Faculty of Humanities

FACULTY OF HUMANITIES
DEPARTMENT OF ENGLISH
BOARD OF STUDIES : B.A. (Hons.) English
FOR ACADEMIC SESSION 2019-20

Program Description
Bachelor of Arts in English is a three-year undergraduate programme designed to prepare students to understand the
use of the English language effectively by building vocabulary and introduce them to current ideas and issues. The
programme offers deep insights into the world of literature and enables the students to critically appreciate major
literary works.
It strengthens the linguistic capabilities of the student through theoretical and practical sessions. The students are
introduced to the political, social, cultural, economic and intellectual backgrounds of various periods in literary
history. This opens up student vision and capability to acquire an understanding of life. After successful completion
of the course, students can opt for careers like media & advertising, writing & publishing, journalism, public
relations, content writing & blogging, creative writing, teaching and academia, etc.
Vision
Our vision prevails in providing a perfect gateway for the new students to enter the core levels of the graduation to
become innovative and creative to overcome the challenges of society.
Mission
Our mission is to make the students familiar with the literary and aesthetic concepts, communication skills and
campus lifestyle, so that they develop academic approach.
Faculty of Humanities
Department of English
BA (Hons.) English
Course Structure
First Semester
Course Code Course Name L T P C
(Core Course)
BEN001C Modern Language Usage and 4 1 0 5

Applied Linguistics
BEN002B British Poetry and Drama: 14th to 0 5
17th Centuries 4 1
BEN003B Indian Writing in English 4 1 0 5
(Minor Course)
Psychology
BPS032B Basic Psychological Processes 3 0 0 3
BPS033B Positive Psychology 3 0 0 3
BPS049B Basic Psychological Processes 0 0 2 1
Lab
BPS050B Positive Psychology Lab 0 0 2 1
OR
Mathematics
BMT001B Mathematical Methods - I 3 1 0 4
BMT002B Mathematical Methods - II 3 1 0 4
OR
Economics
BEC032B Principles of Microeconomics - I 3 1 0 4
BEC033B Principles of Macroeconomics - I 3 1 0 4
(AECC)
BMC061B Environmental Studies 3 1 0 4
Total 27
Second Semester

(Core Course)
BEN004B British Poetry & Drama: 17th & 18th
Centuries 4 1 0 5
BEN005B British Literature: 18th Century 0 5
4 1
BEN006B British Romantic Literature 4 1 0 5
(Minor Course)
Psychology
BPS034B Developmental Psychology 3 0 0 3
BPS035B Psychology of Social Processes 3 0 0 3
BPS051B Developmental Psychology Lab 0 0 2 1
BPS052B Psychology of Social Processes 0 0 2 1
Lab
OR
Mathematics
BMT003B Mathematical Methods - III 3 1 0 4
BMT004B Mathematical Methods - IV 3 1 0 4

OR
Economics
BEC034B Principles of Microeconomics - II 3 1 0 4
BEC035B Principles of Macroeconomics - II 3 1 0 4

(AECC)
BEN032B Communicative English 3 1 0 4
Total 27
Third Semester
(Core Course)
BEN007B British Literature: 19th Century 4 1 0 5
BEN008B British Literature: The Early 20th 4 1 0 5

Century
BEN009B Modern European Drama 4 1 0 5
(DSE)
BEN015B Modern Indian Writing in English 3 1 0 4
Translation (DSE)
OR
BEN016B Literature of the Indian Diaspora 3 1 0 4
(DSE)
(Minor Course)
Psychology
BPS036B Media Psychology 3 0 0 3
BPS053B Media Psychology Lab 0 0 2 1
OR
Mathematics
BMT005B Commercial Mathematics & 3 1 0 4
Statistical Methods - I
OR
Economics
BEC036B Economic Development and Policy in 3 1 0 4
India
Generic Elective
BEN023B Academic Writing & Composition 3 1 0 4
OR
BEN024B Language, Literature and Culture 3 1 0 4
Total 27
Fourth Semester

(Core Course)
BEN010B Literary Theory 4 1 0 5
BEN011B American Literature 4 1 0 5
(DSE)
BEN017B Literature and Cinema (DSE) 3 1 0 4
OR
BEN018B Partition Literature (DSE) 3 1 0 4
(Minor Course)
Psychology
BPS037B Psychology of Creativity 3 0 0 3

BPS054B Psychology of Creativity Lab 0 0 2 1
OR
Mathematics
BMT006B Commercial Mathematics & Statistical
3 1 0 4
Methods - II
OR
Economics
BEC037B Money and Banking 3 1 0 4
Generic Elective
BEN025B Film Studies 3 1 0 4
OR
BEN026B Applied Gender Studies: Media Studies 3 1 0 4
Total 22
Fifth Semester
(Core Course)
BEN012B Women’s Writing 4 1 0 5
BEN013B Popular Literature 4 1 0 5
(DSE)
BEN019B World Literature (DSE) 3 1 0 4
OR
BEN020B Children Literature (DSE) 3 1 0 4
Generic Elective
BEN027B English Language Teaching 3 1 0 4
OR
BEN028B Marginalities in Indian Literature 3 1 0 4
Skill Enhancement Course (SEC)
SEC001B Literature in Social Spaces 3 1 0 4

OR
SEC002B Introduction to Creative Writing in
3 1 0 4
Media
BMC109A Value Education 3 0 0 3

Total 25
Sixth Semester
(Core Course)
BEN014B Post Colonial Literature 4 1 0 5
(DSE)
BEN021B Travel Literature (DSE) 3 1 0 4
OR
BEN022B Autobiography (DSE) 3 1 0 4
BEN031B Dissertation/Project 0 0 0 6
Generic Elective
BEN029B Graphic Narratives 3 1 0 4
OR
BEN030B Literature in Cross Cultural Encounter 3 1 0 4
Skill Enhancement Course
(SEC)
SEC003B Introduction to Theatre and
3 1 0 4
Performance
OR
SEC004B Modes of Creative Writing: Poetry,
3 1 0 4
Fiction and Drama
Total 23
Total Credits 151
L = Number of Lectures hours/week

T = Number of Tutorial hours/week
P = Number of practical hours/week
C = Credit per paper
S Course Type No. of Color

No. Papers Code
1 14+1=
Core Course
15
2
Minor Course 06
3 Discipline Specific Elective (Out of eight papers
offered students have to opt any four papers) 08
4
Generic Elective (Out of eight papers offered 08
students have to opt any four papers)
5 Ability Enhancement Compulsory Course
02
(AECC)
6 Skill Enhancement Course (SEC)
04
Total 43
CREDIT SUMMARY
Semester I Semester II Semester III Semester IV Semester V Semester VI Total Credits
27 27 27 22 25 23 151
PROGRAM OUTCOMES
PO 1- Critical Thinking
Explore, explain and critically evaluate how literary texts and the language in which they are written shape
perceptions of students’ understanding of social realities and their own selves.
PO 2- Effective Communication
Articulate ideas and perspectives, by developing and enhancing the communicative skills of listening,
speaking, reading, and writing in interpersonal and interactive contexts, in print and in electronic media, for
various audiences and purposes.
PO 3- Social Interaction
Develop competence in understanding, appreciating, and respecting social diversity derived from the
representation of points-of-view in literary texts, thereby facilitating conflict resolution, and social
harmony.
PO 4- Effective Citizenship
Inculcate values of patriotism and of unity, and transfer these values to real-life through selfless
volunteering and activism, for promoting community welfare.
PO 5- Ethics
Recognize the diversity and complexity of ethical dilemmas in the real world, and educate oneself to base
one’s actions on responsibility, and respect for human rights.
PO 6- Environment and Sustainability
Study and understand Nature and the environment on the basis of important literary texts and researches, so
as to initiate responsible individual and collective action, towards sustaining our shared environment.
PO 7- Self-directed Life-long Learning
Taking initiatives and challenges to choose learning opportunities and programmes, implementing
learning goals, and sustaining intellectual growth and excellence in a constantly changing global
scenario.
PROGRAM SPECIFIC OUTCOMES
PSO 1-Demonstrate knowledge of literary traditions, British Literature, Literatures in English and translations,
genres, literary movements, and authors, in classroom discussions and debates.
PSO 2- Understand literary, linguistic, and/or rhetorical theories.
PSO 3- Critically analyze and interpret texts/characters/themes through close reading, by drawing on
relevant linguistic, cultural, and historical information, scholarship, and theories.
PSO 4- Write focused and convincingly argued essays, in grammatically correct and appropriate English,
giving evidence of students’ understanding of the prescribed texts and their contexts.
PSO 5- Develop four Language Skills LSRW, through practice in the controlled technological environment
of the Advanced Language Lab, the skills of effective listening, and clear and impactful spoken
communication, for various roles, interactions and audiences.
PSO 6- Scope of employability and entrepreneurship in the field of Media and Journalism, Teaching, Public
Relations, Human Resource, Civil Service, Creative Writing etc.
Faculty of Humanities
Department of English
BA (Hons.) English
Detailed Syllabi
Core Courses: 14 Nos.

Discipline Specific Elective (DSE): 8 Nos. (Out of Eight papers offered students have to opt for any Four)
Dissertation: 01 No.
Generic Elective (GE): 8 Nos. (Out of Eight papers offered students have to opt for any Four)
Skill Enhancement Elective: 4 Nos.
Semester I
Core Course 1: Modern Language Usage and Applied Linguistics (BEN001C)
Course Objectives:
 To develop among students an insight in the process of word formation
and transformation.
 To develop among students an insight into the structure of English
language and develop their skills of grammatical analysis and description.
 To introduce rhetorical structures for effective writing.
 To give basic information about English sounds and phonemic
transcriptions in British English (Received Pronunciation) and American
English.
 To sensitize the learner about the nuances of English speech sounds,
word accent, intonation and rhythm.
 To introduce core components of linguistics like phonology, morphology,
syntax, semantics, discourse and pragmatics through this course.
Course Content
Grammar and Usage
Basic Sentence Types
Unit 1 Sentence Elements and Pattern
Phrase Structure
Theme Writing
Vocabulary
One Word Substitution
Unit 2
Idioms and Phrases
Synonyms and Antonyms
Literary Appreciation
Unit 3 Focus, Theme and Emphasis
Aspects of Pronunciation
Knowledge of Phonemic Symbols for Sounds
of English
Unit 4 Transcription of Words and Word Stress
Word Structure (Elementary Morphology)
Intonation
Course Outcomes -
CO1 – Student will be able to analyze specific sounds & understand systematic properties of sound system of
English.
CO2 - Student will be able to identify the symbols of all the 44 English sounds, and try to produce Received
Pronunciation and transcription of the sounds.
CO3 – Student will be able to recognize and analyze the grammatical system of English and other languages.
CO4 – Student will be able to understand the cognitive and social dimensions of first and second language
acquisition.
CO5 – Student will be able to compare and contrast languages in terms of systematic differences in phonetics,
phonology, morphology, syntax, semantics, and pragmatics.
Course Articulation Matrix: (Mapping of COs with POs and PSOs)
Course
Program Outcome Program Specific Outcome
Outcome
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO2 PSO3 PSO4 PSO5 PSO6
CO1 H M M H
CO2 H H H
CO3 H H M H
CO4 H H
CO5 H M M
Suggested Readings:
1. A S Hornby: A Guide to Patterns and Usage
2. CIEFL: Material on Morphology and Phonology from the Distance
Education Dept.
3. George Yule: The Study of Language, CUP
4. Geoffrey Leech: English Grammar for Today (Longman)
5. Praveen K Thaker: Appreciating English Poetry, A Practical Course and
Anthology, Orient Longman
6. Krishna Mohan and Meenakshi Rama: Effective English Communication,
Tata MacGraw Hill
7. V Sasikumar and PV Dhamija: Spoken English, Tata MacGraw Hill
8. L G Alexander: Poetry and Prose Appreciation for Overseas Students,
Longman.
Core Course 2: British Poetry and Drama- 14th to 17th Centuries (BEN002B)
Course Objectives-
 To introduce tradition of English Literature from beginning
 To cover the medieval to Renaissance literary age, within the historical, social, political and intellectual
context
 To comprehend the trends and development of British poetry and drama
 To understand the theme, structure and style of British poetry and drama
Course Content
Geoffrey Chaucer
Unit 1 The Wife of Bath’s Prologue
Edmund Spenser
Selections from Amoretti
Sonnet LXVII ‘Like as huntsman...’
Sonnet LVII ‘Sweet warrior...’
Unit 2
Sonnet LXXV ‘One day I wrote her name...’
Philip Sidney
Loving and Truth
Not the First Sight
John Donne
The Sunne Rising
Batter My Heart
Unit 3 Valediction: Forbidding Mourning
Andrew Marvel
To His Coy Mistress
Christopher Marlowe
Unit 4 Doctor Faustus
William Shakespeare
Unit 5 Macbeth
Suggested Topics and Background Prose Readings for Class Presentations Topics
Renaissance Humanism
The Stage, Court and City
Religious and Political Thought
Ideas of Love and Marriage
The Writer in Society
Course Outcomes -
CO1 – Students will understand the history and evolution of English literature and language of medieval age
through the work of writers like Chaucer
CO2 – Students will learn the salient features of Shakespearean and other Elizabethan dramas like Marlowe
CO3 - Students will appreciate the different forms and structure of British poetry like Shakespearean and
Petrarchan sonnets
CO4 – Students will get an insight into the socio-political and cultural environment of 14th to 18th century
Course
Outcome
CO1 H H
CO2 H H
CO3 H M H
CO4 H L M H
Readings
1. Pico Della Mirandola, excerpts from the Oration on the Dignity of Man, in The Portable Renaissance
Reader, ed. James Bruce Ross and Mary Martin McLaughlin (New York: Penguin Books, 1953) pp. 476–
9.
2. John Calvin, ‘Predestination and Free Will’, in The Portable Renaissance Reader, ed. James Bruce
Ross and Mary Martin McLaughlin (New York: Penguin Books, 1953) pp. 704–11.
3. Baldassare Castiglione, ‘Longing for Beauty’ and ‘Invocation of Love’, in Book 4 of The Courtier,
‘Love and Beauty’, tr. George Bull (Harmondsworth: Penguin, rpt. 1983) pp. 324–8, 330–5.
4. Philip Sidney, An Apology for Poetry, ed. Forrest G. Robinson (Indianapolis: Bobbs- Merrill, 1970) pp.
13–18.
Core Course 3: Indian Writing in English (BEN003B)
Course Objectives:
 To understand the development of Indian writing, its major movements and figures through texts across
different genres
 To examine various features of Indian Literature from the perspectives of various Indian subjectivities
 To critique the regional influence on the writings in English
 To explain the socio-political and cultural shifts in the writings of different time
 To inculcate the spiritual values and self realization through different traditions and beliefs
Course Content
Unit 1 R.K. Narayan
The Guide
H.L.V. Derozio
Freedom to the Slave
The Orphan Girl
Unit 2 Robin S. Ngangom
The Strange Affair of Robin S. Ngangom
A Poem for Mother
Kamala Das
Introduction
My Grandmother’s House
NissimEzekiel
Enterprise
The Night of the Scorpion
Toru Dutt
The Lotus
Our Casuarina Tree
Unit 3 Girish Karnad

Naga Mandala
Unit 4 Raja Rao

The Cow of the Barricades
Salman Rushdie
The Free Radio
Rohinton Mistry
Swimming Lesson
Unit 5 Mahesh Dattani

Final Solution
Indian English
Indian English Literature and its Readership Themes and
Contexts of the Indian English Novel
The Aesthetics of Indian English Poetry Modernism in Indian
English Literature
Course Outcomes –
CO1 – Students will understand the change in theme, language and structure through the works of R K
Narayan, Raja Rao, Karnad, Dattani.
CO2 - Students will be able to relate the regional influence in the content and language of the text through the
works of Karnad, Derozio, Ngangom.
CO3 – Students will be able to interpret the various socio-political scenarios through the texts of Raja Rao,
Rushdie, Narayan, Kamala Das
CO4 – Students will understand Indian culture and its values through the lens of colonialism, post colonialism,
nationalism and globalization.
CO5 – Students will be able to implement the holistic approach and spiritual refinement in human life.
Course
Outcome
CO1 H L M H
CO2 H M H
CO3 H M H
CO4 H H H
CO5 H M L
Readings
1. Raja Rao, Foreword to Kanthapura (New Delhi: OUP, 1989) pp. v–vi.
2. Salman Rushdie, ‘Commonwealth Literature does not exist’, in Imaginary Homelands
(London: Granta Books, 1991) pp. 61–70.
3. Meenakshi Mukherjee, ‘Divided by a Common Language’, in The Perishable Empire
(New Delhi: OUP, 2000) pp.187–203.
4. Bruce King, ‘Introduction’, in Modern Indian Poetry in English (New Delhi: OUP, 2nd Edn, 2005) pp. 1–
10.
AECC 1: Environmental Studies (BMC061A)
Course Objectives:
 Create an awareness about environmental problems among students
 Impart basic knowledge about the environment and its allied problems.
 Develop an attitude of concern for the environment.
 Motivate public through students to participate in environment protection and

environment improvement.
 Acquiring skills to help the concerned individuals in identifying and solving environmental problems.
Course Content
The Multidisciplinary Nature of Environmental Studies: The

UNIT 1 Multidisciplinary Nature of Environmental Studies Definition, scope and importance need
for public awareness.
Natural Resources Renewable and Non-renewable Resources: •Natural resources and
associated problems.
(a) Forest resources: Use and over-exploitation, deforestation, case studies. Timber
extraction, mining, dams and their effects on forests and tribal people.
(b) Water resources: Use and over-utilization of surface and ground water, floods,
drought, conflicts over water, dams-benefits and problems.
UNIT 2
(c) Mineral resources: Use and exploitation, environmental effects of extracting and
using mineral resources, case studies.
(d) Food resources: World food problems, changes caused by agriculture and overgrazing,
effects of modern agriculture, fertilizer-pesticide problems, water logging, salinity,
Case studies. (e) Energy resources:
Growing energy needs, renewable and non-renewable energy sources, use
of alternate energy sources. Case studies.
(f) Land resources: Land as a resource, land degradation, man induced landslides, soil
erosion and desertification.
• Role of an individual in conservation of natural resources. Equitable use of
resources for sustainable lifestyles.
Ecosystems, Biodiversity and Its Conservation: •Concept of an

ecosystem.
• Structure and function of an ecosystem.
• Producers, consumers and decomposers.
• Energy flow in the ecosystem. Ecological succession.
• Food chains, food webs and ecological pyramids.
• Introduction, types, characteristic features, structure and function of the following

ecosystem: (a) Forest ecosystem (b) Grassland ecosystem (c) Desert ecosystem (d) Aquatic
ecosystems (ponds, streams, lakes, rivers, oceans, estuaries)
UNIT 3
Biodiversity and Its Conservation
• Introduction, definition: genetic, species and ecosystem diversity.
• Biogeographical classification of India.
• Value of biodiversity: consumptive use, productive use, social, ethical, aesthetic and
option values.
• Biodiversity at global, National and local levels.
• India as a mega-diversity nation. Hot-spots of biodiversity.
• Threats to biodiversity: habitat loss, poaching of wildlife, man-wildlife conflicts.
• Endangered and endemic species of India.
• Conservation of biodiversity: in-situ and ex-situ conservation of biodiversity.
Environmental Pollution: •Definition
• Causes, effects and control measures of

UNIT 4
(a) Air pollution (b) Water pollution (c) Soil pollution
(d) Marine pollution
(e) Noise pollution (f) Thermal pollution (g) Nuclear

hazards
• Solid waste management: Causes, effects and control measures of urban and industrial
wastes.
• Role of an individual in prevention of pollution. •Pollution case studies.
•Disaster management: Foods, earthquake, cyclone and landslides.

Social Issues and the Environment, Human Population and the Environment, Field
Work: • From unsustainable to sustainable development.
• Urban problems related to energy.

•Water conservation, rain water harvesting, watershed management.
• Resettlement and rehabilitation of people; its problems and concerns. Case studies.
•Environmental ethics: Issues and possible solutions.
•Climate change, global warming, acid rain, ozone layer depletion, nuclear accidents and
holocaust. Case studies.
•Wasteland reclamation.
UNIT 5
• Consumerism and waste products.
• Environment Protection Act.
• Air (Prevention and Control of Pollution) Act. • Water (Prevention and
Control of Pollution) Act.
• Wildlife Protection Act. •Forest Conservation Act.
•Issues involved in enforcement of environmental legislation.
•Public awareness.
Human Population and the Environment
•Population growth, variation among nations.
•Population explosion—Family Welfare Programme.
• Environment and human health.

• Human rights.
•Value education.
HIV/AIDS.
• Women and Child Welfare. •Role of Information Technology in environment and

human health.
Field Work
• Visit to a local area to document environmental assets—

river/forest/grassland/hill/ mountain.
• Visit to a local polluted site—Urban/Rural/Industrial/Agricultural.
• Study of common plants, insects, birds.
•Study of simple ecosystems—pond, river, hill slopes, etc. (Field

work equal to 5 lecture hours) • Case Studies.
Course Outcomes -
CO-1: Recognize the history, structure, function, interactions and trends of key socio-environmental systems on personal,
organizational and intellectual level regarding our surroundings through different media.
CO-2: Examine the generation of scientific knowledge and how that knowledge is presented, evaluated, framed and applied for
environmental protection by conservation of Natural resources.
CO-3: Articulate a coherent philosophy of the environment and consider ethical bases for responding to environmental questions.
CO-4: Understand the role of conservation of resources and public awareness in prevention of pollution and ultimately for the
sustainable development of society.
CO-5: Understand the social responsibility towards protection of environment and society
CO/PO Mapping
CO/PO PO1 PO2 PO3 PO4 PO5 PO6 PO7
CO-1 H M H H H H M
CO-2 M H H M M H M
CO-3 M H H L H H H
CO-4 M M H M H H H
CO-5 H H H H H H H
Semester II
Core Course 4: British Poetry and Drama - 17th and 18th Centuries (BEN004B)
Course Objectives:
 To acquaint students with the Jacobean and the 18th century British poetry and drama.
 To acculturate students with new form and structure of poetry, mock epic
 To classify different kinds of poetry i.e. metaphysical poetry, cavalier poetry and heroic poetry.
 To understand features of Neoclassicism and its influence on English society.
 To apprise students with features of Restoration Comedy.
Course Content
John Milton
Unit 1 Paradise Lost: Book 1
John Webster
The Duchess of Malfi
Unit 2 Aphra Behn
The Rover
Alexander Pope
Unit 3 The Rape of the Lock
John Dryden
Unit 4 Mac Flecknoe
Religious and Secular Thought in the 17th Century
The Stage, the State and the Market
The Mock-epic and Satire Women in the 17thCentury
The Comedy of Manners
Course Outcomes
CO1 – Student will learn about social and political nuances of the age through different literary texts.
CO2 – Student will be able to understand the major theme of satire and its elements, irony and humour.
CO3 – Students will be able to locate the texts within the neo-classic literary environment.
CO4 – Student will be able to comprehend the difference between comedy and humour.
Course
Outcome Program Outcome Program Specific Outcome
CO1 H H M
CO2 H M H
CO3 H H M
CO4 M H
Readings
1. The Holy Bible, Genesis, chaps. 1–4, The Gospel according to St. Luke, chaps. 1–7 and 22–4.
2. Niccolo Machiavelli, The Prince, ed. and tr. Robert M. Adams (New York: Norton, 1992) chaps. 15, 16, 18, and 25.
3. Thomas Hobbes, selections from The Leviathan, pt. I (New York: Norton, 2006) chaps. 8, 11, and 13.
4. John Dryden, ‘A Discourse Concerning the Origin and Progress of Satire’, in The Norton Anthology of English Literature,
vol. 1, 9th edn, ed. Stephen Greenblatt (New York: Norton 2012) pp. 1767–8.
Core Course 5: British Literature - 18th Century (BEN005B)
Course Objectives:
 To acquaint the students with different literary forms of writing; poetry, drama and novel.
 To enlighten students with salient features of Neo-classicism and Enlightenment.
 To identify the gradual shift from reason to emotion through different literary texts.
 To apprise students with early advent of Romanticism and its features.
Course Content
William Congreve
Unit 1 The Way of the World
Jonathan Swift
Unit 2 Gulliver’s Travels (Books III and IV)
Samuel Johnson
Unit 3 Vanity of Human Wishes
Thomas Gray
Unit 4 Elegy Written in a Country Churchyard
Oliver Goldsmith
Unit 5 The Vicar of Wakefield
Daniel Defoe
Unit 6
Robinson Crusoe
The Enlightenment and Neoclassicism Restoration Comedy
The Country and the City
The Novel and the Periodical Press
Course Outcomes
CO1 – Student will be able to understand the significance of reason and logic in context to neo-classicism and enlightenment.
CO2 – Student will be able to understand the social and political scenario in reference to historical background of Britain.
CO3 – Student will be able to analyze the difference between enlightenment and romanticism through the works of Thomas Gray.
CO4 - Student will be able to characterize Restoration Comedy and Comedy of Manners.
CO5 – Student will be able to understand the humanistic and moral values as reflected in the poem of Thomas Gray.

Course
Outcome
CO1 H H
CO2 H L H L
CO3 H H
CO4 H H
CO5 H M
Readings
1. Jeremy Collier, A Short View of the Immorality and Profaneness of the English Stage
(London: Routledge, 1996).
2. Daniel Defoe, ‘The Complete English Tradesman’ (Letter XXII), ‘The Great Law of Subordination Considered’ (Letter
IV), and ‘The Complete English Gentleman’, in Literature and Social Order in Eighteenth-Century England, ed. Stephen
Copley (London: Croom Helm, 1984).
3. Samuel Johnson, ‘Essay 156’, in The Rambler, in Selected Writings: Samuel Johnson, ed. Peter Martin (Cambridge, Mass.:
Harvard University Press, 2009) pp. 194–7; Rasselas Chapter 10; ‘Pope’s Intellectual Character: Pope and Dryden Compared’,
from The Life of Pope, in The Norton Anthology of English Literature, vol. 1, ed. Stephen Greenblatt, 8th edn (New York:
Norton, 2006) pp. 2693–4, 2774–7.
Core Course 6: British Romantic Literature (BEN006B)
Course Objectives:
 To acquaint students with the salient features of Romanticism and its writings.
 To provide the students with the broad idea of the social and historical contexts of British Romantic Literature.
 To understand the concept of function of poetry and simplicity and lucidity of expression of poets in romantic poetry.
 To assimilate the concept of nature and beauty in romantic poetry.
 To explore the gothic and super-natural element in romantic poetry.
Course Content
William Blake
The Lamb
The Chimney Sweeper
The Tyger
Unit 1 Introduction to The Songs of Innocence
Robert Burns
A Bard’s Epitaph
Scots Wha Hae
William Wordsworth
Tintern Abbey
Ode: Intimations to Immortality
Unit 2
Samuel Taylor Coleridge Kubla
Khan
Dejection: An Ode
Lord George Gordon
She Walks in Beauty
The Destruction of Sennacherib
Prometheus
Unit 3
Percy Bysshe Shelley
Ode to the West Wind
Ozymandias
Hymn to Intellectual Beauty
John Keats
Ode to a Nightingale
Unit 4 To Autumn’
On First Looking into Chapman’s Homer
George Eliot
Unit 5 The Mill on the Floss
Reason and Imagination Conceptions of Nature
Literature and Revolution The Gothic
The Romantic Lyric
Course Outcomes
CO1 - Students will be able to perceive the concept of beauty and spiritual interpretation of nature in Romantic poetry.
CO2 - Students will be able to appreciate the simplicity of theme and expression and lyric quality of romantic poetry.
CO3 - Students will be able to understand the coinages like willing suspension of disbelief and negative capability in the ambit of
imagination in romantic literature.
CO4 - Students would get glimpse of the presence of Gothic element in romantic literature.
CO5 - Students will be able to separate sensuousness from sensuality from the texts of Coleridge, Keats.
Course
Outcome
CO1 H H M
CO2 H L H
CO3 H M H M
CO4 H M
CO5 M H
Readings
1. William Wordsworth, ‘Preface to Lyrical Ballads’, in Romantic Prose and Poetry, ed. Harold Bloom and Lionel Trilling
(New York: OUP, 1973) pp. 594–611.
2. John Keats, ‘Letter to George and Thomas Keats, 21 December 1817’, and ‘Letter to Richard Woodhouse, 27 October, 1818’,
in Romantic Prose and Poetry, ed. Harold Bloom and Lionel Trilling (New York: OUP, 1973) pp. 766–68, 777–8.
3. Jean-Jacques Rousseau, ‘Preface’ to Emile or Education, tr. Allan Bloom (Harmondsworth: Penguin, 1991).
□. Samuel Taylor Coleridge, Biographia Literaria, ed. George Watson (London: Everyman, 1993) chap. XIII, pp. 161–66.
AECC 2: Communicative English (BEN032B)
Course Objectives:
 This course on English for undergraduate students aims to develop the language skills of students who need to use English for
academic and other purposes.
 The sustained content in this course is based on Reading and Writing pedagogy, and uses authentic materials to teach
students.
 The accessible short texts used will help the students develop their speaking, reading, writing, vocabulary and grammar skills.
Course Content
Unit 1 Communication
Communication, Process, Types, Flow, Barriers, Resolution
Communication Skill
Unit 2
LSRW, Comprehension, Presentation Skill
Composition
Unit 3
Paragraph writing, Letter, E-mail, Reports, CV and Resume
Functional Grammar
Unit 4
Correction of sentences, Transformation of sentences, Narration, Voice
Vocabulary Drill
Homonym, Antonym, Synonym, Word formation, One word
Unit 5
substitution
Course Outcomes
CO1 – Student will develop their reading skills, read various texts efficiently and critically
CO2 – Student will learn to extract the main ideas and key details of a text
CO3 – Student will develop writing skills through a stimulus
CO4 – Student will build their vocabulary
CO5 – Student will develop their grammar skills
CO6 – Student will speak according to the context and with confidence
CO7 – Student will use academic skills for other courses of study
Course
Outcome
H
CO1 H
H
CO2 H
H
CO3 M H H
CO4 H H
CO5 H M
M
CO6 H M H M
CO7 H M H M
Prescribed text book:
Tamuli, A. (2019). English Language for Undergraduate Students (Units 1 – 8), Cambridge: Cambridge University Press
Reference books:
Brown, K. & Hood, S. (2002). Academic Encounters: Intermediate to High Intermediate. Cambridge: CUP
Doff, A. & Jones, C. (2004). Language in Use: Intermediate Classroom Book. Cambridge: CUP
Jones, L. (1988). Cambridge Advanced English: Student’s Book. Cambridge: CUP Soars, J. & Soars, L. (2012). New
Headway: Intermediate. Oxford: OUP
Thaine, C. (2012). Cambridge Academic English: B1+ Intermediate Student’s Book. Cambridge: CUP
Semester III
Core Course 7: British Literature - 19th Century (BEN007B)
Course Objectives:
 To expose the students to the literature produced in Britain in the 19th century.
 To familiarize students with the characteristics of Victorian and late Victorian period.
 To enable students to understand the concept of marriage and sexuality, the concept of utilitarianism and its role in human life.
 To reflect on the aspects of instruction, entertainment, society, class and gender as perceived in the nineteenth century
England.
 To enable students to understand the existing conflict between faith and doubt in Victorian society.
Course Content
Unit 1 Jane Austen
Pride and Prejudice
Unit 2
Emily Bronte
Wuthering Heights
Unit 3 Charles Dickens

The Great Expectation
Unit 4 Alfred Tennyson

The Lady of Shallot
Ulysses
Robert Browning
My Last Duchess
The Last Ride Together
Unit 5 Matthew Arnold
Dover Beach
Christina Rossetti
The Goblin Market
Renaissance Humanism
The Stage, Court and City
Religious and Political Thought
Ideas of Love and Marriage
The Writer in Society
Course Outcomes
CO1 – Students will understand the development of fiction in England from the close of the eighteenth century.
CO2 – Students will be able to acknowledge the relationship between fiction and popular taste especially Victorian
sentimentality.
CO3 – Students will apprehend the relevant social and political contexts.
CO4 – Students will be able to evaluate various constructions of identity, such as age, sexuality, class, and region.
Course
Outcome
CO1 H M H
CO2 H M H H
CO3 M M L M H
CO4 H L M H H
Readings
1. Pico Della Mirandola, excerpts from the Oration on the Dignity of Man, in The Portable Renaissance Reader, ed. James
Bruce Ross and Mary Martin McLaughlin (New York: Penguin Books, 1953) pp. 476–9.
2. John Calvin, ‘Predestination and Free Will’, in The Portable Renaissance Reader, ed. James Bruce Ross and Mary Martin
McLaughlin (New York: Penguin Books, 1953) pp. 704–11.
3. Baldassare Castiglione, ‘Longing for Beauty’ and ‘Invocation of Love’, in Book 4 of The Courtier, ‘Love and Beauty’, tr.
George Bull (Harmondsworth: Penguin, rpt. 1983) pp. 324–8, 330–5.
4. Philip Sidney, An Apology for Poetry, ed. Forrest G. Robinson (Indianapolis: Bobbs- Merrill, 1970) pp. 13–18.
Core Course 8: British Literature - Early 20th Century (BEN008B)
Course Objectives:
 To familiarize the students with the new literature of Britain in the early decades of 20th century.
 To analyze how issues such as politics, history, ethnicity, geography, religion, class and gender have been explored in the 20th
century British Literature.
 To understand the literary criticism and innovative techniques introduced by the writers of 20th century.
 To analyse the inter-relationships of form, content and style in the 20th century.
 To consider a number of theoretical models which have been applied to contemporary poetry.
Course Content
Unit 1 Joseph Conrad
The Heart of Darkness
Unit 2 D H Lawrence
Sons and Lovers
Unit 3 Virginia Woolf

Mrs Dalloway
Unit 4 Thomas Hardy

Tess of D’Urberville
W B Yeats
Leda and the Swan
No Second Troy
Unit 5 T S Eliot
The Love Song of J Alfred Prufrock
Sweeney among The Nightingales
The Hollow Men
Philip Larkin
The Grass
Ted Hughes
The Casualty
W H Auden
Musee Dex Beux Arts
The Unknown Citizen
Modernism, Post-modernism and non-European Cultures
The Women’s Movement in the Early 20th Century
Psychoanalysis and the Stream of Consciousness
The Uses of Myth
The Avant Garde
Course Outcomes
CO1 - To recognize the significance of the cultural, religious, social and historical contexts in which texts are produced and comment
on the linguistic diversity they contain.
CO2 – Students will be able to understand the new techniques i.e. Psycho analysis and stream of consciousness.
CO3 - Students will be acquainted with the various aspects of women’s movement along with the different causes contributed to the
rise of such movement.
CO4 - To identify and use a number of theoretical models that has been applied to contemporary poetic texts
Course Articulation Matrix: (Mapping of COs with POs and PSOs
Course
Outcome
CO1 H M L H L
CO2 H L H M
CO3 H L M M H
CO4 H H M
Readings
1. Sigmund Freud, ‘Theory of Dreams’, ‘Oedipus Complex’, and ‘The Structure of the Unconscious’, in The Modern
Tradition, ed. Richard Ellman et. al. (Oxford: OUP, 1965) pp. 571, 578–80, 559–63.
2. T.S. Eliot, ‘Tradition and the Individual Talent’, in Norton Anthology of English Literature, 8th edn, vol. 2, ed. Stephen
Greenblatt (New York: Norton, 2006) pp. 2319–25.
3. Raymond Williams, ‘Introduction’, in The English Novel from Dickens to Lawrence
(London: Hogarth Press, 1984) pp. 9–27.
Core Course 9: Modern European Drama (BEN009B)
Course Objectives:
 To introduce the students to the best of experimental and innovative dramatic literature of modern Europe.
 To understand the origin of Absurd drama and major themes of Absurd drama.
 To understand the concept of heroism in modern European drama
 To understand the dynamic relationship between actors and audience, and to observe the transition from passive spectatorship
to a more active and vital participatory process visible in newer forms in the 1970s.
 To understand the politics, social changes and the stages in modern European drama
Course Content
Unit 1 Henrik Ibsen
Ghosts
Unit 2 Bertolt Brecht

The Good Woman of Schezuan
Unit 3 Samuel Beckett

Waiting For Godot
Unit 4 Eugene Ionesco

Rhinoceros
Unit 5 Harold Pinter

The Birthday Party
Anton Chekov
The Cherry Orchard
Politics, Social Change and the Stage Text and Performance
European Drama: Realism and Beyond
Tragedy and Heroism in Modern European Drama
The Theatre of the Absurd
Course Outcomes
CO1 - The students will understand the concept of Absurd drama and its development
CO2 - Students will learn about the socio-political changes and the element of realism in modern European drama
CO3 - Students will be able to make a comparative study of traditional drama and absurd drama
CO4 - Students would have acquainted with great absurd dramatists and realistic approach of modern European dramatist.
Course
Outcome
CO1 H H
CO2 M L H H
CO3 H H M
CO4 M M M
Readings
1. Constantin Stanislavski, An Actor Prepares, chap. 8, ‘Faith and the Sense of Truth’, tr. Elizabeth Reynolds Hapgood
(Harmondsworth: Penguin, 1967) sections 1, 2, 7, 8, 9, pp. 121–5, 137–46.
2. Bertolt Brecht, ‘The Street Scene’, ‘Theatre for Pleasure or Theatre for Instruction’, and ‘Dramatic Theatre vs Epic
Theatre’, in Brecht on Theatre: The Development of an Aesthetic, ed. and tr. John Willet (London: Methuen, 1992) pp. 68–
76, 121–8.
3. George Steiner, ‘On Modern Tragedy’, in The Death of Tragedy (London: Faber, 1995) pp. 303–24.
DSE 1: Indian Writing in English Translation (BEN015B)
Course Objectives:
 To give students a glimpse of the vast diversity of modern Indian writing in bhasha traditions.
 To show students the polyphonic tumultuous richness of the 19th and 20th centuries from peasant life in colonial India, to the
mythical reality to real reality through the myriad life-worlds of the poems and stories.
 To encourage students in a deeper engagement with and a nuanced discussion of issues of history, memory, caste, gender and
resistance through poems, stories and prose selections.
 To acquaint students with the concept of ‘twice born’ form of writing. In the process it partakes of both the native and alien
perspectives and has an inherent inclination to be postcolonial
Course Content
Premchand
‘The Shroud’, in Penguin Book of Classic Urdu Stories,
ed. M. Assaduddin
Unit 1 Ismat Chugtai
‘The Quilt’, in Lifting the Veil: Selected Writings of Ismat Chugtai, tr.M.
Assaduddin
Gurdial Singh
‘A Season of No Return’, in Earthy Tones, tr. Rana Nayar
Fakir Mohan
Senapati ‘Rebati’, in Oriya Stories, ed. Vidya Das, tr. Kishori Charan Das
(Delhi: Srishti Publishers, 2000).
Rabindra Nath Tagore
‘Light, Oh Where is the Light?'
Unit 2 'When My Play was with thee', Gitanjali: A New Translation with an
Introduction by William Radice (New Delhi: Penguin India, 2011).
G.M. Muktibodh
‘The Void’, (tr. Vinay Dharwadker)
‘So Very Far’, (tr. Tr. Vishnu Khare and Adil Jussawala), in The Oxford
Anthology of Modern Indian Poetry, ed. Vinay Dharwadker and A.K.
Ramanujam
Amrita Pritam
‘I Say Unto Waris Shah’, (tr. N.S. Tasneem) in Modern Indian Literature: An
Anthology, Plays and Prose, Surveys and Poems, ed. K.M. George, vol. 3
Thangjam Ibopishak Singh
Unit 3 ‘Dali, Hussain, or Odour of Dream,
Colour of Wind’
‘The Land of the Half-Humans’, tr. Robin S. Ngangom, in The Anthology of
Contemporary Poetry from the Northeast.
Dharamveer Bharati
Unit 4 Andha Yug, tr. Alok Bhalla.
Habib Tanvir ‘Charandas Chor’

Unit 5
The Aesthetics of Translation Linguistic Regions and

Languages Modernity in Indian Literature Caste, Gender and
Resistance
Questions of Forms in 20th Century Indian Literature.
Course Outcomes
CO1 – The student will be able to understand the polyphony of modern Indian writing in translation.
CO2 – The student will understand the multifaceted nature of cultural identities in various Indian literature, through indigenous
literary tradition.
CO3 – The student will be able to compare literary texts produced across Indian regional landscapes to seek similarities and
differences in thematic and cultural perspectives.
CO4 – The student will be able to explore and comprehend the images in literary productions that express the sense of their society.
Course
Outcome
CO1 H M H M H
CO2 H M M H
CO3 H M H
CO4 H M L H L
Readings
1. Namwar Singh, ‘Decolonising the Indian Mind’, tr. Harish Trivedi, Indian Literature, no. 151 (Sept./Oct. 1992).
2. B.R. Ambedkar, Annihilation of Caste in Dr. Babasaheb Ambedkar: Writings and Speeches, vol. 1 (Maharashtra: Education
Department, Government of Maharashtra, 1979) chaps. 4, 6, and 14.
3. Sujit Mukherjee, ‘A Link Literature for India’, in Translation as Discovery (Hyderabad: Orient Longman, 1994) pp. 34–45.
4. G.N. Devy, ‘Introduction’, from After Amnesia in The G.N. Devy Reader (New Delhi: Orient BlackSwan, 2009) pp. 1–5.
DSE 2: Literature of Indian Diaspora (BEN016B)
Course Objectives:
 To provide students with preliminary knowledge on the intrinsic connection between literature and Diaspora.
 To study the concepts of Diaspora, alienation, migration, and nostalgia.
 To study narrative techniques used by Diaspora writers to express their mindscape
 To help students acquire a set of basic skills in literary communication narration and explication of diasporic practices and
processes
 To enable an appreciation of the global inter-sectionalities stemming out of increased migration and cross cultural living
culminating into diasporic practices
 To analyse the writings of diverse authors representing world’s major diasporic communities.
Course Content
Rohinton Mistry
Unit 1 A Fine Balance
Chitra Banerjee Divkaruni

Unit 2 Mistress of Spices
Meera Syal
Unit 3 Anita and Me
Jhumpa Lahiri
Unit 4 The Namesake
Vikram Seth
Unit 5 Three Chinese Poets
The Diaspora Nostalgia New
Medium Alienation
Course Outcomes
CO1 – Student will have an understanding of issues of diaspora, location, history and geography in literature.
CO2 – Student will be aware of relationship between literary texts and historical, political and cultural contexts.
CO3 – Student will gain insight into the complex traumatic and fragmented history of South Asia which led to modern cultural
imaginaries of home identity and belonging.
CO4 – Student will be able to understand double ‘alienation’ and ‘marginalization’ in context of women diasporic writer and character.
CO5 – Student will be able to comprehend the role and significance of memory and sense of nostalgia.
Course Articulation Matrix: (Mapping of COs with POs and PSOs
Course
Outcome
CO1 M H M H
CO2 H M H
CO3 M M L H
CO4 M M H M
CO5 H H
Reading
1. “Introduction: The diasporic imaginary” in Mishra, V. (2008). Literature of the Indian diaspora. London: Routledge
2. “Cultural Configurations of Diaspora,” in Kalra, V. Kaur, R. and Hutynuk, J. (2005).
Diaspora & hybridity. London: Sage Publications.
“The New Empire within Britain,” in Rushdie, S. (1991). Imaginary Homelands. London: Granta Books
GE 1: Academic Writing and Composition (BEN024B)
Course Objectives
 This course is designed to help undergraduate students develop the research composition, argument and writing
skills that will enable them to improve their written abilities for higher studies and academic endeavors.
Course Content
Introduction to the Writing Process
Unit 1
Introduction to the Conventions of Academic Writing

Unit 2 Writing in one’s own words: Summarizing and Paraphrasing
Unit 3 Critical Thinking: Syntheses Analyses and Evaluation
Unit 4 Structuring an Argument: Introduction Interjection and Conclusion
Citing Resources Editing Book and Media Review

Unit 5
Keywords
Formal and informal writing Writing process
Summary Paraphrase Note making
Editing Citation
Plagiarism
Bibliography
Course Outcomes
CO1 – Student will be able to differentiate between formal and informal writing.
CO2 – Student will be acquainted with different formats of writing.
CO3 – Student will develop researching skill.
CO4 – Student will learn about plagiarism.
Course
Outcome
CO1 M H H H
CO2 H H H
CO3 H H H M
CO4 H H H
Suggested Readings
1. Liz Hamp-Lyons and Ben Heasley Study Writing: A Course in Writing Skills for Academic Purposes
(Cambridge: CUP 2006)
2. Renu Gupta A Course in Academic Writing (New Delhi: Orient BlackSwan 2010)
3. IlonaLeki Academic Writing: Exploring Processes and Strategies (New York: CUP 2nd edn 1998)
4. Gerald Graff and Cathy Birkenstein They Say/I Say: The Moves That Matter in Academic Writing (New York: Norton
2009)
5. Anjana Neira Dev Academic Writing and Composition New Delhi: Pinnacle 2015
GE 2: Language Literature and Culture (BEN025B)
Course Objectives
 This course is designed to introduce the students with the basic concepts of language its characteristics its
structure and how it functions.
 The course further aims to familiarise the students how language is influenced by the socio-political-economic-
cultural realities of the society
 It also acquaints the students about the relation between language and literature.
 This section of the course will involve a study of significant themes and forms of Indian literature through
the ages with the help of prescribed texts
Course Content
Language and Communication

What is Language?
The Definition of Language
The Characteristics of Human language
Why Does Language Matter?
How Language Functions?

Speaker – Listener – Message
Phonology Morphology Syntax and Semantics (only terms and
definitions will be asked)
Phonemes, phonetic transcription and phonology
Unit 1 Morphemes: free and bound morphemes
Simple complex compound words
Inflectional/ derivational morphology
The process of word formation
Basic notions of syntactic constituents and phrase structure
Clauses and sentences
Language and Society
Language and Class Language and
Gender Language and Ethnicity
Language and Identity
Language Variation
o Dialect Idiolect Slang Pidgin Creole Jargon
o Standard and Non-Standard Language
o Bilingualism Multi-lingulism
o Code-mixing Code-switching
Different Phases of Indian literatures: Ancient Medieval and Modern
Chapter 1: Veda Vyasa, The Mahabharata: The Ekalavya Episode
Chapter 2: Sudraka, Mrichchhakatika: The Making of a Breach
Chapter 3: Ilanko Atikal, Cilappatikaram: The Book of Mathura
Chapter 4: Mirabai,‘I Know Only Krsna’
Chapter 5: Amir Abul Hasan Khusrau,‘Separation’
Chapter 6: Asadullah Khan Ghalib,‘Desires Come by the Thousands’
Chapter 7: Faiz Ahmad Faiz,‘Do Not Ask’

Unit 2
Chapter 8: Subramania Bharati,‘The Palla Song’
Chapter 9: Rabindranath Tagore, ‘The Cabuliwallah’
Chapter 10: Shrilal Shukla,‘Raag Darbari’
Chapter 11: Ismat Chugtai,‘Touch-Me-Not’
Chapter 12: Amrita Pritam,‘To Waris Shah’
Chapter 13: Masti Venkatesha Iyengar,‘Venkatashami’s Love Affair’
Chapter 14: Indira Goswami,‘The Journey’
Chapter 15: Omprakash Valmiki,‘Joothan’
Chapter 16 Shrikant Mahapatra, Folk Songs
Culture and Society in Contemporary India

The Idea of Culture
Culture and the Media
o ‘Notes on the History of the Study of the Indian Society and
Culture’in Structure and Change in Indian Society ed Milton Singer and
Bernard S Cohn (Chicago: Aldine Press1968)
o ‘Towards a Definition of Culture’ in India and World Culture(New

Delhi: Sahitya Academy 1986
Unit 3
o ‘Culture and Ideology’ in Culture Ideology and Hegemony:
Intellectual and Social Consciousness in Colonial India (Practice
London and New York:Longman) 1995
o Communications and Culture ed MR Dua Delhi:
Galgotia Publishing Co 1997
o Journalism: Changing Society Emerging Trends Delhi Author speak
2003
Keywords
Language
Indian literature
Literary diversity
Language varieties Culture
Literature and culture
Culture and practice
Globalization
Course Outcomes
CO1 – Student will learn about language as a tool of communication.

CO2 – Student will be acquainted with nuances of literature.
CO3 – Student will be able to understand the relationship of language usage in literature creation.
CO4 – Student will be able to understand about different culture through language and literature.
Course
Outcome
CO1 M H H H
CO2 H M H H
CO3 H H H M
CO4 H M H H
Bibliography
1. Fowler, Roger (ed) Essay on Style and Language London: Routledge and Kegan Paul Ltd 1966
2. Fowler, Roger The Linguistics of Literature London: Routledge and Kegan Paul Ltd 1971
3. Widdowson, H G Stylistics and the Teaching of Literature London: Longman 1979
4. Bailey, R W and J L Robinson eds Varieties of present-day English New York: Macmillan 1973
5. Fishman, J A Sociolinguistics: A Brief Introduction Mass: Newbury House Rowley 1971
6. Gupta, R S and K S Agarwal Studies in Indian Sociolinguistics New Delhi: Creative Books 1996
7. Hudson, R A Sociolinguistics Cambridge: Cambridge University Press 1980
8. Leech, Geoffrey and Michael Short Style in Fiction London: Longman 1981
9. Sisir Kumar Das ed A History of Indian Literature New Delhi: Sahitya Akademi 1995
Semester IV
Core Course 10: Literary Theory (BEN010B)
Course Objectives:
 To give the students a firm grounding in a major methodological aspect of literary studies known as theory
 To understand the concept of structuralism and post structuralism, synchrony, diachrony, paradigm and
syntagm.
 To learn about the rise of feminism and its significance for the betterment of women society.
 To understand the scope of orientalism by studying postcolonial literature
Course Content
Marxism
a. Antonio Gramsci, ‘The Formation of the Intellectuals’ and ‘Hegemony
(Civil Society) and Separation of Powers’, in Selections from the Prison
Notebooks, ed. and tr. Quentin Hoare and Geoffrey Novell Smith (London:
Unit 1 Lawrence and Wishart, 1971) pp. 5, 245–6.
b. Louis Althusser, ‘Ideology and Ideological State Apparatuses’, in
Lenin and Philosophy and Other Essays (New Delhi: Aakar Books,
2006) pp. 85–126.
Feminism
a. Elaine Showalter, ‘Twenty Years on: A Literature of Their Own
Revisited’, in A Literature of Their Own: British Women Novelists from
Bronte to Lessing (1977. Rpt. London: Virago, 2003) pp. xi–xxxiii.
Unit 2
b. Luce Irigaray, ‘When the Goods Get Together’ (from This Sex Which is Not
One), in New French Feminisms, ed. Elaine Marks and Isabelle de
Courtivron (New York: Schocken Books, 1981) pp. 107–10.
Post structuralism
a. Jacques Derrida, ‘Structure, Sign and Play in the Discourse of the
Human Science’, tr. Alan Bass, in Modern Criticism and Theory: A
Unit 3 Reader, ed. David Lodge (London: Longman, 1988) pp. 108–23.
b. Michel Foucault, ‘Truth and Power’, in Power and Knowledge, tr.
Alessandro Fontana and Pasquale Pasquino (New York: Pantheon,
1977) pp. 109–33.
Postcolonial Studies
a. Mahatma Gandhi, ‘Passive Resistance’ and ‘Education’, in Hind
Swaraj and Other Writings, ed. Anthony J Parel (Delhi: CUP, 1997)
pp. 88–106.
Unit 4 b. Edward Said, ‘The Scope of Orientalism’ in Orientalism
(Harmondsworth: Penguin, 1978) pp. 29–110.
c. Aijaz Ahmad, ‘“Indian Literature”: Notes towards the Definition of a
Category’, in
In Theory: Classes, Nations, Literatures (London: Verso, 1992) pp. 243–285.
Suggested Background Prose Readings and Topics for Class Presentations Topics
The East and the West
Questions of Alterity
Power, Language, and Representation
The State and Culture
Course Outcomes
CO1 - Students will understand different aspects of literary studies known as theory
CO2 - Students will be sensitized about the importance of feministic movement and its impact on society.
CO3 - Students will learn and understand the scope of orientalism and its importance
CO4 - The background reading of East and west, state and culture and language would have widened their idea and
thoughts.
Course
Outcome
CO1 H H
CO2 M H M M H M
CO3 H M
CO4 H M M M
Readings
1. Terry Eagleton, Literary Theory: An Introduction (Oxford: Blackwell, 2008).
2. Peter Barry, Beginning Theory (Manchester: Manchester University Press, 2002).
Core Course 11: American Literature (BEN011B)
Course Objectives:
 To acquaint students with the wide and varied literatures of America: literature written by writers of
European particularly English descent reflecting the complex nature of the society that emerged after the
whites settled in America in the 17th century
 To include Utopian narrative transcendentalism and the pre- and post- Civil War literature of the 19th
century
 To introduce students to the African American experience both ante-bellum and post-bellum reflected in the
diversity of literary texts
 To familiarize students with native American literature which voices the angst of a people who were almost
entirely wiped out by forced European settlements and
 To include modern and contemporary American literature of the 20th century.
Course Content
James Fenimore Cooper

Unit 1 The Pioneers
Tennessee Williams
A Streetcar Named Desire
Unit 2 Toni Morrison

Beloved
Unit 3 F. Scott Fitzgerald

The Great Gatsby
Edgar Allan Poe
The Purloined Letter
William Faulkner
Unit 4 Dry September
Anne Bradstreet
The Prologue
Nathaniel Hawthorne
Rappaccini’s Daughter
Robert Frost
The Road Not Taken
Mending Wall
Unit 5 After Apple Picking
Walt Whitman
O Captain, My Captain
Alexie Sherman Alexie
Crow Testament
Evolution
The American Dream
Social Realism and the American Novel Folklore
and the American Novel
Course Outcomes
CO1 - Students will be able to understand the American themes of self-reliance individualism, sin and redemption
were shaped through its rich and varied literature.
CO2 – Students will gain knowledge about how multiculturalism was shaped through its rich literature.
CO3 - Students will learn some aspects of American English usage and diction.
CO4 - Students will gain an understanding of how society, culture and politics affect literature
Course
Outcome
CO1 H H H
CO2 H M M H
CO3 M M M M
CO4 H M H H H
DSE 3: Literature and Cinema (BEN017B)
Course Objectives:
 To examine the close relationship between literature and cinema by studying the points of contact of literary
and cinematic praxis
 To enable students to study cinema as a composite medium since the texts under discussion will open space
for examining cinema as audio-visual articulation as adaptation/translation and as a form of (popular)
culture with its own parameters of reception and its own history (movements/frameworks of study).
 To equip students in a practical sense for understanding the cinematic medium.
 To examine cinema as an art employing different time frames situations literary cultures and other
media/forms to compose itself as a text.
 To stress the interdisciplinary nature of academic work by imparting skills of reading and understanding
literary texts and cinematic expressions through the development of relevant critical vocabulary and
perspective among students and.
 To provide a theoretical framework to strengthen the awareness about intertextuality and the convergence
between the modes of literature and cinema.
Course Content
James Monaco
‘The Language of Film: Signs and Syntax’, in How To Read a Film: The
Unit 1 World of Movies, Media & Multimedia (New York: OUP, 2009) chap. 3, pp.
170– 249.
William Shakespeare
Romeo and Juliet, and its adaptations: Romeo & Juliet (1968; dir. Franco
Unit 2 Zeffirelli, Paramount); and Romeo + Juliet (1996; dir. Baz Luhrmann, 20th
Century Fox).
Bapsi Sidhwa
Ice Candy Man and its adaptation Earth (1998; dir. Deepa Mehta, Cracking the
Earth Films Incorp.)
Unit 3 Amrita Pritam

Pinjar: The Skeleton and Other Stories, tr. Khushwant Singh (New Delhi: Tara
Press, 2009) and its adaptation: Pinjar (2003; dir. C.P. Dwivedi, Lucky Star
Entertainment).
Ian Fleming
From Russia with Love, and its adaptation: From Russia with Love
Unit 4
(1963; dir. Terence Young, Eon Productions).
Other films that may be used for class presentations:

1. William Shakespeare, Comedy of Errors, Macbeth, and Othello and their adaptations: Angoor (dir.
Gulzar, 1982), Maqbool (dir. Vishal Bhardwaj, 2003), Omkara (dir. Vishal Bhardwaj, 2006)
respectively.
2. Jane Austen, Pride and Prejudice and its adaptations: BBC TV mini-series (1995), Joe Wright (2005)
and Gurinder Chadha’s Bride and Prejudice (2004).
3. Rudaali (dir. Kalpana Lajmi, 1993) and Gangor or ‘Behind the Bodice’ (dir. Italo Spinelli, 2010).
4. Ruskin Bond, Junoon (dir. Shyam Benegal, 1979), The Blue Umbrella (dir. Vishal Bhardwaj, 2005),
and Saat Khoon Maaf (dir. Vishal Bhardwaj, 2011).
5. E.M. Forster, Passage to India and its adaptation dir. David Lean
(1984)
Course Outcomes -
CO1 – Student will display a working knowledge of film techniques, offering descriptive examples from films
CO2 – Student will be able to identify and describe distinct cinematic elements pertaining to genres and directors
CO3 – Student will be able to analyze films for their structure and meaning, using appropriate terminology
CO4 – Student will be able to write analytically about films using MLA guidelines.
CO5 – Student will be able to effectively communicate ideas and critique related to the films during class and group
activities.
Course
Outcome
CO1 H M H M M
CO2 H H
CO3 H H
CO4 M H
CO5 H H M M L
Theories of Adaptation Transformation and
Transposition Hollywood and ‘Bollywood’
The ‘Two Ways of Seeing’
Adaptation as Interpretation
Readings
1. Linda Hutcheon, ‘On the Art of Adaptation’, Daedalus, vol. 133, (2004).
2. Thomas Leitch, ‘Adaptation Studies at Crossroads’, Adaptation, 2008, vol. 1, no. 1, pp. 63–77.
3. Poonam Trivedi, ‘Filmi Shakespeare’, Litfilm Quarterly, vol. 35, issue 2, 2007.
4. Tony Bennett and Janet Woollacott, ‘Figures of Bond’, in Popular Fiction: Technology, Ideology,
Production, Reading, ed. Tony Bennet (London and New York: Routledge, 1990).
DSE 4: Partition Literature (BEN018B)
Course Objectives:
 To enable an understanding of the affective dimensions of the Partition in varied geopolitical spaces.
 To aid the student in comprehending the country’s postcolonial realities.
 To introduce students to the following topics through the study of literary texts: colonialism nationalisms
and the Partition of India in 1947 communalism violence and the British Rule in India homelessness exile
and migration women and children in the Partition refugees rehabilitation and resettlement borders and
borderlands.
Course Content
Intizar Husain
Unit 1 Basti, tr. Frances W. Pritchett
Amitav Ghosh
The Shadow Lines.
Unit 2
Bhishm Sahani
Tamas
Shauna Singh Baldwin
Unit 3 What the Body Remembers
Sa’adat Hasan Manto

Toba Tek Singh
Unit 4
Navtej Singh
An Evening in Lahore
Unit 5 Jibananda Das
I Shall Return to This Bengal
Gulzar
Toba Tek Singh (Poem)
Films
Garam Hawa (dir. M.S. Sathyu, 1974).
Khamosh Paani: Silent Waters (dir. Sabiha Sumar, 2003).
Subarnarekha (dir. Ritwik Ghatak, 1965)
Suggested Topics and Readings for Class Presentation Topics

Colonialism, Nationalism, and the Partition
Communalism and Violence
Homelessness and Exile
Women in the Partition
Course Outcomes
CO1 – Student will develop a strong understanding of the complex politics that led to the partition of the Indian
subcontinent into the two states of India and Pakistan.
CO2 – Student will have an insight to human and social costs of geo-political power struggles.
CO3 – Student will have an understanding of how “History” informs literature.
CO4 – Student will be able to comprehend the sense of alienation and exile in the context of partition.
CO5 – Student will be able to understand the role and position of women during partition.
Course
Outcome
CO1 H H M H
CO2 H M H H
CO3 H M M H
CO4 M M H
CO5 H M M H
Background Readings and Screenings

1. Ritu Menon and Kamla Bhasin, ‘Introduction’, in Borders and Boundaries (New Delhi: Kali for
Women, 1998).
2. Sukrita P. Kumar, Narrating Partition (Delhi: Indialog, 2004).
3. Urvashi Butalia, The Other Side of Silence: Voices from the Partition of India (Delhi: Kali for Women,
2000).
4. Sigmund Freud, ‘Mourning and Melancholia’, in The Complete Psychological Works of Sigmund Freud,
tr. James Strachey (London: Hogarth Press, 1953) pp. 3041–53.
GE3: Film Studies (BEN026B)
Course Objectives
 This paper enables students to gain skills in the language of film via appreciation of its
specific features as a medium.
 The course is practically oriented so as to encourage students to acquire the competence
necessary to become engaged viewers critics/reviewers and creators/producers in the
medium.
 The course will attempt to make film a democratic and accessible medium for students
as creative and analytical persons and may further enable students to take up work in
different arenas of digital humanities.
Course Content
Language of Cinema
Mise en scene
Unit 1
Cinematography
Editing
Sound
Genre in Hollywood Cinema

Definitions of genre
Unit 2 Taxonomies of genre
Genre as economic strategy
Genre as cognition
Rethinking genre
Themes from Contemporary Indian Cinema (From the 70s to the present)
Unit 3
The city -- underworld -- communalism -- terrorism -- gender
issues -- the Indian Art Cinema
Film Review Criticism and Script writing

Screenplays
Unit 4
a) Vishal Bhardwaj Maqbool
b) Thelma and Louise
Practical Component Evaluation

Unit 5
Suggested Films
Psycho (1960 dir. Alfred Hitchcock)
Jaane Bhi Do Yaaro (1983 Kundan Shah)
Akam (2013 dir. Shalini Usha Nair)
Nayakan (1987 dir. Mani Ratnam) – Tamil
Hirak Rajar Deshe (1980 dir. Satyajit Ray)
Course Outcomes
CO1 - To examine those specific features of composition that help create films: camera- sound-
script- and editing-work will be studied so that students learn the elements of putting a film
together.
CO2 -To study cinema as a form with history and context the paper traces genres and geographies
examining the legacies left to us to renew.
CO3 - To take up work in the medium the course will require them to write and review films so as to
generate a repertoire of analyses and interpretations.
CO4 - Projects and/or practical work may be used to supplement units 1&4 most particularly to help
students interested in the medium to build up a portfolio of work through practice of the
Discipline.
Course
Outcome
CO1 H H M
CO2 H H H
CO3 H M H H
CO4 H H
Guidelines for paper writing

1. Students may turn in a portfolio of 4 film reviews/one academic paper/one short film/one
film script (fiction or nonfiction)
2. For reviews: criteria for choice of films must be explicitly stated in the form of a position
paper. Films must be from a wide time-arc and must include old and just- released films.
Total word count of 4 reviews+position paper must not exceed 3000 words.
3. Academic paper can be on any aspect of film and follow all the usual considerations thereon.
3000 words including bibliography and notes.
4. Film script including shots camera position sound/background notes and cuts. Script
may be for a film of max 20 minutes length.
5. Film Length: 5-7 minutes of moving image not stills. Films can be evaluated as creative
output on the following counts and teachers may decide what gets weightage for the entries
they receive: Creativity Originality Screenplay/ Storytelling Technical Execution Narrative/
Performance/Props costumes sets locations ( production design) Cinematography (camera
angles movement lighting frames etc.) Use of background music/enhancement w credit - Use of
visual enhancements like transitions titles credits subtitles or even special effects etc...if any
Reading
1. Dix Andrew. Beginning Film Studies. Pp. 9-100. New Delhi: Viva 2010.
2. Nelmes Jill Ed. An Introduction to Film Studies. Pp. 152-169. London and New York:
Routledge 2003.
3. Mazumdar Ranjani. Bombay Cinema: An Archive of the City. Pp. 79-109.
Ranikhet: Permanent Black 2007.
4. Vasudevan Ravi. ‘The Melodramatic Public’. Pp. 303-333. Ranikhet: Permanent Black
2010.
5. Timothy Corrigan. A Short Guide to Writing About Film (9th Ed) Pearson 2014.
6. Mrinal Sen and Arun Kaul ‘Manifesto of the New Cinema Movement’ in Scott Mackenzie
(Ed.) Film Manifestos and Global Cinema Cultures: A Critical Anthology. Pp. 165 -168.
Berkeley London and Los Angeles: University of California Press 2014.
7. Rajadhyaksha Ashish. ‘The 'Bollywoodization of the Indian Cinema: Cultural Nationalism
in a Global Arena’ in Anandam P. Kavoori and AswimPunathambekar (Ed.) Global
Bollywood. Pp. 17-40. New Delhi: OUP 2009.
GE 4: Applied Gender Studies: Media Literacies (BEN027B)
Course Objectives
 This course will help students perceive understand and interpret issues of gender in various
cultural texts in India particularly in mass media representations including advertising cinema
and journalism.
 The course aims to mainstream ideas from gender theory so as to equip the common student
to intervene in these issues in an informed way and to become both an informed consumer as
well as a confident and ethical participant.
 The course will focus on enhancing students’ textual skills via the use of Indian primary
conceptual critical and applied texts to create media literacy.
Course Content
Gender/s: concepts and frameworks

Femininities/Masculinities Cis/Trans bodies Heterosexuality/
Unit 1 Homosexuality/ Heteronormativity/ Heteropatriarchy
Sexism/Privilege/Biology/Reproduction
Analysing gender in advertising
The use of gendered stereotypes and privilege in advertising hegemonic

Unit 2 and normative ideas of gender and sexuality in selling and buying
products consumption of goods bodies commodification and
objectification the reach and memorability of advertising matrimonial
and personal ads and reinforcement of caste/class/gender binaries.
Analysing representations of gender in reporting and journalism
Vocabulary of news media coverage in relation to gender representation of

masculine/feminine/non-dimorphic bodies Re-narrativizing this vocabulary
Unit 3
productively difference in coverage of stories of obviously ‘gendered’
subjects such as rape heroism war domestic violence sexual harassment
and supposedly ‘neutral’ subjects like labour rights or work and wages or
health or politics advocacy networks for various minority subjects
persistence of sexism in new media
Gender as represented in film (fiction and nonfiction/documentary)
Narrative time available to male/female/trans subjects use of normative

heterosexuality and gender privilege in plots casting narrative
Unit 4
development and marketing of films the Bechdel test: the importance of
clearing it and the implications for mainstream narrativization consistently
failing the test documentary films for presentation of alternative
narratives.
Practicals (14 hours)
1. Students may submit for evaluation either one full-length academic essay or produce a
portfolio that re-writes or re-scripts or reviews texts they select (with the assistance of the
teacher) from contemporary Indian media such that units 2 3 and 4 each are represented in the
portfolio. Alternatively students may choose to focus on any one of units 2/3/4 should they
have special aptitude for or interest in any area.
2. The objective of the course is to enable the student to intervene as an informed gender-ethical
respondent to media narratives so any mode of media that permits this analysis such as blog-
posts television programming new media including social media documentary and other short
films news coverage may also be admitted such that they are equivalent in total effort to a full-
length academic essay.
3. Students may also be encouraged to create samplers and portfolios of contemporary coverage
thematically.
4. Students are to be encouraged to find and bring supplementary texts to classroom
discussion for all units.
Course Outcomes
CO1 - Train students to identify read closely and rewrite narratives of gendered privilege in
contemporary Indian popular representation.
CO2 - Examine the intersections of gender with other categories like caste race etc. to understand
how different forms of privilege/oppression and resistance/subversion interact in heterogeneous
and variable formations.
CO3 - Focused on practical application students will over the duration of the course create a
portfolio of interpretative work that analyses fictional and non- fictional mass medium
narratives and that can serve as foundations/sourcebooks for intervention to reduce gender
discrimination through media literacy.
CO4 - The course may be taught to Honours and Program course students. Teachers may evolve
more advanced practical work methodologies for advanced students.
Course
Outcome
CO1 H H M H
CO2 H M H
CO3 H M L H
CO4 H M
Readings
1. Kandasamy, Meena. ‘Screwtiny’‘Pride goes before a full-length mirror’‘Joiussance’ and
‘Backstreet Girls’ in Ms Militancy. Delhi: Navayana 2014.
2. Dasgupta, R.K and Gokulsing K. M. ‘Introduction: Perceptions of Masculinity and
Challenges to the Indian Male’ Rohit K. Dasgupta & K. Moti Gokulsing (eds). Masculinity and
its Challenges in India: Essays on Changing Perceptions. Jefferson NC: McFarland 2014 pp 5-
26
3. Selections from Autobiographies of Transgenders: Laxmi PG Joshi (translator) and R Raj
Rao (translator) Me Hijra Me Laxmi.New Delhi: OUP/ A. Revathi V. Geetha. The Truth About
Me: A Hijra Life Story. New Delhi: Penguin 2010.
4. Nadimpally S. and V. Marwah.‘Shake her she is like the tree that grows money! In Of
Mothers and Others: Stories Essays Poems.’ Edited by J. Mishra. New Delhi: Zubaan 2013.
5. Chaudhuri Maitrayee. ‘Gender and Advertisements: The Rhetoric of
Globalisation’Women's Studies International Forum 2001 24.3/4 pp. 373-385.
6. Jha Sonora and Mara Adelman. ‘Looking for love in all the white places: a study of skin color
preferences on Indian matrimonial and mate-seeking websites.’Studies in South Asian Film &
Media 1.1 (2009): 65-83.
7. View and discuss any one of the feature films: (a) Dangal (Dir. Nitish Tiwari. 2016.
UTV and Walt Disney Pictures) (b) Chak De (Dir. Shimit Amin. Yash Raj Films 2007) (c)
Pink (Dir. Aniruddha Roy Chowdhury. Rashmi Sharma Telefilms 2016).
8. View and discuss the documentary films Unlimited Girls (Dir. Paromita Vohra. Sakshi
2002) and Newborns (Dir. Megha Ramaswamy. Recyclewala Labs 2014).
9. Khabar LahariyaFAQ (http://khabarlahariya.org/faqs/ accessed on 05.05.2018) and ‘Open

letter to ourle Colleagues of the Media World from Khabar Lahariya Editors’
(http://khabarlahariya.org/an-open-letter-to-our-male-colleagues-of-the-media-world-
from-khabar-lahariya-editors/ May 03. 2018. Accessed on 05.05.2018).
10. Rege Sharmila ‘Dalit Women Talk Differently: A Critique of 'Difference' and Towards a
Dalit Feminist Standpoint Position’ in Economic and Political Weekly Vol. 33 No. 44 1998 pp.
WS39-WS46.
10. Dixit Neha and Sen Orijit. ‘The Girl Not from Madras.’ In First Hand. Delhi: Yoda Press
2016. Pp 324-43 and ‘It is Hard to be a Journalist in India. Is it Harder if you’re a Woman?’
(http://theladiesfinger.com/press-freedom/ September 16 2016. Accessed on 05.05.2018).
12. Siddiqui Gohar. ‘Behind Her Laughter is Fear: Domestic violence and transnational
feminism’. Jump Cut 55 (2013 Fall)
(https://www.ejumpcut.org/archive/jc55.2013/SiddiquiDomesAbuseIndia/index.html. accessed
on 05.05.2018)
Notes
For visually challenged students
Reading no. 7 is Phadke Shilpa Sameera Khan and Shilpa Ranade. ‘Why Loiter? Women and
Risk on Mumbai Streets’. New Delhi: Penguin 2011. Pp. 65—106. Reading no. 8 is Agnihotri
Anita. ‘The Peacock.’Seventeen. New Delhi: Zubaan 2011. 69-79 and Paromita Vohra's
‘Interview with Veena Mazumdar part 1’ and ‘Interview with Veena Mazumdar part 2’.
Unlimited Girls footage. Point of View. https://pad.ma/MH/info and (https://pad.ma/NC/info.
Accessed on 05.05.2018).
Reading 10 to replace graphic story is ‘Sarpanch Woodcutter Handpump Mechanic: Dalit
Women in UP tell Women@Work Stories’. (http://theladiesfinger.com/woodcutter-sarpanch-
handpump-mechanic-dalit-women- work-stories. May 02 2018. Accessed on 05.05.2018).
Semester V
Core Course 12: Women’s Writing (BEN012B)
Course Objectives:
 To understand different forms of literature: poetry, fiction, short fiction and critical writings
 To understand women’s literary history, women’s studies and feminist criticism.
 To understand and examine closely narratives that seek to represent women femininities and by extension
gendering itself
 To understand how gender norms intersect with other norms such as those of caste race religious and
community to create further specific forms of privilege and oppression
 Identify how gendered practices influence and shape knowledge production and circulation of such
knowledges including legal sociological and scientific discourses.
Course Content
Emily Dickinson
I cannot live with you
I’m wife; I’ve finished that
Sylvia Plath
Unit 1 Daddy
Lady Lazarus
Eunice De
Souza
Advice to Women
Bequest
Alice Walker
Unit 2
The Color Purple
Charlotte Perkins Gilman

The Yellow Wallpaper
Unit 3
Katherine Mansfield
Bliss
Mahashweta Devi
Draupadi, tr. Gayatri Chakravorty Spivak (Calcutta: Seagull, 2002)
Unit 4
Mary Wollstonecraft
A Vindication of the Rights of Woman (New York: Norton, 1988) chap. 1,
pp. 11–19; chap. 2, pp. 19–38.
Kamala Markandya
Nectar in Sieve
Unit 5
Rassundari Debi
Excerpts from Amar Jiban in Susie Tharu and K. Lalita, eds.
Women’s Writing in India, vol. 1 (New Delhi: OUP, 1989)
The Confessional Mode in Women's Writing
Sexual Politics
Race, Caste and Gender
Social Reform and Women’s Rights
Course Outcomes
CO1 - Students will be able to understand gender equality and women’s rights.
CO2 - Students will learn about the revolutionary changes that occurred due to women empowerment.
CO3 - Students will be acquainted with the suppression and oppression a woman faces in a society.
CO4 - Students will learn about problems women faces within different cultures and political boundaries.
Course
Outcome
CO1 H M H
CO2 M H M H
CO3 H M H
CO4 H H H
Readings
1. Hector St John Crevecouer, ‘What is an American’, (Letter III) in Letters from an American Farmer
(Harmondsworth: Penguin, 1982) pp. 66–105.
2. Frederick Douglass, A Narrative of the life of Frederick Douglass (Harmondsworth: Penguin, 1982)
chaps. 1–7, pp. 47–87.
3. Henry David Thoreau, ‘Battle of the Ants’ excerpt from ‘Brute Neighbours’, in Walden
(Oxford: OUP, 1997) chap. 12.
4. Ralph Waldo Emerson, ‘Self Reliance’, in The Selected Writings of Ralph Waldo Emerson, ed. with a
biographical introduction by Brooks Atkinson (New York: The Modern Library, 1964).
5. Toni Morrison, ‘Romancing the Shadow’, in Playing in the Dark: Whiteness and Literary Imagination
(London: Picador, 1993) pp. 29–39.
Core Course 13: Popular Literature (BEN013B)
Course Objectives:
 This paper seeks to introduce the students to genres such as romance, detective fiction, fantasy/mythology,
which have a ―mass‖ appeal, and can help us gain a better understanding of the popular roots of literature.
 To enable students to trace the rise of print culture in England, and the emergence of genre fiction and
bestsellers
 To familiarize students with debates about culture, and the delineation of high and low culture
 To help them engage with debates about the canonical and non-canonical, and hence investigate the
category of literary and non-literary fiction.
Course Content
Harper Lee
Unit 1 To Kill a Mocking Bird
Paulo Coelho
The Alchemist
Nicholas Spark
Unit 2
The Notebook
Michael Ondaatje
Unit 3
The English Patient
Unit 4 Sarnath Banerjee

Corridor
Satyajit Ray
The Complete Adventures of Feluda (two stories)
Amish
Unit 5 The Immortals of Meluha
Ashwin Sanghi
The Rozabal Line
Coming of Age
The Canonical and the Popular Caste,
Gender and Identity
Ethics and Education in Children’s Literature Sense and
Nonsense
The Graphic Novel
Course Outcomes
CO1 - Students will be able to differentiate between canonical and the popular literature.
CO2 - Students will be able to understand the effectiveness of the detective fiction, fantasy/mythology and
romance which have a mass appeal.
CO3 - Students will have better understanding of the popular roots of literature.
CO 4 - Students will be able to differentiate between ’sense’ and ‘nonsense’ in literature.
Course
Outcome
CO1 H M H
CO2 H M H
CO3 H M
CO4 H L
Readings
1. Chelva Kanaganayakam, ‘Dancing in the Rarefied Air: Reading Contemporary Sri Lankan Literature’
(ARIEL, Jan. 1998) rpt, Malashri Lal, Alamgir Hashmi, and Victor
J. Ramraj, eds., Post Independence Voices in South Asian Writings (Delhi: Doaba Publications, 2001)
pp. 51–65.
2. Sumathi Ramaswamy, ‘Introduction’, in Beyond Appearances?: Visual Practices and Ideologies in Modern
India (Sage: Delhi, 2003) pp. xiii–xxix.
3. Leslie Fiedler, ‘Towards a Definition of Popular Literature’, in Super Culture: American Popular
Culture and Europe, ed. C.W.E. Bigsby (Ohio: Bowling Green University Press, 1975) pp. 29–38.
4. Felicity Hughes, ‘Children’s Literature: Theory and Practice’, English Literary History, vol. 45, 1978, pp.
542–61.
DSE 5: World Literature (BEN019B)

Course Objectives:
 This course seeks to introduce students to various genres of contemporary literature through works that are
familiar and have established themselves in the popular parlance.
 These texts will be studied from various prisms – class, caste, gender, race, etc., and will equip students with
an understanding of the linkages between literature history and society in our times
Course Content
V.S. Naipaul
Unit 1 Bend in the River
Antoine De Saint-Exupery
Unit 2 The Little Prince
Marie Clements
The Unnatural and Accidental Women, in Staging Coyote’s Dream: An
Anthology of First Nations, ed. Monique Mojica and Ric Knowles
Judith Wright
Unit 3 Bora Ring, in Collected Poems p. 8.
Gabriel Okara
The Mystic Drum, in An Anthology of Commonwealth Poetry, ed.C.D. Narasimhaiah
pp. 132–3.
Kishwar Naheed
The Grass is Really Like Me, in We the Sinful Women p. 41.
Shu Ting
Unit 4 Assembly Line, in A Splintered Mirror Chinese Poetry From the
Democracy Movement, tr. Donald Finkel, additional translations by Carolyn
Kizer
Julio Cortazar
Blow-Up, in Blow-Up and other Stories.
Unit 5 Jean Arasanayagam
Two Dead Soldiers, in Fussilade pp. 89–90.
The Idea of World Literature Memory,
Displacement and Diaspora Hybridity, Race
and Culture
Adult Reception of Children’s Literature
Literary Translation and the Circulation of Literary Texts Aesthetics
and Politics in Poetry
Course Outcomes
CO1 – Students will develop a comparative understanding of national literatures in the context of a globalizing
world, and an ability to situate texts in their cultural and historical contexts..
CO2 – Students will appreciate the aesthetic qualities of literary texts and develop an awareness of influential critical
and interpretive methods.
CO3 - Students will demonstrate ability to express oneself orally and in writing in a clear, coherent and persuasive
manner, and to construct an interpretive argument
CO4 - Students will demonstrate mastery of at least two languages.
Course
Outcome
CO1 H M H H H
CO2 H H
CO3 H M H H
CO4 M H H
Readings
1. Sarah Lawall, ‘Preface’ and ‘Introduction’, in Reading World Literature: Theory, History, Practice, ed.
Sarah Lawall (Austin, Texas: University of Texas Press, 1994) pp. ix–xviii, 1–64.
2. David Damrosch, How to Read World Literature? (Chichester: Wiley-Blackwell, 2009) pp. 1–64,
65–85.
3. Franco Moretti, ‘Conjectures on World Literature’, New Left Review, vol.1 (2000), pp. 54–68.
4. Theo D’haen et. al., eds., ‘Introduction’, in World Literature: A Reader (London: Routledge, 2012).
DSE 6: Children Literature (BEN020B)
Course Objectives:
 To appreciate the value of multicultural and international children’s literature in developing an
understanding of and appreciation for other cultures through literary genres
 To understand how authors use literary devices to get their message through
 To understand how children’s books support children’s development (cognitive, social, emotional, language
and aesthetic development)
 To appreciate how adults scaffold children’s thinking through dialogic reading and read aloud activities
 Knowledge and understanding of the interrelatedness of local, global, international and intercultural issues,
trends and systems through the use of children’s literature that addresses global issues.
Course Content
Lewis Carroll
Unit 1 Looking Through the Glass
Mark Twain
Unit 2
The Prince and The Pauper
E B White
Charlotte’s Web
Unit 3 Fairytales
Cindrella, Sleeping Beauty, Red Riding Hood
Vishnu Sharma
Panchtantra (any two stories)
Ruskin Bond
Unit 4 Room on the Roof and The Flight of Pigeons
Ogden Nash
Children Party
Roald Dahl
Unit 5 Snow White and the Seven Dwarf
R L Stevenson
My Shadow
Course Outcomes
CO1 – Student will understand how children’s books support children’s multiple perspectives and empathy while
promoting their cognitive, social, emotional, language and aesthetic development.
CO2 - Understand developmentally appropriate practices in which literature can and does support the goals of early
childhood education.
CO3 - Student will be able to apply technology to organize and integrate assessment information.
CO4 – Student will be able to recognize the importance of ELLs’ home languages and language varieties, and build
on these skills as a foundation for learning English.
CO5 – Student will be able to recognize how to cognitively engage children with and without disabilities.
Course
Outcome
CO1 H M M M M H
CO2 H H H
CO3 H M H M
CO4 H H H
CO5 M H H L
Readings
1. Peter Hunt: “Introduction: The World of Children’s Literature Studies”
2. Karín Lesnik-Oberstein: “Essentials: What is Children’s Literature? What is Childhood?”
Charles Sarland: “Ideology”
3. “Children’s Books: History and Trends”
4. “Organising Children’s Literature by Genre” (these are Chapter 5 and Chapter 6 from Tunnell, Michael O,
James S. Jacobs, Terrel A Young and Gregory Bryan. Children’s Litertaure: Briefly. Pearson: Boston,
2012. Print)
GE 5: English Language Teaching (BEN028B)
Course Objectives:
 To recognize the role of affect in language learning and account for individual
differences among learners in regard to motivation and attitude personality factors and
cognitive styles
 To help identify and adapt to the needs and expectations of the learner
 To be aware of the significant and current approaches in the fields of cognition and
language pedagogy
 To highlight the importance of teaching materials (in relation to the teaching- learning
context and their teaching purposes)
 To understand the importance of planning in ELT and develop lessons in the framework
of a planned strategy adapted to learners' level.
 To strengthen concepts of the fundamentals of English language.
 To understand the need for assessment and devise techniques for an evaluation plan that
is integrated into the learning process.
Course Content
Unit 1
Knowing the Learner
Unit 2 Structure of English Language
Unit 3
Methods of Teaching English Language and Literature
Unit 4
Materials for Language Teaching
Assessing Language Skills

Unit 5
Using Technology in Language Teaching
Course Outcomes
CO1 - Students will develop pedagogical and theoretical skills required for teaching English language.
CO2 - Other than basic theories in ELT, student will examine a variety of aspects related to learner
needs including multiple intelligences learning styles and strategies, communication strategies
classroom management issues use of technology and concepts of learner autonomy and learner
training.
CO3 - The student will also explore important aspects of learning teaching and assessment for English
language as well as certain fundamental aspects of the same.
CO4 – Student will learn to interact with class.
Course
Outcome
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO2 PSO3 PSO4 PSO PSO6
5
CO1 H H H H
CO2 H H
CO3 H H
CO4 H M H M
Suggested Readings
1. Penny Ur. A Course in Language Teaching: Practice and Theory (Cambridge: CUP
1996).
2. Marianne Celce-Murcia Donna M. Brinton and Marguerite Ann Snow. Teaching
English as a Second or Foreign Language (Delhi: Cengage Learning 4th edn 2014).
3. Adrian Doff (1988) Teach English: A Training Course For Teachers
(Teacher’s Workbook). Cambridge: CUP.
4. Harmer J. (2007) How to teach English (new ed.). Harlow Essex England: Pearson
Longman.
5. Krashen Stephen D. (1985) The Input Hypothesis: Issues and Implications.
London: Longman.
6. Lee Icy. (2017) Classroom Writing Assessment and Feedback in L2 School
Contexts. Hong Kong: Springer.
7. Lightbown and Spada (2006) ‘Corrective feedback in the classroom’ in How
languages are learned (third edition). Oxford: Oxford University Press 125- 28.
8. Aslam Mohammad. (2009) Teaching of English. 2nd edn. New Delhi: CUP.
9. Nunan D. Ed. (2003) Practical English Language Teaching. New York:
McGraw Hill.
10. Littlewood W. (1981) Communicative Language Teaching: An Introduction.
Cambridge: CUP.
11. Woodward T. (2012) Planning Lessons and Courses. Cambridge: CUP.
12. Rivers W. (2000) Interactive Language Teaching. Oxford: OUP.
GE 6: Marginalization in Indian Writing (BEN029B)
Course Objectives:
 Since the twentieth century, literary texts from varied contexts in India have opened up
new discursive spaces from within which the idea of the normative is problematized.
Positions of marginality, whether geographical, caste, gender, disability, or tribal,
offer the need to interrogate the idea of the normative as well as constitutions of the
canon. Though this engagement has been part of literary academic analysis, it has just
begun making its foray into the syllabus of English Departments of Indian universities
 This paper hopes to introduce undergraduate students to perspectives within Indian
writing that acquaint them with both experiences of marginalization, alongside with
examining modes of literary stylistics that offer a variation from conventional practice
Course Content
Caste
BR Ambedkar
Annihilation of Caste: The Annotated Critical Edition, Chaps 4 (233-
236) 6 (241-244) and 14 (259-263) (New Delhi: Navayana
Publications, 2015).
Bama
Sangati Chapter 1, trans. Lakshmi Holmstrom (New Delhi: Oxford University
Unit 1 Press2005) pp. 3 -14.
Ajay Navaria
Yes Sir, Unclaimed Terrain, trans. Laura Brueck(New Delhi: Navayana,
2013) pp. 45-64.
Aruna Gogulamanda
A Dalit Woman in the Land of Goddesses, in First Post, 13
August 2017.
Disability
Rabindranath Tagore
Subha, Rabindranath Tagore: The Ruined Nest and Other Stories,trans.
Mohammad A Quayum(Kuala Lumpur: Silverfish, 2014)pp. 43-50.
Malini Chib
Why Do You Want to Do BA,One Little Finger(New Delhi: Sage, 2011)pp. 49-82.
Unit 2 Raghuvir Sahay
The Handicapped Caught in a Camera, trans. Harish Trivedi, Chicago Review 38: 1/2
(1992) pp. 146-7.
Girish Karnad
Broken Images Collected Plays: Volume II(New Delhi: Oxford University Press,
2005) pp. 261-84.
Tribe
Waharu Sonawane
Literature and Adivasi Culture ,Lokayana Bulletin, Special Issue on Tribal
Identity, 10: 5/6 (March-June 1994): 11-20
Unit 3
Janil Kumar Brahma
Orge, Modern Bodo Short Stories, trans. Joykanta Sarma (Delhi: Sahitya
Akademi,2003) pp. 1-9.
D. K.Sangma
Song on Inauguration of a House ,trans. Caroline Marak, Garo Literature(Delhi:
Sahitya Akademi, 2002) pp. 72-73.
Randhir Khare
Raja Pantha,The Singing Bow: Poems of the Bhil(Delhi: Harper
Collins, 2001) pp. 1-2.
Gender
Living Smile Vidya
‘Accept me!’ in I Am Vidya: A Transgender's Journey (New Delhi: Rupa, 2013)pp.
69-79.
Rashid Jahan
‘Woh’, trans. M. T. Kahn, in Women Writing in India 600 BC to the Present Vol 2
Unit 4 Susie Tharu and K Lalita.eds(New York: The Feminist Press, 1993) pp. 119-22.
Ismat Chugtai
‘Lihaf’, trans. M. Assadudin,Manushi, Vol. 110, pp. 36-40.
Hoshang Merchant
Poems for Vivan, in Same Sex Love in India: Readings from Literature and History,
Ruth Vanita and Saleem Kidwai,eds(New York: Palgrave, 2001) pp. 349-51.
North East
Mamang Dai
Myths of Creation ,Arunachal: A Hidden Land(New Delhi: Penguin,
2009) pp. 37-50.
Cherrie L Chhangte
What Does an Indian Look Like, Tilottoma Misra, ed., The Oxford Anthology of
Writings from North-East India: Poetry and Essays(New Delhi: Oxford UP,
2011) p. 49.
Unit 5
K. S.Nongkynrih
Ren ,Anthology of Contemporary Poetry from the Northeast,K. S. Nongkynrih and
R. S.Ngangom, eds(Shillong, India: NEHU Publications, 2003)pp.158-59.
IndiraGoswami
The Offspring, trans. Indira Goswami,Inner Line: The Zubaan Book of Stories by
Indian Women,Urvashi Butalia, ed. (New Delhi: Zubaan, 2006)pp. 104-20.
Course Outcomes
CO1 - Students will approach to literature through the lens of varied identity positions and evolve in
them a fresh critical perspective for reading literary representations
CO2 – Student will be to explore various forms of literary representations of marginalisation as well
as writing from outside what is the generally familiar terrain of Indian writing in schools
CO3 – Student will be aware of the different ways in which literary narratives are shaped, especially
since some of the texts draw on traditions of the oral mythic folk and the form of life-narrative
as stylistics
CO4 – Student will understand how literature is used also to negotiate and interrogate this
hegemony
Course
Outcome
CO1 H M H
CO2 H H
CO3 H H H
CO4 H M L H
SEC1 : Literature In Social Spaces (SEC001B)
Course Objectives:
 To use texts (literary or otherwise) to equip students with skills crucial to understand
and deal with the practicalities of the everyday be it with regard to workplace intimate
networks or social media.
 To link critical thinking skills developed by studying the Humanities especially
Literature and other skills which are often termed ‘soft skills’.
 The course focuses on the empathy building capacity of Literature and the application
of critical thinking and problem solving skills employed in literary analysis to develop
an understanding of the value of literature in social and professional spaces.
 To provide the foundation for developing skills such as better communication and
empathy understanding the value of teamwork the need for adaptability and the role of
leadership and mentoring.
Course Content
Humanities and Soft skills

a) ‘Creative and Arts Graduates have the Soft Skills needed to
make them Work- Ready’ by Mark Harman in The Independent
22 June 2016 (https://www.independent.co.uk/student/career-
planning/creative-arts-graduates-soft- skills-graduate-
employment-university-subjects-work-ready-a7095311.html)
b) ‘Leadership in Literature’ by Diane Coutu in The Harvard
Unit 1
Business Review March 2006 (https://hbr.org/2006/03/leadership-
in-literature)
c) ‘How Literature informs Notions of Leadership’ by Gregory
L.Eastwood in Journal of Leadership Education Vol 9 Issue 1
2010
(http://journalofleadershiped.org/attachments/article/161/JO
LE_9_1_Eastwood.pdf)
Emotional Intelligence Adaptability and Mental Health

a) Daniel Goleman. ‘Don’t let a bully boss
affect your mental health’
http://www.danielgoleman.info/dont-let-a-bully-boss-affect-
Unit 2
your-mental-health/
b) William Blake ‘The Chimney Sweeper’ fromSongs of
Innocence and Songs of Experience (both versions - 2 poems)
c) W. Somerset Maugham‘The Verger’ (short story)
Critical Thinking and Problem Solving

a) ‘On the Writers Philosophy of Life’ by Jack London in The
Unit 3 Editor October 1899 (essay)
b) Nicholas Bentley‘The Lookout Man’ (short story) in S.P.
Dhanvel’s English and Soft Skills
(Delhi: Orient Blackswan 2010).
c) J.K. Rowling. ‘The Fringe Benefits of Failure and the
Importance of Imagination' (extract from her speech atHarvard 2008) h
Teamwork and Team Management

a) Extract from Mark TwainHuckleberry Finn in S.P. Dhanvel’s
English and Soft Skills
Unit 4
(Delhi: Orient Blackswan 2010).
b) ‘The Builders’ by Henry Wadsworth Longfellow (poem)
Leadership and Mentoring

a) ‘If’ by Rudyard Kipling (poem)
Unit 5 b) ‘Are you my Mentor?’ by Sheryl Sandberg in Lean in:
Women Work and the Will to Lead
(London: Penguin Random House 2015).
Suggested Screenings
1. 2002 Documentary -- The Tales of the Night Fairies (teamwork leadership and
adaptability)
2. 1993 Film --What’s Eating Gilbert Grape? (self-awareness family and care)
3. 2000 Film-- Erin Brockovich (soft skills and empathy)
4. 2003 Film --Monalisa Smile (leadership and mentorship)
5. 2016 Film-Hidden Figures (affective leadership and teamwork)
6. 2016 TV Serial --Black Mirror: Season 3 Nosedive (mental health and social media)
7. 2007 Film -- Chak De India (teamwork leadership mentoring)
Course Outcomes
CO1 - Students will be familiarized with the link between the Humanities and ‘soft skills’
CO2 - They will be encouraged to focus on the value of literature as an empathy- building
experience.
CO3 - They will learn to apply critical thinking and problem solving skills developed by the study of
literature to personal social and professional situations.
CO4 - Students will be encouraged to enhance their teamwork skills by working in groups and to
understand the processes of leadership and mentoring.
CO5 - Students will work on their presentation skills and build on the idea of ‘narratives’ to better
communicate with target audiences.
Course
Outcome
CO1 M H H
CO2 H M H
CO3 H H
CO4 H M H M
CO5 H H
SEC 2: Introduction to Creative Writing for Media (SEC002B)
Course Objectives:
 This course introduces students to the concepts of ‘creativity’ in general and ‘creative writing’ in particular.
This paper focuses especially on writing for the media ranging from newspapers and magazines to emerging
new media forms. After being given a foundation in the theoretical aspects of writing for the media real life
examples will provide a practical exposure.
 This course will encourage students to be active readers and writers who will engage with contemporary
issues in a well informed manner. This course will be of interest to those students who wish to pursue
creative writing especially those who wish to work in the media.
Course Content
What is Creative Writing?
a) Defining and Measuring Creativity
Unit 1 b) Inspiration and Agency Creativity and Resistance
c) What is Creative Writing? Can it be taught?
d) The importance of Reading
The Art and Craft of Creative Writing
a) Styles and Registers
b) Formal and Informal Usage
Unit 2
c) Language Varieties Language and Gender
d) Disordered Language
e) Word order Tense and Time Grammatical differences
Writing for the Media
a) Introduction to Writing for the Media
b) Print Media
Unit 3
c) Broadcast Media
d) New Media
e) Advertising and Types of Advertisements
Revising Rewriting and Proof Reading
a) Revising
Unit 4
b) Rewriting
c) Proof reading and proof-reading marks
Suggested Methods of Internal Evaluation: It is recommended that students be asked to prepare a

portfolio of original writings which will include any 4 from:
a) Creativity in everyday life
b) An advertisement
c) A news report
d) A review of a film/book/play/restaurant
e) A travel review /page from a travelogue
f) An editorial
g) A blog /vlog entry
Course Outcomes
CO1 - This course will introduce students to the idea that creativity is a complex and varied
phenomenon which has an important relationship with social change.
CO2 - Students will become familiar with ideas about language varieties and the nuances of
language usage.
CO3 - Students will be introduced to the language and types of media writing across forms and
genres.
CO4 - This course will encourage students to revise their work critically and inculcate the skills of
proofreading.
Course
Outcome
CO1 H H
CO2 H M H
CO3 H M H H M
CO4 H M H
References:
Creative Writing: A Beginners’ Manual by Anjana Neira Dev et al. For The
Department of English University of Delhi New Delhi Pearson 2008.
Recommended Additional Resources: English for Journalists (vol 2) by Wynford Hicks.

Routledge: New York2007.
Semester VI
Dissertation (BEN023B)
Course Objectives:
 To develop research aptitude in students so that they can design and conduct an original and ethical
research.
 To make students write a dissertation in the MLA format.
 To learn researches like empirical/data based (quantitative, qualitative, or mixed-methods)
 To do critical review of research and theory.
 To gain insights about the domain researched and critically reflecting on the steps of the research process.
Course Content
Abstract & Introduction: Understanding the area of research, ethical guidelines of
Unit 1
research, and finalization of Topic; Theoretical underpinnings
Review of Literature: Understanding and exploration of related research in the
Unit 2 discipline
Methodology: Designing the Study, Methods of Data Collection as per the

Unit 3 requirements of the topic and design
Data Analysis & Discussion: Qualitative and/or Quantitative Analysis as per the
Unit 4 design and aims of the research
Course Outcomes
CO 1: Students will be able to design and conduct an original and ethical research.
CO 2: Students will be able to write a dissertation in the MLA format.
CO 3: Students will learn researches like empirical/data based (quantitative, qualitative, or mixed-methods)
CO 4: Students will be able to do critical review of research and theory.
CO 5: They will gain insights about the domain researched and critically reflecting on the steps of the research
process.
Course
Outcome
CO1 H H
CO2 H H
CO3 H H
CO4 H H
CO5 H H H H H
References:
§ Kerlinger, N. (1996). Foundations of behavioural research. India: Prentice Hall
§ Latest MLA manual for dissertation
§ As per the area of work
Core Course 14: Postcolonial Literature (BEN014B)

Course Objectives:
 To introduce the students to post-colonial literature that includes the theory and concepts of post-colonial
studies.
 To familiarize students with development and practice of post-colonial theory.
 To enable students to make a critical analysis of a work of art within the frames of post-colonial studies.
 To facilitate students to gain knowledge about the terms and concepts exclusives of post-colonial literature
Course Content
Chinua Achebe
Unit 1
Things Fall Apart
Gabriel Garcia Marquez

Unit 2 Chronicle of a Death Foretold
Jean Rhys
Unit 3 Wide Sargasso Sea
Bessie Head
The Collector of Treasures
Ama Ata Aidoo
The Girl who can
Unit 4 Grace Ogot
The Green Leaves
Pablo Neruda
Tonight I can write
The Way Spain Was
Derek Walcott
A Far Cry from Africa
Names
David Malouf
Revolving Days
Unit 5
Wild Lemons
Mamang Dai
Small Towns and the River
The Voice of the Mountain
De-colonization, Globalization and Literature
Literature and Identity Politics
Writing for the New World Audience Region,
Race, and Gender
Postcolonial Literatures and Questions of Form
Course Outcomes
CO1 - Students will gain knowledge about the terms and concepts exclusive to the post-colonial literature.
CO2 - Students will be familiarized with the development of post-colonial literature
CO3 - Students will be acquainted with the major theories and reputed writers who practice those theories.
CO4 - Students will understand that how the colonial power has provoked from the nation in their search for a
literature of their own.
Course
Outcome
CO1 H M H
CO2 H M H
CO3 H M M H
CO4 H H
Readings
1. Franz Fanon, ‘The Negro and Language’, in Black Skin, White Masks, tr. Charles Lam Markmann
(London: Pluto Press, 2008) pp. 8–27.
2. Ngugi wa Thiong’o, ‘The Language of African Literature’, in Decolonising the Mind
(London: James Curry, 1986) chap. 1, sections 4–6.
Gabriel Garcia Marquez, the Nobel Prize Acceptance Speech, in Gabriel Garcia Marquez: New Readings, ed.
Bernard McGuirk and Richard Cardwell (Cambridge: Cambridge University Press, 1987
DSE 7: Travel Literature (BEN021B)
Course Objectives:
 Exploring contemporary travel writing and the genre it represents, literary and non fiction.
 To acquire knowledge about the studied texts and about an important and popular literary genre.
 To develop the student's ability to analyse and discuss travel narratives in the light of, and aided by,
relevant theory.
Course Content
Ibn Batuta: ‘The Court of Muhammad bin Tughlaq’
Khuswant Singh’s City Improbable: Writings on Delhi, Penguin
Publisher
Unit 1
Al Biruni: Chapter LXIII, LXIV, LXV, LXVI, in India by Al Biruni,
edited by Qeyamuddin Ahmad, National Book Trust of India
Mark Twain: The Innocent Abroad (Chapter VII , VIII and IX) (Wordsworth
Classic Edition)
Ernesto Che Guevara: The Motorcycle Diaries: A Journey around South
Unit 2
America (the Expert, Home land for victor, The city of viceroys), Harper
Perennial
William Dalrymple: City of Dijnn (Prologue, Chapters I and II) Penguin Books
Rahul Sankrityayan: From Volga to Ganga (Translation by Victor Kierman)
Unit 3
(Section I to Section II) Pilgrims Publishing
Nahid Gandhi: Alternative Realties: Love in the Lives of Muslim Women,

Chapter ‘Love, War and Widow’, Westland, 2013
Elisabeth Bumiller: May You be the Mother of a Hundred Sons: a Journey
Unit 4 among the Women of India, Chapters 2 and 3, pp.24-74 (New York: Penguin
Books, 1991)
Elizabeth Gilbert: Eat, Pray and Love.

Unit 5
Suggested Topics and Background Prose Readings for Class Presentations Topics:
Travel Writing and Ethnography Gender

and Travel Globalization and Travel
Travel and Religion
Orientalism and Travel
Course Outcomes
CO1 – Student will acquire knowledge of the forms, techniques, and uses of the "fourth genre" of creative
nonfiction.
CO2 – Student will be familiarized with the forms and purposes of contemporary nonfiction travel writing.
CO3 – Student will gain knowledge of the many themes of travel writing, which explores subjects that are
personal, political, scientific, cultural, historical, and more.
CO4 – A student will have a passport to "virtual travel" and thus a better understanding of the world and an
improved sense of global geography.
Course
Outcome
CO1 H H H
CO2 M H H
CO3 H M M H M
CO4 H H H M
Readings
1. Susan Bassnett, ‘Travel Writing and Gender’, in Cambridge Companion to Travel Writing, ed. Peter
Hulme and Tim Young (Cambridge: CUP,2002) pp, 225-241
2. Tabish Khair, ‘An Interview with William Dalyrmple and Pankaj Mishra’ in Postcolonial Travel
Writings: Critical Explorations, ed. Justin D Edwards and Rune Graulund (New York: Palgrave
Macmillan, 2011), 173-184
3. Casey Balton, ‘Narrating Self and Other: A Historical View’, in Travel Writing: The Self and The
Other (Routledge, 2012), pp.1-29
4. Sachidananda Mohanty, ‘Introduction: Beyond the Imperial Eyes’ in Travel Writing and Empire (New
Delhi: Katha, 2004) pp. ix –xx.
DSE 8: Autobiography (BEN022B)
Course Objectives:
 To learn the elements of biography and autobiography
 To determine what information is included in biographies and autobiographies.
 To identify the text structure used in biographies and autobiographies and explain why it is used.
To compare/contrast the use of point of view and text structure in biographies and autobiographies
Course Content
Jean-Jacques Rousseau
Confessions, Part One, Book One, pp. 5-43, Translated by Angela Scholar (New
Unit 1 York: Oxford University Press, 2000). Benjamin Franklin’s Autobiography,
pp.5-63, Edited by W. Macdonald (London: J.M. Dent and Sons, 1960).
M. K. Gandhi
Autobiography or the Story of My Experiments with Truth, Part I Chapters II to
IX, pp. 5-26 (Ahmedabad: Navajivan Trust, 1993). Annie Besant’s
Unit 2
Autobiography, Chapter VII, Atheism As I Knew and Taught It, pp. 141- 175
(London: T. Fisher Unwin, 1917).
Binodini Dasi
Unit 3 My Story and Life as an Actress, pp. 61-83 (New Delhi: Kali for Women,1998).
A.Revathi
Truth About Me: A Hijra Life Story, Chapters One to Four, pp. 1-37 (New
Unit 4 Delhi: Penguin Books, 2010.)
Richard Wright
Black Boy, Chapter 1, pp. 9-44 (United Kingdom: Picador, 1968). Sharankumar
Unit 5 Limbale’s The Outcaste, Translated by Santosh Bhoomkar, pp. 1-39 (New Delhi:
Oxford University Press, 2003)
Suggested Topics and Background Prose Readings for class Presentations:
Self and society

Role of memory in writing autobiography Autobiography as
resistance Autobiography as rewriting history
Course Outcomes
CO1 – Student will learn about the form and elements of biography and autobiography.
CO2 – Student will be able to plan a personal narrative using pre writing technique.
CO3 – Student will be able to identify key language, structure, organization and presentational features in
autobiographical writing.
CO4 – Student will learn to interpret biography and autobiography as rewriting of history.
CO5 – Student will be able to read the text in context of self and society.
Course
Outcome
CO1 H M H
CO2 H M H
CO3 M H H
CO4 H H H
CO5 H M
Readings:
1. James Olney, ‘A Theory of Autobiography’ in Metaphors of Self: the meaning of autobiography
(Princeton: Princeton University Press, 1972) pp. 3-50.
2. Laura Marcus, ‘The Law of Genre’ in Auto/biographical Discourses (Manchester: Manchester University
Press, 1994) pp. 229-72.
3. Linda Anderson, ‘Introduction’ in Autobiography (London: Routledge, 2001) pp.1- 17.
4. Mary G. Mason, ‘The Other Voice: Autobiographies of women Writers’ in Life/Lines: Theorizing
Women’s Autobiography, Edited by Bella Brodzki and Celeste Schenck (Ithaca: Cornell University Press,
1988) pp. 19-44.
GE7: Graphic Narratives (BEN030B)
Course Objectives:
The graphic narrative in long form is today a prominent and popular mode in visual cultures
its accessibility making it often the first entry point to the world of literature for many young
people As a form it has been omnivorous in providing representation to both dominant
hegemonic values as well as subversive ones The best examples of the form work through
the interconnection of art and text the intersection of drawing coloured and blank spaces
proportion and pithy dialogue
Course Content
George Remi
The Adventures of Tintin: Red Rackham's Treasure UK: Egmont 2013 (1943)
Unit 1 Goscinny Rene and Uderzo Albert
Asterix and Cleopatra Delhi: Hachette 2015 (1963)
Marjane Satrapi
Unit 2 Persepolis (London: Vintage, 2008 [2003])
Amruta Patil
Unit 3 Kari (Delhi: Harper Collins, 2008)
Srividya Natarajanand Aparajita Ninan,
Unit 4 A Gardener in the Wasteland (Delhi: Navayana, 2016)
Keywords
Visual literacy
Popular public cultures Visual arts
Narrative
Interpretation and reading
Course Outcomes
CO1 - introduce graphic narrative to students of non-literary studies backgrounds
CO2 - provide a toolkit for them to acquire visual literacy and thus to equip them to better understand
popular public cultures
CO3 - examine how major graphic narrative comment on contemporary culture history and mythology
CO4 - provide visual literacy tools through examining visual arts as extending translating and
providing a new textual vocabulary to narrative including fictional and non-fictional narrative
CO5 - provide exposure to major genres within the field such as that of the mass- circulation ‘comic’
book the fictionalized autobiography/memoir biographical texts and that of fiction
CO6 -provide tools for the exploration of form and genre that are sensitive to nuances of race gender
caste ethnicity ableism and sexuality
CO7 - enable students from backgrounds in subjects other than English literary studies to broaden their
skill-sets in textual interpretation reading and writing about texts
Course
Outcome
CO1 H H
CO2 H H
CO3 H H H H
CO4 H H H
CO5 H M H
CO6 H M M H
CO7 H H H M
GE 8: Literature in Cross-Cultural Encounters (BEN031B)
Course Objectives:
 Acknowledging literature’s status as an important medium in making sense of the world we
live in this paper will enable students to critically view their locatedness within a larger
globalized context.
 By reading texts cross-culturally students will engage with people’s experience of caste/class
gender race violence and war and nationalities and develop the skills of cross-cultural
sensitivity.
 The paper will give them the vocabulary to engage with experiences of people from varying
cultures and backgrounds particularly relevant in contemporary times as these issues continue
to be negotiated in the workplace as well as larger society.
Course Content
Caste/Class
‘Caste Laws’ -- Jotirao Phule
Unit 1 ‘Deliverance’ -- Premchand
‘Kallu’ – Ismat Chughtai
‘Bosom Friend’ -- Hira Bansode
Gender
‘Shakespeare’s Sister’ -- Virginia Woolf
‘The Exercise Book’ -- Rabindranath Tagore
Unit 2 ‘A Prayer for My Daughter’ -- WB Yeats
‘Marriages Are Made’ -- Eunice de Souza
‘The Reincarnation of Captain Cook’ -- Margaret Atwood
Race
‘Blackout’ -- Roger Mais
‘Telephone Conversation’ – Wole Soyinka
Unit 3
‘Harlem’ -- Langston Hughes
‘Still I Rise’ -- Maya Angelou
Violence and War

‘Dulce et Decorum Est’ -- Wilfred Owen
‘Conscientious Objector’ -- Edna St Vincent Millay
‘Naming of Parts’ – Henry Reed
Unit 4
‘General Your Tank Is a Powerful Vehicle’ – Bertolt Brecht
‘A Chronicle of the Peacocks’ – Intizar Husain
‘Ghosts of Mrs Gandhi’ -- Amitav Ghosh
Living in a Globalized World

‘Toys’ -- Roland Barthes
‘Indian Movie New Jersey’ -- Chitra Banerjee Divakaruni
Unit 5
‘At Lahore Karhai’ – Imtiaz Dharker
‘The Brand Expands’ -- Naomi Klein
Course Outcomes
CO1 -The students will develop skills of textual and cultural analysis
CO2 -Student will develop insights into and interpretations of complex cultural positions and
identities.
CO3 - They will pay specific attention to the use of language and choice of form/genre that affects the
production and reception of meaning between writers and readers.
CO4 – Students will be able to express or inform about culture through literature
Course
Outcome
CO1 H M H
CO2 H M
CO3 H H M
CO4 H L H
Readings
Selections from The Individual and Society: Essays Stories and Poems edited by Vinay Sood et
al. for The Department of English University of Delhi New Delhi Pearson 2006.
SEC 3: Introduction to Theatre and Performance (SEC003B)
Course Objectives:
 The course is intended for students who specialize in English Literature. The idea is to
acquaint them with historical processes at work to understand the way in which
techniques/methodology of drama have evolved over a period of time.
 There are two aspects to this course. One is the development of aesthetics in the Indian
context from the pre-independence to post- independence period. The course also looks at
censorship acts the politics of the market and other factors to locate the socio-political context
of drama. There will also be a discussion of the popular forms of performance in India.
 The second aspect is the development of theories and practice of drama in Europe and their
impact on the Indian context.
Course Content
Introduction
 What is a text?
 What is a performance?
Unit 1
 The uniqueness of the dramatic text: Literature and/or Performance?
The politics of a Dramatic text: endorsement status quo vs.
subversion
Theories of Performance
 Performance theory
(Richard Schechner/Dwight Conquergood)
Unit 2  Radical theories
(Bertolt Brecht Augusto Boal)
 Classical theories (Natyashastra Aristotle)
The State the Market and the History of Theatre

 Under British rule
(Viceroy Northbrook–censorship Neeldarpan Nabanna– IPTA)
 (Popular forms: Jatra Tamasha Nautanki Burrakatha Dastangoi and
Unit 3 others)
 Modern Indian theatre in the post-independence period
o (Bourgeois theatre and theatre of change Feminist theatre)
o (Street theatre Janam)
Modern Western theatre

 Naturalism
(Realism)
Unit 4 (Stanslavisky)
 Epic theatre: theatre as criticism
o Brecht Dario Fo and France Rame)
 Theatre that resists the state and market
The Performative Act
 Performance space
Unit 5
o (in the round proscenium amphitheatre thrust stage etc.)
 Space Lights Costumes Sets
Suggested Plays for Performance

Euripides Medea
Clifford Odet Waiting For Lefty Bertolt Brecht
Caucasian Chalk Circle Dario Fo Can't Pay
Won't Pay
Franca Rame A Woman Alone
Mahesh Dattani Dance Like A Man
Course Outcomes
CO1 - The students opting for this course will be able to understand the different theories of drama
in Europe and India both from the point of view of theory and performance.
CO2 - The students will be able to make connections between socio-economic processes at work and
the emergence of a certain kind of dynamic within theatre.
CO3 - As this is a Skill Enhancement Course the students will put up a performance at the end of
the course making use of the different kinds of aesthetics they have studied.
CO4 – Students will be able to understand and express ‘self’.
Course
Outcome
CO1 H M H
CO2 M H H
CO3 M H L
CO4 M M
Readings
‘Faith and the Sense of Truth’ Section I (pp. 121-23) From
chapter 8
Stanislavski Constantin. 1936. An Actor Prepares. London: Methuen 1988 ‘A
Short Organum for the Theatre’ (para 26 - 67) (pp.186-201)
Brecht Bertolt. Brecht on Theatre: The Development of an Aesthetic. Trans. and Ed. Willett
John.New York: Hill and Wang 1957.
‘Breaking Down the Fourth Wall’ (pp. 73-74)
Dario Fo. The Tricks of the Trade. Trans. Joe Farell. London: Methuen Drama 1991. ‘The Fan
and the Web’ (pp. xvi -xix)
Schechner Richard.Performance Theory New York: Routledge 2002
SEC 4: Modes of Creative Writing -- Poetry Fiction and Drama (SEC004B)
Course Objectives:
 This course introduces students to Creative Writing in the three fundamental modes –
poetry fiction (short story and novel) and drama (including scripts and screen plays).
 The students will be introduced to the main tropes and figures of speech that distinguish
the creative from other forms of writing.
 The students will be able to see language as not just a means of communication but as
something that can be played with and used for the expression of the whole range o f
human emotion and experiences.
 Within each literary mode the students will study conventional as well as contemporary
expressions. This course will interest those who wish to engage with the discipline of
creative writing in its varied manifestations.
Course Content
The Art and Craft of Writing
a) Tropes and Figures of Speech
Unit 1 (examples of figures of speech based on
similarity/obliqueness/difference/extension/utterance and
word building should be discussed and practiced in class)
Modes of Creative Writing -- Poetry and Fiction

a) Writing to Communicate
b) Writing Poetry-Definitions of Poetry/Difference between Poetry and Prose
c) Form and Technique Shapes
d) Dominant Forms and Modes of Poetry
Unit 2 e) Writing Verse for children
f) Writing Fiction-Differences between Fiction and Non Fiction
g) Literary and Popular Fiction
h) Creating Character Plot Setting and POV
i) Writing for Children
Modes of Creative Writing-Drama and Screenplay

a) What is a Drama-Concept
b) Plot and Character in Drama
c) Verbal and Non-verbal elements in Drama
Unit 3
d) Contemporary Theatre in India – a brief overview
e) Writing for Films --Screenplay conventions
f) Scripting for Children --Theatre and Films
Editing and Preparing for Publication

a) Editing and proof reading your manuscript
Unit 4 b) Preparing a manuscript for Publication
Suggested Methods of Internal Evaluation

It is recommended that students be asked to prepare a portfolio of original writings which will
include any 4 from:
a) Illustrated examples using tropes and figures of speech in writing
b) A Poem
c) A Short Story
d) A Dramatic Sequence
e) Writing for Children -- a poem/short story/dramatic sequence
f) A Dummy Manuscript
A poem/short story/dramatic sequence in a different form from the one used in a)/b)/c)
Course Outcomes
CO1 - This course will introduce students to a variety of tropes and figures of speech and sensitize
them to the texture of literary language.
CO2 - This will help them to understand the importance of reading with a view to unlocking the
writers’ craft.
CO3 - The students will be introduced to the various forms of poetry fiction and drama and the wide
range of possible genres within them.
CO4 - The students will be made aware of the range of career opportunities that exist within the
field of creative writing as well as within the realm of theatre and performance.
CO5 - This course will encourage students to revise their work critically and inculcate the skills of
editing and preparing their work for publication.
Course
Outcome
CO1 H M M H
CO2 H H L
CO3 H H
CO4 H M M M H
CO5 H M M H M
Prescribed Text
Creative Writing: A Beginners’ Manual by Anjana Neira Dev et al. for The Department of
English University of Delhi New Delhi Pearson 2008.
Recommended Additional Resources
Cambridge Companion to Creative Writing edited by David Morley and Philip
Nielsen.Cambridge University Press: Cambridge 2012.

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FACULTY OF HUMANITIES

BOARD OF STUDIES : B.A. (Hons.) English

FOR ACADEMIC SESSION 2019-20

Course Code Course Name L T P C

BEN001C Modern Language Usage and 4 1 0 5

Course Code Course Name L T P C

BMT004B Mathematical Methods - IV 3 1 0 4

BEC035B Principles of Macroeconomics - II 3 1 0 4

BEN008B British Literature: The Early 20th 4 1 0 5

Course Code Course Name L T P C

BPS037B Psychology of Creativity 3 0 0 3

SEC001B Literature in Social Spaces 3 1 0 4

BMC109A Value Education 3 0 0 3

L = Number of Lectures hours/week

S Course Type No. of Color

PO 6- Environment and Sustainability

PO 7- Self-directed Life-long Learning

Core Courses: 14 Nos.

Course Articulation Matrix: (Mapping of COs with POs and PSOs)

Course Articulation Matrix: (Mapping of COs with POs and PSOs)

Core Course 3: Indian Writing in English (BEN003B)

 To critique the regional influence on the writings in English

Unit 3 Girish Karnad

Unit 4 Raja Rao

Unit 5 Mahesh Dattani

AECC 1: Environmental Studies (BMC061A)

 Create an awareness about environmental problems among students

 Develop an attitude of concern for the environment.

 Motivate public through students to participate in environment protection and

The Multidisciplinary Nature of Environmental Studies: The

Ecosystems, Biodiversity and Its Conservation: •Concept of an

• Structure and function of an ecosystem.

• Producers, consumers and decomposers.

• Energy flow in the ecosystem. Ecological succession.

• Food chains, food webs and ecological pyramids.

• Introduction, types, characteristic features, structure and function of the following

• Introduction, definition: genetic, species and ecosystem diversity.

• Biogeographical classification of India.

Environmental Pollution: •Definition

• Causes, effects and control measures of

(e) Noise pollution (f) Thermal pollution (g) Nuclear

• Role of an individual in prevention of pollution. •Pollution case studies.

•Disaster management: Foods, earthquake, cyclone and landslides.

• Urban problems related to energy.

• Wildlife Protection Act. •Forest Conservation Act.

•Issues involved in enforcement of environmental legislation.

•Population growth, variation among nations.

•Population explosion—Family Welfare Programme.

• Environment and human health.

• Women and Child Welfare. •Role of Information Technology in environment and

• Visit to a local area to document environmental assets—

• Visit to a local polluted site—Urban/Rural/Industrial/Agricultural.

• Study of common plants, insects, birds.

•Study of simple ecosystems—pond, river, hill slopes, etc. (Field

CO/PO PO1 PO2 PO3 PO4 PO5 PO6 PO7

Course Articulation Matrix: (Mapping of COs with POs and PSOs)

Core Course 5: British Literature - 18th Century (BEN005B)