Course Title: Literature for Language Development Full Marks: 100

Course Code. : Eng. Ed. 446 Pass Marks: 35

Nature of the Course: Theory Periods per Week: 6

1. Course Description
This course aims at exposing students to different literary genres with a view to
developing their English language and literary competence. The course also orients
them to different ways of exploiting literary texts in the language classroom. There
are five units in this course. Unit one introduces literature in general and English
literature in particular in terms of genres, language features, and its history. Unit two
mentions how literature can be used to develop language. Unit three presents sample
texts from different genres with various activities to exploit them for teaching
language skills and aspects. Similarly, unit four introduces children's literature and
presents some sample texts. Finally, the last unit introduces them to the fundamentals
of contemporary literary criticisms.

2. General Objectives
The objectives of the course are as follows:
 To acquaint students with English literature, its genres and its history.
 To orient them to the aims of and reasons for using literature in the language
classroom.
 To expose them to the texts from different literary genres for the development
of language skills and aspects.
 To familiarize them with children's literature.
 To introduce them to contemporary approaches to literary criticism.
3. Contents in detail
Specific Objectives Contents Periods
Unit I: Introduction to Literature 30
 Define literature
 Classify literature 1.1 Defining literature
into different genres. 1.2 Classification of literary genres
1.2.1 Poetry: epic, lyric, ballad, ode, elegy,
sonnet, free verse, shape poem, imagist
poetry (haiku), limerick, slam poetry
 Describe the 1.2.2 Prose: fiction and non-fiction
language of literature  Fiction: myth and legend, fable and parable,
fairy tale, short story, novella and novel
 Non-fiction: essay—descriptive, narrative,
 Explore and reflective, expository, argumentative, and
exemplify various travelogue
features and devices of 1.2.3 Drama: one-act play, three-act play, five-
literature. act play, (tragedy, comedy, tragicomedy)
1.3 The language of literature: what is distinctive
about the language of literature?
1.3.1 Phonological, graphological,
lexical/semantic and grammatical features
and deviations
 Present a brief 1.3.2 Figures of speech: metaphor and simile,
outline of history of personification, hyperbole, allegory, irony,
English literature. metonymy, onomatopoeia, paradox,

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 parody, pun, sarcasm and satire
1.3.3 Prosodic features
Rhyme: sound and sight rhyme, full and
half rhyme, intra-line and interline rhyme
Rhythm: rhythm in poetry and prose
1.3.4 Alliteration and assonance
1.3.5 Cohesion and coherence
1.4. A brief history of English literature
1.4.1 The Elizabethan Age
 Introduction
 Characteristics
1.4.2 The Neo-classical Age
 Introduction
 Characteristics

1.4.3 The Romantic Age

 Background
 Characteristics

1.4.4 The Victorian Age

 Introduction
 Characteristics

1.4.5 The Modern Age

 Introduction
 Characteristics

1.4.6 The Postmodern Period

 Introduction
 Differences between modern
literature and postmodern
literature
 Characteristics (Development of
translation literature, Diasporic
writing, cyber literature, and
Subaltern literature )

 Illustrate the Unit II: Literature in Language Teaching

significance of
literature in language 2.1 Aims and objectives of teaching literature
teaching. 2.2 Reasons for using literature in language teaching
 Use literary genres  Developing language acquisition (language
to develop language model, cultural model, and personal growth
skills. model)
 Use literary genres  Providing valuable authentic materials
to develop language  Creating motivation for teaching and learning
aspects.  Cultivating interpretive ability
 Expanding language awareness

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 2.3 Difference between the use of literature and the
study of literature
2.4 Approaches to using literature with the language
learners
2.5 Literature for development of different language
skills: listening, speaking, reading and writing
2.6 Literature for development of different language
aspects: pronunciation, vocabulary and grammar

 Interpret and Unit III: Exploring Language through Literary

appreciate English Texts
poems.
 Plan lessons to 3.1 English poetry
teach poems.  When We Two Parted by Lord Byron
 Teach English  Adversity by Michael Dillon
poems to develop  Trees in the Garden by D H Lawrence
language skills and  Solitude by Ella Wheeler Wilcox
aspects.  Our Earth will Not Die by Niyi Osundare
 Novella by Adrienne Rich
 The Face of Hunger by Oswald Mbuyiseni
Mtshali
 Dear Child by Walter Odame
 The Guest House by Rumi
 Three haikus by M. Basho (the peasant's child,
the clouds and old silent pond )
 Africa by Maya Angelou
 Pillar of Fame by Robert Herrick
 Pied Beauty by Hopkins
 Break, Break, Break by Alfred Lord Tennyson
 A Rifleman by Raksha Rai
 Standing in a Market by Suman Pokharel
3.1.1 Designing materials to teach poetry
3.1.2 Planning lesson to teach poetry

3.2 English essays

 My Mother's Boots by Susan Spano
 The Nature and Aim of Fiction by Flannery
O’Connor
 Shooting an Elephant by George Orwell
 The Student Life by William Osler
 Interpret and  What is Style by Mavis Gallant
appreciate English  Who Killed Benny Paret? by Norman Cousins
essays.
 Responding to Landmines by Princess Diana
 Plan lessons to
 Beauty by Susan Sontag
teach essays.
 Teach essays to
3.2.1 Designing materials to teach essays
develop language skills

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 and aspects. 3.2.2 Planning lessons to teach essays

3.3 English short stories)

 The Death of Ivan Ilych by Leo Tolstoy
 The Umbrella Man by Roald Dahl
 Hills Like White Elephants by Ernest
Hemingway
 My Greatest Ambition by Morish Lurie
 Fountains in the Rain by Yukio Mishima
 The Day they Burned the Books by Jean Rhys
 The Advance by Henri Lopes
 Mugumo by Ngugi Wa Thiong’o
 The Cooking Poet by Samrat Upadhyaya
 War by Luigi Pirandello
 The Voter by Chinua Achebe
 A Country Doctor by F. Kafka
 Light in the darkness by Sir Aurthur C. Doyal
 Interpret and  The Revolt of Mother by Marry E. Wilkins
appreciate English short Freeman
stories.  Interpreter of Maladies by Jhumpa Lahiri
 Plan lessons to  The Love of Village by Ismali
teach short stories.
 Teach short stories 3.3.1 Designing materials to teach short stories
to develop language 3.3.2 Planning lessons to teach short stories
skills and aspects.
3.4 Novels
 Interpret and  The Memory Keeper's Daughter by Kim
appreciate English Edwards
novels.  The Search Warrant by Patrick Modiano
 Plan lessons to
teach novels. 3.4.1 Designing materials to teach novels
 Teach novels to 3.4.2 Planning lessons to teach novels
develop language skills
and aspects. 3.5 English Dramas
 Death of a Salesman by Arthur Millar
 Interpret and  A Talk in the Park by Alan Ayckbourn
appreciate English
dramas. 3.5.1 Designing materials to teach drama
 Plan lessons to 3.5.2 Planning lessons to teach drama
teach one- act dramas.
 Teach dramas to
develop language skills
and aspects.

 Describe Unit IV: Children's Literature

children's literature 4.1 Background
 Specify 4.2 The genres of children's literature
characteristics of 4.3 Characteristics of children's literature

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 children's literature 4.4 Value of children's literature in language teaching
 Use different 4.5 Texts for exploration
genres of children's  The Nightingale (fairy tale) by Hans Christian
literature for teaching Anderson trans. by M.R. James
language  How the Flamingos Got their Stockings (animal
 Engage students in fable) by Horacio Quiroga
different types of  Lullaby by L.M. Silko
creative writing  Words are Birds (contemporary poem) by
activities Francisco X. Alarcon
 Totto-Chan: The Little Girl at the Window
(novel) by Tetsuko Kuroyanagi
4.6 Designing materials and lessons to teach children's
literature
4.7 Designing activities to engage children in
producing their own creative works

 Write a short note Unit V: Contemporary Approaches to Literary

on each of the literary Criticism (Introduction)
criticisms. 5.1 New criticism
5.2 Formalism
5.3 Structuralism
5.4. Psychoanalytic criticism
5.5 Readers' response theory
5.6. Deconstructive criticism
5.7 Postcolonial criticism
5.8 Feminist criticism
5.9 Cultural criticism
5.10 Queer theories
5.11 African-American theory

4. Instructional Techniques
The instructional techniques for this course are divided into two groups. First group
consists of general instructional techniques applicable to most of the units. The
second group consists of specific instructional techniques applicable to specific units.
4.1. General Instructional Techniques
 Lecture and discussion
 Demonstration
 Teacher-guided self- study
 RDWS (Read-Discuss-Write and Share)

4.2. Specific Instructional Techniques

 Role Play and Dramatisation (Unit III)
 Presentation (Units I, II and III)
 Project work (Units II and III)
 Group and pair work (Units I - III)
 Group work (IV: designing activities to engage students in creative writing)

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  Project work (V: visiting different websites to explore more about literary
approaches)

5. Evaluation Scheme
The course is for one academic year and it carries 100 marks. The distribution of
marks for each unit is as follows:

Unit Marks
Unit I: Introduction to Literature 15
Unit II: Literature for Language Development 10
Unit III: Exploring Language through Literary Texts 50
Unit IV: Children's Literature 15
Unit V: Contemporary Approaches to Literary Criticism 10

6. Assessment Technique

Written examination: 100%

This is a theoretical course. Hence, the learning of the students will be assessed
through annual examination held by the Office of Controller of Examinations. The
types and number of questions in the annual examination paper are given in the
following table:

Nature of questions Total questions Number of questions Total Marks

to be asked to be answered
Group A: Multiple choice items 20 20 x 1 mark 20 Marks
Group B: Short answer questions 8 with 3 ‘or’ 8 x 7 marks 56 Marks
questions
Group C: Long answer questions 2 with 1 ‘or’ 2 x 12 marks 24 marks
question

7. Prescribed Books and References

Prescribed Books
Collie, J. & Slater, S. (2010). Literature in the language classroom. Cambridge: CUP.
(Unit II & III)
Hudson, W.H. (2015). An outline history of English literature. Rupa publications:
New Delhi. (Unit I)
Kim, E. (2005). The memory keeper's daughter. London: Penguin Books. (Unit III)
Kuroyanagi, T. (1981/1984) Totto-Chan: The little girl at the window. Tokyo:
Kodansha Publications. (Unit III)
Lazar, G. (2010). Literature for language teaching. Cambridge: CUP. (Units II-III)
Miller. A. (1949/2000). Death of a salesman. UBSPD: India. (Unit III)
Modiano: P. (1997/2000). The search warrant. London: Harvill Secker. (Unit III)
Nayar,P.K. (2009). A short history of English literature. India: Foundation Book.
(Unit I)
Tyson, L. (2013). Using critical theory. London: Routledge. (Unit V)

References

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 Abram, M.H & Harpham, G. G. (2015). A glossary of literary terms. India: Cengage
Learning.
Bassnett, S & Grundy, P (1993). Language through Literature. UK: Longman.
Beach, R.et. al (2016). Teaching literature to adolescents. London: Tylor and Fancis.
Beauty, J. et al. (Eds.) (2002).The Norton introduction to literature. New York: W.W. Norton
and Company.
Brown, Lynch& C. Tommilson (2014).Essentials of children's literature. London: Pearson
Brumfit, C. & Carter, R. (1996). Literature and language teaching. Oxford: OUP.
Carter, R & Long M.N. (1987). The web of words: Exploring literature through language.
Cambridge: CUP.
Carter, R & McRae, J. (Eds.) (2014). Language, literature and the learner. London:
Routledge:
Cudden, J. A. (1992). The Penguin dictionary of literary terms and literary theories (3 rd
ed.).
India: Penguin.
Green, K. & Lebihan, J. (2007). Critical theory and practice. London: Routledge.
Hall, G. (2005). Literature in language education. UK: Palgrave.
Klarer, M. (2004). An introduction to literary studies. London: Routledge.
Long, J.W. (2000). Englsih literature. Delhi: A.I.T.B.S. publishers & Distributors.

Maley, A & Duff (1990). A The inward ear, poetry in language classroom. Cambridge: CUP.
Maley, A. (2001). Literature in the language classroom in R. Carter & D. Nunan the
Cambridge guide to
teaching English to TESOL . Cambridge: CUP.
Moody, H.L. (1997). Literary appreciation. UK: Longman.
Norton, Donna, E. (2004). The effective teaching of language arts (6th ed.). London: Pearson.
Paran, A. & Robinson, P. (2016). Literature into the classroom. Oxford: OUP.
Sanders, A. (1994). The short oxford history of English literature. Oxford;OUP.
Scholes, R. et al. (Eds.) (1997). Elements of literature. Oxford: OUP.
Showlater, E. (2003). Teaching literature. USA: Blackwell Publishing.
Wales, K. (2001). A dictionary of stylistics. England: Pearson.
Widdowson, H.G. (1988). Stylistics and the teaching of literature. Hong Kong: Longman
Group Ltd.