B.A. Hons English

Scheme of Examination and Courses of Reading
for B.A. (Hons.) English UGCF based on NEP
SEMESTER-IV
SCHOOL OF OPEN LEARNING

University of Delhi
Syllabus Applicable for the students seeking admission to

B.A.(Hons.) English Course from 2022-2023 onwards
B.A. (HONS.) ENGLISH SEMESTER-IV
CORE COURSE (DSC)

(All are compulsory)
DSC-10 : American Literature
DSC-11 : Indian Writing in English
DSC-12 : Indian Writing in English Translation
GENERIC ELECTIVE (GE)
(Choose Any One)
Commerce : Basics of Organization Behaviour
OR
Personal Financial Planning
Economics: Basic Statistics for Economics
History :Religious Traditions in the Indian Subcontinent
Mathematics : Elements of Real Analysis
Political Science : Western Political Philosophy
BMS: Personal Finance
BBA: Personal Finance
OR
Discipline Specific Elective (DSE)
Dystopian Writings
ABILITY ENHANCEMENT COURSE (AEC) (Any one)
Assamese AEC (A)-II : Journalistic Writing in Assamese
Assamese AEC (B)-II : Intermediate Assamese
Bengali AEC (A)-II : Journalistic Writing in Bengali
Bengali AEC (B)-II : Intermediate Bengali
Hindi A :व्‍यावहारिक‍हहिंदी‍(for students who studied Hindi upto XIIth Std.)
Hindi B :जनसिंचाि‍औि‍िचनात्‍मक‍लेखन‍(for students who studied Hindi upto Xth Std.)
Hindi C :हहन्‍दी‍भाषा‍औि‍तकनीक (for students who studied Hindi uptoVIIIth Std.)
Punjabi :Punjabi Bhasha Ate Media
Sanskrit A : Advance Ancient Indian Economy (for students who studied Sanskrit uptoXIIth Std.)
Sanskrit B : Intermediate Administrative Structure in Kautilya's Arthasastra (for students who studied
Sanskrit uptoXth Std.)
Sanskrit C : (Introductory) Culture and Society सिंस्‍कृततसमाजश्‍च (for students who studied Sanskrit
uptoVIIIth Std.)
Tamil AEC (A)-II : Journalistic Writing in Tamil
Tamil AEC (B)-II : Intermediate Tamil
Telugu AEC (A)-II : Journalistic Writing in Telugu
Telugu AEC (B)-II : Intermediate Telugu
Urdu A :(for students who studied Urdu uptoXIIth Std.)
Urdu B :(for students who studied Urdu uptoXth Std.)
SKILL ENHANCEMENT COURSE (SEC)
(Any one other than opted in Sem-I, II & III)
Commerce: Finance for Everyone
English: Communication in Everyday Life
Hindi:ििं गमिंच‍
SEC Committee: Communication in Professional Life
SEC Committee : Personality Development and Communication
English: Business Communication
Computer Science: Basic IT Tools
Computer Science: Advanced Spreadsheet Tools
Computer Science: Digital Marketing
Computer Science: Social Media Marketing
VALUE ADDED COURSE (VAC)
(Any one other than opted in Sem-I, II & III)
English: Reading Indian Fiction in English
Hindi:भाितीय‍भक्तत‍पििं पिा‍औि‍मानव‍मूल्‍य
Political Science: Constitutional Values and Fundamental Duties
Sanskrit: Yoga : Philosophy and Practice
Sanskrit : Panchkosha : Holistic Development of Personality
Psychology :Emotional Intelligence
Commerce: Financial Literacy
B.A.(Hons.) English
Discipline Specific Core Course
DSC-10 : AMERICAN LITERATURE
No. of hours- 60(Theory- 45 hrs.+Tutorials -15 hrs.)
CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE
Course Credits Credit distribution of the course Eligibility Pre-requisite

title & Lecture Tutorial Practical/ criteria of the course
Code Practice (if any)
DSC 10: 4 3 1 0 Passed NIL
American Class XII
Literature with
English
Learning Objectives
The Learning Objectives of this course are as follows:
● To offer students a foundational understanding of the literature of the United

States with specific reference to the way it chronicles patterns of oppression
and freedom in the lives of its peoples.
● To open up a range of possibilities in the way in which literature shapes and
chronicles new frontiers and cultural groups.
Learning outcomes
The Learning Outcomes of this course are as follows:
• By studying this course, students will be able to trace the powerful role played
by literature in shaping the emergent United States.
• Students will be enlightened on how literature chronicles and shapes both
different kinds of enslavement and possibilities of liberation.
1
SYLLABUS OF DSC- 10
UNIT – I
1. Toni Morrison: Beloved
UNIT – II
2. Kate Chopin: The Awakening
3. Herman Melville: ‘Bartleby the scrivener’
UNIT – III
4. Walt Whitman: (i) ‘O Captain, My Captain’ (ii) ‘Passage to India’(lines 1–68)
5. Alexie Sherman Alexie: (i) ‘Crow Testament’ (ii) ‘Evolution’
Practical component (if any) - NIL
Essential/recommended readings- as listed in the units
Suggestive readings:
1. Emerson, Ralph Waldo. ‘Self-Reliance’, The Selected Writings of Ralph Waldo

Emerson. ed. Brooks Atkinson, New York: The Modern library, 1964.
2. Martin Luther King Jr, ‘I have a dream’, African American Literature. ed. Kieth
Gilyard, Anissa Wardi, New York: Penguin, 2014. pp 1007-1011
3. Douglass, Frederick. Chaps. 1–7, A Narrative of the life of Frederick Douglass.

Harmondsworth: Penguin, 1982. pp 47–87
4. Rich, Adrienne. 'When We Dead Awaken: Writing as Re-Vision', College English.

Vol. 34, No. 1, Women, Writing and Teaching (Oct., 1972), pp. 18-30
5. Crevecouer, Hector St John. Letter III: ‘What is an American’, Letters from an

American Farmer. Harmondsworth: Penguin, 1982. pp 66–105
2
B.A.(Hons.) English
DSC-11 :INDIAN WRITING IN ENGLISH

No. of hours- 60(Theory- 45 hrs.+Tutorials-15 hrs.)

Indian Class XII
Writing in with
English English
Learning Objectives
● To offer students a foundational understanding of the distinctively Indian

qualities of literature in English, across a range of genres.
● To open up a sense of the Indian response to literary and political challenges

in modern times.
Learning outcomes
● By studying this course, students will be able to gain a basic sense of Indian
writing in English as a viable means to understand the evolution of modern
India.
● Students’ imagination will be stimulated by an understanding of how Indian
writing in English opens up the challenges and complexities of contemporary
India.
3
SYLLABUS OF DSC- 11
UNIT – I
1. Anita Desai: The Clear Light of the Day
UNIT – II
2. H.L.V. Derozio: (i) ‘Freedom to the Slave’ (ii) ‘The Orphan Girl’
3. Kamala Das: (i) ‘Introduction’ (ii) ‘My Grandmother’s House’
4. Sarojini Naidu: (i) ‘An Indian Love Song’, (ii) ‘In Salutation to the Eternal Peace’
5. Robin S. Ngangom: (i) ‘The Strange Affair of Robin S. Ngangom’ (ii) ‘A Poem for
Mother’
UNIT – III
6. Salman Rushdie: ‘The Free Radio’
7. Shashi Deshpande: ‘The Intrusion’
8. Padmanabhan, Manjula. ‘Stains’, Hot Death, Cold Soup: Twelve Short Stories. New
Delhi: Kali for Women/Zubaan, 1996.
1. Rao, Raja. ‘Foreword’, Kanthapura. New Delhi: OUP, 1989. pp v–vi
2. Rushdie, Salman. ‘Commonwealth Literature does not exist’, Imaginary

Homelands. London: Granta Books, 1991. pp 61–70
3. Mukherjee, Meenakshi. ‘Divided by a Common Language’, The Perishable Empire.

New Delhi: OUP, 2000. pp 187–203
4. King, Bruce. ‘Introduction’, Modern Indian Poetry in English. New Delhi: OUP, 2nd
edn., 2005. pp 1–10
4
B.A.(Hons.) English
DSC-12 : INDIAN WRITING IN ENGLISH TRANSLATION
No. of hours- 60(Theory- 45 hrs.+Tutorials -15 hrs.)


Indian Class XII
Writing in with
English English
Translatio
n
Learning Objectives
● To understand and celebrate the diversity of linguistic and regional influences

on the shaping of modern India.
● To open up a sense of the sophistication and fluidity of Indian thought and

literature even when it speaks through the medium of translation.
Learning outcomes
• By studying this course, students will gain knowledge of the richness of

modern Indian writing.
• Students will be encouraged to understand how contemporary India owes its
diversity to a range of literatures, cultures and regions.
5
SYLLABUS OF DSC-12
UNIT – I
1. Premchand ‘The Shroud’, Penguin Book of Classic Urdu Stories. ed. M. Assaduddin,
New Delhi: Penguin/Viking, 2006.
2. Chugtai, Ismat. ‘The Quilt’, Lifting the Veil: Selected Writings of Ismat Chugtai. tr.
M. Assaduddin. New Delhi: Penguin Books, 2009.
3. Senapati, Fakir Mohan. ‘Rebati’, Oriya Stories. ed. Vidya Das, tr. Kishori Charan
Das, Delhi: Srishti Publishers, 2000.
UNIT – II
4. Bharati, Dharamveer. Andha Yug. tr. Alok Bhalla, New Delhi: OUP, 2009.
5. Tagore, Rabindranath. ‘Light, Oh Where is the Light?' & 'When My Play was with
thee', Gitanjali: A New Translation with an Introduction. trans. William Radice, New
Delhi: Penguin India, 2011.
6. Muktibodh, G.M. ‘The Void’ (tr. Vinay Dharwadker) & ‘So Very Far’, (tr. Tr. Vishnu
Khare and Adil Jussawala), The Oxford Anthology of Modern Indian Poetry. ed. Vinay
Dharwadker and A.K. Ramanujam, New Delhi: OUP, 2000.
UNIT – III
7. Pritam, Amrita. ‘I say unto Waris Shah’ (tr. N.S. Tasneem), Modern Indian
Literature: An Anthology, Plays and Prose, Surveys and Poems. ed. K.M. George, vol.
3, Delhi: Sahitya Akademi, 1992.
8. Singh, Thangjam Ibopishak. ‘Dali, Hussain, or Odour of Dream, Colour of Wind’ &
‘The Land of the Half-Humans’, The Anthology of Contemporary Poetry from the
Northeast. tr. Robin S. Ngangom, NEHU: Shillong, 2003.
9. Macwan, Joseph. The Stepchild. Trans. Rita Kothari, Oxford University Press, New
Delhi, 2004.
6
1. Singh, Namwar. ‘Decolonising the Indian Mind’, Indian Literature, tr. Harish
Trivedi, no. 151(Sept./Oct. 1992), 1992.
2. Ambedkar, B.R. Chaps. 4, 6, & 14, Annihilation of Caste in Dr. Babasaheb

Ambedkar: Writings and Speeches, vol. 1, Maharashtra: Education Department,
Government of Maharashtra, 1979.
3. U.R. Ananthamurthy: ‘Being a Writer in India’
4. Vinay Dharwadker: ‘Some Contexts of Modern Indian Poetry’

5. Aparna Dharwadker, ‘Modern Indian Theatre’, Routledge Handbook of Asian
Theatre. ed. Siyuan Liu, London: Routledge, 2016. pp 243-67
Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.
7
Generic Elective (GE)
COMMERCE : BASICS OF ORGANISATION BEHAVIOUR
Course title Credi Credit distribution of the Eligibi Pre-

& Code ts course lity requisite
criteri of the
Lectu Tutori Practical/
a course
re al Practice (if any)
GE-4.1 – 4 3 1 0 Pass in NIL
Basics of Clas
s XII
Organisati
on
Behaviour
Learning Objectives
The course aims to enhance the understanding of the basic concept of Organisational Behaviour
(OB) and the working of modern organisations. It focuses on the study of human behaviour at
three levels: Individual, Interpersonal and Group.
Learning outcomes
After completion of the course, learners will be able to:
1. Analyse the working of organisations and human Behaviour.
2. Apply the concepts of OB in managing people at the workplace.
3. Critically evaluate the role of motivation theories in guiding human behaviour.
4. Recognise diverse leadership styles and strategies.
5. Summarise the ways to build supportive organisational culture.
SYLLABUS OF GE-4.1
Unit 1: Introduction
Introduction to organisational studies, importance of organisations, relationship between
management and organizing function, emergence and development of Organisation Behaviour,
Organisational Behaviour in changing times.
8
Unit 2: Individual Behaviour
Individual characteristics - Inherited characteristics vs. learned characteristics; Personality-

concept and types; Components of Attitude, organisational commitmentand job satisfaction as
work attitude; Sources and types of values; role of values and beliefs in the making of an individual.
Unit 3: Communication and Motivation
Communication - concept, process and types, essentials of effective communication; Johari
Window.
Why people work - Maslow’s Need Hierarchy theory, intrinsic and extrinsic rewards, monetary
and non-monetary incentives, contemporary motivation practices.
Unit 4: Group Behaviour and Leadership
Importance of groups, groups vs. teams;
Leadership - trait theory, nature vs. nurture leadership; difference between a leader and a manager;
Leadership styles (Likert) - exploitative, benevolent, consultative, and participative; making of
great leaders, contemporary leadership practices.
Unit 5: Organisational Dynamics
Organisation as a system; organisational structure, relationship between organisation structure,
system, and strategy; Managing conflict - reasons, types and resolutions; Managing stress.
Exercises:
The learners are required to:
1. Undertake a group activity to identify personality type.
2. Role play on Johari window
3. Conduct a primary survey to study the dynamics of group behaviour.
4. Apply and test various stress management techniques like deep breathing,
Exercise, and mindfulness.
5. Identify the innovative ways of motivation practiced by contemporary
organisations.
Suggested Readings:
● Greenberg, J. (2015). Behaviour in organisations (10th Ed.). India: Pearson Education.
● Hersey, P. K., Blanchard, D., & Johnson, D. (2013). Management of organisational
Behaviour. London, United Kingdom: Pearson.
● Luthans, F. (2017). Organisational Behaviour-An evidence based approach (12th ed.).
NewYork, United States: McGraw-Hill Education.
● Pareek, U. (2014). Understanding Organisational Behaviour. United Kingdom: Oxford
University Press.
● Robbins, S. T. & Judge, T. A. (2019). Essentials of organisational Behaviour. London,
United Kingdom: Pearson.
● Singh, A. K., & Singh, B. P. (2012). Organisational Behaviour. Delhi, India: Excel
Books Pvt. Ltd.
9
Generic Elective (GE)
COMMERCE : PERSONAL FINANCIAL PLANNING
Course Credi Credit distribution of the Eligibi Pre-

title ts course lity requisite
& Code criteri of the
Lectu Tutori Practical/
a course
re al Practice (if any)
GE 4.2- 4 3 1 0 Pass in NIL
Personal Class
Financial XII
Planning
Learning Objectives
The course aims to familiarize learners with different aspects of personal financial planning like
savings, investment, taxation, insurance, and retirement planning and to develop the necessary
knowledge and skills for effective financial planning.
Learning outcomes
1. Analyse the meaning and appreciate the relevance of financial planning.
2. Appraise the concept of investment planning and its methods.
3. Examine the scope and ways of personal tax planning.
4. Analyse insurance planning and its relevance.
5. Identify the need for retirement planning and its relevance.
SYLLABUS OF GE-4.2
Unit 1: Introduction to Financial Planning
10
Financial goals, steps in financial planning, budgeting incomes and payments, time value of
money. Introduction to savings, benefits of savings, management of spending & financial
discipline, Setting alerts and maintaining sufficient funds for fixed commitments.
Unit 2: Investment Planning

Process and objectives of investment, concept and measurement of return & risk for various asset
classes, measurement of portfolio risk and return, diversification & portfolio formation. Gold
bond; Real estate; Investment in greenfield and brownfield Projects; Investment in fixed income
instruments, financial derivatives & commodity market in India. Mutual fund schemes;
International investment avenues. Currency derivatives and digital currency.
Unit 3: Personal Tax Planning

Tax structure in India for personal taxation, Scope of personal tax planning, exemptions and
deductions available to individuals under different heads of income and gross total income.
Comparison of benefits - Special provision u/s 115 BAC vis-à-vis General provisions of the
Income-tax Act, 1961, tax avoidance versus tax evasion.
Unit 4: Insurance Planning

Need for insurance. Life insurance, health insurance, property insurance, credit life insurance and
professional liability insurance.
.
Unit 5: Retirement Benefits Planning
Retirement plans goals, process of retirement planning, Pension plans available in India, Reverse
mortgage, Estate planning.
Exercises:
1. Perform electronic fund transfers through net banking and UPI.
2. Identify certain recent Ponzi schemes in the market.
3. Prepare tax planning for a hypothetical individual.
4. List a few health insurance plans of different insurance companies for individuals.
5. Discuss the new pension schemes available for employees.
Suggested Readings:
● Halan, M.(2018). Let’s Talk Money: You've Worked Hard for It, Now Make It Work for You.
New York, United States: HarperCollins Publishers.
● Madura, J. (2016). Personal Finance. Delhi, India: Pearson.
11
● Indian Institute of Banking & Finance. (2017). Introduction to Financial Planning. Delhi,
India: Taxmann Publication.
● Keown A.J. (2018). Personal Finance. New York, United States: Pearson.
● Pandit, A. (2014). The Only Financial Planning Book that You Will Ever Need. Mumbai, India:
Network 18 Publications Ltd.,
● Sinha, M. (2017). Financial Planning: A Ready Reckoner. Delhi, India: McGraw Hill
Education.
● Tripathi, V. (2019). Fundamentals of Investment. Delhi, India: Taxmann Publication.
Note: Suggested readings will be updated by the Department of Commerce and uploaded on
the Department's website.
12
Generic Elective (GE) - Economics
BASIC STATISTICS FOR ECONOMICS
13
14
UNIVERSITY OF DELHI
CNC-II/093/1(26)/2023-24/
Dated:23.10.2023
NOTIFICATION
Sub: Amendment to Ordinance V

[E.C Resolution No. 14-1/-(14-1-3/-) dated 09.06.2023 and
EC Resolution No.27-1 (27-1-5) dated 25.08.2023]
Following addition be made to Appendix-II-A to the Ordinance V (2-A) of the

Ordinances of the University;
Add the following:
Syllabi of Semester-IV, V and VI of the following departments under Faculty of

Social Sciences based on Under Graduate Curriculum Framework -2022
implemented from the Academic Year 2022-23 :
(i) History
(ii) Geography
(iii) Sociology
(iv) Economics
15
Generic Elective (GE)- History
RELIGIOUS TRADITIONS IN THE INDIAN SUBCONTINENT
Credit distribution, Eligibility and Pre-requisites of the Course
Course title & Code Credits Credit distribution of the Eligibility Pre-requisite
course criteria of the course
Lecture Tutorial Practical/
Practice
Religious Traditions in 4 3 1 0 12 th NIL
the Indian Pass
Subcontinent
Learning Objectives
This course seeks to provide an understanding of (a) multiple religious traditions that flourished
through the ages in the Indian subcontinent; (b) how each religious tradition is dynamic and
changing in relation to each other and in relation to its own past; (c) the ways in which each ex-
panded or contracted; (d) how the modern Indian state and its constitution dealt with the issue of
multiplicity of beliefs; and (e) to understand the varied approaches to each of the issues out-lined
above.
Learning outcomes
Upon completion of this course the student shall be able to:
• Describe the basic chronological, spatial and substantive contours of each of the religious
traditions as well as certain intellectual currents that questioned them.
• Analyse and articulate the long-term changes that each religious tradition undergoes in a
dynamic relationship with its own past, with non-religious aspects of life, and with other
religious traditions. ∙ Identify and describe the formation of religious identities and the
scope for the liminal spaces in between.
• Appreciate, examine and relate to the debates on the ways in which the modern Indian
state and its constitution must deal with the issue of plurality of religious beliefs and
practices.
SYLLABUS OF GE
Unit-I: Major Religious Traditions in Ancient India
1. Vedic and Puranic traditions
16
2. Schools of Buddhism and Jainism
Unit-II: Major Religious Traditions in Medieval India

1. Bhakti traditions: Saguna; Nirguna
2. Sufi traditions: Development of Chishtiyya and Suhrawardiyya
3. Emergence of Sikhism
Unit-III: Socialisation and Dissemination from the Early Medieval to Early Modern Era
1. Approaches to Shaiva, Shakta and Vaishnava in the Early Medieval Era
2. Approaches to Islamisation in the Medieval Period
Unit-IV: Modernity and Religion

1. Making of Sacred Spaces: Banaras; Modern Religious Identities
2. Debates on Secularism and the Indian Constitution
Essential/recommended readings
Unit-I. The unit should familiarise students with diverse religious traditions thatoriginated in
the Indian–subcontinent. It also explores intellectual currents that questioned
them.
• Shrimali, K. M. (1998). ‘Religion, Ideology and Society’, Proceedings of Indian
History Congress, General Presidential Address, 66th Session. यह ल ख हह म ् म प .
शम ल क ह एक हकत ब म स कहलत ह .शम ल, क षम हन.
(2005).धम ,सम ज और स स हत, नई हर्ल: ग थह$ल. (अध य 6:धम , ह(र् रध रऔर सम ज,
• pp. 196-258).
• Chakrabarti, Kunal. (2001). Religious Process: The Puranas and the Making of a
Regional Tradition, New Delhi: Oxford University Press, Chapter 2, pp. 44-80.
• Basham, A. L. (1954). The Wonder that was India, Calcutta: Rupa. Reprint, 1982.
(Available online at the url:
• https://archive.org/details/TheWonderThatWasIndiaByALBasham). Also available
in hindi, ब $म, ए.एल. (1996). म्अ* +,त + रत, आगर :ह$(ल लअग( ल ए
ि◌ क पन.
• Sharma, R.S.(2006). India's Ancient Past, Oxford University Press, Relevant part is
Chapter-14 ' Jainism and Budhhism'.यह ल ख हह म ् म प . र म$रण $मक ह एक हकत ब
म स कहलत ह .$म , र म$रण (2016), प र ह+क + रत क पररयर्,
ओररए ट ब कस न , (अध य -14: ज न और ब7म् धम , pp.132-146 ).
• Schopen, G. (1997). Bones, Stones, and Buddhist Monks: Collected Papers on the
Archaeology, Epigraphy, and Texts of Monastic Buddhism in India, Honolulu:
17
University of Hawaii Press. (Especially relevant is in Chapter-I ‘Archaeology and the
Protestant Presuppositions in the Study of Indian Buddhism’, pp 1 – 22.)
• Jaini, P. S. (1979). The Jaina Path of Purification, Berkeley: University of California
Press.(The most relevant portion is to be found in the ‘Introduction’).
Unit II. The unit equips students to analyse and articulate the long-term changes thateach
religious tradition undergoes in a dynamic relationship with its own past, with non-
religious aspects of life, and with other religious traditions.
• Rizvi, S.A.A. (1978). A History of Sufism, vol. 1. Delhi: MunshiramManoharlal. (The
chapters on Chishtiyya and Suhrawardiyya are useful)
• Digby, Simon. (1986). ‘The Sufi Shaykh as a Source of Authority in Medieval India’,
Purusartha, vol. 9, pp. 57-78. Reprinted in India’s Islamic Traditions, 711-1750,
edited by Richard M. Eaton, New Delhi: Oxford University Press, 2003, pp. 234-62.
• Digby, Simon. (1990). ‘The Sufi Shaykh and the Sultan: A Conflict of Claims to
Authority in Medieval India’, Iran, vol. 28, pp. 71-81. ∙ Sharma, Krishna. (2002).
Bhakti and the Bhakti Movement : A New Perspective. Delhi : Munshiram
Manoharlal. Especially useful is 'Chapter-1: Towards a NewPerspective', pp.1-38.
• Habib. Irfan. (2007). 'Kabir: The Historical Setting', in Religion in Indian History
edited by Irfan Habib, New Delhi , Tulika Books , 2007, pp.142-157. Also available
in hindi , इरफ न हबब , ' मधक लन ल क( म ् एक शर( म ् क म
न(य सरप और ऐहतह हसक परर( $ ' , + रतय इहतह स म मधक ल (स .) इरफ़ नहबब ,
सहमत, 1999 , प . स . 145 -158.
• बहग,ण ,आर. प. (2009). मधAकलन + रत म +कC और सDफ़ आन लन , हर्ल ,
गनह$ल.
ल र नज* न ,ि◌ ह(ि◌ .एन.(2010), हनग, ण सन क सपन, हर्ल, र जकमल पक $न. ∙
• Grewal, J. S. (1993). Contesting Interpretations of the Sikh Traditions, Delhi:
Manohar.
Unit-III. The segment enquires into varied scholarly approaches to the issues pertaining to
multiple religious traditions that flourished through the ages and how each religious tradition
is changing in relation to each other and in the ways in which each expanded or contracted.
• Chakrabarti, Kunal. (1992). ‘Anthropological Models of Cultural Interaction and the

Study of Religious Process’, Studies in History, vol. 8 (1), pp. 123-49.
• Chattopadhyaya, B.D.(1994). 'Political Processes and the Structure of Polity in Early
Medieval India' , in idem The Making of Early Medieval India,Oxford University
Press.
• Eaton, Richard. (1987). ‘Approaches to the Study of Conversion to Islam in India’,
in Islam in Religious Studies, edited by Richard C. Martin, New York: One World
Press, pp. 106- 23.
18
• Wagoner, Philip. (1996). ‘Sultan among Hindu Kings: Dress, Titles, and the
Islamicization of Hindu Culture at Vijayanagara,’ Journal of Asian Studies, vol. 55,
no. 4, pp. 851-80.
Unit IV: This section should apprise students about the making of sacred spaces and to
Identify and describe the formation of religious identities .Besides the focus is on how the
modern Indian state and its constitution dealt with the issue of multiplicity of beliefs
and practices.
• Eck, Diana L. (1999). Banaras: City of Light, Columbia University Press , Revised
edition.
• Oberoi, Harjot. (1994). The Construction of Religious Boundaries: Culture, Identity
and Diversity in the Sikh Tradition, Delhi: OUP. (Particularly relevant is pp. 1-40).
• Pandey, Gyanendra. (2000). ‘Can a Muslim be an Indian’, Comparative Studies in
Society and History, vol. 41, no. 4, pp. 608- 629.
• Jha, Shefali. (2002). ‘Secularism in the Constituent Assembly Debates, 1946-
1950’,Economic and Political Weekly, vol. 37, no. 30, pp. 3175- 3180.
Suggestive readings - NIL

 Bailey, G. & I. Mabbett. (2003). The Sociology of Early Buddhism, Cambridge: CUP.
(The Introduction (pp. 1-12) and Chapter 1: The Problem: Asceticism and Urban Life,
(pp. 13- 26) of the book are most relevant.)
 Eaton, Richard.M. (2000). ' Sufi Folk Literature and the Expansion of Indian Islam', in
idem, Essays on Islam and Indian History , Delhi: OUP, pp.189-202.
 ईटन , ररर्ि◌ एम. (2012). ' मधक लन म ् कन म इस हमक सथ न क अह+वकC ', मन क
खन(स ), मधक लन + रत क स स हतक इहतह स,नय हर्ल , ओररए ट ब कस न , 4
 Ernst, Carl. (2011). Sufism: An Introduction to the Mystical Tradition of Islam ,
Shambhala; Reprint .
 Habib, Irfan.(ed.).(2007). Religion in Indian History,New Delhi , Tulika Books.
 Hawley , J.S.(2005). Three Bhakti Voices : Mirabai, Surdas, and Kabir in theirTime
and Ours, New Delhi , OUP.
 Mukul, Akshay. (2015). Geeta Press and the Making of Hindu India, Delhi:
Harper Collins. (More important portions on pp. 287-344.)
 Rodrigues, Hillary P. (ed.). (2011). Studying Hinduism in Practice, Abingdon:
Routledge (especially Chapter 4).
 Sahu, B. P. (2015). Society and Culture in Post-Mauryan India, c. 200 BC – AD
300. New Delhi: Tulika Books. (See especially the Chapter on Religion, pp. 20 –
37. And sections on Buddhism, Jainism, Brahmanism, their chronologies and extracts
from the Dhammapada. Also, 2.1. – ‘Religion in History’ and, 2.2. – Bibliographical
Note.)
Note: Examination scheme and mode shall be as prescribed by the ExaminationBranch,

University of Delhi, from time to time.
19
Generic Elective (GE) Mathematics
ELEMENTS OF REAL ANALYSIS
Course title & Credits Credit distribution of the course Eligibility Pre-requisite
Code criteria of the course
Lecture Tutorial Practical/ (if any)
Practice
Elements of 4 3 1 0 Class XII pass NIL

Real Analysis with
Mathematics
Learning Objectives: The primary objective of this course is to introduce:

• The real line with algebraic, order and completeness properties.
• Convergence and divergence of sequences and series of real numbers with applications.
Learning Outcomes: This course will enable the students to:

• Understand the basic properties of the set of real numbers, including completeness and
Archimedean with some consequences.
• Recognize bounded, convergent, monotonic and Cauchy sequences
• Learn to apply various tests such as limit comparison, ratio, root, and alternating series
tests for convergence and absolute convergence of infinite series of real numbers.
SYLLABUS OF GE-4(i)
UNIT-I: Basic Properties of the Set of Real Numbers

Field and order properties of ℝ, basic properties and inequalities of the absolute value of a
real number, bounded above and bounded below sets, Suprema and infima, The
completeness axiom and the Archimedean property of ℝ.
UNIT-II: Real Sequences

Convergence of a real sequence, Algebra of limits, The squeeze principle and
applications, Monotone sequences, Monotone convergence theorem and applications,
Cauchy sequences, Cauchy criterion for convergence and applications.
UNIT-III: Infinite Series of Real Numbers

Convergence and divergence of infinite series of real numbers, Necessary condition
for convergence, Cauchy criterion for convergence of series, Tests for convergence of
positive term series, Applications of the integral test, Comparison tests, D’Alembert’s
ratio test, Cauchy’s nth root test, Raabe’s test; Alternating series, Leibniz alternating
series test, Absolute and conditional convergence.
20
Essential Reading
1. Denlinger, Charles G. (2011). Elements of Real Analysis. Jones & Bartlett India Pvt. Ltd.
Student Edition. Reprinted 2015.
Suggestive Readings
• Bartle, Robert G., & Sherbert, Donald R. (2011). Introduction to Real Analysis (4th ed.).
John Wiley & Sons. Wiley India Edition 2015.
• Bilodeau, Gerald G., Thie, Paul R., & Keough, G. E. (2010). An Introduction to Analysis
(2nd ed.). Jones & Bartlett India Pvt. Ltd. Student Edition. Reprinted 2015.
21
Generic Elective (GE) - Political Science
WESTERN POLITICAL PHILOSOPHY
Course Credits Credit distribution of the Eligibility Pre-

title & course criteria requisite
Code Lecture Tutorial Practical/ of the
Practice course
Western 4 3 1 - NA NA
Political
Philosophy
GE-6
Learning Objectives
This course familiarizes the students with the manner in which the political questions are
posed and answered normatively by select thinkers. The aim is to introduce to the students
the questions, ideas and values of political philosophy addressed by political thinkers and
juxtapose the same to contemporary political thinking.
Learning outcomes
By the end of the course students would be able to:
• Understand how to read and decode the classics and use them to engage
contemporary socio-political issues.
• Connect with historically written texts and their interpretations.
• Clearly present their own arguments and thoughts about contemporary issues and
develop ideas to engage with the latter.
SYLLABUS OF GE-6
UNIT – I (15 Hours)

Classical Political Philosophy
a) Plato
b) Aristotle
UNIT – II (30 Hours)

Renaissance and Modern Political Philosophy
a) Machiavelli
b) Hobbes
c) Rousseau
d) Mill
e) Marx
Unit 1
R. Kraut (1996) ‘Introduction to the study of Plato’, in R. Kraut (ed.) The Cambridge
Companion to Plato. Cambridge: Cambridge University Press, pp. 1-50.
D. Boucher and P. Kelly (eds) Political Thinkers: From Socrates to the Present, Oxford:
Oxford University Press, pp. 62-80
A. Skoble and T. Machan (2007) Political Philosophy: Essential Selections. New Delhi:
Pearson Education pp. 53-64.
22
J. Barnes (ed.), The Cambridge Companion to Aristotle. Cambridge: Cambridge University
Press.
Q. Skinner (2000) Machiavelli: A Very Short Introduction, Oxford: Oxford University Press,
pp. 23-53
Unit 2
C. Macpherson (1962) The Political Theory of Possessive Individualism: Hobbes to Locke.
Oxford University Press.
D. Boucher and P. Kelly (eds) Political Thinkers: From Socrates to the Present. Oxford:
Oxford University Press, pp. 207-224
J. Coleman (2000) ‘Introduction’, in A History of Political Thought: From Ancient Greece to
Early Christianity, Oxford: Blackwell Publishers.
I. Hampsher-Monk (2001) A History of Modern Political Thought: Major Political Thinkers
from Hobbes to Marx, Oxford: Blackwell Publishers.
Note: Examination scheme and mode shall be as prescribed by the

Examination Branch, University of Delhi, from time to time.
23
Generic Elective (GE) BMS
PERSONAL FINANCE
Course title & Code Credits Credit distribution of the course Eligibility Pre-requisite
Lecture Tutorial Practical/ criteria of the course
Practice (if any)
Personal Finance 4 3 1 0 Class XII NA
GE-6
Course Objectives:
• To equip students with the knowledge and practical understanding of important

dimensions of managing one’s personal finance.
• To understand and plan for their tax liabilities, investments, insurance coverage, and
retirement.
Learning Outcomes:
On successful completion of his course, the students will be able to:
• Understand the fundamentals of Personal Financial Planning.
• Learn the basics of managing personal tax liabilities.
• Able to ascertain and choose appropriate insurance policies for managing personal
risks.
• Appreciate the importance of choosing right investments for managing personal
finance.
• Learn the basic concepts and underlying principles for Retirement Planning.
Course Contents
Unit 1: Basics of Personal Finance and Tax Planning
Understanding Personal Finance. Rewards of Sound Financial Planning. Personal Financial
Planning Process. Personal Financial Planning Life Cycle. Making Plans to Achieve Your
Financial Goals.Common Misconceptions about Financial Planning. Financial Planning as a
career choice. The Financial Planning Environment. Personal Tax Planning – Tax Avoidance
versus Tax Evasion, Fundamental Objectives of Tax Planning, Tax Structure in India for
Individuals, Common Tax Planning Strategies – Maximizing Deductions, Income Shifting,
Tax-Free and Tax-Deferred Income.
Unit 2: Managing Insurance Needs

Basics Concepts – Risks, Risk Management and Underwriting. Insuring Life – Benefits of Life
Insurance, evaluating need for Life Insurance, Determining the Right Amount of Life
Insurance. Choosing the Right Life Insurance Policy – Term Life Insurance, Whole Life
Insurance, Universal Life Insurance, Variable Life Insurance, Group Life Insurance, Other
Special Purpose Life Policies. Buying Life Insurance – Compare Costs and Features, Select an
24
Insurance Company, and Choose an Agent. Life Insurance Contract Features. Insuring Health
– Importance of Health Insurance Coverage. Making Health Insurance Decision – Evaluate
Your Health Care Cost Risk, Determine Available Coverage and Resources, Choose a Health
Insurance Plan. Types of Medical Expense Coverage. Policy Provisions of Medical Expense
Plans. Property Insurance – Basic Principles, Types of Exposure, Principle of Indemnity, and
Coinsurance.
Unit 3: Managing Investments

Role of Investing in Personal Financial Planning, Identifying the Investment Objectives,
Different Investment Choices. The Risks of Investing, The Returns from Investing, The Risk-
Return Trade-off. Managing Your Investment Holdings – Building a Portfolio of Securities,
Asset Allocation and Portfolio Management, Keeping Track of Investments. Investing in
Equity – Common Considerations, Key Measures of Performance, Types of Equity Stocks,
Market Globalization and Foreign Stock, Making the Investment Decision. Investing in Bonds
– Benefits of Investing in Bonds, Bonds Versus Stocks, Basic Issue Characteristics, The Bond
Market, Bond Ratings. Investing in Mutual Funds and Exchange Traded Funds (ETFs) –
Concept of Mutual Funds and ETFs, Benefits of Investing in Mutual Funds or ETFs, Some
Important Cost Considerations, Services Offered by Mutual Funds, Selecting appropriate
Mutual Fund and ETF investments, Evaluating the performance of Mutual Funds and ETF.
Unit 4: Investing in Real Estate and Retirement Planning

Investing in Real Estate – Some Basic Considerations. Modes of Real Estate Investment – Raw
Land, Commercial Properties, Residential Properties, Real Estate Investment Trusts (REITs).
Planning for Retirement – Role of Retirement Planning in Personal Financial Planning, Pitfalls
to Sound Retirement Planning, Estimating Income Needs, Sources of Retirement Income.
Essential Readings:
1. Randall S. Billingsley, Lawrence J. Gitman, and Michael D. Joehnk (2017): Personal
Financial Planning. Cengage Learning.
2. Susan M. Tillery, and Thomas N. Tillery: Essentials of Personal Financial Planning.
Association of International Certified Professional Accountants.
Additional Readings:
1. Introduction to Financial Planning (4th Edition 2017) – Indian Institute of Banking &
Finance.
2. Sinha, Madhu. Financial Planning: A Ready Reckoner. July 2017. Mc Graw Hill
Examination scheme and mode:

Evaluation scheme and mode will be as per the guidelines notified by the University of Delhi.
25
Generic Elective (GE) BBA (FIA)
PERSONAL FINANCE
Course title & Code Credits Credit distribution of the course Eligibility Pre-requisite
Lecture Tutorial Practical/ criteria of the course
Practice (if any)
Personal Finance 4 3 1 0 Class XII NA
GE-6
Course Objectives:
• To equip students with the knowledge and practical understanding of important

dimensions of managing one’s personal finance.
• To understand and plan for their tax liabilities, investments, insurance coverage, and
retirement.
Learning Outcomes:
On successful completion of his course, the students will be able to:
• Understand the fundamentals of Personal Financial Planning.
• Learn the basics of managing personal tax liabilities.
• Able to ascertain and choose appropriate insurance policies for managing personal
risks.
• Appreciate the importance of choosing right investments for managing personal
finance.
• Learn the basic concepts and underlying principles for Retirement Planning.
Course Contents
Unit 1: Basics of Personal Finance and Tax Planning
Understanding Personal Finance. Rewards of Sound Financial Planning. Personal Financial
Planning Process. Personal Financial Planning Life Cycle. Making Plans to Achieve Your
Financial Goals.Common Misconceptions about Financial Planning. Financial Planning as a
career choice. The Financial Planning Environment. Personal Tax Planning – Tax Avoidance
versus Tax Evasion, Fundamental Objectives of Tax Planning, Tax Structure in India for
Individuals, Common Tax Planning Strategies – Maximizing Deductions, Income Shifting,
Tax-Free and Tax-Deferred Income.
Unit 2: Managing Insurance Needs

Basics Concepts – Risks, Risk Management and Underwriting. Insuring Life – Benefits of Life
Insurance, evaluating need for Life Insurance, Determining the Right Amount of Life
Insurance. Choosing the Right Life Insurance Policy – Term Life Insurance, Whole Life
Insurance, Universal Life Insurance, Variable Life Insurance, Group Life Insurance, Other
Special Purpose Life Policies. Buying Life Insurance – Compare Costs and Features, Select an
26
Insurance Company, and Choose an Agent. Life Insurance Contract Features. Insuring Health
– Importance of Health Insurance Coverage. Making Health Insurance Decision – Evaluate
Your Health Care Cost Risk, Determine Available Coverage and Resources, Choose a Health
Insurance Plan. Types of Medical Expense Coverage. Policy Provisions of Medical Expense
Plans. Property Insurance – Basic Principles, Types of Exposure, Principle of Indemnity, and
Coinsurance.
Unit 3: Managing Investments

Role of Investing in Personal Financial Planning, Identifying the Investment Objectives,
Different Investment Choices. The Risks of Investing, The Returns from Investing, The Risk-
Return Trade-off. Managing Your Investment Holdings – Building a Portfolio of Securities,
Asset Allocation and Portfolio Management, Keeping Track of Investments. Investing in
Equity – Common Considerations, Key Measures of Performance, Types of Equity Stocks,
Market Globalization and Foreign Stock, Making the Investment Decision. Investing in Bonds
– Benefits of Investing in Bonds, Bonds Versus Stocks, Basic Issue Characteristics, The Bond
Market, Bond Ratings. Investing in Mutual Funds and Exchange Traded Funds (ETFs) –
Concept of Mutual Funds and ETFs, Benefits of Investing in Mutual Funds or ETFs, Some
Important Cost Considerations, Services Offered by Mutual Funds, Selecting appropriate
Mutual Fund and ETF investments, Evaluating the performance of Mutual Funds and ETF.
Unit 4: Investing in Real Estate and Retirement Planning

Investing in Real Estate – Some Basic Considerations. Modes of Real Estate Investment – Raw
Land, Commercial Properties, Residential Properties, Real Estate Investment Trusts (REITs).
Planning for Retirement – Role of Retirement Planning in Personal Financial Planning, Pitfalls
to Sound Retirement Planning, Estimating Income Needs, Sources of Retirement Income.
Essential Readings:
1. Randall S. Billingsley, Lawrence J. Gitman, and Michael D. Joehnk (2017): Personal
Financial Planning. Cengage Learning.
2. Susan M. Tillery, and Thomas N. Tillery: Essentials of Personal Financial Planning.
Association of International Certified Professional Accountants.
Additional Readings:
1. Introduction to Financial Planning (4th Edition 2017) – Indian Institute of Banking &
Finance.
2. Sinha, Madhu. Financial Planning: A Ready Reckoner. July 2017. Mc Graw Hill

27
B.A.(Hons.) English
Discipline Specific Elective Course
DSE : DYSTOPIAN WRITINGS
No. of hours- 60(Theory- 45 hrs.+Tutorials-15 hrs.)
Course title & Credits Credit distribution of the Eligibility Pre-requisite of

Code course criteria the course
Practice
DSE-4: 4 3 1 0 Passed NIL
Dystopian Class XII
Writings
Learning Objectives
• To introduce a body of writings on dystopic themes

• To consider the range of literary representations in the field
Learning outcomes
• By studying this course, students will be able to analyse literary

representations in contemporary contexts.
• Students will be provided a literary and theoretical understanding of the ideas
of dystopia.
SYLLABUS OF DSE-4
UNIT – I
28
1. Mary Shelley: The Last Man
UNIT – II
2. H.G. Wells: The Time Machine
UNIT – III
3. Malcolm Bradbury: Fahrenheit 451
1. Stock, Adam. Modern Dystopian Fiction and Political Thought: Narratives of World
Politics. United Kingdom: Taylor & Francis, 2018.
2. Gottlieb, Erika. Dystopian Fiction East and West: Universe of Terror and
Trial. Maldives: McGill-Queen's University Press, 2001.
3. Basu, Balaka, et al. (ed.) Contemporary Dystopian Fiction for Young Adults: Brave
New Teenagers. United States: Taylor & Francis, 2013.
4. Isomaa, Saija, et al. (ed.) New Perspectives on Dystopian Fiction in Literature and
Other Media. United Kingdom: Cambridge Scholars Publishing, 2020.
5. Anthony, Ashley G., et al. (ed.) Worlds Gone Awry: Essays on Dystopian
Fiction. United States: Incorporated Publishers, 2018.
29
ABILITY ENHANCEMENT COURSE (A)
Under UGCF – 2022 in the line of NEP – 2020
Semester: III/ IV
ASSAMESE
AEC (A) - II
AEC (A)-II: Journalistic Writing in Assamese

Course title & Credits Credit distribution of the Eligibility Pre- Department
Code course criteria requisite Offering the
of the Course
course
Lecture Tutorial Practical
/
Practice
Journalistic 02 02 0 0 (For students MIL&LS
Writing in students who have
Assamese who have already
studied opted
the AEC (A)-I
language in
up to Assamese
Class VIII in either
& above Semester I
or II
(alternativ
e
semester)
Learning Objectives : The course aims at teaching and training the students in journalistic
writing in the language so that they are well-equipped in the news covering, reporting, writing
and editing for the electronic and print media. It also aims at enhancing their competence for
freelancing and in the choice of their areas such as sports, movies, entertainment, business,
social, political, historical etc.
Learning outcomes: After completing the course, the students are expected to start preparing
news items, reporting, taking interviews in Assamese for the media houses, electronic and print.
The study shall provide sufficient training in writing and reporting (oral), conducting
interviews and panel discussions for electronic media. The students will also be aware of the
law and ethics involved in Journalism.
Allotted class: 30 hours
30
Unit -I
- Journalistic writing and reporting from the field
- Types of writings based on investigation, news covering, reporting, writing, editing and
giving suitable titles, feature writing and column writing
- Analysis of the good/bad samples of writing
Unit -II
- Elements and stages of journalistic writing and art of news story writing
- Analysis of both bad and good samples of writing for the media,
- Conducting Interview and debate with demonstration
Unit -III
- Freelancing: scope and worthwhileness of the topic

- Editing and Proof-reading
- Laws and ethics in Journalistic writings
- Writing and reporting: Practical components
Essential/recommended readings:
Baruah, Santanu Kausik & Sankab Kausik Baruah. Lekhok-Sambadikor Guide, 2nd ed.,
Guwahati: Sanjiwan Prakasan, 2016.
Bhagawati, Radhikamohan. Sambad Sambadpatra Aru Sambadikata, 2nd ed., Guwahati:
Publication Board Assam, 2019
Chaudhary, Utpaljyoti & Joyjit Deka. Ganasanjog Aru Sangbadikata, Guwahati: Aank-Baak,
2012.
Dutta, Ankuran. Ganamadhyam Aru Samprasar Sanbadikata, 2nd ed., Guwahati: Publication
Board Assam, 2019
Kasyap, Samudra Gupta. Songbadmadhyam aru Ahi Thoka Sangbadikotar Dhara, Guwahati:
Assam Publishing Company. 2020
Examination scheme and mode: Subject to directions from the Examination

Branch/University of Delhi from time to time.
31
ABILITY ENHANCEMENT COURSE (B)
Semester: III/ IV
ASSAMESE
AEC (B)-II
AEC (B)-II: Intermediate Assamese
of the Course
course
Practice
Intermediate 02 2 0 0 students MIL&LS
Assamese (for who have
students already
who have opted
not AEC (B)-
studied I in
the Assames
language) e in
either
Semester
I or II
(alternati
ve
semester)
Learning Objectives : The students who have acquired a basic idea about Assamese language
in the previous semester will be taught about Assamese language grammar and technicalities
through course in this semester. Students will be introduced to verbs and various kinds of it,
tenses, concepts of persons, genders, grammatical numbers etc. in Assamese language and in
the semester, they will learn about the rules to frame compound and complex sentences in
Assamese keeping in mind that they have already learnt about the formation of simple
sentences in the previous semester. During the course of learning it will be emphasised to teach
the students about the grammatical rules in Assamese which are essential to frame various
kinds of sentences such as affirmative, negative, interrogative sentences, exclamatory
sentences etc.
32
Learning outcomes: After completing the course the students are expected to have working
knowledge about Assamese language and its grammar, which will eventually lead them to
produce oral and written contents in Assamese language correctly. This will help them in their
professional and technical careers provided those careers are related to Assam and Assamese
language in someway such as a job in Assam or a job in translation area etc.
Allotted classes: 30 hours
Unit -I
Verb Formation, Tense and Person
• Verb formations and Classification of verbs
• Tense
• Person
Unit -II
Gender, Number and Person
• Gender, types of gender and methods to change gender of words in Assamese

language
• Grammatical number and rules to change numbers in Assamese language
Unit -III (Class - 10)

Sentence
• Framing different types of sentence (Simple sentences, Compound sentences,
Complex sentence, Affirmative Sentence, Negative sentences, Interrogative
sentences, Exclamatory sentences etc.)
• Phrases and proverbs
Essential/ recommended readings:

Baruah, Tultul (ed). Asamiya Rachana Sankalan, Guwahati: Students Stores. 2013
Das Gupta, Bindu Bhusan. Assamese Self-Taught. Kolkata: Das Gupta Prakashan. 1956.
Dutta Barua, Lohit. Learninh Assamese Language: A Brief Handbook. Guwahati: Spandan
Prakash. 2021
Dutta Baruah, P.N. An Intensive Course in Assamese. Mysore: CIIL. 1996
33
Neog, Dr Maheswar. Nika Asamiya Bhasa, Guwahati: Layers’ Book Stall. 1994
Assamese-English Dictionary
Deka, Pranav Jyoti. Jyoti-Dviashik Abhidhan. Guwahati: Assam Book Dipot. 2011.
https://dsal.uchicago.edu/dictionaries/candrakanta/
www.xobdo.org
Examination scheme and mode: Subject to directions from the Examination Branch/University
of Delhi from time to time.
34
Semester: III/ IV
BENGALI
AEC (A)-II
AEC (A)-II: Journalistic Writing in Bengali
of the Course
course
Practice
Journalistic 02 02 0 0 (for students MIL&LS
Bengali who have already
studied opted
the AEC
language (A)-I in
up to Bengali
Class VIII in either
& above Semester
I or II
(alternati
ve
semester)
Learning outcomes: : After completing the course, the students are expected to start preparing
news items, reporting, taking interviews in Bengali for the media houses, electronic and print.
35
Allotted class: 30 hours
Unit -I
- Journalistic writings: Definition and elements
Unit -II
- Journalism: Definition and types
Unit -III
- Mediums of Journalistic writings: Print, Online, Multi-medial
Adhikari, Anupam. Sangbadikata Byboharik Prayog, Kolkata: Alpana Enterprize, 2012.
Bhattacharya, Kaushik. Jarrnalijmer Sahaj Path, Kolkata: Parul Prakashani, 2004.
Chattopadhyay, Partha. Ganajnapan: Tattwe O Prayoge, Kolkata: Dey’s, 2018.

36
Semester: III/ IV
BENGALI
AEC (B)-II
AEC (B)-II: Intermediate Bengali
Course title & Credit Credit distribution of the Eligibility Pre- Department
Code s course criteria requisite Offering the
of the Course
course
Practice
Bengali (for who have
students already
who have opted
not AEC (B)-
studied I in
the Bengali
language) in either
Semester
I or II
(alternati
ve
semester)
Learning Objectives : The course aims to prepare bilingual and multilingual students
proficient in translation and interpretation, have sufficient knowledge of at least two languages,
the source and the target language, and apply them adequately for all practical purposes.
Besides, it also aims to build cross-cultural communications and enables the students to use
different skills effectively to prepare themselves to take jobs in translation and interpretation.
Learning outcomes: Students will be able to build various professional, technical, and
linguistic skills to take the job of translation and interpretation. Their knowledge in various
fields in both the source and the target languages will help them translate in multiple areas and
take interpretation jobs for the different target groups; the translator works with the written
material/texts; the interpreter will mediate between languages orally.
37
Unit -I
Rules of Verb Formation
Unit -II
Making Simple sentences, Negative sentences, Interrogative sentences, Exclamatory
sentences
Unit -III
Vocabulary

Mahapatra,Tushar Kanti.Bengali for Non Bengalis. Kolkata: Shishu Sahitya sang shod. August
1999.
Mahapatra,Tushar Kanti.Bengali for Beginners Kolkata : Shishu Sahitya sang shod. August
1999.
38
सेमेस्टर III व IV
AEC 2: व्याव ारिक ह िंदी (ह िंदी क)

Course Credits Credit distribution of the Eligibility Pre-requisite Departme
title & course criteria of the course nt
Code Offering
Lecture Tutorial Practical/ the
Practice Course
हहद िं ी क (उन हहद िं ी क (उन
व्यावहाररक 02 2 -- --- िं ी
ह द
हवद्यार्थिय िं के हवद्यार्थिय िं के
ह िंदी र्िए र्िन् निं े र्िए र्िन् निं े
12वी िं कक्षा तक 12वी िं कक्षा तक
हहिंदी पढ़ी है ।) हहिंदी पढ़ी है ।)
पाठ्यक्रम का उद्देश्य (Course Objectives):

• हवद्याथी की भाषाई दक्षता और भाषा-कौशि क बढ़ावा देना
• भाषा प्रय गशािा के माध्यम से प्राय हगक कायि क प्र त्साहन देना
• र िगार सम्बन्धी क्षेत् िं के र्िए तैयार करना
• हवर्भन्न क्षेत् िं में ह िंदी के प्रय ग की िानकारी
• हहिंदी प्रय ग से िुड़े फील्ड वकि पर आधाररत हवश्लेषण और िेखन पर बि देना
पाठ्यक्रम अर्धगम प्रहतफि (Course Learning Outcomes):

• भाषा के शुद्ध उच्चारण, रचनात्मक िेखन, औपचाररक िेखन तथा तकनीकी शब् िं से हवद्याथी अवगत
ह सकेगा ।
• स्नातक स्तर के हवद्याथी क भाषायी सम्प्रेषण की समझ और सिं भाषण से सम्बन्धन्धत हवर्भन्न पक्ष िं से
अवगत ह सकेगा ।
• वाताििाप, भाषण, सिं वाद, समूह चचाि, अनुवाद के माध्यम से हवद्याथी में अर्भव्यन्धि कौशि का
हवकास ह सकेगा ।
• समूह चचाि, पररय िना के द्वारा हवद्याथी में आि चनात्मक क्षमता का हवकास ह सकेगा ।
SYLLABUS OF AEC-2 (Semester – III/IV)
इकाई 1 : व्यावहाररक हहिंदी

● व्याव ारिक ह द िं ी के हवहवध रूप (सामान्य परिचय)
● बैंक में प्रय ग ह ने वािी ह िंदी
● सिं पकि भाषा के रूप में ह िंदी का महत्त्व
● बम्बईया ह िंदी, किकहतया ह िंदी, हैदराबादी ह िंदी
इकाई 2 : सिं पकि भाषा के रूप में ह िंदी के हवहवध रूप

● सावििहनक स्थान िं पर ह िंदी का प्रय ग (अस्पताि, बाज़ार, मॉि, मिं डी)
39
● बैंक िं में प्रचर्ित पाररभाहषक शब्ाविी
● कायाालय िं में प्रचललत ह िंदी की पारिभाहिक शब्दावली
● बाज़ार / दशिनीय स्थि / हक्रकेट मैच का अनुभव-िेखन
सहायक पुस्तकें:
1. ह िंदी भाषा – हरदेव बाहरी, अर्भव्यन्धि प्रकाशन, हदल्ली
2. प्रय िनमूिक ह िंदी: र्सद्धािंत और प्रय ग – दिंगि झािटे, वाणी प्रकाशन, हदल्ली सिं स्करण 2010
3. मानक ह िंदी का स्वरूप – भ िानाथ हतवारी, प्रभात प्रकाशन, हदल्ली सिं स्करण 2008
4. व्यावहाररक ह िंदी एविं प्रय ग – डॉ. ओम प्रकाश, रािपाि एिं ड सिं स, सिं स्करण 2003
5. प्राय हगक ह िंदी – (सिं ) रमेश गौतम, ओररएिं ट ब्लैकस्वान, प्रकाशन सिं स्करण 2013
मूल्ािंकन पद्धहत: (Assessment Method)

• कु ि अिं क: 80
• रि खत परीकषा: 60 अिं क
• आिंतररक मू ािं कन: 20 अिं क
40
AEC 2 : िनसिं चार और रचनात्मक िेखन (ह िंदी ख)
Credit distribution, Eligibility and Pre-requisites

(GE-1) of the Course
Course Credits Credit distribution of the Eligibility Pre-requisite Departm

title & course criteria of the course ent
Code Offering
Practice Course
हहदिं ी ख (उन हहदिं ी ख (उन
िनसिं चार 02 2 -- -- िं ी
ह द
और
र्िए र्िन् निं े र्िए र्िन् निं े
रचनात्मक
िेखन
पाठ्यक्रम का उद्देश्य (Course Objetive):

• हवद्यार्थिय िं के अर्भव्यन्धि कौशि क हवकर्सत करना ।
• हप्रिंट एविं इिेक्ट्ॉर हनक माध्यम िं के र्िए िेखन कायि की समझ हवकर्सत करना
• हहिंदी भाषा में रचनात्मक िेखन की ओर प्रेररत करना ।
• हवद्यार्थिय िं में कल्पनाशीिता और रचनात्मक िेखन का हवकास करना ।
• रचनात्मक िेखन के हवहवध क्षेत् िं की कायिशैिी का अध्ययन ।

• हवद्यार्थिय िं के मौन्धखक और िेखन कौशि क बढ़ाया िा सकेगा ।
• हवद्यार्थिय िं क हप्रिंट एविं इिेक्ट्ॉर हनक िेखन की ओर अग्रसर हकया िा सकेगा ।
• आि र्शक्षा का व्यवसाय से भी सिं बिं ध है । यह पाठ्यक्रम वतिमान सिं दभों के अनुकूि स्थाहपत ह
सकेगा ।
• हवद्यार्थिय िं क साहहत्य िेखन की िानकारी का ज्ञान हवकर्सत ह गा ।
• रचनात्मक िेखन के सैद्धािंहतक और व्यावहाररक पक्ष िं से पररर्चत ह सकेंगे ।
इकाई 1 : रचनात्मक िेखन का स्वरूप

• रचनात्मक िेखन का अथि और महत्व
• रचनात्मक िेखन के हवहवध रूप
• िनसिं चार माध्यम िं के र्िए रचनात्मक िेखन
• िनसिं चार माध्यम िं में हहिंदी भाषा
41
इकाई 2: हवहवध माध्यम िं के र्िए रचनात्मक िेखन
• हप्रिंट माध्यम के र्िए िेखन (साक्षात्कार, यात्ा अनुभव िेखन)
• इिेक्ट्ॉर हनक माध्यम िं के र्िए िेखन (सिं वाद िेखन और गीत)
• हवज्ञापन िेखन
1. रचनात्मक िेखन – प्र . रमेश गौतम, भारतीय ज्ञानपीठ प्रकाशन, नई हदल्ली, सिं स्करण 2016
2. कथा पटकथा – मन्नू भिं डारी, वाणी प्रकाशन, नई हदल्ली, सिं स्करण 2006
3. पटकथा िेखन: एक पररचय – मन हर श्याम ि शी, रािकमि प्रकाशन, नई हदल्ली, 2000
4. िनसिं चार माध्यम: सम्प्रेषण और हवकास – देवेन्द्र इस्सर, इन्द्रप्रस्थ प्रकाशन, हदल्ली
5. िनसिं चार माध्यम िं का सामार्िक चररत् – िवरीमल्ल पाररख, अनार्मका प्रकाशन, हदल्ली

• कु ि अिंक: 80
• रिधखत परीकषा: 60 अिंक
• आिंतररक मू ािं कन: 20 अिंक
42
AEC 2 : हहन्दी भाषा और तकनीक (ह िंदी ग)
Credit distribution, Eligibility and Pre-requisites

(GE-1) of the Course
Course Credits Credit distribution of the Eligibility Pre-requisite Departm
title & course criteria of the course ent
Code Offering
Practice Course
हहदिं ी ग (उन हहदिं ी ग (उन
ह िंदी भाषा 02 2 -- -- िं ी
ह द
और
र्िए र्िन् निं े र्िए र्िन् निं े
तकनीक
पाठ्यक्रम का उद्देश्य (Course Objectives):

• हवद्याथी की भाषाई दक्षता और भाषा-कौशि क बढ़ावा देना
• भाषा प्रय गशािा के माध्यम से प्राय हगक कायि क प्र त्साहन देना
• हहिंदी भाषा दक्षता और तकनीक के अिंतः सिं बिं ध क रेखािंहकत करना
• प्रभावी सम्प्रेषण का महत्त्व
• भाहषक सम्प्रेषण के स्वरूप एविं र्सद्धािंत िं से हवद्याथी का पररचय
• हवर्भन्न माध्यम िं की िानकारी

• भाषा के शुद्ध उच्चारण, रचनात्मक िेखन, औपचाररक िेखन तथा तकनीकी शब् िं से अवगत कराना
• स्नातक स्तर के हवद्याथी क भाषाई सम्प्रेषण की समझ और सिं भाषण से सम्बन्धन्धत हवर्भन्न पक्ष िं से
अवगत कराना
इकाई 1 : ह िंदी भाषा और प्रौद्य हगकी

● ई-गवनेंस में ह द िं ी का प्रय ग
● रािभाषा के प्रचार-प्रसार में कम्प्यूटर की भूर्मका
● ह िंदी और वेब हडिाइहनिंग
● ह िंदी के सिं दभि में यूहनक ड का प्रय ग
इकाई 2 : तकनीक और ह िंदी भाषा

● इिंटरनेट पर ह िंदी की प्रमुख पहत्काओिं की सूची बनाना
● ह द िं ी की हकसी एक प्रमुख वेबसाइट की भाषा का हवश्लेषण करना
43
● क्म्पम्प्यूटर पर ह िंदी में स्ववृत ,एस.एम.एस. और सिं देश िेखन
● मशीनी अनुवाद से सिं बिं र्धत प्रमुख सॉफ्टवेयर की सूची बनाना
1. सृिनात्मक साहहत्य – रवीद्रिं नाथ श्रीवास्तव, वाणी प्रकाशन, हदल्ली
2. व्यवहाररक हहिंदी शुद्ध प्रय ग – ओमप्रकाश, रािपाि एिं ड सिं स, हदल्ली
3. हहिंदी भाषा का आधुहनकीकरण एविं मानकीकरण – डॉ. हत्भुवननाथ शुक्ल, वाणी प्रकाशन, हदल्ली
4. रचनात्मक िेखन – (सिं .) प्र . रमेश गौतम, भारतीय ज्ञानपीठ प्रकाशन, हदल्ली
5. तकनीकी सुलझने – बालेंदु शमाा दधीलच, ईप्रकाशकडॉटकॉम
6. https://balendu.com/

• कु ि अिंक: 80
• रिधखत परीकषा: 60 अिंक
• आिंतररक मू ािं कन: 20 अिंक
44
● �हंद� क� वाक्य संरचना के सामान्य �नयम
इकाई 2: �हंद� म� लेखन अभयास
● कहानी, �नबंध लेखन

● यात्रा, दृश्य, घटना का वणर्न
● संवाद लेखन (�कसी नाटक अथवा �फल्म के माध्यम से)
● अप�ठत गद्यांश
संदभर् ग्रंथ:
1. स्वयं �हंद� सीख� : वी. आर. जगन्नाथन
2. �हंद� व्याकरण – कामताप्रसाद गुरु, नागर� प्रचा�रणी सभा, काशी
3. �हंद� : शब्द, अथर्, प्रयोग – हरदे व बाहर�, अ�भव्यिक्त प्रकाशन, �दल्ल�
4. �हंद� का समसाम�यक व्याकरण – यमुना काचरू, मैक�मलन, नई �दल्ल�
5. सामान्य �हंद� – डॉ. पथ्
ृ वीनाथ पांडेय, नालंदा पिब्ल�शंग हाउस, इलाहाबाद
6. मानक �हंद� व्याकरण – डॉ. नरे श �मश्र, राधाकृष्ण प्रकाशन, नयी �दल्ल�
7. रचनात्मक लेखन – प्रो. रमेश गौतम, ओ�रएंट ब्लैक स्वान पिब्लकेशन, �दल्ल�
8. Basic Hindi Course for Foreigners, Central Hindi Institute, Agra, UP Basic
Hindi Vocabulary, Ministry of Education, Govt. of India.
9. English-Hindi Conversational Guide & Hindi-English Conversational Guide,
Central Hindi Directorate, New Delhi
10. Fairbanks, G & Mishra, 8.G. Spoken and written Hindi Cornell University
Press, New York
11. Fairbanks, G & Pandit, P.B.: A Spoken approach, Deccan College, Pune
12. McGregor, R.S. Exercises in spoken Hindi, Oxford University Press, Oxford,
England
13. Verma, Vimlesh Kanti: Learner's Hindi-English Dictionary, Dreamland
Publication, New Delhi
45
COMMON POOL OF ABILITY ENHANCEMENT (AEC) COURSES
(For all the Ability Enhancement Courses offered by Department of Punjabi in

Semester III/IV)
ABILITY ENHANCEMENT COURSE (AEC-4)
PUNJABI BHASHA ATE MEDIA
CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES

OF THE COURSE
Course title & Credits Credit distribution of the Eligibility Pre-

Code course criteria requisite of
Practice course
(if any)
PUNJABI BHASHA 2 2 0 0 Class 12th Studied Punjabi
ATE MEDIA pass in any up to 8th
subject Standard
or
Working
knowledge of
Punjabi language
LEARNING OBJECTIVES:
• To impart knowledge of the Punjabi language and media.

• To educate the students in understanding Social and Political concerns of Punjabi
society, as reflected in contemporary Punjabi media.
• To address the demands of Punjabi Print and Electronic media.
• To enable students to learn about practical aspects of electronic and print media.
LEARNING OUTCOMES:
• Students will demonstrate an understanding of terms, themes, strategies and

issues of Punjabi media.
• They can express their understanding of the relationship between Punjabi print
and electronic media.
• They will be able to write and upload their views on social media platforms.
• They will be able to get recognition at National and International level through
46
their Blogs and YouTube Channels.
Unit I ਪੰ ਜਾਬੀ ਭਾਸ਼ਾ ਅਤੇ ਮੀਡੀਆ (Punjabi Bhasha ate Media)

• ਭਾਸ਼ਾ ਅਤੇ ਮੀਡੀਆ: ਅੰ ਤਰ-ਸੰ ਵਾਦ
Bhasha ate Media: Antar-Sanvad
• ਪੰ ਜਾਬੀ ਮੀਡੀਆ: ਸੰ ਖੇਪ ਜਾਣ-ਪਛਾਣ
Punjabi Media: Sankhep Jaan-Pachhan
• ਪੰ ਜਾਬੀ ਮੀਡੀਆ ਦੇ ਰੂਪ (ਿਪ�ੰ ਟ ਅਤੇ ਇਲੈ ਕਟ�ੋਿਨਕ ਮੀਡੀਆ)
Punjabi Media de Roop (Print ate Electronic Media)
Unit II ਅਖ਼ਬਾਰ ਅਤੇ ਇਲੈਕਟ�ੋਿਨਕ ਮੀਡੀਆ (Akhbar ate Electronic Media)

• ਪੰ ਜਾਬੀ ਦੇ ਪ�ਮੁੱਖ ਅਖ਼ਬਾਰ� ਨਾਲ ਜਾਣ-ਪਛਾਣ
Punjabi de Parmukh Akhbaran naal Jaan-Pachhan
• ਪੰ ਜਾਬੀ ਦੇ ਪ�ਮੁੱਖ ਚੈਨਲ� ਨਾਲ ਜਾਣ-ਪਛਾਣ
Punjabi de Parmukh Channels naal Jaan-Pachhan
• ਪੰ ਜਾਬੀ ਦੀਆਂ ਸਾਿਹਤਕ ਅਤੇ ਸਿਭਆਚਾਰਕ ਵੈਬਸਾਇਟਸ ਨਾਲ ਜਾਣ-ਪਛਾਣ
Punjabi dian Sahitak ate Sabhiyacharak Websites naal Jaan-Pachhan
Unit III ਅਖ਼ਬਾਰ: ਿਵਹਾਰਕ ਪੱ ਖ (Akhbar: Viharak Pakh)

• ਪ�ੈਸ ਨ�ਟ ਅਤੇ ਖ਼ਬਰ ਿਤਆਰ ਕਰਨਾ
Press Note ate Khabar Tiyar Karna
• ਫ਼ੀਚਰ ਲੇ ਖਣ
Feature Lekhan
• ਸੰ ਪਾਦਕੀ ਖ਼ਤ
Sampadaki Khat
Unit IV ਇਲੈ ਕਟ�ੋਿਨਕ ਮੀਡੀਆ: ਿਵਹਾਰਕ ਪੱ ਖ (Electronic Media: Viharak Pakh)
• ਪੰ ਜਾਬੀ ਸਾਿਹਤਕ/ਸਿਭਆਚਾਰਕ ਯੂ-ਿਟਊਬ ਚੈਨਲ ਦਾ ਿਰਿਵਊ

Punjabi Sahitak/Sabhiyacharak YouTube Channel da Review
• ਬਲਾਗ ਲੇ ਖਣ
Blog Lekhan
• ਇੰ ਟਰਿਵਊ ਕਰਨਾ
Interview Karna
ESSENTIAL READING:
• Bhajan Singh (Ed.) (1987), Punjabi Patarkari Vichar Parvah, Punjabi Academy,
Delhi.
• Megha Singh (Dr.) (2019), Punjabi Patarkari ate Pustak Reviewkari, Saptrishi
Publication,Chandigarh.
• Walia, Harjinder Singh and Parul Raizada (2014), Patrarkar, Patrarkri ate Jan
Sanchar, Madan Publishing House, Patiala.
47
SUGGESTED READINGS:
• Bhullar, Gian, Harmeet Kaur (Dr.) (2015), E-Lokdhara, Unistar Books, Chandigarh.
• Gautam, Roop Chand (2003), Electronic Media ke Sidhant, Sh. Navraj Parkashan, Delhi.
• Kalia, Sanjiv (Dr.) (Ed.) (2012), Cinema ate Samajik Tabdeeli, Zohra Publication, Patiala.
• Rawail Singh (Dr.) (2017), Media: Viharak Adhiyan, Gracious, Patiala.
• Waraich, Amarjit Singh (2010), Hun Tusi Khabran Suno, Punjabi University, Patiala.
• Thapar, Prithvi Raj (Dr.) (2011), Punjabi Media, Manpreet Parkashan, Delhi.
• Thapar, Prithvi Raj (Dr.) (2012), Sanchar, Takneek te Multimedia, Manpreet Parkashan,
Delhi.
*(Note: Teachers are free to recommend additional related standard source books, if required so.)
Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.
48
AEC 2: Course A: Advance Ancient Indian Economy
Course Credits Credit distribution of theEligibility Pre- Department

title & course criteria requisite Offering the
Code of the Course
course
Practice
02 02 00 12th Pass Nil Sanskrit
Learning Objectives
The aim of this course is to make the students acquainted with various aspects of economic thought
and Indian economy as propounded in the ancient Sanskrit texts from Vedic Saṁhita to later texts
in the Dharamśāstra and Arthaśāstra traditions.
Learning outcomes
This course will enable the students to appreciate the fundamental concepts of Indian economic
thoughts discussed in ancient Sanskrit texts such as Vedic Saṁhita, Kauṭilya’s Arthaśāstra,
Manusmṛiti etc. This session deals with the economic model of ancient India and financial
growth of the state’s thought through Sanskrit literature. Students will be able to understand
various aspects of the taxation model in ancient India and they should be able to compare
ancient and contemporary models.
SYLLABUS OF AEC-2 Course A
Unit: 1
Introduction to Ancient Indian Economy Credit: 1
Early and Later Vedic Period
Buddhist Period
Centralized Economy of Mauryan Period
Post Mauryan Period
Gupta and Post Gupta Period
Unit: 2 Credit: 1
Readings in Indian Economy:
49
Manusmṛiti- Chapter 7, Verse No- 123-138, Arthaśāstra- Second Adhikaraṇa,
Sannidhātṛnicayakarma and Samāhrtṛsamudayaprasthāpanam
1. R.P Kangle (ed.) Arthaśāstra of Kauṭilya, Motilal Banarsidas, Delhi, 1965

2. P. Olivelle (ed. & trans), Manu code of law: A Critical Edition & translation of the
Manava- Dharmasastra, UUP, New Delhi, 2006
3. R. S. Sharma, Aspects of Political Ideas & Institutions in Ancient India, Delhi, 1996
4. A. S. Altekar, State and Government in Ancient India, Motilal Banarsidas, Delhi,
2011
5. किपलदेव िद्ववेदी, वैिदक सािहत्य एवं संस्कृ ित, वाराणसी, िव�िवद्यालय प्रकाशन, ष� संस्करण, 2015
6. शमार्, उमाशक
ं र ऋिष, सस्ं कृ त सािहत्य का इितहास, चौखम्भा भारती अकादमी, वाराणसी
Suggested readings
1. कै लाशचन्द्र जैन, प्राचीन भारतीय समािजक और आिथर्क सस्ं थाए,ं मध्यप्रदेश िहन्दी ग्रन्थ अकादमी, भोपाल, 1976
2. शिश ितवारी, संस्कृ त सािहत्य में राष्ट्रवाद एवं भारतीय राजशा�, िवद्यािनिध प्रकाशन, िदल्ली, 2013
3. सहाय, िशवस्व�प, प्राचीन भारत का सामािजक एवं आिथर्क इितहास, मोतीलाल बनारसीदास, िदल्ली, 2012

Branch/University of Delhi from time to time
Basic Structure of Question Paper & Division of Marks
Questions - 03 (from Unit 1) 03 x 15 = 45

03 x 08 = 24
Explanations 03 (from unit-2)
Short Notes 02 02x3 = 06
Total Marks: (I+II) 75
50
AEC 2: Course B: Intermediate Administrative Structure in Kauṭilya’s Arthaśāstra
Course Credits Credit distribution of the Eligibility Pre- Department

Code of the Course
course
Practice
02 02 00 NA 12th Pass Nil Sanskrit
Learning Objectives
The government policies mentioned in Arthaśāstra indicate that the ruler of the kingdom or the
country should follow the duties assigned to him for the welfare of the people. The aim of this course
is to make the students acquainted with various aspects of Administrative parts and his
responsibilities mentioned in Kauṭilya’s Arthaśāstra.
Learning outcomes
After going through this course, students will know the most important aspect of Arthaśāstra was
public welfare even in an autocratic agrarian state. In addition, they will know King was the head
and the main function of him was military judicial legislative and executive which in the present is
the function of the president.
SYLLABUS OF AEC-1
Unit: 1 Credit: 1
Introduction to Kauṭilya’s Arthaśāstra: Author, Structure of the Text, Editions and
Translations, Introduction to all Adhikaraṇas.
Unit: 2 Credit: 1
Saptānga Theory
Concept of Welfare State
Samāharta
Sannidhātā
Dharmasthīya
Kaṇṭakaśodhana
Sitādhyakṣa
51
1. R.P Kangle (ed.) Arthaśāstra of Kauṭilya, Motilal Banarsidas, Delhi, 1965
2. उदयवीर शा�ी ( अनुवाद) कौिटल्य अथर्शा�, मेहरचंद्र ल�मणदास, िदल्ली, 1968
3. कै लाशचन्द्र जैन, प्राचीन भारतीय समािजक और आिथर्क संस्थाएं, मध्यप्रदेश िहन्दी ग्रन्थ अकादमी, भोपाल, 1976
4. A. S. Altekar, State and Government in Ancient India, Motilal Banarsidas, Delhi,
2011
5. वाचस्पित गैरोला, कौिटलीयम् अथर्शा�म् (िहन्दीव्याख्योपेतम्), वारणसी, चौखम्भा िवद्याभवन, सस्ं करण 2015
Suggested readings
1. Kautilya Arthshastra, translated by R Shyamshastri, Delhi, Choukhamba Sanskrit

Pratisthan.
2. R. S. Sharma, Aspects of Political Ideas & Institutions in Ancient India, Delhi, 1996
3. शिश ितवारी, संस्कृ त सािहत्य में राष्ट्रवाद एवं भारतीय राजशा�, िवद्यािनिध प्रकाशन, िदल्ली, 2013
4. U.N. Ghosal, A History of Indian Political Ideas, Bombay, 1956.

Basic Structure of Question Paper & Division of Marks 75
Questions 03 (from Unit 1) 03 x 10 = 30

Questions 02 (from Unit 2) 03 x 10 = 30
Short Notes (from Unit 2) 03 x 05 = 15
Total Marks: (I+II) 75
52
AEC 2: Course C: (Introductory) Culture and Society संस्कृ�त: समाजश्च
Course Credits Credit distribution of theEligibility Pre- Department

Code of the Course
course
Practice
02 02 00 NA 12th Pass Nil Sanskrit
Learning Objectives
To provide the fundamentals of Indian culture and society in Sanskrit Literature. This course is
envisioning to help students learn the various aspects of Indian Culture and Society as depicted in
Sanskrit Literature.
Learning outcomes
Students will learn and evaluate institution of marriage, status of women and Indian Social
Institutions. They will be equipped with the primary resources to understand the essence of Indian
Perspective of Sociology. They will be able to conduct independent research in the abovementioned
areas. This course will also allow them to understand the society that framed India.
SYLLABUS OF AEC-1
Unit: I Credit: 01
Essence of Indian Culture-
Spirituality- Ishavasyopnishad (1st Mantra); Sthitapragya- Srimadbhagwadgita (2/ 54-59)
Life Style -Satya, Ahimsa, Asteya, Santosh, Tapas, Swadhayaya, Ishvara pranidhan (with
special reference to Yogasutra);
Social Conduct and Harmony- Rigveda, SanjnanaSukta, 10. 191 (2-4)
Unit: II Credit: 01
Indian Social Thinkers- Fundamental thoughts of the following:

Manu, Gautam Buddha, Kautilya, Swami Vivekananda, Swami Dayanand Sarasvati,
Mahatma Gandhi
53
1. Ishavasyopnishad- Geeta Press, Gorakhpur, 1992
2. Ishavasyopnishad- Swami Sharvananda, Shri RamKrishna Math, Mylapur, Madras, 1943
3. Ishavasyopnishad, Dr. Shashi Tiwari, Bhartiya Vidya Prakashan, Delhi, 1997
4. Kautilya Arthashastra, Vachaspati Gairola, Chaukhamba Vidya Bhawan, Varanasi, 2017
5. Kautilya Arthashastra, R.P. Kangle, Motillal Banarasidas publishers, Delhi, 1997
6. Manu’s Code of law- (Ed. & Trans.) Olivelle, P. (A Critical Edition and Translation of the
Manava- Dharmashastra, OUP, New Delhi, 2006.
7. Rigveda Samhita, (6 Vols)- Eng. Tr. H.H. Wilson, Bangalore Printing & Publishing Co.,
Bangalore, 1946
8. Vivekananda Sahitya, Vol.1-10, Advaita Ashram, 2014
9. ऋग्वेद सं�हता, सायणाचायर् कृत भाष्य एवं �हन्द� व्याख्या स�हत, राम गो�वंद �त्रवेद�, चौखम्बा
संस्कृत प्र�तष्ठान, �दल्ल�
10. पातंजल योगदशर्न,व्याख्या ‒ स्वामी श्री ब्रह्मल�न म�ु न, चौखम्बा प्रकाशन, वाराणसी, 2007
11. पातंजल योगदशर्न, डॉ सरु े शचंद्र श्रीवास्तव ्, चौखम्बा सरु भारती प्रकाशन वाराणसी, 2016
12. बौद्ध दशर्न, राहुल सांकृत्यायन, �कताब महल, इलाहाबाद, 1944
13. श्रीमद्भगवद्गीता, जयदयाल गोयन्दका, गीताप्रेस गोरखपरु , संवत 2067
14. भगवद्गीता, डॉ सवर्पल्ल� राधाकृष्णन ्, �हन्द पॉकेट बक्
ु स, नई �दल्ल�, 2011
15. कौ�टल्य अथर्शास्त्र, उदयवीर शास्त्री, मेहरचंद ल�मणदास, �दल्ल�, 1969-1970
16. गाँधी, महात्मा- सत्य के प्रयोग, सस्ता सा�हत्य मण्डल, नई �दल्ल�, 1994
17. सरस्वती, दयानंद- सत्याथर्प्रकाश , राष्ट्र�य आयर् �नमार्त्री सभा, रोहतक, ह�रयाणा, 2014
ु ाद स�हत, (अन)ु रामनारायण द� शास्त्री पाण्डेय, गीताप्रेस,
18. महाभारत (1-6 भाग )- �हन्द� अनव
गोरखपरु ।
19. मनुस्म�ृ त ( 1-13 भाग )- (संपा�दत एवं व्याख्या )- उ�मर्ला रुस्तगी, जे. पी. पिब्ल�शंग हाउस,
�दल्ल�, 2005
Suggested readings
1. Prabhu, P.H.- Hindu Social Organization, Popular Publication, Mumbai, 1998

2. The Rigvedic People, B.B. Lal, Aryan Books International, India, 2015
3. जैन, कैलाशचंद्र – प्राचीन भारतीय सामािजक और आ�थर्क संस्थाएँ, मध्य प्रदे श �हन्द� ग्रंथ
अकादमी, भोपाल, 1976
4. टं डन, �करण- भारतीय संस्कृ�त, ईस्टनर् बुक �लंकसर्, �दल्ल�, 2017
5. पाण्डेय, राजबल� ‒ �हन्द ू संस्कार ( सामािजक तथा धा�मर्क अध्ययन), चौखम्बा �वद्या
भवन वाराणसी, 1957
6. सहाय, �शवस्वरूप, प्राचीन भारत का सामािजक एवं आ�थर्क इ�तहास, मोतीलाल
बनारसीदास, �दल्ल� , 2014
7. काणे, पी. वी. ‒ धमर्शास्त्र का इ�तहास ( 1-4 भाग), अनुवाद अजन
ुर् चौबे काश्यप, �हन्द�
स�म�त, लखनऊ, 1966-73
54
Basic Structure of Question Paper & Division of Marks 75
Long Questions 03 (from unit-1 and 2) 03 x 12 = 36

Short Answer Type Questions 3 (Unit 1 to 2) 03 x 08 = 24
Short Notes 03 (from 1-4 Units) 03 x 05 = 15
Total Marks : (I+II) 75
55
Semester: III/ IV
TAMIL
AEC (A)-II
AEC (A)-II: Journalistic Writing in Tamil
of the Course
course
Practice
Journalistic 02 02 0 0 students MIL&LS
Writing in (for who have
Tamil students already
who have opted
studied AEC
the (A)-I in
language Tamil in
up to either
Class VIII Semester
& above) I or II
(alternati
ve
semester)
Learning outcomes: : After completing the course, the students are expected to start preparing
news items, reporting, taking interviews in Tamil for the media houses, electronic and print.
56
Unit -I
Introduction of Tamil Journalism and Report Writing:
- Brief History of Tamil Journalism
- Types of writings based on investigation, news covering, reporting, writing, editing and
giving suitable titles, feature writing and column writing
- Analysis of the good/bad samples of writing
Unit -II
Method, Usages & Issues of Interview:
- Methods of Conducting Interview and debate with demonstration.
- Usages of Interview.
- Issues in Interviewing with Personalities.
- Interview with different persons of various social strata.
Unit -III
Editing, Editorial, Proof- Reading and Ethics:

- Editorial writing.
Radha, V, 2004, Vaniha-t-Tagaval Thodarbu, Chennai, Prasanna Publication
Raja.Ki, 2006, Makkal Takaval Thodarbiyal: Arimukam, Chennai, NCBH.
Savarimuthu. S, 2004, Idhaliyal Makkal Thagavaliyal, Chennai, Muthu Pathippagam.
Gurusamy.M.P. Ithazhiyal Kalai, Chennai: Kurunthemozhi Pathippakam.
Vinayaga Moorthy, Pathippu Paarvaikal, Madurai: Balamurugan Pathippakam.

57
Semester: III/ IV
TAMIL
AEC (B)-II
AEC (B)-II: Intermediate Tamil
of the Course
course
Practice
Tamil (for who have
students already
who have opted
not AEC (B)-
studied I in
the Tamil in
language) either
Semester
I or II
(alternati
ve
semester)
Learning Objectives : This semester course aims at creating an awareness of

Dynamics of Tamil words and introducing classification weak & strong verbs- Infinitive
forms of Verbs Auxiliaries and Tamil script learning.
58
Unit –I
Rules of Verb formation
- Subject, Object, Verb construction (SOV structure)
Unit –II
Making simple sentences, Interrogative sentences & exclamatory sentences.
Unit -III
Technical Terms
1. Asher, R.E. Colloquial Tamil, Routledge (Lesson 1), London. 2002.

2. Rajaram, S. An Intensive Course in Tamil (Unit. 4), CIIL, Mysore, 1987.
3. Arokianathan, S. Spoken Tamil for Foreigners, (Lesson 1-5) A-team Info Media
Publishers Pvt. Ltd, Chennai. 2012.
4. Hart, Kausalya. Tamil for Beginners Part I & II, (Lesson 1- 5 & 10) Centre for South
and South East Asia, University of California at Berkeley, 1992.
5. Karunakaran, K. & Balakrishnan.R. Elementry Tamil (Introductory Course),
Sabanayagam Printers, Chidambaram, 2001.
6. Nuhman, M.A, 2010, Adippadait Tamil Ilakkanam, Puthanatham, Adaiyalam
Publications.
7. Thamizhannal, 1989, Ungal Tamizhai Therinthu kollungal, Madurai, Meenakshi
Puththaka Nilayam.
59
Semester: III/ IV
TELUGU
AEC (A)-II
AEC (A)-II: Journalistic Writing in Telugu
of the Course
course
Practice
Journalistic 02 02 0 0 For students MIL&LS
Telugu who have already
studied opted AEC
the (A)-I in
language Telugu in
up to either
Class VIII Semester I
& above or II
(alternative
semester)
Learning Objectives: The course aims to teach and train students in journalistic writing in the
language so that they are well-equipped in the news covering, reporting, writing and editing
for the electronic and print media. It also aims at enhancing their competence for freelancing
and in the choice of their areas such as sports, movies, entertainment, business, social, political,
historical etc.
This paper consists of three units: A brief history of Journalism in Telugu, Journalistic writing
and reporting and Journalistic writing Practical components. The first unit attempted to
introduce the early Telugu journals, well-known Telugu editors and Print, Electronic and New
Media and News, News collection and different writing methods. The second unit would give
an idea of how to report from the field and conduct interviews and debates with people. The
last unit focuses on Journalistic writing and practical components.
Course Learning Outcomes: After completing the course, the students are expected to start
preparing news items, reporting, and taking interviews in Telugu for the media houses, both
electronic and print. The study shall provide sufficient training in writing and reporting (oral),
60
conducting interviews and panel discussions for electronic media. The students will also be aware
of the law and ethics involved in Journalism.
Unit -I A brief history of Journalism in Telugu
- Beginnings of Communication Era, Early Telugu Journals and Editors

- Print, Electronic and New Media
- Editor and Editorial department, Journalist
- News, News collection and writing, Lead, Body, Column writing and Feature writing,
Editor and Editorial, Interview and Reporting, investigation, news covering, editing and
giving suitable titles
Unit -II Journalistic writing and reporting

- Conducting Interviews and debates with a demonstration
- Analysis of both evil and sound samples of writing for the media
Unit -III Journalistic writing and Practical components

Reading list:
Anand Bhaskar, Rapolu. Journalism Charitra-vyavastha. Hyderabad: Udyama Publications,
1988.
Krishna Rao, Bendaalam. Vaarthalu Ela Raayaali? Vijayawada: Rushi Prachu- ranalu, 2006.
Mallesham, Chilla. Tappulu- Tippalu. Hyderabad: Telangana Rashtra Media Academy, 2018.
Mallesham, Chilla. Vartha Kathanalu. Hyderabad: Telangana Rashtra Media Academy, 2018.
Radha Krishna, Budaraju. Journalism Avagaahana – Aacharana. Madras: S.I.J.F., 1995.
Radha Krishna, Budaraju. Manci Jarnalistu Kaavanlante. Hyderabad: Media House
Publications, 2000.
Ramamohana Rao, Nanduri. Telugu Patrikala Bhasha Konni Soochanalu. Hyderabad: Andhra
Pradesh Press Academy, 2004.

61
Semester: III/ IV
TELUGU
AEC (B)-II
AEC (B)-II: Intermediate Telugu

Course title Credits Credit distribution of theEligibility Pre- Department
& Code course criteria requisite Offering
of the the Course
Lecture Tutorial Practical/ course
Practice
Intermediate 02 2 0 0 (For students MIL&LS
Telugu students who have
who have already
not opted AEC
studied (B)-I in
the Telugu in
language) either
Semester I
or II
(alternative
semester)
Learning Objectives :
This course has been designed for students with primary knowledge of the Telugu language who can
make and figure out simple sentences. The course enables students to construct compound and complex
sentences in Telugu. Furthermore, the course empowers the students to acquire skills to comprehend
small passages, write short paragraphs, have better conversational skills and teach them the basic rules
of translation. The course offers a wide range of exercises from the book, and challenging activities
can be given to students, i.e. vocabulary-based activity or a grammar drill, a language manipulation
exercise or ap-to-date reading comprehension. A unit that focuses s on particular topics and students
who want to practice the language through additional independent study, and open-ended exercises will
be included to encourage learners to communicate more spontaneously and to allow some autonomy
and creativity. Additional materials and support will be given to the students.
62
Course Learning Outcome: The course will enable students to understand the distinctions of the
language by empowering them with better reading, writing and conversational skills. Students will try
to capture radio and TV advertisements, news advertisements and other broadcast programs. They will
read short paragraphs in a language related to books, newspapers, magazines, notice boards, posters,
personal and other types of letters, etc., and use dictionaries and reference texts. They will also try to
write a short portion on select topics, write personal and other types of letters directly on familiar and
simple topics, and write independent articles. Students will be able to translate any prose words from
Telugu to English and vice versa with the help of a dictionary or through online sources.
Unit -I
Compound verbs
Transitive and intransitive verbs
Making compound sentences in Telugu using conjunction
Making complex sentences in Telugu
Unit II
Reading comprehension
Paragraph and letter Writing
Conversation writing
Unit III
Translation from English to Telugu
Translation from Telugu to English
63
Arden, A H. A progressive grammar of the Telugu language. 2nd ed. Madras: Society for promoting
Christian knowledge, 1905.
Krishnamurti, B. and Gwynn, J. P. L. A Grammar of Modern Telugu. USA: Oxford University Press,
1986.
Parandhama Reddy, M. and Venkateswara Shastri,J. Telugu Velugu- I. . Mysore: Central Institute of
Indian Languages, 1997.
Ramanarasimham, Parimi. An Intensive Course in Telugu. Mysore: Central Institute of Indian

Languages, 1985.
Ramanarasimham, Parimi. Telugu Velugu -III. Mysore: Central Institute of Indian Languages,
1974.
Reddy G.N. and Matson D.M. Glossaries for graded readings in newspaper Telugu and modern literary
Telugu: USA: U.S. Department of health, education & welfare, 1966.
Sanjay, D. Spoken Telugu for Absolute Beginners. ______: ________, 2019.
Venkataramana Rao, Y. Telugu Velugu -IV. Mysore: Central Institute of Indian Languages, 1976.
Venkatavadhani, Divakarla. Telugu in Thirty Days. Hyderabad. Andhra Pradesh Sahitya academy,
2017.
64
AEC-2 URDU A FOR III/IV SEM
ABILITY ENHANCEMENT COURSE-2 (AEC-2): URDU-A
CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE

COURSE
Credit distribution of the Pre- Departme

course Eligibilit requisit nt
Course title Credit
Practical y e of Offering
&Code s Lectur Tutoria
/ criteria the the
e l
Practice course Course
Urdu-A,
Studied
Ability
12th AEC-1
Enhanceme 02 2 0 0 URDU
Pass Urdu A
nt Course
(AEC)
Learning Objectives

• To give knowledge of contemporary society of India through UrduProse and Poetry.
• To give a glimpse of classical literature with special reference to Urdu Prose and
Poetry.
Learning outcomes
The learning outcomes of this course are as follows:
• Knowledge of contemporary society of India through Urdu Prose and Poetry

• Understand classical literature with special reference to Urdu Prose and Poetry
• Explain and analyze the different text in Urdu.
65
SYLLABUS OF AEC-4
UNIT-I- (18-Hours) Hissa-e-Nasr

1. Toba Tek Singh (Manto) (Matn ki Tadrees)
2. Karman (Qurratul-ain-Haider) (Matn ki Tadrees)
3.AkhiriKoshish (Hayatullah Ansari) (Matn ki Tadrees)
UNIT-II- (8-Hours) Hissa-e-Shairi (Gazaliyaat)
4. Jigar Muradabadi
o Dil ko SukoonRooh ko Aaraam aa gaya (Matn ki
Tadrees)
o Kabhi Shakh-o-Sabza-o-Barg par (Matn ki Tadrees)
5. FiraqGorakhpuri
o Narm Fiza ki Karwatein Dil ko Dukhake Rah Gayin (Matn ki Tadrees)
o Bahut Pahle se Un Kadmon ki AahatJaanLete Hain (Matn ki
Tadrees)
6. Faiz Ahmad Faiz

o Rang Pairahan Ka, Khushboo ZulfLehrane Ka Naam (Matn ki
Tadrees)
o Dil Mein Ab Yun TereBhoole Hue Gham Aate Hain (Matn ki
Tadrees)
UNIT-III- (4-Hours) Hissa-e-Shairi (Manzoomat)
7. Lab-e-Saahil Aur Mauj (Akbar) (Matn ki Tadrees)
66
8. Ae IshqKahin Le Chal (Akhtar Sheerani) (Matn ki Tadrees)
(The total number of hours should add up to 15 only)
Practical component (if any) –
Suggested readings

67
ABILITY ENHANCEMENT COURSE-2 (AEC-2): URDU-B
CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE

COURSE
Credit distribution of the Pre- Departme

course Eligibilit requisit nt
Course title Credit
Practical y e of Offering
& Code s Lectur Tutoria
/ criteria the the
e l
Practice course Course
Urdu-B,
Studied
Ability
10th AEC-1
Enhanceme 02 2 0 0 URDU
Pass Urdu B
nt Course
(AEC)
Learning Objectives

• To give knowledge of contemporary society of India through Urdu Prose and
Poetry.
• To give a glimpse of modern literature with special reference to Urdu Prose and
Poetry.
Learning outcomes
The learning outcomes of this course are as follows

• Understand the text and can explain and analyse the text.
• Appreciate the nuances behind the texts especially Urdu Ghazal.
• Express understanding, knowledge and critical thinking through writings.
68
SYLLABUS OF AEC-5
UNIT-I- (18-Hours) Hissa-e-Nasr

1.Qaul-e-Faisal (Abul Kalam Azad) (Matn ki Tadrees)
2.Diya Salai (Khwaja Hasan Nizami) (Matn ki Tadrees)
3.Nazara Darmiya Hain (Qurrat-ul Ain Haider) (Matn ki Tadrees)
UNIT-II- ( 8-Hours) Hissa-e-Shairi (Ghazaliyaat)
9. Dagh
o Khatir Se Ya Lihaz Se Main Maan To Gaya (Matn ki Tadrees)
10. Shaad
o Tamannaon Mein Uljhaya Gaya Hoon (Matn ki Tadrees)
11. Firaq
o Sar Mein Sauda Bhi Nahi (Matn ki Tadrees)
UNIT-III- (4-Hours) Hissa-e-Shairi (Manzoomat)
7. Mujh Se Pehli Si Muhabbat Mere Mehboob Na Maang (Faiz) (Matn
ki Tadrees)
8. Akhiri Mulaqaat (Jaan Nisar Akhtar) (Matn
ki Tadrees)
9. Parchhaiyan (SahirLudhyanvi) (Matn ki Tadrees)
69
Assessment Methods
Assignment, Internal Test
Keywords- Dagh, Shaad, Firaq, Faiz, Jaan Nisar, Sahir
Practical component (if any) –
Suggested readings

70
Skill Enhancement Course (SEC)
Commerce : Finance for Everyone

2 1 1
.
Learning Objectives

• To offer an integrated approach to the understanding of concepts and applications of
financial planning.
• To help the students in their financial planning.
Learning outcomes

• After studying this course, students will be able to understand the importance of
financial literacy and the institutions providing financial services.
• After studying this course, students will be able to prepare a financial plan, budget
and manage personal finances.
• After studying this course, students will be able to open, avail and manage services
offered by banks.
• After studying this course, students will be able to open, avail and manage services
offered by post offices.
• After studying this course, students will be able to plan for life insurance and
property insurance.
• After studying this course, students will be able to choose instruments for
investment in shares.
71
SYLLABUS OF SEC-29
Unit 1: Introduction, Financial Planning and Budgeting
Meaning, importance and scope of financial literacy; Prerequisites of financial literacy –
level of education, numerical and communication ability; Various financial institutions –
banks, insurance companies, post offices, mobile app based services. Need of availing of
financial services from banks, insurance companies and postal services. Concept of
economic wants and means for satisfying these needs; Balancing between economic
wants and resources; Meaning, importance and need for financial planning; Personal
budget, family budget, business budget and national budget; Procedure for financial
planning and preparing a budget; Budget surplus and budget deficit, Avenues for
savings from surplus, Sources for meeting the deficit.
Unit 2: Banking Services
Types of banks; Banking products and services – Various services offered by banks; Types of
bank deposit accounts – savings bank account, term deposit, current account, recurring
deposit; pan card, address proof, KYC norm; Various types of loans – education loan,
consumer durable loan, vehicle loan, housing loan, short term, medium term, long
term, microfinance, bank overdraft, cash credit, mortgage, reverse mortgage,
hypothecation, pledge, Agricultural and related interest rates offered by various
nationalized banks; Cashless banking, e-banking, check counterfeit currency; CIBIL, ATM, net
banking, RTGS, NEFT, IMPS, electronic clearance services (ECS), debit and credit card, app
based payment system, bank draft and pay order; banking complaints and ombudsman.
Unit 3: Financial Services from India Post Office
Post office savings schemes: savings bank, recurring deposit, term deposit, monthly income
scheme, kisan vikas patra, NSC, PPF, senior citizen savings scheme , sukanya samriddhi
yojana ; india post payments bank. money transfer: money order, e-money order. instant
money order, collaboration with the western union financial services; mo videsh,
international money transfer service, money gram international money transfer, indian
postal order.
Unit 4: Insurance Services
Life insurance policies: life insurance, term life insurance, endowment policies, pension
policies, ULIP, health insurance plans, comparison of policies offered by various life
insurance companies, comparison of policies offered by various health insurance
companies. Property insurance policies. Post office life insurance schemes: postal life
insurance and rural postal life insurance.
Unit 5: Stock Markets – Some Basic Concepts
Terms used in stock markets: SENSEX, NIFTY, primary markets, secondary markets, initial
public offering(IPO), follow-on public offering (FPO), offer for sale (OFS), block deal, equity
shares, preference shares, debentures, bonus shares, stock split, dividend, buyback, DEMAT
72
account, trading account, delivery instruction slip (DI Slips), blue chips, defensive stocks, face
value, market value, market capitalisation, pre-opening session, trading session, opening
price, closing price, business days, bull, bear, bull market, bear market, risk, stop loss,
derivatives, call option, put option, hedge, holding period; Tax on short term capital gains
and long-term capital gains, Mutual Fund and its various schemes.
Practical Exercises:
• visit banks, post offices, and insurance companies to collect information and
required documents related to the services offered by these institutions and to know
the procedure for availing of these services.
• carry out the comparative analysis of different types of life insurance policies.
• carry out the comparative analysis of different types of health insurance policies.
• prepare a personal and family budget for one/six/ twelve months on imaginary
figures.
Suggested Readings:
● Avadhani, V. A. “Investment Management” Himalaya Publishing House Pvt. Ltd.,
Mumbai.
● Batra, J.K., Accounting and Finance for Non-finance Managers, Sage Textbook
● Chandra, P. “Investment Game: How to Win” Tata McGraw Hill Education, New
Delhi.
● Kothari, R. “Financial Services in India-Concept and Application” Sage
Publications India Pvt. Ltd., New Delhi.
● Milling, B. E. “The Basics of Finance: Financial Tools for Non-Financial Managers”
Universe Company, Indiana,
● Mittra, S., Rai, S. K., Sahu, A. P., & Starn, H. J. “Financial Planning” Sage
Publications India Pvt. Ltd., New Delhi.
● Zokaityte, A. “Financial Literacy Education” Palgrave Macmillan, London.
Note: Learners are advised to use the latest edition of readings.

Total Marks: 100
Internal Assessment: 25 marks
Practical Exam (Internal): 25 marks
End Semester University Exam: 50 marks
The Internal Assessment for the course may include Class participation, Assignments, Class
tests, Projects, Field Work, Presentations, amongst others as decided by the faculty.
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All UG Courses
English : Communication in Everyday Life

Credits: 2
Course title Credits Credit distribution of the course Eligibility Pre-requisite of
& Lecture Tutorial Practical/ criteria the course
Communication in 2 0 0 2 Class XII NA
Everyday Life
Learning Objectives
The Learning Objectives of this course are as
follows:
 To lay down a basic foundation for basic communication that is a part of a student's everyday
life.
 To inculcate the fundamentals of communication with the aim to enhance listening, speaking
and writing skills.
 To hone practical skills that can be used in day-to-day affairs.
Learning Outcomes
 After studying this course, students will be able to improve mediation skills.
 After studying this course, students will be able to building human relationships.
 After studying this course, students will be able to foster societal understanding & develop an
independent perspective.
 After studying this course, students will be able to enhance social communication skills of
students.
SYLLABUS
Course Contents:
UNIT 1
Theory of Communication
 Meaning, Features, Uses, Cycle, Feedback, Advantages
 Barriers
 7 C’s of Communication
UNIT 2
Listening Skills
 Netiquettes
 Audio-book Listening & Discussions
 Note-taking
UNIT 3
Speaking Skills
 Oral Presentation- Audio-Visual aids, Audience & Feedback, Delivery of
Presentation, Handling Questions
 Group Discussion- Culture & History, Current Affairs, Society-related
 Public Speaking- Public Speech, Extempore
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 Interview- Personal, Conversational, Public
UNIT 4
Reading Skills
 Close Reading
 Skimming
 Scanning
UNIT 5
Writing Skills
 Summarising
 Paraphrasing
 Note-making
 Essays- Expository Essay, Descriptive Essay, Narrative Essay
 Letter Writing- Formal Letter, Informal Letter
 Reports- Incidence, Newspaper, Organisational Report
 Analysis & Interpretation- Textual
 Intra & Inter-personal Skills - Monologue, Dialogue
Suggested Readings
 Chaudhary, Shoma. “Understanding Interviews, Billy Elliot is my Story, Only Less Happy”.
Tehelka: The People’s Paper, 18 February 2006.
 Kumar, Dinesh. “Understanding Values, Our Muddled Generation”. The Hindu, 26 March
2006.
 Learning to Write I, “Free Writing”. In Fluency in English II, ed. Varma, Pramodini and
Mukti Sanyal, pp. 1-5, Oxford, New Delhi, 2015.
 Learning to Write II, “Editing”. In Fluency in English II, ed. Varma, Pramodini and Mukti
Sanyal, pp. 25-27, Oxford, New Delhi, 2015.
 Learning to Write III, “What makes Good Writing Good”. In Fluency in English II, ed.
Varma, Pramodini and Mukti Sanyal, pp. 48-51, Oxford, New Delhi, 2015.

75
Hindi : Rangmanch

2 2
Course Objective:
• हिन्दी रं गमंच का सामान्य पररचय कराना l
• नाट्य-प्रस्तुहि की प्रहिया की जानकारी दे ना l
• अहिनय के हिहिन्न पक्षं से अिगि कराना l
• रं गमंच के खेलषं और गहिहिहियषं से अिगि कराना l
Course Learning Outcomes:

• नाट्य-प्रस्तुहि की प्रहिया से हिद्यार्थी अिगि िष सकेगा l
• रं गमंच की सामान्य जानकारी हमलने के उपरान्त इस क्ेत्र में हिद्यार्थी के हलए रषजगार
की संिािनाएँ बनेंगी l
• रं गमंचीय गहिहिहियषं से हिद्यार्थी के व्यक्तित्व का हिकास िष सकेगा l
• हिद्यार्थी में अहिव्यक्ति कौशल का हिकास िष सकेगा l
SYLLABUS OF SEC-42
यूनिट 1 (4 सप्ताि)
• िरि मुहन कृि नाट्यशास्त्र (संहक्प्त पररचय)

• हिन्दी का पारं पररक रं गमंच (संहक्प्त पररचय)
प्रस्तुहि-प्रहिया: आलेख का चयन, अहिनेिाओं का चयन, दृश्य-पररकल्पना (ध्वहन-संगीि-नृत्य-प्रकाश),
पूिााभ्यास
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अहिनय की िैयारी: िाहचक, आं हगक, आिाया, साक्तत्वक
आशु अहिनय, हर्थएटर गेम्स, संिाद-िाचन, शारीररक अभ्यास, सीन िका
मंच प्रबंिन: सेट, रं ग-सामग्री, प्रचार-प्रसार, ब्रषशर-हनमाा ण
सन्दर्भ पुस्तकें:
• संहक्प्त नाट्यशास्त्रम् - रािािल्लि हत्रपाठी, िाणी प्रकाशन, हदल्ली, 2009
• रं ग स्र्थापत्य: कुछ हटप्पहणयाँ – एच. िी. शमाा राष्ट्रीय नाट्य हिद्यालय प्रकाशन, हदल्ली,
2004
• पारं पररक िारिीय: रं गमंच अनंििाराएँ – कहपला िात्स्यायन, अनुिाद – बदी उज़म्मा,
नेशनल बुक टर स्ट, हदल्ली, 1995
• हिंदी रं गमंच का लषकपक्, सं प्रष. रमेश गौिम, स्वराज प्रकाशन, हदल्ली 2020
• मंच आलषकन – जी. एन. दासगुप्ता, अनुिाद – अजय मलकानी, नेशनल बुक टर स्ट,
हदल्ली, 2006
• रं गमंच के हसद्ांि – सं मिेश आनंद, दे िेन्द्र राज अंकुर, राजकमल प्रकाशन, हदल्ली
2008
Examination Scheme & Mode:

Total Marks: 100
The Internal Assessment for the course may include Class participation, Assignments, Class tests,
Projects, Field Work, Presentations, amongst others as decided by the faculty.
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Communication in Professional Life

2 2
.
Learning Objectives

 To prepare the students for their upcoming professional fields.
 To inculcate the fundamentals of professional and business communication.
 To learn aspects of global communication.
 To enhance employability skills of the learners by enabling them to write effective
resumes and face interviews with confidence
Learning outcomes

 After studying this course, students will be able to improve presentation skills to be
learnt by effective use of verbal and non-verbal communication for the professional
field.
 After studying this course, students will be able to acquire practical employability
skills to be disseminated through focussed sessions on practical employable
knowledge.
 After studying this course, students will be able to enhance professional
communication.
 After studying this course, students will be able to improve persuasion and
negotiation skills which will be useful for the professional field.
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SYLLABUS OF SEC-2
THEORY
UNIT 1
 Theory of Business Communication (1 hr.) -
 Introduction
 What is Business Communication?
 Language of Business Communication
 Cultural Components – Cross-Cultural Communication, Cultural Shock,
Stereotyping, Ethnocentrism
 Miscommunication & Effective Communication (1hr.)
UNIT 2
Writing Skills
 Summarising & Paraphrasing (1 hr.)
 Job-Oriented Skills- CV, Resume & Bio- Data, Job Application Letter (1hr.)
 Documentation (1)
 Advertisements & Invitation (1 hr.)
 Letter Writing- Applications, Business Letters (1 hr.)
 Report- Analytical Report, Project Report (1 hr.)
PRACTICE SESSIONS
Speaking Skills (14 hrs.)

 Presentation Skills- Oral Presentation, Ppt. Preparation, Ppt. Presentation (3 hrs.)
 Group Discussion (3 hrs.)
 Talks- Domain-specific, Ted-Talks, Business Meets, Motivational Talks (2 hrs.)
 Telephonic Skills (1 hr.)
 Persuasion Skills (1 hr.)
 Meeting & Negotiation (1 hr.)
 Interview- Promotion Interview, Job Interview, Business Interview (2 hrs.)
 Functions and activities of PR (1 hr.)
Listening Skills (5 hrs.)

 Netiquettes (1 hr.)
 Audio-book Listening & Discussions (3 hrs.)
 Note-taking (1 hr.)
Writing Skills (5 hrs.)

 Digital Communication in Social Space- Social Media Posts (Twitter, Facebook),
Blog Writing, Review Writing (2 hrs.)
 Advertisement/Invitation/Poster Designing- Canva/MS Word/Coral (1 hr.)
 Memo, Office Order, Minutes (1 hr.)
 Making Online Academic/Work Profile- LinkedIn (1 hr.)
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Total Hours for Theory= 8
Total Hours for Practice Sessions= 24
Total Hours of classes= 32
Suggested Readings
 Kaushik, J.C. and K.K. Sinha eds., English for Students of Commerce, Oxford
University Press, New Delhi.
 Sethi, Anjana & Bhavana Adhikari, Business Communication, Tata McGraw Hill.
 Anjana Neira Dev, et.al, eds. Business English, Department of English, University
of Delhi, 2011, Pearson Publications, New Delhi.

Total Marks: 100
The Internal Assessment for the course may include Class participation, Assignments,
Class tests, Projects, Field Work, Presentations, amongst others as decided by the faculty.
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Personality Development and Communication

2 1 1
Learning Objectives

 To develop inter personal and effective communication skills.
 To develop problem solving skills and understand its influence on behaviour and
attitudes of individuals.
Learning outcomes

 After studying this course, students will be able to understand the importance of oral
and written communication in day-to-day working ofthe organisation.
 After studying this course, students will be able to develop inter personal skills and
problem-solving skills.
 After studying this course, students will be able to understand the role of body
language in effective communication.
SYLLABUS OF SEC-5
Unit 1 (4 Weeks)
Introduction, need for Communication, Process of Communication, Written and Verbal
Communication, Visual communication, Signs, Signals and Symbols, Silence as a Mode of
Communication, Inter-cultural, Intra-cultural, Cross-cultural and International
communication, Communication through Questionnaires, Business Letter Writing,
Electronic Communication.
Unit 2 (4 Weeks)
Business Cases and Presentations, Letters within the Organizations, Letters from Top
Management, Circulars and Memos, Business Presentations to Customers and other
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81
stakeholders, presenting a Positive Image through Verbal and Non-verbal Cues, Preparing
and Delivering the Presentations, Use of Audio-visual Aids, Report Writing.
Unit 3
Barriers to Communication, Improving Communication Skills, Preparation of Promotional
Material, Non-verbal communication, Body language, Postures and gestures, Value of
time, Organizational body language, Importance of Listening, Emotional Intelligence.
Working individually and in a team, Leadership skills, Leadership Lessons, Team work
and Team building, Feedback, Feed forward Interpersonal skills – Delegation,
Humour, Trust, Expectations, Values, Status, Compatibility and their role in building
team – work Conflict Management – Types of conflicts, how to cope with conflict.
Unit 4
Negotiation Skills, Types of Negotiation, Negotiation Strategies, Selling skills – Selling to
customers, Selling to Superiors Selling to peer groups, team mates and
subordinates, Conceptual selling, Strategic selling, Selling skills – Body language.
 Kushal Jin – Business Communication, VK India.

 Krishnamacharyulu, C. S. G, Ramakrishnan Lalitha – Personality Development,
Interpersonal Skills and Career Management, Himalaya Publishing.
 Corvette Budjac – Conflict Management: A Practical Guide to Developing
NegotiationStrategies, Pearson.
Suggestive Readings
 Mitra, B. K., Personality Development and Soft Skills, Oxford University Press.
 Kumar Sanjay and Pushplata, Communication Skills, Oxford University Press.
 Mandal S. K., Effective Communication and Public Speaking, Jaico Publishing.
Note: Latest edition of the readings may be used

Total Marks: 100
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Business Communication

2 1 1
Learning Objectives

 To train students to enhance written as well as oral communication in the corporate
world.
 To help students in understanding the principles and techniques of business
communication.
 To understand the use of electronic media for communication.
Learning outcomes

 After studying this course, students will be able to explain the need for
communication in management.
 After studying this course, students will be able to appreciate the need of effective
writing for communication.
 After studying this course, students will be able to demonstrate the skill of effective
report writing and summarizing annual reports.
 After studying this course, students will be able to analyse business correspondence
and e-correspondence.
 After studying this course, students will be able to appreciate oral presentations.
SYLLABUS OF SEC-6
Unit 1: Introduction to the essentials of Business Communication (3 weeks)

Meaning, process and functions. Need and importance. Medium: verbal & non-verbal
communication. Channels: formal & informal. Levels of communication. Direction of
communication: downward, upward, lateral, & diagonal. Effective communication:
difficulties/barriers and solutions. Interactive and non-interactive techniques of
communication. Listening as a tool of communication, Guidelines for effective listening.
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83
Unit 2: Effective Writing
Guidelines for clear writing. References, bibliographical research tools. Citing
methods, footnotes, discussion footnotes. Use of library and internet for collection,
classification and interpretation of data and information.
Unit 3: Report Writing

Types of reports. Formal report: components and purpose. Organising information: outlining
& numbering sections, section headings, sub-headings, & presentation. Writing reports
on field work/visits to industries, business concerns. Summarising annual reports of
companies: purpose, structure and principles. Drafting minutes.
Unit 4: Business Correspondence and E-Correspondence

Need and importance of business letters. Office memorandum, office circulars, notices and
orders. Technology for communication. Effective IT communication tools. Electronic mail:
advantages, safety and smartness in email. E-mail etiquettes.
Unit 5: Spoken English and Oral Presentation

Effective negotiation: elements, process and general guidelines. Telephonic conversation.
Conducting & facing interviews. Conducting & participating in group decisions. Making
presentations: content and organising. Features of a good presentation. Delivering a
presentation.
 learn how to summarise annual reports of companies.
 prepare presentations using power-point.
 participate in Group discussions and mock interviews.
 smartly draft business emails.
 C.B.Gupta (2019). Essentials of Business Communication, Sultan Chand & Sons.
 Kaul, A. Effective Business Communication, 2nd ed. PHI learning
 Lesikar, R.V. & Flatley, M.E. (2001). Basic Business Communication Skills for
Empowering the Internet Generation, Tata McGraw Hill Publishing Company Ltd.
New Delhi.
 Ludlow, R. & Panton, F.(1992). The Essence of Effective Communications, Prentice
Hall of India Pvt. Ltd., New Delhi.
 Meyer C,Dev(2021). Communicating for Results,Oxford University Press
 Quintanilla, Kelly M, (2021), Business and Professional Communication, 4e, Sage
Textbook
 R. C. Bhatia (2008), Business Communication, Ane Books Pvt Ltd, New Delhi.
 Raman and Singh(2012). Business Communication. Oxford University Press
 Scot, O., Contemporary Business Communication. Biztantra, New Delhi.
Note: Learners are advised to use the latest edition of readings.
84
Total Marks: 100
85
BASIC IT TOOLS
Basic IT
Tools 2 0 0 2 Class XII NA
Learning Objectives

 To enable students develop IT skills that are a pre-requisite in today’s work
environment.
 To equip them with basic computing skills that will enhance their employability in
 general.
 To enable the student to analyse and present information in a meaningful manner.
Learning outcomes

 By studying this course, students will be able to use word-processor to generate
documents with appropriate formatting, layout, review and referencing.
 By studying this course, students will be able to manage data in worksheets and
workbooks and analyze it using spreadsheet functions and inbuilt formulas.
 By studying this course, students will be able to draw analysis on data using
spreadsheets to make decisions.
 By studying this course, students will be able to make meaningful representations of
data in the form of charts and pivot tables.
 By studying this course, students will be able to manage data in database tables and
use the same for generating queries, forms and reports.
SYLLABUS
Course Contents:
Unit 1: Introduction to Spreadsheets

Spreadsheets: Concept of worksheets and workbooks, creating, opening, closing and saving
workbooks, moving, copying, inserting, deleting and renaming worksheets, working with multiple
worksheets and multiple workbooks, controlling worksheet views, naming cells using name box,
name create and name define; Exchanging data using clipboard, object linking and
86
embedding; Printing and Protecting worksheets: Adjusting margins, creating headers
and footers, setting page breaks, changing orientation, creating portable documents and
printing data and formulae; Implementing file level security and protecting data within the
worksheet; Understanding absolute, relative and mixed referencing in formulas, referencing
cells in other worksheets and workbooks, correcting common formula errors, working with
inbuilt function categories like mathematical, statistical, text, lookup, information, logical,
database, date and time and basic financial functions.
Unit 2: Data Analysis in Spreadsheets
Consolidating worksheets and workbooks using formulae and data consolidate
command; Choosing a chart type, understanding data points and data series, editing and
formatting chart elements, and creating sparkline graphics, Analysing data using pivot
tables: Creating, formatting and modifying a pivot table, sorting, filtering and
grouping items, creating calculated field and calculated item, creating pivot table charts,
producing a report with pivot tables. Introduction to recording and execution of macros.
Unit 3: Word Processing
Introduction: Creating and saving your document, displaying different views, working with
styles and character formatting, working with paragraph formatting techniques using
indents, tabs, alignment, spacing, bullets and numbering and creating borders; Page setup and
sections: Setting page margins, orientation, headers and footers, end notes and foot notes,
creating section breaks and page borders; Working with tables: Creating tables, modifying table
layout and design, sorting, inserting graphics in a table, table math, converting text to table and
vice versa; Create newspaper columns, indexes and table of contents, Spell check your
document using inbuilt and custom dictionaries, checking grammar and style , using thesaurus
and finding and replacing text; Create bookmarks, captions and cross referencing, adding
hyperlinks, adding sources and compiling and bibliography; Mail merge: Creating and editing
your main document and data source, sorting and filtering merged documents and using merge
instructions like ask, fill-in and if-then-else; Linking and embedding to keep things together.
Unit 4: Databases
Introduction to Database Development: Database Terminology, Objects, Creating

Tables, working with fields, understanding Data types, Changing table design,
Assigning Field Properties, Setting Primary Keys, using field validation and record
validation rules, Indexing, working with multiple tables, Relationships & Integrity
Rules, Join Properties, Record manipulation, Sorting & Filtering; Select data with
queries: Creating Query by design & by wizard (Select, Make Table, Append, Delete,
Cross Tab, Update, Parameterized Query, Find Duplicate and Find Unmatched), Creating
multi table queries, creating & working with table joins. Using operators & expressions:
Creating simple & advance criteria; Working with forms: Creating Basic forms, working
with bound, unbound and calculated controls, understanding property sheet, Working with
Data on Forms: Changing Layout, creating Sub Forms, creating list box, combo box and
option groups; Working with Reports: Creating Basic Reports, Creating Header &
Footer, Placing Controls on reports, sorting & grouping, Creating Sub reports.
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 Swinford, E., Dodge, M., Couch, A., Melton, B. A. (2013). Microsoft Office
 Professional 2013. United States: O'Reilly Media.
 Wang, W. (2018). Office 2019 For Dummies. United States: Wiley. Microsoft
Lambert, J. (2019). Microsoft Word 2019 Step by Step. United States: Pearson Education. 
Suggestive readings
 Jelen, B. (2013). Excel 2013 Charts and Graphs. United Kingdom: Que.
 Alexander, M., Jelen, B. (2013). Excel 2013 Pivot Table Data Crunching. United
 Kingdom: Pearson Education.
 Alexander, M., Kusleika, R. (2018). Access 2019 Bible. United Kingdom: Wiley.

88
ADVANCED SPREADSHEET TOOLS


Advanced 2 0 0 2 Class XII Basic
Spreadsheet Knowledge
Tools of MS
Excel
Learning Objectives
 To enable the students to use Excel for advanced data analysis
 To equip the students to with automation skills on excel
 To enable the students to use excel for informed decision making.
Learning outcomes
 By studying this course, students will be able to make meaningful representations of
data in the form of charts and pivot tables.
 By studying this course, students will be able to draw analysis on data using
spreadsheets and use interpretation to make decisions.
 By studying this course, students will be able to generate word documents with
 appropriate formatting, layout, proofing.
 By studying this course, students will be able to manage data for generating queries,
forms and reports in a database.
SYLLABUS
Unit 1: Excel Advanced Techniques
Templates, Efficiency, and Risk (Standard Deviation, Variance, and Coefficient of Variation),
Data Validation; *Functions and Power functions, Array Formulae (Frequency Distribution,
mode.mult, mode.sngl), Tables, Advanced Range Names, What–if-analysis: Goal-seek, Data
tables, and Scenario Manager; Data analysis ToolPak: Descriptive Statistics, Moving averages,
Histogram, Covariance, correlation, and Regression analysis (only for projection); solver add -in.
Problem Solving using Solver (optimal product mix, workforce scheduling, transportation,
capital budgeting, financial planning), Integrating excel with other tools: MS word, outlook,
PowerPoint, Access, Power BI.
Unit 2: Excel Interactivity and Automation
Index and Match, Offset, Dynamic Charting, Database functions, Text functions, and Error
functions: IfError, IsError, Aggregate, Circular Reference, Formula Auditing, Floating-Point
Errors, Form Controls (Button, Combo, Check box, Spinner, List, Option), Visual Basic (only
basic). Recording Macros, Absolute and relative macros, editing macros, Use of spinner
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buttons and command buttons; Sub Procedure, Function Procedure (creating New Functions);
Working with Loops: Do_while loop, For_Next loop; Creating User Forms: Message Box,
Input Box; If_Then_Else.
Unit 3: Introduction to VBA

Conditional Formatting, Charts that Inspire (Waterfall, Column, Line, Combo,
Thermometer, Scatter, Histogram) Slicers, Sparklines, Graphics Tricks and
Techniques, Worksheet Automation using Macros: Absolute and relative macros,
editing macros, Creating new functions using macros, Use of spinner buttons and
command buttons.
Unit 4: Data Analysis and Decision-Making
Working with External Data, Advanced Uses of PivotTables, PowerPivot, Reporting with
PowerPivot, Power query, Dashboard, Creating a spreadsheet in the area of: Loan and Lease
statement; Ratio Analysis; Payroll Accounting; Capital Budgeting (NPV & IRR), Portfolio
Management, Breakeven analysis, and Sensitivity analysis; Operations Management:
Constraint, Forecasting & Trend Analysis optimization, Assignment Problems; Depreciation
Accounting (Single Method); Graphical representation of data; Frequency distribution and its
statistical parameters; Correlation and Regression Analysis
  Excel 2016 Power Programming with VBA, Michael Alexander, Dick Kusleika, Wiley.
 Financial Analysis and Modelling Using Excel and VBA, Chandan Sengupta,
 Second Edition, Wiley Student Edition.
 MS Excel 2016, Data Analysis & Business Modelling, Wayne Winston, PHI.
Suggestive readings
 Microsoft Excel 2016 - Data Analysis and Business Modelling Paperback – 1 May
 2017 Wayne L. Winston, Microsoft Press.
 Microsoft Excel Practical Formulae: From Basic Data Analysis to Advanced
Formulae
 Manipulation Diane Griffiths.

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DIGITAL MARKETING

Digital 2 0 0 2 Class XII NA
Marketing
Learning Objectives

 To acquaint the students with the knowledge of growing integration between the
 traditional and digital marketing concepts and practices in the digital era.
 To familiarize the students with the tools and techniques used by the digital marketers
for driving the marketing decisions to attain marketing objectives.
Learning outcomes

 After studying this course, students will be able to understand the concept of digital
 marketing and its integration with traditional marketing.
 After studying this course, students will be able to understand customer value
journey in digital context and behaviour of online consumers.
 After studying this course, students will be able to understand email, content and social
 media marketing and apply the learnings to create digital media campaigns.
 After studying this course, students will be able to examine various tactics for
 enhancing a website’s position and ranking with search engines.
 After studying this course, students will be able to leverage the digital strategies to
gain competitive advantage for business and career.
SYLLABUS
Unit 1: Marketing in the Digital World
Digital marketing: Concept, Features, Difference between traditional and digital marketing,
Moving from traditional to digital Marketing; c
Digital Marketing Channels: Intent Based- SEO, Search Advertising; Brand Based-Display
Advertising; Community Based-Social Media Marketing; Others-Affiliate, Email, Content, Mobile.
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Customer Value Journey: 5As Framework; The Ozone O3 Concept Key; Traits of online consumer
Unit 2: Content and Email Marketing

Content Marketing: Step-by-step Content Marketing Developing a content marketing
strategy Email Marketing: Types of Emails in email marketing, Email Marketing best practices
Unit 3: Social Media Marketing and Display Marketing

Social Media Marketing: Building Successful Social Media strategy; Social Media Marketing
Channels; Facebook, LinkedIn, YouTube (Concepts and strategies)
Display Advertising: Working of Display Advertising; Benefits and challenges; Overview of Display
ad Process.; Define- Customer, Publisher, Objectives; Format-Budget, Media, Ad Formats, Ad Copy.
Unit 4 Search Engine Marketing

Introduction of SEM: Working of Search Engine; SERP Positioning; online search behaviour,
DMI’s 5P Customer Search Insights Model.
Search Engine Optimization: Overview of SEO Process; Goal Setting-Types.
On-Page Optimization: Keyword Research, SEO Process -Site Structure, Content, Technical
Mechanics, Headings, Image & Alt text, Social Sharing, Sitemaps, Technical Aspects-
Compatibility, Structured Data Markup.
Off Page Optimisation: Link Formats, Link Building, Content Marketing, Social Sharing; Black
and White Hat Techniques
Search Advertising: Overview of PPC Process; Benefits of Paid Search; Basis of Ranking; Goal
Setting-Objectives; Account Setting-Creation of Google Ads, Campaign architecture, Campaign
setup, Targeting, Bid Strategy, Delivery, Ad Scheduling, Ad Rotation, Keyword Selection; Ad Copy
composition, Ad Extension
 Dodson, I. (2016). The art of digital marketing: the definitive guide to creating strategic,
 targeted, and measurable online campaigns. John Wiley & Sons.
 Kartajaya, H., Kotler, P., & Setiawan, I. (2016). Marketing 4.0: moving from
traditional to digital. John Wiley & Sons. 
 Ryan, Damien: Understanding Digital Marketing - Marketing Strategies for
Engaging the Digital Generation. Kogan Page Limited 
Suggested Readings
 Moutusy Maity: Internet Marketing: A practical approach in the Indian Context: Oxford
 Publishing
 Seema Gupta: Digital Marketing: Mcgraw Hill
 Ultimate guide to digital Marketing by Digital Marketer

92
SOCIAL MEDIA MARKETING

Course Credit Credit distribution of the course Eligibili Pre-

title s Lectur Tutoria Practical/ ty requisite of
& criteria the course
e l Practice
Code (if any)
Social 2 1 0 1 Pass in XII Pass in ‘Digital
Media Marketing’
Marketing (SEC-Sem 1)
Learning Objectives
 To provide basic knowledge of social media marketing concepts
 To enhance skills as social media marketer and start a career in social media marketing.
Learning Outcomes
1. Evaluate the role of social media in marketing, advertising and public relations.
2. Assess the optimal use of various social media platforms for social media marketing.
3. Analyse the importance of social media for developing an effective marketing plan, and assess
ways to measure its performance.
4. Describe practical skills required for creating and sharing content through online communities and
social networks.
5. Demonstrate and appreciate social media ethics to use social media spaces effectively.
SYLLABUS:
Unit 1: Introduction to Social Media Marketing:
Social Media Marketing- Concept and Importance.
Social Media Platforms- Online communities and Forums; Blogs and Microblogs, Social
Networks, other contemporary social media platforms: Goals, Role in Marketing and Use as listening
tools. Trends in SMM. Social Media Influencers.
Unit 2: Social media marketing Plan and Performance Measurement:
SMM Plan- Setting Goals, Determining Strategies, Identifying Target Market, Selecting Tools,
Selecting Platforms, Implementation: Measuring Effectiveness - Conversion rate, amplification rate,
applause rate: on page and on post level.
Unit 3: Content Creation and Sharing using Case Campaigns:
Blogging, Streaming Video and Podcasting: Criteria and approach-70/20/10 with risk variants, 50-50
content, Brand Mnemonic, Brand story. Contextualising content creation. Social Media Ethics.
1. Discuss the importance of social media in marketing, advertising and public relations by analysing
93
relevant case studies.
2. Examine the use of social media by your institution to improve alumni engagement.
3. Identify social media platforms for marketing a good, a service, an institution, an event and a person.
4. Promote any college event of your choice using social media. Measure the effectiveness of your
campaign.
5. Create a blog/ vlog on any topic of your interest. Measure performance of your blog post.
6. Prepare a social media marketing plan for any product of your choice.
7. Prepare a calendar for scheduling various posts/campaigns via buffer or tweet deck. Find out the
conversion rate, amplification rate, and the applause rate. Calculate the engagement rate and economic
value/per visitor of the concerned campaigns.
8. Observe the engagement rate in twitter campaigns of your college and suggest improvements, if needed.
9. Assess the reviews/ratings, comments, likes, and dislikes of blog posts in the categories of health and
nutrition, or yoga counselling, or family therapy.
10. Examine the twitter handles of Delhi Government or of Delhi University and find out how consistent
they are in their reaction checks?
11. Design a social media plan for sensitising citizens for timely tax payments (Assuming that you are an
honest tax-payer and feel that everyone should be like you).
Essengtial Readings
● Ahuja V(2015).Digital Marketing.Oxford University Press.
● Blanchard, O. (2011). Social Media ROI: Managing and Measuring Social Media Efforts in
Your Organization. United Kingdom: Pearson Education.
● Charlesworth, A. (2014). An Introduction to Social Media Marketing. United Kingdom: Taylor
& Francis.
● Gupta, S. (2020). Digital Marketing. India: McGraw Hill Education (India) Private Limited.
● Johnson, S. (2020). Social Media Marketing: Secret Strategies for Advertising Your Business
and Personal Brand on Instagram, YouTube, Twitter, And Facebook. A Guide to being an
Influencer of Millions. Italy: AndreaAstemio.
● Keller, K. L., Kotler, P. (2016). Marketing Management. India: Pearson Education.
● Maity M(2022). Digital Marketing.Oxford University Press.
● Mamoria C.B, Bhatacahrya A,Marketing Management. Kitab Mahal, Delhi
● Mathur,V. & Arora,S. Digital Marketing PHI Learning
● McDonald, J. (2016). Social Media Marketing Workbook: How to Use Social Media for
Business. United States: CreateSpace Independent Publishing Platform.
● Parker, J., Roberts, M. L., Zahay, D., Barker, D. I., Barker, M. (2022). Social Media
Marketing: A Strategic Approach. United States: Cengage Learning.
● Quesenberry, K. A. (2015). Social Media Strategy: Marketing and Advertising in the Consumer
Revolution. United States: Rowman & Littlefield Publishers.
● Rishi, B., Tuten, T.L., (2020) Social Media Marketing, 3ed., Sage Textbook
● Setiawan, I., Kartajaya, H., Kotler, P. (2016). Marketing 4.0: Moving from Traditional to
Digital. Germany: Wiley.

94
Value Addition Course (VAC)
English : Reading Indian Fiction in English
Course Title and Credits Credit Distribution of the Course Eligibility Prerequisite
Code Criteria of the
Lecture Tutorial Practical/Practice Course
Reading Indian 02 1 0 1 Pass in NIL
Fiction in English Class 12th
Course Objectives
● Acquaint students with Indian Fiction in English.

● Familiarise students with Indian ethos and values through Indian fiction.
● Analyze novels critically and in the context of their own lived situations.
Learning Outcomes
● Understanding of Indian ethos and values through Indian fiction.
● Develop creative thinking through reading of fiction..
● Realise the potential of fiction in bringing out social and cultural change.
UNIT:I 2
● How to Read a Novel
● Novel as Reflection of Society
UNIT II: 7
● Bankim Chandra Chatterjee: Anandamath (English translation by
Sri Aurobindo and Barindra K Ghosh)
Points of Discussion:
● Patriotism and Nationalism
● The song Bande Mataram
● Elements of History and Romance
● Issues of Gender
95
● Natural calamity
● Genre of Text and Feature Film
UNIT III: 6
● Chaman Nahal: Azadi. Houghton Mifflin publication, 1975.
Points of Discussion:
● The Story of Partition
● Violence and Trauma
● Autobiographical voices in the novel
● Elements of history, politics and art
● Personal and Political
Practical/ Practice Component (15 sessions of 2 hours each= 30 hours)
● Students may be asked to do a dramatic recitation of selected parts of a novel.

● Students may be asked to organize the major events of the plot of a novel through
different methods: graphically, making a plot outline or sketching a storyboard.
● Students may be asked to classify each instance of figurative language (simile, metaphor,
etc.) and explain its effect on that section of the text.
● Students may share their understanding of any particular aspect of the novels through a
brief write up.
● Discuss the portrayal of any major characters of the novel with reference to the central
theme of the text.
● Think about and discuss Indian fiction in relation to cultural and critical contexts.
● Any other Practical/Practice as decided from time to time
ESSENTIAL READINGS:
● Bankim Chandra Chatterjee: Anandamath (English translation by Sri Aurobindo and
Barindra K Ghosh)
● Chaman Nahal: Azadi. Houghton Mifflin publication, 1975
● E. M. Forster: Aspects of the Novel
96
SUGGESTED READINGS:
1. Srinivasa Iyengar, K. R. Indian Writing in English. India, Sterling Publishers, 1987.

2. Naik, M. K. A History of Indian English Literature. India, SahityaAkademi, 1982.
3. Nayar, Pramod K. The Indian Graphic Novel: Nation, History and Critique. India, Taylor
& Francis, 2016.
4. Gopal, Priyamvada. The Indian English Novel: Nation, History, and Narration. United
Kingdom, Oxford University Press, 2009.
Assessment Methods*
Internal Assessment: 25%
End Semester Theory Exam: 25%
Practical: 50%
*Subject to directions from the Examination Branch/University of Delhi from time to time
97
भारतीय भिक्त परं परा और मानव मल्

ू य
Code Criteria of the Course
Lecture Tutorial Practical/Practice
भारतीय भक्ति 02 1 0 1 Pass in NIL
परं परा और मानव Class 12th
मल्
ू य
COURSE OBJECTIVES
● भारतीय भक्ति की महान परं परा, प्राचीनता और इसके अखिल भारतीय स्वरूप से छात्रों का
परिचय कराना
● भारतीय भक्ति परं परा के माध्यम से छात्रों में मानव मल्
ू यों और गुणों को जगाकर उनका
चारित्रिक विकास करना और एक अच्छे मनष्ु य का निर्माण करना ।
● छात्रों को भारतीय नैतिक, सांस्कृतिक और सामाजिक मल् ू यों के प्रति जागरूक करना ।
● भारतीय भक्ति परं परा के माध्यम से राष्ट्रीयता और अखिल भारतीयता की भावना जागत ृ
करना।
LEARNING OUTCOMES
● भारतीय भक्ति परं परा के माध्यम से छात्रों में मानव मल्

ू यों और गुणों को विकास होगा और वे
एक अच्छे और चरित्रवान मनष्ु य बन सकेंगे ।
● भारतीय भक्ति परं परा के सांस्कृतिक और सामाजिक पक्षों की जानकारी हो सकेगी।
● भक्ति की प्राचीनता और अखिल भारतीय स्वरूप की जानकारी से राष्ट्रीयता और अखिल
भारतीयता की भावना जागत ृ और मजबत ू होगी।
● प्रमख
ु भक्त कवियों का परिचय और उनके विचारों की जानकारी हो सकेगी।
SYLLABUS
Unit I: भारतीय भक्ति परं परा Lectures

(in hours)
05
98
भक्ति: अर्थ और अवधारणा
भक्ति के विभिन्न संप्रदाय और सिद्धांत
भारत की सांस्कृतिक एकता और भक्ति
भक्ति का अखिल भारतीय स्वरूप
ु भक्त और उनके विचार

Unit II: भारत के कुछ प्रमख 05
संत तिरुवल्लवु र , आण्डाल, अक्कमहादे वी, ललद्यद , मीराबाई, तल ु सीदास,
कबीरदास, रै दास, गरु
ु नानक, सरू दास, जायसी, तक ु ाराम, नामदे व, नरसिंह मेहता,
वेमना, कंु चन, नम्बियार, चैतन्य महाप्रभ,ु चंडीदास, सारला दास, शंकरदे व
ू य और भक्ति
Unit III: मानव मल् 05
मानव मल्
ू य का अर्थ
चयनित भक्त कवियों की जीवन मल्
ू यपरक कविताएँ
● पाठ्यक्रम में उल्लिखित कवियों में से किसी एक कवि की रचनाओं में विभिन्न मानव मल् ू यों के आधार
पर प्रोजेक्ट
● वर्तमान समय में भक्ति की प्रासंगिकता को समझना; सर्वे और साक्षात्कार पद्धति के आधार पर.
● जीवन में मानव मल् ू यों के प्रतिपालन पर सर्वे और साक्षात्कार के आधार पर एक रिपोर्ट बनाना.
● उल्लिखित कवियों में से किसी एक कवि से संबधि ं त किसी मठ, आश्रम या मंदिर आदि, अथवा कोई
फिल्म/ डॉक्यम ु ें ट्री के आधार पर रिपोर्ट बनाना.
● आवश्यक हो, तो छात्र प्रोजेक्ट रिपोर्ट के रूप में अपने अनभ

ु व साझा करें
Essential Readings
● ‘भक्ति का उद्भव और विकास तथा वैष्णव भक्ति के विविध रूप’, भारतीय साहित्य का समेकित
इतिहास, संपादक- डॉ नगें द्र, हिंदी माध्यम कार्यान्वयन निदे शालय, दिल्ली विश्वविद्यालय,
दिल्ली, पष्ृ ठ संख्या 215-250
● कुछ प्रमख
ु कवियों के चयनित पद
● ‘भक्ति आंदोलन और भक्ति काव्य’, शिव कुमार मिश्र, अभिव्यक्ति प्रकाशन, इलाहाबाद, 1994
● ू य और साहित्य’, डॉ धर्मवीर भारती, भारतीय ज्ञानपीठ, नई दिल्ली,1999
‘मानव मल्
Suggested Readings:
● ‘भक्ति के आयाम’, डॉ. पी. जयरामन, वाणी प्रकाशन, नई दिल्ली
● ‘हिंदी साहित्य का इतिहास’, आचार्य रामचंद्र शक्
ु ल, लोक भारती प्रकाशन, इलाहाबाद
99
● ‘मध्यकालीन हिंदी काव्य का स्त्री पक्ष', डॉ. पन ू म कुमारी, अनामिका पब्लिशर्स एंड
डिस्ट्रीब्यट
ु र्स, नई दिल्ली
● 'मध्यकालीन हिंदी भक्ति काव्य: पन ु र्मूल्यांकन के आयाम', डॉ. पन
ू म कुमारी, अनामिका
पब्लिशर्स एंड डिस्ट्रीब्यटु र्स , नई दिल्ली
Assessment Methods*

Practical: 50%
100
POLITICAL SCIENCE : CONSTITUTIONAL VALUES AND FUNDAMENTAL DUTIES
Constitutional 02 1 0 1 Pass in NIL
Values and Class 12th
Fundamental
Duties
COURSE OBJECTIVES:
● Enrich students with knowledge and relevance of the Constitution.
● Develop awareness about Duties and Values.
● Inculcate a sense of Constitutionalism in thought and action.
LEARNING OUTCOMES:
● Understand the Constitution and its relevance
● Appreciate the values and goals embedded in the Constitution.
● Recognise the importance of Fundamental Duties enshrined in the Constitution.
● Apply the spirit of fundamental values and duties in everyday national life.
Syllabus of Constitutional Values and Fundamental Duties
Unit I: The Constitution of India – an Introduction 5 lectures
● Federal Republic, Rule of Law, Separation of Powers

● Sovereignty, Socialism, Democracy
● Secularism and Sarva Dharma Sama Bhava
Unit II: Constitutional Values 5 lectures
● Justice: Social, Political, Economic

● Liberty: Thought, Expression, Belief, Faith, Worship
● Equality : Equality before law & equal application of laws
● Fraternity: Dignity, Unity and Integrity
101
Unit III: Fundamental Duties 5 lectures
● Reflecting on the ancient Indian notions of righteousness and

duty consciousness
● Fundamental Duties- Article 51A [(a) – (k)]
● Legal status of Fundamental Duties - Judicial approach
● Reflections on some of the constitutional values/ fundamental duties and its

contemporary relevance in day-to-day national life through group discussions and
projects.
● Conduct workshops to spread awareness on the Fundamental Duties and Values.
● Students are required to conduct a survey (minimum 25 respondents) on assessing the
awareness of the constitutional duties amongst the citizens.
● Students may share their experiences on Fundamental Duties and Values in the form
of a Project Report.
ESSENTIAL READINGS
● Preamble to the Constitution of India, 1950.
● The Constitution of India, Articles - 14, 19, 21.
● The Constitution of India, Fundamental Duties [Ar. 51 A (a) – (k)].
SUGGESTED READINGS
● Durga Das Basu, et al., Introduction to the Constitution of India (LexisNexis, 26th
edn, 2022).
● Leila Seth, We, the Children of India: The Preamble to Our Constitution (New
Delhi, Puffin Books, Penguin Books India, 2010).
● Mahendra Pal Singh, V.N. Shukla's Constitution of India, (Eastern Book Company,
Lucknow, 13th revised edn. 2017)
● B.R. Ambedkar Selected Speeches, (Prasar Bharati, New Delhi, 2019) available at:
https://prasarbharati.gov.in/whatsnew/whatsnew_653363.pdf.
Assessment Methods*
Practical: 50%
102
Sanskrit - Yoga: Philosophy and Practice
Yoga: Philosophy 02 1 0 1 Pass in NIL
and Practice Class 12th
Course Objectives
● To learn the fundamentals of Yoga for harmonising the body, mind and emotions.
● To demonstrate the value and the practice of holistic living.
● To value the heritage of Yoga for self and society.
Learning Outcomes
● Understanding ways to harmonise the body and mind through Yoga.
● Disciplining the mind through practicing Yoga.
● Understanding of consciousness through practical training.
Syllabus of Yoga: Philosophy and Practice
Unit I: Yoga: Asana, Prāṇāyāma and Dhyana Lectures
● History of Yoga
● Significance of Asana 5
● Effect of Praṇayama
● Importance of Dhyana
Unit II: Patanjali’s Yogasūtra and Chakra
● Patanjali’s Yogasūtra: a summary

● First sutra
● Second sutra 6
● Chakras (psychic centres)
103
Unit III: Understanding Asana and Pranayama
● Asana: the basics
● SuryaNamaskara 4
● Nadishodhana Praṇayama
● Surya Namaskar
● Selected Asana
● Praṇayama
● Relaxation exercises for the eyes (7 steps) neck (4 steps)
● Concentration on Bhrumadhya
● Project Work (effect of everyday concentration on breath for 15 minutes: reflections

to be compiled in the form of a Project report.
Essential Readings
● Āsanas, Prāṇāyāmaand Mudra Bandh , Swami SatyanandaSaraswati, Yoga

Publications Trust, Munger, Bihar, India, 2004.
● Patanjali Yogasutras, Commentary by Swami Vivekanand, Rajyoga
Suggested Readings
● PatanjalYog Pradeep- Swami OmanandSaraswati, Gita Press, Gorakhpur, 2013.
● Science of Pranayama-Swami Sivananda, Edition by David De Angellis, 2019, All

Rights Reserved.
● Udayveer Shastri Granthavali,4, Patanjal- Yoga Darshanam, Udayavir Shastri,

Govindram Hasanand, Delhi 6.
Assessment Methods*

Practical: 50%
*Subject to directions from
the Examination Branch/University of Delhi from time to time
104
Value Addition Course (VAC) - Sanskrit
Panchakosha: Holistic Development of Personality
Panchakosha: 02 1 0 1 Pass in NIL
Holistic Class 12th
Development of
Personality
Course Objectives
● To introduce Five Koshas – five levels of mind-body complex – Annamaya,

Pranayama, Manomaya, Vigyanamaya and Anandamaya Kosha; for a holistic
development of personality.
● To generate awareness about physical and mental wellbeing through the Indian
concept of Panchkosha.
● To develop a positive attitude towards self, family and society amongst students.
● To guide students build personalities based on the understanding of Panchkosha.
Learning Outcomes
● Enhanced physical and mental health.
● Coping with peer pressures and stress.
● Improved concentration leading to better overall performance.
● Manage life situations through a balanced and mature approach.
Syllabus of Panchkosha: Holistic Development of Personality
Unit I: Elements of Personality Lectures
105
● PanchaKosha: Introduction 4
● Five aspects of Human Personality: Annamaya Kosha (Physical
body), Pranamaya Kosha (Vital life force energy), Manomaya
Kosha (Psychological wellness), Vijnanamaya Kosha (Intellect),
Anandamaya Kosha (Happiness and Blissfulness)
● Health: Mental and Physical
Unit II: Annamaya Kosha and Pranamaya Kosha
● Human Body and Pancha Karmendriyas

● Annamaya Kosha: Balanced diet and exercise for healthy body
4
● Pranamaya Kosha: Development of life force, Pranayam
● Charucharya: Social Etiquettes
Unit III: Manomaya Kosha and Vijnanamaya Kosha
● Antahkarana and its functions 4

● Pancha Gyanendriyas
● Manomaya Kosha : Controlling the Mana (mind)
● Vijnanamaya Kosha: Ability of discretion and decision making
Unit IV: Anandamaya Kosha and Beyond
● Anandamaya Kosha: Experience of happiness and bliss 3

● Self-realisation, Nature of Consciousness: Sat-Chit-Ananda
● Recitation of select verses from Taitiriyopansid
● Asana
● Pranayama
● Meditation
● Visit to a Yog shivir or meditation centres
● Students are required to watch documentaries and films on the subject-related topics.
● If required, students can share their experiences in the form of a Project Report.
Essential Readings
● पंचकोश विवेक,स्वामी परमहं स योगनान्द, https://ndl.iitkgp.ac.in/पर उपलब्ध
106
● विवेक चड़
ू ामणि, आदि शंकराचार्य द्वारा लिखित, अरविन्द आनंद द्वारा अनदि
ु त,
चौखम्भा प्रकाशन, वाराणसी, 2015
● Vivek Chudamani, Adi Shankaracharya, Swami Turiyananda (Sanskrit and

English), Sri Ramakrishna Math, Mylapore, 2019
● सभी के लिए योग,बी.के.एस. आयंगार, प्रभात प्रकाशन, 2018
● Yoga The Path to Holistic Health: The Definitive Step-by-step Guide, B.K.S.
Iyengar, Dorling Kingsley, London, 2021
● The Sacred Science of Yoga & The Five Koshas, Christopher Sartain, CreateSpace
Independent Pub, 2015
Suggested Readings
● PanchaKosha: The five sheaths of the human being, Swami Nishchalanand, Kindle
edition.
● Upanisadvakya Mahakosa. (An Upanishadic Concordance, taken from 239

Upanishads, G. S. Sadhale (Compiled by). Chowkhamba Vidyabhawan, Varanasi,
2014
● The Pentagon of Creation: As Expounded in the Upanishads, Ajai Kumar

Chhawchharia, CreateSpace Independent Pub, 2015
Assessment Methods*

Practical: 50%
107
Value Addition Course
Emotional Intelligence
Emotional 02 1 0 1 Pass in NIL
Intelligence Class 12th
COURSE OBJECTIVES
● Introduce the concept of emotional intelligence, its models and components.
● Understand the significance of emotional intelligence in self-growth and building
effective relationships.
● Identify the measures of emotional intelligence.
LEARNING OUTCOMES
● Self-Awareness, Self-Management, Social Awareness & Relationship Management.
● Discover personal competence and techniques of building emotional intelligence.
● Gain insights into establishing positive relationships.
Syllabus of Emotional Intelligence
Unit I: Fundamentals of Emotional Intelligence 4
● Nature and Significance

● Models of emotional intelligence: Ability, Trait and Mixed
● Building blocks of emotional intelligence: self-awareness, self-management,
social awareness, and relationship management
5
Unit II: Personal Competence
● Self Awareness: Observing and recognizing one’s own feelings, Knowing
one’s strengths and areas of development.
● Self Management: Managing emotions, anxiety, fear, and anger.
3
Unit III: Social Competence
● Social Awareness: Others’ Perspectives, Empathy and Compassion
● Relationship Management: Effective communication, Collaboration,
Teamwork, and Conflict management
3
Unit IV: Emotional Intelligence: Measurement and Development
● Measures of emotional intelligence
● Strategies to develop and enhance emotional intelligence
108
Students will practice self-management techniques to regulate emotions such as
● Mindfulness
● Conditioned relaxation response
● Boundary setting
● Any other
Students will practice various techniques of relationship management such as engaging with:
● Display of empathy
● Effective communication
● Teamwork
● Conflict resolution
● Any other
● If required, students can share their experiences in the form of a Project Report.

Essential Readings
● Bar-On, R., & Parker, J.D.A.(Eds.) (2000). The handbook of emotional intelligence.
San Francisco, California: Jossey Bros.
● Goleman, D. (2005). Emotional Intelligence. New York: Bantam Book.
● Sternberg, R. J. (Ed.). (2000). Handbook of intelligence. Cambridge University Press.
Suggested Readings
● HBR's 10 Must Reads on Emotional Intelligence (2015)
● HBR's 10 Must Reads on Managing Yourself (2011)
● Self Discipline : Life Management, Kindle Edition, Daniel Johnson.
Assessment Methods*

Practical: 50%
109
Value Addition Course (VAC) - Commerce
FINANCIAL LITERACY
Financial Literacy 02 1 0 1 Pass in NIL
Class 12th
Course Objectives
● Familiarity with different aspects of financial literacy such as savings, investment,
taxation, and insurance
● Understand the relevance and process of financial planning
● Promote financial well-being
Learning Outcomes
● Develop proficiency for personal and family financial planning
● Apply the concept of investment planning
● Ability to analyse banking and insurance products
● Personal tax planning
Syllabus of Financial Literacy No. of

Lectures
Unit I: Financial Planning and Financial products 3
● Introduction to Saving
● Time value of money
● Management of spending and financial discipline
Unit II: Banking and Digital Payment 4
● Banking products and services

● Digitisation of financial transactions: Debit Cards (ATM Cards) and Credit
Cards. Net banking and UPI, digital wallets
● Security and precautions against Ponzi schemes and online frauds
Unit III: Investment Planning and Management 4
● Investment opportunity and financial products

● Insurance Planning: Life and non-life including medical insurance schemes
Unit IV: Personal Tax 4
● Introduction to basic Tax Structure in India for personal taxation

● Aspects of Personal tax planning
● Exemptions and deductions for individuals
● e-filing
110
Note: Some of the theoretical concepts would be dealt with during practice hours.
● Regular class activities to enhance students’ understanding of topics and the

application of concepts. The case study method may be followed as a teaching
pedagogy.
● Numerical questions pertaining to each unit wherever applicable should be practiced.
● For the second unit, students may be assigned a project wherein they can log on to
the website of various banks and conduct an in-depth analysis and comparison of
various financial products offered.
● For Unit III, a Project related to building a dummy portfolio of stocks and tracking
their returns may be given.
● An investment budget may be given to the students to select investment options that
maximize the return and minimize the tax implications.
● For the last unit, students may also file a dummy IT return to get hands-on
experience with e-filing.
● Students may conduct a financial literacy survey among at least 25 respondents to
measure the level of financial literacy and share the findings in the awareness in the
form of a report.
References
● Introduction to Financial Planning (4th Edition 2017) – Indian Institute of Banking
& Finance.
● Sinha, Madhu. Financial Planning: A Ready Reckoner July 2017, McGraw Hill.
Additional Resources
● Halan, Monika. Lets Talk Money: You've Worked Hard for It, Now Make It Work for
You July 2018 Harper Business.
● Pandit, Amar The Only Financial Planning Book that You Will Ever Need , Network
18 Publications Ltd.
Assessment Methods*
Practical: 50%
*************
111

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Scheme of Examination and Courses of Reading

for B.A. (Hons.) English UGCF based on NEP

SCHOOL OF OPEN LEARNING

Syllabus Applicable for the students seeking admission to

CORE COURSE (DSC)

DSC-10 : AMERICAN LITERATURE

No. of hours- 60(Theory- 45 hrs.+Tutorials -15 hrs.)

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course Credits Credit distribution of the course Eligibility Pre-requisite

The Learning Objectives of this course are as follows:

● To offer students a foundational understanding of the literature of the United

The Learning Outcomes of this course are as follows:

1. Toni Morrison: Beloved

2. Kate Chopin: The Awakening

3. Herman Melville: ‘Bartleby the scrivener’

4. Walt Whitman: (i) ‘O Captain, My Captain’ (ii) ‘Passage to India’(lines 1–68)

5. Alexie Sherman Alexie: (i) ‘Crow Testament’ (ii) ‘Evolution’

Practical component (if any) - NIL

Essential/recommended readings- as listed in the units

1. Emerson, Ralph Waldo. ‘Self-Reliance’, The Selected Writings of Ralph Waldo

3. Douglass, Frederick. Chaps. 1–7, A Narrative of the life of Frederick Douglass.

4. Rich, Adrienne. 'When We Dead Awaken: Writing as Re-Vision', College English.

5. Crevecouer, Hector St John. Letter III: ‘What is an American’, Letters from an

DSC-11 :INDIAN WRITING IN ENGLISH

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course Credits Credit distribution of the course Eligibility Pre-requisite

The Learning Objectives of this course are as follows:

● To offer students a foundational understanding of the distinctively Indian

● To open up a sense of the Indian response to literary and political challenges

The Learning Outcomes of this course are as follows:

1. Anita Desai: The Clear Light of the Day

3. Kamala Das: (i) ‘Introduction’ (ii) ‘My Grandmother’s House’

6. Salman Rushdie: ‘The Free Radio’

7. Shashi Deshpande: ‘The Intrusion’

Practical component (if any) - NIL

Essential/recommended readings- as listed in the units

1. Rao, Raja. ‘Foreword’, Kanthapura. New Delhi: OUP, 1989. pp v–vi

2. Rushdie, Salman. ‘Commonwealth Literature does not exist’, Imaginary

3. Mukherjee, Meenakshi. ‘Divided by a Common Language’, The Perishable Empire.

DSC-12 : INDIAN WRITING IN ENGLISH TRANSLATION

No. of hours- 60(Theory- 45 hrs.+Tutorials -15 hrs.)

Course Credits Credit distribution of the course Eligibility Pre-requisite

The Learning Objectives of this course are as follows:

● To understand and celebrate the diversity of linguistic and regional influences

● To open up a sense of the sophistication and fluidity of Indian thought and

The Learning Outcomes of this course are as follows:

• By studying this course, students will gain knowledge of the richness of

Practical component (if any) - NIL

Essential/recommended readings- as listed in the units

2. Ambedkar, B.R. Chaps. 4, 6, & 14, Annihilation of Caste in Dr. Babasaheb

3. U.R. Ananthamurthy: ‘Being a Writer in India’

4. Vinay Dharwadker: ‘Some Contexts of Modern Indian Poetry’

Note: Examination scheme and mode shall be as prescribed by the Examination

COMMERCE : BASICS OF ORGANISATION BEHAVIOUR

Course title Credi Credit distribution of the Eligibi Pre-

Individual characteristics - Inherited characteristics vs. learned characteristics; Personality-

COMMERCE : PERSONAL FINANCIAL PLANNING

Course Credi Credit distribution of the Eligibi Pre-

Unit 2: Investment Planning

Unit 3: Personal Tax Planning

Unit 4: Insurance Planning

BASIC STATISTICS FOR ECONOMICS

Sub: Amendment to Ordinance V