StructureofB.A.ENGLISHunderCBCS

NOTE:

The papers titled English I, English II, Alternative English I, and Alternative

EnglishIIwillbecommonforB.A.andB.Com.underCBCS.Forthosewhooptfor

M.I.L.papers,therespectivelanguagedepartmentswillprovidethesyllabus.

Semester1

CompulsoryCore:ENG-CC-1016EnglishIDSC1A:ENG-RC-1016TheIndividualandSocietyAECC:EnglishCommunicationSkills/MIL/EVS(TobeprovidedbytheConcerned

Department)Semester2

CompulsoryCore:ENG-CC-2016EnglishIIDSC1B:ENG-RC-2016ModernIndianLiteratureAECC:EnglishCommunicationSkills/MIL/EVS(TobeprovidedbytheConcerned

Department)Semester3

CompulsoryCore:ALT-CC-3016AlternativeEnglishIDSC1C:ENG-RC-3016BritishLiteratureSEC-1:ENG-SE-3014CreativeWritingSemester4

CompulsoryCore:ALT-CC-4016AlternativeEnglishIIDSC1D:ENG-RC-4016LiteraryCrossCurrentsSelectionsfromLivingLiteraturesSEC-2:ENG-SE-4014Translation:PrinciplesandPracticeSemester5

DSE-1A:ENG-RE-5016SoftSkills

GE-1:ENG-RG-5016ContemporaryIndia:WomenandEmpowermentSEC-3:ENG-SE-5014TechnicalWritingSemester6

DSE-1B:ENG-RE-6016AcademicWritingGE-2:ENG-RG-6016CulturalDiversitySEC-4:ENG-SE-6014BusinessCommunication

DETAILEDSYLLABUS

SEMESTERI

CompulsoryCore:EnglishI

DSC1A:TheIndividualandSociety

ENG-CC-1016

EnglishI

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

Theaimofthiscourse(EnglishIandII)istoprovidethestudentanopportunitytoreadandrespondtorepresentationsofissuesincontemporarylifeandcultureintheEnglishlanguage. The selection of texts is aimed to present themes and topics that arestimulating, insightfuland informative.Eachpaperwillhaveagrammarsectionof10marks.StudentshavingEnglishastheirMajorsubjectwillhavetoanswerquestionsonatextindicatedinthesyllabus,insteadofthegrammarsection.Internalassessmentinthesetwopapersmaybeintheformofanobjective-typetest.Prose: 60MarksTexts:

• ArthurMiller:AllmySons• GeorgeOrwell(1903-1950):‘ShootinganElephant’• D.H.Lawrence:‘TheWomanWhoRodeAway’• ManojDas(1934-):‘TheMistyHour’• MuninBarkotoki(1915-1995):‘KrishnaKantaHandiqui’• RohintonMistry(1952-):‘RunningWater’• MichaelOndaatje(1943-):‘Angulimala’• SalmanRushdie:‘GoodAdviceisRarerthanRubies’

Grammar: 20Marks

• Makesentencesusingcommonphrasesandidioms• CommonErrors:Tobeansweredasdirected• Correctuseofverbs,tenses,prepositions,etc.• Comprehension

DisciplineSpecificCoreI–A

ENG-RC-1016

IndividualandSociety

Credits:5(Theory)+1(Tutorial)=6Marks:100(80+20) Thispaperexaminesakeyaspectofliterarycomposition–thefigureoftheindividualinher interactions with the society in which she lives. Literary works represent theseelementsindifferentways.Theindividualappearsascharacter,narrator,writer,whilethesociety featuresasmilieu inwhich individuals function,andas thatwhichcreatesthe conditions for emergence of the literary text. Individuals live in harmony or inconflictwithsociety.Textsinthispaper,selectedfromthemanyliteraturesinEnglishbeing produced today, will provide the opportunity to study all of these aspects.Students will also note the ways in which individual-society relationships and theirrepresentationchangeindifferenthistoricalperiodsofliterature.Eachtextinthispaperwillbestudiedagainstitssocialandculturalmilieu.

CourseOutcomes:

• Understandtherelationshipbetweentheindividualwriterandthesocietyabout/inwhichshewrites

• Developskillinanalyzingtheauthor’srepresentationofsocietyandtheindividualininteractionandwritecritiquesdrawingout.

• Learntodistinguishbetweenliteraryrepresentationandactualcharacterandmilieu

Texts:

• GeoffreyChaucer:TheProloguetotheCanterburyTales• Pope:Epistle3(fromAnEssayonMan)• CharlesDickens:OliverTwist• T.S.Eliot:‘Preludes’,• AllenGinsberg:Howl• VijayTendulkarKamala(Play.TranslatedfromMarathi)• KamilaShamsie:BurntShadows• E.L.Doctorow:Ragtime

SuggestedReadings:

-TheNortonAnthologyofEnglishLiterature(Allvolumes-forlibrary)(10thedition,2018)

-AndrewSanders:TheShortOxfordHistoryofEnglishLiterature(1994)

-RaymondWilliams:CultureandSociety(1958)

SEMESTERII

CompulsoryCore:EnglishIIDSC1B:ModernIndianLiterature

ENG-CC-2016

EnglishII

Poetry: 60MarksTexts:

• WilliamBlake(1757-1827):‘TheLamb’• SamuelTaylorColeridge:‘Christabel’• MatthewArnold:‘DoverBeach’• LangstonHughes(1902-1967):‘Harlem’• NissimEzekiel(1924-2004):‘Shillong’• WoleSoyinka(1934-):‘TelephoneConversation’• DavidConstantine(1944-)‘TheHouse’• FedericoGarciaLorca(1898-1936):‘TheSleepwalkingBallad’• SeamusHeaney(1939-):‘Punishment’• ImtiazDharkar:‘Purdah1’

GrammarandComposition: 20Marks

• VoiceChange,UseofDeterminers• DialogueWriting,DescriptiveWriting• PrecisWriting/ReportWriting

DisciplineSpecificCoreIB

ENG-RC-2016ModernIndianLiteratures

Credits:5(Theory)+1(Tutorial)=6 Marks:100(80+20)The Modern Indian Literatures comprise extensive writings in all genres in manylanguages. The different historical and cultural backgrounds of the various Indianlanguages and literatures add to the complexity ofwhat is termed asModern IndianLiteratures. However, there are also things that hold India together, manycommonalities,bondings,andsharedexperiencesdespitethevarieties.ThelistofshortstoriesandpoemsprescribedforthiscoursegivethestudentatasteofIndianwriting

from different regions of the country. The selection has been culled from EnglishtranslationsofwritingsinIndianlanguagesandEnglishcompositionsofIndianauthors.ShortStories: 50Marks

• AmritaPritam:“TheWeed”• U.R.AnanthaMurthy:“TheSkyandtheCat”• GopinathMohanty:“TheSomersault”• RKNarayan:“AnotherCommunity”• SunilGangopadhyay:“ShahJahanandHisPrivateArmy”• SaurabhKumarChaliha:“RestlessElectrons”

Poems: 30Marks

• NissimEzekiel:“Poet,Lover,Birdwatcher”• JayantaMahapatra:“TheAbandonedBritishCemeteryatBalasore”• KekiN.Daruwalla:“Wolf”• MamangDai:“TheVoiceoftheMountain”• NavakantaBarua:“Bats”• DilipChitre:“TheFellingoftheBanyanTree”

RecommendedTexts:

-ThePenguinBookofModernIndianShortStories.EditedbyStephenAlterandWimalDissanayake.2001.

-TheOxfordAnthologyofTwelveIndianPoetschosenandeditedbyArvindKrishnaMehrotra.OxfordUniversityPress,1992.

-TheOxfordAnthologyofWritingsfromNorth-EastIndia:PoetryandEssays.EditedbyTilottomaMisra.OUP,2011.

SuggestedReading:

-Sarkar,Sumit.ModernTimes:India:1880s-1950s:Environment,Economy,Culture.Ranikhet:PermanentBlack,2014.

-Mehrotra,ArvindKrishna.PartialRecall:EssaysonLiteratureandliteraryHistory.OrientBlackswan,2012.

SEMESTERIII

CompulsoryCore:AlternativeEnglishIDSC1C:BritishLiteratureSEC-1:CreativeWriting,BookandMediaReviews

ALT-CC-3016

AlternativeEnglishI

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

ThispaperwouldseektoacquaintstudentswiththemajorgenresofEnglishliteraturethroughtextswhicharelandmarksofeachgenre.Thetextshavebeencarefullychosento effectively represent the distinctive qualities of a particular genre. Moreover,students are encouraged to read the prescribed texts in their social and culturalcontexts.

Poetry: 30Marks• Shakespeare:Sonnet65• JohnDonne:AValediction:ForbiddingMourning• WilliamWordsworth:TinternAbbey• AlfredTennyson:Tears,IdleTears• MatthewArnold:ScholarGypsy• RobertFrost:StoppingbyWoodsonaSnowyEvening• T.SEliot:Marina• W.BYeats:AmongSchoolChildren

Drama: 20Marks

• Shakespeare:AMidsummerNight'sDream• JohnOsborne:LookBackinAnger

Fiction: 30Marks

• JaneAusten:Emma• ErnestHemingway:FarewelltoArms

DSC1-C:ENG-RC-3016

BritishLiteratureCredits:5(Theory)+1(Tutorial)=6 Marks:100(80+20)ThispaperisdesignedtoofferarepresentativesamplingofthemajorliterarytraditionsofBritish life and culture through a studyof texts in different genres. Thepaperwillcompriseof80marksexternalexaminationand20marksinternalevaluation.SectionAPoetry: 30marks(12+12+6)

• WilliamShakespeare:‘Sonnet116’• JohnMilton:‘OnhisBlindness’• SamuelTaylorColeridge:‘Christabel’• W.B.Yeats:‘TheSecondComing’• TedHughes:‘TheThought-Fox’• EmilyBronte:‘Remembrance’• DylanThomas:‘PoeminOctober’

• VickyFeaver:‘SlowReader’SectionBFiction: 30marks

• ElizabethGaskell:MaryBarton• JamesJoyce:“TheDead”• E.M.Forster:“TheCelestialOmnibus”• WilliamTrevor:TheStoryofLucyGault

SectionCDrama: 20marks

• OscarWilde:TheImportanceofBeingEarnest• J.B.Priestley:AnInspectorCalls

SkillEnhancementCourse:I

ENG-SE-3014

CREATIVEWRITINGCredits:4 Marks:100(80+20)Thestudentsinthiscoursewillfocusonthreecreativegenres,fiction,non-fictionandpoetry.Theemphasiswillbetobuildproficiencyinreadingsandwritings.Thecourseencouragesactiveclassparticipationandlotsofwritings.Oneofthebasicobjectivesofthecourseistoallowstudentstoexploreideas,feelings,experiencesandeffectivelycommunicatethesestimulususingthewrittenword.Eachlecturewillbetiedtoreadingoftexts,techniques,narratologyandrhetoricalpositions.Thesetofreadingswillbegivenduringthecourseandmayvaryeachsemester,wheneverthecourseisonoffer.

Theweightageoftheprogrammewilldependon:10%--classlectures;20%--journalwritingsondiscussionsofideas,photograghs,paintings,memoriesandexperiences;30%---classparticipation/assignments/workshops/writingsfollowingprompts/writingwithmusic40%-- submission of fiction (20000 words)/non-fiction(20000 words)/poetry(15poemsof150000words)atthetimeofcompletionofthecourse.SectionA:Poetry 15MarksDiscussion/Classparticipationtopics:

• Whatisgoodpoetry?• Writingpoetry• Whypoetry• Readingpoetry

Thestudentswillbeintroducedto• Historyofpoetry,

• Formsofpoetry.• Rhetoricandprosody.• Imagesandsymbols

SectionB:Fiction 30MarksDiscussion/Classparticipationtopics:

• Whatisagoodstory?• Writingshortstories• Writingnovels• Characterisation• Structure• Dialogues

The selected texts will inform of style, sentence structure, and tone and how theseconnect to the purpose and meaning/effect of the story. There will be specific textshighlighting

• LyricalProse• Focusongroupratherthanindividual• Narratology• Useofsymbols• Individualandthecollectivevoice• Useoftime• Repetition• Genderroles

SectionCNon-Fiction 15MarksDiscussionsandassignments:Thestudentswillbeintroducedto

• Formsofessays• Memoirs• Travelogues• Reportwriting• Literaryjournalism

SectionD:Workshop(1000--3000words) 20Marks• Discussing--whyyouwrite,howyouwrite,andwhatyouhopetogainfromthis

course.• Howisyourwritingdifferent/similartoothers?• ReadingstoriesbyWriters-in-residenceandbyparticipants.• Considerhowthiscoursehaschangedyourwritingskills.• Howhasthiscoursehelpedyoutoencouragereadingofvarioustexts?• Howhasthiscoursehelpedyoutounderstandofliterature?

• Howhaveyougrownasawriter?• DiscussiononPublicationandMarket.• Promptwritingsforeachsection.

RecommendedReadings:

-AWriter’sTime:Aguidetothecreativeprocessfromvisionthroughrevision:KennethAtchity

-HowdoyouWriteaGreatWorkofFiction:JenniferEgan-InthePalmofYourHand:ThePoet'sPortableWorkshop:SteveKowit-TheMakingofaPoem:ANortonAnthologyofPoeticFormsEavanBolandandMark

Strand-Rhyme’sReason:AGuidetoEnglishVerse:JohnHollander

SEMESTERIVCompulsoryCore:AlternativeEnglishIIDSC1D:LiteraryCrossCurrentsSelectionsfromLivingLiteraturesSEC-2:TranslationStudiesandPrinciplesofTranslation

ALT-CC-4016

AlternativeEnglishII

Credits:5(Theory)+1(Tutorial)=6 Marks:100(80+20)CourseObjectives:Thecoursehasbeendesignedtofamiliarisestudentswithdifferentforms of literature, texts and their contexts. The select texts would enable them tounderstandliteraryrepresentationsandawriter’sengagementwiththesocial,culturalandpoliticalmilieu.

SectionAESSAYS (15marks)

• CharlesLamb:‘TwoRacesofMan’

• A.G.Gardiner:‘OnFear’

• GeorgeOrwell:‘TheSpike’

SectionBPOETRY (25marks)

• GeorgeHerbert:‘TheRose’

• WilliamWordsworth:‘ScornfortheSonnet’

• JohnKeats:‘LaBelleDamesansMerci’

• WilfredOwen:‘TheSend-off’

• AdrienneRich:‘Power’

SectionCSHORTSTORY (20marks)

• R.K.Narayan:‘AHorseandTwoGoats’

• VikramChandra:‘Dharma’

SectionDDRAMA (20marks)

• GeorgeBernardShaw:Candida

DSCI-D

ENG-RC-4016LiteraryCrossCurrents:Forms:Prose,Poetry,Fiction&Play

Credits:5(Theory)+1(Tutorial)=6 Marks:100(80+20)In almost everyperiodof literaryhistoryworksof non-fictional prose, fiction, poetryand drama have co-existed. Also, literary cross-currents have helped shape theseliterary forms in a way that demonstrates their affinities as well as differences. It’simportanttostudyworkswithdueattentiontotheir‘formal’aspectssothatwhatitistruly distinctive about the literary type, form, or genre to which they belong is notmissed. At the same time it’s necessary to contextualize the study so that theevolutionary or historical dimension of the literary works, their growth andtransformationovertheyearsisnotlostsightof.Thispaperwillacquaintthestudentswith different literary forms, with one part addressing formal concerns includingdefinitions, while the other part will involve study of actual texts which exemplify aparticular literary form or genre, and which will include some consideration of thecontextsoftheirproduction.

PartA:Formsandmovements (20Marks)• Forms:

Epicandmock-epic,ballad,ode,sonnet,lyric,elegy,tragedy,tragicomedy,absurddrama,heroicdrama,problemplays,expressionistplays,Gothicfiction,thehistoricalnovel,thebildungsroman,thepersonalessay,theperiodicalessay,memoir,autobiography,biography

• Movementsandtrendswhichinfluenceformsandgenres:Neo-classicism,Romanticism,Augustanism,Victorianism,Realism,Naturalism,Expressionism,Existentialism,DadaismandSurrealismPartB:StudyofindividualtextsEpicandPoetry: (20)

• TheMahabharata(TheGameofDice)• BenJonson:“SongtoCelia”• LordAlfredTennyson:“TheLadyofShalott”

• JohnKeats:“OdeonaGrecianUrn”Prose(FictionandNon-fiction) (20)

• JosephAddison:“TrueandFalseWit,”(Spectator62)• CharlesLamb:“TheDreamChildren”• CharlotteBronte:JaneEyre• EdgarAllanPoe:“TheBlackCat”• KamalaDas:MyStory

Plays: (20)• HenrikIbsen:ADoll’sHouse• HaroldPinter:TheBirthdayParty.

SuggestedReading:-PakmajaAsho.ACompaniontoLiteraryFormsPaperback-ChrisBaldick.TheOxfordDictionaryofLiteraryterms-TheConciseOxfordCompaniontoEnglishLiterature(OxfordQuickReference)-LillianHornstein,G.D.Percy,andCalvinS.Brown,Eds.TheReader'sCompaniontoWorldLiterature

SECI–D:

ENG-SE-4014Translation:PrinciplesandPractice

Credits:4 Marks:100(80+20)

Thiscourseisdesignedtogivestudentsbasicskillsintranslation.Itintroducesstudentstothefieldoftranslationstudiesandgivesthemtraininginpracticaltranslation.

Unit1 (Marks:30)

TranslationinIndia:History;Challengesoftranslationinmultilingualconditions;Institutionspromotingandcommissioningtranslation;Landmarksoftranslationindifferentlanguages.TypesandModesoftranslation:

• Intralingual,InterlingualandIntersemiotictranslation

• Freetranslation,

• Literaltranslation,

• Transcreation

• Communicativeorfunctionaltranslation

• Audio-visualtranslation

ConceptsofTranslation:

Accuracy,Equivalence,Adaptation,Dialect,Idiolect,Register,Style,subtitling,back-translation

Unit2 (Marks:50)

Inthissectionquestionsmaybeinthenatureoftranslationtests:shortpassages,speechesfromtheplaysorapoemtobeanalysedanddifferentaspectspointedout;andsecondlytobetranslatedintoEnglishfromtheoriginallanguage

Practicaltranslationactivities:

a.AnalysetextstranslatedintoEnglishkeepingtheaboveconcepts,andespeciallythatofequivalence,inmind,atthelexical(word)andsyntactical(sentence)levels:Novel:TheStoryofFelaneebyArupaPatangiyaKalita.Play:TheFortressofFirebyArunSarma.Poem:“Silt”byNabakantaBarua,Trans.PradipAcharyaShortStory:“GoldenGirl”byLakshminathBezbarua,intheanthologySplendourintheGrass.Ed.HirenGohain.b.MakeabacktranslationintotheoriginalEnglishShortStoryorpassagefromatext(AliceinWonderlandbyProbinaSaikia)c.Subtitleafilm(Assamese–VillageRockstars)(tobediscussedinclass,asampleshownandthenusedforinternalassessment)

ResourcesforPractice:

• Dictionaries• Encyclopedias• Thesaurus• Glossaries• TranslationsoftwareSuggestedReadings:

-Baker,Mona,InOtherWords:ACoursebookonTranslation,Routledge,2001.(Usefulexercisesforpracticaltranslationandtraining)

-Gargesh,RavinderandKrishnaKumarGoswami.(Eds.).TranslationandInterpreting:ReaderandWorkbook.NewDelhi:OrientLongman,2007.

-Lakshmi,H.ProblemsofTranslation.Hyderabad:BooklingsCorporation,1993.-Newmark,Peter.ATextbookofTranslation.London:PrenticeHall,1988.-Toury,Gideon.TranslationacrossCultures.NewDelhi:BahriPublicationsPrivate

Limited,1987.-Palumbo,Guiseppe.KeyTermsinTranslationStudies.LondonandNew

York:Continuum,2009.

SEMESTERV

DSE-1A:SoftSkills

GE-1:ContemporaryIndia:WomenandEmpowermentSEC-3:TechnicalWriting

SECIII

ENG-SE-5014

TechnicalWriting

Credits:4 Marks:100(80+20)ThiscourseinTechnicalWritingaimsatequippingthestudentwiththeskillsofwritingwith a practical purpose. It is concerned with the techniques of good writing, ofretainingandcommunicatinginformationwithprecision,andalsowithspecificformsoftechnical writing such as summaries, instructions, descriptions, formal letters andofficialemails.Topicstobedealtwith:

1. Writing as communication: Characteristics of bad technical writing andcharacteristicsofgoodtechnicalwriting.2.Purposeofwritingandtheaudience/targetreaders.3.Theprocessofwriting:planning,drafting,revising.4.Writingstyle:issuesofreadability,sentence-length,vocabulary, jargon,redundancy,circumlocution,choiceofactiveorpassivevoice,etc.5. Writing a summary: title, compactness, completeness, aid to memory, descriptionversusinformativesummary,organizationofasummary.6.Writinginstructions,descriptions,explanations.7.Writingofficiallettersandemails.RecommendedText:-Turk,ChristopherandJohnKirkman:EffectiveWriting:ImprovingScientific,Technical

andBusinessCommunication.LondonandNewYork:E&FNSpon(AnImprintofRoutledge),1982.

-TaylorandFrancise-libraryedition2005.SuggestedReading:

-Wallwork,Adrian:UserGuides,Manuals,andTechnicalWriting:AGuidetoProfessionalEnglish.NewYork:Springer,2014.

-Peters,Pam:TheCambridgeGuidetoEnglishUsage.CUP,2004.-Swan,MichaelandDavidBaker:GrammarScan:DiagnosticTestsforPracticalEnglish

Usage.OxfordUniversityPress,2008.

DisciplineSpecificElectiveI-A

ENG-RE-5016SoftSkills

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

ThepurposeofthisCourseistoequipstudentswiththeresourcesofsoftskillssoastodevelop their overall personality. With this aim the course is designed to make thelearnersunderstandandbeawareabouttheimportance,roleandcontentsofsoftskillsthroughinstructions,knowledgeacquisition,demonstrationandpractice. Ineffectthiscourse hopes to improve the students’ communication, interaction, writing anddocumentationskillsandtherebyhonetheirconfidencelevel.

CourseContents

Someimportantcorecompetenciestobedevelopedare:

• ListeningSkills

• Oralpresentationskills/SpeakingSkills

• Communicationskills

• Selfmanagement

• Resumepreparation

• GDparticipation

• Interviewfacingtechniques

• Creativethinking,problemsolvinganddecision-making

• Leadership

Methodology

Themethodologytobeadoptedshouldbeappropriatetothedevelopmentoftheabovementioned competencies. The focus of the course is on “performing” and not on just“knowing”. Lecturing should therefore be restricted to the minimum necessary andemphasisoughttobegivenforlearningthroughactiveparticipationandinvolvement.Thetrainingmethodswillbeindividualcentredtomakeeachpersonacompetentone.Opportunities for individual work have to be provided by the respective teachers.Demonstrationsusingdifferentmodels, audio visual aids andequipmentwill beusedintensively.

SuggestedReadings

-EnglishandSoftSkills.S.P.Dhanavel,OrientBlackSwan2013-BasicsOfCommunicationInEnglish:FrancisSounderaj,MacMillanIndiaLtd.2011-EnglishforBusinessCommunication:SimonSweeney,CambridgeUniversityPress1997-AnIntroductiontoProfessionalEnglishandSoftSkills:Das,CambridgeUniversityPress,

2009-TheRiseoftheCreativeClass:Andhowit'sTransformingWork,Leisure,Communityand Everydaylife:Florida,R.,BasicBooks,2002

GEI(GenericElective):

ENG-RG-5016

ContemporaryIndia:WomenandEmpowerment

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

Course Objectives/Course Description: This coursewill look atWomen’s Issues inIndiainthelightofthevarioushistoricalandsocialcontexts.Itwilltracetheevolutionof Women’s Empowerment both in terms of policy and discourse in postcolonial,contemporaryIndiaandatthesametimetrytolocatethewomen’spositioninearliertimes.

Thecourseaimsto:

• Studythepositionofwomeninpre-colonialtimes

• Showhowcolonialmodernityimpactswomen

• Studytheimpactofnationalismonwomen

• TracktheWomen’smovementandEmpowermentissuesincontemporaryIndia

CourseOutcome:

Thelearnerwillbeequippedwith:

• AhistoricalunderstandingofthespaceaccordedtowomeninIndiathroughhistory

• Anunderstandingofthemannerinwhichthesocialconstructionofgendercomesabout.

• Theabilitytocritiquethegivenandstereotypicalnotionsofsuchconstructions.

UNIT1:SocialConstructionofGender (15)

• MasculinityandFemininity

• Patriarchy

• WomeninCommunity

UNIT2:HistoryofWomen'sMovementsinIndia(Pre&PostIndependence)(20)

• WomenandNation

• WomenandthePartition

• Women,EducationandSelf-fashioning

• WomeninthePublicandPrivateSpaces

UNIT3:WomenandLaw (15)

• WomenandtheIndianConstitution

• PersonalLaws(CustomarypracticesoninheritanceandMarriage)

• Workshoponlegalawareness

UNIT4:Women’sBodyandtheEnvironment (15)

• Stateinterventions,KhapPanchayats

• Femalefoeticide,Domesticviolence,Sexualharassment

• Eco-feminismandtheChipkoMovement

UNIT5:FemaleVoices (15)

• KamalaDas:“TheOldPlayhouse”

• MahashwetaDevi:Motherof1084

• KrishnaSobti:Zindaginama

RecommendedReading:

• UrvashiButalia,TheOtherSideofSilence:VoicesfromthePartitionofIndia• KumkumSanagari,RecastingWomen:EssaysinColonialHistory

• JudithWalsh,DomesticityinColonialIndia:WhatWomenLearnedWhenMenGaveThemAdvice

• TanikaandSumitSarkar,WomenandSocialReforminModernIndia-Vol1&Vol

• NiveditaMenon,GenderandPoliticsinIndia:ThemesinPolitics

• VandanaShiva&MariaMies,Ecofeminism

SEMESTERVI

DSE-1B:AcademicWritingGE-2:CulturalDiversitySEC-4:BusinessCommunication

DSEI-B

ENG-RE-6016AcademicWriting

Credits:5(Theory)+1(Tutorial)=6 Marks:100(80+20) TheEnglishlanguageisthelanguageofhighereducationaswellasthelanguageusedina variety of formal settings. Hence students are expected to develop the requisiteproficiency in academic writing which involves the ability to write summaries,abstracts,reviews,reports,conference/seminarpresentationsetc.Thispaperisaimedatdevelopingacademicwritingskillsbyacquaintingstudentswiththedifferentkindsofacademicwriting and the skills to be acquired towrite academic English for variouspurposes;itwillalsogivethempracticeintheprocessesinvolvedinproducingpiecesofgoodacademicwriting.Thepaperconsistsoftwomodules–module1andmodule2.

Module1:EssentialsofAcademicWriting

This module will familiarize students with samples of different kinds of academicwriting and concentrate on developing the basic skills required for such writing asbuilding up vocabulary for formal use, gathering ideas or data for purposes ofdescriptionorbuildingupanargumentorthesisstatement,organizingtheideassothatthere is coherence and clarity of thinking, making paragraphs and writing withoutgrammaticalandspellingerrors.

Module2:PracticeinAcademicWriting

This module will focus on giving students practice in different kinds of academicwriting-taking them through the processes of making drafts, revising, editing, andwritingthefinalversion.Theyarealsotobetaughttopreparebibliographies,citationsandreferencesforwritingintendedforpublicationinacademicjournals.

SuggestedReading:

Bailey,S.(2011).AcademicWriting-AHandbookforInternationalStudents(3rdedition).NewYork:Routledge

Hartley,J.(2008).AcademicWritingandPublishing-apracticalHandbook.NewYork:OpenUniversityPress.

Swales,J.M&Peak,C.B(2001)AcademicWritingforGraduateStudents-EssentialTasksandSkills.Michigan:TheUniversityofMichiganPress.

GEII:

ENG-RG-6016CulturalDiversity

Credits:5(Theory)+1(Tutorial)=6 Marks:100(80+20)Thispaperisdesignedtofacilitatethestudent’sengagementwithandunderstandingofculturalcontexts,situationsandtherichvarietyofpracticesthroughasamplingofsuchtextsthatrepresentthewidelytexturedtapestryemanatingfromdifferentlocationsoftheworld.Therewillbe80marksfortheend-semesterexternalexaminationand20markswillbeallottedforinternalevaluation.Texts:

• V.S.Naipaul:HouseforMr.Biswas• MarguaretAtwood:Handmaid’sTale• KishwarNaheed,‘TheGrassisReallylikeme’• ShuTing,‘AssemblyLine’• GabrielOkara,‘TheMysticDrum’• KersyKatrak:“ColabaCauseway”• SeamusHeaney:“MaighdeanMara”• Forster:“DoesCultureMatter?”• JanMorris:“LaPaz”• PaulineKael:“MoviesonTelevision• GeorgeBernardShaw:Pygmalion

SuggestedReading:-SarahLawall,‘Preface’and‘Introduction’,inReadingWorldLiterature:Theory,History,

Practice,ed.SarahLawall(Austin,Texas:UniversityofTexasPress,1994)pp.ix–xviii,1–64.

-DavidDamrosch,HowtoReadWorldLiterature?(Chichester:Wiley-Blackwell,2009)pp.1–64,65–85.

-TheD’haenet.al.,eds.,‘Introduction’,inWorldLiterature:AReader(London:Routledge,2012).

-C.D.Narasimhaiah,eds.AnAnthologyofCommonwealthPoetry,ed.(Delhi:Macmillan,1990)

-KishwarNaheed,WetheSinfulWomen(NewDelhi:Rupa,1994)-ShuTing,ASplinteredMirror:ChinesePoetryFromtheDemocracyMovement,tr.Donald

Finkel,additionaltranslationsbyCarolynKizer(NewYork:NorthPointPress,1991)

SEC-4

ENG-SE-6014

BusinessCommunicationCredits:4 Marks:100(80+20)

This paper is designed to familiarize studentswith a comprehensive idea of effectivecommunicationanditsimportanceinthebusinessandprofessionalworld.Studentswillbeintroducedtothevariouskindsofcommunicationaswellastothemanytheoriesofcommunication. The components in this paper will be both written and oral, andstudentswillberequiredtoparticipateindiversegroupactivities.Activities(individualand/orgroup)onthespokencomponentsof thepaperwillbeconsideredfor internalassessment in this paper, while the end-semester examination will focus on thetheoretical andwrittenelementsof thepaper.Theend-semesterexamination for thispaperwillbeof80marksandinternalassessmentwillbeof20marks.

Thispaperwillfocusonthefollowingkeytopics:

• IntroductiontotheessentialsofBusinessCommunication:Theoryandpractice• Citingreferences,andusingbibliographicalandresearchtools• Structure,vocabulary,pronunciation,andcomprehensionskills• Writingrésumésandfacinginterviews• Reportwriting• Writingmemosandcirculars• Summarizingannualreportofcompanies• Préciswriting• Writingminutesofmeetings• E-correspondence• Groupdiscussion• SpokenEnglishforbusinesscommunication• Makingoralpresentations

SuggestedReadings:

-Scot,O.;ContemporaryBusinessCommunication.Biztantra,NewDelhi.-Lesikar,R.V.&Flatley,M.E.;BasicBusinessCommunicationSkillsforEmpoweringthe InternetGeneration,TataMcGrawHillPublishingCompanyLtd.NewDelhi.-Ludlow,R.&Panton,F.;TheEssenceofEffectiveCommunications,PrenticeHallOf IndiaPvt.Ltd.,NewDelhi.-R.C.Bhatia,BusinessCommunication,AneBooksPvtLtd,NewDelhi-Bovee,Courtland,JohnThill&MukeshChaturvedi.BusinessCommunicationToday.

DorlingKindersley,Delhi-Booher,Dianna.E-Writing:21stCenturyToolsforEffectiveCommunication.New

York:PocketBooks,adivisionofSimon&Schuster,Inc.,-Guffey,MaryEllen.BusinessCommunication:ProcessandProduct.5thed.Cincinnati,Ohio:South-WesternCollegePublishing

-Guffey,MaryEllen.EssentialsofBusinessCommunication,SixthEdition.South-WesternCollegePublishing.