Annexure English – 4 [B.P.

4]

Department of English,
The Maharaja Sayajirao University of Baroda,
Vadodara, Gujarat, PIN : 390002
Established in 1949
Accredited Grade ‘A+’ by NAAC
Email: [email protected]

___________________________________________________________________
19 APRIL 2024
THE UGCF IS A STRUCTURE FOR FOUR-YEAR UNDERGRADUATE
PROGRAMME IN BACHELORS IN ENGLISH OFFERED BY
DEPARTMENT OF ENGLISH, FACULTY OF ARTS,
THE MAHARAJA SAYAJIRAO UNIVERSITY OF BARODA, VADODARA.

THE DETAILS OF THE STRUCTURE ARE PROVIDED BELOW:

Sr Type of Course Name Credit

Nos Course
SEMESTER: 3
1 Major :5 From the Neoclassicism to Romanticism 04
English Literature of 18th Century
2 Major: 6 The Rise of Victorian Literature: 04
English Literature of 19th Century
3 Major: 7 Introduction to Classical Indian Literature and Poetics 04
4 MDC: 3 Developing Employability Skills 04
5 AEC:3 Enhancing Effective Language Skills in English 02
6 SEC:3 English for Entrepreneurship 02
7 VAC :3 An Introduction to Sanatan Literature: II 02
(IKS)
SEMESTER: 4
8 Major :8 The Unfolding of Modernity: The Twentieth Century 04
English Literature
9 Major: 9 Introduction to Postcolonial Literature 04
10 Major: 10 Introduction to Indian Literature in English Translation 04
11 Minor :3 Analysing and Understanding Fiction 04
13 AEC:4 Mastering Effective Language Skills in English 02
14 SEC:4 English for Digital and Virtual Communication 02
15 VAC :4 Developing Critical Thinking Skills 02
********

1
 The Maharaja Sayajirao University of Baroda Effective
Faculty of Arts From the
Department of English Academic
Year
Vadodara, Gujarat.
Established in 1949
Accredited ‘A+’ Grade 2024-2025
by NAAC
Contact Details : [email protected]

Bachelor of Arts (BA) in English

Bachelor Programme : As per NEP 2020

Year II MAJOR COURSE: 05 Credit 04

Semester I FROM THE NEOCLASSICISM TO ROMANTICISM Hours 60

ENGLISH LITERATURE OF 18TH CENTURY

COURSE OUTLINE:
This semester-long, four-credit course offers an in-depth study of English literature spanning
the transition from Neoclassicism to Romanticism, focusing particularly on the 18th century.
The curriculum is structured to encompass 60 hours of comprehensive learning that includes
direct classroom teaching, engaging in library research, and participating in tutorial sessions.
This course aims to provide a thorough exploration of significant literary movements, genres,
and authors who played pivotal roles during this transformative period in literary history.

OBJECTIVES:

The course is designed to enable students to:

• Gain a broader understanding and appreciation of prose in English, exploring its various
sub-genres and the contexts in which they developed during the 18th century.
• Equip themselves with knowledge of diverse sub-genres within non-fictional prose,
including essays, biographies, and travel writing, to understand their evolution and
impact on contemporary literature.
• Develop a comprehensive appreciation for 'minor' literary genres that emerged or were
popularized during this period across different countries and cultural settings.
• Cultivate the ability to critically analyse and discuss the thematic and stylistic
characteristics of literature from the 18th century, fostering deeper literary analysis and
critical thinking skills.

2
 COURSE CONTENT / SYLLABUS
Unit Description Evaluation Text/Author/Topics Teaching
Pattern Hours
Unit : 1 Historical Critical Carter, Roland, and John McRae. 15
Overview: Essay/ The Routledge History of Literature in
18th Short English. 3rd ed., Special Indian Edition,
Century Answer Routledge, 2018.
Question/ Topic selection will be determined by the
Course Coordinator .

Unit : 2 Drama Critical She Stoops to Conquer by Oliver 15

Essay/Short Goldsmith
Answer
Question
Unit : 3 Poetry Critical 1. Pope, Alexander. "Epistle to Dr. 15
Essay/ Arbuthnot."
Short 2. Blake, William. "The Chimney
Answer Sweeper."
Question 3. Byron, George Gordon, Lord. "She
Walks in Beauty."
4. Wordsworth, William. "The World is
Too Much With Us."
5. Keats, John. "Ode to a Nightingale."
6. Shelley, Percy Bysshe. "Ode to the
West Wind."

Unit : 4 Novel Critical 15

Essay/ Wuthering Heights by Emily Bronte
Short
Answer
Question/
Short
Notes

SUGGESTED ACTIVITES:
• Discussions
• Projects and Presentations
• Assignments
• Tutorials
• Flipped Classroom
• Interactive Lectures
• Project-Based Learning

3
TEACHING METHODOLOGY:

• Lectures and Readings: Traditional lecturing combined with assigned readings to

provide foundational knowledge and context.
• Lecture Method Combined with Discussion: Utilize traditional lectures supplemented
by interactive class discussions to enhance understanding and engagement.
• Use of Audio-visual Aids and Internet Resources: Integrating multimedia tools such as
videos, podcasts, and online databases to enrich the learning experience and provide
diverse perspectives on literary topics.
• Supervising Projects, Presentations, and Items for Self-Study: Oversee individual and
group projects that culminate in presentations, encouraging deep exploration of literature
and promoting independent learning.
• Socratic Seminars: Facilitating dialogues where students engage in critical discussions
about literary texts, fostering deeper understanding through inquiry.
• Group Discussions: Organizing students into small groups to discuss themes, characters,
and literary devices, promoting collaborative learning.
• Dramatic Readings and Performances: Utilizing in-class readings or performances to
bring literature to life and explore its dramatic potential.
• Multimedia Presentations: Use of film, audio, and digital media to complement
traditional texts and offer varied perspectives on literary works.
• Creative Writing Workshops: Encouraging creative expression by having students
write their own pieces inspired by the themes and styles studied in class.
• Online Discussion Forums: Utilization of online platforms for ongoing discussions
outside of class, enabling students to respond to prompts and share additional resources.

RECOMMENDED READING:
1. Daiches, David. A Critical History of English Literature, Volume 1: From the
Beginnings to Milton. 2nd ed., Secker & Warburg, 1979.
2. Daiches, David. A Critical History of English Literature, Volume 2: The Restoration
to the Present Day. 2nd ed., Secker & Warburg, 1979.
3. Daiches, David. A Critical History of English Literature. Allied Publishers Pvt. Ltd.,
1979.
4. Ford, Boris. New Pelican Guide to English Literature Series. Penguin, 1982.
5. Ford, Boris. The Cambridge Cultural History of Britain: Modern Britain. Cambridge
University Press, 1992.
6. Greenblatt, Stephen, et al., editors. The Norton Anthology of English Literature, Vol.
1: The Middle Ages through the Restoration and the Eighteenth Century. 10th ed., W.
W. Norton & Company, 2018.
7. Greenblatt, Stephen, et al., editors. The Norton Anthology of English Literature, Vol.
2: The Romantic Period through the Twentieth Century and After. 10th ed., W. W.
Norton & Company, 2018.
8. Legouis, Emile, and Louis Cazamian. History of English Literature. Macmillan, 1926.
9. Sanders, Andrew. The Short Oxford History of English Literature. Oxford University
Press, 2002.
10. Trevelyan, G. M. English Social History: A Survey of Six Centuries, Chaucer to
Queen Victoria. Longmans, 1965.

4
 The Maharaja Sayajirao University of Baroda Effective
Faculty of Arts From the
Department of English Academic
Year
Vadodara, Gujarat.
Established in 1949 Accredited ‘A+’ Grade by NAAC
2024-2025
Contact Details : [email protected]
Bachelor of Arts (BA) in English
As per NEP 2020

Year II MAJOR COURSE : 06 Credit 04

Semester I THE RISE OF VICTORIAN LITERATURE: Hours 60
ENGLISH LITERATURE OF 19TH CENTURY

COURSE OUTLINE:
This four-credit course, spread over one semester, includes 60 hours of comprehensive
instruction covering the Victorian era in English literature. The curriculum is designed to
encompass direct classroom teaching, extensive library work, and interactive tutorial sessions.
Students will engage deeply with key literary texts from the period, exploring a variety of
themes, styles, and cultural discussions that characterize Victorian literature.
OBJECTIVES:
Upon completion of this course, students will be able to:

• Gain a thorough knowledge of the literary landscape of the Victorian era through
detailed studies of representative works.
• Critically discuss and analyse significant theoretical discourses including imperialism,
race, sexuality, gender, and class as they are presented in Victorian texts.
• Explore and appreciate the range of literary styles, thematic explorations, and
intellectual movements that shaped the literature of the 19th century.

COURSE CONTENT/SYLLABUS
Unit Description Evaluation Text and Author Teachin
Pattern g Hours
Unit : 1 Backgroun Critical Carter, Roland, and John McRae. 15
d Study Essay/ The Routledge History of Literature in
Short English. 3rd ed., Special Indian Edition,
Answer Routledge, 2018.
Question
Topic selection will be determined by
the Course Coordinator .

5
Unit : 2 Fiction Critical 15
Essay/ Dickens, Charles. Oliver Twist.
Short
Answer
Question
Unit : 3 Poetry Critical 1. Arnold, Matthew. “Dover Beach.” 15
Essay/ 2. Browning, Elizabeth Barrett.
Short “Porphyria’s Lover.
Answer 3. Hardy, Thomas. “The Darkling
Question Thrush.”
4. Hopkins, Gerard Manley. “Thou
Art Indeed Just, Lord.”
5. Housman, A. E. “When I Was One-
and-Twenty.”
6. Tennyson, Alfred. “Crossing the
Bar.”

Unit : 4 Drama Critical 15

Essay/
Oscar Wilde. The Importance of Being
Short
Earnest
Answer
question/
Short
Notes

SUGGESTED ACTIVITES:
• Discussions
• Projects and Presentations
• Assignments
• Tutorials
• Flipped Classroom
• Interactive Lectures
• Project-Based Learning
TEACHING METHODOLOGY:

• Lectures and Readings: Traditional lecturing combined with assigned readings to

provide foundational knowledge and context.
• Lecture Method Combined with Discussion: Utilize traditional lectures supplemented
by interactive class discussions to enhance understanding and engagement.
• Use of Audio-visual Aids and Internet Resources: Integrating multimedia tools such as
videos, podcasts, and online databases to enrich the learning experience and provide
diverse perspectives on literary topics.

6
• Supervising Projects, Presentations, and Items for Self-Study: Oversee individual and
group projects that culminate in presentations, encouraging deep exploration of literature
and promoting independent learning.
• Socratic Seminars: Facilitating dialogues where students engage in critical discussions
about literary texts, fostering deeper understanding through inquiry.
• Group Discussions: Organizing students into small groups to discuss themes, characters,
and literary devices, promoting collaborative learning.
• Dramatic Readings and Performances: Utilizing in-class readings or performances to
bring literature to life and explore its dramatic potential.
• Multimedia Presentations: Use of film, audio, and digital media to complement
traditional texts and offer varied perspectives on literary works.
• Creative Writing Workshops: Encouraging creative expression by having students
write their own pieces inspired by the themes and styles studied in class.
• Online Discussion Forums: Utilization of online platforms for ongoing discussions
outside of class, enabling students to respond to prompts and share additional resources.

RECOMMENDED READING:
1. Daiches, David. A Critical History of English Literature, Volume 1: From the
Beginnings to Milton. 2nd ed., Secker & Warburg, 1979.
2. Daiches, David. A Critical History of English Literature, Volume 2: The Restoration
to the Present Day. 2nd ed., Secker & Warburg, 1979.
3. Daiches, David. A Critical History of English Literature. Allied Publishers Pvt. Ltd.,
1979.
4. Ford, Boris. New Pelican Guide to English Literature Series. Penguin, 1982.
5. Ford, Boris. The Cambridge Cultural History of Britain: Modern Britain. Cambridge
University Press, 1992.
6. Greenblatt, Stephen, et al., editors. The Norton Anthology of English Literature, Vol.
1: The Middle Ages through the Restoration and the Eighteenth Century. 10th ed., W.
W. Norton & Company, 2018.
7. Greenblatt, Stephen, et al., editors. The Norton Anthology of English Literature, Vol.
2: The Romantic Period through the Twentieth Century and After. 10th ed., W. W.
Norton & Company, 2018.
8. Legouis, Emile, and Louis Cazamian. History of English Literature. Macmillan, 1926.
9. Sanders, Andrew. The Short Oxford History of English Literature. Oxford University
Press, 2002.
10. Trevelyan, G. M. English Social History: A Survey of Six Centuries, Chaucer to
Queen Victoria. Longmans, 1965.

*****

7
 The Maharaja Sayajirao University of Baroda Effective
Faculty of Arts From the
Department of English Academic
Year
Vadodara, Gujarat.
Established in 1949 Accredited ‘A+’ Grade by NAAC
2024-2025
Contact Details : [email protected]
Bachelor of Arts (BA) in English
Bachelor Programme : As per NEP 2020
Year II MAJOR COURSE : 07 Credit 04
Semester I INTRODUCTION TO CLASSICAL INDIAN Hours 60
LITERATURE AND POETICS

COURSE OUTLINE:

This four-credit course, spread over one semester, includes 60 hours of comprehensive
instruction on Classical Indian Literature and Poetics. The curriculum is meticulously crafted
to include direct classroom teaching, extensive library work, and interactive tutorial sessions.
Students will immerse themselves in the rich tapestry of Classical Indian texts, exploring
diverse genres such as drama, lyric poetry, and didactic literature. The course will cover key
literary works and foundational texts of Indian poetics, delving into themes of love, ethics, and
philosophy that pervade these ancient writings.

OBJECTIVES:

Upon completion of this course, students will be able to:

• To explore the richness and diversity of Classical Indian Literature through its dramatic,
lyrical, and didactic forms.
• To understand and analyse the foundational texts of Indian poetics and their application
in literary criticism.
• To gain insights into the moral and philosophical teachings embedded in classical
literary works.
• To enhance appreciation for the cultural and historical contexts that shaped Classical
Indian Literature.

8
 COURSE CONTENT/SYLLABUS
Unit Description Evaluation Text and Author Teaching
Pattern Hours
Unit : 1 Classical Critical Sudraka, Rajah of Magadha. The Little 15
Drama Essay/ Clay Cart (Mrcchakatika): A Hindu
Short Drama. Translated by Arthur W. Ryder,
Answer Harvard University, 1905. Robarts -
Question University of Toronto, Internet Archive,
https://archive.org/details/littleclaycartmr0
0sudruoft.

Unit : 2 Lyric Critical 1. Kalidasa. Ritusamhara. (The Garland of 15

Poetry Essay/ Seasons) Translated by Rajendra
Short Tandon, Rupa Publications, 2006.
Answer 2. Tripathy, Amulya Kumar. The Gita
Question Govinda of Sri Jayadev. Publications
Division, Ministry of Information and
Broadcasting, Government of India,
2006. (Act One and Two Only)
https://archive.org/details/gitagovindaof
sri00trip

Unit : 3 Classical Critical Selections from: 15

Fables and Essay/
1. Vetala Panchavimshati
Folk Tales Short
Answer (Twenty-Five Tales of Vetala)
Question 2. Jataka Katha (Jataka Tales)
3. Kathasaritsagar by Somadeva

Unit : 4 Classical Critical Mammata. Kavya Prakasa. Translated by 15

Indian Essay/ Ganganath Jha, Bharatiya Vidya Prakashan,
Poetics Short 1967. Internet Archive,
Answer https://archive.org/details/KavyaPrakash.
question/
Short
Notes

SUGGESTED ACTIVITES:
• Discussions
• Projects and Presentations
• Assignments
• Tutorials
• Flipped Classroom
• Interactive Lectures
• Project-Based Learning

9
TEACHING METHODOLOGY:

• Lectures and Readings: Traditional lecturing combined with assigned readings to

provide foundational knowledge and context.
• Lecture Method Combined with Discussion: Utilize traditional lectures supplemented
by interactive class discussions to enhance understanding and engagement.
• Use of Audio-visual Aids and Internet Resources: Integrating multimedia tools such as
videos, podcasts, and online databases to enrich the learning experience and provide
diverse perspectives on literary topics.
• Supervising Projects, Presentations, and Items for Self-Study: Oversee individual and
group projects that culminate in presentations, encouraging deep exploration of literature
and promoting independent learning.
• Socratic Seminars: Facilitating dialogues where students engage in critical discussions
about literary texts, fostering deeper understanding through inquiry.
• Group Discussions: Organizing students into small groups to discuss themes, characters,
and literary devices, promoting collaborative learning.
• Dramatic Readings and Performances: Utilizing in-class readings or performances to
bring literature to life and explore its dramatic potential.
• Multimedia Presentations: Use of film, audio, and digital media to complement
traditional texts and offer varied perspectives on literary works.
• Creative Writing Workshops: Encouraging creative expression by having students
write their own pieces inspired by the themes and styles studied in class.
• Online Discussion Forums: Utilization of online platforms for ongoing discussions
outside of class, enabling students to respond to prompts and share additional resources.

RECOMMENDED READING:
1. Datta, Amaresh. The Encyclopaedia of Indian Literature. Sahitya Akademi, 2006.
2. Dimock, Edward C., et al. The Literatures of India: An Introduction. University of
Chicago Press, 1974.
3. Farquhar, J. N. An Outline of the Religious Literature of India. Oxford University
Press, 1920.
4. Flood, Gavin D. An Introduction to Hinduism. Cambridge University Press, 1996.
5. Gerow, Edwin. Indian Poetics. Motilal Banarsidass, 1977.
6. Kane, P. V. History of Sanskrit Poetics. Motilal Banarsidass, 1971.
7. Keith, A. Berriedale. A History of Sanskrit Literature. Oxford University Press, 1928.
8. Narayana. Hitopadesha. Translated by A. N. D. Haksar, Penguin Classics, 2014.
9. Pollock, Sheldon. The Language of the Gods in the World of Men: Sanskrit, Culture,
and Power in Premodern India. University of California Press, 2006.
10. Vishnu Sharma. Panchatantra. Translated by Chandra Rajan, Penguin Classics, 1993.
11. Winternitz, Maurice. A History of Indian Literature. Motilal Banarsidass, 1985.

*******

10
 The Maharaja Sayajirao University of Baroda Effective
Faculty of Arts From the
Department of English Academic
Year
Vadodara, Gujarat.
2024-2025
Contact Details : [email protected]

Bachelor of Arts (BA)

Bachelor Programme: As per NEP 2020
Year II MDC: 03 Credit 04
Semester I DEVELOPING EMPLOYABILITY SKILLS Hours 60

COURSE OUTLINE:

"Developing Employability Skills" is a comprehensive four-credit course designed to equip

students with the essential skills required for effective participation in the modern workforce.
Over one semester and sixty hours of instruction, this course combines theoretical learning
with practical applications through interactive classroom activities, workshops, and real-world
simulations. The course is structured into four main units focusing on personal development,
job application processes, oral and written communication skills in the workplace.

OBJECTIVES:

• The primary objectives of the "Developing Employability Skills" course are to:
• To improve both oral and written communication skills, prepare students to effectively
convey ideas and interact professionally in diverse workplace settings.
• To provide students with the knowledge and tools necessary to successfully navigate
the job application process, including creating impactful resumes, cover letters, and
mastering interview techniques.
• To foster essential interpersonal skills such as teamwork, negotiation, problem-solving,
and ethical decision-making that are critical in building successful career paths.
• To encourage self-assessment and reflection that leads to personal growth and better
self-management, focusing on attitude adjustment, time management, and goal setting.
• To prepare students for professional environments by developing their capacity to
handle daily work tasks and communications effectively, including emails, business
letters, reports, and meeting protocols.

11
 COURSE CONTENT / SYLLABUS
Unit Description Evaluation Text/Author/Topics Teaching
Pattern Hours
Unit : 1 Studying Critical • Factors Influencing Attitudes 15
Attitude Essay/ Short • Positive vs. Negative Attitudes
Answer • Time Management and Goal
Question Setting Techniques
• SWOC Analysis (Strengths,
Weaknesses, Opportunities,
Challenges)
Unit : 2 Applying for Critical • Crafting Effective Cover Letters 15
Employment Essay/ Short and Resumes
Answer • Group Discussions: Skills for
Question Initiating and Concluding and
Turn-taking.
• Interviews: Roles of Interviewee
and Interviewer, Different
Types of Interviews, and
Interview Question Types

Unit : 3 Oral Critical • Presentation Preparation 15

Communication Essay/ • Audience Analysis, Body
in the Short Language, and Use of Visual
Workplace Answer Aids
Question • Making Requests and Giving
Instructions
• Daily Negotiations and
Problem-Solving Techniques
• Social Interaction Skills:
Offering Compliments, Making
Apologies, Accepting, and
Learning from Mistakes
Unit : 4 Written Critical • Writing Professional E-mails 15
Communication Essay/Short • Composing Business Letters:
in the Answer Enquiries, Quotations, Orders,
Workplace Question/ Complaints, and Adjustments
Short Notes • Creating Business Reports
• Drafting Notices, Agendas, and
Minutes of Meetings
SUGGESTED ACTIVITES:
• Discussions
• Projects and Presentations
• Assignments
• Tutorials
• Flipped Classroom
• Interactive Lectures
• Project-Based Learning

12
TEACHING METHODOLOGY:
• Lectures and Readings: Traditional lecturing combined with assigned readings to
provide foundational knowledge and context.
• Lecture Method Combined with Discussion: Utilize traditional lectures supplemented
by interactive class discussions to enhance understanding and engagement.
• Use of Audio-visual Aids and Internet Resources: Integrating multimedia tools such as
videos, podcasts, and online databases to enrich the learning experience and provide
diverse perspectives on literary topics.
• Supervising Projects, Presentations, and Items for Self-Study: Oversee individual and
group projects that culminate in presentations, encouraging deep exploration of literature
and promoting independent learning.
• Socratic Seminars: Facilitating dialogues where students engage in critical discussions
about literary texts, fostering deeper understanding through inquiry.
• Group Discussions: Organizing students into small groups to discuss themes, characters,
and literary devices, promoting collaborative learning.
• Dramatic Readings and Performances: Utilizing in-class readings or performances to
bring literature to life and explore its dramatic potential.
• Multimedia Presentations: Use of film, audio, and digital media to complement
traditional texts and offer varied perspectives on literary works.
• Creative Writing Workshops: Encouraging creative expression by having students
write their own pieces inspired by the themes and styles studied in class.
• Online Discussion Forums: Utilization of online platforms for ongoing discussions
outside of class, enabling students to respond to prompts and share additional resources.

RECOMMENDED READING:
1. Allen, David. Getting Things Done: The Art of Stress-Free Productivity. Penguin
Books, 2001.
2. Bolles, Richard N. What Color Is Your Parachute? A Practical Manual for Job-Hunters
and Career-Changers. Ten Speed Press, 1970.
3. Carnegie, Dale. How to Win Friends and Influence People. Simon & Schuster, 1936.
4. Covey, Stephen R. The 7 Habits of Highly Effective People: Powerful Lessons in
Personal Change. Simon & Schuster, 1989.
5. Dweck, Carol S. Mindset: The New Psychology of Success. Random House, 2006.
6. Patterson, Kerry, et al. Crucial Conversations: Tools for Talking When Stakes Are
High. McGraw-Hill, 2002.
7. Pease, Barbara, and Allan Pease. The Definitive Book of Body Language. Bantam, 2004.
8. Rath, Tom. StrengthsFinder 2.0. Gallup Press, 2007.
9. Roman, Kenneth, and Joel Raphaelson. Writing That Works; How to Communicate
Effectively in Business. HarperCollins, 2000.
10. Strunk, William Jr., and E.B. White. The Elements of Style. 4th ed., Allyn & Bacon,
2000.
*******

13
 The Maharaja Sayajirao University of Baroda Effective
Faculty of Arts From the
Department of English Academic
Vadodara, Gujarat.
Year
Contact Details : [email protected]
2024-2025

Bachelor of Arts (BA)

Bachelor Programme: As per NEP 2020

Year II AEC : 03 Credit 02

Semester I ENHANCING EFFECTIVE Hours 30
LANGUAGE SKILLS IN ENGLISH

COURSE OUTLINE:

This course, designed for the third semester of the second year, aims to develop advanced
English language skills in students, enhancing their abilities in understanding, speaking,
reading, and writing English proficiently. The course involves 30 hours of focused learning
through interactive teaching methods, practical exercises, and guided self-study.

OBJECTIVES:

• Upon successful completion of this course, students will be able to:

• Grasp the significance of words and employ techniques to enrich their vocabulary,
including understanding the structural aspects of word formation and the functional use
of modal verbs.
• Cultivate adept skills in listening and reading, enabling effective comprehension and
interpretation of spoken and written English through phonetic nuances, and reading
strategies.

• Elevate proficiency in spoken and written English, focusing on clarity in pronunciation,

structured dialogue interactions, and coherent writing from sentence construction to
paragraph composition.

• Enhance overall communicative efficiency, enabling students to express themselves

clearly and interact confidently in various academic, professional, and social contexts.

14
 Unit COURSE CONTENT / SYLLABUS Teaching
Hours
Unit : 1 Essentials of Vocabulary and Grammar 10
1. Differentiating Content and Function Words
Understanding the distinction between content words and
function words in language
2. Word Formation Techniques
Exploring the construction of words through roots, prefixes,
suffixes, and compound word formations
3. Exploring Modals
Investigating the usage and functions of modal verbs in English.
Unit : 2 Developing Receptive Skills 10
1. Understanding English Phonetics
Exploring the phonetic nuances of the English language.
2. Effective Listening
Developing the ability to comprehend conversations and
announcements effectively.
3. Art of Reading
Utilizing pauses and voice modulation for enhanced reading.
4. Comprehension in Reading
Reading strategies to extract meaning from the text.
Unit : 3 Developing Productive Skills 10
1. Clear and Effective Speaking
Enhancing your ability to pronounce sounds and words with
clarity and accuracy.
2. Partnered Conversations
Engaging in daily dialogues and interactions with peers to practice
speaking skills.
3. Guided Writing
Crafting uncomplicated sentences as a stepping stone toward
proficient writing
4. Paragraph Composition
Developing the skills necessary for constructing coherent and
well-structured paragraphs.

15
SUGGESTED ACTIVITES:

• Discussions
• Projects and Presentations
• Assignments
• Tutorials
• Flipped Classroom
• Interactive Lectures
• Project-Based Learning

TEACHING METHODOLOGY:

• Lectures and Readings: Traditional lecturing combined with assigned readings to

provide foundational knowledge and context.
• Lecture Method Combined with Discussion: Utilize traditional lectures supplemented
by interactive class discussions to enhance understanding and engagement.
• Use of Audio-visual Aids and Internet Resources: Integrating multimedia tools such as
videos, podcasts, and online databases to enrich the learning experience and provide
diverse perspectives on literary topics.
• Supervising Projects, Presentations, and Items for Self-Study: Oversee individual and
group projects that culminate in presentations, encouraging deep exploration of literature
and promoting independent learning.
• Socratic Seminars: Facilitating dialogues where students engage in critical discussions
about literary texts, fostering deeper understanding through inquiry.
• Group Discussions: Organizing students into small groups to discuss themes, characters,
and literary devices, promoting collaborative learning.
• Dramatic Readings and Performances: Utilizing in-class readings or performances to
bring literature to life and explore its dramatic potential.
• Multimedia Presentations: Use of film, audio, and digital media to complement
traditional texts and offer varied perspectives on literary works.
• Creative Writing Workshops: Encouraging creative expression by having students
write their own pieces inspired by the themes and styles studied in class.
• Online Discussion Forums: Utilization of online platforms for ongoing discussions
outside of class, enabling students to respond to prompts and share additional resources.
*******

16
 The Maharaja Sayajirao University of Baroda Effective
Faculty of Arts From the
Department of English Academic
Vadodara, Gujarat.
Year
Contact Details : [email protected]
2024-2025

Bachelor of Arts (BA)

Bachelor Programme: As per NEP 2020

Year II SEC: 03 Credit 02

Semester I ENGLISH FOR ENTREPRENEURSHIP Hours 30

COURSE OUTLINE:

This two-credit, third-semester course for second-year students is tailored to integrate English
language skills with entrepreneurial practices. Covering 30 hours of teaching, the course aims
to prepare students for the linguistic demands of the entrepreneurial world, focusing on
communication strategies, business writing, and presentation skills essential for startups and
business interactions.

OBJECTIVES:

Upon completion of this course, students will be able to:

• Master Business Communication: Develop the ability to communicate effectively in

English within various business contexts, enhancing negotiation, networking, and
persuasive skills.
• Enhance Professional Writing and Speaking: Acquire and refine skills in writing
business proposals, emails, and reports, as well as improving public speaking and pitch
presentation abilities.
• Understand Entrepreneurial Vocabulary: Learn specific vocabulary and expressions
related to entrepreneurship and business operations.
• Apply English in Real-World Scenarios: Use English proficiently in simulations and
real-life scenarios such as business meetings, investor pitches, and marketing
campaigns.

This course not only enhances the students' English language skills but also equips them with
the communication tools necessary for successful entrepreneurial ventures. By integrating
practical business scenarios, the course ensures that students are ready to use their language
skills in a business environment effectively.

17
 Unit COURSE CONTENT / SYLLABUS Teaching
Hours
Unit : 1 Core Business Communication Skills 10

• Fundamentals of Business Communication

• Techniques in Negotiation and Persuasion

• Customer Communication and Service

• Effective Team Collaboration and Feedback

Unit : 2 Professional Communication Skills 10

• Writing Business Proposals and Executive Documentation

• Crafting Professional Emails and Business Correspondence

• Report Writing and Documentation

• Creating Executive Summaries and Briefs

Unit : 3 Effective Presentation and Interpersonal Skills 10

• Presentation Skills and Technology Integration

• Public Speaking and Eloquence

• Leadership and Cultural Communication

• Conflict Resolution and Diplomacy

TEACHING METHODOLOGY:

• Lectures and Readings: Traditional lecturing combined with assigned readings to

provide foundational knowledge and context.
• Lecture Method Combined with Discussion: Utilize traditional lectures supplemented
by interactive class discussions to enhance understanding and engagement.
• Use of Audio-visual Aids and Internet Resources: Integrating multimedia tools such as
videos, podcasts, and online databases to enrich the learning experience and provide
diverse perspectives on literary topics.
• Supervising Projects, Presentations, and Items for Self-Study: Oversee individual and
group projects that culminate in presentations, encouraging deep exploration of literature
and promoting independent learning.

18
• Socratic Seminars: Facilitating dialogues where students engage in critical discussions
about literary texts, fostering deeper understanding through inquiry.
• Group Discussions: Organizing students into small groups to discuss themes, characters,
and literary devices, promoting collaborative learning.
• Dramatic Readings and Performances: Utilizing in-class readings or performances to
bring literature to life and explore its dramatic potential.
• Multimedia Presentations: Use of film, audio, and digital media to complement
traditional texts and offer varied perspectives on literary works.
• Creative Writing Workshops: Encouraging creative expression by having students
write their own pieces inspired by the themes and styles studied in class.
• Online Discussion Forums: Utilization of online platforms for ongoing discussions
outside of class, enabling students to respond to prompts and share additional resources.

Combining these readings, activities, and methodologies will provide a dynamic and
comprehensive educational experience, preparing students effectively for entrepreneurial
challenges by enhancing their English communication skills in business contexts.

RECOMMENDED READING:

1. Business Communication: Building Critical Skills" by Kitty O. Locker and Stephen

Kyo Kaczmarek
2. The Entrepreneur’s Guide to Business Writing and Speaking" by Tom Gorman
3. HBR Guide to Persuasive Presentations" by Nancy Duarte
4. Writing That Works; How to Communicate Effectively in Business" by Kenneth
Roman and Joel Raphaelson
5. Talk Like TED: The 9 Public-Speaking Secrets of the World's Top Minds" by Carmine
Gallo

*******

19
 The Maharaja Sayajirao University of Baroda Effective
Faculty of Arts From the
Department of English Academic
Vadodara, Gujarat.
Year
Contact Details : [email protected]
2024-2025

Bachelor of Arts (BA)

Bachelor Programme: As per NEP 2020

Year II VAC: 3 (IKS) Credit 02

Semester I AN INTRODUCTION TO Hours 30
SANATAN LITERATURE: II

COURSE OUTLINE:

This course is the second part of an introductory exploration into Sanatan literature, delving
deeper into the epic narratives, philosophical discourses, and the cultural significance of these
texts. It aims to enhance understanding of the themes introduced in the first part and explore
their broader implications in historical and contemporary contexts.

OBJECTIVES:

Upon completion of this course, students will be able to:

• Gain a deep and comprehensive understanding of the major philosophical, ethical, and
narrative elements present in Sanatan literature. This includes studying the
philosophical schools of thought, analysing the philosophical discourses in epic
narratives, and exploring the moral and ethical teachings in traditional folklore.
• Enhance analytical and critical thinking skills by examining the interplay between
philosophy, culture, and literature within the Sanatan tradition. Encourage students to
critically evaluate the texts, understand their historical context, and interpret their
relevance in modern society.
• Apply the insights gained from the study of Sanatan literature to contemporary issues
and personal growth. Encourage students to draw parallels between the philosophical
teachings and modern ethical dilemmas, personal leadership development, and broader
social issues.
• These objectives aim to provide a structured approach to learning that not only covers
the specific content of each unit but also fosters a deeper intellectual engagement with
Sanatan literature as a whole. By focusing on understanding, analysis, and application,
students are prepared to appreciate the richness of Sanatan literary traditions and apply
these timeless teachings to various aspects of modern life.

20
 Unit COURSE CONTENT / SYLLABUS Teaching
Hours
Unit : 1 Philosophical Texts and Schools of Thought 10
This unit explores the foundational philosophical schools of thought
in Sanatan literature, each offering unique perspectives on reality,
ethics, and the pursuit of knowledge.
• Samkhya Philosophy: Study of dualism and the enumeration of
reality, focusing on the concept of Purusha (spirit) and Prakriti
(matter).
• Yoga: Patanjali’s Yoga Sutras and its eight limbs, emphasizing its
goals of meditation and attainment of spiritual insight.
• Nyaya: The logical and epistemological aspects that emphasize the
path to knowledge through logic.
• Vaisheshika: Analysis of atomistic thought and naturalism,
detailing categorization of the universe into substances, qualities,
and actions.
• Mimamsa: Insight into the ritualistic and exegesis aspects of
Vedic knowledge, focusing on Dharma and the interpretation of
sacred texts.
• Vedanta: Discussion on the metaphysical system of Vedanta, its
sub-schools, and their differing views on the nature of reality and
the soul.

Unit : 2 Aurobindo, Sri. The Brain of India. Originally in Karmayogin.

Reprint, Sadhana Press, Dec. 1921, Boraichanditala,
Chandernagore, Prabartak Publishing House.

Unit : 3 Exploring Ethical Narratives in Classical Indian Fables 10

• Panchatantra:
• Hitopadesha

Fables / Folk Tales will be selected by the concerned teacher.

SUGGESTED ACTIVITES:
• Discussions
• Projects and Presentations
• Assignments
• Tutorials
• Flipped Classroom
• Interactive Lectures
• Project-Based Learning

21
TEACHING METHODOLOGY:

• Lectures and Readings: Traditional lecturing combined with assigned readings to

provide foundational knowledge and context.
• Lecture Method Combined with Discussion: Utilize traditional lectures supplemented
by interactive class discussions to enhance understanding and engagement.
• Use of Audio-visual Aids and Internet Resources: Integrating multimedia tools such as
videos, podcasts, and online databases to enrich the learning experience and provide
diverse perspectives on literary topics.
• Supervising Projects, Presentations, and Items for Self-Study: Oversee individual and
group projects that culminate in presentations, encouraging deep exploration of literature
and promoting independent learning.
• Socratic Seminars: Facilitating dialogues where students engage in critical discussions
about literary texts, fostering deeper understanding through inquiry.
• Group Discussions: Organizing students into small groups to discuss themes, characters,
and literary devices, promoting collaborative learning.
• Dramatic Readings and Performances: Utilizing in-class readings or performances to
bring literature to life and explore its dramatic potential.
• Multimedia Presentations: Use of film, audio, and digital media to complement
traditional texts and offer varied perspectives on literary works.
• Creative Writing Workshops: Encouraging creative expression by having students
write their own pieces inspired by the themes and styles studied in class.
• Online Discussion Forums: Utilization of online platforms for ongoing discussions
outside of class, enabling students to respond to prompts and share additional resources.

RECOMMENDED READING:
1. Babbitt, Ellen C., compiler. Jataka Tales. The Century Co., 1912.
2. Chatterjee, Satischandra, and Dhirendramohan Datta. An Introduction to Indian
Philosophy. University of Calcutta, 1984.
3. Dasgupta, Surendranath. A History of Indian Philosophy, Vol. 1. Cambridge University
Press, 1922.
4. Easwaran, Eknath, translator. The Upanishads. Nilgiri Press, 2007.
5. Larson, Gerald James. Classical Sāṃkhya: An Interpretation of its History and Meaning.
Motilal Banarsidass, 1979.
6. Minor, Robert N., editor. Modern Indian Interpreters of the Bhagavad Gita. State
University of New York Press, 1986.
7. Puligandla, Ramakrishna. Fundamentals of Indian Philosophy. D.K. Printworld (P) Ltd.,
1997.
8. Radhakrishnan, S. The Principal Upanishads. HarperCollins, 1994.
9. Radhakrishnan, Sarvepalli. Indian Philosophy, Vol. 1. Oxford University Press, 1923.
10. Raju, P. T. The Philosophical Traditions of India. University of Pittsburgh Press, 1971.
11. Ryder, Arthur W., translator. The Panchatantra. University of Chicago Press, 1925.
*******

22
 The Maharaja Sayajirao University of Baroda Effective
Faculty of Arts From the
Department of English Academic
Vadodara, Gujarat.
Year
Contact Details : [email protected]
2024-2025

Bachelor of Arts (B.A.) in English

Bachelor Programme: As per NEP 2020

Year II MAJOR COURSE : 08 Credit 04

Semester II THE UNFOLDING OF MODERNITY: THE
Hours 60
TWENTIETH CENTURY ENGLISH LITERATURE

COURSE OUTLINE:
This is a four-credit course for one semester consisting of a total of 60 hours of teaching –
learning inclusive of direct classroom teaching, library work, tutorial etc.
OBJECTIVES:
The objective of this paper is to
• acquaint the students with the literary development of English literature during the
Twentieth Century.
• offer a systematic understanding of the socio-political and literary context through
which literature developed.
• enable students to acquire a more comprehensive understanding of the modern genres
through their acquaintance with a set of canonical works.

COURSE CONTENT / SYLLABUS

Unit Description Evaluation Text/Author/Topics Teaching
Pattern Hours
Unit : 1 20th Century Critical Carter, Roland, and John McRae. 15
Social, Essay/ The Routledge History of Literature
cultural, and Short in English. 3rd ed., Special Indian
historical Answer Edition, Routledge, 2018.
contexts Question/
Topic selection will be determined by
the Course Coordinator .
Unit : 2 Fiction Critical Orwell, George . Animal Farm 15
Essay/
Short
Answer
Question

23
Unit : 3 Poetry Critical 1. Eliot, T. S. “The Love-Song of J. 15
Essay/ Alfred Prufrock.”
Short 2. Auden, W. H. “The Fall of Rome.”
Answer 3. Larkin, Philip. “Church Going.”
Question 4. Hughes, Ted. “Fulbright Scholars.”
5. Yeats, W. B. “Sailing to
Byzantium.”
6. Plath, Sylvia. “Daddy.”

Unit : 4 Drama Critical 15

Essay/
Arthur Miller. Death of a Salesman
Short
Answer
Question/
Short
Notes

SUGGESTED ACTIVITES:
• Discussions
• Projects and Presentations
• Assignments
• Tutorials
• Flipped Classroom
• Interactive Lectures
• Project-Based Learning

TEACHING METHODOLOGY:
• Lectures and Readings: Traditional lecturing combined with assigned readings to
provide foundational knowledge and context.
• Lecture Method Combined with Discussion: Utilize traditional lectures supplemented
by interactive class discussions to enhance understanding and engagement.
• Use of Audio-visual Aids and Internet Resources: Integrating multimedia tools such as
videos, podcasts, and online databases to enrich the learning experience and provide
diverse perspectives on literary topics.
• Supervising Projects, Presentations, and Items for Self-Study: Oversee individual and
group projects that culminate in presentations, encouraging deep exploration of literature
and promoting independent learning.
• Socratic Seminars: Facilitating dialogues where students engage in critical discussions
about literary texts, fostering deeper understanding through inquiry.
• Group Discussions: Organizing students into small groups to discuss themes, characters,
and literary devices, promoting collaborative learning.
• Dramatic Readings and Performances: Utilizing in-class readings or performances to
bring literature to life and explore its dramatic potential.
• Multimedia Presentations: Use of film, audio, and digital media to complement
traditional texts and offer varied perspectives on literary works.

24
• Creative Writing Workshops: Encouraging creative expression by having students
write their own pieces inspired by the themes and styles studied in class.
• Online Discussion Forums: Utilization of online platforms for ongoing discussions
outside of class, enabling students to respond to prompts and share additional resources.

RECOMMENDED READING:
1. Bradbury, Malcom. The Modern British Novel. Penguin Books, 1993
2. Carter, Ronald and John McRae, The Routledge History of Literature in English Britain
and Ireland, Routledge, 1997
3. Caserio, Robert L. ed. The Cambridge Companion to the Twentieth Century English
Novel, Cambridge University Press, 2009
4. Corcoran, Neil. Eds. The Cambridge Companion to Twentieth-Century English
Poetry, Cambridge University Press, 2007
5. Head, Dominic ed. The Cambridge Companion to Modern British Fiction, 1950-2000,
Cambridge University Press, 2002
6. Higgins, Micheal, Clarrisa Smith and John Story eds. The Cambridge Companion to
Modern British Culture, Cambridge University Press,2010
7. Kermode, Frank and John Hollander. Modern British Literature. London: Oxford
University Press, 1973.
8. Kinkead-Weekes, Mark and Ian Gregor. William Golding: A Critical Study. Faber and
Faber, 1967.
9. Marcus, Laura and Peter Nicholls eds. The Cambridge History of Twentieth-Century
English Literature, Cambridge University Press, 2004
10. Luckhurst, Mary and Nadine Holdsworth ed. A Concise Companion to
Contemporary British and Irish Drama, Blackwell Publishing, 2008
11. Malcolm, Cheryl Alexander and David Malcolm eds. A Companion to the British and
Irish Short Story, Wiley-Blackwell Publishing, 2009
12. Perswoon James and Robert Watson ed. The Facts on File Companion to British
Poetry 1900 to Present , Facts on File Publishing, 2009
13. Rosenthal, ML .The Modern Poets: A Critical Introduction. London and New York
Oxford University Press, 1961.
14. Sanders, Andrew. The Short Oxford History of English Literature, Clarendon Press •
Oxford 1994
15. Widdowson , Peter. Palgrave Guide to English Literature and its Context 1500-2000,
Palgrave Macmillan, 2004

*******

25
 The Maharaja Sayajirao University of Baroda Effective
Faculty of Arts From the
Department of English Academic
Vadodara, Gujarat.
Year
Contact Details : [email protected]
2024-2025

Bachelor of Arts (B.A.) in English

Bachelor Programme: As per NEP 2020

Year II MAJOR COURSE: 09 Credit 04

Semester II Hours 60
INTRODUCTION TO
POSTCOLONIAL LITERATURE

COURSE OUTLINE:

This course is designed as a four-credit major course for one semester, totalling sixty hours of

teaching and learning activities. It serves as a general introduction to postcolonial literature and

theory, aiming to develop critical insights into literary texts in English written by authors from

former colonies. The course further focuses on examining how the colonial experience may

have shaped the form and content of literature in these places.

OBJECTIVES:

Upon completing this course, students should be able to:

• Offer a thorough introduction to postcolonial literature and theory.

• Cultivate critical thinking abilities through the analysis of texts by authors from ex-
colonies.
• Enhance comprehension of the socio-political and historical factors impacting
postcolonial literature.
• Stimulate critical engagement with postcolonial theories and concepts among students.
• Investigate the influence of colonial experiences on themes, narratives, and literary styles
within postcolonial contexts.

26
 COURSE CONTENT / SYLLABUS

Unit Description Evaluation Topics / Texts Teaching

Pattern Hours

Unit : 1 Understanding Critical 1. Gayatri Chakravorty Spivak's "Can 15

Postcolonialism Essay/ the Subaltern Speak?" (Colonial
Short Discourse and Post-colonial Theory:
Answer A Reader, Columbia University
Questions Press, 1994)
2. Edward W. Said’s “From the
Introduction to Orientalism”
3. Homi K. Bhabha's "The Location of
Culture"

Unit : 2 Novels Critical 15

Essay/
Achebe, Chinua. Things Fall
Short
Apart. Anchor Books, 1994.
Answer
Questions

Unit : 3 Drama Critical Pollock, Sharon. Generation. 15

Essay/ Playwrights Canada Press, 1980.
Short
Answer
Questions
Unit : 4 Poetry Critical 1. Where Are We Going’ by 15
Essay/ Oodgeroo Noonuccal
Short 2. ‘Liking It’ by Kaiser Haq
Answer 3. ‘Telephone Conversation’ by Wole
Questions Soyinka
4. ‘Death of a Young Son by
Drowning’ by Margaret Atwood
5. ‘Flying’ by Chinua Achebe
6. ‘The Priest’ by Arun Kolatkar
7. ‘Ode to Tomatoes’ by Pablo
Neruda

SUGGESTED ACTIVITES:
• Discussions
• Projects and Presentations
• Assignments
• Tutorials
• Flipped Classroom
• Interactive Lectures
• Project-Based Learning

27
TEACHING METHODOLOGY:

• Lectures and Readings: Traditional lecturing combined with assigned readings to

provide foundational knowledge and context.
• Lecture Method Combined with Discussion: Utilize traditional lectures supplemented
by interactive class discussions to enhance understanding and engagement.
• Use of Audio-visual Aids and Internet Resources: Integrating multimedia tools such as
videos, podcasts, and online databases to enrich the learning experience and provide
diverse perspectives on literary topics.
• Supervising Projects, Presentations, and Items for Self-Study: Oversee individual and
group projects that culminate in presentations, encouraging deep exploration of literature
and promoting independent learning.
• Socratic Seminars: Facilitating dialogues where students engage in critical discussions
about literary texts, fostering deeper understanding through inquiry.
• Group Discussions: Organizing students into small groups to discuss themes, characters,
and literary devices, promoting collaborative learning.
• Dramatic Readings and Performances: Utilizing in-class readings or performances to
bring literature to life and explore its dramatic potential.
• Multimedia Presentations: Use of film, audio, and digital media to complement
traditional texts and offer varied perspectives on literary works.
• Creative Writing Workshops: Encouraging creative expression by having students
write their own pieces inspired by the themes and styles studied in class.
• Online Discussion Forums: Utilization of online platforms for ongoing discussions
outside of class, enabling students to respond to prompts and share additional resources.

RECOMMENDED READING:
1. Bhabha, Homi K. The Location of Culture. Routledge, 2008.
2. Brydon, Diana. Postcolonialism: Critical Concepts in Literary and Cultural Studies.
Routledge, 2000.
3. Edwards, Justin D., and Nicolas Tredell. Postcolonial Literature. Palgrave
MacMillan, 2008.
4. Holeyannavar, Nagraj G. Postcolonial Drama: Contemporaneity of Conflicts and
Thoughts. Pearl Books, 2017.
5. Nayar, Pramod K. Postcolonialism. Continuum, 2010.
6. Newman, Judie. The Ballistic Bard: Postcolonial Fictions. Arnold, 1995.
7. Quayson, Ato. The Cambridge History of Postcolonial Literature. Cambridge
University Press, 2011.
8. Ramazani, Jahan. The Cambridge Companion to Postcolonial Poetry. Cambridge
University Press, 2017.
9. Said, Edward W. Culture and Imperialism. Vintage Digital, 2014.
10. Van, Lucy K. Postcolonial Poetry: Global Noise and Epic Conditions. 2011.

*******

28
 The Maharaja Sayajirao University of Baroda Effective
Faculty of Arts From the
Department of English Academic
Vadodara, Gujarat.
Year
Contact Details : [email protected]
2024-2025

Bachelor of Arts (B.A.) in English

Bachelor Programme: As per NEP 2020

Year II MAJOR COURSE : 10 Credit 04

Semester II Hours 60
INTRODUCTION TO INDIAN LITERATURES
IN ENGLISH TRANSLATION

COURSE OUTLINE

This course, titled “Introduction to Indian Literatures in English Translation” is structured as a

four-credit major course extending over one semester, encompassing sixty hours of dedicated
teaching, and learning activities. The course is intended to serve as a comprehensive
introduction to the rich and diverse literary heritage of India, presented through English
translations of seminal works originally written in various regional languages.

OBJECTIVES

Upon completing this course, students should be able to:

• Appreciate the variety and depth of Indian literary traditions, acknowledging the rich
diversity of languages and cultural contexts.
• Analyze and interpret themes, styles, and narratives in literary works that emerge
from postcolonial Indian settings.
• Understand the impact of translation on the interpretation and global reception of
Indian literature.
• Enhance critical thinking and analytical writing skills through engaging with various
literary forms such as short stories, fiction, poetry, and drama.
• Deepen their understanding of the cultural and historical contexts that influence and
are reflected in Indian literature, fostering a broader perspective on literary diversity.
• Equip students with the ability to communicate and articulate literary critiques
effectively.

29
 COURSE CONTENT / SYLLABUS
Unit Description Evaluation Text/Author/Topics Teaching
Pattern Hours
Unit : 1 Short Critical 1. Basheer, Vaikom Mohammad. 15
Stories Essay/Sh Birthday (Malyalam).
ort 2. Devi, Mahasweta. Arjun
Answer
(Bengali).
Question/
3. Detha, Vijaydan. Duvidha
(Rajasthani).
4. Kamil, Amil. The Cock Fight
(Kashmiri).
5. Premchand. The Child (Hindi).
6. Rajagopalachari, C. The Nose
Jewel (Tamil).
7. Singh, K. Kunjamohan. The Taste
of Hilsa (Manipuri)

Unit : 2 Fiction Critical Pannalal Patel. Endurance: A Droll 15

Essay/ Saga. Trans. V. Y. Kantak. New Delhi:
Short Sahitya Akademi, 1995
Answer
Question
Unit : 3 Poetry Critical 1. Azmi, Kaifi. “Humiliation”. 15
Essay/ 2. Chatterjee, Bankim Chandra.
Short “Hymn to the Mother”.
Answer
3. Dhasal, Namdeo. “Stone Masons,
Question
My Father, and Me”.
4. Kabir. Selections from Bijak.
5. Lankesh, P. “Mother”.
6. Meerabai. Selections from Padavali.
7. Raut, Paresh Chandra. “Snake”.

Unit : 4 Drama Critical Karnad, Girish Raghunath. 15

Essay/ Hayavadana. Translated by the author,
Short Oxford University Press, 1975.
Answer
Question

SUGGESTED ACTIVITES:
• Discussions
• Projects and Presentations
• Assignments
• Tutorials
• Flipped Classroom
• Interactive Lectures
• Project-Based Learning

30
TEACHING METHODOLOGY:
• Lectures and Readings: Traditional lecturing combined with assigned readings to
provide foundational knowledge and context.
• Lecture Method Combined with Discussion: Utilize traditional lectures supplemented
by interactive class discussions to enhance understanding and engagement.
• Use of Audio-visual Aids and Internet Resources: Integrating multimedia tools such as
videos, podcasts, and online databases to enrich the learning experience and provide
diverse perspectives on literary topics.
• Supervising Projects, Presentations, and Items for Self-Study: Oversee individual and
group projects that culminate in presentations, encouraging deep exploration of literature
and promoting independent learning.
• Socratic Seminars: Facilitating dialogues where students engage in critical discussions
about literary texts, fostering deeper understanding through inquiry.
• Group Discussions: Organizing students into small groups to discuss themes, characters,
and literary devices, promoting collaborative learning.
• Dramatic Readings and Performances: Utilizing in-class readings or performances to
bring literature to life and explore its dramatic potential.
• Multimedia Presentations: Use of film, audio, and digital media to complement
traditional texts and offer varied perspectives on literary works.
• Creative Writing Workshops: Encouraging creative expression by having students
write their own pieces inspired by the themes and styles studied in class.
• Online Discussion Forums: Utilization of online platforms for ongoing discussions
outside of class, enabling students to respond to prompts and share additional resources.
RECOMMENDED READING:
1. Achyut Yagnik and Suchitra Sheth . The Shaping of Modern Gujarat. Penguin Books,
2005
2. Chinu Modi ed. Re-Play : Gujarati One Act Plays, Gandhinagar Sangit Natak Akademi,
2010
3. Das, Sisir Kumar. A History of Indian Literature. New Delhi: Sahitya Akademi, 1991.
4. Dharwadkar, Aparna .‘ Formation of the new ‘ National Canon’, Theatres of
Independence, Drama , Theory and Urban Performance, Iowa. University of Iowa
Press, 2005
5. Dilip Jhaveri ed. Breath Becoming a Word: Contemporary Gujarati Poetry in
Translation. Gandhinagar, Gujarati Sahitya Akademi, 2010
6. Mansukhlal Zhaveri. History of Gujarati Literature. New Delhi. Sahitya Akademi, 1978
7. Ramakrishnan, E.V. Indian Short Stories 1900-2000, ed. EV Ramakrishanan. New
Delhi. Sahitya Akademi. 2005
8. Sarala Jagmohan ed. Trans. Selected Stories from Gujarat. Delhi: Jaico Publishing
House, 2002
9. Sheldon Pollock ed. Literary History: Reconstructions from South Asia, 2003
10. Suresh Joshi. Critical Discourse of Suresh Joshi. With a foreword by Avadesh Kumar
Singh. Trans. Sunil Sagar. Gandhinagar Sahitya Akademi, 2010

31
 The Maharaja Sayajirao University of Baroda Effective
Faculty of Arts From the
Department of English Academic
Vadodara, Gujarat.
Year
Contact Details : [email protected]
2024-2025

Bachelor of Arts (B.A.) in English

Bachelor Programme: As per NEP 2020

Year II AEC : 04 Credit 02

Semester II Hours 30
MASTERING EFFECTIVE
LANGUAGE SKILLS IN ENGLISH

COURSE OUTLINE:

Scheduled for the fourth semester of the second year, this advanced course is tailored to refine
and master English language skills. Focusing on advanced vocabulary, grammar, receptive, and
productive skills, the course offers 30 hours of intensive training through interactive sessions,
individual exercises, and critical assessments.

OBJECTIVES:

By the end of this course, students will be able to:

• Build a robust vocabulary with an understanding of word families, inflections, and

derivations.
• Utilize idiomatic expressions effectively in both spoken and written English.
• Identify and correct common errors in usage, enhancing grammatical accuracy.
• Develop sophisticated listening strategies to analyze and interpret complex spoken
English.
• Master advanced reading techniques to balance speed and comprehension across
different contexts.
• Elevate speaking and writing skills to deliver clear, persuasive, and well-structured
communication in academic and professional settings.

32
 Unit COURSE CONTENT / SYLLABUS Teaching
Hours
Unit : 1 Advanced Vocabulary and Grammar 10

1. Advanced Vocabulary Building

• Understanding Word Families.
• Inflections and Derivations
2. Idiomatic Expressions:
• Learning and utilizing English idioms and
• Phrasal Verbs
3. Common Errors of Usages
• Homophones
• Subject-Verb Agreement / Incorrect Tense Usage
• Confusing Adjectives and Adverbs
• Wrong Preposition Usage

Unit : 2 Enhanced Receptive Skills 10

1. Advanced Listening Techniques:

• Understanding and Analyzing Complex Spoken Materials
• Skills for Effective Notetaking
• Skills for Answering Questions
2. Speed Reading Techniques
• Strategies to Improve Reading Speed
• Maintaining Comprehension:
3. Mastering Intensive and Extensive Techniques
• Balancing Reading Techniques:
• Application in Different Contexts:

Unit : 3 Advanced Productive Skills 10

1. Public Speaking and Presentation Mastery:

• Techniques for confident and effective public speaking
• Crafting and delivering compelling presentations (Structured
and pre-planned)
2. Effective Paragraph Writing:
• Crafting clear and informative expository paragraphs
• Developing persuasive argumentative paragraphs
3. Professional Correspondence Techniques:
• Writing concise text messages for professional contexts
• Composing structured and formal emails

33
SUGGESTED ACTIVITES:

• Discussions
• Projects and Presentations
• Assignments
• Tutorials
• Flipped Classroom
• Interactive Lectures
• Project-Based Learning

TEACHING METHODOLOGY:

• Lectures and Readings: Traditional lecturing combined with assigned readings to

provide foundational knowledge and context.
• Lecture Method Combined with Discussion: Utilize traditional lectures supplemented
by interactive class discussions to enhance understanding and engagement.
• Use of Audio-visual Aids and Internet Resources: Integrating multimedia tools such as
videos, podcasts, and online databases to enrich the learning experience and provide
diverse perspectives on literary topics.
• Supervising Projects, Presentations, and Items for Self-Study: Oversee individual and
group projects that culminate in presentations, encouraging deep exploration of literature
and promoting independent learning.
• Socratic Seminars: Facilitating dialogues where students engage in critical discussions
about literary texts, fostering deeper understanding through inquiry.
• Group Discussions: Organizing students into small groups to discuss themes, characters,
and literary devices, promoting collaborative learning.
• Dramatic Readings and Performances: Utilizing in-class readings or performances to
bring literature to life and explore its dramatic potential.
• Multimedia Presentations: Use of film, audio, and digital media to complement
traditional texts and offer varied perspectives on literary works.
• Creative Writing Workshops: Encouraging creative expression by having students
write their own pieces inspired by the themes and styles studied in class.
• Online Discussion Forums: Utilization of online platforms for ongoing discussions
outside of class, enabling students to respond to prompts and share additional resources.

**********

34
 The Maharaja Sayajirao University of Baroda Effective
Faculty of Arts From the
Department of English Academic
Vadodara, Gujarat.
Year
Contact Details: [email protected]
2024-2025

Bachelor of Arts
Bachelor Programme: As per NEP 2020

Year II SEC : 04 Credit 02

Semester II English for Digital and Virtual Communication Hours 30

COURSE OUTLINE:

This course is structured as a two-credit offering for one semester, comprising thirty hours of
teaching, and learning activities. It is designed to equip students with the essential skills needed
for effective communication in today’s digital and virtual environments. The curriculum
focuses on mastering various digital platforms, enhancing virtual collaboration, and developing
professional communication strategies for diverse online interactions. Students will engage
with practical tools and techniques to improve their digital literacy and adaptability in the
rapidly evolving digital landscape.

OBJECTIVES:

Upon completion of this course, students will be able to:

• Master Digital Communication Tools: Learn to effectively use various digital platforms
for communication, including social media, email, and content management systems.

• Develop Virtual Collaboration Skills: Acquire skills necessary for effective virtual
teamwork, including remote collaboration tools and techniques.
• Enhance Writing for Digital Media: Understand and apply the principles of writing
specifically for digital and virtual audiences, focusing on clarity, engagement, and
appropriateness.

• Understand Online Communication Etiquette: Learn the norms and etiquette of digital
communication to maintain professionalism in virtual interactions.

35
 Unit COURSE CONTENT / SYLLABUS Teaching
Hours

Unit : 1 Foundations of Digital Communication 10

• Introduction to Digital Communication Platforms (Email, Social

Media, Blogs)
• Principles of Effective Online Writing and Content Creation
• Understanding Audience Engagement and Analytics
• SEO Basics and Content Optimization
• Multimedia Content Development:

Unit : 2 Virtual Collaboration and Teamwork 10

• Tools and Technologies for Virtual Collaboration (Google Meet,

Microsoft Teams, Zoom etc)
• Best Practices for Virtual Meetings and Remote Team
Management
• Project Management Tools for Virtual Teams
• Cross-Cultural Communication in Virtual Settings:

Unit : 3 Professionalism and Etiquette in Digital Communication 10

• Email Etiquette and Writing Skills

• Social Media Do’s and Don’ts for Professionals
• Legal and Ethical Considerations in Digital Communication
• Handling Online Conflict and Crisis Management
• Building a Professional Online Presence

SUGGESTED ACTIVITES:
• Discussions
• Projects and Presentations
• Assignments
• Tutorials
• Flipped Classroom
• Interactive Lectures
• Project-Based Learning

36
TEACHING METHODOLOGY:

• Lectures and Readings: Traditional lecturing combined with assigned readings to

provide foundational knowledge and context.
• Lecture Method Combined with Discussion: Utilize traditional lectures supplemented
by interactive class discussions to enhance understanding and engagement.
• Use of Audio-visual Aids and Internet Resources: Integrating multimedia tools such as
videos, podcasts, and online databases to enrich the learning experience and provide
diverse perspectives on literary topics.
• Supervising Projects, Presentations, and Items for Self-Study: Oversee individual and
group projects that culminate in presentations, encouraging deep exploration of literature
and promoting independent learning.
• Socratic Seminars: Facilitating dialogues where students engage in critical discussions
about literary texts, fostering deeper understanding through inquiry.
• Group Discussions: Organizing students into small groups to discuss themes, characters,
and literary devices, promoting collaborative learning.
• Dramatic Readings and Performances: Utilizing in-class readings or performances to
bring literature to life and explore its dramatic potential.
• Multimedia Presentations: Use of film, audio, and digital media to complement
traditional texts and offer varied perspectives on literary works.
• Creative Writing Workshops: Encouraging creative expression by having students
write their own pieces inspired by the themes and styles studied in class.
• Online Discussion Forums: Utilization of online platforms for ongoing discussions
outside of class, enabling students to respond to prompts and share additional resources.

RECOMMENDED READING:

1. Handley, Ann. Everybody Writes: Your Go-To Guide to Creating Ridiculously Good
Content. Wiley, 2014.
2. Heath, Chip, and Dan Heath. Made to Stick: Why Some Ideas Survive and Others Die.
Random House, 2007.
3. Handley, Ann, and C.C. Chapman. Content Rules: How to Create Killer Blogs,
Podcasts, Videos, Ebooks, Webinars (and More) That Engage Customers and Ignite
Your Business. Wiley, 2012.
4. Krug, Steve. Don’t Make Me Think, Revisited: A Common-Sense Approach to Web
Usability. New Riders, 2014.
5. Kawasaki, Guy, and Peg Fitzpatrick. The Art of Social Media: Power Tips for Power
Users. Portfolio/Penguin, 2014.

*******

37
 The Maharaja Sayajirao University of Baroda Effective
Faculty of Arts From the
Department of English Academic
Vadodara, Gujarat.
Year
Contact Details : [email protected]
2024-2025

Bachelor of Arts
Bachelor Programme: As per NEP 2020

Year II VAC : 04 Credit 02

Semester II Hours 30
DEVELOPING CRITICAL THINKING SKILLS

COURSE OUTLINE:

This course is organized as a two-credit module for one semester, including thirty hours of
instructional activities. It aims to cultivate advanced analytical skills that enable students to
think critically and independently. The course content covers the principles of sound reasoning,
argument evaluation, and effective decision-making. Special emphasis is placed on applying
these skills to real-world problems, fostering an ability to navigate complex issues with clarity
and precision. This program encourages students to challenge assumptions, assess diverse
viewpoints, and articulate well-supported arguments in both personal and professional
contexts.

OBJECTIVES:

Upon completion of this course, students will be able to

• Analyze and Evaluate Arguments: Understand the structure of arguments and learn to
identify logical fallacies and biases in them.
• Enhance Problem-Solving Skills: Develop systematic approaches to problem-solving
that incorporate logical reasoning and evidence-based analysis.
• Improve Decision-Making Abilities: Utilize critical thinking skills to make informed
decisions by evaluating outcomes and potential consequences.
• Foster Creative Thinking: Encourage innovation and creativity in thinking by
challenging conventional approaches and developing original solutions.

38
 Unit COURSE CONTENT / SYLLABUS Teaching
Hours

Unit : 1 Foundations of Critical Thinking 10

• Definitions and Importance of Critical Thinking

• Elements and Standards of Critical Thinking

• Types of Reasoning and Cognitive Biases

• Application of Critical Thinking Skills

Unit : 2 Applications of Critical Thinking 10

• Problem Analysis Techniques

• Decision-Making and Critical Thinking Tools

• Argument Analysis and Evaluation

• Real-World Application through Case Studies

Unit : 3 Critical Reading and Information Literacy 10

• Critical Reading and Information Literacy

• Application in Academic Research and Writing

• Ethical Reasoning and Decision-Making

• Creativity, Innovation, and Growth

SUGGESTED ACTIVITES:

• Discussions
• Projects and Presentations
• Assignments
• Tutorials
• Flipped Classroom
• Interactive Lectures
• Project-Based Learning

39
TEACHING METHODOLOGY:

• Lectures and Readings: Traditional lecturing combined with assigned readings to

provide foundational knowledge and context.
• Lecture Method Combined with Discussion: Utilize traditional lectures supplemented
by interactive class discussions to enhance understanding and engagement.
• Use of Audio-visual Aids and Internet Resources: Integrating multimedia tools such as
videos, podcasts, and online databases to enrich the learning experience and provide
diverse perspectives on literary topics.
• Supervising Projects, Presentations, and Items for Self-Study: Oversee individual and
group projects that culminate in presentations, encouraging deep exploration of literature
and promoting independent learning.
• Socratic Seminars: Facilitating dialogues where students engage in critical discussions
about literary texts, fostering deeper understanding through inquiry.
• Group Discussions: Organizing students into small groups to discuss themes, characters,
and literary devices, promoting collaborative learning.
• Dramatic Readings and Performances: Utilizing in-class readings or performances to
bring literature to life and explore its dramatic potential.
• Multimedia Presentations: Use of film, audio, and digital media to complement
traditional texts and offer varied perspectives on literary works.
• Creative Writing Workshops: Encouraging creative expression by having students
write their own pieces inspired by the themes and styles studied in class.
• Online Discussion Forums: Utilization of online platforms for ongoing discussions
outside of class, enabling students to respond to prompts and share additional resources.
RECOMMENDED READING:
1. Paul, Richard, and Linda Elder. Critical Thinking: Tools for Taking Charge of Your
Learning and Your Life. 3rd ed., Pearson, 2011.
2. Kahneman, Daniel. Thinking, Fast and Slow. Farrar, Straus and Giroux, 2011.
3. Sagan, Carl. The Demon-Haunted World: Science as a Candle in the Dark. Ballantine
Books, 1996.
4. Browne, M. Neil, and Stuart M. Keeley. Asking the Right Questions: A Guide to
Critical Thinking. 12th ed., Pearson, 2018.

***********

40