and ‘The bill

woman tasted them plum after plum’.

Kabir: ‘Go naked if you want’, ‘Hey quazi, what’s pundits have taken’.

Lal Ded: ‘When can I break the bonds of shame’, ‘I will weep for my soul’.

Ghalib: Letters—53, 55, 64 and 75; ‘Charag-i-Dair’ (Temple Lamp).

Unit-IV: Modern Implication of the Classical Traditions (10 Hours)

T. S. Eliot: The Wasteland (Section-5), Emerson: “Brahma”

Raja Rao: The Serpent and the Rope (Gyan Yoga),

Text Books:

T.1: Urdu Letters of Mirza Asadullah Khan Ghalib, Tr. Daud Rahabar Albanj: Sani Press, 1987.

Sahitya Academy, pp 26-265.

T.2: Proems fro Persian in Ghalib and his Poetry by Sardar Jafri Qurratulian Hyder. Bombay:

Popular Prakashan 1997, pp 70-79.

T.3: Songs of the Saints of India, tr. J.S. Hawley and Mark Juergensmeyer. New Delhi: OUP,

2004, pp 134-140.

T.4: Lal Ded, tr. and ed. Jaylal Kaul. New Delhi: Sahitya Academy, 1973, pp 91-131.

T.5: Valmiki: The Ramayana (Chap-1 Balkandam) Trans. And ed. by Manmatha Das Nath.

Culcitta: Dewa Press, 1891.

T6. Krishnamurthi, K. “Sanskrit Poetics: An Overview” Indian Literary Criticism ed. G.N. Devi.

New Delhi: Orient BlackSwan, 2010.

T7. Vyas, Ved. Mahabharata Retold.

T8. Kālidāsa. Abhijñāna-Śākuntala. A.B. Gajendragadkar, 1934

Reference Books:

R1) C.V. Narasimhan. The Mahabharata: An English Version Based on Selected Verses. Delhi:

Oxford University Press, 1996.

R2) The Sauptikaparvan of the Mahābhārata (The Massacre at Night), trans. W. J. Johnson. Oxford:

Oxford University Press, 2008 (orig. 1998)

R3) The Bhagavad Gita, trans. Laurie L. Patton. New York: Penguin Classics, 2008. Course Reader,

to be distributed in class.


able to:


Level

CLO1 Identify/Define and Recall the nature and function of Classical Indian

Literary Tradition and epical structures of Vedas, Upnishads, Ramayana,

Mahabharata, and Medieval Poetry, Classical poetry and aesthetics and

Explain their implication in modern literature.

1, 2

Remembering,

Understanding

CLO2 Illustrate the nuances, tools, techniques and characteristics of various texts

of Classical Indian Literary Tradition and Criticize them in terms of

aesthetics and their impact on contemporary society.

3, 4

Applying, Analysing

CLO3 Compare and Contrast different episodes, dialogues, statements, lines,

phrases of one classical text with that of others and evaluate them with

reference to contemporary sociopolitical conditions.

4, 5


CLO4 Justify/Examine different statements and morals of the

different texts of Classical Indian Literary Tradition and

develop one’s own point of view.

5, 6



Course

Learning

Outcomes

CLOs


Outcomes (PSOs)

PL

O1

PL

O2

PL

O3

PL

O4

PL

O5

PL

O6

PL

O7

PL

O8

PL

O9

PL

O1

0

PL

O1

1

PL

O1

2

PS

O1

PS

O2

PS

O3

CLO1 H L M M H M H M M M M M H

M

M

CLO2 L L M M M M H M M M M H M H

M

CLO3 M H H M M H H H M H M M H M H

CLO4 L H H L L H M L L M L M M M

H

H: High

M: Medium

L: Low

DISSERTATION AND VIVA VOCE

MHU 4503

II YEAR IV SEMESTER

L T P C

0 0 8 4


To promote students towards the area of their interest and help to shape their dissertation to make a

quality work of research.

To facilitate them to enhance the knowledge of the area of their interest.

To help them understand the nuances, concepts, theories, approaches and trends of the area of their

specialization.

To make the students understand conditions under which they will perform the skill and demonstrate

knowledge.

Stage I: Submission of 1/3 of the Research Work (By the end of

January)

Chapter- 1: Introduction

Assessment and Editing – Overview of the topic, Research question/statement of the

problem; Hypothesis, Research Methodology employed; Scope and contribution to area of

knowledge/subject and to the society, Citation;

Stage II: Submission of 2/3 of the Research Work (By the end of the February)

Assessment and Editing – Clarity, coherence, consistency, authenticity etc of the Chapters

submitted. (Chap-2, 3)

Assessment and Editing – Discussion of topic, Concept/s, quotation, theoretical as well

factual evidences supplied/mentioned in the draft of the Chapters submitted;

Stage III: Submission of the complete draft of the Dissertation (By the end of the March)

Assessment and Editing – Clarity, coherence, consistency, authenticity etc of the Chapters

submitted in spiral binding (Chap-1, 2, 3, 4, 5 …).

Assessment and Editing – Discussion of topic, Concept/s, quotation, theoretical as well

factual evidences supplied/mentioned in the draft of the Chapters submitted;

Citation, Editing, reviewing, analyzing and Note making;

Assessment and Editing – Technical Structure- Cover page, front page, prefatory part,

chapterization, outcome of the work in conclusion, references, works cited pattern and

consistency with the abstract;

Stage IV: Submission of Final edited/corrected draft and PPT making (By 20th

of April)

Assessment and Evaluation of dissertation submitted in Hard Bound copy.

Assessment, Editing and suggestion in PPT Presentation for final presentation,

Stage V: Final Presentation Defense and Viva-Voce (By 30th

of the May)

Assessment of the Discussion, analysis, defense and outcome;



Taxonomy Level

CLO1 To Demonstrate, Examine and construct the research methodology,

hypothesis and knowledge in research and work citation. 2,3,4

Understanding,

Analyzing, Applying

CLO2 To Identify, Examine and Evaluate Clarity, coherence, consistency,

authenticity in research and concept, and theories in research. 3,4,5

Applying,

Analyzing,

Evaluating

CLO3 To Classify and Function of cover page, front page and others and

understand the of conclusion, references, works cited pattern and

consistency with the abstract

2,4,

Understanding,

Analyzing

CLO4 To Examine and Make plan to construct PPT and the content of the

research work. 3,4

Applying

Analyzing


Course

Learning

Outcomes

Program Learning

Outcomes (PLOs)

Program Specific

Outcomes(PSOs)

PL

O1

PL

O2

PL

O3

PL

O4

PL

O5

PL

O6

PL

O7

PL

O8

PL

O9

PL

O1

0

PL

O1

1

PL

O1

2

PS

O1

PS

O2

PS

O3

CLO1 M M H M M M

H M M M M M H

CLO2 M M M M M M

H M M M M M

CLO3 M M M M M M

H M M M M M

CLO4 M H H

L M M M


SEMINAR

MHU4504

II YEAR IV SEMESTER

L T P C

0 0 2 1

Objectives:

To familiarize the students with different modes of putting forward their research findings in seminars,

conferences, Symposiun and workshops

To make them learn the procedures and the roles of the contributors for conducting a seminar.

To develop confidence in the students to face the audience.

To train students for theatrical performances.

Unit I: Introduction to Seminar

Seminar, Conference, Symposiun Workshop, dissertation, Thesis Power Point Presentation,

Discussion, Questionnaire.

Unit II: Review of Literature

Finalising the Research Topic

Collection and Study of Topic Relevant Works: Books, Research Papers and Articles from Journals

Unit III: Methods and techniques of writing a Term Paper

Techniques, Methods and Approaches for Writing a Term Paper: Qualitative and Quantitative

Abstract Writing and Presentation

Unit IV: Seminar Presentation

Power Point Presentation of the Topic Chosen for Research

Reference Books:

R1. De Sousa, Delia. A Handbook of Literary Research. India: Routledge, 2009.

R2. Griffin, Gabriele. Research Methods for English Studies. UK: Edinburgh University.

Press, 2005.

R3. MLA. MLA Handbook for Writers of Research Papers. India: Affiliated East-West

Press, 2008.

R4. Modern Language Association. M L A Handbook. 8thed. USA: Modern Language

Association of America, 2016.



Taxonomy Level

CLO1 Illustrate seminar work activities and analyze the different aspects of the given/choosen topics. 2,4

Understanding,

Analyzing

CLO2 Define the basic elements of seminar and analyze the different methods of writing a

research paper. Develop the outcomes of seminar.

2 ,4,6

Understaning,

Analyzing

C

CLO3

Outline the techniques of the paper presentation using various methods. Distinguish the analytical patterns of

research. Formulate your own understanding of various topics.

2,4,6

Understand,

Analyze

Creating

CLO4 Explain the MLA and APA styles of Reference writing. Compare between the MLA and

APA styles of Reference writing. Construct their own opinion about planning a research.

Develop the habit of the art of rapporteuring and the method of rapporteuring a session in a seminar

2,6,6

Understanding,

Creating,

Creating.


Course

Learning

Outcomes

Program Learning

Outcomes (PLOs)

Program Specific

Outcomes(PSOs)

PL

O1

PL

O2

PL

O3

PL

O4

PL

O5

PL

O6

PL

O7

PL

O8

PL

O9

PL

O1

0

PL

O1

1

PL

O1

2

PS

O1

PS

O2

PS

O3

CLO1 L M M M M M M M

CLO2 L M M H M M L M M M

CLO3 M M M H M M M L M

CLO4 M M M H M M L M M L M


m.a. (english) i year: i semester

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