MANIPAL UNIVERSITY JAIPUR

School of Humanities and Social Sciences

DEPARTMENT OF LANGUAGES

PROGRAM OUTCOMES AND PROGRAM SPECIFIC OUTCOMES

B.A –ENGLISH HONS | Academic Year: 2017-18

PROGRAM OUTCOMES

[PO.1]. Critical Thinking: Explore, explain and critically evaluate how literary texts and the language in which they are
written shape perceptions of students’ understanding of social realities and their own selves.
[PO.2].Effective Communication: Articulate ideas and perspectives, by developing and enhancing the communicative
skills of listening, speaking, reading, and writing in interpersonal and interactive contexts, in print and in electronic
media, for various audiences and purposes.
[PO.3].Social Interaction: Develop competence in understanding, appreciating, and respecting social diversity derived
from the representation of points-of-view in literary texts, thereby facilitating conflict resolution, and social
harmony.
[PO.4].Effective Citizenship: Inculcate values of patriotism and of unity, and transfer these values to real-life through
selfless volunteering and activism, for promoting community welfare.
[PO.5].Ethics: Recognise the diversity and complexity of ethical dilemmas in the real world, and educate oneself to base
ones actions on responsibility, and respect for human rights.
[PO.6].Environment and Sustainability: Study and understand Nature and the environment on the basis of important
literary texts and researches, so as to initiate responsible individual and collective action, towards sustaining our
shared environment.
[PO.7].Self-directed Life-long Learning: Taking initiatives and challenges to choose learning opportunities and
programmes, implementing learning goals, and sustaining intellectual growth and excellence in a constantly
changing global scenario.

PROGRAM SPECIFIC OUTCOMES

[PSO.1]. Demonstrate knowledge of literary traditions, British Literature, Literatures in English and translations,
genres, literary movements, and authors, in classroom discussions and debates.
[PSO.2]. Understand literary, linguistic, and/or rhetorical theories.
[PSO.3]. Critically analyse and interpret texts/characters/themes through close reading, by drawing on relevant
linguistic, cultural, and historical information, scholarship, and theories.
[PSO.4]. Write focused and convincingly argued essays, in grammatically correct and appropriate English, giving
evidence of students’ understanding of the prescribed texts and their contexts.
[PSO.5]. Develop through practice in the controlled technological environment of the Advanced Language Lab, the
skills of effective listening, and clear and impactful spoken communication, for various roles, interactions and
audiences.
 MANIPAL UNIVERSITY JAIPUR
School of Humanities and Social Sciences
DEPARTMENT OF LANGUAGES
Course Hand-out
ENGLISH POETRY- I | EN 1101 | 4 Credits | 3 1 0 4
Session: Jul’ 16 – Dec’ 16 | Faculty: Dr Arun Kumar Poonia | Class: BA ENGLISH HONS I SEM

A. Introduction: This course is offered by Department of Languages as a core course to the students of BA English
Hons, in 1I Semester. The course offers the origin, background, traditions, and development of English
literature. It covers all the literary ages of English literature recognized by the most prominent writer or monarch
of that age. There is no specific prerequisite on the part of students as the course begins with the very basics of
the field of study.

B. Course Outcomes: At the end of the course, students will be able to

[1101.1] Appreciate and analyze poetry

[1101.2] Develop analytical and critical thinking through reading, discussion and class interaction
and assignments
[1101.3] Study the formal elements of the genre like form, rhyme, figurative language, metaphor,
simile etc.
[1101.4] Demonstrate greater appreciation for language and artistic medium
[1101.5] Get an opportunity to explore the genre

C. PROGRAM OUTCOMES AND PROGRAM SPECIFIC OUTCOMES

[PO.1]. Critical Thinking: Explore, explain and critically evaluate how literary texts and the language in which
they are written shape perceptions of students’ understanding of social realities and their own selves.
[PO.2]. Effective Communication: Articulate ideas and perspectives, by developing and enhancing the
communicative skills of listening, speaking, reading, and writing in interpersonal and interactive contexts, in print and in
electronic media, for various audiences and purposes.
[PO.3]. Social Interaction: Develop competence in understanding, appreciating, and respecting social diversity
derived from the representation of points-of-view in literary texts, thereby facilitating conflict resolution, and social
harmony.
[PO.4]. Effective Citizenship: Inculcate values of patriotism and of unity, and transfer these values to real-life
through selfless volunteering and activism, for promoting community welfare.
[PO.5]. Ethics: Recognise the diversity and complexity of ethical dilemmas in the real world, and educate oneself to
base ones actions on responsibility, and respect for human rights.
[PO.6]. Environment and Sustainability: Study and understand Nature and the environment on the basis of
important literary texts and researches, so as to initiate responsible individual and collective action, towards sustaining
our shared environment.
[PO.7]. Self-directed Life-long Learning: Taking initiatives and challenges to choose learning opportunities and
programmes, implementing learning goals, and sustaining intellectual growth and excellence in a constantly changing
global scenario.

[PSO.1]. Demonstrate knowledge of literary traditions, genres, literary movements and authors in classroom
discussion and debate.
[PSO.2]. Analyse and interpret texts through close reading, by drawing on relevant linguistic, cultural, and historical
information.
[PSO.3]. Write focused and convincingly argued essays, in grammatically correct and appropriate English, giving
evidence of students’ understanding of the prescribed texts and their contexts.

D. Assessment Plan:

Criteria Description Maximum Marks

Sessional Exam I (Closed Book) 20
Internal Assessment Sessional Exam II (Closed Book) 20
(Summative) In class Quizzes and Assignments , 10
Activity feedbacks (Accumulated and
Averaged)
End Term Exam End Term Exam (Closed Book) 50
(Summative)
Total 100
Attendance A minimum of 75% Attendance is required to be maintained by a student to be
(Formative) qualified for taking up the End Semester examination. The allowance of 25%
includes all types of leaves including medical leaves.
Make up Assignments Students who misses a class will have to report to the teacher about the absence.
(Formative) A makeup assignment on the topic taught on the day of absence will be given
which has to be submitted within a week from the date of absence. No
extensions will be given on this. The attendance for that particular day of absence
will be marked blank, so that the student is not accounted for absence. These
assignments are limited to a maximum of 5 throughout the entire semester.
Homework/ Home Assignment/ There are situations where a student may have to work at home, especially
Activity Assignment before a flipped classroom. Although these works are not graded with marks.
(Formative) However, a student is expected to participate and perform these assignments
with full zeal since the activity/ flipped classroom participation by a student will be
assessed and marks will be awarded.

E. SYLLABUS
Poetic Forms: Ode, epic, mock-epic, ballad, dramatic monologue, lyric, heroic couplet, blank verse and free verse;
Shakespeare’s Sonnet 18: “Shall I Compare Thee”; J Donne’s “Go and Catch a Falling Star”; J Milton’s “On His Twenty
- Third Birthday”; J Dryden’s “A Song for St. Cecilia’s Day”; W Blake’s “The Lamb and the Tiger”; L Byron’s “There is
a Pleasure in the Pathless Woods”; P B Shelley’s “Ode to the West Wind”; J Keats’ “To Autumn”; W Wordsworth’s
“The Solitary Reaper”; R Browning’s “My Last Duchess”; M Arnold’s “Dover Beach”; G M Hopkins’ “The Sea and the
Skylark”; W B Yeats’ “The Second Coming” and “A Prayer for My Daughter”; T S Eliot’s “The Love Song of J. Alfred
Prufrock”.

F. TEXT BOOKS
1. J Carey, John Donne: the Major Works, New Delhi: Oxford, 2008.
2. J Milton, Minor Poems in English, New Delhi: Milestone Publication, 2000.
3. W Shakespeare, Complete Works, New Delhi: Oxford and IBH, 1977.
4. J Dryden, Poems and Fables, New Delhi: Milestone Publication, 1980.

G. REFERENCE BOOKS
1. B Ford (ed), Pelican Guide to English Literature Vol. 1-8, Penguin: Penguin, 1960.
2. G M Trevelyan, A Social History of England, London: Longman, 1942.
3. M H Abrams, A Glossary of Literary Terms, 10/E, Wadsworth Publication 2014.
Lecture Plan:

LEC NO TOPICS
1 Introduction and Course Hand-out briefing
2-5 Poetic Forms: Ode, epic, mock-epic, ballad, dramatic monologue, lyric, heroic
couplet, blank verse and free verse;
6-8 Shakespeare’s Sonnet 18: “Shall I Compare Thee”

9-11 J Donne’s “Go and Catch a Falling Star”

12- 14 J Milton’s “On His Twenty - Third Birthday”
15-17 W Blake’s “The Lamb and the Tiger”
18-20 J Dryden’s “A Song for St. Cecilia’s Day”
21-23 L Byron’s “There is a Pleasure in the Pathless Woods”
24-26 P B Shelley’s “Ode to the West Wind”
27-29 J Keats’ “To Autumn”
30-32 W Wordsworth’s “The Solitary Reaper”
33-35 R Browning’s “My Last Duchess”
36-38 M Arnold’s “Dover Beach”

39-41 G M Hopkins’ “The Sea and the Skylark”

42-44 W B Yeats’ “The Second Coming”

45-47 W B Yeats’ “A Prayer for My Daughter”

48-50 T S Eliot’s “The Love Song of J. Alfred Prufrock”

51 Revision and problem solving

52 Revision and problem solving

 H. Course Articulation Matrix: (Mapping of COs with POs)

CO STATEMENT Correlation with Program Outcomes (POs) Correlation with Program

Specific Outcomes (PSOs)
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO 2 PSO 3
EN 1011.1 To learn to appreciate and analyze poetry 3 1 2 3 2

EN 1101.2 To develop analytical and critical thinking through 3 2 1 2 1 2

reading, discussion and class interaction and assignments
EN 1101.3 To study the formal elements of the genre like form, 2 2 2 1
rhyme, figurative language, metaphor, simile etc.
EN 1101.4 To demonstrate greater appreciation for language and 3 2 2 3 2
artistic medium
EN 1101.5 To get an opportunity to explore the genre 3 1 2 2 2

1-Low Correlation; 2- Moderate Correlation; 3- Substantial Correlation

 MANIPAL UNIVERSITY JAIPUR
School of Humanities and Social Sciences
DEPARTMENT OF LANGUAGES
Course Hand-out

General English| EN1112| 2 Credits {2 0 0 2}

Session: July 16 – Dec. 16 | Faculty: Dr Yashoda Verma | Year/Semester: I Year/ Common Paper I Semester

A. Introduction: This course is offered by Department of Languages as a core course to the students in 1st
Semester. The course offers an in depth knowledge of Language as an important branch of English
language studies. It covers basic concepts such as properties of human languages, word formation,
Grammar, Comprehension and Composition. There is no specific prerequisite on the part of students as
the course begins with the very basics of the field of study.
B. Course Outcomes: At the end of the course, students will be able to:

(EN1112.1) Understand the fundamental principles of effective communication skills and

presentation skills.

(EN1112.2) Develop critical and creative thinking abilities for communicative competence.

(EN1112.3) Display enhanced competence in oral and written communication.

(EN1112.4) Improve ideas with precision and coherence in writing.

(EN1112.5) Recognize the importance of communication skills like listening, speaking, reading and
writing with advancement of competitive world.

C. PROGRAM OUTCOMES AND PROGRAM SPECIFIC OUTCOMES –

[PO.1]. Critical thinking: Critically interpret data, write reports and apply the basics of evidence.
[PO2]. Effective Communication: Communicate effectively by writing, connecting people, ideas, books,
media and technology.
[PO3]. Social Interaction: Elicit views of others, mediate disagreements and help reach conclusions in group
settings.
[PO4]. Effective Citizenship: Demonstrate empathetic social concern and equity centred national development,
and the ability to act with an informed awareness of issues and participate in civic life through
volunteering.
[PO5]. Ethics: Apply ethical principles and commit to professional ethics and responsibilities.
[PO6]. Environment and Sustainability: Understand the issues of environmental contexts and sustainable
development.
[PO7]. Self-directed and Life-long Learning: Acquire the ability to engage in independent and life-long learning
in the broadest context socio technological changes.
Assessment Plan:
Criteria Description Maximum Marks
Sessional Exam I (Closed Book) 20
Internal Assessment Sessional Exam II (Closed Book) 20
(Summative) In class Quizzes and Assignments , 10
Activity feedbacks (Accumulated
and Averaged)
End Term Exam End Term Exam (Closed Book) 50
(Summative)
Total 100
Attendance A minimum of 75% Attendance is required to be maintained by a student
(Formative) to be qualified for taking up the End Semester examination. The allowance
of 25% includes all types of leaves including medical leaves.
Make up Assignments Students who misses a class will have to report to the teacher about the
(Formative) absence. A makeup assignment on the topic taught on the day of absence
will be given which has to be submitted within a week from the date of
absence. No extensions will be given on this. The attendance for that
particular day of absence will be marked blank, so that the student is not
accounted for absence. These assignments are limited to a maximum of 5
throughout the entire semester.
Homework/ Home Assignment/ There are situations where a student may have to work at home,
Activity Assignment especially before a flipped classroom. Although these works are not graded
(Formative) with marks. However, a student is expected to participate and perform
these assignments with full zeal since the activity/ flipped classroom
participation by a student will be assessed and marks will be awarded.

D. SYLLABUS
Introduction to communication skills, Principles of Communication, modes of communication, types of
communication, essential features of communication, Importance of effective communication: Its application,
Barriers to effective communication, Reading, writing and listening skills, Sentence Patterns and its usage, Uses of
Verbs: Finite and Non-Finite Verbs, Modal Verbs, Voice, Tenses – Its usage and sequence, Question Tags, Articles,
Usage and its Application, Reported Speech, Synonyms and Antonyms/ One Word Substitution, Reading
Comprehension, - Précis Writing ,Essay writing- Letter Writing-Letter content and layout, Personal, Professional
Business Letter, Circulars ,Letter to Newspaper, Memo and Memo Reports-Usefulness and format, ,Job Application,
Resume Writing(Latest trends in Resume Writing), Report Writing-Types and its Application. Group Discussion,
Extempore and Presentations.
Reference Books:
R. 1. C. Tickoo, J. Sasikumar, Writing with a Purpose, Oxford University Press.
R. 2. G. David, Contemporary English Grammar, Structures and Composition, Macmillan Publications.
R. 3. Jones Daniel, English Pronouncing Dictionary, ELBS London.
R. 4. N. Krishnaswamy, Modern English: A Book of Grammar Usage and Composition, Macmillan India.
R. 5. N.D. Turton & J.B. Heaton, Longman Dictionary of Common Errors, 1998.
R. 6. M. McCarthy, English Idioms in Use, London: Cambridge University Press, 2002.
R. 7. Quirk et. al, University Grammar of English, ELBS London.
R. 8. S. Mishra & C. Muralikrishna, Communication Skills for Engineers, Pearson Education. 2004.
Lecture Plan:
LEC NO TOPICS
1 Introduction to communication skills, Principles of Communication
2 modes of communication, types of communication
3 essential features of communication
3-4 Importance of effective communication: Its application, Barriers to effective
communication
5 Reading, writing and listening skills
6 Sentence Patterns and its usage

7 Uses of Verbs: Finite and Non-Finite Verbs

8 Modal Verbs
9-10 Active passive voice
11-12 Tenses – Its usage and sequence
13 Question Tags, Articles, Usage and its Application
14-15 Reported Speech
16-17 Synonyms and Antonyms/ One Word Substitution

18-19 Reading Comprehension, Précis Writing ,Essay writing

20-21 Letter Writing-Letter content and layout, Personal, Professional Business
Letter
22-24 Circulars, Letter to Newspaper, Memo and Memo Reports-Usefulness and
format
25 Job Application, Resume Writing(Latest trends in Resume Writing)
26-27 Report Writing-Types and its Application
28 Group Discussion

29-30 Extempore and Presentations

E. Course Articulation Matrix: (Mapping of COs with POs)

CO STATEMENT Correlation with Program Outcomes (POs) Correlation with Program

Specific Outcomes (PSOs)
PO PO PO PO PO PO PO7 PSO1 PSO 2 PSO 3
1 2 3 4 5 6
EN 1112.1 Understand the fundamental principles of effective 2 1 2 2 2
communication skills and presentation skills.
EN 1112.2 Develop critical and creative thinking abilities for 2 1 2 1
communicative competence.
EN 1112.3 Display enhanced competence in oral and written 1 2
communication.
EN 1112.4 Improve ideas with precision and coherence in writing. 3 1 2 3 2

EN1112.5 Recognize the importance of communication skills like 1 2 1

listening, speaking, reading and writing with advancement
of competitive world.

1-Low Correlation; 2- Moderate Correlation; 3- Substantial Correlation

 MANIPAL UNIVERSITY JAIPUR
School of Humanities and Social Sciences
DEPARTMENT OF LANGUAGES
Course Hand-out
INTRODUCTION TO LITERARY FORMS AND MOVEMENTS| EN 1121 | 4 Credits | 3 1 0 4
Session: July’ 16 – Dec’ 16 | Faculty: Dr Arpit Kothari | Class: BA ENGLISH HONS I SEM

A. Introduction: This course is offered by Department of Languages as a core course to the students of BA English
Hons, in 1 Semester. The course offers an introduction to literary forms and movements as an important base for
English literature. It covers basic concepts such as origin of novel, elements and forms of poetry, and that of drama.
There is no specific prerequisite on the part of students as the course begins with the very basics of the field of
study.

B. Course Outcomes: At the end of the course, students will be able to

[1121.1] Trace the historicity of literary genres and forms
[1121.2] Recognize the main elements of different literary genres and assess their significance.
[1121.3] Apply literary terminology to poetry, prose, fiction and drama.
[1121.4] Analyze different genres of literature and trace the development of various movements
and trends in English Literature.
[1121.5] Compare and contrast the differences in various forms of poetry, prose, fiction and drama.

C. PROGRAM OUTCOMES AND PROGRAM SPECIFIC OUTCOMES

[PO.1]. Critical Thinking: Explore, explain and critically evaluate how literary texts and the language in which
they are written shape perceptions of students’ understanding of social realities and their own selves.
[PO.2]. Effective Communication: Articulate ideas and perspectives, by developing and enhancing the
communicative skills of listening, speaking, reading, and writing in interpersonal and interactive contexts, in print and in
electronic media, for various audiences and purposes.
[PO.3]. Social Interaction: Develop competence in understanding, appreciating, and respecting social diversity
derived from the representation of points-of-view in literary texts, thereby facilitating conflict resolution, and social
harmony.
[PO.4]. Effective Citizenship: Inculcate values of patriotism and of unity, and transfer these values to real-life
through selfless volunteering and activism, for promoting community welfare.
[PO.5]. Ethics: Recognise the diversity and complexity of ethical dilemmas in the real world, and educate oneself to
base ones actions on responsibility, and respect for human rights.
[PO.6]. Environment and Sustainability: Study and understand Nature and the environment on the basis of
important literary texts and researches, so as to initiate responsible individual and collective action, towards sustaining
our shared environment.
[PO.7]. Self-directed Life-long Learning: Taking initiatives and challenges to choose learning opportunities and
programmes, implementing learning goals, and sustaining intellectual growth and excellence in a constantly changing
global scenario.

[PSO.1]. Demonstrate knowledge of literary traditions, genres, literary movements and authors in classroom
discussion and debate.
[PSO.2]. Analyse and interpret texts through close reading, by drawing on relevant linguistic, cultural, and historical
information.
[PSO.3]. Write focused and convincingly argued essays, in grammatically correct and appropriate English, giving
evidence of students’ understanding of the prescribed texts and their contexts.
 D. Assessment Plan:

Criteria Description Maximum Marks

Sessional Exam I (Closed Book) 20
Internal Assessment Sessional Exam II (Closed Book) 20
(Summative) In class Quizzes and Assignments , 10
Activity feedbacks (Accumulated and
Averaged)
End Term Exam End Term Exam (Closed Book) 50
(Summative)
Total 100
Attendance A minimum of 75% Attendance is required to be maintained by a student to be
(Formative) qualified for taking up the End Semester examination. The allowance of 25%
includes all types of leaves including medical leaves.
Make up Assignments Students who misses a class will have to report to the teacher about the absence.
(Formative) A makeup assignment on the topic taught on the day of absence will be given
which has to be submitted within a week from the date of absence. No
extensions will be given on this. The attendance for that particular day of absence
will be marked blank, so that the student is not accounted for absence. These
assignments are limited to a maximum of 5 throughout the entire semester.
Homework/ Home Assignment/ There are situations where a student may have to work at home, especially
Activity Assignment before a flipped classroom. Although these works are not graded with marks.
(Formative) However, a student is expected to participate and perform these assignments
with full zeal since the activity/ flipped classroom participation by a student will be
assessed and marks will be awarded.

E. SYLLABUS
Poetry: Forms of poetry, sonnet, elegy, ode, Pindaric and Horatian Ode, epic, ballad, lyric, dramatic monologue, interior
monologue, allegory; Stanza forms: Chaucerian stanza, heroic couplet, Alexandrine, Shakespearean stanza form, blank
verse, free verse, Spenserian stanza, terza rima, feminine rhyme, masculine rhyme; Prose and Fiction: Forms and
techniques, elements of novel, elements of short story, picaresque novel, historical novel, psychological novel, gothic novel,
epistolary novel, regional novel, stream of consciousness, characterization, Drama: Comedy, new and old comedy,
comedy of manners, comedy of humours, tragedy, tragic-comedy, melodrama, problem play, drama of ideas, kitchen-sink-
drama, theatre of absurd, amphitheatre.

F. TEXT BOOKS/ REFERENCE BOOKS

1. J A Cuddon, A Dictionary of Literary Terms and Literary Theory, 4/E New Delhi: Penguin, 2000.
2. M H Abrams, A Glossary of Literary Terms, 10/E, Wadsworth Publication 2014.
3. M Boulton, The Anatomy of Poetry, New Delhi: Kalyani Publishers, 2010.
4. M Boulton, The Anatomy of Drama, New Delhi: Kalyani Publishers, 2010.
5. M Boulton, The Anatomy of the Novel, New Delhi: Kalyani Publishers, 2010.
6. N D R Chandra and A Sebastian, Literary Terms in Drama, Theatre and Cinema, New Delhi: Authors Press, 2002.
7. P Childs and R Fowler, The Routledge Dictionary of Literary Terms, Routledge: Routledge, 2006.
8. R Fowler (ed.), Dictionary of Modern Critical Terms, London: Routledge, 1987.

Lecture Plan:

LEC NO TOPICS
1 Introduction and Course Hand-out briefing
2 Introduction: Forms of poetry
3 Sonnet

4&5 Elegy
6&7 Ode
 8 &9 Epic
10 & 11 Ballad
12 & 13 Lyric
14 & 15 Dramatic Monologue
16 & 17 Interior Monologue
18 & 19 Allegory
20 Stanza forms: Chaucerian stanza, heroic couplet
21 Alexandrine, Shakespearean stanza form, Spenserian stanza

22 Blank verse, free verse, terza rima, feminine rhyme, masculine rhyme
23 Prose and Fiction: Forms and techniques
24 & 25 Elements of novel
26 & 27 Elements of short story
28 Picaresque novel

29 Historical novel

30 Psychological novel

31 Gothic novel

32 Epistolary novel

33 Regional novel

34 & 35 Stream of consciousness

36 & 37 Characterization

38 Drama: Comedy, new and old comedy

39 Comedy of manners

40 Comedy of humours

41 & 42 Tragedy

43 & 44 Tragic-comedy

45 Melodrama

46 Problem play

47 Drama of ideas

48 Kitchen-sink-drama

49 Theatre of absurd

50 Amphitheatre

51 Revision

52 Revision
G. Course Articulation Matrix: (Mapping of COs with POs)

CO STATEMENT Correlation with Program Outcomes (POs) Correlation with Program

Specific Outcomes (PSOs)
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO 2 PSO 3
EN 1121.1 To trace the historicity of literary genres and forms. 1 3 2
EN 1121.2 To recognize the main elements of different literary 3 2 2 1 2
genres and assess their significance.
EN 1121.3 To apply literary terminology to poetry, prose, fiction 1 2 2 1
and drama.
EN 1121.4 To analyze different genres of literature and trace the 3 2 2 3 2
development of various movements and trends in English
Literature.
EN 1121.5 To compare and contrast the differences in various 3 2 2 2 2
forms of poetry, prose, fiction and drama.

1-Low Correlation; 2- Moderate Correlation; 3- Substantial Correlation

 MANIPAL UNIVERSITY JAIPUR
School of Humanities and Social Sciences
DEPARTMENT OF LANGUAGES
Course Hand-out
LINGUISTICS: AN INTRODUCTION| EN 1122 | 4 Credits | 3 1 0 4
Session: July 16 – Dec 16 | Faculty: Dr Arun Kumar Poonia | Class: BA ENGLISH HONS I SEM

A. Introduction: This course is offered by Department of Languages as a core course to the students of BA
English Hons, in 1st Semester. The course offers an in depth knowledge of Linguistics as an important branch of
English language studies. It covers basic concepts such as properties of human languages, word formation,
phonetics, semantics and pragmatics. There is no specific prerequisite on the part of students as the course begins
with the very basics of the field of study.
B. Course Outcomes: At the end of the course, students will be able to

[1122.1] Understand and express general issues regarding nature & function of human languages.
These include the knowledge of various domains of phonetics, morphology, syntax, semantics, and
pragmatics.
[1122.2] Acquire knowledge of the ways different human languages function.

[1122.3] Analyze English language sounds & understand various properties of sound system of
English language.

[1122.4] Analyze the word and phrase structures and the process of word formation in English
language.

[1122.5] Compare and contrast systematic differences in syntax, semantics, and pragmatics of
English language.

C. PROGRAM OUTCOMES AND PROGRAM SPECIFIC OUTCOMES

[PO.1]. Critical Thinking: Explore, explain and critically evaluate how literary texts and the language in which
they are written shape perceptions of students’ understanding of social realities and their own selves.
[PO.2]. Effective Communication: Articulate ideas and perspectives, by developing and enhancing the
communicative skills of listening, speaking, reading, and writing in interpersonal and interactive contexts, in print and in
electronic media, for various audiences and purposes.
[PO.3]. Social Interaction: Develop competence in understanding, appreciating, and respecting social diversity
derived from the representation of points-of-view in literary texts, thereby facilitating conflict resolution, and social
harmony.
[PO.4]. Effective Citizenship: Inculcate values of patriotism and of unity, and transfer these values to real-life
through selfless volunteering and activism, for promoting community welfare.
[PO.5]. Ethics: Recognise the diversity and complexity of ethical dilemmas in the real world, and educate oneself to
base ones actions on responsibility, and respect for human rights.
[PO.6]. Environment and Sustainability: Study and understand Nature and the environment on the basis of
important literary texts and researches, so as to initiate responsible individual and collective action, towards sustaining
our shared environment.
[PO.7]. Self-directed Life-long Learning: Taking initiatives and challenges to choose learning opportunities and
programmes, implementing learning goals, and sustaining intellectual growth and excellence in a constantly changing
global scenario.
 [PSO.1]. Demonstrate knowledge of literary traditions, genres, literary movements and authors in classroom
discussion and debate.
[PSO.2]. Analyse and interpret texts through close reading, by drawing on relevant linguistic, cultural, and historical
information.
[PSO.3]. Write focused and convincingly argued essays, in grammatically correct and appropriate English, giving
evidence of students’ understanding of the prescribed texts and their contexts.

D. Assessment Plan:

Criteria Description Maximum Marks

Sessional Exam I (Closed Book) 20
Internal Assessment Sessional Exam II (Closed Book) 20
(Summative) In class Quizzes and Assignments , 10
Activity feedbacks (Accumulated and
Averaged)
End Term Exam End Term Exam (Closed Book) 50
(Summative)
Total 100
Attendance A minimum of 75% Attendance is required to be maintained by a student to be
(Formative) qualified for taking up the End Semester examination. The allowance of 25%
includes all types of leaves including medical leaves.
Make up Assignments Students who misses a class will have to report to the teacher about the absence.
(Formative) A makeup assignment on the topic taught on the day of absence will be given
which has to be submitted within a week from the date of absence. No
extensions will be given on this. The attendance for that particular day of absence
will be marked blank, so that the student is not accounted for absence. These
assignments are limited to a maximum of 5 throughout the entire semester.
Homework/ Home Assignment/ There are situations where a student may have to work at home, especially
Activity Assignment before a flipped classroom. Although these works are not graded with marks.
(Formative) However, a student is expected to participate and perform these assignments
with full zeal since the activity/ flipped classroom participation by a student will be
assessed and marks will be awarded.

E. SYLLABUS
Linguistics: Definition and scope of linguistics, branches of linguistics, defining properties of human language, linguistics versus
traditional Grammar , symbols for the sounds of English and phonemic transcription, description of vowels and consonants of
English, phoneme and syllable, stress and intonation, morpheme, allomorph and word, inflection and derivation, compounding,
conversion, borrowing, blending, the structure of noun phrase, verb phrase, adjective phrase and adverb phrase in English,
basic sentence patterns in English, semantics and Pragmatics: Conceptual and Associative Meaning; Lexical, Relations; Deictic
Expressions; Speech Acts.

F. TEXT BOOKS/ Reference Books

1. George Yule, The Study of Language , Cambridge: Cambridge UP, 2010.
2. J Mey, Pragmatics: An Introduction, Oxford: Blackwell, 2002.
3. John Seely, The Oxford Guide to Writing and Speaking, New Delhi: Oxford UP, 2004.
4. John Lyons, Language and Linguistics: An Introduction. Cambridge: Cambridge UP, 1981.
5. P Roach, English Phonetics and Phonology: A Practical Course, Cambridge: CUP, 2000.
6. Quirk and Greenbaum, A University Grammar of English, Longman, 1973.
7. R Trask, Language: The Basics, Routledge: Routledge, 1999.
8. Sethi and Dhamija, A Course in Phonetics and Spoken English. New Delhi: Princeton Hall, 2006.
9. T Balasubramaniam, A Textbook of English Phonetics for Indian Students, New Delhi: Macmillan, 2010.
10. T Balasubramaniam, English Phonetics for Indian Students: A Workbook, New Delhi: Macmillan, 2000.
Lecture Plan:

LEC NO TOPICS
1 Introduction and Course Hand-out briefing
2&3 Definition and scope of Linguistics
4-6 Branches of Linguistics

7&8 Human languages

9 & 10 Properties of Human languages
11 & 12 What is Grammar? Linguistics versus traditional Grammar

13-17 Symbols for the sounds of English and phonemic transcription

17-21 Description of vowels and consonants of English language

22 Phoneme and syllable
23 Stress and intonation
24 Morpheme, allomorph and the word
25 Word Formation- Introduction
26-29 Inflection and derivation, compounding, conversion, borrowing, blending

30 Phrases

31-36 Structure of noun phrase, verb phrase, adjective phrase and adverb phrase in English
37-41 Basic sentence patterns in English
42-46 Semantics and Pragmatics: Conceptual and Associative Meaning
47 Lexical Relations
48 Deictic Expressions

49-52 Speech Acts

G. Course Articulation Matrix: (Mapping of COs with POs)

CO STATEMENT Correlation with Program Outcomes (POs) Correlation with Program

Specific Outcomes (PSOs)
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO 2 PSO 3
EN 1122.1 Understand and express general issues regarding nature 3 1 2 3 2
& function of human languages. These include the
knowledge of various domains of phonetics, morphology,
syntax, semantics, and pragmatics.
EN 1122.2 To acquire knowledge of the ways different human 2 1 2 1
languages function.

EN 1122.3 To analyze English language sounds & understand various 1 2

properties of sound system of English language.

EN 1122.4 To analyze the word and phrase structures and the 2 2

process of word formation in English language.

EN 1122.5 To compare and contrast systematic differences in 2 1 2

syntax, semantics, and pragmatics of English language.

1-Low Correlation; 2- Moderate Correlation; 3- Substantial Correlation

 MANIPAL UNIVERSITY JAIPUR
School of Humanities and Social Sciences
DEPARTMENT OF LANGUAGES
Course Hand-out

Language Lab I {EN1130} 1 Credit (2 hrs)

Session: July16 – Dec. 16 | Faculty: Dr Yashoda Verma | Class: B.A. I Semester

A. Introduction: This course is offered by Department of Languages as a core course to the students of B.A
in 1st Semester. It augments better understanding of nuances of language through audio- visual experience
and group activities and improves neutralization of accent for better intelligibility. Furthermore, it
increases confidence in speaking with clarity thereby enhancing employability skills of the students. There
is no specific prerequisite on the part of students as the course begins with the very basics of the field of
study.
B. Course Outcomes: At the end of the course, students will be able to:

[1130.1] To facilitate computer-aided multi-media instruction enabling individualized and independent

language Learning
[1130.2] To sensitise the students to the nuances of English speech sounds, word accent, intonation
and rhythm.
[1130.3] To bring about a consistent accent and intelligibility in their pronunciation of English by
providing an opportunity for practice in speaking
[1130.4] To improve the fluency in spoken English and neutralize mother tongue influence
[1130.5] To train students to use language appropriately for interviews, group discussion and public
speaking

C. PROGRAM OUTCOMES AND PROGRAM SPECIFIC OUTCOMES

[PO.1]. Critical Thinking: Explore, explain and critically evaluate how literary texts and the language in which
they are written shape perceptions of students’ understanding of social realities and their own selves.
[PO.2]. Effective Communication: Articulate ideas and perspectives, by developing and enhancing the
communicative skills of listening, speaking, reading, and writing in interpersonal and interactive contexts, in print and in
electronic media, for various audiences and purposes.
[PO.3]. Social Interaction: Develop competence in understanding, appreciating, and respecting social diversity
derived from the representation of points-of-view in literary texts, thereby facilitating conflict resolution, and social
harmony.
[PO.4]. Effective Citizenship: Inculcate values of patriotism and of unity, and transfer these values to real-life
through selfless volunteering and activism, for promoting community welfare.
[PO.5]. Ethics: Recognise the diversity and complexity of ethical dilemmas in the real world, and educate oneself to
base ones actions on responsibility, and respect for human rights.
[PO.6]. Environment and Sustainability: Study and understand Nature and the environment on the basis of
important literary texts and researches, so as to initiate responsible individual and collective action, towards sustaining
our shared environment.
[PO.7]. Self-directed Life-long Learning: Taking initiatives and challenges to choose learning opportunities and
programmes, implementing learning goals, and sustaining intellectual growth and excellence in a constantly changing
global scenario.

[PSO.1]. Demonstrate knowledge of literary traditions, genres, literary movements and authors in classroom
discussion and debate.
 [PSO.2]. Analyse and interpret texts through close reading, by drawing on relevant linguistic, cultural, and historical
information.
[PSO.3]. Write focused and convincingly argued essays, in grammatically correct and appropriate English, giving
evidence of students’ understanding of the prescribed texts and their contexts.

D. Assessment Plan:
Criteria Description Maximum Marks
60 marks (lab record with all 20
Internal Assessment exercises done in the lab) 20
(Summative) 20
External Assessment 40 marks 10+10+10+10=40
(Summative)
Total 100
Attendance A minimum of 75% Attendance is required to be maintained by a student
(Formative) to be qualified for taking up the End Semester examination. The allowance
of 25% includes all types of leaves including medical leaves.
Homework/ Home Assignment/ There are situations where a student may have to work at home,
Activity Assignment especially before a flipped classroom. Although these works are not graded
(Formative) with marks. However, a student is expected to participate and perform
these assignments with full zeal since the activity/ flipped classroom
participation by a student will be assessed and marks will be awarded.

E. SYLLABUS
Listening Comprehension: Listening Audio/Video Podcasts, Listening and typing –Listening and sequencing of
sentences, Filling in the blanks – Listening and answering the questions. Speaking: Phonetics; Practice of IPA
Sounds & Symbols, Practice of Consonants, Diphthong & Monophthongs and Intonation – Ear Training, Learning
Correct Pronunciation and sound recognition exercises, Common Errors in English. Reading Comprehension
and Vocabulary: Fill in the blanks, Vocabulary building, reading and answering questions. Conversations: Face to
Face Conversation & Telephonic conversation, Situational dialogues / Role play activities (Students take on roles and
engage in conversation) and Describing objects/Situations /People.
Suggested Books:

1. Kumar, Prof. E. Suresh, Sreehari, P., A Handbook for English Language Laboratories –Foundation Books.
2. Mandal S. K., Effective Communication & Public Speaking, Jaico Publishing House.
3. Taylor, Grant. English Conversation Practice. Tata McGraw Hill.
4. Mohan, Krishna and Singh, N. P., Speaking English Effectively. Mac Millan Publishers.
5. Lata, Pushpa and Kumar, Communicate or Collapse: A Handbook of Effective Public Speaking, Group
Discussions and Interviews, Prentice-Hall of India.
Lab Plan:
Lab No. TOPICS
Practice 1 Introduction to Phonetics
Practice 2 Exercise on Phonetics, Diphthong & Monophthongs and Intonation
Practice 3 sequencing of sentences
Practice 4 Filling in the blanks – Listening and answering the questions
Practice 5 Common Errors in English
Practice 6 Fill in the blanks, Vocabulary building

Practice 7 reading and answering questions

Practice 8 Face to Face Conversation & Telephonic conversation

Practice 9 Situational dialogues / Role play activities
Practice 10 Describing objects/Situations /People
Practice 11 Group Discussion
Practice 12 Group Discussion
Practice 13 Extempore

Practice 1 Introduction to Phonetics

Practice 2 Exercise on Phonetics, Diphthong & Monophthongs and Intonation
Practice 3 sequencing of sentences
Practice 4 Filling in the blanks – Listening and answering the questions
F. Course Articulation Matrix: (Mapping of COs with POs)

CO STATEMENT Correlation with Program Outcomes (POs) Correlation with Program

Specific Outcomes (PSOs)
PO PO PO PO PO PO PO7 PSO1 PSO 2 PSO 3
1 2 3 4 5 6
EN 1130.1 To facilitate computer-aided multi-media instruction 1
enabling individualized and independent language
Learning.
EN 1130.2 To sensitise the students to the nuances of English 2
speech sounds, word accent, intonation and rhythm.
EN 1130.3 To bring about a consistent accent and intelligibility in 2
their pronunciation of English by providing an
opportunity for practice in speaking.
EN 1130.4 To improve the fluency in spoken English and neutralize 3
mother tongue influence.
EN 1130.5 To train students to use language appropriately for 2
interviews, group discussion and public speaking.

1-Low Correlation; 2- Moderate Correlation; 3- Substantial Correlation

 MANIPAL UNIVERSITY JAIPUR
School of Humanities and Social Sciences
DEPARTMENT OF LANGUAGES
Course Hand-out
English Prose and Fiction I | EN 1202 | 4 Credits | 3 1 0 4
Session: Jan 17 - June 17 | Faculty: Dr Arun Kumar Poonia | Class: BA ENGLISH HONS II SEM

A. Introduction: This course is offered by Department of Languages as a core course to the students of BA
English Hons, in 2nd Semester. This course is a genre-based introduction to English prose and fiction. The course
explores representative English-language literary texts like novels, short stories, essays, etc. from Elizabethan
period to the Victorian age, so as to illuminate various types, forms and techniques utilized in these prime generic
groups. The course exposes students to varied literary and scholarly approaches to the study of literary texts.

B. Course Outcomes: At the end of the course, students will be able to

[1202.1] Understand texts in relation to their historical and cultural contexts, and to become more
aware of themselves as situated historically and culturally.

[1202.2] Develop familiarity with a selection of important works within English-language prose
literature.

[1202.3] Analyze and explain how different types of prose convey stories or meanings.

[1202.4] Read literary prose texts critically and independently.

[1202.5] Compare and contrast literary devices, styles, etc. employed by writers across various ages
and genres of English prose and fiction.

C. PROGRAM OUTCOMES AND PROGRAM SPECIFIC OUTCOMES

[PO.1]. Critical Thinking: Explore, explain and critically evaluate how literary texts and the language in which
they are written shape perceptions of students’ understanding of social realities and their own selves.
[PO.2]. Effective Communication: Articulate ideas and perspectives, by developing and enhancing the
communicative skills of listening, speaking, reading, and writing in interpersonal and interactive contexts, in print and in
electronic media, for various audiences and purposes.
[PO.3]. Social Interaction: Develop competence in understanding, appreciating, and respecting social diversity
derived from the representation of points-of-view in literary texts, thereby facilitating conflict resolution, and social
harmony.
[PO.4]. Effective Citizenship: Inculcate values of patriotism and of unity, and transfer these values to real-life
through selfless volunteering and activism, for promoting community welfare.
[PO.5]. Ethics: Recognise the diversity and complexity of ethical dilemmas in the real world, and educate oneself to
base ones actions on responsibility, and respect for human rights.
[PO.6]. Environment and Sustainability: Study and understand Nature and the environment on the basis of
important literary texts and researches, so as to initiate responsible individual and collective action, towards sustaining
our shared environment.
[PO.7]. Self-directed Life-long Learning: Taking initiatives and challenges to choose learning opportunities and
programmes, implementing learning goals, and sustaining intellectual growth and excellence in a constantly changing
global scenario.
[PSO.1]. Demonstrate knowledge of literary traditions, genres, literary movements and authors in classroom
discussion and debate.
[PSO.2]. Analyse and interpret texts through close reading, by drawing on relevant linguistic, cultural, and historical
information.
[PSO.3]. Write focused and convincingly argued essays, in grammatically correct and appropriate English, giving
evidence of students’ understanding of the prescribed texts and their contexts.

D. Assessment Plan:

Criteria Description Maximum Marks

Sessional Exam I (Closed Book) 20
Internal Assessment Sessional Exam II (Closed Book) 20
(Summative) In class Quizzes and Assignments , 10
Activity feedbacks (Accumulated and
Averaged)
End Term Exam End Term Exam (Closed Book) 50
(Summative)
Total 100
Attendance A minimum of 75% Attendance is required to be maintained by a student to be
(Formative) qualified for taking up the End Semester examination. The allowance of 25%
includes all types of leaves including medical leaves.
Make up Assignments Students who misses a class will have to report to the teacher about the absence.
(Formative) A makeup assignment on the topic taught on the day of absence will be given
which has to be submitted within a week from the date of absence. No
extensions will be given on this. The attendance for that particular day of absence
will be marked blank, so that the student is not accounted for absence. These
assignments are limited to a maximum of 5 throughout the entire semester.
Homework/ Home Assignment/ There are situations where a student may have to work at home, especially
Activity Assignment before a flipped classroom. Although these works are not graded with marks.
(Formative) However, a student is expected to participate and perform these assignments
with full zeal since the activity/ flipped classroom participation by a student will be
assessed and marks will be awarded.

E. SYLLABUS
F Bacon’s “Of Studies”; R Steele’s “The Spectator Club” and “The Art of Conversation”; C Lamb’s “Dream
Children” and “Chimney Sweepers”; T De Quincey’s “Literature”; B Russell’s “Machine and Emotions”; H
Belloc’s “On Educational Reform”; V Woolf’s Flush: A Biography; K Mansfield’s “A Cup of Tea”; A Chekhov’s
“A Work of Art”; L Tolstoy’s “How Much Land Does a Man Need?”; T Hardy’s Far From the Madding Crowd ;
W Golding’s Lord of the Flies.

F. TEXT BOOKS/
English Prose Selection, Oxford University Press, 1990.
M G Nayar (ed.), A Galaxy of English Essayists: From Bacon to Beerbohrn, Macmillan.
Popular Short Stories, Oxford: Oxford UP, 1988.

G. Reference Books
1. D Bryfonski, Violence in William Golding's Lord of the Flies. New York: Green Haven P, 1968.
2. R W V Elliott, A Critical Commentary on Thomas Hardy's Far from the Madding Crowd, Macmillan: Macmillan, 1966.
Lecture Plan:

LEC NO TOPICS
1 Introduction and Course Hand-out briefing
2&3 Introduction to Prose- Genres
4-6 Characteristics and socio-cultural conditions of particular ages of English Literature
with reference to Prose writings
7-9 Features and Style of Prose writing
8-10 F Bacon’s “Of Studies”
10-12 R Steele’s “The Spectator Club”

13-15 “The Art of Conversation”

15-19 C Lamb’s “Dream Children” and “Chimney Sweepers”;

20-22 T De Quincey’s “Literature”
23-25 H Belloc’s “On Educational Reform”;
26-29 V Woolf’s Flush: A Biography;
30-32 K Mansfield’s “A Cup of Tea”;
33-35 A Chekhov’s “A Work of Art”;

36- 39 L Tolstoy’s “How Much Land Does a Man Need?”;

40-47 T Hardy’s Far From the Madding Crowd

48-52 W Golding’s Lord of the Flies.
 H. Course Articulation Matrix: (Mapping of COs with POs)

CO STATEMENT Correlation with Program Outcomes (POs) Correlation with Program

Specific Outcomes (PSOs)
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO 2 PSO 3
EN 1202.1 Understand texts in relation to their historical 2 2 1
and cultural contexts, and to become more
aware of themselves as situated historically and
culturally.

EN 1202.2 Develop familiarity with a selection of important 1 2

works within English-language prose literature.

EN 1202.3 Analyze and explain how different types of prose 2 3

convey stories or meanings.

EN 1202.4 Read literary prose texts critically and 2 2

independently.

EN 1202.5 Compare and contrast literary devices, styles, 1 2 1 1

etc. employed by writers across various ages and
genres of English prose and fiction.

1-Low Correlation; 2- Moderate Correlation; 3- Substantial Correlation

 MANIPAL UNIVERSITY JAIPUR
School of Humanities and Social Sciences
DEPARTMENT OF LANGUAGES
Course Hand-out
HISTORY OF ENGLISH LITERATURE | EN 1221 | 4 Credits | 3 1 0 4
Session: Jan’ 17 – Jun’ 17 | Faculty: Dr Arpit Kothari | Class: BA ENGLISH HONS I SEM

A. Introduction: This course is offered by Department of Languages as a core course to the students of BA English
Hons, in 1I Semester. The course offers the origin, background, traditions, and development of English literature. It
covers all the literary ages of English literature recognized by the most prominent writer or monarch of that age.
There is no specific prerequisite on the part of students as the course begins with the very basics of the field of
study.

B. Course Outcomes: At the end of the course, students will be able to

[1221.1] Acquire fairly basic knowledge of the social, political, and literary history of England.
[1221.2] Understand English thought, culture, and history reflected in the study of literature.
[1221.3] Comprehend the changing environment in the history of England and English literature.
[1221.4] Analyze salient literary trends and movements from 14th Century till the present day
[1221.5] Recognize major writers and their works in a chronological order.

C. PROGRAM OUTCOMES AND PROGRAM SPECIFIC OUTCOMES

[PO.1]. Critical Thinking: Explore, explain and critically evaluate how literary texts and the language in which
they are written shape perceptions of students’ understanding of social realities and their own selves.
[PO.2]. Effective Communication: Articulate ideas and perspectives, by developing and enhancing the
communicative skills of listening, speaking, reading, and writing in interpersonal and interactive contexts, in print and in
electronic media, for various audiences and purposes.
[PO.3]. Social Interaction: Develop competence in understanding, appreciating, and respecting social diversity
derived from the representation of points-of-view in literary texts, thereby facilitating conflict resolution, and social
harmony.
[PO.4]. Effective Citizenship: Inculcate values of patriotism and of unity, and transfer these values to real-life
through selfless volunteering and activism, for promoting community welfare.
[PO.5]. Ethics: Recognise the diversity and complexity of ethical dilemmas in the real world, and educate oneself to
base ones actions on responsibility, and respect for human rights.
[PO.6]. Environment and Sustainability: Study and understand Nature and the environment on the basis of
important literary texts and researches, so as to initiate responsible individual and collective action, towards sustaining
our shared environment.
[PO.7]. Self-directed Life-long Learning: Taking initiatives and challenges to choose learning opportunities and
programmes, implementing learning goals, and sustaining intellectual growth and excellence in a constantly changing
global scenario.

[PSO.1]. Demonstrate knowledge of literary traditions, genres, literary movements and authors in classroom
discussion and debate.
[PSO.2]. Analyse and interpret texts through close reading, by drawing on relevant linguistic, cultural, and historical
information.
[PSO.3]. Write focused and convincingly argued essays, in grammatically correct and appropriate English, giving
evidence of students’ understanding of the prescribed texts and their contexts.
 D. Assessment Plan:

Criteria Description Maximum Marks

Sessional Exam I (Closed Book) 20
Internal Assessment Sessional Exam II (Closed Book) 20
(Summative) In class Quizzes and Assignments , 10
Activity feedbacks (Accumulated and
Averaged)
End Term Exam End Term Exam (Closed Book) 50
(Summative)
Total 100
Attendance A minimum of 75% Attendance is required to be maintained by a student to be
(Formative) qualified for taking up the End Semester examination. The allowance of 25%
includes all types of leaves including medical leaves.
Make up Assignments Students who misses a class will have to report to the teacher about the absence.
(Formative) A makeup assignment on the topic taught on the day of absence will be given
which has to be submitted within a week from the date of absence. No
extensions will be given on this. The attendance for that particular day of absence
will be marked blank, so that the student is not accounted for absence. These
assignments are limited to a maximum of 5 throughout the entire semester.
Homework/ Home Assignment/ There are situations where a student may have to work at home, especially
Activity Assignment before a flipped classroom. Although these works are not graded with marks.
(Formative) However, a student is expected to participate and perform these assignments
with full zeal since the activity/ flipped classroom participation by a student will be
assessed and marks will be awarded.

E. SYLLABUS
The Age of Chaucer (1340– 1400): Poets, Prose writers and Dramatists; The Age of Shakespeare (1557 –1625):
The General Features of Elizabethan Age – Poets, University Wits, Shakespeare, Ben Johnson, John Webster, Fletcher,
Massinger and Prose writers; The Age of Milton (1625– 1660): Poets and prose writers; The Age of Dryden (1660–
1700): The Age of Restoration, The Rise of Modern Prose and writers; The Age of Pope (1700 – 1745): poetry and
prose writers; The Age of Johnson (1745– 1798): Poetry of Transition, Naturalism, Pre-romanticism (Romantic
Revival) and poets; The Age of Wordsworth (1798-1832): Romantic Poetry, Prose writers and Novelists; The Age of
Tennyson (1832 – 1887): Pre Raphaelite Poetry – Prose and Novelists; The Age of Hardy (1887 – 1928): Irish Poets
and Dramatists, Novelists, and Prose Writers; The Modern Age (1930 – 1955): Novelists and prose drama;
Introduction to Postmodern Literature (1956– Present): Jean Francois Lyotard, John Baudrillard etc.

F. TEXT BOOKS/ REFERENCE BOOKS

1. Albert, Edward, History of English Literature, New Delhi: OUP India, 1997.
2. W J Long, A Short History of English Literature, New Delhi: Maple Press, 2000.
3. W H Hudson, An Outline History of English Literature, New Delhi: Atlantic Publishers, 2007.

Lecture Plan:

LEC NO TOPICS
1 Introduction and Course Hand-out briefing
2-5 The Age of Chaucer (1340– 1400): Poets, Prose writers and Dramatists
6-10 The Age of Shakespeare (1557 –1625): The General Features of Elizabethan Age
– Poets, University Wits, Shakespeare, Ben Johnson, John Webster, Fletcher,
Massinger and Prose writers;
11-15 The Age of Milton (1625– 1660): Poets and prose writers
16- 20 The Age of Dryden (1660– 1700): The Age of Restoration, The Rise of Modern Prose and
writers
21-24 The Age of Pope (1700 – 1745): poetry and prose writers
25-28 The Age of Johnson (1745– 1798): Poetry of Transition, Naturalism, Pre-
romanticism (Romantic Revival) and poets;
29-33 The Age of Wordsworth (1798-1832): Romantic Poetry, Prose writers and
Novelists;
34-37 The Age of Tennyson (1832 – 1887): Pre Raphaelite Poetry – Prose and
Novelists;
38—40 The Age of Hardy (1887 – 1928): Irish Poets and Dramatists, Novelists, and Prose
Writers
41-45 The Modern Age (1930 – 1955): Novelists and prose drama
46-50 Introduction to Postmodern Literature (1956– Present): Jean Francois
Lyotard, John Baudrillard etc.
51 Revision and problem solving

52 Revision and problem solving

 G. Course Articulation Matrix: (Mapping of COs with POs)

CO STATEMENT Correlation with Program Outcomes (POs) Correlation with Program

Specific Outcomes (PSOs)
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO 2 PSO 3
EN 1221.1 To acquire fairly basic knowledge of the social, political, 1 2 3 2
and literary history of England.
EN 1221.2 To understand English thought, culture, and history 3 2 1 2 1 2
reflected in the study of literature.
EN 1221.3 To comprehend the changing environment in the history 2 2 2 1
of England and English literature.
EN 1221.4 To analyze salient literary trends and movements from 3 2 2 3 2
14th Century till the present day
EN 1221.5 To recognize major writers and their works in a 3 1 2 2 2
chronological order.

1-Low Correlation; 2- Moderate Correlation; 3- Substantial Correlation

 MANIPAL UNIVERSITY JAIPUR
School of Humanities and Social Sciences
DEPARTMENT OF LANGUAGES
Course Hand-out
ENGLISH POETRY- II | EN 1222 | 4 Credits | 3 1 0 4
Session: July’ 16 – Dec’ 16 | Faculty: Dr Arpit Kothari | Class: BA ENGLISH HONS II SEM

A. Introduction: This course is offered by Department of Languages as a core course to the students of BA English
Hons, in I1 Semester. The course offers the major writers of modern English poetry. It covers the various forms,
themes, and historical events of 20th century England through poetic representations. Students are expected to
know the historical background of England of that time as well as forms and elements of poetry to understand the
Modern English poetry.

B. Course Outcomes: At the end of the course, students will be able to

[1222.1] Recognize poetry from a variety of cultures, languages and historic periods.
[1222.2] Understand and appreciate poetry as a literary art form.
[1222.3] Analyze the various elements of poetry, such as diction, tone, form, genre, imagery, figures of speech,
symbolism, theme, etc.
[1222.4] Identify a variety of forms and genres of poetry from diverse cultures and historic periods, such as
sonnets, ballads, dramatic monologues, free verse, etc.
[1222.5] Apply the principles of literary criticism to the analysis of poetry.
C. PROGRAM OUTCOMES AND PROGRAM SPECIFIC OUTCOMES
[PO.1]. Critical Thinking: Explore, explain and critically evaluate how literary texts and the language in which
they are written shape perceptions of students’ understanding of social realities and their own selves.
[PO.2]. Effective Communication: Articulate ideas and perspectives, by developing and enhancing the
communicative skills of listening, speaking, reading, and writing in interpersonal and interactive contexts, in print and in
electronic media, for various audiences and purposes.
[PO.3]. Social Interaction: Develop competence in understanding, appreciating, and respecting social diversity
derived from the representation of points-of-view in literary texts, thereby facilitating conflict resolution, and social
harmony.
[PO.4]. Effective Citizenship: Inculcate values of patriotism and of unity, and transfer these values to real-life
through selfless volunteering and activism, for promoting community welfare.
[PO.5]. Ethics: Recognise the diversity and complexity of ethical dilemmas in the real world, and educate oneself to
base ones actions on responsibility, and respect for human rights.
[PO.6]. Environment and Sustainability: Study and understand Nature and the environment on the basis of
important literary texts and researches, so as to initiate responsible individual and collective action, towards sustaining
our shared environment.
[PO.7]. Self-directed Life-long Learning: Taking initiatives and challenges to choose learning opportunities and
programmes, implementing learning goals, and sustaining intellectual growth and excellence in a constantly changing
global scenario.

[PSO.1]. Demonstrate knowledge of literary traditions, genres, literary movements and authors in classroom
discussion and debate.
[PSO.2]. Analyse and interpret texts through close reading, by drawing on relevant linguistic, cultural, and historical
information.
 [PSO.3]. Write focused and convincingly argued essays, in grammatically correct and appropriate English, giving
evidence of students’ understanding of the prescribed texts and their contexts.

D. Assessment Plan:

Criteria Description Maximum Marks

Sessional Exam I (Closed Book) 20
Internal Assessment Sessional Exam II (Closed Book) 20
(Summative) In class Quizzes and Assignments , 10
Activity feedbacks (Accumulated and
Averaged)
End Term Exam End Term Exam (Closed Book) 50
(Summative)
Total 100
Attendance A minimum of 75% Attendance is required to be maintained by a student to be
(Formative) qualified for taking up the End Semester examination. The allowance of 25%
includes all types of leaves including medical leaves.
Make up Assignments Students who misses a class will have to report to the teacher about the absence.
(Formative) A makeup assignment on the topic taught on the day of absence will be given
which has to be submitted within a week from the date of absence. No
extensions will be given on this. The attendance for that particular day of absence
will be marked blank, so that the student is not accounted for absence. These
assignments are limited to a maximum of 5 throughout the entire semester.
Homework/ Home Assignment/ There are situations where a student may have to work at home, especially
Activity Assignment before a flipped classroom. Although these works are not graded with marks.
(Formative) However, a student is expected to participate and perform these assignments
with full zeal since the activity/ flipped classroom participation by a student will be
assessed and marks will be awarded.

E. SYLLABUS
A Tennyson’s “Ulysses”; E B Browning’s “A Woman’s Shortcomings; R Kipling’s “If”; A E Housman’s “When I was
One-and-Twenty”; W H Davies’ “Joy and Pleasure”; W Owen’s “Strange Meeting”; S Sassoon’s “Aftermath”; D H
Lawrence’s “Snake”; W De La Mare’s “The Widow”; W H Auden’s “The Unknown Citizen”; D Thomas’ “Fern
Hill”; P Larkin’s “Toads”; T Hughes’ “Hawk Roosting”; T Gunn’s “My Sad Captains”; S Heaney’s “Digging”; S
Spender’s “The Express”; J Betjeman’s “In Westminster Abbey”.

F. TEXT BOOKS
1. J Press (ed.), Palgrave’s Golden Treasury, Oxford: OUP, 2002.
2. J Wain (ed.), The Oxford Anthology of English Poetry: Blake to Heaney, Vol 2, Oxford: OUP, 2003.
3. K Allott (ed.), Penguin Book of Contemporary Verse, London: Penguin, 1953.
4. K Tuma (ed.), Anthology of Twentieth-Century British and Irish Poetry, New York: OUP, 2001.
5. P M Jones (ed.), Modern Verse 1900-1950, Oxford: Oxford UP, 1969.

G. REFERENCE BOOKS
1. C N Ramachandran and Radha Achar (eds.), Five Centuries of Poetry, Chennai: Macmillan, 1994.
2. H M Williams (ed.), Six Ages of English Poetry, Mumbai: Blackie Associates, 1984.
3. M Schmidt, An Introduction to Fifty Modern British Poets. London: Pan Books, 1979.
4. N Corcoran (ed), The Cambridge Companion to the Twentieth Century English Poetry, Cambridge: CUP, 2007.
Lecture Plan:

LEC NO TOPICS
1 Introduction and Course Hand-out briefing
2-5 A Tennyson’s “Ulysses”
 6-8 E B Browning’s “A Woman’s Shortcomings

9-10 R Kipling’s “If”

11-12 A E Housman’s “When I was One-and-Twenty”

13-14 W H Davies’ “Joy and Pleasure”

15-17 W Owen’s “Strange Meeting”

18-20 S Sassoon’s “Aftermath”

21-23 D H Lawrence’s “Snake”
24-26 W De La Mare’s “The Widow”
27-29 W H Auden’s “The Unknown Citizen”

30-32 D Thomas’ “Fern Hill”

33-35 P Larkin’s “Toads”

36-38 T Hughes’ “Hawk Roosting”

39-41 T Gunn’s “My Sad Captains”
42-44 S Heaney’s “Digging”
45-47 S Spender’s “The Express”
48-50 J Betjeman’s “In Westminster Abbey”

51 Revision

52 Revision
H. Course Articulation Matrix: (Mapping of COs with POs)

CO STATEMENT Correlation with Program Outcomes (POs) Correlation with Program

Specific Outcomes (PSOs)
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO 2 PSO 3
EN 1222.1
To recognize poetry from a variety of cultures, languages and 1 2 3 2
historic periods.
EN 1222.2
To understand and appreciate poetry as a literary art form. 1 1 2

To analyze the various elements of poetry, such as diction, 3 1 1 2 1

EN 1222.3
tone, form, genre, imagery, figures of speech, symbolism,
theme, etc.

To identify a variety of forms and genres of poetry from 3 2 1 1 3 2

EN 1222.4
diverse cultures and historic periods, such as sonnets, ballads,
dramatic monologues, free verse, etc.
EN 1222.5 To apply the principles of literary criticism to the analysis of 3 2 1 2 2
poetry.
1-Low Correlation; 2- Moderate Correlation; 3- Substantial Correlation
 MANIPAL UNIVERSITY JAIPUR
School of Humanities and Social Sciences

DEPARTMENT OF LANGUAGES
Course Hand-out

Language Lab II| EN 1230 | 1 Credit | 1 0 0 1

Session: Jan 17 – Jun 17 | Faculty: Dr Rabindra Kumar Verma | Class: BA ENGLISH HONS II SEM

A. Introduction: This course is offered by Department of Languages as a common course to the students of BA, B
Sc., and BAJ & MC, in the IInd Semester. The course offers an in depth knowledge of communication skills through
Digital Language Laboratory.

B. Course Outcomes: At the end of the course, students will be able to:

[1230.1] Understand linguistic competence through accuracy in grammar, pronunciation and

vocabulary;
[1230.2] Acquire strategic competence to use both spoken and written language and use in a wide
range of communication strategies;
[1230.3] Analyze, film clips, advertisements, newspaper articles, editorials, magazines, popular
literary texts (poetry and prose) and other day- to-day familiar texts, thus generating interest of the
students, leading to greater motivation and a better learning output;
[1230.4] Recognize native and non- native varieties of English, accents, spellings, usage, cross-
cultural variations;
[1230.5] Recall their own understanding of communication reading Comprehension (skimming,
scanning, and learning difficult words and phrases) and various reading strategies.

C. PROGRAM OUTCOMES AND PROGRAM SPECIFIC OUTCOMES

[PO.1]. Critical Thinking: Explore, explain and critically evaluate how literary texts and the language in which
they are written shape perceptions of students’ understanding of social realities and their own selves.
[PO.2]. Effective Communication: Articulate ideas and perspectives, by developing and enhancing the
communicative skills of listening, speaking, reading, and writing in interpersonal and interactive contexts, in print and in
electronic media, for various audiences and purposes.
[PO.3]. Social Interaction: Develop competence in understanding, appreciating, and respecting social diversity
derived from the representation of points-of-view in literary texts, thereby facilitating conflict resolution, and social
harmony.
[PO.4]. Effective Citizenship: Inculcate values of patriotism and of unity, and transfer these values to real-life
through selfless volunteering and activism, for promoting community welfare.
[PO.5]. Ethics: Recognise the diversity and complexity of ethical dilemmas in the real world, and educate oneself to
base ones actions on responsibility, and respect for human rights.
[PO.6]. Environment and Sustainability: Study and understand Nature and the environment on the basis of
important literary texts and researches, so as to initiate responsible individual and collective action, towards sustaining
our shared environment.
[PO.7]. Self-directed Life-long Learning: Taking initiatives and challenges to choose learning opportunities and
programmes, implementing learning goals, and sustaining intellectual growth and excellence in a constantly changing
global scenario.
[PSO.1]. Demonstrate knowledge of literary traditions, genres, literary movements and authors in classroom
discussion and debate.
[PSO.2]. Analyse and interpret texts through close reading, by drawing on relevant linguistic, cultural, and historical
information.
[PSO.3]. Write focused and convincingly argued essays, in grammatically correct and appropriate English, giving
evidence of students’ understanding of the prescribed texts and their contexts.

D. Assessment Plan:

Criteria Description Maximum Marks

Sessional Exam I (Closed Book) 20
Internal Assessment Sessional Exam II (Closed Book) 20
(Summative) In class Quizzes and Assignments , 10
Activity feedbacks (Accumulated and
Averaged)
End Term Exam End Term Exam (Closed Book) 50
(Summative)
Total 100
Attendance A minimum of 75% Attendance is required to be maintained by a student to be
(Formative) qualified for taking up the End Semester examination. The allowance of 25%
includes all types of leaves including medical leaves.
Make up Assignments Students who misses a class will have to report to the teacher about the absence.
(Formative) A makeup assignment on the topic taught on the day of absence will be given
which has to be submitted within a week from the date of absence. No
extensions will be given on this. The attendance for that particular day of absence
will be marked blank, so that the student is not accounted for absence. These
assignments are limited to a maximum of 5 throughout the entire semester.
Homework/ Home Assignment/ There are situations where a student may have to work at home, especially
Activity Assignment before a flipped classroom. Although these works are not graded with marks.
(Formative) However, a student is expected to participate and perform these assignments
with full zeal since the activity/ flipped classroom participation by a student will be
assessed and marks will be awarded.

E. SYLLABUS
F. Speaking skills: Situational Dialogues/Role Play, Affixes, Oral Presentations- Prepared and Extempore, ‘Just A
Minute’ Sessions (JAM), Developing Speaking Skills: Words commonly mis-spelt and mis-pronounced,
Developing vocabulary, Describing objects/ situations / people, Information transfer, Debate, Telephonic skills,
Giving directions, Soft Skills: Job Interviews, Group Discussion, Seminar presentation.

G. TEXT BOOKS/ Reference Books

Jones, Daniel. English Pronouncing Dictionary. Current Edition with CD.

Bansal, R. K. and Harrison, J. B. Spoken English. Orient Longman, 2006.
English Language Communication : A Reader cum Lab Manual Rao, Dr A Ramakrishna, Natanam, Dr G &
Sankaranarayanan Prof SA, Anuradha Publications, Chennai.
Speaking English Effectively by Krishna Mohan & NP Singh (Macmillan).
Lecture Plan:

LEC NO TOPICS
1 Introduction to communication skills (LSRW)
2&3 Speaking skills: Situational Dialogues/Role Play, Affixes, Oral Presentations- Prepared
and Extempore
4-6 ‘Just A Minute’ Sessions (JAM)

7&8 Developing Speaking Skills: Words commonly mis-spelt and mis-pronounced

9 & 10 vocabulary, Describing objects/ situations / people, Information transfer, Debate,
Telephonic skills, Giving directions,
11 & 12 Soft Skills: Job Interviews, Group Discussion, Seminar presentation

13-14 Soft Skills: Job Interviews, Group Discussion, Seminar presentation

H. Course Articulation Matrix: (Mapping of COs with POs)

CO STATEMENT Correlation with Program Outcomes (POs) Correlation with Program

Specific Outcomes (PSOs)
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO 2 PSO 3
EN 1230.1 Uunderstand linguistic competence through accuracy in 3 1 2 3 2
grammar, pronunciation and vocabulary;
EN 1230.2 To acquire strategic competence to use both spoken and 2 1 2 1
written language and use in a wide range of communication
strategies;
EN 1230.3 To analyze, film clips, advertisements, newspaper articles, 1 2
editorials, magazines, popular literary texts (poetry and prose)
and other day- to-day familiar texts, thus generating interest
of the students, leading to greater motivation and a better
learning output;
EN 1230.4 To recognize native and non- native varieties of English, 2 2
accents, spellings, usage, cross-cultural variations;
EN 1230.5 To recall their own understanding of communication reading 2 1 2
Comprehension (skimming, scanning, and learning difficult
words and phrases) and various reading strategies.

1-Low Correlation; 2- Moderate Correlation; 3- Substantial Correlation

 MANIPAL UNIVERSITY JAIPUR
School of Humanities and Social Sciences
DEPARTMENT OF LANGUAGES
Course Hand-out
Indian Prose and Fiction in English-I | EN 1303 | 4 Credits | 3 1 0 4
Session: July 16 – Dec 16 | Faculty: Dr Arun Dev Pareek| Class: BA English (Hons) III Semester

A. Introduction: This course is offered by Department of Languages as a core course to the students of BA English
(Hons) in Semester III. The course present s and acquaints the students to a wide range of Indian writing in English and
literature in translation. It introduces to the students the major development and themes of Indian prose and fiction in
English through the study of selected literary texts. The course creates literary sensibility and emotional response to
the literary texts and implants sense of appreciation of Indian literary text.

B. Course Outcomes: At the end of the course, students will be able to

[1303.1] Explore the development of Indian novels in English and its various themes.

[1303.2] Understand various concerns and issues related to Indian prose and fiction in English.

[1303.3] Learn the artistic and innovative use of language employed by these Indian writers.

[1303.4] Derive Indianness i.e. ‘socio-cultural ethos’, ‘aesthetics’ etc. through selected discourses.

[1303.5] Inculcate values and develop human concern through exposure to literary texts.

C. PROGRAM OUTCOMES AND PROGRAM SPECIFIC OUTCOMES

[PO.1]. Critical Thinking: Explore, explain and critically evaluate how literary texts and the language in which they
are written shape perceptions of students’ understanding of social realities and their own selves.
[PO.2]. Effective Communication: Articulate ideas and perspectives, by developing and enhancing the
communicative skills of listening, speaking, reading, and writing in interpersonal and interactive contexts, in
print and in electronic media, for various audiences and purposes.
[PO.3]. Social Interaction: Develop competence in understanding, appreciating, and respecting social diversity
derived from the representation of points-of-view in literary texts, thereby facilitating conflict resolution, and
social harmony.
[PO.4]. Effective Citizenship: Inculcate values of patriotism and of unity, and transfer these values to real-life
through selfless volunteering and activism, for promoting community welfare.
[PO.5]. Ethics: Recognise the diversity and complexity of ethical dilemmas in the real world, and educate oneself to
base ones actions on responsibility, and respect for human rights.
[PO.6]. Environment and Sustainability: Study and understand Nature and the environment on the basis of
important literary texts and researches, so as to initiate responsible individual and collective action, towards
sustaining our shared environment.
[PO.7]. Self-directed Life-long Learning: Taking initiatives and challenges to choose learning opportunities and
programmes, implementing learning goals, and sustaining intellectual growth and excellence in a constantly
changing global scenario.
[PSO.1]. Demonstrate knowledge of literary traditions, genres, literary movements and authors in classroom
discussion and debate.
[PSO.2]. Analyse and interpret texts through close reading, by drawing on relevant linguistic, cultural, and historical
information.
[PSO.3]. Write focused and convincingly argued essays, in grammatically correct and appropriate English, giving
evidence of students’ understanding of the prescribed texts and their contexts.

D. Assessment Plan:

Criteria Description Maximum Marks

Sessional Exam I (Closed Book) 20
Internal Assessment Sessional Exam II (Closed Book) 20
(Summative) In class Quizzes and Assignments , 10
Activity feedbacks (Accumulated and
Averaged)
End Term Exam End Term Exam (Closed Book) 50
(Summative)
Total 100
Attendance A minimum of 75% Attendance is required to be maintained by a student to be
(Formative) qualified for taking up the End Semester examination. The allowance of 25%
includes all types of leaves including medical leaves.
Make up Assignments Students who misses a class will have to report to the teacher about the absence.
(Formative) A makeup assignment on the topic taught on the day of absence will be given
which has to be submitted within a week from the date of absence. No
extensions will be given on this. The attendance for that particular day of absence
will be marked blank, so that the student is not accounted for absence. These
assignments are limited to a maximum of 5 throughout the entire semester.
Homework/ Home Assignment/ There are situations where a student may have to work at home, especially
Activity Assignment before a flipped classroom. Although these works are not graded with marks.
(Formative) However, a student is expected to participate and perform these assignments
with full zeal since the activity/ flipped classroom participation by a student will be
assessed and marks will be awarded.

E. SYLLABUS
Introduction to Indian Novels in English, its development and various themes, R.K. Narayan’s “The
Gateman’s Gift”, M. K. Gandhi’s “Fearlessness”, J.L. Nehru’s “Animals in Prison” S. Radhakrishnan’s “The
Gandhian Outlook”, R. Tagore’s “Living or Dead”, Indian writers of short story like Salman Rushdie’s “Good
Advice is Rarer than Rubies”, K. Daruwalla’s “Suddenly the Tree”, M. Premchand’s “The Chess Players”, M.
Anand’s The Untouchable and B. Kamble’s The Prison We Broke.

F. REFERENCE BOOKS
C. J. George. Mulkraj Anand: His Art and Concerns. New Delhi: Atlantic Publishers, 1994.
M. Mukherjee. Twice Born Fiction. New Delhi: Pencraft International. 2001.
M. K. Naik. Perspectives on Indian Fiction in English. New Delhi: Abhinav Publications, 1985.
T. M. J. Indramohan. The Novels of Mulkraj Anand: A New Critical Spectrum. New Delhi: Atlantic Publishers, 2005.
G. Lecture Plan:

LECTURE NO TOPICS
1-3 Introduction to Indian Novels in English, its development and various themes, Social
and Historical background
4-5 Major Indian Writers in English: Issues and style of writing
4-6 R.K. Narayan’s “The Gateman’s Gift”

7 Discussion and presentations

8 M. K. Gandhi’s “Fearlessness”
9 - 11 J.L. Nehru’s “Animals in Prison”

12 Discussion and presentations

11 S. Radhakrishnan’s “The Gandhian Outlook”

12 - 14 R. Tagore’s “Living or Dead” and Critical Analysis of the Text
15 Salman Rushdie’s “Good Advice is Rarer than Rubies”
16 K. Daruwalla’s “Suddenly the Tree”
17 Critical appreciation of the poem
18 - 20 M. Premchand’s “The Chess Players”

21 Discussion and review through movie

22 - 38 M. Anand’s The Untouchable: Detailed study

39 - 48 B. Kamble’s The Prison We Broke: Detailed study
49 - 52 Revision and problem solving classes
H. Course Articulation Matrix: (Mapping of COs with POs)

CO STATEMENT Correlation with Program Outcomes (POs) Correlation with Program

Specific Outcomes (PSOs)
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO 2 PSO 3
EN 1303.1 Explore the development of Indian novels in English and its 3 1 1 1 2 2
various themes.
EN 1303.2 Understand various concerns and issues related to Indian 1 1 2 2
prose and fiction in English.
EN 1303.3 Learn the artistic and innovative use of language employed by 2 1 1
these Indian writers.
EN 1303.4 Derive Indianness i.e. ‘socio-cultural ethos’, ‘aesthetics’ etc. 2 1 1 2
through selected discourses.
EN 1303.5 Inculcate values and develop human concern through 1 2 2 2 3 2
exposure to literary texts.

1-Low Correlation; 2- Moderate Correlation; 3- Substantial Correlation

 MANIPAL UNIVERSITY JAIPUR
School of Humanities and Social Sciences
DEPARTMENT OF LANGUAGES
Course Hand-out
American Poetry| EN 1304 | 4 Credits | 3 1 0 4
Session: July 16 – Dec 16 | Faculty: Dr Rabindra Kumar Verma | Class: BA ENGLISH HONS III SEM

A. Introduction: This course is offered by Department of Languages as a core course to the students of BA
English Hons, in the III Semester. The course offers an in depth knowledge of American poetry.

B. Course Outcomes: At the end of the course, students will be able to

[1304.1] Understand, appreciate, and describe the poems critically.
[1304.2] Acquire knowledge of how to compose poems (creative base).
[I304.3] Analyze, identify, and interpret the mood and emotions expressed in the poems.
[I304.4 ]Recognize the structures, features, and poetic devices used in the poems.
[1304.5] Recall the philosophical, social and cultural milieu of the different periods in the history of
English poetry.

C. PROGRAM OUTCOMES AND PROGRAM SPECIFIC OUTCOMES

[PO.1]. Critical Thinking: Explore, explain and critically evaluate how literary texts and the language in which
they are written shape perceptions of students’ understanding of social realities and their own selves.
[PO.2]. Effective Communication: Articulate ideas and perspectives, by developing and enhancing the
communicative skills of listening, speaking, reading, and writing in interpersonal and interactive contexts, in print and in
electronic media, for various audiences and purposes.
[PO.3]. Social Interaction: Develop competence in understanding, appreciating, and respecting social diversity
derived from the representation of points-of-view in literary texts, thereby facilitating conflict resolution, and social
harmony.
[PO.4]. Effective Citizenship: Inculcate values of patriotism and of unity, and transfer these values to real-life
through selfless volunteering and activism, for promoting community welfare.
[PO.5]. Ethics: Recognise the diversity and complexity of ethical dilemmas in the real world, and educate oneself to
base ones actions on responsibility, and respect for human rights.
[PO.6]. Environment and Sustainability: Study and understand Nature and the environment on the basis of
important literary texts and researches, so as to initiate responsible individual and collective action, towards sustaining
our shared environment.
[PO.7]. Self-directed Life-long Learning: Taking initiatives and challenges to choose learning opportunities and
programmes, implementing learning goals, and sustaining intellectual growth and excellence in a constantly changing
global scenario.

[PSO.1]. Demonstrate knowledge of literary traditions, genres, literary movements and authors in classroom
discussion and debate.
[PSO.2]. Analyse and interpret texts through close reading, by drawing on relevant linguistic, cultural, and historical
information.
[PSO.3]. Write focused and convincingly argued essays, in grammatically correct and appropriate English, giving
evidence of students’ understanding of the prescribed texts and their contexts.
 D. Assessment Plan:

Criteria Description Maximum Marks

Sessional Exam I (Closed Book) 20
Internal Assessment Sessional Exam II (Closed Book) 20
(Summative) In class Quizzes and Assignments , 10
Activity feedbacks (Accumulated and
Averaged)
End Term Exam End Term Exam (Closed Book) 50
(Summative)
Total 100
Attendance A minimum of 75% Attendance is required to be maintained by a student to be
(Formative) qualified for taking up the End Semester examination. The allowance of 25%
includes all types of leaves including medical leaves.
Make up Assignments Students who misses a class will have to report to the teacher about the absence.
(Formative) A makeup assignment on the topic taught on the day of absence will be given
which has to be submitted within a week from the date of absence. No
extensions will be given on this. The attendance for that particular day of absence
will be marked blank, so that the student is not accounted for absence. These
assignments are limited to a maximum of 5 throughout the entire semester.
Homework/ Home Assignment/ There are situations where a student may have to work at home, especially
Activity Assignment before a flipped classroom. Although these works are not graded with marks.
(Formative) However, a student is expected to participate and perform these assignments
with full zeal since the activity/ flipped classroom participation by a student will be
assessed and marks will be awarded.

E. SYLLABUS
An Introduction to American Poetry, its development and major American poets,
W. Whitman’s “1861”, “A Child Said What is the Grass” & “A Leaf for Hand in Hand” and R. Frost’s “Stopping
by Woods on a Snowy Evening” & “My Butterfly”, Stephen Crane’s “There Was a Man and a Woman”, R W
Emerson’s “The Forerunners”, Henry David Thoreau’s “Inspiration”, E. Dickenson’s “A Bird Came Down
The Walk” & “In a Library”, H. W. Longfellow’s “The Slave’s Dream” “Chaucer”, J.C. Ransom’s “Conrad in
Twilight” and W C William’s “Portrait of a Lady”, S. Plath’s “A Life” & “Barren Woman”, Anne Sexton’s “All
My Pretty Ones”, “Again and Again and Again”, Adrienne Rich’s “A Valediction Forbidding Mourning” &
“Women”, and D. Parker’s “A Certain Lady”.

F. TEXT BOOKS/ Reference Books

B. Ford Ed: Pelican Guide to American Literature Vol. IX. Penguin: Penguin P, 1960.
C. Beach. (ed.). The Cambridge Introduction to Twentieth-Century American Poetry. Cambridge: Cambridge UP, 2003.
E. Greenspan. (ed.). The Cambridge Companion to Walt Whitman. Cambridge: Cambridge UP, 1995.
J. Gill. (ed.). The Cambridge Companion to Sylvia Plath. Cambridge: Cambridge UP, 2006.
K. Larson. (ed.). The Cambridge Companion to Nineteenth-Century American Poetry. Cambridge: Cambridge UP, 2011.
R. Faggen. (ed.). The Cambridge Companion to Robert Frost. Cambridge: Cambridge UP, 2001.
W. Martin. (ed.). The Cambridge Companion to Emily Dickinson. Cambridge: Cambridge UP, 2002.

Lecture Plan:

LEC NO TOPICS
1 An Introduction to American Poetry
2&3 Development and major American poets,

4-6 W. Whitman’s “1861”

 7&8 W. Whitman’s “A Child Said What is the Grass”
9 & 10 W. Whitman’s “A Leaf for Hand in Hand”
11 & 12 R. Frost’s “Stopping by Woods on a Snowy Evening”

13-17 R. Frost’s “My Butterfly”

17-21 Stephen Crane’s “There Was a Man and a Woman”,

22 R. W. Emerson’s “The Forerunners”
23 R. W. Emerson’s “The Forerunners”
24 Henry David Thoreau’s “Inspiration”
25 Henry David Thoreau’s “Inspiration”
26-29 E. Dickenson’s “A Bird Came Down The Walk” & “In a Library”

30 E. Dickenson’s “In a Library”

31-36 H. W. Longfellow’s “The Slave’s Dream” & “Chaucer” & J.C. Ransom’s “Conrad in
Twilight”
37-41 W C William’s “Portrait of a Lady”, S. Plath’s “A Life” & “Barren Woman”
42-46 Anne Sexton’s “All My Pretty Ones”, “Again and Again and Again”
47 Adrienne Rich’s “A Valediction Forbidding Mourning”
48 Adrienne Rich’s “A Valediction Forbidding Mourning”

49-52 Adrienne Rich’s “Women”, & D. Parker’s “A Certain Lady”.

G. Course Articulation Matrix: (Mapping of COs with POs)

CO STATEMENT Correlation with Program Outcomes (POs) Correlation with Program

Specific Outcomes (PSOs)
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO 2 PSO 3
EN 1304.1 Understand, appreciate, and describe the poems critically. 3 1 2 3 2

EN 1304.2 To acquire knowledge of how to compose poems (creative 2 1 2 1

base).
EN 1304.3 To analyze, identify, and interpret the mood and emotions 1 2
expressed in the poems.
EN 1304.4 To recognize the structures, features, and poetic devices 2 2
used in the poems.
EN 1304.5 To recall the philosophical, social and cultural milieu of the 2 1 2
different periods in the history of English poetry.

1-Low Correlation; 2- Moderate Correlation; 3- Substantial Correlation

 MANIPAL UNIVERSITY JAIPUR
School of Humanities and Social Sciences
DEPARTMENT OF LANGUAGES
Course Hand-out
English Prose and Fiction II | EN 1321 | 4 Credits | 3 1 0 4
Session: July 2016- Dec. 2016 | Faculty: Dr Arun Kumar Poonia | Class: BA ENGLISH HONS III SEM

A. Introduction: This course is offered by Department of Languages as a core course to the students of BA English
Hons, in 3rd Semester. This course is a genre-based introduction to English prose and fiction. Some representative
texts have been analysed to highlight some of the characteristics of prose fiction. The texts were also chosen to
reflect the different types of prose fiction, so as to highlight the different forms and techniques found within these
major geners.

B. Course Outcomes: At the end of the course, students will be able to

[1321.1] Understand texts in relation to their historical and cultural contexts, and to become more
aware of themselves as situated historically and culturally.

[1321.2] Develop an appreciation of how the formal elements of language and genre shape
meaning.

[1321.3] Analyze and explain how different types of prose convey stories or meanings.

[1321.4] Articulate their own interpretations with an awareness and curiosity for other
perspectives.

[1321.5] Compare and contrast literary devices, styles, etc. employed by writers across various ages
and genres of English prose and fiction.

C. PROGRAM OUTCOMES AND PROGRAM SPECIFIC OUTCOMES

[PO.1]. Critical Thinking: Explore, explain and critically evaluate how literary texts and the language in which
they are written shape perceptions of students’ understanding of social realities and their own selves.
[PO.2]. Effective Communication: Articulate ideas and perspectives, by developing and enhancing the
communicative skills of listening, speaking, reading, and writing in interpersonal and interactive contexts, in print and in
electronic media, for various audiences and purposes.
[PO.3]. Social Interaction: Develop competence in understanding, appreciating, and respecting social diversity
derived from the representation of points-of-view in literary texts, thereby facilitating conflict resolution, and social
harmony.
[PO.4]. Effective Citizenship: Inculcate values of patriotism and of unity, and transfer these values to real-life
through selfless volunteering and activism, for promoting community welfare.
[PO.5]. Ethics: Recognise the diversity and complexity of ethical dilemmas in the real world, and educate oneself to
base ones actions on responsibility, and respect for human rights.
[PO.6]. Environment and Sustainability: Study and understand Nature and the environment on the basis of
important literary texts and researches, so as to initiate responsible individual and collective action, towards sustaining
our shared environment.
[PO.7]. Self-directed Life-long Learning: Taking initiatives and challenges to choose learning opportunities and
programmes, implementing learning goals, and sustaining intellectual growth and excellence in a constantly changing
global scenario.
[PSO.1]. Demonstrate knowledge of literary traditions, genres, literary movements and authors in classroom
discussion and debate.
[PSO.2]. Analyse and interpret texts through close reading, by drawing on relevant linguistic, cultural, and historical
information.
[PSO.3]. Write focused and convincingly argued essays, in grammatically correct and appropriate English, giving
evidence of students’ understanding of the prescribed texts and their contexts.

D. Assessment Plan:

Criteria Description Maximum Marks

Sessional Exam I (Closed Book) 20
Internal Assessment Sessional Exam II (Closed Book) 20
(Summative) In class Quizzes and Assignments , 10
Activity feedbacks (Accumulated and
Averaged)
End Term Exam End Term Exam (Closed Book) 50
(Summative)
Total 100
Attendance A minimum of 75% Attendance is required to be maintained by a student to be
(Formative) qualified for taking up the End Semester examination. The allowance of 25%
includes all types of leaves including medical leaves.
Make up Assignments Students who misses a class will have to report to the teacher about the absence.
(Formative) A makeup assignment on the topic taught on the day of absence will be given
which has to be submitted within a week from the date of absence. No
extensions will be given on this. The attendance for that particular day of absence
will be marked blank, so that the student is not accounted for absence. These
assignments are limited to a maximum of 5 throughout the entire semester.
Homework/ Home Assignment/ There are situations where a student may have to work at home, especially
Activity Assignment before a flipped classroom. Although these works are not graded with marks.
(Formative) However, a student is expected to participate and perform these assignments
with full zeal since the activity/ flipped classroom participation by a student will be
assessed and marks will be awarded.

E. SYLLABUS

G Orwell’s “Politics and the English Language”, A Huxley’s “Selected Snobberies”, J B Priestley’s “On Doing
Nothing”, E V Lucas’ “A Funeral”, R Lynd’s “On Not Being a Philosopher” and “The Pleasure of Ignorance”, V S
Pritchet’s “The Dean”, R L Stevenson’s The Strange Case of Dr. Jekyll & Mr. Hyde, V Woolf’s Mrs. Dalloway, J
Conrad’s Heart Of Darkness, A Huxley’s Brave New World.

F. TEXT BOOKS
A Huxley. Brave New World. New York: Harper Collins Publishers, 2004.
G Orwell. Politics and the English Language. Gurgaon: Penguin, 2011.
J Conrad. Heart of Darkness. New Delhi: Atlantic Publishers, 2007.
R L Stevenson. The Strange Case of Dr. Jekyll & Mr. Hyde. New Delhi: Jaico Publishing House, 2012
V Woolf. Mrs. Dallowy. Bangalore: Martino Fine Books, 2012.
W E Williams (ed.). Essays. Gurgaon: Penguin, 2000.

G. Reference Books
A Sanders. The Short Oxford History of English Literature. New Delhi: OUP, 2004.
D Amigoni. The English Novel and Prose Narrative. Edinburgh: Edinburgh University Press, 2000.
D Daiches. The Novel and the Modern World. Kolkata: Supernova Publishers, 2005.
E M Forster. Aspects of the Novel. Gurgaon: Penguin, 2011.
J W Beach. The Twentieth Century Novel: Studies in Technique. Ludhiana: Lyall Book Depot, 1969.
P Gaskell. Landmarks in English Literature. New Delhi: Routledge, 1998
Lecture Plan:

LEC NO TOPICS
1 Introduction and Course Hand-out briefing
2-5 Types of English-language prose and the Ages of English Literature
6-9 G Orwell’s “Politics and the English Language”

10-12 A Huxley’s “Selected Snobberies”

13-15 J B Priestley’s “On Doing Nothing”
16-18 E V Lucas’ “A Funeral”

19-26 R Lynd’s “On Not Being a Philosopher” and “The Pleasure of Ignorance”,

27-30 V S Pritchet’s “The Dean”

31-36 R L Stevenson’s The Strange Case of Dr. Jekyll & Mr. Hyde
37-44 V Woolf’s Mrs. Dalloway
45-48 J Conrad’s Heart Of Darkness
49-52 A Huxley’s Brave New World
H. Course Articulation Matrix: (Mapping of COs with POs)

CO STATEMENT Correlation with Program Outcomes (POs) Correlation with Program

Specific Outcomes (PSOs)
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO 2 PSO 3
[1321.1] Understand texts in relation to their historical 2 2 1
and cultural contexts, and to become more
aware of themselves as situated historically and
culturally.

[1321.2] Develop an appreciation of how the formal 1 2

elements of language and genre shape meaning.

[1321.3] Analyze and explain how different types of prose 2 3

convey stories or meanings.

[1321.4] Articulate their own interpretations with an 2 2

awareness and curiosity for other perspectives.

[1321.5] Compare and contrast literary devices, styles, 1 2 1 1

etc. employed by writers across various ages and
genres of English prose and fiction.

1-Low Correlation; 2- Moderate Correlation; 3- Substantial Correlation

 MANIPAL UNIVERSITY JAIPUR
School of Humanities and Social Sciences

DEPARTMENT OF LANGUAGES
Course Hand-out

Literary Theory and Criticism I | EN 1322 | 4 Credits | 3 1 0 4

Session: July 16 – Dec 16 | Faculty: Dr Rabindra Kumar Verma | Class: BA ENGLISH HONS III SEM

A. Introduction: This course is offered by Department of Languages as a core course to the students of BA
English Hons, in the IIIth Semester. The course offers an in depth knowledge of Literary Theory and Criticism I.

B. Course Outcomes: At the end of the course, students will be able to

[1322.1] Understand how to Write formal and informal responses to literary and critical theory that
demonstrate engagement, reflective thought, effective inquiry, perception of patterns in language
features, and responsible generalization;
[1322.2] Acquire the basic premises of selected theories;
[1322.3] Analyze, and apply selected theories to specific literary works and relate critical
perspectives to the history of western ideas;
[1322.4] Recognize and critique the argument underlying critical writings;
[1322.5] Recall and understand their own critical/theoretical stances as readers.

C. PROGRAM OUTCOMES AND PROGRAM SPECIFIC OUTCOMES

[PO.1]. Critical Thinking: Explore, explain and critically evaluate how literary texts and the language in which
they are written shape perceptions of students’ understanding of social realities and their own selves.
[PO.2]. Effective Communication: Articulate ideas and perspectives, by developing and enhancing the
communicative skills of listening, speaking, reading, and writing in interpersonal and interactive contexts, in print and in
electronic media, for various audiences and purposes.
[PO.3]. Social Interaction: Develop competence in understanding, appreciating, and respecting social diversity
derived from the representation of points-of-view in literary texts, thereby facilitating conflict resolution, and social
harmony.
[PO.4]. Effective Citizenship: Inculcate values of patriotism and of unity, and transfer these values to real-life
through selfless volunteering and activism, for promoting community welfare.
[PO.5]. Ethics: Recognise the diversity and complexity of ethical dilemmas in the real world, and educate oneself to
base ones actions on responsibility, and respect for human rights.
[PO.6]. Environment and Sustainability: Study and understand Nature and the environment on the basis of
important literary texts and researches, so as to initiate responsible individual and collective action, towards sustaining
our shared environment.
[PO.7]. Self-directed Life-long Learning: Taking initiatives and challenges to choose learning opportunities and
programmes, implementing learning goals, and sustaining intellectual growth and excellence in a constantly changing
global scenario.

[PSO.1]. Demonstrate knowledge of literary traditions, genres, literary movements and authors in classroom
discussion and debate.
[PSO.2]. Analyse and interpret texts through close reading, by drawing on relevant linguistic, cultural, and historical
information.
[PSO.3]. Write focused and convincingly argued essays, in grammatically correct and appropriate English, giving
evidence of students’ understanding of the prescribed texts and their contexts.

D. Assessment Plan:

Criteria Description Maximum Marks

Sessional Exam I (Closed Book) 20
Internal Assessment Sessional Exam II (Closed Book) 20
(Summative) In class Quizzes and Assignments , 10
Activity feedbacks (Accumulated and
Averaged)
End Term Exam End Term Exam (Closed Book) 50
(Summative)
Total 100
Attendance A minimum of 75% Attendance is required to be maintained by a student to be
(Formative) qualified for taking up the End Semester examination. The allowance of 25%
includes all types of leaves including medical leaves.
Make up Assignments Students who misses a class will have to report to the teacher about the absence.
(Formative) A makeup assignment on the topic taught on the day of absence will be given
which has to be submitted within a week from the date of absence. No
extensions will be given on this. The attendance for that particular day of absence
will be marked blank, so that the student is not accounted for absence. These
assignments are limited to a maximum of 5 throughout the entire semester.
Homework/ Home Assignment/ There are situations where a student may have to work at home, especially
Activity Assignment before a flipped classroom. Although these works are not graded with marks.
(Formative) However, a student is expected to participate and perform these assignments
with full zeal since the activity/ flipped classroom participation by a student will be
assessed and marks will be awarded.

E. SYLLABUS
Aristotle’s Poetics. (Chapter I, II, III), S Johnson’s “Preface to Shakespeare”, W Wordsworth’s “Preface to
Lyrical Ballads”, T S Eliot’s “Tradition and Individual Talent”.

F. TEXT BOOKS/ Reference Books

Aristotle. Poetics. Trans. S.H.Butcher. New York: Courier Dover Publications, 1997.
D J Enright and E D Chickera. English Critical Texts. Oxford: OUP, 2003.

Reference Books:

B Das and J M Mohanty (eds.). Literary Criticism: A Reading. New Delhi: OUP, 2014.

B Prasad. An Introduction to English Criticism. New Delhi: Laxmi Publications/Trinity Press, 2014.

C M Bowra. Romantic Imagination. Oxford: OUP, 1961.

P Waugh (ed.). Literary Theory and Criticism: An Oxford Guide. New York: OUP, 2006.

T S Eliot. The Use of Poetry and the Use of Criticism. London: Faber & Faber, 1995.

B Hooks. Feminist Theory: From Margin to Centre. London: Pluto Press, 2000.

C T Mohanty. Feminism without Borders: Decolonizing Theory, Practicing Solidarity. London: Duke UP, 2003.
 E Boehmer, Colonial and Postcolonial Literature. Oxford: OUP, 2005.

E Larrissy. Romanticism and Postmodernism. Cambridge: Cambridge UP, 1999.

J Brannigan. New Historicism and Cultural Materialism. Macmillan: Palgrave Macmillan, 1998.
J P Tompkins. Reader-Response Criticism: From Formalism to Post-Structuralism. New York: The Johns
Hopkins UP, 1980.
K O Donnell. Postmodernism. Oxford: Mayfield House, 2003.
M Foucault. Language, Counter-memory, Practice: Selected Essays and Interviews. Ed. Donald F Bouchard.
New York: Cornell University Press, 1977.
N Krishnaswamy, et al: Contemporary Literary Theory: A Student’s Companion. New Delhi: Macmillan
India, 2013.
V Woolf. A Room of One’s Own. London: Penguin, 2009.
W L Guerin, et al. A Handful of Critical Approaches to Literature. New Delhi: OUP, 2012.

Lecture Plan:

LEC NO TOPICS
1 Introduction to Literary Theory & Criticism I
2&3 Aristotle’s Poetics (Chapter I)

4-6 Aristotle’s Poetics (Chapter II, III)

7&8 Aristotle’s Poetics (Chapter II, III)

9 & 10 Aristotle’s Poetics (Chapter III)
11 & 12 Aristotle’s Poetics (Chapter III)
13-17 S Jonson as a critic
17-21 S Johnson’s “Preface to Shakespeare”
22 S Johnson’s “Preface to Shakespeare”
23 S Johnson’s “Preface to Shakespeare”
24 S Johnson’s “Preface to Shakespeare”
25 W Wordsworth’s “Preface to Lyrical Ballads”
26-29 W Wordsworth’s “Preface to Lyrical Ballads”

30 W Wordsworth’s “Preface to Lyrical Ballads”

31-36 W Wordsworth’s “Preface to Lyrical Ballads”

37-41 W Wordsworth’s “Preface to Lyrical Ballads”
42-46 T S Eliot as a critic
47 T S Eliot’s “Tradition and Individual Talent”
48 T S Eliot’s “Tradition and Individual Talent”

49-52 T S Eliot’s “Tradition and Individual Talent”.

G. Course Articulation Matrix: (Mapping of COs with POs)

CO STATEMENT Correlation with Program Outcomes (POs) Correlation with Program

Specific Outcomes (PSOs)
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO 2 PSO 3
EN 1322.1 Understand how to Write formal and informal responses to 3 1 2 3 2
literary and critical theory that demonstrate engagement,
reflective thought, effective inquiry, perception of patterns in
language features, and responsible generalization;
EN 1322.2 To acquire the basic premises of selected theories; 2 1 2 1
EN 1322.3 To analyze, and apply selected theories to specific literary 1 2
works and relate critical perspectives to the history of
western ideas;
EN 1322.4 To recognize and critique the argument underlying critical 2 2
writings;
EN 1322.5 To recall and understand their own critical/theoretical 2 1 2
stances as readers.

1-Low Correlation; 2- Moderate Correlation; 3- Substantial Correlation

 MANIPAL UNIVERSITY JAIPUR
School of Humanities and Social Sciences

DEPARTMENT OF LANGUAGES
Course Hand-out

American Drama | EN 1405 | 4 Credits | 3 1 0 4

Session: Jan 17 – Jun 17 | Faculty: Dr Rabindra Kumar Verma | Class: BA ENGLISH HONS IV SEM

A. Introduction: This course is offered by Department of Languages as a core course to the students of BA
English Hons, in the IVth Semester. The course offers an in depth knowledge of American drama.

B. Course Outcomes: At the end of the course, students will be able to:

[1405.1] Understand how to articulate orally and in writing an understanding of key concepts and
theatre practices in American drama;
[1405.2] Acquire innovative knowledge of how to Identify and critically analyse the key concepts
and practices of American drama;
[1405.3] Analyze, contextualize, and Carry out research to select and combine materials
concerning the American theatrical landscape;
[1405.4] Recognize and make appropriate performance methodology choices for performance of
selected texts;
[1405.5] Recall their own understanding of American theatre and involve themselves in role-play,
simulation, and improvisation.

C. PROGRAM OUTCOMES AND PROGRAM SPECIFIC OUTCOMES

[PO.1]. Critical Thinking: Explore, explain and critically evaluate how literary texts and the language in which
they are written shape perceptions of students’ understanding of social realities and their own selves.
[PO.2]. Effective Communication: Articulate ideas and perspectives, by developing and enhancing the
communicative skills of listening, speaking, reading, and writing in interpersonal and interactive contexts, in print and in
electronic media, for various audiences and purposes.
[PO.3]. Social Interaction: Develop competence in understanding, appreciating, and respecting social diversity
derived from the representation of points-of-view in literary texts, thereby facilitating conflict resolution, and social
harmony.
[PO.4]. Effective Citizenship: Inculcate values of patriotism and of unity, and transfer these values to real-life
through selfless volunteering and activism, for promoting community welfare.
[PO.5]. Ethics: Recognise the diversity and complexity of ethical dilemmas in the real world, and educate oneself to
base ones actions on responsibility, and respect for human rights.
[PO.6]. Environment and Sustainability: Study and understand Nature and the environment on the basis of
important literary texts and researches, so as to initiate responsible individual and collective action, towards sustaining
our shared environment.
[PO.7]. Self-directed Life-long Learning: Taking initiatives and challenges to choose learning opportunities and
programmes, implementing learning goals, and sustaining intellectual growth and excellence in a constantly changing
global scenario.
 [PSO.1]. Demonstrate knowledge of literary traditions, genres, literary movements and authors in classroom
discussion and debate.
[PSO.2]. Analyse and interpret texts through close reading, by drawing on relevant linguistic, cultural, and historical
information.
[PSO.3]. Write focused and convincingly argued essays, in grammatically correct and appropriate English, giving
evidence of students’ understanding of the prescribed texts and their contexts.

D. Assessment Plan:

Criteria Description Maximum Marks

Sessional Exam I (Closed Book) 20
Internal Assessment Sessional Exam II (Closed Book) 20
(Summative) In class Quizzes and Assignments , 10
Activity feedbacks (Accumulated and
Averaged)
End Term Exam End Term Exam (Closed Book) 50
(Summative)
Total 100
Attendance A minimum of 75% Attendance is required to be maintained by a student to be
(Formative) qualified for taking up the End Semester examination. The allowance of 25%
includes all types of leaves including medical leaves.
Make up Assignments Students who misses a class will have to report to the teacher about the absence.
(Formative) A makeup assignment on the topic taught on the day of absence will be given
which has to be submitted within a week from the date of absence. No
extensions will be given on this. The attendance for that particular day of absence
will be marked blank, so that the student is not accounted for absence. These
assignments are limited to a maximum of 5 throughout the entire semester.
Homework/ Home Assignment/ There are situations where a student may have to work at home, especially
Activity Assignment before a flipped classroom. Although these works are not graded with marks.
(Formative) However, a student is expected to participate and perform these assignments
with full zeal since the activity/ flipped classroom participation by a student will be
assessed and marks will be awarded.

E. SYLLABUS
Introduction to American Drama and major playwrights, E. O’ Neill’s Desire under the Elms, A. Miller’s
All My Sons, P. E. Hopkins’ The Slaves’ Escape, Z. Gale’s Miss Lulu Bett.

F. TEXT BOOKS/ Reference Books

A. J. Saddik. Contemporary American Drama. Edinburgh: Edinburgh UP, 2007.
B. Ford. (ed.). Pelican Guide to American Literature Vol. IX.
B. Murphy. The Cambridge Companion to American Women Playwrights. Cambridge: Cambridge UP, 1999.
J. Schluete. Modern American Drama: The Female Canon. New York: Fairleigh Dickinson UP, 1996.
S. Burke. American Feminist Playwrights: A Critical History. New York: Twayne Publishers, 1997.

Lecture Plan:

LEC NO TOPICS
1 Introduction to American drama, major American dramatists
2&3 Dramatic devices, their application and identification
4-6 E. O’ Neill as dramatist

7&8 E. O’ Neill’s Desire under the Elms, discussion of major themes, and characters
9 & 10 E. O’ Neill’s Desire under the Elms, discussion of the text
11 & 12 E. O’ Neill’s Desire under the Elms, discussion of the text, critical insights

13-17 A. Miller’s All My Sons, discussion of major themes, and characters

17-21 A. Miller’s All My Sons, discussion of the text

22 A. Miller’s All My Sons, discussion of the text
23 A. Miller’s All My Sons, discussion of the text
24 A. Miller’s All My Sons, discussion of the plot structure
25 A. Miller’s All My Sons, discussion of critical insights
26-29 P. E. Hopkins’ The Slaves’ Escape

30 P. E. Hopkins’ The Slaves’ Escape, major themes, dramatis personae

31-36 P. E. Hopkins’ The Slaves’ Escape, discussion of the text

37-41 P. E. Hopkins’ The Slaves’ Escape, discussion of the text
42-46 P. E. Hopkins’ The Slaves’ Escape, discussion of the plot structure, and critical views
47 Z. Gale’s Miss Lulu Bett, major themes, dramatis personae
48 Z. Gale’s Miss Lulu Bett, discussion of the text

49-52 Z. Gale’s Miss Lulu Bett, discussion of the text, the plot structure, and critical views
G. Course Articulation Matrix: (Mapping of COs with POs)

CO STATEMENT Correlation with Program Outcomes (POs) Correlation with Program

Specific Outcomes (PSOs)
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO 2 PSO 3
EN 1422.1 Understand how to articulate orally and in writing an 3 1 2 3 2
understanding of key concepts and theatre practices in
American drama
EN 1422.2 To acquire innovative knowledge of how to Identify and 2 1 2 1
critically analyse the key concepts and practices of American
drama
EN 1422.3 To analyze, contextualize, and Carry out research to select 1 2
and combine materials concerning the American theatrical
landscape
EN 1422.4 To recognize and make appropriate performance 2 2
methodology choices for performance of selected texts
EN 1422.5 To recall their own understanding of American theatre and 2 1 2
involve themselves in role-play, simulation, and improvisation

1-Low Correlation; 2- Moderate Correlation; 3- Substantial Correlation

 MANIPAL UNIVERSITY JAIPUR
School of Humanities and Social Sciences
DEPARTMENT OF LANGUAGES
Course Hand-out

American prose and Fiction| EN1406| 4 Credits | 3 1 0 4

Session: Jan 17 – Jun 17 | Faculty: Dr Yashoda Verma | Class: BA ENGLISH HONS IV SEM

A. Introduction: This course is offered by Department of Languages as a core course to the students of BA English
Hons, in 1Vst Semester. The course offers an in depth knowledge of Literature as an important branch of English
literature. Students will be able to analyse representative works of American literature and study genres such as
prose and fiction. Students will be able to recognize social, historical, and ethnic influences in representative works
of American literature.

B. Course Outcomes: At the end of the course, students will be able to

[1406.1] Understand and express general issues regarding nature & function of Literature. This
includes the knowledge of various domains of literature like prose, fiction, poetry, novel etc.

[1406.2] Acquire knowledge of the various writings of American Literature.

[1406.3] Analyze English Literature with specific study of American prose and fiction.

[1406.4] Analyze the works of different writers with their socio- cultural impact on their writings.

[1406.5] Compare and contrast systematic differences of the literary genres as outcome and further
scope of them.

C. PROGRAM OUTCOMES AND PROGRAM SPECIFIC OUTCOMES

[PO.1]. Critical Thinking: Explore, explain and critically evaluate how literary texts and the language in which
they are written shape perceptions of students’ understanding of social realities and their own selves.
[PO.2]. Effective Communication: Articulate ideas and perspectives, by developing and enhancing the
communicative skills of listening, speaking, reading, and writing in interpersonal and interactive contexts, in print and in
electronic media, for various audiences and purposes.
[PO.3]. Social Interaction: Develop competence in understanding, appreciating, and respecting social diversity
derived from the representation of points-of-view in literary texts, thereby facilitating conflict resolution, and social
harmony.
[PO.4]. Effective Citizenship: Inculcate values of patriotism and of unity, and transfer these values to real-life
through selfless volunteering and activism, for promoting community welfare.
[PO.5]. Ethics: Recognise the diversity and complexity of ethical dilemmas in the real world, and educate oneself to
base ones actions on responsibility, and respect for human rights.
[PO.6]. Environment and Sustainability: Study and understand Nature and the environment on the basis of
important literary texts and researches, so as to initiate responsible individual and collective action, towards sustaining
our shared environment.
[PO.7]. Self-directed Life-long Learning: Taking initiatives and challenges to choose learning opportunities and
programmes, implementing learning goals, and sustaining intellectual growth and excellence in a constantly changing
global scenario.
 [PSO.1]. Demonstrate knowledge of literary traditions, genres, literary movements and authors in classroom
discussion and debate.
[PSO.2]. Analyse and interpret texts through close reading, by drawing on relevant linguistic, cultural, and historical
information.
[PSO.3]. Write focused and convincingly argued essays, in grammatically correct and appropriate English, giving
evidence of students’ understanding of the prescribed texts and their contexts.

D. Assessment Plan:

Criteria Description Maximum Marks

Sessional Exam I (Closed Book) 20
Internal Assessment Sessional Exam II (Closed Book) 20
(Summative) In class Quizzes and Assignments , 10
Activity feedbacks (Accumulated and
Averaged)
End Term Exam End Term Exam (Closed Book) 50
(Summative)
Total 100
Attendance A minimum of 75% Attendance is required to be maintained by a student to be
(Formative) qualified for taking up the End Semester examination. The allowance of 25%
includes all types of leaves including medical leaves.
Make up Assignments Students who misses a class will have to report to the teacher about the absence.
(Formative) A makeup assignment on the topic taught on the day of absence will be given
which has to be submitted within a week from the date of absence. No
extensions will be given on this. The attendance for that particular day of absence
will be marked blank, so that the student is not accounted for absence. These
assignments are limited to a maximum of 5 throughout the entire semester.
Homework/ Home Assignment/ There are situations where a student may have to work at home, especially
Activity Assignment before a flipped classroom. Although these works are not graded with marks.
(Formative) However, a student is expected to participate and perform these assignments
with full zeal since the activity/ flipped classroom participation by a student will be
assessed and marks will be awarded.

E. SYLLABUS
Introduction to American Novel, its development and major novelists, M. Twain’s “The Carnival of
Crime in Connecticut”, A. E. Poe’s “The Fall of The House of Usher”, N. Hawthorne’s “Dr. Heidegger’s
Experiment”, E. Hemingway’s The Old Man and The Sea, T. Morrison’s The Bluest Eyes, and H. James’s “The
Art of Fiction”.

Recommended Readings:
1. B. Ford (Ed.) A Pelican Guide to American Literature. New York: Penguin Books, 1982-1988.
2. R. E. Spiller et. All. (ed.) The Literary History of the United States. London: Macmillan 1969.
3. P. Lubbock. The Craft of Fiction. New York: Viking Press, 1957.
4. V. R. Singh. The Written Word. Oxford: OUP, New Delhi, 2000.
Lecture Plan:

LEC NO TOPICS
1 Introduction and Course Hand-out briefing
2&3 Definition and scope of Literature, Literature as genres
4-6 Introduction to American Novel, its development and major novelists

7&8 The introduction of the socio- cultural aspects of M. Twain’s “The Carnival of
Crime in Connecticut
9 & 10 The study in detail
11 & 12 The study in detail

13-17 The introduction of A. E. Poe’s “The Fall of The House of Usher

17-21 The study in detail

22 The study in detail
23 The introduction of N. Hawthorne’s “Dr. Heidegger’s Experiment
24 The study in detail
25 The introduction of E. Hemingway’s The Old Man and The Sea
26-29 The study in detail

30 The study in detail

31-36 The introduction of T. Morrison’s The Bluest Eyes, the study in detail
37-41 The study in detail
42-46 The study in detail
47 H. James’s “The Art of Fiction”, a detailed introduction
48 The study in detail

49-52 The study in detail

F. Course Articulation Matrix: (Mapping of COs with POs)

CO STATEMENT Correlation with Program Outcomes (POs) Correlation with Program

Specific Outcomes (PSOs)
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO 2 PSO 3
EN 1406.1 Understand and express general issues regarding 2 1 2 2 2
nature & function of Literature. This includes the
knowledge of various domains of literature like prose,
fiction, poetry, novel etc.
EN 1406.2 Acquire knowledge of the various writings of 2 1 2 1
American Literature.
EN 1406.3 Analyse English Literature with specific study of 1 2
American prose and fiction.
EN 1406.4 Analyse the works of different writers with their 3 2
socio- cultural impact on their writings.
EN 1406.5 Compare and contrast systematic differences of the 2 1 2
literary genres as outcome and further scope of them.

1-Low Correlation; 2- Moderate Correlation; 3- Substantial Correlation

 MANIPAL UNIVERSITY JAIPUR
School of Humanities and Social Sciences
DEPARTMENT OF LANGUAGES
Course Hand-out
INDIAN PROSE AND FICTION IN ENGLISH II | EN 1421 | 4 Credits | 3 1 0 4
Session: Jan 17 – Jun 17 | Faculty: Dr Gaurav Mathur | Class: BA ENGLISH HONS IV SEM

A. Introduction: This course is offered by Department of Languages as a core course to the students of BA
English Hons, in IV Semester. The course offers in-depth knowledge of Indian writing in English in prose. It covers
both prose and fiction written. The student is expected to have read prose and fiction in earlier semesters to be
able to rise to the next level of understanding. Student must have the ability to understand, appreciate, and respect
the social diversity in India derived from the representation of points-of-view in literary text.

B. Course Outcomes: At the end of the course, students will be able to

[1421.1] Develop an appreciation and understanding of Indian Writing in English

[1421.2] Develop a thorough understanding, appreciation and respect for social diversity in India
[1421.3] Recognize the diversity and complexity of ethical dilemmas in the real world

[1421.4] Understand various literary genres and movements along with writing styles
[1421.5] Develop heightened awareness of contemporary problems and find viable solutions and be
able to write analytically about creative literature

C. PROGRAM OUTCOMES AND PROGRAM SPECIFIC OUTCOMES

[PO.1]. Critical Thinking: Explore, explain and critically evaluate how literary texts and the language in which
they are written shape perceptions of students’ understanding of social realities and their own selves.
[PO.2]. Effective Communication: Articulate ideas and perspectives, by developing and enhancing the
communicative skills of listening, speaking, reading, and writing in interpersonal and interactive contexts, in print and in
electronic media, for various audiences and purposes.
[PO.3]. Social Interaction: Develop competence in understanding, appreciating, and respecting social diversity
derived from the representation of points-of-view in literary texts, thereby facilitating conflict resolution, and social
harmony.
[PO.4]. Effective Citizenship: Inculcate values of patriotism and of unity, and transfer these values to real-life
through selfless volunteering and activism, for promoting community welfare.
[PO.5]. Ethics: Recognise the diversity and complexity of ethical dilemmas in the real world, and educate oneself to
base ones actions on responsibility, and respect for human rights.
[PO.6]. Environment and Sustainability: Study and understand Nature and the environment on the basis of
important literary texts and researches, so as to initiate responsible individual and collective action, towards sustaining
our shared environment.
[PO.7]. Self-directed Life-long Learning: Taking initiatives and challenges to choose learning opportunities and
programmes, implementing learning goals, and sustaining intellectual growth and excellence in a constantly changing
global scenario.
[PSO.1]. Demonstrate knowledge of literary traditions, genres, literary movements and authors in classroom
discussion and debate.
[PSO.2]. Analyse and interpret texts through close reading, by drawing on relevant linguistic, cultural, and historical
information.
[PSO.3]. Write focused and convincingly argued essays, in grammatically correct and appropriate English, giving
evidence of students’ understanding of the prescribed texts and their contexts.

D. Assessment Plan:

Criteria Description Maximum Marks

Sessional Exam I (Closed Book) 20

Internal Assessment Sessional Exam II (Closed Book) 20
(Summative)
In class Quizzes and Assignments , 10
Activity feedbacks (Accumulated and
Averaged)

End Term Exam End Term Exam (Closed Book) 50

(Summative)

Total 100

Attendance A minimum of 75% Attendance is required to be maintained by a student to be

qualified for taking up the End Semester examination. The allowance of 25%
(Formative)
includes all types of leaves including medical leaves.

Make up Assignments Students who misses a class will have to report to the teacher about the absence.
A makeup assignment on the topic taught on the day of absence will be given
(Formative)
which has to be submitted within a week from the date of absence. No
extensions will be given on this. The attendance for that particular day of absence
will be marked blank, so that the student is not accounted for absence. These
assignments are limited to a maximum of 5 throughout the entire semester.

Homework/ Home Assignment/ There are situations where a student may have to work at home, especially
Activity Assignment before a flipped classroom. Although these works are not graded with marks.
However, a student is expected to participate and perform these assignments
(Formative)
with full zeal since the activity/ flipped classroom participation by a student will be
assessed and marks will be awarded.

E. SYLLABUS
R K Narayan’s “A Bookish Topic”, K Singh’s “The Mark of Vishnu”, S C Chatterjee’s “The Drought”, J
Nimbkar’s “The Death of a Hero”, I Chugtai’s “Roots”, S H Manto’s “Toba Tek Singh”, R Mehta’s Inside the
Haveli, A Desai’s In Custody, G Hariharan’s In Times of Siege.
F. TEXT BOOKS/ Reference Books

1. A. Kurian. Texts And Their Worlds - I Literature Of India: An Introduction. Chennai: Foundation Books, 2005.
2. U. Bande and K. Gopal. The Pointed Vision: An Anthology of Short Stories. Oxford: Oxford UP, 2004.
3. K. Chaudhary and S. Chawla. Indian Voices: A course in English Literature and Language. Ed. Hyderabad: Orient
Black Swan,
4. R. Mehta’s Inside the Haveli. Penguin: Penguin, 2000.
5. A. Desai’s In Custody. Heinemann 1984.
6. G. Hariharan’s In Times of Siege. Penguin: Penguin 2009
 Reference Books:
1. H.S. Komalesha. Issues of Identity in Indian English Fiction: A close Reading of Canonical Indian English Novels.
Germany: Peter Lang Publication Inc. 2008.
2. K.R. Srinivas Iyengar. Indian Writing in English. New Delhi: Sterling Publishers Private Limited, 1985.
3. M.K. Naik. Indian English Fiction. New Delhi: Pancraft International, 2009.
4. M.K. Naik. A History of Indian English Literature. New Delhi:Sahitya Akademi, 1992.
5. R.S. Pathak. Ed., Indian Fiction in English: Problems and Promises. New Delhi: Northern Book Centre, 1990

Lecture Plan:

LEC NO TOPICS

1 Introduction and Course Hand-out briefing

2&3 Introduction to various genres of Indian English Writing

4-6 R K Narayan’s “A Bookish Topic”,

7-9 K Singh’s “The Mark of Vishnu”

10-12 S C Chatterjee’s “The Drought”

12-15 J Nimbkar’s “The Death of a Hero”

16-18 S H Manto’s “Toba Tek Singh”,

19 Introduction to Indian English Fiction

20-29 R Mehta’s Inside the Haveli- Detailed critical discussion

30-40 A Desai’s In Custody- Detailed critical discussion

41-50 G Hariharan’s In Times of Siege.- Detailed critical discussion

50-52 Revision of Literary Styles, Genres, Discussion of Analytical Questions

G. Course Articulation Matrix: (Mapping of COs with POs)

CO STATEMENT Correlation with Program Outcomes (POs) Correlation with Program

Specific Outcomes (PSOs)
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO 2 PSO 3

EN 1421.1 Develop an appreciation and understanding of Indian 3 1 2 3 2

Writing in English

EN 1421.2 Develop a thorough understanding, appreciation and 3 1 2 1

respect for social diversity in India

EN 1421.3 Recognize of the diversity and complexity of ethical 3 1 2

dilemmas in the real world

EN 1421.4 Understand various literary genres and movements 2 3 2

along with writing styles

EN 1421.5 Develop heightened awareness of contemporary 2 2 2 1 2

problems and find viable solutions and be able to
write analytically about creative literature

1-Low Correlation; 2- Moderate Correlation; 3- Substantial Correlation

 MANIPAL UNIVERSITY JAIPUR
School of Humanities and Social Sciences

DEPARTMENT OF LANGUAGES
Course Hand-out

Literary Theory and Criticism II | EN 1422 | 4 Credits | 3 1 0 4

Session: Jan 17 – Jun 17 | Faculty: Dr Rabindra Kumar Verma | Class: BA ENGLISH HONS IV SEM

A. Introduction: This course is offered by Department of Languages as a core course to the students of BA
English Hons, in the IVth Semester. The course offers an in depth knowledge of Literary Theory and Criticism II.

B. Course Outcomes: At the end of the course, students will be able to

[1422.1] Understand the broad development of literary theory and criticism from the early
twentieth century to the present, and develop deep understand of how theory has been applied to
literary analysis
1422.2] Acquire differences and similarities between several theories and critical schools;
[1422.3] Analyze, contextualize, and compare primary material by different literary theorists;
[1422.4] Recognize application of literary theory when analysing literary texts;
[1422.5] Recall their own critical/theoretical stances as readers, and know how to use theory when
reading and analysing literature, and learn key concepts of individual theories.

C. PROGRAM OUTCOMES AND PROGRAM SPECIFIC OUTCOMES

[PO.1]. Critical Thinking: Explore, explain and critically evaluate how literary texts and the language in which
they are written shape perceptions of students’ understanding of social realities and their own selves.
[PO.2]. Effective Communication: Articulate ideas and perspectives, by developing and enhancing the
communicative skills of listening, speaking, reading, and writing in interpersonal and interactive contexts, in print and in
electronic media, for various audiences and purposes.
[PO.3]. Social Interaction: Develop competence in understanding, appreciating, and respecting social diversity
derived from the representation of points-of-view in literary texts, thereby facilitating conflict resolution, and social
harmony.
[PO.4]. Effective Citizenship: Inculcate values of patriotism and of unity, and transfer these values to real-life
through selfless volunteering and activism, for promoting community welfare.
[PO.5]. Ethics: Recognise the diversity and complexity of ethical dilemmas in the real world, and educate oneself to
base ones actions on responsibility, and respect for human rights.
[PO.6]. Environment and Sustainability: Study and understand Nature and the environment on the basis of
important literary texts and researches, so as to initiate responsible individual and collective action, towards sustaining
our shared environment.
[PO.7]. Self-directed Life-long Learning: Taking initiatives and challenges to choose learning opportunities and
programmes, implementing learning goals, and sustaining intellectual growth and excellence in a constantly changing
global scenario.

[PSO.1]. Demonstrate knowledge of literary traditions, genres, literary movements and authors in classroom
discussion and debate.
[PSO.2]. Analyse and interpret texts through close reading, by drawing on relevant linguistic, cultural, and historical
information.
[PSO.3]. Write focused and convincingly argued essays, in grammatically correct and appropriate English, giving
evidence of students’ understanding of the prescribed texts and their contexts.

D. Assessment Plan:

Criteria Description Maximum Marks

Sessional Exam I (Closed Book) 20
Internal Assessment Sessional Exam II (Closed Book) 20
(Summative) In class Quizzes and Assignments , 10
Activity feedbacks (Accumulated and
Averaged)
End Term Exam End Term Exam (Closed Book) 50
(Summative)
Total 100
Attendance A minimum of 75% Attendance is required to be maintained by a student to be
(Formative) qualified for taking up the End Semester examination. The allowance of 25%
includes all types of leaves including medical leaves.
Make up Assignments Students who misses a class will have to report to the teacher about the absence.
(Formative) A makeup assignment on the topic taught on the day of absence will be given
which has to be submitted within a week from the date of absence. No
extensions will be given on this. The attendance for that particular day of absence
will be marked blank, so that the student is not accounted for absence. These
assignments are limited to a maximum of 5 throughout the entire semester.
Homework/ Home Assignment/ There are situations where a student may have to work at home, especially
Activity Assignment before a flipped classroom. Although these works are not graded with marks.
(Formative) However, a student is expected to participate and perform these assignments
with full zeal since the activity/ flipped classroom participation by a student will be
assessed and marks will be awarded.

E. SYLLABUS
Introduction to Russian Formalism, New Criticism, Marxism, Structuralism, Existentialism, Modernism, Post-
modernism, Feminism, Eco-feminism and Post-colonialism; R S Crane’s “Conception of Poetic Structure in
Contemporary Criticism”; S D Beauvoir’s The Second Sex (2 chapters); E Showalter’s “Towards a Feminist
Poetics”; M Foucault’s “What is an Author?”

F. TEXT BOOKS/ Reference Books

B Das and J M Mohanty (eds.). Literary Criticism: A Reading. New Delhi: OUP, 2009.
D Lodge (ed.). Modern Criticism and Theory: A Reader. London: Longman, 1999.
P Barry. Beginning Theory: An Introduction to Literary and Cultural Theory. New Delhi: Viva Books, 2013.
S D Beauvoir. The Second Sex. London: Vintage, 2010.
V S Seturaman (ed.). Contemporary Criticism: An Anthology. Chennai: Macmillan India, 2009.
V S Seturaman and S Ramswamy (eds.). The English Critical Tradition (The Major Statements). New Delhi: Life & Life
Publishers, 1974.
 B Hooks. Feminist Theory: From Margin to Centre. London: Pluto Press, 2000.
C T Mohanty. Feminism without Borders: Decolonizing Theory, Practicing Solidarity. London: Duke UP, 2003.
E Boehmer, Colonial and Postcolonial Literature. Oxford: OUP, 2005.
E Larrissy. Romanticism and Postmodernism. Cambridge: Cambridge UP, 1999.
J Brannigan. New Historicism and Cultural Materialism. Macmillan: Palgrave Macmillan, 1998.
J P Tompkins. Reader-Response Criticism: From Formalism to Post-Structuralism. New York: The Johns
Hopkins UP, 1980.
K O Donnell. Postmodernism. Oxford: Mayfield House, 2003.
M Foucault. Language, Counter-memory, Practice: Selected Essays and Interviews. Ed. Donald F Bouchard.
New York: Cornell University Press, 1977.
N Krishnaswamy, et al: Contemporary Literary Theory: A Student’s Companion. New Delhi: Macmillan
India, 2013.
V Woolf. A Room of One’s Own. London: Penguin, 2009.
W L Guerin, et al. A Handful of Critical Approaches to Literature. New Delhi: OUP, 2012.

Lecture Plan:

LEC NO TOPICS
1 Russian Formalism
2&3 Russian Formalism, Introduction to New Criticism
4-6 New Criticism

7&8 Marxism
9 & 10 Marxism
11 & 12 Structuralism

13-17 Structuralism

17-21 Existentialism
22 Existentialism
23 Modernism
24 Modernism
25 Post-modernism
26-29 Post-modernism, Feminism

30 Feminism

31-36 Feminism, Eco-feminism

37-41 Post-colonialism, R S Crane’s “Conception of Poetic Structure in Contemporary
Criticism”
42-46 R S Crane’s “Conception of Poetic Structure in Contemporary Criticism”; S D
Beauvoir’s The Second Sex (2 chapters)
47 S D Beauvoir’s The Second Sex (2 chapters)
48 S D Beauvoir’s The Second Sex (2 chapters)

49-52 E Showalter’s “Towards a Feminist Poetics”; M Foucault’s “What is an Author?”

G. Course Articulation Matrix: (Mapping of COs with POs)

CO STATEMENT Correlation with Program Outcomes (POs) Correlation with Program

Specific Outcomes (PSOs)
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO 2 PSO 3
EN 1422.1 Understand the broad development of literary theory and 3 1 2 3 2
criticism from the early twentieth century to the present, and
develop deep understand of how theory has been applied to
literary analysis;
EN 1422.2 To acquire differences and similarities between literary 2 1 2 1
theories and critical schools;
EN 1422.3 To analyze, contextualize, and compare primary material by 1 2
different literary theorists;
EN 1422.4 To recognize application of literary theory when analysing 2 2
literary texts;
EN 1422.5 To recall their own critical/theoretical stances as readers, and 2 1 2
know how to use theory when reading and analysing
literature, and learn key concepts of individual theories.

1-Low Correlation; 2- Moderate Correlation; 3- Substantial Correlation

 MANIPAL UNIVERSITY JAIPUR
School of Humanities and Social Sciences
DEPARTMENT OF LANGUAGES
Course Hand-out
INDIAN ENGLISH POETRY| EN 1507 | 4 Credits | 3 1 0 4
Session: July’ 16 – Dec’ 16 | Faculty: Dr Priyanka Chaudhary | Class: BA ENGLISH HONS V SEM

A. Introduction: This course is offered by Department of Languages as a core course to the students of BA
English Hons, in 1st Semester. The course offers an in depth knowledge of Indian Poetry as an important branch of
English studies. It covers basic concepts such as various periods of Indian English Poetry. Students are expected to
have the knowledge of literary forms and contents of poetry.
B. Course Outcomes: At the end of the course, students will be able to

[1507.1] Understand the origin of Indian English Poetry and its various periods of Indian English
Poetry from. 1857 to 1950 and after that.
[1507.2] Acquire knowledge of the historical perspectives of Indian English Poetry
[1507.3] Analyze the major writers and the writing styles of Indian English Poetry
[1507.4] Know the themes of Indian English Poetry
[1507.5] Trace the Indianness and experimentation of Indian English Poetry.

C. PROGRAM OUTCOMES AND PROGRAM SPECIFIC OUTCOMES

[PO.1]. Critical Thinking: Explore, explain and critically evaluate how literary texts and the language in which
they are written shape perceptions of students’ understanding of social realities and their own selves.
[PO.2]. Effective Communication: Articulate ideas and perspectives, by developing and enhancing the
communicative skills of listening, speaking, reading, and writing in interpersonal and interactive contexts, in print and in
electronic media, for various audiences and purposes.
[PO.3]. Social Interaction: Develop competence in understanding, appreciating, and respecting social diversity
derived from the representation of points-of-view in literary texts, thereby facilitating conflict resolution, and social
harmony.
[PO.4]. Effective Citizenship: Inculcate values of patriotism and of unity, and transfer these values to real-life
through selfless volunteering and activism, for promoting community welfare.
[PO.5]. Ethics: Recognise the diversity and complexity of ethical dilemmas in the real world, and educate oneself to
base ones actions on responsibility, and respect for human rights.
[PO.6]. Environment and Sustainability: Study and understand Nature and the environment on the basis of
important literary texts and researches, so as to initiate responsible individual and collective action, towards sustaining
our shared environment.
[PO.7]. Self-directed Life-long Learning: Taking initiatives and challenges to choose learning opportunities and
programmes, implementing learning goals, and sustaining intellectual growth and excellence in a constantly changing
global scenario.
[PSO.1]. Demonstrate knowledge of literary traditions, genres, literary movements and authors in classroom
discussion and debate.
[PSO.2]. Analyse and interpret texts through close reading, by drawing on relevant linguistic, cultural, and historical
information.
[PSO.3]. Write focused and convincingly argued essays, in grammatically correct and appropriate English, giving
evidence of students’ understanding of the prescribed texts and their contexts.
 D. Assessment Plan:

Criteria Description Maximum Marks

Sessional Exam I (Closed Book) 20
Internal Assessment Sessional Exam II (Closed Book) 20
(Summative) In class Quizzes and Assignments , 10
Activity feedbacks (Accumulated and
Averaged)
End Term Exam End Term Exam (Closed Book) 50
(Summative)
Total 100
Attendance A minimum of 75% Attendance is required to be maintained by a student to be
(Formative) qualified for taking up the End Semester examination. The allowance of 25%
includes all types of leaves including medical leaves.
Make up Assignments Students who misses a class will have to report to the teacher about the absence.
(Formative) A makeup assignment on the topic taught on the day of absence will be given
which has to be submitted within a week from the date of absence. No
extensions will be given on this. The attendance for that particular day of absence
will be marked blank, so that the student is not accounted for absence. These
assignments are limited to a maximum of 5 throughout the entire semester.
Homework/ Home Assignment/ There are situations where a student may have to work at home, especially
Activity Assignment before a flipped classroom. Although these works are not graded with marks.
(Formative) However, a student is expected to participate and perform these assignments
with full zeal since the activity/ flipped classroom participation by a student will be
assessed and marks will be awarded.

E. SYLLABUS
Introduction to Indian poetry in English, various traditions & major poets, Kabir’s “It is Needless to Ask a Saint the
Caste to Which He Belongs”, R. N. Tagore’s “Where The Mind is Without Fear”, A K Ramanujan’s “Self Portrait” & “Of
Mother Among Other Things”, T. Dutt’s “The Lotus”, S. Naidu’s “Song of Radha, the Milkmaid”, Aurobindo’s “The
Pilgrim of the Night”, Nissim Ezekiel’s “The Hill”, “Enterprise” & “Poet, Lover, Birdwatcher”, Kamala Das’ “My Grand
Mother’s House” & “A Hot Noon in Malabar”, Arun Kolatkar’s “An Old Woman”, “The Bus and The Butterfly”, Shiv K
Kumar’s “Indian Women” & “Pilgrimage” and Imitaz Dharkar’s “Purdah”.
F. TEXT BOOKS/ Reference Books
1. B. King. Modern Indian Poetry in English. New Delhi: Oxford UP, 2005.
2. J. Jain. Beyond Postcolonialism: Dreams And Realities of A Nation. Jaipur: Rawat Publishers, 2006.
3. M. Boulton. The Anatomy of Poetry New Delhi: Kalyani Publishers, 2010.
4. M. K. Naik. (ed.). Perspectives on Indian Poetry in English. New Delhi: Abhinav Publications, 1984.
5. R. Parthasarthy. (ed.) Ten Twentieth Century Indian Poets. Oxford: Oxford UP, 1976.

Lecture Plan:

LEC NO TOPICS
1 Introduction and Course Hand-out briefing
2&3 Various periods & traditions of Indian English poetry
4-6 Kabir’s “It is Needless to Ask a Saint the Caste to Which He Belongs”

7&8 R. N. Tagore’s “Where The Mind is Without Fear”

9 & 10 A K Ramanujan’s “Self Portrait”
11 & 12 A K Ramanujan’s “Of Mother Among Other Things”

13-17 T. Dutt’s “The Lotus”

17-21 Understand the life and works of Sarojini Naidu
Contribution of Sarojini Naidu as a poet
Analysis and interpretation of Sarojini Naidu’s “Song of Radha, the Milkmaid”
22 Analysis and interpretation of Aurobindo’s “The Pilgrim of the Night”
23 Analysis and interpretation of Nissim Ezekiel’s “The Hill”
24 Analysis and interpretation of Nissim Ezekiel’s “Enterprise”
25 Analysis and interpretation of Nissim Ezekiel’s “Poet, Lover, Birdwatcher”,
26-29 Analysis and interpretation of Kamala Das’ “My Grand Mother’s House”

30 Analysis and interpretation of Kamala Das’ “A Hot Noon in Malabar”

31-36 Analysis and interpretation of Arun Kolatkar’s “An Old Woman”

37-41 Analysis and interpretation of Arun Kolatkar’s “The Bus”
42-46 Analysis and interpretation of Arun Kolatkar’s “The Butterfly”
47 Analysis and interpretation of Shiv K Kumar’s “Indian Women”
48 Analysis and interpretation of Shiv K Kumar’s “Pilgrimage

49-50 Analysis and interpretation of Imitaz Dharkar’s “Purdah”.

51-52 Revision and Problem solving class

G. Course Articulation Matrix: (Mapping of COs with POs)

CO STATEMENT Correlation with Program Outcomes (POs) Correlation with Program

Specific Outcomes (PSOs)
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO 2 PSO 3
EN 1507.1 Understand the origin of Indian English Poetry 3 1 1 1 1 3
and its various periods of Indian English Poetry
from. 1857 to 1950 and after that.
EN 1507.2 Acquire knowledge of the historical 2 2 2 2 1 3
perspectives of Indian English Poetry
EN 1507.3 Analyze the major writers and the writing 2 1 1 3 2
styles of Indian English Poetry
EN 1507.4 Know the themes of Indian English Poetry 2 2 2 2
EN 1507.5 Trace the Indianness and experimentation of 2 1 2 2 1
Indian English Poetry.

1-Low Correlation; 2- Moderate Correlation; 3- Substantial Correlation

 MANIPAL UNIVERSITY JAIPUR
School of Humanities and Social Sciences
DEPARTMENT OF LANGUAGES
Course Hand-out
INDIAN ENGLISH DRAMA | EN 1508 | 4 Credits | 3 1 0 4
Session: July 16 – Dec 16 | Faculty: Dr Gaurav Mathur | Class: BA ENGLISH HONS V SEM

A. Introduction: This course is offered by Department of Languages as a core course to the students of BA
English Hons, in V Semester. The course offers in depth knowledge of Indian writing in English Drama. It covers
study of Drama from various periods and by various writers. The student is expected to have read writings by
prominent Indian dramatists in earlier semesters to be able to rise to the next level of understanding.

B. Course Outcomes: At the end of the course, students will be able to-
[1508.1] Display a working knowledge of historic, socio-political, and dramatic trends in Indian
English plays by the most important playwrights from differing time periods
[1508.2] Identify and describe distinct literary forms in works of dramatic literature
[1508.3] Analyze plays for their structure and meaning, using correct terminology

[1508.4] Effectively communicate ideas related to the dramatic works during class and group
activities
[1508.5] Write analytically about dramatic literature
C. PROGRAM OUTCOMES AND PROGRAM SPECIFIC OUTCOMES
[PO.1]. Critical Thinking: Explore, explain and critically evaluate how literary texts and the language in which
they are written shape perceptions of students’ understanding of social realities and their own selves.
[PO.2]. Effective Communication: Articulate ideas and perspectives, by developing and enhancing the
communicative skills of listening, speaking, reading, and writing in interpersonal and interactive contexts, in print and in
electronic media, for various audiences and purposes.
[PO.3]. Social Interaction: Develop competence in understanding, appreciating, and respecting social diversity
derived from the representation of points-of-view in literary texts, thereby facilitating conflict resolution, and social
harmony.
[PO.4]. Effective Citizenship: Inculcate values of patriotism and of unity, and transfer these values to real-life
through selfless volunteering and activism, for promoting community welfare.
[PO.5]. Ethics: Recognise the diversity and complexity of ethical dilemmas in the real world, and educate oneself to
base ones actions on responsibility, and respect for human rights.
[PO.6]. Environment and Sustainability: Study and understand Nature and the environment on the basis of
important literary texts and researches, so as to initiate responsible individual and collective action, towards sustaining
our shared environment.
[PO.7]. Self-directed Life-long Learning: Taking initiatives and challenges to choose learning opportunities and
programmes, implementing learning goals, and sustaining intellectual growth and excellence in a constantly changing
global scenario.

[PSO.1]. Demonstrate knowledge of literary traditions, genres, literary movements and authors in classroom
discussion and debate.
[PSO.2]. Analyse and interpret texts through close reading, by drawing on relevant linguistic, cultural, and historical
information.
[PSO.3]. Write focused and convincingly argued essays, in grammatically correct and appropriate English, giving
evidence of students’ understanding of the prescribed texts and their contexts.

D. Assessment Plan:

Criteria Description Maximum Marks

Sessional Exam I (Closed Book) 20

Internal Assessment Sessional Exam II (Closed Book) 20
(Summative)
In class Quizzes and Assignments , 10
Activity feedbacks (Accumulated and
Averaged)

End Term Exam End Term Exam (Closed Book) 50

(Summative)

Total 100

Attendance A minimum of 75% Attendance is required to be maintained by a student to be

qualified for taking up the End Semester examination. The allowance of 25%
(Formative)
includes all types of leaves including medical leaves.

Make up Assignments Student who misses a class will have to report to the teacher about the absence.
A makeup assignment on the topic taught on the day of absence will be given
(Formative)
which has to be submitted within a week from the date of absence. No
extensions will be given on this. The attendance for that particular day of absence
will be marked blank, so that the student is not accounted for absence. These
assignments are limited to a maximum of 5 throughout the entire semester.

Homework/ Home Assignment/ There are situations where a student may have to work at home, especially
Activity Assignment before a flipped classroom. Although these works are not graded with marks.
However, a student is expected to participate and perform these assignments
(Formative)
with full zeal since the activity/ flipped classroom participation by a student will be
assessed and marks will be awarded.

E. SYLLABUS
EN1508 INDIAN ENGLISH DRAMA {3 1 0 4}

Introduction to Indian Drama in English and major playwrights, D. Bharti’s Andha Yug
Vijay Tendulkar’s Silence! The Court is in Session, Girish Karnad’s Hayavadana, Mahesh Dattani’s
Tara.

F. Recommended Readings:
1. A Myles. Contemporary Indian English Drama: An Overview. New Delhi: Sarup Book Publishers, 2010.
2. M. Boulton. The Anatomy of Drama. New Delhi: Kalyani Publishers, 2010.
3. N. Tandon. (ed). Perspective and Challenges in Indian English Drama. New Delhi: Atlantic Publishers, 2006.
4. V. Dalmia. Poetics, Plays and Performances: The Politics of Modern Indian Theatre. New Delhi: Oxford UP, 2006.
5. Chakravarty and U. Talwar’s Contemporary Indian Drama: Astride Two Traditions (Festschrift for
Professor Santosh Gupta). Rawat Publications, Jaipur. 2005.

6.
Lecture Plan:

LEC NO TOPICS

1 Introduction and Course Hand-out briefing

2&3 Introduction to Indian Dramatic History

4-5 Introduction to the Chief Elements of Drama

6 Introduction to Indian Drama in English and major playwrights

7-17 D. Bharti’s Andha Yug- Classroom reading, role playing and discussions

18 In-depth discussion on mythological premise and contemporary relevance of Andha

Yug

19-28 Vijay Tendulkar’s Silence! The Court is in Session- Classroom reading, role playing
and discussions

29 In-depth discussion on courtroom decorum and the plight of women in India

30-39 Girish Karnad’s Hayavadana- Classroom reading, role playing and discussions

40 In-depth discussion on re-creation of mythology

41-50 Mahesh Dattani’s Tara- Classroom reading, role playing and discussions

51-52 Discussion and analysis of representation of contemporary problems in creative

writing
G. Course Articulation Matrix: (Mapping of COs with POs)

CO STATEMENT Correlation with Program Outcomes (POs) Correlation with Program

Specific Outcomes (PSOs)
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO 2 PSO 3

EN 1508.1 Display a working knowledge of historic, socio- 3 1 1 2 3 2

political, and dramatic trends in Indian English plays
by the most important playwrights from differing
time periods
EN 1508.2 Identify and describe distinct literary forms in 2 1 2 1
works of dramatic literature

EN 1508.3 Analyze plays for their structure and meaning, 1 2

using correct terminology

EN 1508.4 Effectively communicate ideas related to the dramatic 2 2

works during class and group activities

EN 1508.5 Write analytically about dramatic literature 2 1 2 3

1-Low Correlation; 2- Moderate Correlation; 3- Substantial Correlation

 MANIPAL UNIVERSITY JAIPUR
School of Humanities and Social Sciences
DEPARTMENT OF LANGUAGES
Course Hand-out
European Drama| EN 1521 | 4 Credits | 3 1 0 4
Session: July 16 – Dec 16 | Faculty: Dr Rabindra Kumar Verma | Class: BA ENGLISH HONS V SEM

A. Introduction: This course is offered by Department of Languages as a core course to the students of BA
English Hons, in the Vth Semester. The course offers an in depth knowledge of European Drama.

B. Course Outcomes: At the end of the course, students will be able to:
[1521.1] Understand, and describe the literary texts critically;
[1521.2] Acquire, and express themselves imaginatively and creatively;
[1521.3] Analyze, and participate in pair and group dramatizations on a variety of topics;
[1521.4] Recognize the plot structure, and dramatic devices used in the plays;
[1521.5] Recall the knowledge of different cultural practices, social milieus, philosophy, religion,
race, ethnicity, caste, class, gender inequalities.

C. PROGRAM OUTCOMES AND PROGRAM SPECIFIC OUTCOMES

[PO.1]. Critical Thinking: Explore, explain and critically evaluate how literary texts and the language in which
they are written shape perceptions of students’ understanding of social realities and their own selves.
[PO.2]. Effective Communication: Articulate ideas and perspectives, by developing and enhancing the
communicative skills of listening, speaking, reading, and writing in interpersonal and interactive contexts, in print and in
electronic media, for various audiences and purposes.
[PO.3]. Social Interaction: Develop competence in understanding, appreciating, and respecting social diversity
derived from the representation of points-of-view in literary texts, thereby facilitating conflict resolution, and social
harmony.
[PO.4]. Effective Citizenship: Inculcate values of patriotism and of unity, and transfer these values to real-life
through selfless volunteering and activism, for promoting community welfare.
[PO.5]. Ethics: Recognise the diversity and complexity of ethical dilemmas in the real world, and educate oneself to
base ones actions on responsibility, and respect for human rights.
[PO.6]. Environment and Sustainability: Study and understand Nature and the environment on the basis of
important literary texts and researches, so as to initiate responsible individual and collective action, towards sustaining
our shared environment.
[PO.7]. Self-directed Life-long Learning: Taking initiatives and challenges to choose learning opportunities and
programmes, implementing learning goals, and sustaining intellectual growth and excellence in a constantly changing
global scenario.

[PSO.1]. Demonstrate knowledge of literary traditions, genres, literary movements and authors in classroom
discussion and debate.
[PSO.2]. Analyse and interpret texts through close reading, by drawing on relevant linguistic, cultural, and historical
information.
[PSO.3]. Write focused and convincingly argued essays, in grammatically correct and appropriate English, giving
evidence of students’ understanding of the prescribed texts and their contexts.
 D. Assessment Plan:

Criteria Description Maximum Marks

Sessional Exam I (Closed Book) 20

Internal Assessment Sessional Exam II (Closed Book) 20
(Summative)
In class Quizzes and Assignments , 10
Activity feedbacks (Accumulated and
Averaged)

End Term Exam End Term Exam (Closed Book) 50

(Summative)

Total 100

Attendance A minimum of 75% Attendance is required to be maintained by a student to be

qualified for taking up the End Semester examination. The allowance of 25%
(Formative)
includes all types of leaves including medical leaves.

Make up Assignments Students who misses a class will have to report to the teacher about the absence.
A makeup assignment on the topic taught on the day of absence will be given
(Formative)
which has to be submitted within a week from the date of absence. No
extensions will be given on this. The attendance for that particular day of absence
will be marked blank, so that the student is not accounted for absence. These
assignments are limited to a maximum of 5 throughout the entire semester.

Homework/ Home Assignment/ There are situations where a student may have to work at home, especially
Activity Assignment before a flipped classroom. Although these works are not graded with marks.
However, a student is expected to participate and perform these assignments
(Formative)
with full zeal since the activity/ flipped classroom participation by a student will be
assessed and marks will be awarded.

E. SYLLABUS
H Ibsen’s A Doll’s House, Sophocles’ Oedipus the King, A Strindberg’s Miss Julie, E Ionesco’s Rhinoceros, B
Brecht’s The Life of Galileo.

F. TEXT BOOKS/ Reference Books

H. Ibsen. A Doll’s House (Paperback). New York: Dover Publications,1992.
E. Ionesco. Rhinoceros. London: Faber & Faber, 2007.
Sophocles. Oedipus the King. Trans. David Grene. Chicago: University of Chicago Press, 2010.
A. Strindberg. Miss Julie (Paperback). New York: Dover Publication, 1992.
B. Brecht. The Life of Galileo. London: Penguin Classics, 2008.

Lecture Plan:

LEC NO TOPICS

1 Introduction to European drama, major European dramatists

2&3 Dramatic devices, their application and identification

4-6 Henrik Ibsen as dramatist

7&8 Ibsen’s A Doll’s House, major themes

9 & 10 Ibsen’s A Doll’s House, discussion of major characters

11 & 12 Ibsen’s A Doll’s House, plot structure

13-17 Ibsen’s A Doll’s House, discussion of the text

17-21 Ibsen’s A Doll’s House, discussion of the text, Ibsen’s A Doll’s House, opinions of critics

22 Introduction to Greek theatre, Sophocles as a dramatist

23 Sophocles A Doll’s House, major themes, Sophocles, discussion of major characters

24 Sophocles’ Oedipus the King, opinions of critics

25 Sophocles, plot structure, Sophocles’ Oedipus the King, discussion of the text

26-29 Sophocles’ Oedipus the King, discussion of the text

30 A Strindberg’s Miss Julie, major themes, dramatis personae

31-36 A Strindberg’s Miss Julie, opinions of the critics

37-41 E Ionesco’s Rhinoceros, major themes, dramatis personae

42-46 E Ionesco’s Rhinoceros, opinions of the critics

47 B Brecht as dramatist, major themes, dramatis personae

48 B Brecht’s The Life of Galileo

49-52 B Brecht’s The Life of Galileo, opinions of the critics

G. Course Articulation Matrix: (Mapping of COs with POs)

CO STATEMENT Correlation with Program Outcomes (POs) Correlation with Program

Specific Outcomes (PSOs)
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO 2 PSO 3

EN 1521.1 Understand, and describe the literary texts critically; 3 1 2 3 2

EN 1521.2 To acquire, and express themselves imaginatively and 2 1 2 1

creatively;

EN 1521.3 To analyze, and participate in pair and group dramatizations 1 2

on a variety of topics

EN 1521.4 To recognize the plot structure, and dramatic devices used in 2 2

the plays;

EN 1521.5 To recall the knowledge of different cultural practices, social 2 1 2

milieus, philosophy, religion, race, ethnicity, caste, class,
gender inequalities;

1-Low Correlation; 2- Moderate Correlation; 3- Substantial Correlation

 MANIPAL UNIVERSITY JAIPUR
School of Humanities and Social Sciences
DEPARTMENT OF LANGUAGES
Course Hand-out
BRITISH DRAMA | EN 1609 | 4 Credits | 3 1 0 4
Session: Jan 17 – Jun 17 | Faculty: Dr Gaurav Mathur | Class: BA ENGLISH HONS VI SEM

A. Introduction: This course is offered by Department of Languages as a core course to the students of BA
English Hons, in VI Semester. The course offers in depth knowledge of English Drama. It covers both poetic and
prose drama. The student is expected to have ability to identify and describe distinct literary characteristics of
drama, including social, cultural, and philosophical implications in representative plays.

B. Course Outcomes: At the end of the course, students will be able to

[1609.1] Display a working knowledge of plays from Shakespeare to the present
[1609.2] Identify and describe distinct literary characteristics of contemporary drama, emphasizing
changing approaches to theatre as well as the social, cultural, and philosophical implications in
representative plays
[1609.3] Analyze plays for their structure and meaning, using correct terminology
[1609.4] Write analytically about drama- its sub genres, methods, techniques, characterization,
setting, plot dialogue etc.
[1609.5] Effectively communicate ideas related to the works during class and group activities; Write
analytically about dramatic literature

C. PROGRAM OUTCOMES AND PROGRAM SPECIFIC OUTCOMES

[PO.1]. Critical Thinking: Explore, explain and critically evaluate how literary texts and the language in which
they are written shape perceptions of students’ understanding of social realities and their own selves.
[PO.2]. Effective Communication: Articulate ideas and perspectives, by developing and enhancing the
communicative skills of listening, speaking, reading, and writing in interpersonal and interactive contexts, in print and in
electronic media, for various audiences and purposes.
[PO.3]. Social Interaction: Develop competence in understanding, appreciating, and respecting social diversity
derived from the representation of points-of-view in literary texts, thereby facilitating conflict resolution, and social
harmony.
[PO.4]. Effective Citizenship: Inculcate values of patriotism and of unity, and transfer these values to real-life
through selfless volunteering and activism, for promoting community welfare.
[PO.5]. Ethics: Recognise the diversity and complexity of ethical dilemmas in the real world, and educate oneself to
base ones actions on responsibility, and respect for human rights.
[PO.6]. Environment and Sustainability: Study and understand Nature and the environment on the basis of
important literary texts and researches, so as to initiate responsible individual and collective action, towards sustaining
our shared environment.
[PO.7]. Self-directed Life-long Learning: Taking initiatives and challenges to choose learning opportunities and
programmes, implementing learning goals, and sustaining intellectual growth and excellence in a constantly changing
global scenario.

[PSO.1]. Demonstrate knowledge of literary traditions, genres, literary movements and authors in classroom
discussion and debate.
 [PSO.2]. Analyse and interpret texts through close reading, by drawing on relevant linguistic, cultural, and historical
information.
[PSO.3]. Write focused and convincingly argued essays, in grammatically correct and appropriate English, giving
evidence of students’ understanding of the prescribed texts and their contexts.

D. Assessment Plan:

Criteria Description Maximum Marks

Sessional Exam I (Closed Book) 20

Internal Assessment Sessional Exam II (Closed Book) 20
(Summative)
In class Quizzes and Assignments , 10
Activity feedbacks (Accumulated and
Averaged)

End Term Exam End Term Exam (Closed Book) 50

(Summative)

Total 100

Attendance A minimum of 75% Attendance is required to be maintained by a student to be

qualified for taking up the End Semester examination. The allowance of 25%
(Formative)
includes all types of leaves including medical leaves.

Make up Assignments Students who misses a class will have to report to the teacher about the absence.
A makeup assignment on the topic taught on the day of absence will be given
(Formative)
which has to be submitted within a week from the date of absence. No
extensions will be given on this. The attendance for that particular day of absence
will be marked blank, so that the student is not accounted for absence. These
assignments are limited to a maximum of 5 throughout the entire semester.

Homework/ Home Assignment/ There are situations where a student may have to work at home, especially
Activity Assignment before a flipped classroom. Although these works are not graded with marks.
However, a student is expected to participate and perform these assignments
(Formative)
with full zeal since the activity/ flipped classroom participation by a student will be
assessed and marks will be awarded.

E. SYLLABUS
Introduction to British Drama and major playwrights, W. Shakespeare’s The Merchant of Venice
O. Goldsmith’s She Stoops to Conquer, G. B. Shaw’s Arms and the Man, T S Eliot’s Family Reunion.

F. TEXT BOOKS/ Reference Books

1. A. Nicoll. An Historical Survey from Beginnings to the Present.
2. A. N. Jeffares. Oliver Goldsmith Oliver Goldsmith, She Stoops to Conquer: Notes. London: Longman, 1980.
3. N. Alexander. A critical commentary on Bernard Shaw's 'Arms and the man' and Pygmalion. Macmillan: Macmillan,
1968.
4. S. P. Cerasano. A Routledge Literary Sourcebook on William Shakespeare's the Merchant of Venice. New York:
Routledge, 2004.
5. R. E. Murphy. Critical Companion to T. S. Eliot: A Literary Reference to His Life and Work. New York, 2007.

Lecture Plan:
LEC NO TOPICS

1 Introduction and Course Hand-out briefing

2&3 Introduction to British Drama and major playwrights

4-5 Introduction to English Renaissance

6-16 W. Shakespeare’s The Merchant of Venice- Class room reading, role play and
discussions

17 In-depth analysis of chief tenets of a Shakesperean Play

18 Introduction to Comedy of Manners

19-28 O. Goldsmith’s She Stoops to Conquer- W. Shakespeare’s The Merchant of Venice-

Class room reading, role play and discussions

29 Introduction to Problem Play

30-39 G. B. Shaw’s Arms and the Man- W. Shakespeare’s The Merchant of Venice- Class
room reading, role play and discussions

40 Introduction to modern poetic drama

41-50 T S Eliot’s Family Reunion- W. Shakespeare’s The Merchant of Venice- Class room
reading, role play and discussions

51 Tracing the history of theatre over the past 500 years through the plays

52 In-depth discussion on similarities, dissimilarities between plays

G. Course Articulation Matrix: (Mapping of COs with POs)

CO STATEMENT Correlation with Program Outcomes (POs) Correlation with Program

Specific Outcomes (PSOs)
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO 2 PSO 3

[1609.1] Display a working knowledge of plays from 3 1 2 3 2

Shakespeare to the present
[1609.2] Identify and describe distinct literary characteristics of 2 1 2 1 2
contemporary drama, emphasizing changing
approaches to theatre as well as the social, cultural,
and philosophical implications in representative plays

[1609.3] Analyze plays for their structure and meaning, using 1 2

correct terminology

[1609.4] Write analytically about drama- its sub genres, 2 1 2 2

methods, techniques, characterization, setting, plot
dialogue etc.
[1609.5] Effectively communicate ideas related to the works 2 1 2 3
during class and group activities; Write analytically
about dramatic literature

1-Low Correlation; 2- Moderate Correlation; 3- Substantial Correlation

 MANIPAL UNIVERSITY JAIPUR
School of Humanities and Social Sciences
DEPARTMENT OF LANGUAGES
Course Hand-out
WOMEN’S WRITING IN ENGLISH | EN 1610 | 4 Credits | 3 1 0 4
Session: Jan’ 17 – Jun’ 17 | Faculty: Dr Priyanka Chaudhary | Class: BA ENGLISH HONS VI SEM

A. Introduction: This course is offered by Department of Languages as a core course to the students of BA
English Hons, in VI Semester. The course offers an in depth knowledge of gender studies as an important branch of
English studies. It covers basic concepts such as gender and sex-based inequalities in a particular society.
Students are expected to have the knowledge of terminology related to Gender Studies.
B. Course Outcomes: At the end of the course, students will be able to

1. [1507.1] Understand, read and respond to feminist scholarship

[1507.2] examine the similarities and differences among women within and across cultures and at
different historical moments
[1507.3] describe gender socialization and its consequences in a particular society
[1507.4] identify gender and sex-based inequalities in a particular society
[1507.5] analyze how these factors with the privileges and disadvantages they confer have shaped
one's
own experiences, presumptions, viewpoints, and sense of identity

C. PROGRAM OUTCOMES AND PROGRAM SPECIFIC OUTCOMES

[PO.1]. Critical Thinking: Explore, explain and critically evaluate how literary texts and the language in which
they are written shape perceptions of students’ understanding of social realities and their own selves.
[PO.2]. Effective Communication: Articulate ideas and perspectives, by developing and enhancing the
communicative skills of listening, speaking, reading, and writing in interpersonal and interactive contexts, in print and in
electronic media, for various audiences and purposes.
[PO.3]. Social Interaction: Develop competence in understanding, appreciating, and respecting social diversity
derived from the representation of points-of-view in literary texts, thereby facilitating conflict resolution, and social
harmony.
[PO.4]. Effective Citizenship: Inculcate values of patriotism and of unity, and transfer these values to real-life
through selfless volunteering and activism, for promoting community welfare.
[PO.5]. Ethics: Recognise the diversity and complexity of ethical dilemmas in the real world, and educate oneself to
base ones actions on responsibility, and respect for human rights.
[PO.6]. Environment and Sustainability: Study and understand Nature and the environment on the basis of
important literary texts and researches, so as to initiate responsible individual and collective action, towards sustaining
our shared environment.
[PO.7]. Self-directed Life-long Learning: Taking initiatives and challenges to choose learning opportunities and
programmes, implementing learning goals, and sustaining intellectual growth and excellence in a constantly changing
global scenario.
[PSO.1]. Demonstrate knowledge of literary traditions, genres, literary movements and authors in classroom
discussion and debate.
[PSO.2]. Analyse and interpret texts through close reading, by drawing on relevant linguistic, cultural, and historical
information.
 [PSO.3]. Write focused and convincingly argued essays, in grammatically correct and appropriate English, giving
evidence of students’ understanding of the prescribed texts and their contexts.

D. Assessment Plan:

Criteria Description Maximum Marks

Sessional Exam I (Closed Book) 20
Internal Assessment Sessional Exam II (Closed Book) 20
(Summative) In class Quizzes and Assignments , 10
Activity feedbacks (Accumulated and
Averaged)
End Term Exam End Term Exam (Closed Book) 50
(Summative)
Total 100
Attendance A minimum of 75% Attendance is required to be maintained by a student to be
(Formative) qualified for taking up the End Semester examination. The allowance of 25%
includes all types of leaves including medical leaves.
Make up Assignments Students who misses a class will have to report to the teacher about the absence.
(Formative) A makeup assignment on the topic taught on the day of absence will be given
which has to be submitted within a week from the date of absence. No
extensions will be given on this. The attendance for that particular day of absence
will be marked blank, so that the student is not accounted for absence. These
assignments are limited to a maximum of 5 throughout the entire semester.
Homework/ Home Assignment/ There are situations where a student may have to work at home, especially
Activity Assignment before a flipped classroom. Although these works are not graded with marks.
(Formative) However, a student is expected to participate and perform these assignments
with full zeal since the activity/ flipped classroom participation by a student will be
assessed and marks will be awarded.

E. SYLLABUS
Introduction to the early history of women’s movements for their freedom in England and India, the various terms
associated with women’s movement for their freedom like feminism, antifeminism, masculinity, gender, femininity,
androgyny, misogyny, pornography, male chauvinism, phallocentricism, patriarchy, widow remarriage, Sati, female
education etc. E. Gaskell’s Cranford, A Desai’s Fire On The Mountain, M. Devi’s Breast Stories and U. Vasudev’s The
Songs of Anasuya

F. TEXT BOOKS/ Reference Books

1. C. Kramarae & P. A. Treichler. A Feminist Dictionary. Illinois: University of Illinois P, 1996.
2. S. Tharu & K Lalita. Women’s Writing in India Vol-II: The Twentieth Century. New York: Feminist P, 1993.
3. M. Walters. Feminism: A Very Short Introduction. Oxford: OUP, 2005.
4. K. K. Ruthven’s Feminist Literary Studies: An Introduction. New York. Cambridge U P. 1990.

Lecture Plan:

LEC NO TOPICS
1 Introduction to Gender Studies and Course Hand-out briefing
2&3 Introduction to the early history of women’s movements for their freedom in England
and India
4-6 various terms associated with women’s movement

7&8 Meaning of feminism and its three waves

9 & 10 Understanding of the Rights and equality of Women
11 & 12 Meaning of antifeminism
13-17 Meaning of masculinity

17-21 Meaning of gender

22 Meaning of femininity
23 Meaning of Androgyny and Misogyny
24
25 Meaning of pornography
26-29 Meaning of male chauvinism and Phallocentricism

30 Meaning of patriarchy, widow remarriage, Sati

31-36 Meaning of female education

37-40 E. Gaskell’s Cranford
41-44 A Desai’s Fire On The Mountain
47-49 M. Devi’s Breast Stories
50-52 U. Vasudev’s The Songs of Anasuya.
G. Course Articulation Matrix: (Mapping of COs with POs)

CO STATEMENT Correlation with Program Outcomes (POs) Correlation with Program

Specific Outcomes (PSOs)
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO 2 PSO 3
EN 1507.1 To understand, read and respond to feminist 3 1 2 1 2 1
scholarship
EN 1507.2 To examine the similarities and differences among 2 2 2 2 1 3
women within and across cultures and at different
historical moments
EN 1507.3 To describe gender socialization and its 2 1 1 3 2
consequences in a particular society
EN 1507.4 To identify gender and sex-based inequalities in a 2 2 2 2
particular society
EN 1507.5 To analyze how these factors with the privileges and 2 1 2 2 1
disadvantages they confer have shaped one's

1-Low Correlation; 2- Moderate Correlation; 3- Substantial Correlation

 MANIPAL UNIVERSITY JAIPUR
School of Humanities and Social Sciences
DEPARTMENT OF LANGUAGES
Course Hand-out
Indian Diaspora Writings in English | EN 1621 | 4 Credits | 3 1 0 4
Session: Jan 17 – Jun 17 | Faculty: Dr Arun Dev Pareek| Class: BA English (Hons) VI Semester

A. Introduction: This course is offered by Department of Languages as a core course to the students of BA English
(Hons) in semester VI. The course presents a broad view of the literary corpus produced by the Indian writers
living in diaspora. Through selected literary texts, it discusses issues specific to the phenomenon of migration,
dislocation, identity etc. that figure in the representation of diasporic experience.

B. Course Outcomes: At the end of the course, students will be able to

[1621.1] Explore various concerns and issues related to Diaspora.

[1621.2] Understand various themes and genres in multi-cultural context.

[1621.3] Appreciate literature of the Indian Diaspora.

[1621.4] Examine the effect of geographical dislocation and cultural hybridity on literary writings by
Indian Diasporic writers

[1621.5] Learn the cross cultural implications and applications in Literature and Society.

C. PROGRAM OUTCOMES AND PROGRAM SPECIFIC OUTCOMES

[PO.1]. Critical Thinking: Explore, explain and critically evaluate how literary texts and the language in which they
are written shape perceptions of students’ understanding of social realities and their own selves.
[PO.2]. Effective Communication: Articulate ideas and perspectives, by developing and enhancing the
communicative skills of listening, speaking, reading, and writing in interpersonal and interactive contexts, in
print and in electronic media, for various audiences and purposes.
[PO.3]. Social Interaction: Develop competence in understanding, appreciating, and respecting social diversity
derived from the representation of points-of-view in literary texts, thereby facilitating conflict resolution, and
social harmony.
[PO.4]. Effective Citizenship: Inculcate values of patriotism and of unity, and transfer these values to real-life
through selfless volunteering and activism, for promoting community welfare.
[PO.5]. Ethics: Recognise the diversity and complexity of ethical dilemmas in the real world, and educate oneself to
base ones actions on responsibility, and respect for human rights.
[PO.6]. Environment and Sustainability: Study and understand Nature and the environment on the basis of
important literary texts and researches, so as to initiate responsible individual and collective action, towards
sustaining our shared environment.
[PO.7]. Self-directed Life-long Learning: Taking initiatives and challenges to choose learning opportunities and
programmes, implementing learning goals, and sustaining intellectual growth and excellence in a constantly
changing global scenario.
[PSO.1]. Demonstrate knowledge of literary traditions, genres, literary movements and authors in classroom
discussion and debate.
[PSO.2]. Analyse and interpret texts through close reading, by drawing on relevant linguistic, cultural, and historical
information.
[PSO.3]. Write focused and convincingly argued essays, in grammatically correct and appropriate English, giving
evidence of students’ understanding of the prescribed texts and their contexts.

D. Assessment Plan:

Criteria Description Maximum Marks

Sessional Exam I (Closed Book) 20
Internal Assessment Sessional Exam II (Closed Book) 20
(Summative) In class Quizzes and Assignments , 10
Activity feedbacks (Accumulated and
Averaged)
End Term Exam End Term Exam (Closed Book) 50
(Summative)
Total 100
Attendance A minimum of 75% Attendance is required to be maintained by a student to be
(Formative) qualified for taking up the End Semester examination. The allowance of 25%
includes all types of leaves including medical leaves.
Make up Assignments Students who misses a class will have to report to the teacher about the absence.
(Formative) A makeup assignment on the topic taught on the day of absence will be given
which has to be submitted within a week from the date of absence. No
extensions will be given on this. The attendance for that particular day of absence
will be marked blank, so that the student is not accounted for absence. These
assignments are limited to a maximum of 5 throughout the entire semester.
Homework/ Home Assignment/ There are situations where a student may have to work at home, especially
Activity Assignment before a flipped classroom. Although these works are not graded with marks.
(Formative) However, a student is expected to participate and perform these assignments
with full zeal since the activity/ flipped classroom participation by a student will be
assessed and marks will be awarded.

E. SYLLABUS
Poetry: M Alexander’s “Raw Silk”, S Bhatt’s “Search for my Tongue” and “A Different History”; Prose: S
Rushdie’s “Imaginary Homelands”, N C Chaudhari’s Selections from Autobiography of an Unknown Indian; Drama: U
Parameswaram’s Rootless but Green are the Boulevard Trees; Short Story: R Mistry’s “Swimming Lessons” and “The
Collectors”, J Lahiri’s “The Interpreter of Maladies”; Novel: V S Naipaul’s In a Free State, B Mukherjee’s Jasmine, A
Ghosh’s The Shadow Lines.

F. TEXT BOOKS
1. A Ghosh. The Shadow Lines. New Delhi: Penguin, 2009.
2. B Mukherjee. Jasmine, New York: Grove Press, 1989.
3. J Lahiri. The Interpreter of Maladies. London: Harper Collins, 1999.
4. M Alexander. Raw Silk. NWU: TriQuarterly Books/Northwestern University Press, 2004.
5. N C Chaudhary. Autobiography of an Unknown Indian. Mumbai: Jaico Books, 2005.
6. R Mistry. Tales from Firozsha Baag. London: Faber & Faber, 2006.
7. S Bhatt. Brunizem, Manchester: Carcanet Press, 2008.
8. S Rushdie. Imaginary Homelands: Essays and Criticism 1981-1991. London: Granta, 1992.
9. U Parameswaram. Rootless but Green are the Boulevard Trees. Toronto: Tsar, 2007.
10. V S Naipaul. In a Free State, London: Pan Macmillan UK, 2011.
G. REFERENCE BOOKS
1. A Brah. Cartographies of the Indian Diaspora. New York: Routledge, 1996.
2. A Pal and T Chakrabarty (Eds.). Theorizing and Critiquing Indian Diaspora: Creative New Literature Series 64. New
Delhi: Creative Books, 2004.
3. J Jain (ed.). Dislocations and Multiculturalism. New Delhi: Rawat Publications, 2004.
4. J Jain (ed.). Writers of the Indian Diaspora: Theory and Practice. Jaipur: Rawat Publications, Jaipur. 2003.
5. M I Singh (ed.). Contemporary Diasporic Literature: Writing History, Culture, Self, New Delhi: Pencraft International,
2007.
6. M Paranjape (ed.). In Diaspora: Theories, Histories, Texts. New Delhi: Indialog Publications, 2001.
7. R Cohen. Global Diasporas. New York: Routledge, 2008.

H. Lecture Plan:

LECTURE NO TOPICS
1&2 Introduction to Writers of the Indian Diaspora
3 Poetry as a Genre of Literature
4-6 Indian Diaspora Poetry: Themes and

7 M Alexander’s “Raw Silk”

8 Critical Appreciation of the Poem
9 S Bhatt’s “Search for my Tongue”

10 S Bhatt’s “A Different History”

11 Discussion and Critical Appreciations of both the Poems

12 S Rushdie’s “Imaginary Homelands”
13 Discussion and Critical Analysis of the Short Story
14 - 15 N C Chaudhari’s Selections from Autobiography of an Unknown Indian, Discussion
16 - 18 U Parameswaram’s Rootless but Green are the Boulevard Trees
19 Discussion and Presentations

20 R Mistry’s “Swimming Lessons”

21 R Mistry’s “The Collectors”

22 J Lahiri’s “The Interpreter of Maladies”
23 Discussion and Presentations
24 – 32 V S Naipaul’s In a Free State
33 – 41 B Mukherjee’s Jasmine

42 – 50 A Ghosh’s The Shadow Lines

51- 52 Revision and Problem Solving Classes

 I. Course Articulation Matrix: (Mapping of COs with POs)

CO STATEMENT Correlation with Program Outcomes (POs) Correlation with Program

Specific Outcomes (PSOs)
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PSO1 PSO 2 PSO 3
EN 1621.1 Explore various concerns and issues related to Diaspora 3 2
EN 1621.2 Understand various themes and genres in multi-cultural 2 1 2 1 2
context

EN 1621.3 Appreciate literature of the Indian Diaspora 2 1 1

EN 1621.4 Examine the effect of geographical dislocation and cultural 2 2 1 2 1
hybridity on literary writings by Indian Diasporic writers

EN 1621.5 Learn the cross cultural implications and applications in 3 2 1 2 2

Literature and Society

1-Low Correlation; 2- Moderate Correlation; 3- Substantial Correlation