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English syllabus

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May, 2024

FOUR-YEAR UNDER GRADUATE COURSE

(FYUG)

(Under National Education Policy-2020)

ENGLISH

North-Eastern Hill University

Shillong

Date of approval in Academic council – 02.06.2023 and 30.05.2024

May, 2024

Preface

English literature in India has emerged as one of the most sought after disciplines primarily
because of its interdisciplinarity, which has opened up new fields of inquiry and research cutting
across Humanities and Social Sciences. The FYUG English curriculum under the NEP 2020 has
been structured by blending the epistemological and empirical pursuits in literary studies, which
would expose students to critical theoretical frameworks and concepts for understanding literary
dynamics and simultaneously allow them to explore how such concepts could be applied
creatively through various narrative, performative and communicative modes.The attempt was
made to provide the students with a comprehensive course on literaturecomprising the canonical
texts from the British literature, American literature and the World literature, the course also
includes Indian literary texts from the classical to modern both in translations and in original
English. The course also includes emerging areas of literary studies like Asian Literary cultures,
Decolonial Studies, Gender Studies and the like. The syllabus is a balanced combination of
literary theory, soft skills such as English language Proficiency, criticalreading and writing skills
and study of various literary genres. Emphasis has also been laid on interdisciplinary fields such
as Folk and Popular literature, Translation and Semiotics and Stylistics.

There are a total of fifteen compulsory core courses that students are required to take
across six semesters in the for three years of the programme. The question paper shall be prepared
as per university guidelines. Out of 100 marks in each course, 75 marks will be assessed in the
end semester examination and 25 marks will be carried from the sessional assessments. In the end
semester examination there will be two questions from each unit and the students have to answer
at least one question from each unit.

Programme Outcomes

The undergraduate programme in English aims to:

1. Equip students for applying critical frameworks to analyze the linguistic, cultural and
historical background of texts written in English.

2. To familiar students with the conventions of academic writing and critical reading, and to
acquaint students with the terminologies in literary studies.

3. To inculcate research aptitude and develop analytical skills to critically read and appreciate
diverse textual genres.

4. To expose students to interdisciplinary fields such as folk and popular literatures to

understand the relationship between literature and culture.
May, 2024

FYUG Course Structure

Course Course Title Total Credit Hours Total
Code Contact
Theory Practical Total Hours

SEMESTER I
ENG: 100 (Major) 4 - 4 60
ENG: 100 (Minor) 4 - 4 60
MDC: 117 Any of the available course as notified by 3 - 3 45
the University from time to time
AEC: Any of the available course as notified by 3 - 3 45
120…..129 the University from time to time
SEC :131 Any of the available course as notified by - - 3 45-90
the University from time to time
VAC : Any of the available course as notified by 3 - 3 45
140….149 the University from time to time
20
SEMESTER II
ENG: 150 (Major) 4 - 4 60
ENG: 150 (Minor) 4 - 4 60
MDC: 165 Any of the available course as notified by 3 - 3 45
the University from time to time
AEC : Any of the available course as notified by 3 - 3 45
170…179 the University from time to time
SEC: 182 Any of the available course as notified by - - 3 45-90
the University from time to time
VAC: Any of the available course as notified by 3 - 3 45
190…..199 the University from time to time
20

SEMESTER III
ENG: 200 British Fiction (19th and 20th Century) 4 - 4 60

ENG: 201 British Drama (16th Century to the Present) 4 - 4 60

MDC:210 Any of the available course as notified by 3 - 3 45
the University from time to time
AEC:220 AEC: 220: Critical Reading / 2 - 2 30
…229 AEC: 221: Academic Writing Skills
(Commerce & Management)/
AEC: 221: Academic Writing Skills (Arts)/
SEC:230 SEC:230: Introduction to Translation/ 3 - 3 45
…239 SEC:231: English Language Education
(ELE)
VTC: Any of the available course as notified by 1 3 4 105
240 ….249 the University from time to time
20
May, 2024

SEMESTER IV
ENG: 250 British Prose 4 - 4 60
ENG: 251 European classical Literature 4 - 4 60
ENG:252 Classical Literature Criticism 4 - 4 60
ENG: 253 Introduction to General Linguistics & 4 - 4 60
Phonetics
VTC: Any of the available course as notified by 1 3 4 105
260…..269 the University from time to time

20
SEMESTER V
ENG:300 Classical Indian Literature 4 - 4 60
ENG:301 Contemporary Literary Theory & Criticism-I 4 - 4 60
ENG: 302 Indian Writings in English 4 - 4 60
ENG: 302 Indian Writings in English (Minor) 4 - 4 60
ENG 303 Internship/Apprentice/ Community 4 120
Engagement and Service field-based
learning or minor project
20
SEMESTER VI
ENG: 350 American Literature-I 4 - 4 60
ENG: 351 World Literature 4 - 4 60
ENG: 352 Literature from North-East India/ Folk 4 - 4 60
Literature
ENG: 353 ENG:353.1 Popular Literature/ 4 - 4 60
ENG:353.2 Gender Studies/
ENG:353.3 Semiotics & Stylistics
VTC: Any of the available course as notified by 1 3 4 105
360….369 the University from time to time
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English Syllabi
ENG 200-455

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THIRD SEMESTER

ENG 200

British Fiction (19th century to 20th century)

Total Credit 4/ Total Marks 100

Introduction

This course is designed to familiarise students with the relatively new cultural form of the
novel, and the manner in which it represented and responded to the contemporary features of
social life in Britain during the nineteenth and twentieth century. The former was a period of
drastic historical change in which modern institutions such as secularization, innovation in
psychology, establishment of mass culture, among others, were consolidated. The latter, on the
other hand, marked a period of transition during which the novel underwent radical changes in
form in the hands of its best practitioners. The changes were not related to literary tradition and
technique alone, but were psychological, sociological, epistemological and cosmological that
radically transformed the novel as an art form. The course includes seven representative texts
for non-detailed critical study. Hence, there is no reference to context question in this course.

Course Objectives

 To enable students to identify major shifts in the representation of socio-cultural

phenomena.
 To train students to critically engage with narrative strategies and fictional forms.
 To familiarize students with ideas such as race, gender and class contestation in
selected texts.

Learning Outcomes
 The study of 19th and 20th century British Fiction will enable learners to gain a
sophisticated comprehension of the period and the authors‟ response through their
writings.

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 The course will enable students to develop their critical thinking abilities, interpretation
of complex themes, cultural nuances, narrative styles and contemporary techniques.
 The course will enable the students to reflect on the interplay of literature and history,
thereby identifying the relevance and social impact of the various literary movements
of the age and their representation in the novel.

UNIT I
Jane Austen: Emma
Charlotte Bronte: Jane Eyre

UNIT II
Charles Dickens: Hard Times
Thomas Hardy: Wessex Tales [Selections: “The Distracted Preacher” & “The Three
Strangers”]
UNIT III
James Joyce: Dubliners [Selections]: “The Sisters”, “An Encounter”, “Eveline”,
“The Dead”
George Orwell: 1984

UNIT IV
J.G. Farrell: The Siege of Krishnapur

Suggested Reading
1. Abbot, R., Bell, C. James Joyce: A Beginner‟s Guide. Hodder & Stoughton
Education, London, 2001.
2. Binns, Ronald. J.G. Farrell: Contemporary Writers. Methuen, London, 1986.
3. Bloom, Harold. (Ed.). Charlotte Brontë‟s Jane Eyre. Viva Books Private Limited:
India, 2007.
4. Crane, Ralph and Jennifer Livett. Troubled Pleasures: The Fiction of JG Farell. Four
Courts, 1997.
5. Gissing, G. Charles Dickens: A Critical Study, Blackmax Online, 2011.
6. King, Jeannette. Jane Eyre: Open Guides to Literature. Viva Books Private Limited.
India, 2003.
7. Johnson, Claudia L. Jane Austen's Cults and Cultures. United Kingdom, University of
Chicago Press, 2014.

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8. Hermann, Lea. Thomas Hardy's Wessex. United States, Hard Press, 2013.
9. Margaret Smith. Charlotte Bronte: Selected Letters. OUP, Oxford, 2007.
10. Ray, Martin. Thomas Hardy: A Textual Study of the Short Stories. Routledge,
Abingdon, 1997.

THIRD SEMESTER
ENG 201
British Drama (16th Century to the Present)
(Total Credits – 4/ Total Marks – 100)

Introduction

The course traces the development of drama from the Elizabethan age to the post-war era of
the twentieth century. It introduces drama as a literary as well as dramatic genre with due
emphasis on dramatic elements (like plot, structure, etc.). The course also aims to give students
an understanding of the major dramatic works with a sense of their historical and cultural
context and the techniques that inform them. The texts with asterisks are meant for detailed
study.

Course Objectives
 To trace the development of drama from the Elizabethan age to the post-war era of the
twentieth century.
 To introduce drama as a literary / dramatic genre with due emphasis on dramatic
elements (like plot, structure, etc.).

Learning Outcomes
The outcome provides students with
 An understanding of the major dramatic works
 A sense of the historical and cultural contexts of the plays

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 The comprehension of the techniques that inform these plays.

UNIT I
William Shakespeare: Henry V*

UNIT II
John Webster: The Duchess of Malfi

UNIT III
John Dryden: All for Love
George Bernard Shaw: Pygmalion

UNIT IV
T. S. Eliot: The Family Reunion
John Osborne: Look Back in Anger*

Suggested Readings:
1. Bevis, Richard W. English Drama: Restoration & Eighteenth Century, 1660-1789.
(Longman Literature in English Series). London & New York: Longman, 1988.
2. Branmuller, A.R. & M. Hattaway eds. The Cambridge Companion to English
Renaissance Drama. Cambridge: CUP, 1990, 2003(2nd edition).
3. Brooks, C. & R.B. Heilman. Understanding Drama. N.Y: Holt, Reinhart & Winston,
2000 (Indian Edition).
4. Dobson, Michael, and Stanley Wells, Eds. The Oxford Companion to Shakespeare.
Oxford: Oxford University Press, 2001, 2015 (2nd edition).
5. Innes, Christopher. Modern British Drama. 1890 – 1990. Cambridge: CUP, 1992.
6. ---. Ed. The Cambridge Companion to George Bernard Shaw. Cambridge: CUP, 1998.
7. Leggatt, Alexander. English Drama: Shakespeare to the Restoration 1590-1660
(Longman Literature in English Series). London & New York: Longman, 1988.
McMillan, S.
8. Restoration and Eighteenth Century Comedy. 2nd edition. NY & London: W.W. Norton
& Co., 1997.
9. Owen, Susan J. The Cambridge Companion to Restoration Drama. Oxford: Blackwell
Publishing, 2008.
10. Rabey, David Ian. English Drama Since 1940. (Longman Literature in English
Series). London: Longman, 2003.
11. Tillyard, EMW. Shakespeare‟s History Plays. Pengion, 10970.
12. Casebook Series (Macmillan) on all prescribed authors / texts recommended.

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FOURTH SEMESTER
ENG 250
British Prose
(Total Credits – 4/ Total Marks – 100)
Introduction

This course is intended to guide students in reading British prose from the sixteenth to the
twentieth century through a selection of well-known prose writers. The units cover early prose
writers like Bacon, Addison and Steele to modernist writers like Lawrence and Russell while
covering Romantic essayists (Lamb, Hazlitt and Chesterton) and feminist writers (Mary
Wollstonecraft and Virginia Woolf). This selection would allow students to familiarise
themselves with multiple perspectives, themes and styles within the genre.

Course Objectives
 To familiarise students with prose writing.
 To equip them to understand the cultural, political and historical contexts.
 To encourage students to engage with the many representative writers.
 To acquaint students with the different styles and subjects of prose writing.

Learning Outcomes
 This course will help students to identify different styles and themes in prose writing.
The course will allow them to see how prose writing can become the vehicle of self-
expression and expression of myriad associated socio-political issues.
 Students will develop their critical thinking and analysis skills by closely reading and
analysing these texts.
 Further, the students will develop interests in British literary and socio-political
movements and their impact on our contemporary thought and imagination.

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UNIT I
Francis Bacon: Essay 32 “Of Discourse”, Essay 46 “Of Gardens”, Essay 50 “Of
Studies”.
Joseph Addison: “Pleasures of Imagination”
Richard Steele: “The Character of Will Wimble”

UNIT II
Mary Wollstonecraft: “Human Rights and the Duties They Involve”
Charles Lamb: “My Relations”
William Hazlitt: “On Going a Journey”

UNIT III
G. K. Chesterton: “A Defence of Detective Stories”
Virginia Woolf: “Professions for Women”

UNIT IV
D. H. Lawrence: “The Spirit of Place”
Bertrand Russell: “A Free Man‟s Worship”

Suggested Reading
1. Addison, Joseph. „Pleasures of Imagination‟. Spectator, No. 411, June 1712.
2. Bacon, Francis. The Essays. Penguin Classics, 1985.
3. Chesterton, G. K. The Defendant. The Project Gutenberg, 2004.
4. Humphreys, Arthur Raleigh. Steele, Addison, and Their Periodical Essays. British
Council, 1959.
5. Lamb, Charles. The Essays of Elia: Classic Articles on English Culture, Religion,
History and Society in the early 1800s. Pantianos Classics, 1915.
6. Lawrence, D. H. Studies in Classic American Literature (Chapter 1). Thomas Seltzer,
1923.
7. Morrison, Robert (ed.). The Oxford Handbook of British Romantic Prose. OUP, 2024.
8. Russell, Bertrand. Bertrand Russell‟s Best. Routledge, 2009.
9. Seckel, Al (ed.). Bertrand Russell on God and Religion. Prometheus Books, 1986.
10. Steele, Richard. „The Character of Will Wimble‟. Spectator, July 4, 1711.
11. Wollstonecraft, Mary. A Vindication of the Rights of Woman (Chapter 1). T. Fisher
Unwin, 1891.
12. Woolf, Virginia. A Room of One‟s Own and Three Guineas. Penguin Classics, 2019.

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FOURTH SEMESTER
ENG 251
European Classical Literature
(Total Credits – 4/ Total Marks – 100)
Introduction

The course aims at familiarising the students with European classical literature belonging to
the Greco-Roman antiquity. The texts as well as the genres covered in this course have had
considerable influences on the subsequent development of world literature. The course is
designed to impart the knowledge of these influential classical texts to the students of English
literature.

Course objectives:
 To introduce the basic idea of European Classical literature.
 To familiarise the students with the masterpieces of European classical texts.
 To impart the knowledge of the various myths and legends belonging to the Greco-
Roman antiquity.
 To enhance their comprehensive understanding of the classical genres hailing from
Europe.

Learning outcomes:
 By the end of the semester the students are expected to have fair knowledge about the
European classics and their profound influences on subsequent literature.
 They will acquire the knowledge of the myths of Greece and Rome, which can
enhance their comprehension of the references commonly cited in English literature.
 Additionally, the students will have the knowledge about the forms of the genres,
epic, ode, narrative poetry, satire, sonnet, tragedy and comedy.

UNIT I
Homer: The Odyssey (Selections: “Calypso”, “Nausicaa”, “The Palace of Alcinous”,

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“The Phaeacian Games”, “The Cyclops”, “Circe”)

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UNIT II
Sappho: “Drapple-throned Aphrodite”
Ovid: Metamorphoses, Book 3, from line 339 to 510 (“Narcissus and Echo”)
Horace: “Book II: Ode XIV”
Dante Alighieri: “My Lady” (Sonnet)
Francesco Petrarch: Sonnet 131 (“I‟d Sing of Love in Such a Novel Fashion”)

UNIT III
Sophocles: Oedipus Rex (Oedipus the King)

UNIT IV
Aristophanes: “Frogs”

Suggested Readings:
1. Alighieri, Dante. Francesco Petrarch. Dante, Petrarch and Camoens: CXXIV Sonnets.
Legare Street Press, 2023.
2. Aristophanes. Frogs in Greek Drama. Edited by Moses Hadas. Bantam Books, 2006.
3. Bullfinch, Thomas. Golden Age of Myth and Legend. Wordsworth Edition Ltd., 1998.
4. Hadas, Moses. Greek Drama. Bantam Books, 2006.
5. Homer. The Odyssey. Translated by E.V. Rieu, Revised translation by D.C.H. Rieu.
Penguin Classics, 2002.
6. Horace. Horace: Satires and Epistles and Persius. Translated by Niall Rudd. Penguin,
2005.
7. . The Complete Odes and Satires of Horace. Princeton University
Press, 1999.
8. Lucas, F.L. Tragedy: Serious drama in relation to Aristotle‟s Poetics. A.I.T.B.S.
Publishers, 2003.
9. Kitto, H.D.F. The Greeks. Penguin Books, 1991.
10. Lucas, F.L. Tragedy: Serious drama in relation to Aristotle‟s Poetics. A.I.T.B.S.
Publishers, 2003.
11. Martin, Charles. Metamorphoses: A Norton Critical Edition. W. W. Norton and
Company, 2010.
12. Ovid. Metamorphoses: A New Verse Translation. Translated by David Raeburn,
Introduction Denis Feeney, Penguin Classics, 2004.
13. Petrarch, Francesco. The Sonnets of Petrarch. Illustrated by Aldo Salvadori. The
Heritage Press, 1966.
14. Sophocles. Antigone, Oedipus the King and Electra. Translated by H.D.F. Kitto.
Oxford University Press. 2008.
15. . The Three Theban Plays. Translated by Robert Fagles. Penguin, 1982.
16. Wilson, Emily. The Odyssey: A Norton Critical Edition. W. W. Norton and
Company, 2020.

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FOURTH SEMESTER
ENG 252
Literary Theory and Criticism
(From the Classical to the Romantic Period)
(Total Credits – 4/ Total Marks – 100)

Course Objectives:
The course intends to provide a critical understanding of the origins, developments and trends
in literary theory and criticism from the classical period of Plato, Aristotle, Longinus and
Horace to the neoclassical and Romantic periods of English criticism. It addresses crucial
issues, ideas and debates concerning poetry and creative literature.

Learning Outcomes
The course will:
 Acquaint students with the nature, function, language, subject matter and other
aspects of poetry and creative literature.
 Develop effective and informed approaches to interpreting literary texts.

UNIT I
Plato: “Poetry and Education” from The Republic, Book III
Aristotle: “On Tragedy” from Poetics

UNIT II
Longinus: “The Nature and Sources of the Sublime” from Longinus on the Sublime
Horace: “Observations on Drama” from Ars Poetica

UNIT III
Philip Sidney: “The Chief Objections to Poetry” from An Apology for Poetry
John Dryden: “Ancient versus Modern Drama” from An Essay of Dramatic Poesy

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UNIT IV
Samuel Johnson: “Preface to Shakespeare”
Samuel Taylor Coleridge: “The Language of Metrical Composition” from Biographia
Literaria, Chapter XVIII

Suggested Readings
1. Adams, Hazard. Critical Theory Since Plato (3rd Edition). N. p.: Heinle & Heinle, 2005.
2. Daiches, David. Critical Approaches to Literature. Orient Longman, 1956.
3. Enright, D. J. and E. D. Chickera, eds. English Critical Texts. Oxford University Press,
2002.
4. Groden, Michael, Martin Kreiswirth, and Imre Szeman, ed. The Johns Hopkins Guide
to Literary Theory and Criticism, Second Edition. Johns Hopkins University Press,
2004.
5. Habib, M.A.R. A History of Literary Criticism and Theory: From Plato to the Present.
Blackwell Publishing, 2007.
6. Halmi, Nicholas, The Genealogy of the Romantic Symbol. OUP, 2007.
7. Lodge David, Wood, Nigel, Modern Criticism and Theory: A Reader. Pearson
Education, 2007.
8. Lodge, David ed. 20th Century Literary Criticism. London, 1975.
9. Rajan, B. and A. G. George. Makers of Literary Criticism. Vol I. Asia Publishing
House, 1966.
10. Ramaswami, S. and V. S. Seturaman, eds. The English Critical Tradition. Vol. I.
Macmillan India Limited, 1986
11. Rice, Philip and Patricia Waugh, eds. Modern Literary Theory: A Reader.
Bloomsbury, 1992
12. Russell, D. A. and M. Bottom, eds. Ancient Literary Criticism. Oxford University
Press, 1972.
13. Wellek, Rene. A History of Modern Criticism: 1750-1950. Vol I. Yale University
Press, 1955.
14. Wimsatt, W. K. and C. Brooks. Literary Criticism: A Short History. Oxford & IBH
Publishing Co., 1970.

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FOURTH SEMESTER
ENG 253
Introduction to General Linguistics and Phonetics
(Total Credits – 4/ Total Marks – 100)

Introduction
The paper aims to provide learners with an understanding of the basic concepts of Linguistics
and Phonetics. It will provide an overview in the field of linguistics.

Course Objective
 This paper aims to provide learners with the background on the basic concepts of
Linguistics the basic understanding of the terminologies of Phonetics.

Learning Outcome
 The learners are expected to have a basic understanding of the basic concepts of
language and Linguistics understand the importance of Phonetics in language

UNIT I
Introduction to Language: Definition of Language; Language as a Means of Communication;
Human and Non-human Communication; Design Features of Language; Spoken Language vs
Written Language; Writing Systems.

UNIT II
Linguistics: Definition of Linguistics; Linguistics as a science; Scope and Branches of
Linguistics.

UNIT III
Basic concepts in Phonetics: Definition of Phonetics; Branches of Phonetics; Vocal Organs
of Speech; Classification of sounds; Place of Articulation; Manner of Articulation; Description
of Speech Sounds; Place of Articulation; Manner of Articulation

UNIT IV
Practical: International Phonetic Alphabet (IPA); Phonetic transcription.

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Essential Readings:
1. Hockett, C. F.1958. A Course in Modern Linguistics. New York: Macmillan.
2. Lyons, J. 1981. Language and Linguistics. Cambridge: Cambridge University Press.
Syal, P.& Jindal, D.V. 2009. An Introduction to Linguistics PHI Learning Pvt Ltd. New
Delhi.
3. Plag, I., Braun, M., Arndtlappe, S., & Schramm, M. 2015. Introduction to English
4. Linguistics (Mouton Textbook) (3rd ed.). De Gruyter Mouton.
5. Genetti, C. 2018. How Languages Work: An Introduction to Language and Linguistics
(2nd ed.). Cambridge University Press.

Suggested Readings:
1. Akmajian, A. Richard, A., Demers, Ann K., Farmer and Robert, M., Harnish. 1996.
Linguistics: An Introduction to Language and Communication. New Delhi: Prentice-
Hall of India Pvt. Ltd.
2. Fromkin, V and Rodman, R. 1993. An Introduction to Language. New York: Harcourt
Brace College Publisher.

FIFTH SEMESTER
ENG 300
Indian Classical Literature
(Total Credits – 4/Total Marks – 100)

Introduction
This course explores the foundational Indian classical texts that shaped the rich tapestry of
India‟s literary legacy. The course aims to provide students with a comprehensive exposure to
the Indian classical literature across genre including epic narratives, drama and fables all
offering unique perspectives on human experience in general and the Indian literary context in
particular.

Course Objectives
 To familiarise students with the artistic expressions and spiritual underpinnings of
ancient India through the study of the classical literary masterpieces of India.
 To help students develop their understanding of the classical Indian poetics through
their reading of the literary texts and the related critical discourses.

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 To facilitate comparative analysis between Classical Indian Literature and other literary
traditions encountered in English Literature Studies.

Learning Outcomes
 The students will develop an understanding of Indian mythology, philosophy and its
storytelling traditions.
 This course will also broaden the horizons of and perspectives within the English
Literature Studies offering insights into one of the oldest literary traditions of the world.

UNIT I
Vyasa: The Mahabharata, “The Dicing” and “The Sequel to Dicing”, “The Book of the
Assembly Hall”, “The Temptations of Karna” ( From The Mahabharata
translated by J.A.B. Van Buttenen)

UNIT II
Ilanko Adigal: Chillapatikaram: The Tale of an Anklet – “The Book of Vanci”. Tr. R.
Parthasarathy)

UNIT III
Bhasa: Urubhangam (Tr. A.N.D. Haksar The Shattered Thigh)
Kalidasa: Abhijnana Shakuntalam (Tr, Vinay Dharwadkar, The Recognition of
Shakuntala)

UNIT IV
Katha Sarit agar by Somadeva
Selections:
“Uptakes and her Suitors”,
“The Story of the Ascetic who conquered Anger” in (Book1) and (Book VI)

Jataka Tales
Selections:
“The Hair - Standing - on - end Story” (Lomahansa Jataka),

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“The Kusa Grass Story” (Kusani Jataka in Volume-I)

Panchatantra by Vishnu Sharma

Selections:
“The Lion Makers” (Book1)
“The Blue Jackal” (Book 1)

Eunice De Souza: “Tell Me”, “It‟s Time to Find a Place”

Suggested Readings:
1. Iyengar, K.R. Srinivas. Indian Writing in English. New Delhi: Sterling, 1984.
2. King, Bruce. Modern Indian Poetry in English. 2nd ed. New Delhi: OUP, 2001.
3. Lall, E. N. The Poetry of Encounter: Three Indo-Anglian Poets (Dom Moraes, AK
Ramanujan and Nissim Ezekiel). New Delhi: Sterling Publishers, 1983.
4. Mehrotra, A.K. A History of Indian Literature in English. New York: Columbia
University Press, 2003.
5. Mukherjee, Meenakshi. The Twice Born Fiction: Themes and Techniques of the
Indian Novel in English. New Delhi: Pencraft International, 2001.
6. Mukherjee, Meenakshi. The Perishable Empire: Essays in Indian Writing in English.
New Delhi: OUP. 2002.
7. Naik, M.K. A History of Indian English Literature. New Delhi: Sahitya Akademi,
1982.
8. Shahane, Vasant A. & M. Sivaramakrishna eds. Indian Poetry in English: A
Assessment. Delhi: Macmillan, 1980.
9. Saxena, Akshya. Vernacular English: Reading the Anglophone in Postcolonial India
Princeton: Princeton University Press, 2022.

SIXTH SEMESTER
ENG 350
American Literature-I
(Total Credits – 4/ Total Marks – 100)
Introduction

This course provides an in-depth exploration of significant American texts across a variety of
genres and historical periods. The course is designed to engage students with influential texts
that have significantly shaped American literature and culture. More than just an analysis of
literary form, it also offers a deep dive into the historical, cultural, and thematic contexts of
these works, equipping students with a comprehensive understanding of the American literary
canon.
Course Objectives
 The course is designed to help students will develop their analytical and critical

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thinking skills by examining the themes, structure, language, and style of these texts.

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 The course also emphasizes to touch upon the key issues of America such as societal
and cultural values, including themes of national identity, diversity, oppression, and
freedom.
 Through this course, the students will gain a deeper understanding of the diverse voices
that contribute to American literature and its ongoing evolution.

Learning Outcomes
 In this course, students will develop the ability to critically analyse American literary
works, exploring their themes, styles, and historical contexts.
 They will also learn to appreciate the diversity of voices within American literature,
recognizing contributions from various cultural, ethnic, and gender perspectives.
 Furthermore, students will explore the role of literature in addressing issues of
oppression and freedom and understand how literary works both reflect and influence
shifts in American cultural and societal identities.

UNIT I
Ralph Waldo Emerson: “Self-Reliance”
Edgar Allan Poe: "The Fall of the House of Usher"
Frederick Douglas: Narrative of the Life of Frederick Douglas

UNIT II
Mark Twain: The Adventures of Huckleberry Finn
F. Scott Fitzgerald: The Great Gatsby

UNIT III
Walt Whitman: "Out of the Cradle Endlessly Rocking", "I Sing the Body Electric"
Sylvia Plath: "Lady Lazarus", "Daddy"
Langston Hughes: "I, Too", "Harlem"
Louise Erdrich: "Captivity", "Dear John Wayne"

UNIT IV
Arthur Miller: “Death of a Salesman”

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Suggested Reading
1. Baym, Nina, Ed. The Norton Anthology of American Literature. New York: W.W.
Norton & Company, 2007.
2. Gates, Henry Loius. The Norton Anthology of African American Literature. New
York: W.W. Norton & Company, 2004.
3. Bloom, Harold, ed. Ralph Waldo Emerson (Bloom‟s Modern Critical Views). New
York: Infobase Publishing, 2007.
4. Myerson, Joel. A Historical Guide to Ralph Waldo Emerson. New York: Oxford
University Press, 2000.
5. Carlson, Eric Walter. A Companion to Poe Studies. Westport: Greenwood Press,
1996.
6. Gray, Richard. A History of American Literature. West Sussex: Blackwell, 2004.
7. Gura, Philip F. American Transcendentalism: A History. New York: Hill and Wang,
2007.
8. Hayes, Kevin J. The Cambridge Companion to Edgar Allan Poe. Cambridge:
Cambridge University Press, 2002.
9. Twain, Mark. The Adventures of Huckleberry Fin. New York: W. W. Norton &
Company, 1999.
10. Chadwick, Jocelyn A. The Jim Dilemma: Reading Race in Huckleberry Finn.
University Press of Mississippi, 1998.
11. Greenspan, Ezra Ed. The Cambridge Companion to Walt Whitman, Cambridge.
Cambridge University Press, 1995.
12. Gill, Jo. The Cambridge Companion to Sylvia Plath, Cambridge. Cambridge
University Press, 2006.
13. Tracy, Steven C. A Historical Guide to Langston Hughes. OUP USA, 2004.
14. Ruland, Richard, and Malcolm Bradbury. From Puritanism to Postmodernism: A
History of American Literature. New York: Penguin, 1992
15. Ashton, Jennifer. The Cambridge Companion to F. Scott Fitzgerald. Cambridge:
Cambridge University Press, 2006.
16. Bradbury, Malcolm. The Modern American Novel. Oxford: 1983.
17. Brater, Enoch. Arthur Miller‟s Global Theatre. University of Michigan Press, 2007.
18. Krassner, David. American Drama 1945-2000. Blackwell 2006.
19. Swann, Brian ed. Recovering the Word. Essay on Native American Literature.
University of California Press, 1987.

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SIXTH SEMESTER
ENG 351
World Literature
(Total Credits – 4/ Total Marks – 100)

Introduction

The course is designed to introduce students to some of the significant works of world literature
(poems, fictions and plays) with special emphasis on the history of ideas and the ways in which
they reflect cultural and aesthetic values. The students will be made aware of the relationship
between literature, culture, and society; and also the intersections of literature and literary
production with history and politics.

Course Objectives
 To explore literary and cultural traditions across the world.
 To familiarise the students with the theoretical dimensions of world literature, its
assertions as well as contestations against it.
 To acquaint students with the intellectual and literary development in world history.
 To engage with global cultures while remaining rooted and situated in their specific,
local contexts
 To develop critical thinking, cultural sensitivity and ethical awareness in students.

Learning Outcomes
On successful completion of the course, the student should be able to understand the scope and
variety of works in literature within a global and local contexts; respond critically to works of
literature; develop methods and strategies for analyzing and interpreting texts; appreciate the
aesthetic principles that guide or govern literature and understand the influence of literature on
intercultural experiences and promote cross-cultural understandings.

UNIT I
The Epic of Gilgamesh (Tablet 11)

UNIT II
Charles Baudelaire: “Correspondences”, “Her Hair”

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Rainer Maria Rilke: “The Panther”, “Spanish Dancer”

Ghalib: “I‟ve made my home next door to you”, “My tongue begs for the power of speech”
Pablo Neruda: “Tonight I Can Write…”
Derek Walcott: “Names”

UNIT III
Nikolai Gogol: “The Overcoat”
Lu Xun: “Diary of a Madman”
Orhan Pamuk: “To Look Out the Window”
Gabriel García Márquez: “A Very Old man with Enormous Wings”

UNIT IV
Wole Soyinka: “Death and the King‟s Horseman”

[N.B: The following anthology contains most of the texts to be studied in class: The Norton
Anthology of World Literature. Eds. Martin Puchner, Shorter 4th Edition, Vol. 1 & 2, Norton,
2021.]

Suggested Reading
1. Anadolu-Okur, Nilgun. éd. Essays Interpreting the Writings of Novelist Orhan
Pamuk: The Turkish Winner of the Nobel Prize. 2009
2. Baugh E. Derek Walcott. Cambridge University Press; 2006.
3. Damrosch, David. Ed. World Literature in Theory. Chichester: John Wiley & Sons,
Ltd, 2014
4. D‟haen, Theo, David Damrosch, and Djelal Kadir eds. The Routledge Companion to
World Literature. New York: Routledge, 2012
5. Duran, Manuel and Margery Safir, Earth Tones: The Poetry of Pablo Neruda. 1981
6. Eze, Chielozona. Postcolonial Imaginations and Moral Representations in African
Literature and Culture, Lexington Books/Fortress Academic, 2011.
7. Gass, William H. Reading Rilke: Reflections on the Problems of Translation. 1999
8. Jeyifo, Biodun. Wole Soyinka: Politics, Poetics and Postcolonialit. 2004
9. Kang-i Sun Chang & Stephen Owen. The Cambridge History of Chinese Literature,
CUP, 2010
10. Lawall, Sarah, ed. Reading World Literature: Theory, History, Practice, University of
Texas Press, 2010
11. Martin, Walter. Charles Baudelaire: Complete Poems, 2002
12. Martin G. On „magical‟and social realism in García Márquez. In: McGuirk B, Cardwell
R, eds. Gabriel García Márquez: New Readings. Cambridge Iberian and Latin
American Studies. Cambridge University Press; 1987:95-116.
13. Russell, Ralph. Ghalib: The Poet and His Age. 1997

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SIXTH SEMESTER
ENG 352 A
Literature from North-East India
(Total Credits – 4/ Total Marks – 100)

Introduction
Literature from North-East India explores a plethora of themes ranging from rich oral cultures,
folk narratives to representation of socio-political actualities of the different states of the region.
The aim is not only to foreground a cross-section of writings produced in the eight states of the
Northeast, but also to capture the specificity that every context and site of production of a text
embodies. Through different genres, like poetry, novel, drama and short story, an attempt has
been made to understand the social, cultural and political workings of these states as well as to
foreground the varied life worlds and experiences.

Course Objectives
 To familiarise the students with a range of texts that exhibit the rich cultural diversity
of the North-East and also the uniqueness of oral lores, political tales, historical and
folk narratives of the region.
 To make the students understand the variegated ways of 'localising' and 'locating'
knowledge in the light of the texts included in the course.
 To facilitate a deeper exploration of the underlying nuances of poetry, fiction, drama
and short stories.
 To enable the students to compare myriad social settings, political realities, historical
projections and cultural representations of the eight states of the North-East.

Learning Outcomes
 This course would enhance the students' ability to think critically by making them adept
in analytical skills, diverse reading strategies, and vital patterns of comparative studies.
 This course would make the students navigate through different time periods and
historical settings, thus helping them understand the socio-political contours of the
region better.

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UNIT I
Easterine Kire: Don’t Run, My Love

UNIT II
Temsula Ao: The Boy Who Sold an Airfield
Mitra Phukan: The Reckoning
Prajwal Parajuly: A Father’s

UNIT III
Robin S. Ngangom: “When You Do Not Return” “Everywhere I Go”
Chandrakanta Murasingh: “The Stone Speaks in the Forest”, “O, Poor Hachukrai”
Mamang Dai: “An Obscure Place”, “The Oasis is a Memory of Rain”
Esther Syiem: “Just One More Field My Child”, “The Flower that Missed the
Dance”
Malsawmi Jacob: “The Songster‟s Lament”, “River‟s Song”

Unit IV
Kynpham S. Nongkynrih: Manik/
Arun Sarma: Sri Nibaran Bhattacharya

Suggested Reading
1. Ao, Temsula. Laburnum for My Head. Penguin, 2009.
2. Baruah, Sanjib. In the Name of the Nation: India and Its Northeast. Navayana, 2021.
3. Dai, Mamang. The White Shirts of Summer: New and Selected Poems. Speaking Tiger,
2023.
4. Gill, Preeti & Choudhury, Samrat, Eds. Insider Outsider: Belonging and Unbelonging
in Northeast India. Amaryllis, 2019.
5. Hazarika, Sanjoy. Strangers No More: New Narratives from India‟s Northeast. Aleph,
2018.
6. Jacob, Malsawmi. Four Gardens and Other Poems. New Delhi: Authors Press, 2017.
Misra, Tilottoma, Ed. The Oxford Anthology of Writings from North-East India: Poetry
and Essays. OUP, 2011.
7. , Ed. The Oxford Anthology of Writings from North-East India: Fiction.
OUP, 2011.
8. Murasingh, Chandrakanta. Memoirs of the Woods. Dhauli Books, 2018.
9. Ngangom, Robin S. and Kynpham S Nongkynrih, Eds. Dancing Earth: An Anthology
of Poetry from Northeast India. Penguin, 2009.
10. , Eds. An Anthology of Contemporary Poetry from the Northeast. NEHU
Press. 2003.

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11. Parajuly, Prajwal. The Gurkha‟s Daughter. Quercus, 2014.

12. Pathak, Namrata & Sarma, Dhurjjati, Eds. Performing Arun Sarma: Theatricality,
Transgression, Transformation. Cambridge Scholars, 2024.
13. Phukan, Mitra. A Full Night‟s Thievery. Speaking Tiger, 2016.
14. Sen, Geeti. Where the Sun Rises, When Shadows Fall: The North-east. OUP, 2006.
15. Zama, Margaret Ch., Ed. Emerging Literatures from Northeast India: Dynamics of
Culture, Society and Identity. Sage, 2013.

SIXTH SEMESTER
ENG 352 B
Folk Literature
(Total Credits – 4/ Total Marks – 100)

Introduction
The course proposes to introduce students to the basic concepts in Folklore and Folk Literature,
which constitute a vast corpus of myths, legends, stories, fables, fairy tales and folk drama. The
course will acquaint students with the processes through which cultural artefacts are committed
to written forms for the purpose of preserving oral traditions.

Course Objectives
 Provide students with an overview of folk literature and its associated approaches.
 Help the students identify the knowledge of “lore” through cultural contexts.
 Understand the roots and nature of Folk Literature and its analogical methods.

Learning Outcomes
 It will foster intercultural dialogue and allow students to explore interdisciplinary
connections.
 The course will also enhance the student‟s critical acumen and reflective thinking on
Folk Literature by offering insights into folkloric materials.

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UNIT I
Introduction to Folklore and Folk Literature
 Definition of Folklore and Folk Literature
 Origin and beginning of Folklore as a discipline: William J. Thoms, Melville J.
Herskovits, John L Miss, Charles Francis Potter, Stith Thompson
 Genres of Folk Literature: Folktales, Folk Songs, trickster tales, mythology, folk
drama etc.
 Relationship between Folklore and Literature
 H. R. Ellis Davidson: “Folklore and Literature” (1975)
*(Teachers may refer to the above essay for the prescribed topic)

UNIT II
Folktales
 “The Frog Prince” (retold by the Grimms Brothers)
 “A Flowering Tree” (retold by A.K Ramanujan in Folktales from India)
 “The Lost Manuscript” (retold by Kynpham Sing Nongkynrih in Around the Hearth:
Khasi Legends)

UNIT III
Myths and Legends
 “Sir Gawain and the Loathly Lady” (Retold by Robin Brockman)
 “A Flood of Myths and Stories” (Retold by Lennlee Keep)
 “The Legend of Raja Nala”(Retold by William Crooke and Pandit Ram Gharib
Chaube)

UNIT IV
Indian Folk Drama
 Habib Tanvir: The Living Tale of Hirma (Hirma Ki Amar Kahani) by Girish Karnad
Hayavadana

Suggested Readings:
1. Brockman, Robin. Myths and Legends from Around the World. Arcturus Publishing
Limited, 2002, pp. 101-124.

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2. Crooke, William and Pandit Ram Gharib Chaube. Folktales from Northern India.
ABC-CLIO, Inc., 2002. pp.21-22.
3. Grimm‟s Complete Fairy Tales. International Collectors Library, pp. 1-4.
http://www.archive.org/grimmscompletefa00grim.
4. Handoo, Jawaharlal. Folklore: An Introduction. Mysore Central Institute of Indian
Languages, 1989.
5. Keep, Lennlee. “A Flood of Myths and Stories” in Independent Lens in Beyond the
Films.
6. Accessed on 14th April, 2024. https://www.pbs.org/independentlens/blog/a-flood-of-
myths-and-stories/#:~:text=Buddhists%20have.
7. Leach, Maria (Ed.), Jerome Fried (Asst. Ed.). Standard Dictionary of Folklore,
Mythology, and Legend. Funk & Wagnells Publishing Company, 1972.
8. Sen, Soumen. 2004. Khasi-Jaintia Folklore: Context, Discourse, and History. National
Folklore Support Centre, 2004.

SIXTH SEMESTER
ENG 353-A
.1
Popular Literature
(Total Credits – 4/ Total Marks – 100)

Introduction
This course will establish a strong foundation for critically understanding Popular Literature.
By delving into the rich tapestry, diversity, and dynamism of this genre like Science Fiction,
Fantasy, Crime, Mystery and Graphic Novel, the course will help explore its cultural impact,
trace its historical and social roots, and examine its relationship to established literature. The
course will investigate into the potential of Popular Literature to serve as a valuable lens
through which to analyse contemporary society and the possibility of the genre gaining
canonical status in the future.

Course Objectives
 To teach students to interpret popular genre applying critical and theoretical
approaches.
 To learn how popular literature engages with canonical texts thus creating a dialogue
between past and present literary forms.

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 To enhance media literacy skills by analysing popular literature texts across varied
entertainment spectrum.

Learning Outcomes
This course will create a vibrant forum for thoughtful discourse by enabling an in- depth
understanding of the historical, societal, and political contexts that have shaped the
evolution of Popular Literature.

UNIT I
Leslie Fiedler: „Towards a Definition of Popular Literature‟
Christopher Pawling: „Popular Fiction: Ideology or Utopia?‟

UNIT II
Frank Herbert: Dune
J.R.R. Tolkien: The Hobbit

UNIT III
Agatha Christie: Death on the Nile
Satyajit Ray: Adventures of Feluda (“The Emperor‟s Ring”, “The Golden Fortress”)

UNIT IV
Marjani Satrapi: Persepolis (Part 1)
Alan Moore: V for Vendetta

Suggested Readings:
1. Berberich, Christine Ed. The Bloomsbury Introduction to Popular Fiction. Bloomsbury,
2017.
2. Cawelti, John. G. Adventure Mystery and Romance: Formula Stories as Art and Popular
Culture. University of Chicago Press, 1977.
3. Chris Reyns-Chikuma, and Houssem Ben Lazreg. “Marjane Satrapi and the Graphic
Novels from and about the Middle East.” Arab Studies Quarterly, vol. 39, no. 1, 2017,
pp. 758–75. JSTOR, https://doi.org/10.13169/arabstudquar.39.1.0758.
4. Christopher Pawling, „Popular Fiction: Ideology or Utopia?‟ Popular Fiction and Social
Change. London: Macmillan, 1984.
5. Das, Srijana Mitra. “The Missing Detectives of Delhi.” India International Centre
Quarterly, vol. 37, no. 1, 2010, pp. 40–51. JSTOR,
http://www.jstor.org/stable/23006454.

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[FOUR YEAR UNDER GRADUATE COURSE (FYUG): ENGLISH HONOURS] May 2024

6. Hescher, Achim. Reading Graphic Novels: Genre and Narration, Walter de Gruyter
GmbH, 2016. ProQuest Ebook Central,
https://ebookcentral.proquest.com/lib/inflibnet-ebooks/detail.action?docID=4793902.
7. J. Madison Davis. “Who Can Identify Byomkesh? The Mystery of the Missing Indian
Mysteries.” World Literature Today, vol. 91, no. 5, 2017, pp. 21–23. JSTOR,
https://doi.org/10.7588/worllitetoda.91.5.0021. Accessed 7 Apr. 2024.
8. Le Guin Ursula K. Language of the Night: Essays on Fantasy and Science Fiction.
Harper Collins, 1992.
9. Leslie Fiedler, „Towards a Definition of Popular Literature‟, in Super Culture:
American Popular Culture and Europe, ed. C.W.E. Bigsby. Ohio: Bowling Green
University Press, 1975.
10. Pugh,Tison. Understanding Agatha Christie, (Series) Understanding Contemporary
British Literature, University of South Carolina Press, Copyright Date 2023
https://www.jstor.org/stable/jj.6773401
11. Storey, John. Cultural Theory and Popular Culture: A Reader. Routledge, Taylor &
Francis, 2019.

SIXTH SEMESTER
ENG 353.2B
Gender in Literature
(Total Credits – 4/ Total Marks – 100)

Introduction
The course is designed to give students the opportunity to explore literary texts through the lens
of gender. As a wide-ranging course covering diverse perspectives on ideological productions,
it intends to enable students to critically analyse a range of literary forms such as essays, poetry,
plays, novels, short stories and autobiography. With its emphasis on identity construction,
sexuality and gender norms, this course aims to examine how these different aspects inform
authorship, reading, representation, and reception.

Course Objectives
 To equip the students with the ability to understand and engage with key concepts
within the field of gender and sexuality studies
 To train students to identify the role of literature in formulating experiences of gender
and sexuality.

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 To enable students to trace current and past attitudes toward different issues of gender
through literary representations, and to identify ways in which gender roles and sexual
codes are constructed, understood and performed.
 To inculcate in students the ability to challenge everyday formulations of gender and
understand how they inform our approaches, assumptions and biases about the „other‟.

Learning Outcomes
 On completion of this course, the students will be able to demonstrate knowledge of
core themes in gender studies and the central role of gender and sexuality in literary
works.
 The students will gain the ability to apply concepts of gender in analysing literary texts,
and express and convey ideas referring to these approaches.
 Further, students will be able to use literary representations to form critical perspectives
on power relations placing these in a wider social and cultural context.

UNIT I
Introduction to core concepts of Gender Studies - Gender and Sex, Sexuality, Feminisms,
Patriarchy, Masculinity, Queer identity, Intersectionality, LGBTQ+, Androcentrism,
Androgyny, Fetishism, Marginality, Voyeurism etc.
Annamarie Jagose: “Introduction” from Queer Theory: An Introduction
Chimamamda Ngozi Adichie: “We should all be Feminists”

UNIT II
Charlotte Perkins Gilman: “The Yellow Wall-Paper”
Ismat Chughtai: “Lihaaf”
Living Smile Vidya: I am Vidya

UNIT III
Audre Lorde: “Who said it was simple?”, “A litany for survival”
Vikram Seth: “Through love's great power”, “Unclaimed”

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[FOUR YEAR UNDER GRADUATE COURSE (FYUG): ENGLISH HONOURS] May 23, 2024

UNIT IV
Mahesh Dattani: Tara

Suggested Reading
1. Campbell, Jan. Arguing with the Phallus, Feminist, Queer and Postcolonial Theory: A
Psychoanalytic Contribution. Zed Books. 2000.
2. Gillis, Melissa J., Jacobs, Andrew T. Introduction to Women‟s and Gender Studies:
An Interdisciplinary Approach. Oxford University Press. 2017.
3. Goodman, Lizbeth. Literature and Gender. Routledge.1996.
4. Fuss, Diana, ed. Inside/Out: Lesbian Theories, Gay Theories. Routledge, 1991.
5. Jackson, Stevi , Scott, Sue. Gender: A Sociological Reader. Routledge. 2001.
6. Launus, Christie and Holly, Hassel. Threshold Concepts in Women‟s and Gender
Studies: Ways of Seeing, Thinking, and Knowing. Routledge. 2018.
7. Sedgwick, Eve Kosofsky. Epistemology of the Closet. Penguin. 1994.
8. Showalter, Elaine. Inventing Herself: Claiming a Feminist Intellectual Heritage.
Scribner. 2001.
9. Stryker, Susan. Transgender History. Seal Press. 2008.

SIXTH SEMESTER
ENG 353.3C
Semiotics and Stylistics
(Total Credits – 4/ Total Marks – 100)

Introduction
The paper aims to provide learners with an understanding of the basic concepts and an overview
in the field of linguistics. This paper will provide a general introduction to Semiotics and
Stylistics. It will focus primarily on a linguistic approach to Semiotics and Stylistics, focusing
on ways that language is used to signify meaning.

Course Objectives
 This paper aims to provide learners with the background on the basic concepts of
Semiotics and Stylistics the basic understanding of the linguistic approach to Semiotics
the notion of Stylistics and styles and its application.

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Learning Outcomes
 The learners are expected to have a basic understanding of the basic concepts of
Semiotics and Stylistics have basic knowledge of the approach to Semiotics understand
the importance of Stylistic Analysis and Literary Interpretation.

UNIT I
Semiotics: Definition of Semiotics; Sign Theory; signifier and signified: Nature of Linguistic
Sign; Linguistic Value; Basic Sign Theory; Types of Signs: Symbol; Icon; Index; visual; aural;
kinaesthetic signs; Sound as Meaning.

UNIT II
 Text Linguistics and Discourse Perspective: Discourse and Literature, Discourse
Grammar and Interaction, Discourse Semantics, Discourse and Context.
 The relationship of language to literature: Standard language Vs poetic language;
emotive Vs scientific language; speech Vs writing; creativity in language, connotative
Vs meta-language.

UNIT III
Stylistics and Style: Basic Concepts; Semiotics and stylistics; poetics and linguistics; style and
stylistics; style and register; linguistic function and style; Individual style, period style; style as
choice, style as deviation; The scope of stylistic study; The notion of language and literary
style; Figurative Language; Expressive Means and Stylistic Devices.

UNIT IV
Application of Stylistic Techniques: Stylistic Analysis and Literary Interpretation; poetic,
narrative and dramatic discourse; Text as grammar: structure and texture, cohesion and
coherence; semiotic aspects of a literary text; stylistics of discourse; levels of stylistic analysis:
phonological, lexical, syntactic and semantic; stylistic devices in literary texts.

Essential Readings:
1. Barth, W. D., Reber, Elizabeth, and Selting, M. (edt.). 2010. Prosody in Interaction.
Amsterdam: John Benjamins Publishing Company
2. Bradford, R. 1997. Stylistics. London and New York: Routledge

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3. Cobley, P. and Jansz, L. 2010. Introducing Semiotics: A Graphic Guide. London. Icon
Publisher.
4. Simpson, P. 2004. Stylistics: A resource book for students. London: Routledge
Publication.
5. Thomas, A. S. 2001. 2nd Edition. Signs: An Introduction to Semiotics. London:
University of Toronto Press.
6. Widdowson, H.G. 1992. Practical Stylistics. Oxford: Oxford University Press
Publisher: Notion Press

Suggested Readings:
1. Bax, S. 2011. Discourse and Genre: Analyzing Language in Context. New York:
Palgrave Macmillan
2. Birch, D. 1989. Language, Literature and Critical Practice: Ways of Analysing Texts.
London & New York: Routledge.
3. Devi, M.R, 2019 Stylistics and Discourse Analysis and A Contribution to Literature.
India: Notion Press Media Pvt Ltd (Paperback)
4. Leech, G. 1969. A Linguistic Guide to English Poetry. London: Longman
5. Leech, G. and Michael H. Short. 1981. Style in Fiction: A Linguistic Introduction to
English Fictional Prose. London: Longman

SEVENTH SEMESTER
ENG 400
Research Methodology
(Total Credits – 4/ Total Marks – 100)

Introduction
This paper would introduce students to basic methods and approaches to research in Literary
Studies. The emphasis would be on the use of literary tools for interpretation and production
of meanings. Students would be encouraged to engage in critical and close reading of texts,
leading to interdisciplinary research. Students would also be familiarized with critical literary
terms, different forms of research and ethical conduct involved in proposal and dissertation
writing.

Course Objectives
 To equip students with the basic principles of carrying research.

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 To provide a comprehensive orientation on academic research including recent

theoretical trends in literature.
 To help students develop research aptitudes and skill through theoretical and practical
engagements on research.

Learning Outcomes
 The course will help students understand the basic aspects associated with research.
 The course will make students aware of the fundamental features of research that
includes developing basic understanding on what is research, how to formulate research
proposals, carrying out research writing, developing critical perspectives and
methodologies.

UNIT I
 Definition and types of research
 Purpose of writing: Identification of a research problem and the choice of subject
 Types of research: Qualitative and Quantitative research
 Selecting sources.

UNIT II
 The Mechanics of Writing
 Literature survey
 Report writing
 Proposal writing
 Documentation
 Formatting and style
 Citation from different sources,
 Bibliography
 Research ethics.

UNIT III
 Trends and Approaches
 Critical Terms and Key Theoretical Trends in Literature

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UNIT IV
 Critical Reading and Writing
 Analysis of specimen research writings
 Practice writing research papers on various contemporary areas.

Suggested Readings:
1. Anderson, Jonathan, Millicent Poole (1994). Thesis and Assignment Writing.
Brisbane: John Wiley & Sons.(2nd Edition).
2. Altick, Richard D (1950/1987). The Scholar Adventurers. Columbus: Ohio State
University Press.
3. Altick, Richard D (1963/1992). The Art of Literary Research. London: WW. Norton.
4. Eliot, Simon and W.R. Owens (eds) (1998). A Handbook to Literary Research.
London: Routledge.
5. Griffin, Gabriele (ed.) (2005). Research Methods for English Studies. Jaipur: Rawat
6. Publications.
7. Philips, Louise and Marianne Jorgensen (eds) (2002). Discourse Analysis as Theory
and Method. London: SAGE.
8. Tanselle, Thomas G. (2002). Introduction to Scholarly Editing. Univ. of Virginia:Book
Arts Press.
9. Williams, Sadie (2003). Postgraduate Training in Research Methods: Current Practice
and Future Needs in English. London: English Subjects Centre, Royal Holloway
College.

SEVENTH SEMESTER
ENG 401
Indian Fiction in Translation
(Total Credits – 4/ Total Marks – 100)

Introduction
In recent years, Indian Fiction in Translation has emerged as an important category of literary
studies. The course aims at providing students an overall exposure to the contemporary modern
fiction in various languages of India. The course includes some of the significant works in
languages such as Assamese, Bengali, Hindi, Kannada etc. with the view to help students
develop deeper understanding and critical perspectives about the issues addressed by the works.

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UNIT I
Rabindranath Tagore: The Home and the World
Premchand: Godan

UNIT II
Fakir Mohan Senapati: Six Acres and a Third
U. R. Anantha Murthy: Samskara

UNIT III
Indira Goswami: Pages Stained with Blood
Baby Kamble: The Prisons We Broke

UNIT IV
Saadat Hasan Manto: “Toba Tek Singh”, “The Return (Open it)”, “A Tale of 1947”,
“Thanda Ghost”, “Dog of Tithwal”
M. T. Vasudhevan Nair: Naalukettu: the House around the Courtyard

Suggested Readings:
1. Ahmed, Aijaz. Indian Literature – Notes Towards a Definition of Category. London:
Verso, 1992.
2. Baral, K.C, D. Venkat Rao and Sura P. Rath. U.R. Anantha Murthy‟s Samskara: A
Critical Reader. New Delhi: Pencraft International, 2005.
3. Butalia, Urvashi and Ritu Menon, eds. In other words: new writing by Indian Women.
New Delhi: Kali for Women, 1992.
4. Collins, Michael. Empire, Nationalism and the Postcolonial World: Rabindranath
Tagore's Writings on History, Politics and Society. Edinburgh: Routledge, 2011.
5. Dutt, K C, et.al, eds. Encyclopedia of Indian Literature. New Delhi: Sahitya Akademi,
1992.
6. Flemming, Leslie A. Another Lonely Voice: The Urdu Short Stories of Saadat Manto.
Berkeley: University of California, 1979.
7. France, Peter, ed. The Oxford Guide to Literature in English Translation. London:
OUP, 2000.
8. Jalal, Ayesha. The Pity of Partition: Manto's Life, Times and Work Across the India –
Pakistan Divide. New Delhi: Harper India, 2013.
9. Kantak, V.Y. Perspectives on Indian Culture. New Delhi: Pencraft, 1996.
10. Krishnamurthy, M.G., ed. Modern Kannada Fiction: A Critical Anthology. Madison:
University of Wisconsin, 1967.
11. Kumar, Jainendra. Premchand: A Life in Letters. Agra: Y K Publishers, 1993.
12. Mukherjee, Meenakshi. Realism and Reality: The Novel and Society in India.
London: Oxford University Press, 1988.

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13. Nagendra, A. Emotive Basis of Literature. New Delhi: B R Publishing, 1985.

14. Pandey, Gyan. Remembering Partition. New York: Cambridge University Press,
2001.
15. Sarkar, Sumit. Modern India, 1885-1947. New York: St. Martin's Press, 1989.
16. Tagore, Rabindranath. Grain of Salt. New Delhi: Penguin, 2003.
17. Sharma, D., ed. Indian Fiction in Translation: Issues and Explorations. Guwahati: M
R Books, 2014.

SEVENTH SEMESTER
ENG 402
Asian Literary Cultures
(Total Credits – 4/ Total Marks – 100)

Introduction
The course seeks to acquaint the students with contemporary trends in Asian literary cultures
in English and English translation. The course includes fiction (novels and short stories),
memoir/ autobiography, poems and also a verse narrative. Texts from India, Pakistan,
Bangladesh, Afghanistan, Sri Lanka, Nepal, Myanmar, Vietnam, China and Japan figure in this
course. The socio-political conflicts, civil wars, partition, diasporic conditions and exploration
of human relationship with the environment in these works highlight the pivotal role of location
(real or imaginary) in our understanding of literary cultures. Location also gets linked with
postcoloniality, memory and identity; and the course, therefore, would address these issues as
well.

UNIT I
Sorraya Khan: Noor
Tahmima Anam: A Golden Age

UNIT II
Khaled Hosseini: The Kite Runner
Bao Ninh: The Sorrow of War

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UNIT III
Mo Yan: Change
Haruki Murakami: First Person Singular: Stories (Selections)

UNIT IV
Romesh Gunesekera: “A House in the Country”
Manjushree Thapa: “The European Fling”
Tin Moe: “New Pages”, “Oh What a Poet”
Kaiser Haq: “Ode on the Lungi”, “Poor Man Eating”

Suggested Readings:
1. Anwar, Waseem. Transcultural Humanities in South Asia: Critical Essays on Literature
and Culture. Routledge, 2022.
2. Bose, Sugata & Ayesha Jalal. Modern South Asia: History, Culture, Political Economy.
1998. OUP, 2004.
3. Breckenridge, Carol A. and Peter van der Veer (eds.). Orientalism and the Postcolonial
Predicament: Perspectives on South Asia. University of Pennsylvania Press, 1993.
4. Farmer, B.H. An Introduction to South Asia. Methuen, 1983.
5. Goscha, Christopher. The Penguin History of Modern Vietnam. Penguin, 2017.
6. Gunesekera, Romesh. Monkfish Moon. Granta, 1992.
7. Hettige, S. T. & Markus Mayer, eds. Sri Lanka at Crossroads: Dilemmas and
Prospects after 50 Years of Independence. Macmillan, 2000.
8. Karashima, David. Who We‟re Reading When We‟re Reading Murakami. Soft Skull
Press, 2020.
9. Pollock, Sheldon. Literary Cultures in History: Reconstructions from South Asia.
University of California Press, 2003.
10. Schendel, Willem Van. A History of Bangladesh. CUP, 2009.
11. Sujimoto, Yoshio (ed.). The Cambridge Companion to Modern Japanese Culture.
CUP, 2009.
12. Talbot, Ian. Pakistan: A Modern History. Cambridge, 2009.
13. Tanner, Stephen. Afghanistan: A Military History from Alexander the Great to the
War against the Taliban. 2002. Da Capo Press, 2009.
14. Thapa, Manjushree. The Lives We Have Lost: Essays and Opinions on Nepal.
Penguin, 2011.
15. Thapa, Manjushree. Tilled Earth: Stories. Penguin, 2007.
16. Wong, Mitali Pati & Syed Khwaja Moinul Hassan. The English Language Poetry of
South Asians: A Critical Study. North Carolina: McFarland & Co Inc., 2013.
17. Wood, Michael. The Story of China: A Portrait of a Civilisation and its People. Simon
& Schuster, 2020.

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SEVENTH SEMESTER
ENG 403
Contemporary Literary Theory and Criticism-II
(Total Credits – 4/ Total Marks – 100)

Introduction
The course aims to introduce students to the major contemporary literary trends, with particular
emphasis on twentieth-century literary theory and approaches such as Myth Criticism,
Psychoanalytic Criticism, Structuralism, Post-structuralism, Post-colonialism, Feminism/s and
Eco-criticism.

Course Objectives
 The course aims to develop a coherent critical context for studying literature, exposing
students to various philosophical and social perspectives on the questions - what is
literature, how it is produced and what is its purpose.

Learning Outcomes
 Show critical, reflective and analytical thinking through an examination of the verity
and validity of various ways of interpretation and analyses.
 Develop interdisciplinary research aptitude.

UNIT I
Carl Gustav Jung “Psychology and Literature” (1930)
Northrop Frye “Myth, Fiction, and Displacement” (1961)

UNIT II
Jonathan Culler “Structuralism and Literature” (1975)
Roland Barthes “From Work to Text” (1971)
UNIT III
Stephen Greenblatt “Resonance and Wonder” (From Learning to Curse 1990)
Aijaz Ahmad “Indian Literature': Notes towards the Definition of a Category”
(From In Theory 1994)

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UNIT IV
Hélène Cixous “The Laugh of the Medusa” (1985)
Vandana Shiva “Science, Nature and Gender” (From Staying Alive 1996)

Suggested Readings:
1. Harmon, William; Holman, C. Hugh (1996). A Handbook to
Literature. 7th ed. Upper Saddle River, N.J.: Prentice-Hall.
2. Hall, Donald E (2001).Literary and Cultural Theory: From
Basic Principles to Advanced Application. Boston: Houghton.
3. Hudson, William Henry (2007). An Introduction to the Study of
Literature. New Delhi: Atlantic.
4. Jefferson, Anne. and D. Robey, eds. (1986). Modern Literary
Theory: A Comparative Introduction. London: Batsford.
5. Keesey, Donald. Contexts for Criticism. (2003).4th Ed. Boston: McGraw Hill.
6. Latimer, Dan (1989). Contemporary Critical Theory. San Diego: Harcourt.
7. Lentriccia, Frank (1980). After the New Criticism. Chicago: Chicago UP.
8. Lodge, David Ed. (1972). Twentieth Century Literary Criticism. London:
Longman.
9. Murfin, Ross and Ray, Supryia M. (2003). The Bedford Glossary
of Critical and Literary Terms. Boston: Bedford/St. Martin's.
10. Nagarajan M. S. (2006).English Literary Criticism and Theory:
An Introductory History. Hyderabad: Orient Black Swan.
11. Selden, Raman and Peter Widdowson (1993). A Reader's Guide
to Contemporary Literary Theory. 3rd Ed. Lexington: U of
Kentucky P.
12. Tyson, Lois (1999). Critical Theory Today: A User-Friendly
Guide. New York: Garland Publishing, 1999.
13. Wolfreys, Julian. ed. (2003). Introducing Literary Theories: A
Guide and Glossary. Edinburgh: Edinburgh University Press, 2003.

SEVENTH SEMESTER
ENG 404 (Minor)
Children's Literature
(Total Credits – 4/ Total Marks – 100)

Introduction
This course explores the rich and diverse field of children's literature, examining its historical
development, key genres, and major themes. Students will analyze a variety of texts including
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novels, poetry, and drama, considering their literary qualities as well as their cultural and
educational significance. The course will also address the ways in which children's literature
reflects and shapes societal attitudes towards childhood and education.

Course Objectives:

1. To provide an understanding of the forms and development of children's literature.

2. To analyze with critical insights the major genres within children's literature, including novels,
poetry, and drama.
3. To explore the thematic and cultural significance of children's literature.
4. To develop critical skills to read children‟s literature from diverse perspectives.
5. To understand the role of children's literature in education and socialization.

Course Outcome

1. The course will make students familiar with some of the key texts belonging to Children‟s
Literature and their significance as literary texts.
2. Students will get an opportunity to study both Western and Indian Children‟s literature and
its development.
3. The course will help students formulate critical insights for well-informed understanding
and interpretation of Children‟s literature across genre.

UNIT I
Lewis Carroll Alice's Adventures in Wonderland
De Saint Exupery The Little Prince

UNIT II
Robert Louis Stevenson “The Land of Counterpane” (from A Child's Garden of Verses)

Edward Lear “The Owl and the Pussycat” by (from Nonsense Songs, Stories, Botany
and Alphabets)
Maya Angelou “Life Doesn‟t Frighten Me”

UNIT III

Ruskin Bond The Cherry Tree

Lakshminath Bezbaroa “Princess in the Elephant Apple”

Kynpham Sing Nongkynrih U Sier Lapalang

Idries Shah “The Tale of Melon City”

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UNIT IV

Film Adaptations

C. S. Lewis The Chronicles of Narnia: The Lion, the Witch and the Wardrobe (2005)
Directed by Andrew Adamson

Roald Dahl Matilda (1996)

Directed by Danny DeVito

Boaventura de Sousa Santos: “Pathways toward the Epistemologies of the South”

(from The End of the Cognitive Empire)/

Mario Lugones: “Toward a Decolonial Feminism”

UNIT II
Walter Mignolo: “DELINKING: The rhetoric of modernity, the logic
of coloniality and the grammar of de-coloniality”
Leanne Betasamosake Simpson: “Nishnaabeg Resurgence: Theories from Within”,
“Theorizing Resurgence from within
Nishnaabeg Thought” (from Dancing
on Our Turtle’s Back)

UNIT III
Amos Tutuola: The Palm-Wine Drinkard
Amitav Ghosh: The Living Mountain

UNIT IV
David Kopenwa: The Falling Sky
James Cameron (Dir): Avatar (Film)

Suggested Readings:
1. Ashcroft, Bill, et al. Eds. The Empire Writes Back: Theory and Practice in Post-
Colonial Literatures. New York: Routledge, 1995.
2. De Sousa Santos, Boaventura. The End of the Cognitive Empire: The Coming of Age
of Epistemologies of the South. Duke University, 2018
3. Grosfoguel, Ramon. 2011. “Decolonizing Post-Colonial Studies and Paradigms of
Political- Economy: Transmodernity, Decolonial Thinking, and
Global Coloniality.” Transmodernity: Journal of Peripheral Cultural Production of
the Luso- Hispanic World. 2011
4. Fanon, Frantz. The Wretched of the Earth. Penguin, 1967/ 2001
5. Lugones, Marĭa. “Toward a Decolonial Feminism” in Hypatia FALL 2010, Vol. 25,
No. 4 (FALL 2010), pp. 742-759
6. Mignolo, Walter. “DELINKING: The rhetoric of modernity, the logic of coloniality
and the grammar of de-coloniality”. Cultural Studies, 1 March
2007. http://dx.doi.org/10.1080/09502380601162647
7. Poblote, Juan. New Approaches to Latin American Studies: Culture and Power.
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Routledge, 2018.
8. Said, Edward. Orientalism. New Delhi: Penguin India, 2001.
9. Simpson, Leanne Betasamosake. Dancing on Our Turtle‟s Back: Stories from
Nishnaabeg Recreation, Resurgence, and a New Emergence. Arbeiter Ring
Publishing, 2011.
10. Smith, L. (2012). Decolonizing methodologies: Research and Indigenous peoples, 2nd
Edition. London: Zed Books.
11. Spivak, Gayatri Chakravorty. Outside in the Teaching Machine. Routledge. 2008.
12. Thiongo, Ngugi Wa. Decolonising the Mind. Pearson, 1986.
13. Tutuola, Amos. The Pine-wine Drinkard. Faber & Faber, London, 2014
14. Walia, Harsha. Undoing Border Imperialism. Oakland: AK Press, 2013.
15. Wynter, Sylvia. “Unsettling the Coloniality of Being/Power/Truth/ Freedom”
https://muse.jhu.edu/article/51630

Filmography:
Avatar Franchise (Avatar and Avatar: Way of Water Dir James Cameron)

EIGHTH SEMESTER
ENG 451 (Minor)
Contemporary Literature in English
(Total Credit 4/ Total Marks 100)

This course introduces students to some of the best contemporary writings in English from a range
of cultures and explores the theme of textuality across various modes, genres, and cultures to
examine how writers engage with and write about the contemporary world.

Learning Outcome

 The course will familiar students with the contemporary developments in English
writing world wise
 The students will get a brief orientation on the creative and critical dimensions
contemporary literary discourses across genre.
 The students will develop insights to respond to texts with informed critical
perspectives.

UNIT I
Yann Martel -- Life of Pi (2001)

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UNIT II

Shuntaro Tanikawa -- “Sadness”, Concerning a Girl”, River”

“ Selections from Shuntaro Tanikawa: Selected Poems (2001)

UNIT III
Ayub Khan Din -- East is East (1996)

UNIT IV

Salman Rushdie -- “Imaginary Homelands” from Imaginary Homelands (1992)

Ratan Thiyam: Chakravyuha

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UNIT IV
Manjula Padmanabhan: Harvest

Suggested reading
1. Bhatia, Nandi. Modern Indian Theatre: An Anthology, OUP, 2009.
2. Chaudhuri, Asha Kuthari. Mahesh Dattani, New Delhi: Foundation Books, 2005.
3. Dalmia, Vasudha. Poetics, Plays and Performance, NY:OUP, 2006.
4. Dharwadker, Aparna Bhargava. Theatres of Independence; Drama, Theory and Urban
Performance in India, Iowa:University of Iowa Press, 2005.
5. Iyer, Sharda Natesan. Musings in Indian Writing in English: Drama, Delhi: Sarup &
Sons, 2007.
6. Kumar, Nand. Indian-English Drama: A Study in Myths, Delhi: Sarup & Sons, 2003.
7. Mee, Erin. Drama Contemporary: India, Maryland: The John Hopkins University
Press, 2001.
8. . Theatre of Roots: Redirecting the Modern Indian Stage, Calcutta: Seagull
Books, 2008.
9. Mukherjee, Tutun. Girish Karnad: Performance and Critical Perspectives, Delhi:
Pencraft International, 2006.
10. Naik, M. K.., ed. Perspectives on Indian English Drama, New Delhi: OUP, 1977.

EIGHTH SEMESTER
ENG 454
Contemporary American Literature
(Total Credits – 4/ Total Marks – 100)
Introduction

The course is designed to provide a scope to students to have an overall understating on how
the contemporary American literature has evolved through the literary writings of the authors
belonging to diverse ethnic, cultural and national origin. The course has included literary
writings across genres by the authors belonging to the Beat Generation to the Afro-American,
Native American, Asian American categories.

Course Objectives
This course aims to acquaint learners with contemporary American Literature from the 1960s

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counterculture to the second decade of the twenty-first century. The course is devised to

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include American Literature from diverse identities and ethnicities, befitting the “melting-
pot” metaphor associated with this cosmopolitan space.

Learning Outcomes
Learners will be able to –
 Understand American Literature as a domain that comprises writings from various
racial identities/ethnicities
 Know the idiomatic, linguistic, cultural, experiential, identarian differences, which gets
reflected in works of writers from diverse backgrounds realise how the success or failure
of the American Dream figures as a recurrent trope across texts/narratives
 Problematise the development of an American identity within America and in the
context of trans-Atlantic exchanges

UNIT I
Allen Ginsberg: “A Supermarket in California,” “Feb. 29, 1958”
Joy Harjo: “Equinox”, “When the World Ended as we knew it”, “Eagle Poem”
Maya Angelou: “I know Why the Caged Birds Sing,” “Still I Rise”, “Phenomenal
Women”
Adrienne Rich, “Power”, “Driving into the Wreck”,
“Tonight No poetry will serve”

UNIT II
N Scott Momaday: House Made of Dawn
Toni Morrison: Beloved

UIT III
August Wilson: Fences

UNIT IV
Don DeLillo: White Noise
Amy Tan: The Joy-Luck Club

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Suggested Readings:
1. Richard Ruland and Malcolm Bradbury, From Puritanism to Postmodernism: A
History of American Literature. Penguin, 1992.
2. Nandana Dutta, American Literature: Literary Contexts. Orient Black Swan, 2016.
3. Alfred Benedixen and Stephen Burt (ed.), The Cambridge History of American
Poetry. CUP, 2015.
4. Paula Geyh (ed.) The Cambridge Companion to Postmodern American Fiction, CUP,
2017.
5. C.W. E Bigsby. A Critical Introduction to Twentieth Century American Drama. Vol.
2 & 3. CUP, 1984 & 1985.
6. Richard Gray, A History of American Literature. Wiley-Blackwell, 2012.
7. ---. American Poetry of the Twentieth Century. Longman, 1990.

EIGTH SEMESTER
ENG 455
World Poetry
(Total Credits – 4/ Total Marks – 100)

Introduction
This course is designed to familiarize students with the poetic achievements of some of the
best-known poets from around the world. The course includes two poets from Europe; two
from Asia; two from Africa; one from Latin America, and one from the Caribbean. The poets
chosen, apart from Soyinka, Brutus and Walcott, write in languages other than English and
belong to diverse cultures, histories, and literary traditions.

Course Objectives
 To provide opportunities for students to acquire deeper insights into contemporary
world poetry.
 To expand the students‟ knowledge of poetry beyond the literary canon of the
English-speaking world.
 To introduce students to new literary cultures, histories and traditions.

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Learning Outcomes
 The students will gain awareness of the various poetic masterpieces emerging out of
diverse literary and cultural experiences and written originally in languages such as
Hebrew, Chinese, Spanish and Polish.

UNIT I
Yehuda Amichai: “God Full of Mercy”, “The Diameter of the Bomb”, “What Did I
Learn in the Wars”
Shu Ting: “Missing You”, “Assembly Line”, “Gifts”

UNIT II
Wole Soyinka: “Funeral Sermon, Soweto”, “Civilian and Soldier”
Dennis Brutus: “There Was a Time When the Only Worth”, “They Hanged Him, I
Said Dismissively”, “Today in Prison”
UNIT III
Ángel González: “Before I Could Call Myself Ángel González”, “Whatever You
Want”, “Diatribe against the Dead”
Wislawa Szymborska: “The Onion”, “On Death, Without Exaggeration”, “The
Terrorist, He‟s Watching”

UNIT IV
Claribel Alegria: “Savoir Faire”, “Nocturnal Visits”, “Mortally Wounded”
Derek Walcott: “Midsummer, Tobago”, “Crusoe Island-I”, “The Fist”

Suggested Readings:
1. Baranczak, Stanislaw, and Clare Cavanagh, ed. Wislawa Szymborska: View with a
Grain of Sand. Faber and Faber, 1996.
2. Baugh, Edward, ed. Derek Walcott: Memory As Vision: Another Life (Critical Studies
of Caribbean Writers). Addison-Wesley Longman Ltd., 1979.
3. Boschetto-Sandoval, Sandra M., Marcia Phillips McGowan, eds. Claribel Alegría and
Central American Literature: Critical Essays (Research in International Studies, Latin
America Series). Ohio University Press, 1994
4. Crevel, Maghiel van. Chinese Poetry in Times of Mind, Mayhem and Money. Brill,
2008.
5. Gibbs, James, ed. Critical Perspectives on Wole Soyinka. Three Continents Press, 1980.
Print.

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6. Harshav, Benjamin, and Barbara Harshav, ed. and trans. Yehuda Amichai: A Life of
Poetry. HarperCollins, 1994.
7. McLuckie, Craig W. and Patrick J. Colbert, eds. Critical Perspectives on Dennis
Brutus. Lynne Rienner, 1995.
8. Miller, Martha LaFollette. Politics and Verbal Play: The Ludic Poetry of Angel
González. Fairleigh Dickinson University Press, 1995.

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Multidisciplinary Course
MDC 210

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THIRD SEMESTER
MDC 210
English Proficiency & Soft Skill Development

(Total Credits-3 /Total Marks–75)

Introduction

The English Proficiency and Soft-Skill Development course is designed to provide students
with the essential skills and knowledge needed to thrive in the professional world,
encompassing both effective communication in English and the development of a strong and
impactful personality combined with soft-skills. Whether its interacting with colleagues,
clients, or stakeholders, the ability to express oneself clearly, confidently, and persuasively in
English can open doors to new opportunities and advance one‟s career.

Course Objectives

The proposed English Proficiency and Soft-Skill Development course will include a variety
of practical sessions to develop the students‟ English proficiency, including presentation skills,
peer teaching, resume preparation, group discussions, debates and mock interviews.
Additionally, the course will focus on personality development and soft-skills through self-
awareness activities, goal setting, time management and leadership development.

Learning Outcomes

 Students will learn how to effectively communicate using effective soft-skills. They
will master the art of articulating their ideas clearly, persuasively, and professionally.
 Soft-Skills development encompasses a range of attributes such as confidence,
assertiveness, emotional intelligence, and effective leadership skills, all of which play
a significant role in one‟s professional growth and success.

UNIT I

English Language Development – Basics of English grammar, vocabulary and pronunciation.

Developing fluency and accuracy in English. Developing listening and speaking skills through
peer teaching, debates and presentations. Developing reading and writing skills using the
English language lab.

UNIT II

Personality Development – Concept and determinants of Personality Development, Types of

personalities: introvert, extrovert and ambivert, Body language and Gestures. Conflict

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resolution, assertiveness, effective habits, goal setting, time management, stress management,
emotional intelligence, interpersonal relationships. SWOT analysis. Leadership development
through team-building activities, qualities of a good leader, decision making skills.

UNIT III

Soft-Skills Application & Professional Preparation – Applying English language skills and
personality development to real life situations. Developing effective communication skills in a
professional environment. Role play. Cover Letter writing. Preparation of Resume
(Organization and Structure). Group Discussions (General Awareness and Current Affairs).
Mock Interviews (Telephonic and face to face).

Ability Enhancement Courses

AEC –220, 221, 222

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THIRD SEMESTER
AEC 220
Critical Reading
(Total Credits -2 /Total Marks –50)
Introduction

The Course aims to help students acquire the skills of close critical reading and analysis of texts
from various genres of prose writing. Select narrative exercises have been chosen from various
contexts, for introducing students to the strategies of reading.
Course Objectives
 The course seeks to enable students to strengthen their critical reading and thinking
skills and improve their academic literacy.
Learning Outcomes
 Analyse and interpret readings drawn from different disciplines in the college
curriculum and learn to distinguish between the methods authors use in developing their
ideas.
 Exhibit proficiency in the reading process through the abilities of annotating, outlining,
summarizing and identifying rhetorical devices.
 Interact with the texts they read through carefully listening, writing, conversation, and
questioning.

UNIT I
Introduction to the Features of Critical Reading
1. Readers create meaning from every text through close reading.

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2. Critical readers interact with the texts they read by questioning them, responding to them,
and expanding them, usually through writing.
3. To create meaning, critical readers use a variety of approaches, strategies, and techniques
which also include the application of their personal experiences and existing knowledge to
the reading process.
4. Critical readers actively refer to other texts, related to the topic of their investigation.

The above features of critical reading may be elaborated and explained with the help of the
following essays:
1. “Research and Critical Reading” by Pavel Zemilansky (from Oregon Writes Open
Writing Text by Jennifer Kepka 2016).
2. “Introduction” by David Bartholomae and Anthony Petrosky (from Ways of Reading
by David Bartholomae et al eds., 2008).

UNIT II
Critical Reading in Practice
(* Teachers may choose any 2 out of the 4 prescribed texts)
1. “The Tell-Tale Heart” by Edgar Allan Poe
2. “We Too Are Human Beings” by Bama (From Karukku)
3. “The Coming of the Martians” by H. G. Wells (From The War of the Worlds)
4. “Stories”, (Part –I, No.5) by Amitav Ghosh (From The Great Derangement: Climate
Change and the Unthinkable).
Note for Teachers:
*Critical reading practice in Unit II is meant to introduce students to thematic and stylistic
variations across different genres of prose writing. For internal assessment, evaluation may be
made on the basis of how students apply critical and evaluative skills in their presentations and
written assignments.

1. Bartholomae, David and Anthony Petrosky, Eds.(2008) Introduction. Ways of

Reading. 8th Ed. New York: Bedford/St. Martin‟s.
2. Brent, Douglas. 1992. Reading as Rhetorical Invention. National Council of Teachers
of English, Urbana, IL.
3. Kepka, Jenn. (2018)Oregon Writes Open Writing Text. Publisher: Open Oregon
Educational Resources. (A Project of Oregon Writes).
4. Manarin, Karen, Miriam Carey, Melanie Rathburn, & Glen Ryland (2015). Critical
Reading in Higher Education: Academic Goals and Social Engagement.
Bloomington, Indiana : Indiana University Press.

69
[FOUR YEAR UNDER GRADUATE COURSE (FYUG): ENGLISH HONOURS] May 23, 2024

5. Martin, Janette.( 2004). “Developing „Interesting Thoughts:‟ Reading for Research.”

In Research Writing Revisited: A Sourcebook for Teachers, eds. Pavel Zemliansky
and Wendy Bishop, Heinemann, Portsmouth, NH. (3-13).

THIRD SEMESTER
AEC-221
Academic Writing Skils (Commerce and Management)
(Total Credit – 2/Total Marks –50)

Introduction

The course is designed to help students gain a adequate understanding of the fundamental
principles and practices of academic writing, which are applicable across different disciplines.
The course entails a comprehensive learning experience through a combination of lectures,
discussions, workshops, and practical exercises through which the students will learn
important skills and strategies of academic writing, conducting research, constructing
arguments, and adhering to the conventions of academic writings. The course has also included
literary texts to provide rich examples of language use, including vocabulary, syntax, figurative
language, and rhetorical devices.

Course Objectives

 To equip students with the fundamentals of academic writing skills for the students in
commerce.
 To familiarize students with various writing strategies and techniques commonly
employed in scholarly discourse.
 To cultivate critical thinking and analytical skills through engagement with academic
texts and writing assignments.

Learning Outcomes

 Students will learn the basic skills of academic writing.

 Students will become familiar with various writing strategies and techniques
commonly employed in scholarly discourse.
 Students will develop their ability to construct coherent and well-structured arguments
supported by evidence and research.
 Students will foster an awareness of audience, purpose, and context in writing tasks
relevant to commerce students.

70
[FOUR YEAR UNDER GRADUATE COURSE (FYUG): ENGLISH HONOURS] May 23, 2024

UNIT I

Understanding Academic Writing

 Distinction between academic and non-academic writing
 Key elements of academic writing: clarity, coherence, and precision
 Overview of the writing process: planning, drafting, revising, and editing

Structuring Academic Essays

 Introduction to essay structure: introduction, body paragraphs, conclusion
 Organizing ideas logically and coherently
 Incorporating evidence and examples to support arguments

Business Writing and the Internet

 Social Media and Impact on Writing
 Using AI tools for Writing

UNIT II

Types of writing, business correspondences, and presentations

 Drafting notes, memos, circulars and notices
 Drafting reports, minutes, emails and letters
 Designing and delivering PowerPoint Presentations
 Writing research articles

Short biographies: (Any One of the two biographies)

 Steve Jobs
 JRD Tata (In S. E. Forum, Prism)

Poem:
 Tanure Ojaide: “Doors of the Forest”.
Essay
 Vandana Shiva: “From Qanta to the Seed” (from The Vandana Shiva Reader)

1. Anderson, M. (2010). Critical Thinking, Academic Writing and Presentation Skills: MG

University Edition. Pearson Education.
2. Bovee, C. L., Hill, J. V., & Raina, R. L. (n.d.). Business Communication Today. 2021:
Pearson Education.
3. Chaturvedi, P., & Chaturvedi, M. (2017). Business Communication. Pearson Education.
4. Forum, S. E. (2017). A Brief Biography of JRD Tata. In S. E. Forum, Prism (pp. 20-27).
New Delhi: Cambridge University Press.
5. Isaacson, W. (2015). STEVE JOBS (PB): THE EXCLUSIVE BIOGRAPHY . Abacus.
6. Lala, R. M. (2017). Beyond The Last Blue Mountain: A Life of JRD Tata.. Penguin Random House
India.

71
[FOUR YEAR UNDER GRADUATE COURSE (FYUG): ENGLISH HONOURS] May 23, 2024

7. Ojaide, T. (2010). The Beauty I Have Seen. A Trilogy. Malthouse Press.

8. The Vandana Shiva Reader, The University Press of Kentucky, 2015.

THIRD SEMESTER
AEC-222
Academic Writing Skills (ARTS)
(Total Credits – 2/ Total Marks – 50)

Introduction

The course is designed to help students gain a adequate understanding of the fundamental
principles and practices of academic writing, which are applicable across different disciplines.
The course entails a comprehensive learning experience through a combination of lectures,
discussions, workshops, and practical exercises through which the students will learn
important skills and strategies of academic writing, conducting research, constructing
arguments, and adhering to the conventions of academic writings. The courses has also
included literary texts to provide rich examples of language use, including vocabulary, syntax,
figurative language, and rhetorical devices.

Course Objectives

 To equip students with the fundamentals of academic writing skills for the students in
humanities.
 To familiarize students with various writing strategies and techniques commonly
employed in scholarly discourse.
 To cultivate critical thinking and analytical skills through engagement with academic
texts and writing assignments.

Course outcomes

 Students will learn the basic skills of academic writing.

 Students will become familiar with various writing strategies and techniques
commonly employed in scholarly discourse.
 Students will develop their ability to construct coherent and well-structured arguments
supported by evidence and research.
 Students will foster an awareness of audience, purpose, and context in writing tasks
across different disciplines within the humanities.

72
[FOUR YEAR UNDER GRADUATE COURSE (FYUG): ENGLISH HONOURS] May 23, 2024

UNIT I

1. Understanding Academic Writing

 Key elements of academic writing: conventions, clarity, coherence, and precision
 Introduction to essay structure: introduction, body paragraphs, conclusion

2. Essay Structure and Organization

 Techniques for formulating clear and focused thesis statements
 Organizing ideas logically and coherently

3. Critical Thinking & Academic Writing

 Analysing and evaluating arguments
 Evaluating sources for credibility and relevance

4. Writing research papers

 Introduction to writing research papers
 Utilizing library resources and databases effectively
 Understanding academic integrity and avoiding plagiarism

UNIT II

1. Study of sample texts for writing book reviews

 An essay by Oscar Wilde, Lecture to Arts Students
 An essay by George Orwell, Why I Write

2. Writing assignments
 Students will work on a few writing assignments, applying the skills and concepts
learned throughout the course. This may include an academic essay, research paper,
or case study analysis.

Suggested Reading:
1. Anderson, M. (2010). Critical Thinking, Academic Writing and Presentation Skills:
MG University Edition. Pearson Education.
2. Kumar, R. (2023). RESEARCH METHODOLOGY: A STEP BY STEP GUIDE FOR
BEGINNERS. SAGE Publications Pvt. Ltd.
3. Murray, R. (2006). The Handbook Of Academic Writing: A Fresh Approach. Open
University Press.
4. Thomson, P. (2023). Refining Your Academic Writing: Strategies for Reading,
Revising and Rewriting (Insider Guides to Success in Academia). Routledge.
5. Orwell, G. (2004). Why I Write. Penguin Books Ltd.
6. Wilde, O. (1913). Essays and Lectures (Fourth ed.). LONDON: METHUEN & CO.
LTD. Retrieved from https://www.gutenberg.org/files/774/774-h/774-h.htm#page197

73
[FOUR YEAR UNDER GRADUATE COURSE (FYUG): ENGLISH HONOURS] May 23, 2024

Skill Enhancement Courses

SEC – 230-231

74
[FOUR YEAR UNDER GRADUATE COURSE (FYUG): ENGLISH HONOURS] May 23, 2024

THIRD
SEMESTER

SEC 230
Introduction to Translation
(Total Credits – 3/Total Marks –75)

Introduction

The Introduction to Translation Course will introduce students to the basic concepts of
translation, cultural and linguistic aspects, practices, ethics and tools of translation. Through a
combination of lectures, discussions, and practical exercises, students will develop foundational
skills in translating texts from a source language to a target language while considering
linguistic, cultural, and contextual factors. The course will cover key select translation theories,
techniques, and strategies, as well as ethical considerations and professional standards in the
field of translation.

The course will include the study of texts translated into English from other languages. This
exercise will provide students with the opportunity to gain a deeper understanding of the
principles and processes involved in the translation of text from one language to another. Such
an exercise offers numerous benefits, both for language learners and aspiring translators. It
enriches students' language skills, cultural understanding, and critical thinking abilities, while
also preparing them for careers in translation and related fields.

Course Objectives

 To introduce students to the fundamental principles of translation.

 To introduce students to the cultural, linguistic, and
contextual aspects influencing translation decisions.
 To develop basic proficiency in translating texts from a
source language to a target language.

Learning Outcomes
 Students will be able to comprehend and define the
fundamental concepts of translation.
 Students will gain knowledge about the professional
responsibilities that come with being a translator.
 Students will be able to translate brief texts from one
language to another with supervision.

75
[FOUR YEAR UNDER GRADUATE COURSE (FYUG): ENGLISH HONOURS] May 23, 2024

UNIT 1

1. Meaning and Definition of Translation.

2. Qualities of a Good Translator.
3. Textual Analysis and Translation Strategies.

UNIT II

1. Cultural Aspects of Translation.

2. Translation Tools and Resources.
3. Importance of Translation in the present age.

UNIT III

Practical Aspects

1. Study of sample texts translated to English.

a. Stories by Anton Chekhov translated by
 Multiple translators (Kindle Edition)
b. Stories by Rabindranath Tagore translated by
 Riddhi Maitra (Kindle Edition)
 S. Mukherjee (Kindle Edition)

2. Translation of texts for classroom exercises.

Baker, M. (2011). In Other Words: A Coursebook on Translation. Routledge.

Chekhov, A. (2015). Chekhov, A., West, J., Hawthorne, J., Fell, M., Bernstein, H., Seltzer, T.,
. . . Lewis, B. R. (2015). Anton Chekhov: The Collected Novellas and Short Stories in Multiple
Translations (Unabridged). (J. West, J. Hawthorne, M. Fell, H. Bernstein, R. E. Long, T.
Seltzer, . . . B. R. Lewis, Trans.) e-artnow ebooks.
Robinson, D. (2019). Becoming a Translator: An Introduction to the
Theory and Practice of Translation. Routledge.
Rusk, J. (1999). 201 Stories by Anton Chekhov. Retrieved April 28,
2024, from www.ibiblio.org: https://www.ibiblio.org/eldritch/ac/jr/
Shastri, P. D. (2012). Fundamental Aspects of Translation . Prentice
Hall India Learning Private Limited.
Tagore, R. (2020). 3 Stories: Rabindranath Tagore. (R. Maitra, Trans.) BEE
Books E- Book.
Tagore, R. (2020). Tender Tales: Three short stories originally written in
Bengali. (S. Mukherjee, Trans.) Amazon.

76
[FOUR YEAR UNDER GRADUATE COURSE (FYUG): ENGLISH HONOURS] May 23, 2024

THIRD SEMESTER
SEC 231
English Language Education (ELE)
(Total credit 3/ Total Marks 75)

Introduction
This paper aims to provide learners with the basic and introductory understanding of
the field of English Language Education (ELE). It will provide learners with an
overview of the principles involved in language teaching, the theories, and the
approaches and methods of language teaching.

Course Objectives:
 To familiarize learners with the concepts and key issues related to the field of ELE
 To provide an in-depth understanding on the importance of language learning
and teaching

Learning Outcomes:
By the end of the course, learners should be able to
 gain a substantial understanding of the concepts and key issues related to the field
of ELE
 apply the concepts that they have learned in authentic situations

UNIT I
PRINCIPLES OF LANGUAGE TEACHING
Definition of language; Characteristics of language; Theories about the Origin of
Language – Divine Source theory; Language and communication; Communicative
functions of language; Verbal and Non-Verbal Communication.

UNIT II

THEORIES OF LANGUAGE TEACHING AND LEARNING

Behaviourism [B. F. Skinner's Verbal Behaviour]
Mentalism/Generative Thery [Noam Chomsky's Theory in Aquisition/Learning]
Functional Approach Del Hymes' Communicative Competence

Krashen's Monitor Model

77
[FOUR YEAR UNDER GRADUATE COURSE (FYUG): ENGLISH HONOURS] May 23, 2024

UNIT III
APPROACHES AND METHODS OF LANGUAGE TEACHING
Traditional Approaches - The Grammar Translation Method; The Reform
Movement; The Direct Method; The Oral Approach; The Audio-Lingual Method.

Current Approaches - Communicative Language Teaching: Collaborative Learning,

Task- Based Learning

Essential Readings
Brown, H. D. (2000). Teaching by principles: An Interactive Approach to Language
Pedagogy. 2nd ed. New York: Longman.
Richards, J. C., and Rodgers, T. S. (2001). Approaches and Methods in Language
Teaching. 2nd ed. New York: Cambridge University Press.

Suggested Readings
Brumfit, C. J. (1984). Communicative Methodology in Language Teaching.
Cambridge: Cambridge University Press.
Bloomfield, L. (1933). Language. New York: Holt, Rinehart and Winston.

Larsen, F. D. (2000). Techniques and Principles in Language Teaching. 2nd ed. New
York: Oxford University Press.

Presented in the 112th Academic Council on 30th May 2024

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EnglishSyllabus

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EnglishSyllabus

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May, 2024

FOUR-YEAR UNDER GRADUATE COURSE

(Under National Education Policy-2020)

North-Eastern Hill University

Date of approval in Academic council – 02.06.2023 and 30.05.2024

The undergraduate programme in English aims to:

4. To expose students to interdisciplinary fields such as folk and popular literatures to

FYUG Course Structure

ENG: 201 British Drama (16th Century to the Present) 4 - 4 60

British Fiction (19th century to 20th century)

Total Credit 4/ Total Marks 100

 To enable students to identify major shifts in the representation of socio-cultural

 The comprehension of the techniques that inform these plays.

“The Phaeacian Games”, “The Cyclops”, “Circe”)

“The Kusa Grass Story” (Kusani Jataka in Volume-I)

Panchatantra by Vishnu Sharma

Suggested background topics for teachers, class presentation,

Eunice De Souza: “Tell Me”, “It‟s Time to Find a Place”

Rainer Maria Rilke: “The Panther”, “Spanish Dancer”

11. Parajuly, Prajwal. The Gurkha‟s Daughter. Quercus, 2014.

 To provide a comprehensive orientation on academic research including recent

13. Nagendra, A. Emotive Basis of Literature. New Delhi: B R Publishing, 1985.

1. To provide an understanding of the forms and development of children's literature.

Ruskin Bond The Cherry Tree

Lakshminath Bezbaroa “Princess in the Elephant Apple”

Kynpham Sing Nongkynrih U Sier Lapalang

Idries Shah “The Tale of Melon City”

Roald Dahl Matilda (1996)

Boaventura de Sousa Santos: “Pathways toward the Epistemologies of the South”

Mario Lugones: “Toward a Decolonial Feminism”

Shuntaro Tanikawa -- “Sadness”, Concerning a Girl”, River”

“ Selections from Shuntaro Tanikawa: Selected Poems (2001)

Salman Rushdie -- “Imaginary Homelands” from Imaginary Homelands (1992)

Ratan Thiyam: Chakravyuha

(Total Credits-3 /Total Marks–75)

English Language Development – Basics of English grammar, vocabulary and pronunciation.

Personality Development – Concept and determinants of Personality Development, Types of

Ability Enhancement Courses

1. Bartholomae, David and Anthony Petrosky, Eds.(2008) Introduction. Ways of

5. Martin, Janette.( 2004). “Developing „Interesting Thoughts:‟ Reading for Research.”

 Students will learn the basic skills of academic writing.

Understanding Academic Writing

Structuring Academic Essays

Business Writing and the Internet

Types of writing, business correspondences, and presentations

Short biographies: (Any One of the two biographies)

1. Anderson, M. (2010). Critical Thinking, Academic Writing and Presentation Skills: MG

7. Ojaide, T. (2010). The Beauty I Have Seen. A Trilogy. Malthouse Press.

 Students will learn the basic skills of academic writing.

1. Understanding Academic Writing

2. Essay Structure and Organization

3. Critical Thinking & Academic Writing

4. Writing research papers

1. Study of sample texts for writing book reviews

Skill Enhancement Courses

 To introduce students to the fundamental principles of translation.

1. Meaning and Definition of Translation.

1. Cultural Aspects of Translation.

1. Study of sample texts translated to English.

2. Translation of texts for classroom exercises.

Baker, M. (2011). In Other Words: A Coursebook on Translation. Routledge.

THEORIES OF LANGUAGE TEACHING AND LEARNING

Krashen's Monitor Model

Current Approaches - Communicative Language Teaching: Collaborative Learning,

Presented in the 112th Academic Council on 30th May 2024

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