Scheme of Examination and Courses

of Reading for B.Com.(P)

SEMESTER-III

SCHOOL OF OPEN LEARNING

University of Delhi

Syllabus Applicable for the students seeking admission to

B.Com.(Prog.) Course from 2020-21 onwards
 B.COM. SEMESTER-III

CORE COURSE
Paper 5: Company Law
Paper 6: Income Tax Law and Practice
SKILL ENHANCEMENT COURSE (SEC)
1.Computer Applications in Business
2.Cyber Crimes and Laws
(Any one of these)

English
English Language Through Literature-2
English Fluency-2
English Proficiency-2

MIL (Hindi/Punjabi/Tamil/Urdu)
A- for students who studied subject upto XII
B- for students who studied subject upto X
C- for students who studied subject upto VIII
Hindi: A/B/C
Hindi A: Aadhunik Bharatiya Bhasha Hindi Gadya : Udbhav Aur Vikas
Hindi B: Aadhunik Bharatiya Bhasha Hindi Gadya : Udbhav Aur Vikas
Hindi C: Aadhunik Bharatiya Bhasha Hindi Gadya : Udbhav Aur Vikas
Punjabi: A/B/C
Punjabi A: Medieval Narrative Poetry, Auto- Biography and Functional Punjabi
Punjabi B: Ethics - Literary Responses and Functional Punjabi
Punjabi C: Punjabi Auto-Biography and Functional Punjabi
Tamil:
Modern Tamil Poetry and Prose
Urdu: A/B/C
Urdu A : Study of Modern Urdu Fiction Novel Short Story (Code : 62141902)
Urdu B: Study of Medieval Prose & Poetry (Code : 62141903)
Urdu C: Urdu Nisab-II (Code : 62141904 )
In Lieu of MIL (Any one out of two given below)
(Not for students taking the same paper as DSC)
Economics -Principles of Macroeconomics-I
Political Science- Politics of Globalization
 Core Course
Paper 5 : COMPANY LAW

Duration: 3 Hrs. Marks: 100 Credits: 6

Course Objective

The objective of the course is to impart basic knowledge of the provisions of the Companies
Act 2013 to understand the conduct of business as per legal framework provided in the
country. Case studies involving issues in company law are required to be discussed.

Course Learning Outcomes

After completing the course, the student shall be able to:

CO1 : Understand the rules and the broader procedural aspects involved in different
types of companies covering the Companies Act 2013.
CO2 : Comprehend and appropriately use the basic legal documents essential for
operations and management of company.
CO3 : Distinguish between varied company processes, meetings and decisions.
CO4 : Know the framework of dividend distribution and role of auditors in a company.
CO5 : Understand and evaluate working of depositories and their functions for working
in stock market.

Course Contents

Unit I: Introduction
Meaning and characteristics of a company; Lifting of corporate veil; Administration of
Company Law including National Company Law Tribunal (NCLT), National Company
Law Appellate Tribunal (NCLAT), Special Courts; Types of companies including private
and public company, government company, foreign company, one person company, small
company, associate company, dormant company and producer company; Association not
for profit; Illegal association; Formation of company, promoters, their legal position, pre
incorporation contract and Online registration of a company.

Unit II: Documents and shares

Memorandum of Association and its alteration, Articles of Association and its alteration,
Doctrine of constructive notice and indoor management; Prospectus: shelf and red herring
prospectus, misstatement in prospectus; Book building; Issue, allotment and forfeiture of
share, call on shares; Issue of sweat capital; employee stock option; Issue of bonus shares;
Transfer and transmission of shares, buyback and D-Mat system.

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Unit III: Management
Classification of directors; Director Identity Number (DIN); Appointment , removal of
directors; Legal positions, powers and duties ; Key managerial personnel, managing
director, manager Committee of board of directors- audit committee, nomination and
remuneration committee, stakeholder relationship committee and corporate social
responsibility committee.

Unit IV: Company Meetings

Meetings of shareholders and board; Types of meeting, convening and conduct of meetings,
requisites of a valid meeting-notice, agenda, chairman, quorum, proxy, resolutions,
minutes; postal ballot, meeting through video conferencing, e-voting.

Unit V: Dividends, Audit and Winding Up

Provisions relating to payment of dividend; Company Audit; Provisions relating to audit,
Auditors' qualification, appointment, rotation of auditors, auditors' report, Concept and
modes of winding up; Liquidator; National company Law Tribunal (NCLT); Appellate
Tribunal (NCLAT), Special Courts; Relevant provisions of Insolvency and Bankruptcy
Code 2016.

References
• Hicks, Andrew & Goo S.H., (2017) Cases and Material on Company Law, Oxford
University Press.
• Sharma, J.P.(2018). An Easy Approach to Corporate Laws, Ane Books Pvt. Ltd.,
New Delhi
• Kumar, A., (2019)Corporate Laws, Taxmann Pvt Ltd
• Chadha R. & Chadha, S.(2018). Company Laws. Scholar Tech Press, Delhi.
• The Depositories Act,1996.Bare Act.

Additional Resources
• Gowar, LCB. (1969). Principles of Modern company Law, Stevens & Sons,London.
• Ramaiya.(2015). A Guide to Companies Act. Nagpur. Wadhwa Book Company.
• Hanningan, Brenda.(2018). Company Law, Oxford University Press,U.K.

Keywords
Lifting Of Corporate Veil, National Company Law Appellate Tribunal (NCLAT),
Memorandum of Association.

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 Core Course
Paper 6 : INCOME TAX LAW AND PRACTICE

Duration: 3 Hrs. Marks: 100 Credits: 6

Course Objective

To impart knowledge of laws pertaining to levy of income tax in India and to enable
students to apply the same practically.

Course Learning Outcomes

After completing the course, the student shall be able to:

CO1 : Understand the basic concepts in the law of income tax and determine the
residential status of different persons.
CO2 : Identify the five heads in which income is categorised and to compute income
under the heads ‘Salaries’ and ‘Income from House Property’.
CO3 : Compute income under the head ‘ Profits and gains of business or profession’,
‘Capital gains’ and ‘Income from other sources’.
CO4 : Understand clubbing provisions, aggregate income after set-off and carry forward
of losses, and deductions allowed under the Income Tax Act.
CO5 : Compute tax liability of individuals and firms and understand the provisions of
filing return of income.

Course Contents

Unit I : Introduction
Basic concepts: Income; agricultural income; person, assessee; assessment year; previous
year; Gross total income; total income; maximum marginal rate of tax; Permanent Account
Number (PAN); Residential status; Scope of total income on the basis of residential status;
Exempted income under section 10.

Unit II: Computation of income under different heads-1

Income from Salaries; Income from house property.

Unit III: Computation of income under different heads-2

Profits and gains of business or profession; Capital gains; Income from other sources.

Unit IV: Total income and tax computation

Income of other persons included in assessee's total income; aggregation of income and set-
off and carry forward of losses; deductions from gross total income; rebates and reliefs

Unit V: Computation of total individuals and firms

Tax liability of individual and firm; Preparation of return of income; filing of returns:
manually, online filing of returns of income & TDS; provision and procedures of compulsory
on-line filing of returns for specified assesses.

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 References

• Ahuja, Girish and Ravi Gupta. Systematic Approach to Income Tax.

Bharat Law House, Delhi.
• Singhania, Vinod K. and Monica Singhania. Students’ Guide to Income Tax,
University Edition. Taxmann Publications Pvt. Ltd., New Delhi.

Additional Resources
• Current Tax Reporter. Current Tax Reporter, Jodhpur.
• Income Tax Reports. Company Law Institute of India Pvt. Ltd., Chennai.
• Corporate Professionals Today. Taxmann. New Delhi.
Software
• ‘Excel Utility’ available at incometaxindiaefiling.gov.in
• Singhania, Vinod K. e-filing of Income Tax Returns and Computation of Tax,
Taxmann Publication Pvt. Ltd, New Delhi.
Latest version Note: Latest edition of text books
and soft-wares may be used.

Keywords
Assessment Year, Previous Year, Assessee, Person, Finance Act, Income, Agricultural Income,
Resident, Non-Resident, Standard Deduction, Allowances, Perquisite, Deemed Ownership, Capital
Gain, Relative, Annual Value.

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 Skill Enhancement Course (SEC)
1. COMPUTER APPLICATIONS IN BUSINESS

Duration: 3 Hrs. Marks: 100 Credits: 4

Course Objectives

To provide computer based knowledge to commerce students and to equip them with
computational skills using ICT tools.

Course Learning Outcomes

After completing the course, the student shall be able to:
CO 1 : Handle document creation for communication.
CO 2 : Acquire skills to create and make good presentations.
CO 3 : Make various computations in the area of accounting and finance and present
business data using appropriate charts.
CO 4 : Process and analyze the business data and generalize the work sheets for better
understanding of the business environment and decision making.
CO 5 : Understand and apply the various database concepts and tools in the related
business areas.

Course Contents
Unit I: Word Processing
Introduction to word Processing, Word processing concepts, Use of Templates, Working with
word document: Editing text, Find and replace text, Formatting, spell check, Autocorrect,
Autotext; Bullets and numbering, Tabs, Paragraph Formatting, Indent, Page Formatting,
Header and footer, Tables: Inserting, filling and formatting a table; Inserting Pictures and
Video; Mail Merge: including linking with Database; Printing documents. Creating Business
Documents using the above facilities.
Unit II: Preparing Presentations
Basics of presentations: Slides, Fonts, Drawing, Editing; Inserting: Tables, Images, texts,
Symbols, Media; Design; Transition; Animation; and Slideshow.
Creating Business Presentations using above facilities.

Unit III: Spreadsheet and its Business Applications

Spreadsheet concepts, Managing worksheets; Formatting, Entering data, Editing, and
Printing a worksheet; Handling operators in formula, Project involving multiple spreadsheets,
Organizing Charts and graphs.
Spreadsheet functions: Mathematical, Statistical, Financial, Logical, Date and Time,
Lookup and reference, Database, and Text functions.

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Unit IV: Creating Business Spreadsheet
Creating spreadsheet in the area of: Loan and Lease statement; Ratio Analysis; Payroll
statements; Graphical representation of data; Frequency distribution and its statistical
parameters; Correlation and Regression.
Unit V: Database Management System
Database Designs for Accounting and Business Applications: Reality- Expressing the
Application; Creating Initial design in Entity Relationship(ER) Model; Transforming ER
Model to Relational data model concepts; Implementing RDM design using an appropriate
DBMS.
DBMS Software: Environment; Tables; Forms; Queries; Reports; Modules; Applying DBMS
in the areas of Accounting; Managing the data records of Employees, Suppliers and Customers.

Note:
There shall be 2 credit hours (2 lectures) per class and 2 credit hours (4 Practical Lab
periods) per batch.

References

• Elmasari, Ranez and Shamkant B. Navathe Fundamentals of Database Systems, 7th

Edition, (2016), Pearson Education.
• Jain, Hem Chand and Tiwari H. N Computer Applications in Business..
(2019),Taxmann.
• Madan, Sushila, Computer Applications in Business. Scholar Tech Press.
• Mathur, Shruti and Jain Pooja, Computer Applications in Business. Galgotia Publishing
Company.
• Sharma S.K. and Bansal, Mansi Computer Applications in Business, Taxmann.
• Wayne Winston, MS Excel 2016, Data Analysis & Business Modeling, PHI.

Additional Readings
• Simon Benninga, Financial Modeling, 4th edition. The MIT Press
Note: Latest edition of text books may be used.

Keywords
Computer application in Business, Spreadsheet Solver, Database Management system, Mail
merge, Word Processing, Data analysis, Pivot table.

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 Skill Enhancement Course (SEC)
2. CYBER CRIMES AND LAWS

Duration: 3 Hrs. Marks: 100 Credits: 4

Course Objective

This paper intends to create an understanding towards the cyber crimes and to familiarize
the students with the application of cyber laws in general.

Course Learning Outcomes

After completing the course, the student shall be able to:
CO1 : Identify cyber risk associated with online activities.
CO2 : Learn safe working in the vertical having varied access points, data sources,
network and system related issues, especially in online transactions.
CO3 : Identify the threats attached with using different popular virtual places or
platforms. CO4: generate and preserve electronic evidences for personal and
professional use.
CO5 : Work in virtual space safely and with business process or products confirming
to the regulatory framework and not falling under the ambit of cyber crimes.
Course Contents

Unit I: Cyber Crimes

Introduction- Computer crime and cyber crimes; Distinction between cyber crime and
conventional crimes; Kinds of cyber crimes- cyber stalking, cyber terrorism, forgery and
fraud, crimes related to IPRs, computer vandalism; cyber forensic.

Unit II: Definitions under IT Act, 2000

Definitions under IT Act, 2000; Concept of Internet, Web Centric Business, E Business and
its significance, Electronic Governance, Cyber jurisdiction.

Unit III: Contemporary Business Issues in Cyber Space

Security risks: Instant messaging platform, social networking sites, mobile applications and
Internet of Things (IOT). Domain name dispute and their resolution, E-forms; E- Money,
regulations of PPI (Pre-Payment Instruments) by RBI, Electronic Money Transfer, Privacy of
Data and Secure Ways of Operation in Cyber Space.

Unit IV: Electronic Records

Authentication of Electronic Records; Legal Recognition of Electronic Records; Legal
Recognition of Digital Signatures; Applications and usage of electronic records and Digital
Signatures in Government and its Agencies; Retention of Electronic Records, Intermediaries
and their liabilities; Attribution, Acknowledgement and Dispatch of Electronic Records;
Secure Electronic Records and Digital Signatures.

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Unit V: Regulatory Framework
Regulation of Certifying Authorities; Appointment and Functions of Controller; License to
issue Digital Signatures Certificate; Renewal of License; Controller’s Powers; Procedure to be
Followed by Certifying Authority; Issue, Suspension and Revocation of Digital Signatures
Certificate, Duties of Subscribers; Penalties and Adjudication; Appellate Tribunal; Offences;
Overview of GDPR and Indian data protection regime

References
• Brian, Craig. (2012). Cyber Law: The Law of the Internet and Information
Technology. Pearson Education.
• Sharma J. P., and Kanojia, S. (2018).E Business and Cyber Laws. New Delhi. Bharat
Law house Pvt Ltd.
• Rattan J, (2015)Cyber Crime and Information Technology, Bharat Law House, Pvt Ltd.
• Arora, S. and Arora R. (2017), Cyber crimes and laws, Taxmann Pvt Ltd, New Delhi.

Additional Resources
• Information Technology Rules & Cyber Regulations Appellate Tribunal Rules with
Information Technology Act 2000. Taxmann Publications Pvt. Ltd., New Delhi.
• Painttal, D. (2016) Law of Information Technology, New Delhi: Taxmann
Publications Pvt. Ltd.
• Dietel, Harvey M., Dietel, Paul J., and Steinbuhler, Kate. (2001). E-business and E-
commerce for managers. Pearson Education.
• Joseph, P.T. (2015). E-Commerce-An Indian Perspective. PHI

Keywords
Regulatory Framework, Electronic Records, IT Act, 2000, Cyber Crimes.

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 CORE ENGLISH LANGUAGE

General Course Statement

1. The course will retain streaming. The structure of three graded levels of English language
learning is required in a diverse central university like Delhi University to address the
differential learning levels of students and achieve the desired competence.

2. The existing English A, B, and C will be renamed as English Language through Literature,
English Fluency and English Proficiency respectively. This will remove any discriminatory,
hierarchical attributes in the existing nomenclature and refocus the pedagogic exercise on the
respective objectives of the three streams in an academically thorough and non-hierarchical
way.

3. The existing criteria for streaming was discussed thoroughly in the context of the almost
complete collapse of English B and English C classes across colleges. This structural collapse
has led to severely compromised language acquisition opportunities for BA & BCom
students. At present 98% of BA& BCom programme applicants are from boards where
English is offered as a subject in class XII. Currently in Delhi University, a student with
minimum pass marks in English in Class XII will do the same English course as a student
scoring above 90%. Such guaranteed variance in competences and standards in the classroom
is a huge pedagogic challenge that stalls the aim of achieving any tangible proficiency in the
language over two semesters.

In order to address this reality, which was further aggravated by the reduction in the language
teaching span in CBCS to two semesters, the committee concluded that it is imperative to
have additional streaming criteria (NOT eligibility or admission criteria) to benefit the
students in the classroom and in their careers. A hugely participative student feedback survey
was conducted online. Thousands of BA & BCom Delhi University students responded to the
detailed questionnaire and helped us to our conclusions.

Based on these findings and the consensus in our meetings the BA/BCom Programme Cluster
Subcommittee proposes the following:

As 98% of the BA & BCom Programme students have done English in class 12, streaming
will be now based on their Class XII marks in English. There will be three streams:

1. 80% and above: ENGLISH LANGUAGE THROUGH LITERATURE

2. 60% and above up to 80%: ENGLISH FLUENCY
3. Less than 60%: ENGLISH PROFICIENCY

9
 o We have retained the present Delhi University Rule of streaming students who have
done English up to Class X and Class VIII to ENGLISH FLUENCY and ENGLISH
PROFICIENCY respectively to take care of the 2% who may not have done English
up to Class XII
o We have provided a 10% relaxation in Class XII English marks while streaming for
students who have studied English Elective in class XII

This proposal is the most academically sound non-hierarchical and inclusive one we could
arrive at that successfully addresses the pedagogical and learning imperatives in English
language teaching.

The revised syllabus proposed here is in sync with the CBCS outline. Additionally, this
syllabus works out the specifics of language learning required to enable the students of Delhi
University in the process of language acquisition and proficiency, as it integrates critical
thinking, reading, writing, and speaking capabilities, without compartmentalising any one or
two as the expected focus or outcome of language study. For this purpose, a compiled list of
suggested readings collated by the Department of English Delhi University can be finalised .

The detailed syllabus with suggested readings, Teaching Plans, testing/evaluation pattern and
learning outcomes for two semesters under CBCS is as follows:

ENGLISH LANGUAGE THROUGH LITERATURE I & II

ENGLISH FLUENCY I & II
ENGLISH PROFICIENCY I & II

COURSE CONTENT FOR SEMESTERS III / IV

ENGLISH LANGUAGE THROUGH LITERATURE 2

Unit 1
Understanding Life Narratives

Giving students the skills to document their own lives meaningfully; journals, memoirs,
and autobiographical writings can be excellent tools for personal reflection and
growth, therapeutic as well as a method for organising one’s own thoughts in a fashion that
helps one live meaningfully

Reading sections from life narratives, biographies, autobiographies and diary entries Writing
a statement of purpose for university applications; CV/resume; daily/weekly journal
Speaking to your class to persuade them to do something public speech
Listening to public speeches like convocation addresses, political speeches, TED Talks
to trace structure of argument and worldview; to observe the use of description, persuasion,
and argument
Grammar/Vocabulary: Action Verbs
Active and Passive voice

10
Suggested Readings:

Das, Kamala. ‘The Park Street Home’ My Story Kottayam: DC Books, 2009.

Singh, Mayank 'Mayank Austen Soofi'. Selected extracts from ‘I Had Come Too Far’ Nobody
Can Love You More Delhi: Penguin Books, 2014.

Bhattacharjee, Kishalay. ‘Back To Where I Never Belonged’ First Proof: The Penguin Book
of New Writing From India Delhi: Penguin Books India, 2005.

Issacson, Walter. Selected extracts from Steve Jobs New York: Simon and Schuster, 2011.

Unit 2
Exploring Poetry

Here, students are trained to use the techniques of poetry to write in poetic form; they
understand how the concept of beauty works through access to aesthetic forms; they learn
how to express the same thought in different ways and observe how form impacts meaning;
these skills can become tools for personal confidence in linguistic use

Reading: Using context to read effectively; identifying elements of poetics in different forms
of poetry prose poems / slam poetry
Writing slam poetry; writing a critical response to a poem
Listening: Reciting/performing poetry; listening to audio/video clips of poets reading their
poetry to appreciate the significance of pauses, rhythm etc

Grammar/Vocabulary: Denotation/Connotation

Suggested Readings:

Nair, Rukmini Bhaya. ‘Gargi’s Silence’ Yellow Hibiscus: New and Selected Poems Delhi:
Penguin, 2004.

Nongkynrih, Kynpham Sing. ‘Light-In-The-Night (For Amanda)’

Seth,Vikram. ‘Part One’ The Golden Gate London: Faber and Faber, 1999.

Charara, Hayan. ‘Usage’ Something Sinister Pittsburgh: Carnegie Mellon University Press,
2016.

Unit 3
Exploring Drama

To highlight the rhetorical possibilities of drama through an understanding of its form and
mechanics; students learn how to handle conflict, how to have meaningful conversations, and,
above all,learn how one’s words and gestures impact others.

11
Reading a one-act/ longer play to understand the interaction of dramatic forms/elements and
social context
Writing a critical response to the dramatic text; writing the script for a skit/short play,
keeping in mind formal features like characterisation, plot development, stage directions, etc
Speaking: Students learn to use their voices and bodies to perform/enact skits in groups
Listening to a radio play to appreciate the aural elements of drama

Grammar/Vocabulary: Direct/ Indirect Speech

Phrases and Idioms
Tone and Register

Suggested Readings:

Sarkar, Badal. ‘Beyond the Land of Hattamala’ Beyond the Land of Hattamala and Scandal
in Fairyland Calcutta: Seagull Books, 1992.

Unit 4
Exploring Fiction - Novella

Narrative texts can be seen as a tool for exploring reality including contests of what should be
accepted as real Students will learn how to write narrative and through narrative to examine
their own responses to issues confronting them

Read a longer piece of fiction to discern narrative voice, narrative structure,character

development, while locating the text in its socio-historical context
Write your own short story/novella; speculative fiction can be particularly useful as young
people are often in positions of contest with the social reality afforded to them; read and
review short stories/novellas/novels
Speak: Initiate discussion about a novella, drawing upon the critical reading skills developed
by students in the previous semester; focus will be on broadening their repertoire of reading:
texts chosen and responded to for personal pleasure
Listen to audio clips/ videos of writers talking about what writing means to them; audio clips
of books being read aloud to enable discussion of reading styles pauses punctuation etc

Grammar/Vocabulary: Punctuation pauses manner of reading/speaking/crafting complex

sentences

Suggested Reading:

Cisneros, Sandra. The House on Mango Street New York: Knopf Doubleday Publishing
Group, 2013.

Unit 5
Writing your own academic essay / paper for the classroom

12
Using language skills learned over the course, students are to create academic documents such
as term papers, reports and assignments They should examine and revisit earlier such
submissions to learn how to improve and edit these better; to learn to identify consult and cite
the right sources to avoid plagiarism; to recognise and rectify bias in their own writing: biases
such as those of class/caste/race/gender/sexuality/religion can be discussed in class
Writing, revising and formatting drafts of essays analysing the coherence of arguments;
perspectives on a topic; balance of presentation; students can testtheir ability to choose
between various forms of information/fact/opinion; they can create questionnaires, conducting
surveys; edit and create bibliographies and checklists
Speaking: Students should be able to tell the class what their core idea is in the essay / paper,
and why they have chosen a particular topic or idea; they should be able to debate various
points of view on the same topic
Listening to others views and being able to figure out which arguments are key and why;
examining ideology and location of speakers

Grammar/Vocabulary: Paragraphs
Topic sentences and transitions

Suggested Readings:

Patel, Raj and Moore, Jason W. ‘How the chicken nugget became the true symbol of our era’
The Guardian, 8 May 2018
https://www.theguardian.com/news/2018/may/08/how-the-chicken-nugget-became-the-true-
symbol-of-our-eraAccessed 4 June 2018

Latest editions of the MLA and APA style sheets

Keywords
Language through literature
Verbal and written texts
Social and ethical frameworks
Listening
Reading
Comprehension

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Argumentation
Descriptive writing
Narrative writing

BA/ B COM PROGRAMME CORE ENGLISH LANGUAGE:

ENGLISH FLUENCY -2

Course Objectives

This course is intended for students who possess basic grammatical and vocabulary skills
in English but may not be able to effectively communicate in their everyday contexts The
course aims to equip them with skills that will help them interact with people around their
personal institutional and social spaces The course will help students to

 describe or express their opinions on topics of personal interest such as their

experiences of events, their hopes and ambitions
 read and understand information on topical matters and explain the advantages and
disadvantages of a situation
 write formal letters, personal notes, blogs, reports, and texts on familiar matters
 comprehend and analyse texts in English
 organise and write paragraphs and a short essays in a variety of rhetorical styles
COURSE CONTENTS FOR SEMESTER III / IV

Unit 1
In the University II

Elements of debate/ Academic writing

Argument and Textual evidence

o Prepare a presentation on a topic you have seen debated on television; delineate the
arguments and textual evidence used by both sides
o Write a paragraph on any topic you are studying in any of your courses at present; cite
all sources of information you use

Suggested Readings:

Peeradina, Saleem. ‘Sisters’, Group Portrait. Madras: OUP. pp. 21-22.

https://kafila.online/2016/09/20/the-radical-significance-of-the-du-photocopy-case-for-global-
copyright/ Accessed on 19 September 2019

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Unit 2
In the domestic sphere II

Informal/ Epistolary writing

Descriptive & Expository writing
o Write a letter to your daughter -- in your own mother's voice; use a text you have read
in class as a sample
o Prepare a presentation on a fictional place as though you have visited it
Suggested Readings:

"To Jyotiba, From Savitribai Phule: These Aren't Love Letters, But Tell You What Love Is
All About". 2016. Scroll.In.
https://scroll.in/article/801848/to-jyotiba-from-savitribai-phule-these-arent-love-letters-but-
tell-you-what-love-is-all-about Accessed on 19 September 2019

Payne, Karen. Between Ourselves: Letters Between Mothers and Daughters 1750-1982,
Virago 1994.

Unit 3
In public places II

Dialogue: Conversation/ Interview between fictional characters

Narrative logic; connectives & transitions

o Group exercise: Prepare an interview between a refugee and her prospective landlord
o Write a conversation you have overheard in a public place recently
Suggested Readings:

https://www.businessinsider.com/a-12-year-old-syrian-refugee-wrote-this-heartbreaking-
letter-to-the-king-of-sweden-2016-2?IR=T Accessed on 19 September 2019

‘We Sinful Women’ by KishwarNaheed from We Sinful Women:Contemporary Urdu

Feminist Poetry. Translated and edited by Rukhsana Ahmed. The Women’s Press, 1991.

Unit 4
In the State II

Paragraph writing
Brainstorming planning/outline rough drafts editing
o Work in groups to brainstorm ideas for a paragraph on any social topic

15
 o Prepare individual outlines and rough drafts
o Peer review and edit each others' writing
Suggested Readings:

Sharma, Natasha. Squiggle Takes a Walk: All About Punctuation. Penguin/Young Zubaan and
Puffin: 2014.

Lorde, Audre. ‘The Transformation of Silence into Language and Action’. Sister Outsider.
Random House: New York, 1984. pp. 40-44

Unit 5
Interface with technology II

Creative writing/ Social media presence

Affective & Poetic expression; rhetoric

o Write a Facebook post announcing a cultural event

o Write a poem of 140 characters to post on twitter
o Evaluate your favourite WhatsApp group's last 10 posts

Suggested Readings:

Extract from Haroun and the Sea of Stories: Salman Rushdie. Penguin Books, New
Delhi, 1991. pp. 15-23.

Keywords

Effective communication
Listening
Speaking
Reading
Writing
Communicative tasks and activities

16
Familiar context
Personal communication
Professional communication
Social communication
BA/ B COM PROGRAMME CORE ENGLISH LANGUAGE:
ENGLISH PROFICIENCY-2
Course Objectives
The English Proficiency course is intended for students who have had inadequate exposure to
English and hence exhibit a very low level of proficiency in the language – difficulty in
comprehending simple texts, limited vocabulary, a poor grasp of basic syntactical structures,
and an inability to speak or write the language with confidence. The course that is spread over
two semesters aims to redress these issues and aims to
 enhance comprehension skills and enrich vocabulary through the reading of short and
simple passages with suitable tasks built around these
 introduce simple syntactical structures and basic grammar to students through
contextualized settings and ample practice exercises so that they can engage in short
independent compositions
 introduce the sounds of the language and the essentials of English pronunciation to
students in order to remove the inhibitions experienced by them while speaking
English
 acquaint students with social formulae used to perform various everyday functions so
that they can converse in English in simple situations

COURSE CONTENT FOR SEMESTER III / IV

Building on the contents of the introductory semester, the focus in this semester is to further
develop the language skills of the learners in all the core areas. The approach is to develop
these skills in an integrated way through an intense engagement with the prescribed texts. In
each unit, teachers are to eschew a narrow focus and ensure that all the activities in the
prescribed sections are attempted by the learners
UNIT 1
Reading & Comprehending - II

This section involves reading and comprehending passages of greater length and complexity,
using the prescribed texts that develop and test these skills through a variety of tasks: re-
ordering, true / false sentence completion, fill in the blanks, short comprehension questions,
etc.

17
Learners are to be encouraged to explore the texts listed below beyond the prescribed sections
The comprehension of an unseen passage will be a part of the end-semester written
examination
Suggested Readings:
A Foundation English Course for Undergraduates: Book II, Delhi: University of Delhi, 1992.
pp. 1 - 7 Units 1 & 2; pp. 19 - 21 Unit 6; pp. 47 - 49 Unit 13; pp. 61 - 63 Unit 16 & pp. 75 -
79 Unit 19
Everyday English 2, Delhi: Foundation Books, 2006. pp. 14 - 29 Units 3 - 5; pp. 91 - 101
Units 16 - 17 & pp. 121 - 128 Unit 21
UNIT 2
Basic Grammar Rules - II
Questions, negatives, and question tags; conditionals; more on articles, prepositions, tenses,
simple present, present continuous, present perfect, simple past, past continuous, past perfect,
modals and linking words.
Relevant sections from all the recommended books are to be used in addition to the specific
reading prescribed for this unit

Suggested Readings:

Developing Language Skills I Delhi: Manohar, 1997. pp. 183 - 186 & pp. 209 - 216 Units 1, 6
& 7 of 'Grammar'

UNIT 3
Conversing - II

Understanding word stress and features of connected speech; conversational formulae for
getting and giving permission agreeing and disagreeing warning and persuading inviting
suggesting accepting and refusing expressing likes and dislikes regulating speech and ending
a conversation.

Suggested Readings:

English at the Workplace II, Delhi: Oxford University Press, 2007. pp. 10 - 13 Unit 3 & pp.
38 – 45 Unit 9

Developing Language Skills I, Delhi: Manohar, 1997. pp. 26 - 45 Units 6 - 10 of 'Oral

Communication: Speech Patterns'

18
UNIT 4
Writing Skills - II
Writing short paragraphs of up to 150 words independently including describing people
places events; giving directions; short application letters

Suggested Readings:

A Foundation English Course for Undergraduates: Workbook I, Delhi: Oxford University

Press, 1991. pp. 32 - 63 Units VI - X

UNIT 5
Applying for a Job

Learning to present oneself at job interviews; writing simple job applications

Suggested Readings:

English at the Workplace, Delhi: Macmillan, 2006. pp. 67 - 75 Unit 11

Everyday English 2, Delhi: Foundation Books, 2006. pp. 121 - 128 Unit 21

References

A Foundation English Course for Undergraduates: Book II, Delhi: University of Delhi, 1992.
pp. 1 – 7 Units 1 & 2; pp. 19 – 21 Unit 6; pp. 47 – 49 Unit 13; pp. 61 – 63 Unit 16 & pp. 75 –
79 Unit 19

Everyday English 2, Delhi: Foundation Books, 2006. pp.14 – 29 Units 3 – 5; pp. 91 – 101
Units 16 – 17 & pp.121 – 128 Unit 21

A Foundation English Course for Undergraduates: Workbook I Delhi: Oxford University

Press, 1991. pp. 32 – 63 Units VI – X

19
General Template for Facilitating the Achievement of Course Learning Outcomes

Course Learning Outcomes Teaching and Assessment Tasks

Learning Activity
Understanding concepts Interactive Reading material together in small
discussions in small groups initiating discussion topics
groups in Tutorial participation in discussions
classes
Expressing concepts through How to think Writing essay length assignments
writing critically and write
with clarity
Demonstrating conceptual Discussing exam Class tests
and textual understanding in questions and
tests and exams answering
techniques

Practical
The entire course is practical in nature. The prescribed readings are rich in tasks and activities
that aim at developing essential language skills. Working their way through these tasks will
give the learners hands-on practice in the use of these skills.

References

A Foundation English Course for Undergraduates: Reader I. Delhi: Oxford University Press,
1991

A Foundation English Course for Undergraduates: Workbook I. Delhi: Oxford University

Press, 1991

Everyday English Delhi: Pearson, 2005

Developing Language Skills I Delhi: Manohar, 1997

Additional Resources:

English at the Workplace Delhi: Macmillan, 2006

20
Keywords
English proficiency
Reading
Writing
Speaking
Listening
Pronunciation
Comprehension
Vocabulary
Syntax
Grammar
Composition
Conversational formulae

General Note
No part of 'Fluency in English II' is proposed as suggested reading in this syllabus.

21
 आधु नक भारतीय भाषा (MIL)MIL)

हंद ग य : उदभव और वकास ( हंद -क)

BCOMMILHA02

Course Objective(2-3)

ह द ग क िवभ न वधाओं का प रचय देना

िवभ न कृितय ारा आधुिनक सा ह य क समझ िवकसत करना

Course Learning Outcomes

ह द ग सा ह य के वकास का प रचय ा होगा

कृितय के अ ययन- व ेषण से सा ह यक समझ िवकसत होगी

Unit 1

ह द ग का उ व और वकास : सामा य प रचय

ह द ग के िवभ न प का प रचय

Unit 2

ेमचंद - नमक का दारोगा

िनमल वमा - धूप का एक टुकड़ा

अ ेय - ह ली -बोन क ब ख

Unit 3

आचाय रामच शु ल - क णा

हजार साद वेद - देवदा

व ािनवास िम - जमुना के तीरे - तीरे

Unit 4
सं मरण - चीनी भाई - महादेवी वमा
यं य - वै णव क फसलन - ह रशंकर परसाई
नाटक - जस लाहौर नइ दे या - असगर वजाहत

References
ह द का ग सा ह य - रामच ितवार
ह द सा ह य का दूसरा इितहास - ब चन िसंह
बालकृ ण भ ट के िनबंध - स य काश िम

Additional Resources:
महादेवी - दूधनाथ िसंह
आं खन दे ख - कमला साद
खरामा - खरामा - पंकज ब
कथेतर - माधव हाड़ा
ग क पहचान - अ ण काश

22
 आधु नक भारतीय भाषा (MIL)(MIL)
हंद ग य : उदभव और वकास ( हंद -ख)

BCOMMILHB02

Course Objective(2-3)

ह द ग क िवभ न वधाओं का प रचय देना

िवभ न कृितय ारा आधुिनक सा ह य क समझ विकसत करना

Course Learning Outcomes

ह द ग सा ह य के वकास का प रचय ा होगा

कृितय के अ ययन- व ेषण से सा ह यक समझ विकसत होगी

Unit 1

हंद ग : उ व और वकास

हंद ग प का सामा य प रचय

Unit 2

ेमचंद – नमक का दारोगा

साद – गुंडा

मु बोध - प ी और द मक

Unit 3

बालकृ ण भ ट - ईमानदार

भारतदु – वै णवता और भारतवष

हजार साद वेद - नाखून य बढ़ते ह

Unit 4

भारतदु – अंधेर-नगर

महादेवी वमा – ब बया

23
References

ह द का ग सा ह य – रामचं ितवार

हं द सा ह य का दस
ू रा इितहास –ब चन िसंह

Additional Resources:

िनबंधो क दिु नया – वजयदे व नारायण साह ;िनमला जैन /ह रमोहन शमा

छायावादो र हं द ग सा ह य – व नाथ साद ितवार

हं द रे खािच –हरवंश लाल शमा

िनबंध क दुिनया – िशवपूजन सहाय ;िनमला /अिनल राय

Keywords

ग , कहानी, िनबंध, नाटक

24
 आधु नक भारतीय भाषा (MIL)
हंद ग य : उदभव और वकास ( हंद -ग)

BCOMMILHC02
Course Objective(2-3)
ह द ग क िवभ न वधाओं का प रचय देना
िवभ न कृितय ारा आधुिनक सा ह य क समझ िवकसत करना
Course Learning Outcomes
ह द ग सा ह य के वकास का प रचय ा होगा
कृितय के अ ययन- व ेषण से सा ह यक समझ िवकसत होगी
Unit 1
हंद ग : उ व और वकास
हंद ग – प का सं प रचय (कहानी, िनबंध, नाटक, रेखािच /सं मरण)
Unit 2
ेमचंद – ईदगाह
भी म साहनी - चीफ क दावत

Unit 3

�� ;;rr�Yr - � � � cliT
� � -Jlfu � � JTTm�

Unit 4
�<Tm-�
�i;r�-�

ftl'm fttcrr8r - "Jf<llT � m �?

References

� <ITT ml � - � fcmrt'r

��<ITT�� -� �

Additional Resources:

��� - RIJtllaci � �; fc'rkc;rr � 1��JM,c1 �rm

t.§.llllcllc,�iH � ml � - f<l'm � fcmrt'r

��-��r��rm
��� - ��; fc'rm;rr /��

25
 Modern Indian Language (MIL)
Medieval Narrative Poetry, Auto-Biography and Functional Punjãbi (Punjabi-A)
ਮੱ ਧਕਾਲੀ ਿਬਰਤ ਤਕ ਕਾਿਵ, ਸਵੈ-ਜੀਵਨੀ ਅਤੇ ਿਵਹਾਰਕ ਪੰ ਜਾਬੀ
(Madhkãli Birtãntak Kãv ate Vihãrak Punjãbi)
Course Objective:
· To analyze and evaluate the socio-cultural conditions of medieval narrative poetry.
· To analyze the various elements of Auto-Biography, such as diction, tone, form, genre, imagery,
figures of speech, symbolism, theme, etc.
· To acquaint the students with functional language including grammar of Punjabi language.
Course Learning Outcomes:
· Students will be able to analyze major medieval poets, their works and their representations of the
human experience.
· Students will be equipped with basic knowledge about the grammar to write Punjabi accurately and
will have the ability to understand and apply its grammar.
· They will be able to write and understand accurate structure of grammar.
· Students will be able to develop understanding with narrative poetry of medieval period, auto-
biography and functional Punjabi.
· They will study from medieval to modern period literature this will help them to know about
multiple dimensions of Punjabi culture and literature.
1. ਰਿਵੰ ਦਰ ਿਸੰ ਘ (ਡਾ.), 2015, ਮੱ ਧਕਾਲੀਨ ਿਬਰਤ ਤਕ ਕਾਿਵ, ਮਨਪੀਤ ਪਕਾਸ਼ਨ, ਿਦੱ ਲੀ.
(Ravinder Singh (Dr.), 2015, Madhkãleen Birtãntak Kãv,Manpreet Parkãshan, Delhi.)
1.1 ਿਬਰਤ ਤਕ ਕਾਿਵ ਰੂਪਾਕਾਰ
(Birtãntak Kãv Roopãkãr)
1.2 ਿਕੱ ਸਾ ਤੇ ਵਾਰ-ਕਾਿਵ ਿਵਚਲਾ ਅੰ ਤਰ
(Qissã te Vãr-Kãv Vichlã Antar)
1.3 ਵਾਰ ਤੇ ਜੰ ਗਨਾਮਾ ਿਵਚਲਾ ਅੰ ਤਰ
(Vãr te Jangnãmã Vichlã Antar)
1.4 ਸਮਾਜ-ਸਿਭਆਚਾਰਕ ਪੱ ਖ
(Samãj-Sabhiãchãrak Pakh)
1.5 ਕਲਾਤਮਕ ਪੱ ਖ
(Kalãtmak Pakh)
1.6 ਮੱ ਧਕਾਲੀਨਤਾ ਦਾ ਸੰ ਕਲਪ
(Madhkãleentã dã Sankalp)
1.7 ਸੰ ਖੇਪ ਤਰ ਵਾਲੇ ਪਸ਼ਨ
(Sankhep Uttarãn Wãle Prashan)
2. ਬਿਚੰ ਤ ਕੌ ਰ, 2009, ਪਗਡੰ ਡੀਆਂ, ਨਵਯੁਗ ਪਬਿਲਸ਼ਰਜ਼, ਿਦੱ ਲੀ.
(Bachint Kaur, 2009, Pagddanddiãn, Navyug Publishers, Delhi.)
2.1 ਸਵੈ-ਜੀਵਨੀ ਦੀ ਪਿਰਭਾਸ਼ਾ ਅਤੇ ਤੱ ਤ
(Sawai-Jeevani di Paribhãshã ate Tatt)
2.2 ਜੀਵਨੀ ਅਤੇ ਸਵੈ-ਜੀਵਨੀ ਿਵਚਲਾ ਅੰ ਤਰ
(Jeevani ate Sawai-Jeevani Vichlã Antar)
2.3 ਸਵੈ-ਜੀਵਨੀ ਦੇ ਤੌਰ ’ਤੇ
(Sawai-Jeevani de tour te)
2.4 ਦਿਲਤ ਚੇਤਨਾ
(Dalit-Chetnã)
26
 2.5 ਨਾਰੀ-ਸੰ ਵੇਦਨਾ
(Nãri Samvednã)
2.6 ਕਲਾਤਮਕ ਜੁਗਤ
(Kalãtmak Jugtãn)
2.7 ਭਾਸ਼ਾ ਸ਼ੈਲੀ
(Bhãshã Shailie)
2.8 ਸੰ ਖੇਪ ਤਰ ਵਾਲੇ ਪਸ਼ਨ
(Sankhep Uttarãn Wãle Prashan)
3. ਿਵਹਾਰਕ ਪੰ ਜਾਬੀ
(Vihãrak Punjãbi)
3.1 ਕਾਰਕ ਤੇ ਉਸ ਦੀਆਂ ਿਕਸਮ
(Kãrak te us diãn Kismãn)
3.2 ਸ਼ਬਦ ਸ਼ਕਤੀਆਂ : ਪਿਰਭਾਸ਼ਾ ਤੇ ਿਕਸਮ
(Shabad Shaktiãn : Paribhãshã te Kismãn)
3.3ਅਣਿਡੱ ਠਾ ਪੈਰਾ
(Anndditthã Paerã)
3.4ਸਵਰ ਤੇ ਿਵਅੰ ਜਨ ਧੁਨੀਆਂ
(Swar te Viyanjan Dhuniãn)
Marks Distribution : Part 1 - 25 Marks, Part 2 - 25 Marks, Part 3 - 25 Marks

Suggested Reading(s) :

Duggal, Narinder Singh, 2009, Punjãbi Viãkarann te Rachnãvali, New Book Company, Mãi Hirãn Gate,
Jalandhar, PP. 138-225.
Jagbir Singh (Dr.), 2009, Madhkãli Shabad-Sabhiãchãr, Manpreet Parkãshan, Delhi, PP. 96-120.
Kãng, Kulbir Singh (Dr.), 2005, Punjãbi Qissã Kãv dã Itihãs, Punjãbi Academy, Delhi, PP. 13-100.
Lãmbã, Kulwant Kaur (Dr.), 2013, Nãri Bimb ate Swai-Jeevani Sãhit, Manpreet Parkãshan Delhi.
Piãrã Singh (Prof.), 2009, Madhkãleen Punjãbi Kavitã : Sidhãnt, Itihãs ate Parvirtiãn, New Book
Company, Mai Hirãn Gate, Jalandhar.
(Note: Teachers are free to recommend additional related standard source books, if required so.)

ਨਟ :
 ਯੂਨੀਵਰਿਸਟੀ ਅਕਾਦਿਮਕ ਕਲਡਰ ਅਤੇ ਕਾਲਜ ਦੇ ਪੋਗਰਾਮ ਅਨੁਸਾਰ ਸਮ-ਸਾਰਣੀ ਿਵਚ ਤਬਦੀਲੀ ਆ ਸਕਦੀ ਹੈ।
 ੁ ੇ ਸਲੇ ਬਸ ਿਵਚ ਿਟਟੋਰੀਅਲ ਕਲਾਸ ਦੌਰਾਨ ਟੈਸਟ, ਪੈਜ਼ਨਟੇਸ਼ਨ, ਗਰੱ ੁਪ ਿਡਸਕਸ਼ਨ ਅਤੇ
ਮੁਲ ਕਣ ਲਈ ਪੜਾਏ ਜਾ ਚੱ ਕ
ਅਸਾਇਨਮਟ ਿਦੱ ਤੇ ਜਾਣ।
Note :
 University akãdmic calander ate college de progrãman anusãr smay-sãrni vich tabdili aa skdi
hai.
 Mulãnkan lyi prhãhay ja chuke syllabus vichon tutorial classãn daurãn test, presentation, group
discussion ate assignment ditte jãn.

27
 Ethics – Literary Responses and Functional Punjabi (Punjabi-B)
ਨਿਤਕਤਾ - ਸਾਿਹਤਕ ਪਿਤ ਤਰ ਅਤੇ ਿਵਹਾਰਕ ਪੰ ਜਾਬੀ
(Naitiktã - Sahitak Pratiuttar ate Vihãrak Punjãbi)
Course Objective:
· To learn about the basic concepts and fundamentals of ethics.
· To analyze the Indian tradition of ethics.
· To learn about the relation between religion and ethics.
· To acquaint the students with functional language including grammar of Punjabi language.
Course Learning Outcomes:
· Students will be able to analyze major cocepts of ethics and thinkers.
· Students will demonstrate an understanding of Indian tradition of ethics, its terms, themes and
issues of the ethics as are relevant to the works being studied.
· Students will be able to write Punjabi accurately and will have the ability to understand and apply
its grammar.
1. ਿਸਧ ਤਕ ਪਿਰਪੇਖ
(Sidhãntak Paripekh)
1.1 ਨਿਤਕਤਾ ਦਾ ਸੰ ਕਲਪ
(Naitika dã Sankalap)
1.2 ਭਾਰਤੀ ਪਰੰ ਪਰਾ ਤੇ ਨਿਤਕਤਾ
(Bharti Prampara Te Naitikta)
1.3 ਧਰਮ ਤੇ ਨਿਤਕਤਾ
(Dharam Te Naitikta)
1.4 ਸੰ ਖੇਪ ਤਰ ਵਾਲੇ ਪਸ਼ਨ
(Sankhep Uttarãn Wãle Prashan)
2. ਜਸਪਾਲ ਕੌ ਰ (ਡਾ.), ਮਨਜੀਤ ਿਸੰ ਘ (ਪੋ.), ਹਰਬੰ ਸ ਿਸੰ ਘ ਿਲੱਟ (ਡਾ.) ਸੰ ਪਾ, 2017, ਨਿਤਕਤਾ : ਸਾਿਹਤਕ ਪਵਚਨ,
ਮਨਪੀਤ ਪਕਾਸ਼ਨ, ਿਦੱ ਲੀ.
(Jaspal Kaur (Dr.), Manjit Singh (Prof.), Harbans Singh Litt (Dr.) (Ed.), 2017, Naitiktã : Sãhitak
Pravachan, Manpreet Parkãshan, Delhi.)
2.1 ਸਮਾਜ ਤੇ ਨਿਤਕਤਾ
(Samaj Te Naitiktã)
2.2 ਸਾਿਹਤ ਤੇ ਨਿਤਕਤਾ
(Sãhit Te Naitiktã)
2.3 ਮੱ ਧਕਾਲੀਨ ਸਾਿਹਤ ਅਤੇ ਨਿਤਕਤਾ
(Madhkaleen Sãhit Te Naitiktã)
2.4 ਿਵਸ਼ਵੀਕਰਨ ਅਤੇ ਪੰ ਜਾਬੀ ਨਿਤਕਤਾ
(Vishvikaran te Punjabi Naitikta)
2.5 ਸੰ ਖੇਪ ਤਰ ਵਾਲੇ ਪਸ਼ਨ
(Sankhep Uttarãn Wãle Prashan)
3. ਿਵਹਾਰਕ ਪੰ ਜਾਬੀ
(Vihãrak Punjãbi)
3.1 ਪੰ ਜਾਬੀ ਵਾਕ ਰਚਨਾ ਦੇ ਨਮ : ਮੇਲ ਅਤੇ ਅਿਧਕਾਰ
(Punjãbi Vãk Rachnã de Niyam : Mel Ate Adhikãr )
3.2 ਪੰ ਜਾਬੀ ਭਾਸ਼ਾ ਦੀਆਂ ਿਵਸ਼ੇਸ਼ਤਾਵ
(Punjãbi Bhãshã diãn Visheshtãvãn)
3.3 ਿਵਸਥਾਰ ਰਚਨਾ
28
 (Visthãr Rachnã)
3.4 ਸਾਿਹਤਕ ਪਿਰਭਾਸ਼ਕ ਸ਼ਬਦਾਵਲੀ
(Sãhitak Paribhãshak Shabdãvali)
Marks Distribution: Part 1 - 20 Marks, Part 2 - 25 Marks, Part 3 - 30 Marks

Suggested Readings :
Brãrh, Bootã Singh (Dr.), 2012, Punjãbi Viãkaran : Sidhãnt ate Vihãr, Chetnã Parkãshan, Ludhiãnnã.
Dhimãn, Harbans Singh (Dr.), 2009, Vihãrak Punjãbi Bhãshã ate Viãkarann (Bhag I), Manpreet
Parkãshan, Delhi.
Duggal, Narinder Singh, 2009, Punjãbi Viãkarann te Rachnãvali, New Book Company, Mãi Hirãn Gate,
Jalandhar.
Gill, Mahinder Kaur (Dr.), 2013, Vihãrak Punjãbi, Manpreet Parkãshan, Delhi.

Kasel, Kirpãl Singh, Parmindar Singh (ed.), 2002, Punjãbi Sãhit di Utpatti te Vikãs, Lãhor Book Shop,
Ludhiãnnã.

Sidhu, Gumeet Singh (Dr.), 2014, Dharam : Ãdhunik ate Uttar-Ãdhunik Sidhãnt, Guru Giãn Books,
Patiãlã.

Wazir Singh (Prof.), 1999, Dharam da Dãrshnik Pakh, Punjãbi University, Patiãlã.

(Note: Teachers are free to recommend additional related standard source books, if required so.)

ਨਟ :
 ਯੂਨੀਵਰਿਸਟੀ ਅਕਾਦਿਮਕ ਕਲਡਰ ਅਤੇ ਕਾਲਜ ਦੇ ਪੋਗਰਾਮ ਅਨੁਸਾਰ ਸਮ-ਸਾਰਣੀ ਿਵਚ ਤਬਦੀਲੀ ਆ ਸਕਦੀ ਹੈ।
 ੁ ੇ ਸਲੇ ਬਸ ਿਵਚ ਿਟਟੋਰੀਅਲ ਕਲਾਸ ਦੌਰਾਨ ਟੈਸਟ, ਪੈਜ਼ਨਟੇਸ਼ਨ, ਗਰੱ ੁਪ ਿਡਸਕਸ਼ਨ ਅਤੇ
ਮੁਲ ਕਣ ਲਈ ਪੜਾਏ ਜਾ ਚੱ ਕ
ਅਸਾਇਨਮਟ ਿਦੱ ਤੇ ਜਾਣ।

Note :
 University akãdmic calander ate college de progrãman anusãr smay-sãrni vich tabdili aa skdi
hai.
 Mulãnkan lyi prhãhay ja chuke syllabus vichon tutorial classãn daurãn test, presentation, group
discussion ate assignment ditte jãn.

29
 Punjãbi Auto-Biography and Functional Punjãbi (Punjabi-C)
ਪੰ ਜਾਬੀ ਸਵੈ-ਜੀਵਨੀ ਅਤੇ ਿਵਹਾਰਕ ਪੰ ਜਾਬੀ
(Punjãbi Swai-Jeevani ate Vihãrak Punjãbi)
Course Objective:
· To recognize modern Punjabi prose from a variety of genres and historic periods.
· To understand and appreciate Auto-Biorgraphy as literary art form.
· To analyze the various elements, such as, diction, tone, form, genre, imagery, figures of speech,
symbolism, theme, etc.
Course Learning Outcomes:
· Students will demonstrate an understanding of literary terms, themes, strategies, and issues of the
Punjabi prose as are relevant to the works being studied.
· Students will express their understanding of the relationship between biography and auto-biography
cultural contexts in which they were being written.
Students will read and analyze prose from various points of view, such as, gender, ethnic identity
and different cultures.
1. ਿਸਧ ਤਕ ਪਿਰਪੇਖ

(Sidhãntak Paripekh)
1.1 ਸਵੈ-ਜੀਵਨੀ : ਿਸਧ ਤਕ ਪੱ ਖ
(Swai-Jeevani : Sidhãntak Pakh)
1.2 ਜੀਵਨੀ ਤੇ ਸਵੈ-ਜੀਵਨੀ : ਅੰ ਤਰ ਤੇ ਸ ਝ
(Jeevani te Swai-Jeevani : Antar te Sãnjh)
1.3 ਆਧੁਿਨਕ ਵਾਰਤਕ ਦੇ ਰੂਪਾਕਾਰ
(Ãdunik Vãrtk de Roopãkãr)
1.4 ਪੰ ਜਾਬੀ ਸਵੈ-ਜੀਵਨੀ ਸਾਿਹਤ ਦਾ ਭਿਵੱ ਖ
(Punjãbi Swai-Jeewani Sãhit dã Bhavikh)
1.5 ਸੰ ਖੇਪ ਤਰ ਵਾਲੇ ਪਸ਼ਨ
(Sankhep Uttarãn Wãle Prashan)
2. ਮਨਜੀਤ ਿਸੰ ਘ (ਡਾ.), 2011, ਪੰ ਜਾਬੀ ਸਵੈ-ਜੀਵਨੀ ਅੰ ਸ਼, ਮਨਪੀਤ ਪਕਾਸ਼ਨ, ਿਦੱ ਲੀ.
(Manjit Singh (Dr.), 2011, Punjãbi Swai-Jeevani Ansh,Manpreet Parkãshan, Delhi.)
2.1 ਭੂਿਮਕਾ ਿਵਚਲੇ ਿਵਚਾਰ
(Bhumikã Vichle Vichãr)
2.2 ਸਵੈ-ਜੀਵਨੀ ਅੰ ਸ਼ ਿਵਚ ਭਰਣ ਵਾਲੇ ਲੇ ਖਕ ਿਬੰ ਬ
(Swai-Jeevani Anshãn Vichon Ubhrann Wãle Lekhak Bimb)
2.3 ਪਾਠਗਤ ਅਿਧਐਨ
(Pãthgat Adhiyan)
2.4 ਸ਼ੈਲੀਗਤ ਿਵਸ਼ੇਸ਼ਤਾਵ
(Shaileegat Visheshtãvãn)
2.5 ਸੰ ਖੇਪ ਤਰ ਵਾਲੇ ਪਸ਼ਨ
(Sankhep Uttarãn Wãle Prashan)
3. ਿਵਹਾਰਕ ਪੰ ਜਾਬੀ
(Vihãrak Punjãbi)
3.1 ਸ਼ੁੱ ਧ-ਅਸ਼ੁੱ ਧ ਸ਼ਬਦ ਬੋਧ
(Shudh-Ashudh Shabad Bodh)
30
 3.2 ਬਹੁਅਰਥਕ ਸ਼ਬਦ
(Bhuarthak Shabad)
3.3 ਪੈਰਾ ਰਚਨਾ
(Pairã Rachnã)
3.4 ਿਵਿਗਆਪਨ ਰਚਨਾ
(Vigiãpan Rachnã)
Marks Distribution : Part 1 - 20 Marks, Part 2 - 25 Marks, Part 3 - 30 Marks

Suggested Readings :
Arvinderpal Kaur (Dr.), 1991, Amritã-Prabhjot kaur (Vol. II), Wãris Shãh Foundation, Amritsar.
Brãrh, Bootã Singh (Dr.), 2012, Punjãbi Viãkaran : Sidhãnt ate Vihãr, Chetnã Parkãshan, Ludhiãnnã.
Dhimãn, Harbans Singh (Dr.), 2009, Vihãrak Punjãbi Bhãshã ate Viãkarann (Bhag I), Manpreet
Parkãshan, Delhi.
Duggal, Narinder Singh, 2009, Punjãbi Viãkarann te Rachnãvali, New Book Company, Mãi Hirãn Gate,
Jalandhar.
Gill, Mahinder Kaur (Dr.), 2013, Vihãrak Punjãbi, Manpreet Parkãshan, Delhi.
Kasel, Kirpãl Singh, Parmindar Singh (ed.), 2002, Punjãbi Sãhit di Utpatti te Vikãs, Lãhor Book Shop,
Ludhiãnnã.
Lamba, Kulwant Kaur (Dr.), 2013, Nãri Bimb te Swai-Jeevani Sãhit, Manpreet Parkãshan, Delhi.

(Note: Teachers are free to recommend additional related standard source books, if required so.)

ਨਟ :
 ਯੂਨੀਵਰਿਸਟੀ ਅਕਾਦਿਮਕ ਕਲਡਰ ਅਤੇ ਕਾਲਜ ਦੇ ਪੋਗਰਾਮ ਅਨੁਸਾਰ ਸਮ-ਸਾਰਣੀ ਿਵਚ ਤਬਦੀਲੀ ਆ ਸਕਦੀ ਹੈ।
 ੁ ੇ ਸਲੇ ਬਸ ਿਵਚ ਿਟਟੋਰੀਅਲ ਕਲਾਸ ਦੌਰਾਨ ਟੈਸਟ, ਪੈਜ਼ਨਟੇਸ਼ਨ, ਗਰੱ ੁਪ ਿਡਸਕਸ਼ਨ ਅਤੇ
ਮੁਲ ਕਣ ਲਈ ਪੜਾਏ ਜਾ ਚੱ ਕ
ਅਸਾਇਨਮਟ ਿਦੱ ਤੇ ਜਾਣ।
Note :
 University akãdmic calander ate college de progrãman anusãr smay-sãrni vich tabdili aa skdi
hai.
 Mulãnkan lyi prhãhay ja chuke syllabus vichon tutorial classãn daurãn test, presentation, group
discussion ate assignment ditte jãn.

31
 Modern Indian Language (MIL)
Tamil : Modern Tamil Poetry and Prose

TAMBCOMMIL-201

Credit: 5+1

Course objectives:

The aim of the course is to give a complete survey of Tamil Modern Poetry and Prose in
chronological order. Since Tamil has a vast collection of modern time, it is necessary to introduce
to the students of language and literature with literary and Prose texts in historical background of
modern period.
Course learning outcomes:

This course explains the types of Tamil modern literature, their social and historical background of
modern period. It deals with and modern literary and prose history in a comprehensive method. The
evolution, changes, and transition in literary production, emergence, and development of various
modern literary genres are discussed with specific examples.
Units of the Course:

1. History and outline of 19th Century Tamil Literature

2. Modern Tamil Poetry: Language, Content and Characterization

3. European’s contribution to Tamil Prose Literature

4. Modern Tamil Prose: Social Life of Sangam Age-Exchange

of Goods & Means of Transportation-Traders of Tamil Nadu & Foreign
Traders
5. Port Cities of Ancient Age-Ports of West Coast of Tamil Nadu-Ports of
Sri Lanka- Cultivated Goods and
Manufactured Goods

32
 References:

Compulsory Readings:

1. Bharathidasan, 1991.Thamilachiyin Kathi, Chennai: Manivasagar Pathippakam.

2. Mayilai Seeni Venkatasami. 1991. Pazhankalath Thamilar Vanikam, Chennai: NCBH

Additional Resources:
1. Arunan.2009. Mupperum Kavingarkal (Bharathi-Bharathidasan-Pattukkottai), Madurai:
Vasantham Veliyittakam.

2. Ananthan.A.2014.Bharathidasan Tamil Adaiyalam, Chennai: Kavya.

3. Govindarajan.A. 2014. Bharathidasanin Panmuka Alumai, Chennai: Kavya.

4. Sami.R.N.2005.3000 Andukal Tamilanin Kadalvazhi Vanikam, Chennai: Emerald Pathippakam.

5. Narasaiah. 2005. Kadalvazhi Vanikam, Chennai: Pazhaniappa Brothers.

6. Mohana Rupan. 2005. Santhana Uvariyil Salaman Kappal, Chennai: Sinthu Pathippakam.

7. Victor Rajamanickam. G & Arul Raj.V.S. (Eds.). 1994. Maritime History of South India
(Indigenous Traditions of Navigation in Indian Ocean), Thanjavur: Tamil University.

Keywords: 19th Century Tamil Literature - Modern Tamil Poetry- Traders of Tamil Nadu -Ports of
Sri Lanka-

33
 Modern Indian Language (MIL)
Study of Modern Urdu Fiction Novel Short Story (Urdu-A)
(62141902)
Credit:6

Course Objective(2-3)
To give glimpses of modern fiction in Urdu To the students who have studied Urdu upto class
12th.
To give a perspective of evolution of Urdu fiction in 20th Century.

Course Learning Outcomes

To give glimpses of modern fiction in Urdu To the students who have studied Urdu upto class 12th.
and also to give a perspective of evolution of Urdu fiction in 20th Century.

Unit 1
( For those who have studied Urdu upto class XII )

:‫ﻧﺎول‬

‫ﻧﺎول ﮐﯽ ﺗﻌرﯾف اور اس ﮐﺎ ﻓن‬ ‫۔‬1

‫اردو ﻣﯾں ﻧﺎول ﮐﺎ آﻏﺎزو ارﺗﻘﺎ‬ ‫۔‬2

‫ﻗرة اﻟﻌﯾن ﺣﯾدر ﮐﯽ ﻧﺎول ﻧﮕﺎری‬ ‫۔‬3

‫ﻣﺗن ﮐﺎ ﻣطﺎﻟﻌہ‬ (‫ ﻗرة اﻟﻌﯾن ﺣﯾدر‬:‫ﺳﯾﺗﺎ ﮨرن )ﻧﺎوﻟٹ‬ ‫۔‬4

Unit 2
‫اﻓﺳﺎﻧہ‬

‫اﻓﺳﺎﻧﮯ ﮐﯽ ﺗﻌرﯾف اور اس ﮐﺎ ﻓن‬ ‫۔‬5

‫اردو اﻓﺳﺎﻧﮯ ﮐﺎ آﻏﺎز و ارﺗﻘﺎ‬ ‫۔‬6

‫ﺗرﻗﯽ ﭘﺳﻧد اﻓﺳﺎﻧہ‬ ‫۔‬7

‫ﭘرﯾم ﭼﻧد ﮐﯽ اﻓﺳﺎﻧہ ﻧﮕﺎری‬ ‫۔‬8

‫ﮐرﺷن ﭼﻧدر ﮐﯽ اﻓﺳﺎﻧہ ﻧﮕﺎری‬ ‫۔‬9

Unit 3

‫ﺳﻌﺎدت ﺣﺳن ﻣﻧﭨو ﮐﯽ اﻓﺳﺎﻧہ ﻧﮕﺎری‬ ‫۔‬10

‫ﺣﯾﺎت ﷲ اﻧﺻﺎری ﮐﯽ اﻓﺳﺎﻧہ ﻧﮕﺎری‬ ‫۔‬11

‫ﻗﺎﺿﯽ ﻋﺑد اﻟﺳﺗﺎر ﮐﯽ اﻓﺳﺎﻧہ ﻧﮕﺎری‬ ‫۔‬12

‫ﺧواﺟہ اﺣﻣد ﻋﺑﺎس ﮐﯽ ﻧﺎول ﻧﮕﺎری‬ ‫۔‬13

34
 ‫‪Unit 4‬‬

‫ﭘرﯾم ﭼﻧد(‬ ‫ﮐﻔن‬ ‫‪14‬۔‬

‫ﮐرﺷن ﭼﻧدر(‬ ‫ﻣﮩﺎﻟﮑﺷﻣﯽ ﮐﺎ ﭘل‬ ‫‪15‬۔‬

‫ﻣﻧﭨو(‬ ‫ﭨوﺑہ ﭨﯾﮏ ﺳﻧﮕﮭ‬ ‫‪16‬۔‬

‫)ﺣﯾﺎت ﷲ اﻧﺻﺎری(‬ ‫آﺧری ﮐوﺷش‬ ‫‪17‬۔‬

‫)ﻗﺎﺿﯽ ﻋﺑد اﻟﺳﺗﺎر(‬ ‫ﭘﯾﺗل ﮐﺎ ﮔﮭﻧﭨہ‬ ‫‪18‬۔‬

‫)ﺧواﺟہ اﺣﻣد ﻋﺑﺎس(‬ ‫اﺑﺎﺑﯾل‬ ‫‪19‬۔‬

‫‪References‬‬

‫‪Additional Resources:‬‬

‫ﻣﻌﺎون ﮐﺗب‪:‬‬

‫ﻣرﺗﺑہ‪ :‬آل اﺣﻣد ﺳرور‬ ‫اردو ﻓﮑﺷن‬ ‫‪1‬۔‬

‫)‬
‫ﺷﻣﯾم ﺣﻧﻔﯽ‬ ‫ﮐﮩﺎﻧﯽ ﮐﮯ ﭘﺎﻧﭻ رﻧﮓ‬ ‫‪2‬۔‬
‫)‬
‫ﺟﻌﻔر رﺿﺎ‬ ‫ﭘرﯾم ﭼﻧد ﮐﮩﺎﻧﯽ ﮐﺎ رﮨﻧﻣﺎ‬ ‫‪3‬۔‬
‫)‬
‫ﻣﺣﻣد اﺣﺳن ﻓﺎروﻗﯽ‬ ‫اردو ﻧﺎول ﮐﯾﺎ ﮨﮯ‬ ‫‪4‬۔‬

‫وﻗﺎر ﻋظﯾم‬ ‫ﻧﯾﺎ اﻓﺳﺎﻧہ‬ ‫‪5‬۔‬

‫ارﺗﺿﯽ ﮐرﯾم‬ ‫ﻗرة اﻟﻌﯾن ﺣﯾدر ‪:‬اﯾﮏ ﻣطﺎﻟﻌہ‬ ‫‪6‬۔‬

‫‪Keywords‬‬

‫‪Modern Fiction‬‬

‫‪35‬‬
 ‫)‪Study of Medival Prose & Poetry (Urdu B‬‬
‫)‪(62141903‬‬
‫‪Credit:6‬‬
‫)‪Course Objective(2-3‬‬
‫‪This course introduce different realities of life.‬‬
‫‪This course also reflects the aesthetic perspective of Urdu poetry.‬‬

‫‪Course Learning Outcomes‬‬

‫‪This course introduce different realities of life. This course also reflects the aesthetic perspective of‬‬
‫‪Urdu poetry.‬‬

‫‪Unit 1‬‬
‫ﺣﺻۂ ﻧﺛر‪:‬‬

‫)ﻣﯾر اﻣن دﮨﻠوی(‬ ‫ﺳﯾر ﭘﮩﻠﮯ دروﯾش ﮐﯽ‬ ‫‪1‬۔‬

‫)اﺳد ﷲ ﺧﺎں ﻏﺎﻟب( )‪ 5‬ﺧطوط(‬ ‫ﺧطوط )ﺑﻧﺎم ﻧواب اﻣﯾن اﻟدﯾن اﺣﻣد ﺧﺎں(‬ ‫‪2‬۔‬

‫)ﺳرﺳﯾد اﺣﻣد ﺧﺎں(‬ ‫ب ﺣﯾﺎت‬

‫ﺳراِ‬ ‫‪3‬۔‬

‫‪Unit 2‬‬

‫)ﻣﺣﻣد ﺣﺳﯾن آزاد(‬ ‫اﻧﺳﺎن ﮐﺳﯽ ﺣﺎل ﻣﯾں ﺧوش ﻧﮩﯾں رﮨﺗﺎ‬ ‫‪4‬۔‬

‫)ﻣرزا ﻓرﺣت ﷲ ﺑﯾﮓ(‬ ‫ﭘﮭول واﻟوں ﮐﯽ ﺳﯾر‬ ‫‪5‬۔‬

‫‪Unit 3‬‬
‫ﺣﺻۂ ﻏزل‪:‬‬

‫ؔﯾر(‬
‫)ﻣﯾر ﺗﻘﯽ ﻣ‬ ‫ع‪ :‬ﺟﻧوں ﻧﮯ ﺗﻣﺎﺷﺎ ﺑﻧﺎﯾﺎ ﮨﻣﯾں‬ ‫)‪(1‬‬

‫ؔﯾر درﯾﺎ ﮨﮯ ﺳﻧﮯ ﺷﻌر زﺑﺎﻧﯽ اس ﮐﯽ‬‫ﻣ‬

‫ُاﻟﭨﯽ ﮨو ﮔﺋﯾں ﺳب ﺗدﺑﯾرﯾں‪ ،‬ﮐﭼﮭ ﻧہ دوا ﻧﮯ ﮐﺎم ﮐﯾﺎ‬

‫)ﺷﯾﺦ اﺑراﮨﯾم ذوق(‬ ‫ع‪ :‬ﻻﺋﯽ ﺣﯾﺎت آﺋﮯ ﻗﺿﺎﻟﮯ ﭼﻠﯽ ﭼﻠﮯ‬ ‫)‪(2‬‬

‫اب ﺗو ﮔﮭﺑرا ﮐﮯ ﯾہ ﮐﮩﺗﮯ ﮨﯾں ﮐہ ﻣرﺟﺎﺋﯾں ﮔﮯ‬

‫ع‪ :‬دل ﮨﯽ ﺗو ﮨﮯ ﻧہ ﺳﻧﮓ و ﺧﺷت درد ﺳﮯ ﺑﮭر ﻧہ آﺋﮯ ﮐﯾوں)ﻣرزا اﺳد ﷲ ﺧﺎں ﻏﺎﻟؔب(‬ ‫)‪(3‬‬

‫َل ﯾﺎر ﮨوﺗﺎ‪ ،‬درد ﻣﻧت ﮐش دوا ﻧہ ﮨوا‬

‫ﯾہ ﻧہ ﺗﮭﯽ ﮨﻣﺎری ﻗﺳﻣت ﮐہ اﻗﺑﺎ‬

‫ﺟو ﮐﭼﮭ ﮐہ ﮨﮯ دﻧﯾﺎ ﻣﯾں‪ ،‬وه اﻧﺳﺎں ﮐﮯ ﻟﯾﮯ ﮨﮯ‬

‫)ﻣؤﻣن ﺧﺎں ﻣوﻣن(‬ ‫ع‪ :‬دﯾدۀ ﺣﯾراں ﻧﮯ ﺗﻣﺎﺷﺎ ﮐﯾﺎ‬ ‫)‪(4‬‬

‫ﮨم ﺳﻣﺟﮭﺗﮯ ﮨﯾں آزﻣﺎﻧﮯ ﮐو‬

‫‪36‬‬
‫‪Unit 4‬‬

‫ﻣﺛﻧوی‪:‬‬

‫داﺳﺗﺎن ﺣﺎﻟت ﺗﺑﺎه ﮐرﻧﮯ ۔۔۔۔‬

‫)ﺳﺣر اﻟﺑﯾﺎن( )ﻣﯾرﺣﺳن(‬ ‫داﺳﺗﺎن ﺗﯾﺎری ﻣﯾں ﺑﺎغ ﮐﯽ ۔۔‬

‫‪Unit 5‬‬

‫ﻣرﺛﯾہ‪:‬‬

‫ﮔﮭوڑے ﮐﯽ ﺗﻌرﯾف‬

‫ﻣﯾر اﻧﯾس(‬ ‫ت ﺣر ﮐﯽ ﺷﮩﺎدت‬

‫ﺣﺿرِ‬

‫‪References‬‬

‫ﻧﺻﺎﺑﯽ ﮐﺗﺎب‪:‬‬

‫‪Keywords‬‬

‫‪Urdu Nasr- Sir Syed, Azad, Ghalib‬‬

‫‪Urdu Ghazal- Meer, Zauq‬‬

‫‪Masnavi-Sehrul bayan‬‬

‫‪37‬‬
 Urdu-Nisab-II (Urdu-C)
(62141904)
Credit:6

Course Objective(2-3)

• The Structure of this syllabus prepared for those who have studied Urdu upto Class
VIII.
• Content of this Course introduce to students light essay
• Importance of brotherhood, Humanity, Facts of World and life mentioned in this course
Course Learning Outcomes

The Structure of this syllabus prepared for those who have studied Urdu upto Class VIII. Content of
this Course introduce to students light essay and also the Importance of brotherhood, Humanity,
Facts of World and life mentioned in this course

Unit 1
:‫ﺣﺻۂ ﻧﺛر‬

(‫ﻣرزا ﻓرﺣت ﷲ ﺑﯾﮓ‬ ‫ﭘڑھﻧﮯ ﮐﺎ ﺷوق‬ ‫۔‬1

(‫)اﺷرف ﺻﺑوﺣﯽ‬ ‫ﻣرزا ﭼﭘﺎﺗﯽ‬ ‫۔‬2

(‫ﻣوﻟوی ﻋﺑد اﻟﺣق‬ ‫اردو زﺑﺎن‬ ‫۔‬3

(‫)ﺷوﮐت ﺗﮭﺎﻧوی‬ ‫ﻣﻧہ ﭘﮭٹ آﺋﯾﻧہ‬ ‫۔‬4

Unit 2

:‫ﺣﺻۂ ﻧظم‬

(‫)ﻓﯾض اﺣﻣد ﻓﯾض‬ ‫ِع ﺳﺧن‬

‫ﻣوﺿو‬ ‫۔‬1

(‫اﺧﺗر اﻻﯾﻣﺎن‬ ‫ﻗﺑر‬ ‫۔‬2

(‫)ﺳﺎﺣر ﻟدھﯾﺎﻧوی‬ ‫اے ﺷرﯾف اﻧﺳﺎﻧو‬ ‫۔‬3

Unit 3

:‫ﻏزﻟﯾﺎت‬

‫ﮨم ﻧﮯ دﻧﯾﺎ ﻣﯾں آﮐﮯ ﮐﯾﺎ دﯾﮑﮭﺎ‬ : ‫ﺑﮩﺎدر ﺷﺎه ظﻔر‬ (1)

‫ﮐﺳﯽ ﮐو ﮨم ﻧﮯ ﯾﺎں اﭘﻧﺎ ﻧہ ﭘﺎﯾﺎ‬

‫ﺧﺎطر ﺳﮯ ﻟﺣﺎظ ﺳﮯ ﻣﯾں ﻣﺎن ﺗو ﮔﯾﺎ‬ : ‫داغ دﮨﻠوی‬ (2)

‫ﺳﺑق اﯾﺳﺎ ﭘڑھﺎ دﯾﺎ ﺗو ﻧﮯ‬

References
:‫ﻧﺻﺎﺑﯽ ﮐﺗﺎب‬

‫ ﻧﺋﯽ دﮨﻠﯽ‬،‫ ﮐﺗﺎﺑﯽ دﻧﯾﺎ‬، (‫ﻧﺋﯽ درﺳﯽ ﮐﺗﺎب )ﺣﺻہ دوم‬

Keywords
Urdu Nasr, Urdu Nazm, Urdu Ghazal

38
 In Lieu of MIL (Economics)
Principles of Macroeconomics I
Credit : 6

39
40
 In Lieu of MIL for B.Com Sem-III/IV

POLITICS OF GLOBALISATION
(52321423)
1. Concept of Globalisation: Globalisation Debate; for and against.

2. Approaches to understanding Globalisation:

a. Liberal approach
b. Radical approach

3. Issues in Globalisation: Alternative Perspectives on its nature and character, critical

dimensions: economic, political and cultural.

4. Globalisation and Politics in developing countries.

a. Globalisation and social movements
b. Globalisation and the demise of the Nation State
c. Globalisation and human migration

5. The Inevitability of Globalisation: Domestic and Global responses.

Suggested Readings:

Arjun Appadurai. Modernity at Large: Cultural Dimensions of Globalisation. University of

Minnesota Press, 1996.
Deepak Nayyar (ed.) Governing Globalisation: Issues and Institutions. OUP, 2002.
Held, David and Anthony McGrew (ed.) The Global Transformations Reader: An Introduction to
the Globalisation Debate. Cambridge: Polity Press, Blackwell Publishing.
Bhagwati, Jagdish. In Defence of Globalisation. OUP, 2004.
Stiglitz, Joseph E. Globalisation and its Discontents. W.W. Norton, 2003.
Keohane Rebert and Joseph S. Nye Jr., Globalisation: what is new, What is not
Nye Joseph S and John D. Donanu(ed.) Governance in a Globalising World, Washington DC:
Brookings
Kegley W Charles, World Politics: Trend and Transformation. Cengage Learning, 2008.
Gilpin Robert. Global Political economy, Princeton University Press, 2008.
Tyler Cowen. Creative Destruction: How Globalisation is changing the World’s Culture. New
Jersey: Princeton University Press, 2000.

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