LEARN ABOUT THE SEMESTER SYSTEM

The new semester system of teaching and letter grade system of evaluation was introduced
at all Departments, in the Faculty of Arts from 2006-2007.

Details of the new system are as follows:

Programme: B.A. Honours
1. Duration: 4 Years
Total Semesters: 4 x 2 = 8 (Two Semesters a year of 26 weeks each)
2. Weekwise breakdown of each semester of 26 weeks
a. Classes: 15 weeks
b. Break: 2 weeks
c. Semester Final Exams: 3 weeks
d. Vacation: 3 weeks.

3. Total Courses, Marks, Credits and Grades

Number of 4 Credit Each Course: 4 Credit

Marks: 28 x 100 = 2800
Courses: 28 Hours

Number of 1 Credit Each Course: 1 Credit

Marks: 8 x 25 = 200
Courses: 8 Hour
Total Marks: 2800 + 200 = Total Credits: 28 x 4 +
3000 8 x 1 = 120

N.B. a. 15 hour teaching is equivalent to 1. Credit hour and will be treated as 1 credit
b. Each 4 credit course: a full unit course. Required contact hours: 60
c. Each 1 credit course: 1/ 4th of one unit course. Required contact hours: 15
d. Minimum credits required for Four Year B.A. Honours Degree: 120

(Please note that the system of teaching as well as evaluation may be revised from time
to time by the relevant authorities. The above provides a general guideline.)

32 Student Handbook
4. 28 Courses of 4 Credits each and 8 Courses of 1 Credit each will be taught as follows:

Year Semester Courses Credits

1st Year 1st 3 full unit and lone fourth unit 13
1st Year 2nd 3 full unit and lone fourth unit 13
2nd Year 3rd 3 full unit and lone fourth unit 13
2nd Year 4th 3 full unit and lone fourth unit 13
3rd Year 5th 4 full unit and lone fourth unit 17
3rd Year 6th 4 full unit and lone fourth unit 17
4th Year 7th 4 full unit and lone fourth unit 17
4th Year 8th 4 full unit and lone fourth unit 17
4 Years 8 Semesters 28 One Unit and 8 One-Fourth 120 Credits
Unit Courses

5. Teaching and Evaluation of the 28 Four Credit (full unit) Courses of 100 marks each:
a. Each course will be taught and evaluated by two teachers of the Department. If a
single teacher teaches a course then the semester final test must also be evaluated
by a suitable external examiner who may be either from DU or outside DU.
b. Each course will have 4 classes per week of 60 minute duration each.
c. Total classes in a semester for each course in 15 weeks: 15 x 4 = 60
d. Total Contact Hours in a semester for each course: 60

6. Marks Distribution for each four credit (full unit) course

Ÿ Two Class/Mid-term Tests of 15 marks each: 15+15=30 Marks
(One test of one hour duration to be given by each teacher at his/her convenience. If
both course teachers decide to give the test together, then the duration of the test
will be two hours. Marks of two tests will be added. In the case of a single teacher
teaching the course two tests will be administered by the same teacher.)
Ÿ Class Attendance and Participation: 5+5=10 Marks
(Each teacher will give marks out of 5. Total of the two marks will be the marks
obtained. A single teacher teaching a course will give marks out of 10).
Ÿ Semester Final Examination of 3 hour duration: 4x15=60 Marks
(Two teachers will set questions and evaluate scripts. Marks obtained will be the
average of the two marks.) There may be 4 broad questions or a combination of
broad questions, short notes, etc.
Ÿ Total Marks: 100; Total Classes: 60; Total Contact Hours: 60; Total Credit Hours: 4
Ÿ Attendance in 90% or above classes may be given 5; 85% to less than 90% - 4; 80% to
less than 85% - 3; 75% to less than 80% - 2; 60% to less than 75% - 1; below 60% - 0.

7. Teaching and Evaluation of 8 one credit (1/4th unit) courses of 25 marks each:
a. Each class will be divided into small groups of 10 to 15 students.
b. One teacher will meet students of one group once a week for one hour.

Student Handbook 33
 c. Students will not be given any written test. They will be encouraged to discuss topics
and/or make oral presentations on topics included in the syllabus.
d. The Examination Committee will hold viva/oral examination at the end of every
semester.
e. Total classes in a semester for each course in 15 weeks: 15.
f. Total Contact Hours in a semester for each course: 15.

8. Marks Distribution for each one credit (1/4th unit) course

Ÿ Class Attendance and Participation: 5
Ÿ Viva/Oral Exam: 20
Ÿ Total Marks: 5+20=25

9. Examination Committee:
Ÿ The Examination Committee, consisting of four teachers, will be formed by the
Academic Committee of the Department.
Ÿ The committee will include a Chair and a Course Coordinator. The Chair may also be
the Coordinator. If the Chairman and the Coordinator are the same person he/she
will get remuneration only for one position.
Ÿ If there is an external member, the committee will include three teachers of the
Department, in the committee out of whom at least one should be a course teacher.
Ÿ Chairperson of the Examination Committee:
He/She will be responsible for getting questions from the course teachers, moderating
and printing the questions, holding of examinations, and publication of results.
Ÿ Course Coordinator of the Examination Committee:
Each batch of students will have a fixed coordinator for all the eight semesters. The
coordinator will prepare class routines, arrange and monitor classes, ensure smooth
functioning of academic work, and help the chairperson in holding examinations and
publishing examination results. In case any member of the committee falls sick, goes
on leave, or is unwilling to be on the committee, the academic committee of the
Department will nominate a substitute.

10. Class Representatives:

Each batch/section of students will have two class representatives (one male and one
female) to maintain contact with the coordinator regarding their class progress and
problems.

11. Attendance:
Students with 75% attendance in each course will be eligible to sit for examinations.
Attendance below 75% going down to 60% will be considered non-collegiate and will
be allowed to sit for examinations only after paying the required university fines.

12. Tabulators:
Course teachers will submit the mark-sheets which will include marks for attendance,
class/in-course tests, and final examination. Two tabulators will enter in the tabulation

34 Student Handbook
 sheets all the marks obtained in each full unit course and 1/ 4th unit course, and process the
examination results. Tabulation sheets will be sent to Controller’s Office for preservation.

13. Grading Scale :

At the time of evaluation all marks will be entered in numerical form. Only at the time of
submitting the final grade sheet and while finalizing the results in the tabulation sheet
grades will be raised to the higher round number.

Ÿ Transcripts issued to the students will include Letter Grade, Grade Points (GP),
Semester Grade Point Average (SGPA), and Cumulative Grade Point Average
(CGPA). Transcripts will not include numerical grades. Numerical Grades, Letter
Grades, and Grade Point (GP) will be given according to the following scale.

Grade Points
Grade Points
Numerical Grades Letter Grades (1/4th Unit
(1 Unit Courses)
Courses)
80 and above A+ 4.00 1.00
75 to less than 80 A 3.75 0.94
70 to less than 75 A- 3.50 0.88
65 to less than 70 B+ 3.25 0.81
60 to less than 65 B 3.00 0.75
55 to less than 60 B- 2.75 0.69
50 to less than 55 C+ 2.50 0.63
45 to less than 50 C 2.25 0.56
40 to less than 45 D 2.00 0.50
Less than 40 F 0.00 0.00
Incomplete
(Does not take an exam) I 0.00 0.00
Withdrawn (Does not attend
any class and take any exam) W 0.00 0.00

14. Promotion from one Semester to another Semester and the Final Degree:
a. A minimum SGPA (Semester Grade Point Average) of 2.00 will be required for
promotion from 1st Semester to 3rd Semester (1st Year to 2nd Year), 3rd Semester
to 5th Semester (2nd Year to 3rd Year), 5th Semester to 7th Semester (3rd Year to
4th Year).
b. SGPA (Semester Grade Point Average) will be calculated by adding the credit/credits
for each course in a semester, multiplied separately by GP obtained in the course,
and dividing the total figure by total credits.
c. If in the First Semester a student obtains in the three 4 credit courses, and one 1 credit
course the grade points 4, 3, 3, and 0.56 respectively, then/his her SGPA (Semester
Grade Point Average) is (4x4 + 4x3 + 4x3 + 1x0.56) divided by (4+4+4+1), i.e. 40.56

Student Handbook 35
 divided by 13 = 3.12. For each Semesters SGPA will be calculated like this. For
instance, if in the Second Semester a student obtains the GPs (Grade Points) 3.75, 3,
3, and 00 in the three 4 credit courses and one 1 credit course, then his/her SGPA is
(4x3.75 + 4x3 + 4x3 + 1xOO) divided by 13+13), i.e. 79.56 divided by 26 = 3.306.
The minimum GP 2.00 in each one unit course (4 credits), and CGPA 2.00 will be
required for the award of the B.A. Honours Degree. GP in the 1/4th unit (one credit)
courses will not affect promotion. Even if a student’s GP in the one credit
course/courses is 00, but the SGPA/CGPA is 2.00 or more than 2.00, he/ she will be
promoted and/or awarded the Degree.
d. It is expected that the Degree will be earned within the limit of 12 semesters, i.e. four
years from the date of admission to First Semester.
15. Readmission and Drop Out: A student failing to get the requisite SGPA for promotion
(14.a) from one year to the next, may seek readmission to study with the following
batch. Time-limit for readmission is up to a maximum of one month after the publication
of result. In the case of readmission all grades earned earlier will be cancelled.
Ÿ During the eight semester or four year programme a student may take readmission
only two times. If required the student may take readmission in the same class, but
the degree must be completed within twelve semesters, i.e. six years.
Ÿ A student failing to get a minimum yearly GPA 2.00 even after readmission for two
times will be dropped out of the programme.

16. Improvement of Grades:

Ÿ A student may improve grade/grades of any full unit (4 credit course/ courses) only
once taking the final examination with the immediate next batch at his/her own risk
if he/ she obtains a grade less than B.
Ÿ A student may be allowed to improve grade/grades even after the eighth semester
(fourth year) final examination following the usual rules.
Ÿ A student getting F grade in any course/courses will be allowed to improve the
grade/grades for a maximum of two times with the following batch/batches. Failure
to improve the grade/grades will disqualify him/her from continuing the
programme.

Retaking of examination for any class/mid-term test and 1/4th unit (1 credit) course will
not be allowed.
Ÿ If the final examination of any course/courses is retaken, the grade/ grades of the
particular course/courses obtained earlier will be automatically cancelled.
Ÿ In addition to the usual fees, a fine of Tk. 1000 will be imposed for each course to be
retaken.
Ÿ The student will have to be mentally prepared to take the test of a particular course
even if it is held on the same day of his/her other examination.
Ÿ The same rules will be applicable in the case of any student getting 1.
Ÿ In the case of a student getting W, he/she must pay a fine of Tk. 5000 and other fees
to continue in a class. Besides, the Academic Committee of the Department must be
convinced of the genuineness of his/her absence.

36 Student Handbook
 SYLLABUS: B.A. HONOURS IN ENGLISH
From Session: 2006-2007

First Year

Semester I
Course No. Course Title
Eng.101 Developing English Language Skills
Eng.102 Introduction to Literature (Critical Appreciation)
Eng.103 (A) Introduction to Bangla Literature
Eng.103 (B) Bangladesh Studies

Semester II
Course No. Course Title
Eng.104 Developing Writing Skills
Eng.105 Introduction to Prose and Drama
Eng.106 Introduction to Poetry

Second Year

Semester I
Course No. Course Title
Eng.201 Academic Writing
Eng.202 Romantic Poetry
Eng.203 English Novel from Austen to Hardy

Semester II
Course No. Course Title
Eng.204 Introduction to Linguistics
Eng.205 English Drama from Marlowe to Congreve
Eng.206 Victorian Literature

Student Handbook 37
 Third Year

Semester I
Course No. Course Title
Eng.301 Introduction to English Language Teaching
Eng.302 Poetry from Spenser to Pope
Eng.303 History of England
Eng.304 Language and Society

Semester II
Course No. Course Title
Eng.305 English Prose from Bacon to Burke
Eng.306 History of Western Ideas
Eng.307 Old and Middle English
Eng.308 English For Professional Purposes

Fourth Year

Semester I
Course No. Course Title
Eng.401 Teaching Second Language Skills
Eng.402 20th Century Literature (Poetry and Drama)
Eng.403 Classics in Translation
Eng.404 American Literature

Semester II
Course No. Course Title
Eng.405 20th Century Fiction
Eng.406 Critical Theory
Eng.407 Shakespeare
Eng.408(A) Language Through Literature
Eng.408(B) Language and Media

38 Student Handbook
 First Year: 1st Semester
Course Eng.101: Developing English Language Skills
Credits: 4 Full Marks: 100

Aims:
This course aims to help students make the transition from secondary to tertiary level
education through activities, such as pair work, group work, short presentation, class
discussion etc.

Objectives:
This course will
Ÿ develop students’ confidence in becoming English language users in an academic
context
Ÿ help students to become more competent readers
Ÿ develop students’ range, appropriacy, and complexity of language use for speaking
and writing in academic contexts
Ÿ help students to be able to make decisions, reflect on language development and
identify areas for development
Course Content:
Ÿ Reviewing language in use (grammar and vocabulary) and developing range and
complexity with respect to writing and speaking demands
Ÿ Reading, listening and responding to a range of input texts of different genres
Ÿ Summarizing ideas from reading and listening input
Ÿ Using reading and listening texts to generate ideas for personal writing and speaking
Ÿ Writing short texts (paragraphs, emails, letters, paragraphs, biographies, book/
movie reviews), using different writing styles, viz. descriptive, narrative, comparison
and contrast, and cause and effect
Ÿ Selecting ideas and language to write short texts in response to different audiences
(formal and informal)
Ÿ Perceiving English speech sounds, stress, and intonation
Ÿ Doing dictionary work

Intended Learning Outcomes:

Upon completion of the course, students should:
Ÿ demonstrate an ability to use their developing language knowledge to write with
accuracy at sentence and paragraph levels
Ÿ demonstrate an ability to independently revise and correct their use of language in
their own writing
Ÿ demonstrate and produce a range of texts types
Ÿ demonstrate the ability to use different reading strategies
Ÿ demonstrate confidence in asking and handling questions, giving short
presentations, and participating in discussions
Ÿ demonstrate an ability to understand lectures, participate in discussions, and take
notes
Core Text:
Begum Shanaz Sinha et al., Endeavour: An Introductory Language Coursebook, Department of
English, University of Dhaka.

Student Handbook 39
 Recommended Reading:
John Soars, Headway (Intermediate)
Peter Moor and Sarah Cunningham, Cutting Edge

Course Eng.102: Introduction to Literature (Critical Appreciation)

Credits: 4 Full Marks: 100

The course aims to

Ÿ introduce students to different genres (prose, poetry and drama) and to develop
students’ ability to interpret and respond to them.
Ÿ teach different figurative devices (such as images, similes, metaphors, connotations,
personification, allusions, hyperboles) and sound patterns (such as alliteration,
consonance, assonance, internal rhyme, end rhyme).
Ÿ develop students’ awareness of aspects of style and structure (such as mood, tone,
setting, character and theme).

Course Content:
Ÿ Exploring different literary texts
Ÿ Exploring features of literary language
Ÿ Identifying literary devices
Ÿ Understanding different aspects of style and structure of literary texts (for example
plot, theme, character, setting).
Ÿ Recognizing and analyzing attitude, tone, mood and irony

Intended Learning Outcomes:

Upon completion of the course, students should:
Ÿ have developed their ability to read and understand literary reading of different
genres (i. e. prose, poetry and drama)
Ÿ have the ability to recognize different figurative devices
Ÿ be able to respond independently to unseen literary pieces
Ÿ be able to differentiate between features of literary and non-literary reading
Ÿ demonstrate confidence in discussions
Ÿ be able to look independently for background information from the internet and
other sources
Ÿ begin to have an understanding of Western art and culture
Ÿ be able to write with focus and to the point

Core Text:
Tahmina Ahmed et al., Making Connections: Responding to Literature, Department of English,
University of Dhaka

Recommended Reading:
M.H. Abrams, Glossary of Literary Terms
J. A. Cuddon, A Dictionary of Literary Terms and Theory

40 Student Handbook
 Course Eng.103 (A): Introduction to Bangla Literature
Credits: 4 Full Marks: 100

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iex›`ªbv_ VvKzi : ejvKv, euvwk
KvRx bRiæj Bmjvg : we‡`ªvnx, gvbyl
Rxebvb›` `vk : †eva, ebjZv †mb
kvgmyi ivngvb: B‡j±ªvi Mvb
†Lv›`Kvi Avkivd †nv‡mb: †eûjv evsjv‡`k

†QvUMí
iex›`ªbv_ VvKzi : kvw¯Í
gvwbK e‡›`¨vcva¨vq : cÖv‰MwZnvwmK
my‡eva †Nvl : RZzM„n
AvLZviæ¾vgvb Bwjqvm: †iBb‡KvU

Dcb¨vm
wef~wZf~lY e‡›`¨vcva¨vq: c‡_i cuvPvjx

bvUK
gybxi †PŠayix : Kei

Course Eng.103 (B): Bangladesh Studies

Credits: 4 Full Marks: 100

(For foreign students and those who have not studied Bangla at S.S.C & H.S.C levels.)
Ÿ Introduction to Bangla Language, History and Culture
Ÿ History of Bangladesh since 1905
Ÿ Ethnology and Culture
Ÿ Literary Heritage

Core Texts:
Bangladesh National Culture and Heritage: An Introductory Reader, A F Salahuddin Ahmed and
Bazlul Mobin Chowdhury (Eds), Independent University, Bangladesh, 2004

First Year: 2nd Semester

Course Eng.104: Developing Writing Skills
Credits: 4 Full Marks: 100

Aims:
The course aims to develop:
Ÿ independent writing skills in students by working to promote autonomy and
confidence
Ÿ students’ awareness of the structure of essays

Student Handbook 41
 Ÿ students’ knowledge of the main types of essays
Ÿ an understanding of general language and literary topics
Ÿ an awareness of the language used in different types of essays
Ÿ range and complexity of language use in students for writing purposes

Course Content:
Ÿ Paragraph structure
Ÿ Essay types:
- argumentative
-descriptive/ expository
-comparative
-narrative
-classification and division
-cause and effect
Ÿ Generating ideas for prewriting (brainstorming and outlining)
Ÿ Writing thesis/topic sentences, developing supporting ideas and arguments,
drawing conclusions
Ÿ Working collaboratively with peers on writing tasks and feedback
Ÿ Reflecting on and identifying learning and developing needs through a portfolio

Learning Outcomes:
Upon completion of this course, students should:
Ÿ have developed their range of grammatical awareness and vocabulary in order to
express more complex ideas and use more complex sentences
Ÿ be able to demonstrate development in the accuracy, complexity and fluency of
their writing
Ÿ be able to independently construct a developed and coherent text in different
functional writing types
Ÿ be able to respond independently to writing tasks to reflect awareness of audience,
purpose and formality
Ÿ be able to employ topic sentences and supporting details to craft a coherent
paragraph
Ÿ be able to generate ideas, plan and develop a sequence of paragraphs into an essay
showing cohesion and coherence
Ÿ be able to identify areas for development in their own writing in terms of language
form and text cohesion

Core Texts: Developing Writing Ability (suggested)

Recommended Reading:
Langan, J., College Writing Skills with Readings
Oshima, A. & Hogue, A, Writing Academic English

Course Eng.105: Introduction to Prose and Drama

Credits: 4 Full Marks: 100

Prose:
Francis Bacon : “Of Studies”

42 Student Handbook
Charles Lamb : “The Two Races of Men”
Virginia Woolf : “Women and Fiction”
Katherine Mansfield : “The Garden Party”
George Orwell : “Shooting an Elephant”
Frank O’Connor : “My Oedipus Complex”
Anita Desai : “Games at Twilight”
Amy Tan : “Mother Tongue”

Drama:
Sophocles : King Oedipus (in translation)
George Bernard Shaw : Arms and the Man

Core Text:
Niaz Zaman et al., An English Anthology, Department of English, University of Dhaka, 2010

Recommended Reading:
Aristotle, Poetics
X. J. Kennedy, Literature: An Introduction to Fiction, Poetry, and Drama
H.D.F. Kitto, Form and Meaning in Drama

Course Eng.106: Introduction to Poetry

Credits: 4 Full Marks: 100

William Shakespeare : “Shall I Compare Thee to a Summer’s Day”;

“My Mistress’s Eyes are Nothing Like the Sun”
Robert Herrick : “Delight in Disorder”; “Upon Julia’s Clothes”
John Donne : “The Sun Rising”; “Batter my Heart”
Thomas Gray : “Elegy Written in a Country Churchyard”
William Blake : “ Nurses’ Song” (Innocence and Experience)
John Keats : “To Autumn”
Christina Rossetti : “An Apple Gathering”
Alfred Lord, Tennyson : “The Lady of Shalott”
T. S. Eliot : “The Love Song of J. Alfred Prufrock”
Dylan Thomas : “Fern Hill”
Ted Hughes : “Pike”; “Jaguar”
Adrienne Rich : “Living in Sin”; “Aunt Jennifer’s Tigers”
Archibald MacLeish : “Ars Poetica”
Seamus Heaney : “Digging”
Carol Ann Duffy : “Plainsong”

Core Text:
An English Anthology, Department of English, University of Dhaka, 2010

Recommended Reading:
Terry Eagleton, How to Read a Poem
Cleanth Brooks and Robert Penn Warren, Understanding Poetry

Student Handbook 43
 Second Year: 3rd Semester
Course Eng.201: Academic Writing
Credits: 4 Full Marks: 100

The course aims to:

Ÿ develop students’ ability to read and write critically
Ÿ develop students’ ability to critically analyse the structure, language and style of
academic texts and use that awareness in their own writing
Ÿ develop students’ understanding of the nature and conventions of academic
assignments and apply that understanding to their own writing

Course Content:
Ÿ Reading to write: reading critical essays, obtaining information and note-taking
Ÿ Paraphrasing, summarising and synthesising academic texts
Ÿ Exploring the role of paraphrasing, summarising and quoting and acknowledgement
of sources
Ÿ Practicing the mechanics of using referencing conventions (MLA and APA).
Ÿ Identifying academic writing expectations for tasks such as reading assignments
and essays for both literature and ELT courses

Ÿ Identifying features of academic language (critical thinking, academic vocabulary,

style, appropriacy, cohesion, coherence etc.)
Ÿ Writing literary essays

Learning Outcomes:
Upon completion of this course, students should be:
Ÿ able to independently generate ideas, plan and write an academic essay,
Ÿ able to use techniques of paraphrasing, summarizing, synthesizing and quoting
sources effectively to supporting their writing,
Ÿ able to demonstrate qualities of cohesion, coherence, varied range of vocabulary
and sentence structure in their writing,
Ÿ able to demonstrate that their writing is free of plagiarism by applying referencing
techniques.

Core Text: Exploring Academic Writing - NH (Suggested)

Recommended Reading:
R. R. Jordan, Academic Writing Course

Course Eng.202: Romantic Poetry

Credits: 4 Full Marks: 100

William Blake : Selections from Songs of Innocence and Experience

William Wordsworth : “Tintern Abbey”; “London 1802”,
“Ode on Intimations of Immortality”
Samuel Taylor Coleridge : “The Rime of the Ancient Mariner”; “Kubla Khan”;
“Dejection: An Ode”

44 Student Handbook
George Gordon Byron : “Don Juan”-Canto I
(as in Norton Anthology of Literature Vol. II)
Percy Bysshe Shelley : “Ode to a Skylark”; “Ode to the West Wind”,
Adonais
John Keats :
“Ode to Psyche”
“Ode on Melancholy”
“Ode to a Nightingale”
“Ode on a Grecian Urn”

Recommended Reading:
M. H. Abrams et al, The Norton Anthology of English Literature (Vol. II): The Romantic Period
M. H. Abrams, The Mirror and the Lamp
Stuart Curran, The Cambridge Companion to British Romanticism
Michael Ferber, Romanticism: A Very Short Introduction
Charles Mahoney, A Companion to Romantic Poetry
Jean Raimond and J. R. Watson, A Handbook to English Romanticism
C. M. Bowra, Romantic Imagination

Course Eng.203: English Novel from Austen to Hardy

Credits: 4 Full Marks: 100

Jane Austen : Pride and Prejudice

Charlotte Bronte : Jane Eyre
Charles Dickens : Great Expectations
Thomas Hardy : Tess of the D’Urbervilles

Recommended Reading:
Arnold Kettle, An Introduction to the English Novel, Vol. 1 and 2
Terry Eagleton, The English Novel: An Introduction
Sandra Gilbert and Susan Gubar, The Mad Woman in the Attic
Deirdre David (ed), The Cambridge Companion to the Victorian Novel

Second Year: 4th Semester

Course Eng.204: Introduction to Linguistics
Credits: 4 Full Marks: 100

Ÿ Human Language, Animal Communication System, Design features of Language

Ÿ What is Linguistics? Saussure, Bloomfield and Chomsky’s Contribution to Linguistic
Study (Historical, Structural/Descriptive Linguistics, Transformational Generative
Linguistics).
Ÿ Major Branches of Linguistics:
Ÿ Phonetics and Phonology: Speech Organs; Consonants, Pure Vowels and
Diphthongs, Stress and Intonation, IPA Symbols and Transcriptions
Ÿ Morphology: Morphs and morphemes; Morphological Processes used in
English and Bangla, Morphophonemics.
Ÿ Syntax: Traditional and Modern Views, Analysis of Sentence Structures.

Student Handbook 45
 Ÿ Semantics: Semantic Relations; Thematic roles, Semantic Field; Changes of
Meaning.
Ÿ Pragmatics: Context, Text, Maxims of Conversations, Speech acts

Core texts:
Aitchison, J. Linguistics: An Introduction. Hodder & Stoughton.
Fromkin, V., Rodman, R., & Hyams, N. An Introduction to Language. Wadsworth, Cengage
Learning.
Yule, G. The Study of Language. Cambridge University Press.

Recommended Reading:
Hall, C. J., An Introduction to Language and Linguistics: Breaking the Language Spell.
McCabe, A., An Introduction to Linguistics and Language Studies
Roach, P., English Phonetics and Phonology
Crystal, D., A Dictionary of Linguistics and Phonetics

Course Eng.205: English Drama from Marlowe to Congreve

Credits: 4 Full Marks: 100

Christopher Marlowe : Dr. Faustus

William Shakespeare : Macbeth
Ben Jonson : Volpone
William Congreve : The Way of the World

Recommended Reading:
Barton, Anne. The Names of Comedy
Brock, D. Heyward Brock, A Ben Jonson Companion
Gibbons, Brian, Jacobean City Comedy: A Study of Satiric Plays by Jonson, Marston and
Middleton
Leinwand, Theodore B., The City Staged: Jacobean Comedy, 1603–1613
Holland, Peter., The Ornament of Action
Williams, Aubray, L. An Approach to Congreve

Course Eng.206: Victorian Literature

Credits: 4 Full Marks: 100

Poetry:
Alfred Lord, Tennyson : “Lotos Eaters”; “Ulysses”; “Tithonus”; “Locksley Hall”
Robert Browning : “Porphyria’s Lover”; “Fra Lippo Lippi”; “Andrea del
Sarto”; “My Last Duchess”; “Rabbi Ben Ezra”
Matthew Arnold : “The Scholar Gipsy”; “Dover Beach”; “Thyrsis”

Prose:
John Stuart Mill : “Autobiography” Chapter 5 (as in Norton Anthology of
Literature Vol. II)

Play:
Oscar Wilde : The Importance of Being Earnest

46 Student Handbook
Recommended Reading:
M. H. Abrams et al, Norton Anthology of English Literature, Volume II
Sherilyn MacGregor. Victorian Literature: Criticism and Debates. Oxford: Wiley-Blackwell.

Third Year: 5th Semester

Course Eng.301: Introduction to English Language Teaching
Credits: 4 Full Marks: 100

Ÿ Brief history of English language teaching

Ÿ The Grammar-Translation Method
Ÿ The Direct Method
Ÿ The Audio-Lingual Method
Ÿ The Natural Approach
Ÿ Alternative Approaches and Methods: Silent Way, Suggestopedia and Total
Physical Response
Ÿ Communicative Language Teaching and Beyond
Ÿ Key Concepts in ELT: Fluency, Accuracy, Appropriacy

Core Texts:
Richards, J. C. and T. S. Rodgers, Approaches and Methods in Language Teaching.
Larsen-Freeman, D., Techniques and Principles in Language Teaching
Stern, H, H., Fundamental Concepts of Language Teaching

Recommended Reading:
Widdowson, H. G., Aspects of Language Teaching
Howatt, A. P. R & Widdowson, H. G, A History of English Language Teaching

Course Eng.302: Poetry from Spenser to Pope

Credits: 4 Full Marks: 100

Edmund Spenser : The Faerie Queene Book I, Canto 1

John Donne : “Good Morrow”; “Canonization”; “Song: Sweetest
Love I do not goe . . .”; “A Valediction: Forbidding
Mourning”; “The Extasie”; “The Flea”; “Batter My
Heart”; “Thou Hast Made Me”
George Herbert : “The Altar”; “Easter Wings”; “Collar”
John Milton : Paradise Lost Book IX
Andrew Marvell : “To His Coy Mistress”; “Bermudas”;
“The Definition of Love”
Alexander Pope : The Rape of the Lock

Recommended Reading:
William R. Keast (ed), Seventeenth Century English Poetry: Modern Essays in Criticism
Mario A. Dicesare (ed), George Herbert and the Seventeenth Century Religious Poets
Basil Willey, The Seventeenth Century Background
P. Bains, The Complete Critical Guide to Alexander Pope
Margaret Stocker, Paradise Lost: An Introduction to the Variety of Criticism

Student Handbook 47
 Catherine Belsey, John Milton: Language, Gender, Power
Maurice Evans, Spenser’s Antomy of Heroism: A Commentary on The Faerie Queen

Course Eng.303: History of England

Credits: 4 Full Marks: 100

The Tudors and the Stuarts – Renaissance and Reformation England

The Civil War
The Restoration of 1660
The Glorious Revolution of 1688
The Rise of Political Parties
Industrial Revolution
The British Empire
Victorian England
The First World War in England

Recommended Reading:
George Townsend Warner et al, The New Groundwork of British History
E. H. Carter & R. A. F. Mears, A History of Britain
Derek Heater, Citizenship in Britain. A History
Ramsay Muir, A Short History of the British Commonwealth, Vol. II
George Macaulay Trevelyan, A Shortened History of England
Eric Hobsbawm, Industry and Empire: From 1750 to the Present Day
Kenneth O. Morgan (ed), The Oxford Illustrated History of Britain

Course Eng.304: Language and Society

Credits: 4 Full Marks: 100

Ÿ Language and Dialect: Regional and Social Dialects, Variation Studies, Standard
Language
Ÿ Register
Ÿ Diglossia
Ÿ Code-switching and Borrowing
Ÿ Pidgins and Creoles: Definitions, Theories of Origins
Ÿ World Englishes: Planning and Policy
Ÿ Language and Culture

Recommended Reading:
J. Holmes, An Introduction to Sociolinguistics
Peter Tradgill, Sociolinguistics: An Introduction to Language and Society
Rodger T. Bell, Sociolinguistics: Goals, Approaches and Problems
Ronald Wardhaugh, An Introduction to Sociolinguistics

48 Student Handbook
 Third Year: 6th Semester
Course Eng.305: English Prose from Bacon to Burke
Credits: 4 Full Marks: 100

Francis Bacon : Essays: “Of Truth”; “Of Marriage and Single Life”;
“Of Great Place”; “Of Plantations”,“Of Friendship”
John Milton : Areopagitica (as in Norton Anthology of
English Literature, Vol. I)
Jonathan Swift : Gulliver’s Travels
Daniel Defoe : Robinson Crusoe
Samuel Johnson : “Life of Richard Savage”
Edmund Burke : “Speech on the East India Bill”

Recommended Reading:
Leopold Damrosch. Jr., Modern Essays on Eighteenth Century Literature
James L. Clifford, Eighteenth-Century English Literature: Modern Essays in Criticism
Ian Watt, The Rise of the Novel
Fakrul Alam, Daniel Defoe: Colonial Propagandist
Robert A. Greenberg (ed.), Gulliver’s Travels: Norton Critical Edition
Arthur Stanley Turberville, English Men and Manners in the Eighteenth Century

Course Eng.306: History of Western Ideas

Credits: 4 Full Marks: 100

Modern period:
Philosophy and the unfolding world of science
Bacon :idols of the mind, inductive method
Hobbes: political philosophy and morality
Descartes: methodological doubt, rationalism, mind and body
Locke: theory of knowledge, political theory

Enlightenment and Eighteenth Century:

Berkeley: subjective Idealism
Hume: skepticism
Kant: critical theory and on the Copernican revolution
Hegel: absolute idealism, dialectical process

Romanticism and Nineteenth Century Thought:

Rousseau
Wollstonecraft : feminism, women’s rights
Marx: dialectical materialism
Comte: positivism, the law of the three stages, sociology and religion of humanity
Utilitarianism of Bentham and Mill: principle of utility
Nietzsche: master morality versus slave morality; the will to power

Twentieth Century Thought:

Existentialism: Kierkegaard, Sartre and Freud

Student Handbook 49
 Recommended Reading:
Anthony Kenny, A New History of Western Philosophy
Nigel Warburton, Philosophy: The Basics
Stanley M. Honer and Thomas C. Hunt, Invitation to Philosophy: Issues and Options
John Shand, Philosophy and Philosophers: An Introduction to Western Philosophy
Bertrand Russell, A History of Western Philosophy

Course Eng.307: Old and Middle English

Credits: 4 Full Marks: 100

Anonymous : “The Wanderer”

Anonymous : “The Seafarer”
Anonymous : “The Dream of the Rood”
Anonymous : Caedmon’s Hymn”
Anonymous : Beowulf
Geoffery Chaucer : “The General Prologue” from The Canterbury Tales

Recommended Reading:
Michael Alexander (trans), The Earliest English Poems
Constance B. Hieatt (trans), Beowulf and Other Old English Poems

Course Eng.308: English for Professional Purposes

Credits: 4 Full Marks: 100

Business Letters
Job Application
CV and Resume
Memo and Emails
Agenda and Minutes
Editing
Press Release
Business Reports

Recommended Reading:
Richard Alexander and Leo Jones, New International Business English
James M. Reid, Jr, and Anne Silleck, Better Business Letters
McComes & Satterwhite, Modern Business Correspondence
Taylor, Communication for Business

Fourth Year: 7th Semester

Course Eng.401: Teaching Second Language Skills
Credits: 4 Full Marks: 100

Reading
Ÿ Purposes for Reading
Ÿ Working Memory
Ÿ Processes Activated during Reading

50 Student Handbook
 Lower Level Processes
Higher Level Processes
Metaphorical Models of Reading
Bottom up Models: Top down Models
Interactive Models
Schema Theory of Reading (Bartlett, 1932)
Ÿ Difference between L1 & L2 Reading
Ÿ Problems for L2 Reading
Ÿ Teaching Reading
Intensive & Extensive Reading
Pre-while & Post Reading Stages, Purposes & Activities

Listening
Ÿ Neurological Processes
Hearing
Difference of Hearing & Listening
Consciousness
Attention
Ÿ Linguistic Processing
Ÿ Pragmatic Processing
Ÿ Psycholinguistic Processing
Ÿ Teaching Listening
Intensive Listening
Selective Listening
Interactive Listening
Problems in Teaching Listening
Pre-while & Post Reading Stages, Purposes & Activities

Writing
Introduction to Writing, Types of Writing
Ÿ Approaches to writing
Product
Process
Genre
Ÿ Writing Tasks/ Activities
Ÿ Writing Feedback
Ÿ Integrated skills

Speaking
Importance of speaking skills
What makes speaking difficult?
Problems of speaking in class/Solutions
Accuracy & fluency in speaking
Current Issues in teaching oral communication skills
Principles for teaching speaking skills
Feedback and error treatment in speaking
Assessing speaking

Student Handbook 51
 Core Texts:
Ur, P. (1996). A Course in Language Teaching: Practice and Theory. Cambridge University Press
McDonough, J. and Shaw, C. (1993). Materials and Methods in ELT: A Teacher’s Guide. Blackwell.
Tickoo, M.L. (2003). Teaching and Learning English: A Sourcebook for Teachers and Teacher-
Trainers. Orient Longman.

Recommended Reading:
Harmer, J., The Practice of English Language Teaching
Harmer, J., How to Teach English: An Introduction to the Practice of English Language Teaching
Harmer, J., How to Teach Writing
Grabe, W. and F L Stoller, Teaching and Researching: Reading
Grabe, W. and F L Stoller, Teaching and Researching: Listening
Nation, I.S.P., Teaching Vocabulary: Strategies and Techniques
Nunan, D. (ed), Practical English Language Teaching
Michael Rose, Teaching and Researching Listening
David Nunan, Second Language Teaching & Learning
David Nunan, Practical English Language Teaching

Course Eng.402: 20th Century Literature (Poetry and Drama)

Credits: 4 Full Marks: 100

Poetry:
W. B. Yeats : “The Lake Isle of Innsfree”;
“Easter 1916”; “Second Coming”; “Sailing to Byzantium”;
“The Wild Swans at Coole”; “Leda and the Swan”;
“Among School Children”; “Byzantium”;
“A Prayer for My Daughter”
T. S. Eliot : The Waste Land
W. H. Auden : “Musee de Beaux Arts”; “In Memory of W. B. Yeats”;
“Shield of Achillies”
Philip Larkin : “Church Going”; “MCMXIV”; “Aubade”; “Ambulances”

Drama:
Samuel Beckett : Waiting for Godot
Harold Pinter : The Birthday Party

Recommended Reading:
John Unterecker (ed), Yeats: A Collection of Critical Essays
Edmund Wilson (ed), Axel’s Castle
George Williamson, A Reader’s Guide to T. S. Eliot
Martin Esslin, The Theatre of the Absurd

Course Eng.403: Classics in Translation

Credits: 4 Full Marks: 100

Homer : The Iliad

Aeschylus : Agamemnon
Sophocles : Electra
Euripides : Alcestis

52 Student Handbook
Aristophanes : Lysistrata

Recommended Reading:
H.D. F. Kitto, Form and Meaning in Drama
Richard Jenkyns, Classical Literature: An Epic Journey from Homer to Virgil and Beyond

Course Eng.404: American Literature

Credits: 4 Full Marks: 100

Ralph Waldo Emerson : “The American Scholar”

Nathaniel Hawthorne : “Young Goodman Brown”
Herman Melville : “Bartleby, the Scrivener”
Henry David Thoreau : “Economy” (from Walden)
Walt Whitman : “When Lilacs Last . . .”
Emily Dickinson : Selections
F. Scott Fitzgerald : The Great Gatsby
Robert Frost : Selections
Arthur Miller : Death of a Salesman
J. D. Salinger : Catcher in the Rye
Toni Morrison : The Bluest Eye
Allen Ginsberg : “A Supermarket in California”; “Jessore Road”

Recommended Reading:
Norton Anthology of American Literature

Fourth Year: 8th Semester

Course Eng.405: 20th Century Fiction
Credits: 4 Full Marks: 100

Joseph Conrad : Heart of Darkness

D. H. Lawrence : Sons and Lovers
Virginia Woolf : Mrs. Dalloway
James Joyce : Portrait of the Artist as a Young Man
William Golding : Lord of the Flies
E. M. Forster : A Passage to India

Recommended Reading:
Raymond Williams, The English Novel: From Dickens to Lawrence
E. M. Forster, Aspects of the Novel
Keith Sagar, D. H. Lawrence: Life into Art
Anthony Burgress, Here Comes Everybody: An Introduction to James Joyce for the Ordinary Reader
Joan Bennett, Virginia Woolf: Her Art as a Novelist
Virginia Tiger, William Golding: The Unmoved Target

Course Eng.406: Critical Theory

Credits: 4 Full Marks: 100

Sir Philip Sydney : “An Apology for Poetry”

Student Handbook 53
 Samuel Johnson : “Preface to Shakespeare”
William Wordsworth : “Preface to the Lyrical Ballads”
Samuel Taylor Coleridge : Biographia Literaria (Chapters xiii, xiv, xv, xvii)
Matthew Arnold : “The Study of Poetry”
T. S. Eliot : “Tradition and the Individual Talent”;
“The Metaphysical Poets”
Simone de Beauvoir : Introduction to The Second Sex
Terry Eagleton : Introduction to The Rise of English
Edward W. Said : Introduction in Orientalism

Core Texts:
D.J.Enright and Ernst De Chickera (eds), English Critical Reading
Edward W. Said, Orientalism
Terry Eagleton, Literary Theory

Recommended Reading:
David Daiches, Critical Approaches to Literature

Course Eng.407: Shakespeare I

Credits: 4 Full Marks: 100

As You Like It
Hamlet
King Lear
Merchant of Venice
Henry IV (Part I and Part II)

Recommended Reading:
Claire McEachern (ed), Cambridge Companion of Shakespeare’s Tragedies
Germaine Greer, Shakespeare: A Very Short Introduction
Wells and Orlin, Shakespeare: An Oxford Guide
Harold Bloom, Shakespeare: The Invention of the Human
G.Wilson Knight, The Wheel of Fire: Interpretations of Shakespearean Tragedies

Course Eng.408 (A): Language through Literature

Credits: 4 Full Marks: 100

Ÿ Stylistics: a Language based approach to literature

Ÿ Origin and scope of stylistic analysis
Ÿ Approaches to using literature in the language classroom
Ÿ Literature and the language learner
Ÿ Reading literature cross-culturally: issues & criteria
Ÿ Literature and language skills: using short stories, novels, poetry and plays in teaching
the language skills (reading, writing, listening, speaking, vocabulary and grammar)
Ÿ Concepts and methods of stylistic analysis: foregrounding, deviation, parallelism
and repetition
Ÿ Features of stylistic analysis: word level, clause level and sentence level

54 Student Handbook
Core Text:
Michael Toolan, Language in Literature
Lazar, G., Literature and Language Teaching
Short, M., Exploring the Language of Poems, Plays and Prose

Recommended Reading:
Collie, J. & Slater, S., Literature in the Language Classroom

Course Eng.408 (B): Language and Media

Credits: 4 Full Marks: 100

Concepts of Communication: the nature and contexts of communication, fundamental

elements of the communication process, intrapersonal and interpersonal communication,
communication through mass media, perception-the process of understanding, persuasion,
language-meaning-communication

Concepts of Journalism: Early developments of mass media, media history in human

civilization, definition and the principles of journalism, concepts about news and its
elements, the rise of media theory in the age of propaganda, news media in the digital age,
media ethics and libel

Power of the Media: producing identities, consuming the media

Concepts of New Media: social media and its approaches, ethical issues of digital news media

Key concepts of Films/Movies: key terms of films/movies, major film approaches-German

expressionism; Soviet social realism; French surrealism; Italian neorealist and the French
New Wave; understanding the film industry— preproduction-production-postproduction

Writing for the media: basic reporting skills for print and electronic media; techniques of
gathering information and writing; writing different news stories

Interviews and features: The basic news editing skills, mainly for newspapers—
copyediting, headline writing, rewriting etc.

Discourse analysis of media: critical analysis of language –examination of ideology-politics

of representation- the role of media in the social construction of reality-the influence of
mass media

Recommended Reading:
Joseph A. Devito, Human Communication
D. K. Berlo, The Process of Communication
Wilbur Schramm (ed.), Mass Communication
Bethami A. Dobkin and Roger C. Pace, Mass Media in a Changing World
David Dary, How to Write News for Broadcast and Print Media
Michael Kunczik, Concepts of Journalism
W L Rivers, The Mass Media: Reporting, Writing and Editing
Fred Fedler (eds), Reporting for the Media

Student Handbook 55
 Rubrics of Course Eng.101 : Developing English Language Skills

Criteria A range B range

Content Your content is relevant to the task Ÿ Relevant

and well developed Ÿ Task lacks detail/depth

Organisation Effective organisation of ideas of Structure and development are

of writing paragraph/s. You make effective use mostly effective. You may need to
of topic sentences and supporting pay further attention to:
detail. You use cohesive devices Ÿ use of topic sentences and
and/or vocabulary and/or pronouns supporting ideas
to connect ideas. You develop ideas Ÿ signalling of text development
and lead the reader through the text. using cohesive devices
Ÿ use of vocabulary and/or
pronouns to help text cohesion
Ÿ overall development of ideas in
your text from introduction to
conclusion

Accuracy of Any occasional grammatical or Grammatical and/or vocabulary

language use vocabulary errors are extremely errors are noticeable but do not
minor. Whilst they should be noted, stop the reader understanding the
they do not get in the way of flow of ideas. Focus on any
understanding. systematic mistakes that are
highlighted.

Range and Your grammar, vocabulary and Grammar and vocabulary are
complexity of sentence structures are appropriate appropriate to the task. You may
language use to the task and varied. need to:
You demonstrate a thorough Ÿ extend vocabulary range in
understanding of idiomatic English. places
Ÿ use more complex sentence
structures to accurately express
your ideas
Ÿ increase accuracy of complex
structures

Presentation Clearly well proofread, with careful Only occasional presentational

of work attention to presentation, spelling, issues are noticeable. These may
capitalization and punctuation. be:
Ÿ clarity of handwriting
Ÿ spelling mistakes
Ÿ punctuation

56 Student Handbook
 C range D range

The content is generally relevant but Your content is limited and/or may be
limited in scope. It may be repetitive over irrelevant. To be effective, your writing
the whole text. In planning expand on needs to show more generation of
detail or range of ideas. ideas/planning.
Some parts of your text are poorly It is difficult to see the organisation and
organised and/or not fully developed. flow of your ideas. This may be because
You may need to pay attention to: of problems with:
Ÿ use of topic sentences and supporting Ÿ correct use of topic sentences and
ideas supporting ideas
Ÿ signalling of text development using Ÿ signalling of text development using
cohesive devices cohesive devices
Ÿ use of vocabulary and/or pronouns to Ÿ use of vocabulary and/or pronouns to
help text cohesion help text cohesion
Ÿ overall development of text from Ÿ overall development of text from
introduction to conclusion introduction to conclusion
Ÿ the expected length

Although overall the text is understood, Unacceptably frequent grammatical

grammatical and/or vocabulary use is and/or vocabulary errors which hamper
faulty which affects the comprehensibility comprehensibility.
of your writing.

Grammar and vocabulary are generally The range of language used and its
appropriate for the task. Your expression complexity are fairly restricted. You write
may be limited by: in simple sentences with little variety of
Ÿ a restricted range of vocabulary structures used and/or your vocabulary is
Ÿ a dependence on simple sentence very limited/used repetitively.
structures and/or errors in complex
sentence structures

Some presentational issues are noticeable. Your writing is marred by frequent

These may be: presentational issues. These may be:
Ÿ clarity of handwriting Ÿ clarity of handwriting
Ÿ spelling mistakes Ÿ spelling mistakes
Ÿ punctuation Ÿ punctuation

Student Handbook 57
 Rubrics of Course Eng.104: Advanced Composition

Criteria A range B range

Content The content is relevant to the task The content is relevant to the task
and it is well developed. but it lacks some detail or breadth
to make this fully developed.

Organisation Ÿ The essay is well structured with Structure and development are
of writing a Thesis Statement in the mostly effective. Further attention
Introductory paragraph must be paid to:
Ÿ Very effective organization of Ÿ The use of Thesis statement. It
ideas in both paragraphs and the must be adequately supported
overall text. Each paragraph and well developed
addresses a specific aspect of Ÿ use of topic sentences and
the topic supporting ideas
Ÿ Effective use of topic sentences Ÿ Signalling of text development
and supporting detail using cohesive devices
Ÿ Use of cohesive devices (transitions)
(transition words) and/or Ÿ use of vocabulary and/or
vocabulary and/or pronouns to pronouns to help text cohesion
connect ideas Ÿ overall development of ideas in
Ÿ Well-developed ideas that lead; text from introduction to
the reader through the text conclusion

Accuracy of Any occasional grammatical or Grammatical and/or vocabulary

language use vocabulary errors are extremely errors are noticeable but do not
negligible. Whilst they should be stop the reader in understanding the
noted, they do not get in the way flow of ideas. Focus must be given
of understanding. on any systematic mistakes that are
highlighted.

Range and Ÿ Your grammar, vocabulary and Grammar and vocabulary are
complexity of sentence structure are appropriate to the task. Further
language use appropriate to the task and attention must be paid to:
varied Ÿ the extension of vocabulary
Ÿ You demonstrate a thorough range in places
understanding of idiomatic Ÿ use of more complex sentence
English structures to express ideas
Ÿ an increase inaccuracy of complex
structures (eg checking for
fragments)

Presentation Clearly well proofread, with careful Only occasional presentational

of your work attention to issues noticeable. These may be:
Ÿ presentation, spelling, Ÿ clarity of handwriting
punctuation Ÿ spelling mistakes
Ÿ and referencing conventions Ÿ punctuation
Ÿ inaccurate/absent referencing
Ÿ layout

58 Student Handbook
 C range D range

The content is generally relevant but is The content is limited and/or some of it
limited in scope. It may be repetitive over may be irrelevant. To be effective, the
the whole text. In planning, expanding on writing needs to show proper
detail or range of ideas is necessary. development of ideas and planning.

The essay is not properly organised. Some It is difficult to see the organisation and
parts of the text are poorly organised flow of ideas. This may be because of
and/or developed. Attention must be paid problems with:
to: Ÿ correct and well stated Thesis
Ÿ the development of the Thesis Statement
Statement Ÿ use of topic sentences and supporting
Ÿ use of topic sentences and supporting ideas
ideas Ÿ signalling of text development using
Ÿ signalling of text development using cohesive devices
cohesive devices Ÿ use of vocabulary and/or pronouns to
Ÿ use of vocabulary and/or pronouns to help text cohesion
help text cohesion Ÿ overall development of text from
Ÿ overall development of text from introduction to conclusion
introduction to conclusion

Although overall the text is understood, Unacceptably frequent grammatical

grammatical and/or vocabulary use is and/or vocabulary errors. It is necessary
faulty in places. to identify the errors and re-write the text
in order to develop language use. Identify
these errors and re-write.

Grammar and vocabulary are generally Ÿ The range of language used and its
appropriate to the task but expression complexity are fairly restricted
maybe limited by: Ÿ Written in simple sentences with little
Ÿ restricted range of vocabulary variety of structures used
Ÿ dependence on simple sentence Ÿ Vocabulary is limited/used repetitively
structures and/or errors in complex
sentence structures

Some presentational issues are noticeable. Writing is marred by frequent

These may be: presentational issues. These may be:
Ÿ clarity of handwriting Ÿ clarity of handwriting
Ÿ spelling mistakes Ÿ spelling mistakes
Ÿ punctuation Ÿ punctuation
Ÿ inaccurate/absent referencing Ÿ inaccurate/absent referencing
Ÿ layout Ÿ layout

Student Handbook 59
 Rubrics of Course Eng.105: Introduction to Prose and Drama
and
Course Eng.106: Introduction to Poetry

Criteria A range B range

Content & Essay responds clearly to the topic Essay indicates an understanding of
Commentary assigned. Relevant approach e.g. the topic. Most of the answer is
compare-contrast, critique, presented in a relevant approach.
illustrate, analyze, clear and There is a clear thesis though the
coherent thesis with a convincing argument and ideas are broad and
and focused argument throughout. basic.
Interesting commentary with Commentary presents a reasonable
creative, original ideas and insights, opinion. Ideas are moderately
analytical and reflective answer. developed but limited in scope and
originality. Dependence on
memorized commentary is evident.

Evidence The answer contains evidence from The answer contains evidence from
the text which illustrates, explains the text which supports the
and reinforces the argument. The argument. The evidence is relevant
answer lucidly weaves in and accurate but does not clearly
quotations into the body of the connect the argument. Quotations
essay and clearly explains the are used moderately and
connections between them. appropriately acknowledged.
Quotations are accurate and not
overused. Sources are
acknowledged.

Organization Ÿ Essay is well structured with a Ÿ Use of Thesis statement is

Thesis statement in the adequately supported and well
introductory paragraph developed
Ÿ Very effective organisation of Ÿ Further attention must be paid to
ideas in both paragraphs and the the use of topic sentences and
overall text. Each paragraph supporting ideas
addresses a specific aspect of Ÿ Signalling of text development by
the topic using cohesive devices
Ÿ Effective use of topic sentences (transitions)
and supporting detail Ÿ Use of vocabulary and/or
Ÿ Use of cohesive devices pronouns to help text cohesion
(transition words) and/or Ÿ Overall development of ideas
vocabulary and/or pronouns to from introduction to conclusion
connect ideas
Ÿ Ideas are developed and lead the
reader through the text

60 Student Handbook
 C range D range

Essay approaches the question in a vague Essay has a weak thesis or argument.
manner. The thesis is not clear and the Simple summary presented. No
argument is replaced by paraphrasing. supporting argument. No commentary.
Basic commentary which lacks original Little evidence of reading and
ideas or insights. Limited analysis. understanding of the text.

The answer is superficially supported with Little or no evidence to support the

relevant evidence from the text. thesis. Quotations are often isolated
Numerous irrelevant quotes may be without explanation. Essay mostly
present. The answer mostly fails to make depends on memorized collections of
clear connections. Quotations often stand irrelevant or incorrect quotes. No
isolated from body texts. Overuse of acknowledgment of sources.
quotations may be present. No
acknowledgment of sources.

Essay is not properly organized. Some It is difficult to see the organization and
parts of the text are poorly organized flow of ideas. This may be because of
and/or developed. Attention must be paid problems with:
to: Ÿ correct and explicit thesis statement
Ÿ development of thesis statement Ÿ use of topic sentences and supporting
Ÿ use of topic sentences and supporting ideas
ideas Ÿ signalling of text development using
Ÿ signalling of text development using cohesive devices
cohesive devices Ÿ use of vocabulary and/or pronouns to
Ÿ use of vocabulary and/or pronouns to help text cohesion
help text cohesion Ÿ overall development of text from
Ÿ overall development of text from introduction to conclusion
introduction to conclusion

Student Handbook 61
 Criteria A range B range

Accuracy of Any occasional grammatical or Grammatical and/or vocabulary

language use vocabulary errors are extremely errors are noticeable but do not
minor. Whilst they are noted, they stop the reader understanding the
do not get in the way of flow of ideas.
understanding.

Range and Ÿ Grammar, vocabulary and Grammar and vocabulary are

complexity of sentence structure are appropriate to the task. The student
language use appropriate to the task and needs to:
varied Ÿ extend vocabulary range in places
Ÿ Demonstrates a thorough Ÿ use more complex sentence
understanding of idiomatic structures to express ideas
English Ÿ increase accuracy of complex
structures (eg checking for
fragments)

Presentation Clearly well proofread, with careful Only occasional presentational

attention to issues noticeable. These may be:
Ÿ presentation, spelling, Ÿ clarity of handwriting
punctuation and referencing Ÿ spelling mistakes
conventions Ÿ punctuation
Ÿ inaccurate/absent referencing;
Ÿ layout

62 Student Handbook
 C range D range

Although overall the text is understood, Unacceptably frequent grammatical

grammatical and/or vocabulary use is and/or vocabulary errors.
faulty in places.

Grammar and vocabulary are generally Ÿ The range of language used and its
appropriate to the task. Expression maybe complexity are fairly restricted
limited by: Ÿ Simple sentences with little variety of
Ÿ a restricted range of vocabulary structures used
Ÿ a dependence on simple sentence Ÿ Vocabulary is limited/used repetitively
structures and/or errors in complex
sentence structures

Some presentational issues are noticeable. Writing is marred by frequent

These may be: presentational issues. These may be:
Ÿ clarity of handwriting Ÿ clarity of handwriting
Ÿ spelling mistakes Ÿ spelling mistakes
Ÿ punctuation Ÿ punctuation
Ÿ inaccurate/absent referencing Ÿ inaccurate/absent referencing
Ÿ layout Ÿ layout

Student Handbook 63
 Rubrics of Course Eng.201 : Writing for Academic Purposes

Criteria A range B range

Content Ÿ The content is relevant to the The content is generally relevant to

task and well developed. the task but may be overgeneralised/
vague or not fully developed.

Organisation Ÿ The essay is well structured with Ÿ Structure and development of

of writing a clear thesis statement in the ideas are mostly effective but the
introductory paragraph. Each thesis sentence may not be well
paragraph addresses a specific formulated and may not clearly
aspect of the topic through relate to the topic sentences.
effective use of topic sentences Supporting details may be
and supporting details. inadequate or missing.
Ÿ There is adequate use of Ÿ Paragraphing is used but may not
cohesive devices (transition always indicate a logical
words) and/or pronouns to development of ideas.
connect ideas. Ÿ Transitions and other cohesive
devices are not always smoothly
handled.

Accuracy of Any occasional grammatical or Grammatical and/or vocabulary

language use vocabulary errors are negligible and errors are noticeable but do not
do not get in the way of impede the flow of ideas. Meaning
understanding, can generally be understood
without much effort.
Range and Wide range of vocabulary is used Vocabulary is generally appropriate
complexity of with precision and flexibility. to the task but the range might be
language use Idiomatic expressions are handled limited and may not always permit
with ease and accuracy. Sentence total control in the expression of
structures are varied, well meaning.
controlled and sophisticated.
A variety of sentence structures
may be used but complex sentences
may be awkward or inaccurate.
There may be an overuse of simple
sentences, making the writing
choppy or stilted in places.

Presentation Clearly laid out, and proofread with Only occasional presentational
careful attention to spelling, issues are noticeable such as unclear
punctuation and referencing handwriting, spelling mistakes,
conventions. faulty punctuation and inaccurate or
absence of referencing.

64 Student Handbook
 C range D range

The content is generally relevant but is The content is limited and/or partially
limited in scope, vague or repetitive. irrelevant. There may be evidence of
memorized and overgeneralized content
which does not always focus on the topic.

Some parts of the text are not well The text is poorly organized throughout.
organized and/or developed. A thesis The thesis sentence may be missing or so
statement can be identified but it may be poorly constructed that it is difficult to
poorly formulated and might not always connect to the rest of the essay.
relate to the topic sentences and Ÿ Paragraphing may be completely
supporting ideas. missing or illogical, making it difficult to
Ÿ Paragraphing may not be sufficiently link the flow
used and it may be difficult to Ÿ of ideas or separate the main points
distinguish the body paragraphs from from the supporting details. Linking
the introduction and conclusion. words and other cohesive devices are
Ÿ Transitions from one idea to another may missing or almost always incorrectly
be abrupt and not always logical. Linking used.
words and other cohesive devices may be
incorrectly used or missing.

Although the whole text can be Frequent grammatical errors make it

understood, grammatical errors may be difficult for the reader to understand the
quite noticeable and cause some text. Some sentences may be totally
difficulty for the reader. garbled and unintelligible.
Grammar and vocabulary are generally Vocabulary is limited or used repetitively
appropriate to the task but expression and there may be frequent errors in word
maybe limited by restricted range of choices. Sometimes the meaning is lost
vocabulary, dependence on simple due to use of words without proper
sentences and/or errors in complex understanding of connotation or context.
sentences.

Some presentational issues are noticeable. Writing is marred by frequent

These may be unclear handwriting, presentational issues such as unclear
spelling mistakes, faulty punctuation, handwriting, spelling mistakes, faulty
inaccurate or absence of referencing and punctuation, inaccurate or absence of
inappropriate layout. referencing and inappropriate layout.

Student Handbook 65