Syllabus for M. A.

English Programme in Accordance with the

UGC - Learning Outcomes based Curriculum Framework (LOCF)
2020

DEPARTMENT OF ENGLISH & FOREIGN LANGUAGES

FACULTY OF ARTS, COMMUNICATION AND INDIC STUDIES

SRI SRI UNIVERSITY

BIDYADHARPUR, ARILO, CUTTACK -754006
ODISHA, INDIA

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 COURSE STRUCTURE MA ENGLISH

SEMESTER I
Paper I: British Literature and Thought (Chaucer to 16th Century)
Paper II: British Literature and Thought (17th& 18th Centuries)
Paper III: British Literature and Thought (19th Century)
Paper IV: Introduction to Linguistics
Paper V: Happiness Connect Part I
SEMESTER II
Paper VI: British Literature and Thought (20th Century)
Paper VII: Literary Criticism
Paper VIII: Literature and Gender
Paper IX: English Language Teaching (ELT)
Paper X: Happiness Connect Part II
SEMESTER III
Note: Students will be offered 5 papers in all. Three will be compulsory papers and two will be optional,
selected by the students from each group. (Optional Papers will be offered only when at least ten (10)
students opt for a particular paper):
Paper XI: Academic and Research Writing
Paper XII: Contemporary Literary Theories
Paper XIII: Happiness Connect Part III
Group A
Paper XIV (A): Indian Literature in English
Paper XIV (B): Literature of South Asian Diaspora
Paper XIV(C): New Literatures in English
Group B
Paper XV (A): Stylistics
Paper XV (B): Translation: Theory and Practice
Paper XV (C): Spiritual Literature
SEMESTER IV
Note: Students will be offered 5 papers in all. Three will be compulsory papers and two will be optional,
selected by the students from each group. (Optional Papers will be offered only when at least ten (10)
students opt for a particular paper):

Paper XVI: American Literature

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 Paper XVII: Colonial and Post-Colonial Literature
Paper XVIII: Happiness Connect Part IV

Group A
Paper XIX (A): Indian Literature in Translation
Paper XIX (B): Australian Literature
Paper XIX(C): African and Caribbean Literature
Group B
Paper XX (A): Comparative Literature
Paper XX (B): Canadian Literature
Paper XX (C): Dissertation
Viva-Voce (Compulsory) 50 Marks

Topics for the Dissertations and allotment of Supervisors will be done by the Internal Board of Studies in
the beginning of the IV Semester.

GENERIC ELECTIVE & ADD-ON COURSES TO BE OFFERED

1ST SEM MAE-105 HAPPINESS CONNECT PART I GENERIC ELECTIVE 4 40 60 100
2ND SEM MAE-205 HAPPINESS CONNECT PART II GENERIC ELECTIVE 4 40 60 100
3RD SEM MAE-305 HAPPINESS CONNECT PART III GENERIC ELECTIVE 4 40 60 100
4TH SEM MAE-405 HAPPINESS CONNECT PART IV GENERIC ELECTIVE 4 40 60 100
1ST TO ADD-ON/ GENERIC
4TH SEM MAE-305 MIND MANAGEMENT ELECTIVE 4 40 60 100
1ST TO ADD-ON/ GENERIC
4TH SEM MAE-405 HAPPINESS AND FULLFILMENT ELECTIVE 4 40 60 100
TOTAL CREDITS & MARKS 24 600

Mode of Evaluation:
M.A. Course in English shall comprise 4 semesters. Each semester shall have 5 courses. In all, there shall
be 20 courses of 5 credits each. Further, there will be 4 compulsory Generic Elective and 2 Add-on Generic
Elective of 4 credits each. Each course shall carry 100 marks. Of these, 60 marks shall be for End-Semester
examination and 40 marks for class test, attendance, teachers’ assessment. The theory component of
each paper shall be of five hours’ duration.

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Topics for the Dissertations of the students will have to be approved by the Board of Studies in the
beginning of the IV Semester. Allotment of Supervisors will also be done by the Board of Studies.

Structure of the Question paper (End of Term Examination) = 60 marks

1. There will be 6 short-answer questions to be answered in 250 words, of two marks each
6x2=12 marks

2. There will be four long-answer questions with internal choices of twelve marks each.
12x4= 48marks

Internal Assessment = 40 marks.

Two Class Test of 15 Marks each 15 X 2 = 30

Teacher’s Assessment = 10

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 SEMESTER I

Paper I: British Literature & Thought (Chaucer to 16thCentury)

Course outcome:

Students should be able to:

1- grasp the shift of English literature from the Middle Ages to the Renaissance
2- examine the development of different poetic genres as a means to articulate personal, cultural
and political concerns.
3- engage with the major genres of English literature and develop fundamental skills required for
close reading and critical thinking of the texts and concepts
4- analyze the genres of poetry, prose and drama in the larger socio-political and religious contexts
of the time.

Unit I

(a) Social and Intellectual Background from Chaucer to 16th Century

(b) Prose: (Any five essays out of ten)

Francis Bacon: ‘Of Ambition’
‘Of Revenge’
‘Of Great Places’
‘Of Truth’
‘Of Death’
‘Of Unity in Religion’
‘Of Adversity’
‘Of Parents and Children’
‘Of Vicissitude of Things’
‘Of Custom and Education’
Unit II Poetry
Geoffrey Chaucer: The General Prologue to The Canterbury Tales
OR
Edmund Spenser: The Faerie Queene (Book I)
Unit III: Elizabethan Drama:
Christopher Marlowe: Doctor Faustus
OR
Ben Jonson: The Alchemist
Unit IV: Shakespearean Drama:
Hamlet
OR
The Tempest

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Paper II: British Literature & Thought (17th & 18thCenturies)

Course outcome:

Students should be able to:

1- examine the aesthetic and political shifts from the Renaissance through the Jacobean and
Restoration periods.
2- evaluate the ways in which literature becomes an instrument of critical analysis.
3- analyze and appreciate prose, poetry and drama in terms of changing socio-cultural contexts.

Unit I: (a) Social and Intellectual Background 17th& 18th Centuries

(b) Prose:
(i) Jeremy Collier: ‘A Short View of the Immorality and Profaneness of the English Stage’
(ii) Anthony Ashley Cooper, Third Earl of Shaftesbury: ‘An Inquiry Concerning Virtue or Merit’
OR
(iii) Joseph Addison: The De Coverley Papers

Unit II: Poetry

Any four poems
John Donne: A Valediction Forbidding Mourning
‘The Good Morrow’
‘The Flea’
Death Be Not Proud
The Sun Rising
The Canonization
(i) John Milton: Paradise Lost, Book I OR Samson Agonistes

Unit III: Drama

John Webster: The White Devil
OR
William Congreve: The Way of the World

Unit IV: Fiction

Jonathan Swift: Gulliver’s Travels
OR
Samuel Richardson: Pamela

Paper III: British Literature and Thought (19th Century)

Course Outcome:

Students should be able to:

1- appreciate the issues such as capitalism, race and the evolution of democracy that shaped the
nineteenth century England.

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 2- acquire in-depth knowledge of the religious, socio-intellectual and cultural thoughts of the 19th
century.
3- analyze and explain the evolving time and the how the literary works represented the period.
Unit I: (a) Social and Intellectual Background

(b) Prose
Mary Wollstonecraft: A Vindication of the Rights of Woman:
With Strictures on Political and Moral Subjects (First Four
Chapters)
OR
Thomas Carlyle: Signs of the Times
Unit II: Prose
John Stuart Mill: The Subjection of Women
OR
Matthew Arnold: Culture and Anarchy

Unit III: Poetry (Any Five of the Eight)

William Wordsworth: ‘Tintern Abbey’

Samuel Taylor Coleridge: ‘The Rime of the Ancient Mariner’
John Keats : ‘Ode to Autumn’
George Gordon Byron: ‘Youth and Age’
Percy Bysshe Shelley: ‘To a Skylark’
Alfred Tennyson: ‘In Memoriam’
Robert Browning: ‘Rabbi Ben Ezra
Matthew Arnold: ‘The Scholar Gypsy’

Unit IV: Fiction

Jane Austen: Emma
OR
Thomas Hardy: Tess of the D’Urbervilles
Paper IV: Introduction to Linguistics
Course outcome:

Students should be able to:

1- use the basic tools essential for a systematic study of language
2- analyze the specific features of English
Unit I
Language: language and communication; properties of human language; language varieties:
standard and non-standard language, dialect, register, slang, pidgin, Creole; varieties of
English; language change

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 Unit II
Structuralism: Ferdinand de Saussure; synchronic and diachronic approaches; langue and parole; sign,
signifier, signified and semiology; syntagmatic and paradigmatic relations

Unit III
Phonology and Morphology: phoneme, classification of English speech sounds,
suprasegmental features, syllable, English phonology in context, morpheme, word, word
classes, inflection, derivation, compounding, English morphology
Unit IV
Syntax: categories and constituents, thematic roles, phrase structure
Semantics: lexical meaning relations; implicature, entailment and presupposition;

Suggested Reading:
1. Chierchia, Gennaro and Sally McConnell-Ginet. 2000. Meaning and grammar: An
Introduction to semantics. Cambridge, Massachusetts: MIT Press.
2. Chomsky, Noam. 1965. Aspects of the theory of syntax. Cambridge, Massachusetts:
MIT Press.
3. Fromkin, Victoria ed. 2000. Linguistics: An introduction to linguistic theory. Malden,
MA: Blackwell.
4. Fromkin, V., and R. Rodman, An Introduction to Language, 2nd ed. (New York: Holt,
Rinehart and Winston, 1974).
5. Mesthrie, Rajend and Rakesh M Bhatt. 2008. World Englishes: The study of new
linguistic varieties. Cambridge: Cambridge University Press.
6. Pinker, Steven. 1994 The language instinct. Harmondsworth: Penguin.
7. de Saussure, Ferdinand. 1966. Course in general linguistics. New York: McGraw Hill
8. Akmajian, A., R. A. Demers and R, M. Harnish, Linguistics: An Introduction to
Language and Communication, 2nd ed. (Cambridge, Mass.: MIT Press, 1984;
Indian edition, Prentice Hall, 1991).
9. Fromkin, Victoria ed. 2000. Linguistics: An introduction to linguistic theory. Malden,
MA: Blackwell.
10. Fromkin, V., and R. Rodman, An Introduction to Language, 2nd ed. (New York: Holt,
Rinehart and Winston, 1974).

SEMESTER II

Paper V: British Literature and Thought (20th Century).

Course outcome:

Students should be able to:

1- grasp the politics of the interwar years and the Cold War years with reference to fiction and
critical prose
2- develop the skills of critical interpretation of the texts in an age of skepticism and uncertainty

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 Unit I: (a) Social and Intellectual Background

(b) Prose
Jean-Paul Sartre: Existentialism and Human Emotions
OR
Albert Camus: The Myth of Sisyphus Chapter I
Unit II: Poetry
(Yeats and Eliot compulsory, any other four poems as choice)

W.B. Yeats: Easter 1916, The Second Coming,

T. S. Eliot: The Waste Land
Gerard M. Hopkins: ‘The Windhover’
W.H. Auden: ‘In Memory of W. B. Yeats’
Dylan Thomas: ‘Do Not Go Gentle Into That Good Night’
Philip Larkin: ‘The Whitsun Weddings’
Ted Hughes: ‘Snowdrop’
Unit III: Fiction
Virginia Woolf: To the Lighthouse
OR
D.H. Lawrence: Women in Love
Unit IV: Drama
Samuel Beckett: Waiting for Godot
OR
Harold Pinter: The Homecoming

Paper VI: Literary Criticism

Course Outcome:

Students should be able to:

1- be aware of the foundational principles of Western European philosophy and critical theory
from the Classical through the Romantic and Victorian periods
2- appreciate recent critical theories including New Criticism
3- apply the theories for text analysis

Unit I: Classical Theory

Aristotle: The Poetics
OR
Indian Aesthetics: Indian Literary theories with special reference to
theories of Rasa and Dhvani.

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Unit II: Renaissance and Romantic Criticism

Philip Sidney: An Apology for Poetry

John Dryden: Essay on Dramatic Poesy (Some Essays)
OR
P. B. Shelley: A Defence of Poetry
William Wordsworth: Preface to Lyrical Ballad (1800)
Unit III: Victorian Criticism
Matthew Arnold: The Function of Criticism at the
Present Time’
OR
T. S. Eliot: Tradition and the Individual Talent
Unit IV: Contemporary Criticism
Elaine Showalter: ‘Towards a Feminist Poetics’
Homi K. Bhabha: ‘The Other Question’
OR
Stuart Hall: ‘Cultural Identity and Diaspora’
Introduction Literary Studies in an Age of
Environmental Crisis by Cheryll Glotfelty
Suggested Reading:
The Poetics, tr. Ingram Bywater (New Delhi: Oxford University Press)

Paper VII: Literature and Gender

Course outcome:

Students should be able to:

1- appreciate the study of gendered roles and practices in nineteenth and twentieth century writing
2- analyze the marginalization with reference to gender as a critical category
3- estimate the varieties in gendered literature and their varying growth in
different regions

Unit I: Feminist Literary Criticism: Patriarchy, Androgyny, Feminist Movements, Écriture féminine,
Gynocriticism, Queer Theory
Virginia Woolf: A Room of One’s Own
Hélène Cixous: The Laugh of the Medusa

Unit II: Short Story, Fiction, Autobiography

Mahasweta Devi: Draupadi

OR
Om Prakash Valmiki: Joothan

Bama: Karaku

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 OR
Baby Kamble: The Prisons We Broke
OR
Chimamanda Ngozi Adichie: The Thing Around Your Neck (Three Stories)
Unit III: Poetry

Maya Angelou: ‘Phenomenal Woman’, ‘Still I Rise’ Touched by an Angel, Caged Bird
Suniti Namjoshi: ‘The Unicorn’, ‘Sycorax’, to Be A Poet, Snow White and Rose Green
OR
Carol Ann Duffy: ‘Little Red Cap, ‘Havisham’, Prayer, Valentine
Sujata Bhatt: ‘A Story for Pearse’; ‘Ajwali Ba’, The Peacock; The Stinking Rose

Unit IV:Fiction/ Drama

Girish Karnad: Nagamandala
OR
Devdutt Patnaik: Shikhandi and other Stories

Suggested Reading:
1. Simone de Beauvoir: Introduction to The Second Sex
2. Sandra Gilbert and Susan Gubar: ‘The Queen’s Looking Glass: Female
Creativity, Male Images of Women, and the Metaphor of Literary
Paternity’ from The Madwoman in the Attic
3. Elaine Showalter: Towards a Feminist Poetic
4. Judith Butler: Gender Trouble

Paper VIII: English Language Teaching (ELT)

Course outcome:

Students should be able to:

Unit I: Approaches to Second Language Teaching / Theories of Second Language Learning and
acquisition, Language skills and their sub-skills; grammar; vocabulary

Unit II: Teaching Methods: Learner centered and task based approaches

Unit III: Materials for second/foreign language learners; Use of technology as resource
Designing Materials for Teaching Grammar/Vocabulary/Oral skills/Reading/Writing/Supplementary
Materials

Unit IV: Types of Syllabuses and Syllabus designing

Suggested Reading:

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 1. Stern, H. H, Principles of Language Teaching, Cambridge, London
2. Ellis, Rod, Language Teaching, Cambridge, London

SEMESTER III

Note: Students will be offered 5 papers in all. Three will be compulsory papers and two will be optional,
selected by the students from each group. (Optional Papers will be offered only when at least ten (10)
students opt for a particular paper):

Paper IX: Academic and Research Writing

Course Outcomes

Students shall be able to:

1. Write for professional purposes in different contexts.
2. Develop analytical understanding of language use
3. Take up content development for journalistic purposes
4. Acquire editorial skills for different types of texts

Unit 1: Basics of Writing

Writing: Definition and Uses; Whys and Wherefores of Teaching Writing, Basic Writing Skills; Stages of
Writing (up to Editing), Creative and Critical Thinking used in Writing, Assessing written texts, Using Plain
and Simple English: uses and abuses, Levels of Style: Communicative, Academic and Grand, Persuasive
writing, Expository & argumentative writing

Unit 3: Mechanics of Editing

What is Editing?, The Editorial Loop: Micro and Macro Editing; Style guides & checklists (MLA/Chicago),
Proofreading: traditional methods, alternative methods; Proof reading vs. Copy editing, Editing Practice

Unit 4: Working Writing, Journalistic Writing

The Daily Bread (of Drafting): Application, Memo, Notices and Minutes, Raising the Bar: Proposal, Review
and Report; Academic Writing: Essay, Review Essay, Writing for the Print Media: News Stories, Features,
Editorials, Writing for the Electronic Media

Unit 5: Web Writing

Writing for the Web: Email; Blogging; Social networking, Website content writing, Internet Journalism,
Photo Editing and Graphics

Paper X: Contemporary Literary Theories

Course outcome:
Students shall be able to:
1- examine the Contemporary Literary Theories

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 2- apply these principles for text evaluation and analysis
3- analyze literature critically through the literary theories and appreciate them in terms of right
frame of reference
Unit I:
Formalism, Structuralism, Deconstruction, New Historicism, Post colonialism, and Postmodernism
Unit II:
Edward Said: ‘Introduction’ to Orientalism
Jean Francois Lyotard: What is Postmodernism?
OR
Frantz Fanon: Black Skin, White Masks

Unit III:
Louis Althusser: From Ideology and the State
OR
Michel Foucault: What is an Author?’
Roland Barthes: From Work to Text
Unit IV:
Jacques Derrida: Structure, Sign and Play in the Discourse of the Human Sciences
Homi K. Bhabha ‘How Newness Enters the World: Postmodern space, postcolonial times
and the trials of cultural translation’,
OR
Salman Rushdie: Imagining the Nation
Roger Rosenblatt: The Man in the Water

Suggested Reading:
1. Saussure Lectures
2. Northrop Frye: ‘Myth, Fiction, and Displacement’
3. Roman Jakobson Formalist
4. I. A. Richards: The Philosophy of Rhetoric (New York: Oxford University
Press, 1965),
5. Mikhail Bakhtin ‘Epic and Novel’, trs. Caryl Emerson and Michael Holquist, in M. M. Bakhtin, The
Dialogic Imagination, ed. Michael Holquist (Austin, Texas: University of Texas Press, 1981)
6. Josué V. Harari (Tr.) The Essential Works of Foucault 1954-84, vol. 2: Aesthetics, Method and
Epistemology, ed. James D. Faubion (London: Penguin Books, 2000).
7. The Location of Culture (London: Routledge, 1994).

Group A

Paper XI (A): Indian Literature in English

Course outcome:

1- appreciate the historical trajectory of various genres of Indian literatures in

English from the colonial times to the present age
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 2- examine (in translation) a broad cross-section of regions, and cultures in India through IWE
3- appreciate the transition of Indian writing in English from the age of translation to the age of
distinct IWE
4- critically engage with Indian literary texts written in English in terms of
colonialism/post-colonialism, regionalism, and nationalism
Unit I: Non-Fictional Prose
Mahatma Gandhi: Hind Swaraj
OR
Sri Aurobindo: Approach, Transcendental Roots and Historicity of Spiritual
Praxis and the Indian Conception of Cultural Tradition’ and Literature
Unit II: Poetry
(Any five poets, two poems each)

Henry Derozio: ‘To My Native Land’, Song of The Hindustanee Minstrel

Nissim Ezekiel: ‘Background Casually’, Philosophy
Jayanta Mahapatra: ‘Hunger’, ‘Grandfather’
A. K. Ramanujan: ‘Love Poem for a Wife, ‘Small Scale Reflections on a Great House’
Kamala Das: ‘The Stone Age’, An Introduction
Dom Moraes: ‘Letter to My Mother’, Absences
Mamata Kalia: ‘Tribute to Papa’, ‘Made for Each Other’

Unit III: Drama

Manoranjan Mahapatra: Fasala Aranya (The Wild Harvest)
OR
Mahesh Dattani: Bravely Fought the Queen
Unit IV: Fiction
R. K. Narayan: The Guide
OR
Raja Rao: The Serpent and the Rope

Paper XI (B): Literature of South Asian Diaspora

Course Outcomes

Students shall be able to:

1. understand the broad view of culture as seen from outside the culture
2. compare and contrast the conceptual understanding of culture in different
contexts
3. explore the issues specific to the phenomenon of migration that represents
diasporic experience

Unit I: History of South Asian Diaspora Movements, Theories of Diaspora

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Unit II: V.S. Naipual: A House for Mr Biswas
OR
Salman Rushdie: East, West

Unit III: Bharati Mukherjee: Jasmine

OR
Jhumpa Lahiri: The Lowland
Unit IV:
Chitra Banerjee Divakaruni: Sister of My Heart
OR
Kunal Basu: Racists

Suggested Reading:
1. Muhammad, Anwar. Between Cultures: Continuity and Change in the Lives
of Young Asians, 1998. Routledge
2. Avtar, Brah. Cartographies of Diaspora: Contesting Identities, 1996.
3. Jana Evans Braziel and Anita Mannur, eds. Theorizing Diaspora, 2003.
4. Paul Gilroy. The Black Atlantic: Modernity and Double Consciousness, 1993.
5. Jasbir Jain, ed. Writers of the Indian Diaspora, 1998.
6. Jayaram, N., ed. The Indian Diaspora, 2004.
7. Waltraud Kokot, Khachig Tölölyan and Carolin Alfonso, eds. Diaspora, Identity and Religion: New
Directions in Theory and Research, 2004.
8. Susan Koshy, and R. Radhakrishnan, eds. Transnational South Asians: The Making of a Neo-
Diaspora, 2008.
9. Sudesh Mishra. Diaspora Criticism, 2006.
10. Vijay Mishra. The Literature of the Indian Diaspora, 2007.
11. Makarand Paranjape, ed. In Diaspora; Theories, Histories, Texts, 2001.
12. Emmanuel S. Nelson, ed. Reworlding: The Literature of the Indian Diaspora, 1992.
13. Uma, Parameswaran. Writing the Diaspora: Essays on Culture and Identity, 2007.
14. R. Radhakrishnan. Diasporic Mediations: Between Home and Location, 1996.
15. Ajaya Kumar Sahoo and Brij Maharaj, eds. Sociology of Diaspora: A Reader, 2007

Paper XI(C): New Literatures in English

Course outcome:

Students shall be able to:

1- develop the knowledge of a variety of literary genres across the world and especially the popular
literatures from Africa, Australia, Canada and the Caribbean
2- examine decolonization, the condition of women, ethnicity, and marginalization in new
literatures
3- To compare and contrast texts for intertextual and critical appreciation
Unit I: African and Caribbean Literature
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 V. S. Naipaul: A House for Mr. Biswas
OR
Chinua Achebe: Arrow of God

Unit II: Australian Literature

Patrick White: Voss
OR
Judith Wright: ‘The Company of Lovers’, ‘Woman to Man’

Unit III: Indian English Literature

Arvind Adiga: The White Tiger
OR
Amitav Ghosh: The Hungry Tides

Unit IV: Canadian Literature

Margaret Atwood: Surfacing
OR
Alice Munro: The Dance of the Happy Shades

Group B

Paper XII (A): Stylistics

Unit 1
Maxims of conversation, speech acts, Historical development of Stylistics as an analytical,
discipline, Nature and goals of Stylistics, Methods of stylistics

Unit 2
Style and variation: Style as choice, Style as the author, Style as deviation, Style as conformity, Style as
period or time, Style as situation

Unit 3
Features of Linguistic Stylistics
Denotative, connotative and idiomatic meanings
Meaning and types of foregrounding
Linguistic analysis of figures of speech: figures of replacement, figures of co-occurrence

Unit 4
Analysis of stylistic devices: semantic-syntactic level, phonological level, morphological level,
graphological level

Suggested Readings
1. Brown, G. and George Yule (1983). Discourse Analysis. London: OUP.
2. Fowler, Roger (1996). Linguistic criticism. London: OUP
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 3. Hynes, John (1995). Style. London: Longman.
4. Leech, G., and Michael Short (1981). Style in Fiction. London: Longman.
5. Mills, S. (1995). Feminist Stylistics. London: Routledge.
6. Richard Bradford, Stylistics (London and New York: Routledge, 1997)
7. Peter Verdnok, Stylistics (Oxford: Oxford University Press, 2002

Paper XII (B): Translation: Theory and Practice

Unit I: The Nature and Scope of Translation: Discipline, Interdiscipline or Multidiscipline?, Concept of
Translation in the West and in the Indian Tradition, The Early History of the Discipline, Ganesh N. Devy:
‘Translation and Literary History- An Indian View’, Halliday’s Framework for Translation

Unit II: Issues in Translation: Theoretical Background- Types of Translation, Process, Importance of
Translation, Fields of Translation, Technical terms, Problems of translation- Decoding and Recoding,
Principle of Equivalence, Problem of Loss and Gain, Problem of Untranslatability Limits of Translation
Vetting and Evaluation

Unit III: Translation Theories: Vinay Dharwadker: ‘A. K. Ramanujan’s Theory and Practice of Translation’,
Walter Benjamin: ‘The Task of the Translator’, Roman Jakobson: ‘The Nature of Linguistic Meaning and
Equivalence, Eugene Nida: ‘Principles of Correspondence’, J. C. Catford: ‘Translation Shifts’, André
Lefevere: Excerpts from Translation Rewriting and the Manipulation of Literary Fame

Unit IV: Translation Practice

Faculty member teaching the course to specify some project for this purpose.

Paper XII(C): Spiritual Literature

Course Outcomes:

Students shall be able to:

1. understand the basic concepts of spirituality as inherent in Indian scriptures
and also some of the modern works
2. establish the correlation between literature and spirituality
3. foster the understanding of concepts in a manner that is likely to help them
in connecting in a better way to greater humanity

Unit 1: Patanjali: Yoga Aphorisms (Yoga-Sutras)

OR
Shankaracharya: Vivecacudamani

Unit 2: Dayanand Saraswati: The Light of Truth (Satyarth Prakash)

OR
Swami Vivekananda: Advaita Vedanta - The Scientific Religion

Unit 3: Sri Aurobindo: The Life Divine

17
 OR
A C Bhaktivedanta Swami: Srimad Bhagavad Gita As it is

Unit 4: Sri Sri Ravishankar: Celebrating Silence

OR
Jaggi Vasudev: Inner Engineering: A Yogi’s Guide to Joy
Suggested Reading:
1. Sharma, Arvind. A Hindu Perspective on the Philosophy of Religion. London: Palgrave, 1990.
2. ---. The Philosophy of Religion and Advaita Vedānta: A Comparative Study of Religion and Reason.
University Park: Pennsylvania State UP, 1995.
3. ---. A Guide to Hindu Spirituality. Bloomington: World, 2006.

SEMESTER IV
Note: Students will be offered 5 papers in all. Three will be compulsory papers and two will be optional,
selected by the students from each group. (Optional Papers will be offered only when at least ten (10)
students opt for a particular paper):

Paper XIII: American Literature

Course outcome:

Students shall be able to:

1- appreciate the literature of the United State in the nineteenth and the twentieth centuries.
2- examine marginalization on account of class, ethnic origin and gender.
3- evaluate the socio-political concerns of America through the genres of literature.
Unit I: Poetry
Walt Whitman: Song of Myself [1,5,6,10] add 3 more
OR
Wallace Stevens: ‘Sunday Morning’
Allen Ginsberg: ‘A Supermarket in California’
Adrienne Rich: ‘Diving Into the Wreck’
Sylvia Plath: ‘Daddy’, ‘Lady Lazarus’
Wendy Rose: ‘For the White Poets Who Would Be Indian’, ‘Women Like
Me’
Unit II: Drama
Edward Albee : Who’s Afraid of Virginia Woolf?
OR
Sham Shepard: The Tooth of Crime
Unit III: Fiction

18
 Henry James: The American
OR
William Faulkner: Absalom, Absalom!

Unit IV: Autobiography and Memoir

Alex Haley: The Autobiography of Malcolm X
OR
Linda Hogan: The Woman Who Watches over the World

Paper XIV: Colonial and Post-Colonial Literature

Course outcomes:

1. appreciate the origin of the concepts related to colonialism and post-colonialism,

2. analyse the significance of such literature in present times
3. trace the theoretical development along these lines

Unit I: Prose
Edward Said: Reflections on Exile
Ngũgĩwa Thiong'o: Decolonizing the Mind
OR
Ashcroft, Griffiths and Tiffin: Cutting the Ground: Critical Models of Post-
Colonial Literatures
Gayatri Chakravorty Spivak: Can the Subaltern Speak?

Unit II: Fiction

Premchand: Karmabhumi
OR
Mulk Raj Anand: The Untouchable
Unit III: Poetry
Shiv K. Kumar: A Letter from New York, Delhi O Delhi
Dilip Chitre: ‘Born a Shudra, I have Been a Trader’ ‘The View from
Chinchpokli’‘At Midnight in the Bakery at the Corner’
Eunice deSouza: ‘Transcend Self, You Say’
Arvind K. Mehrothra: Engraving of a Bison on Stone, Aligarh
Unit IV: Drama
Uma Parameswaran: Sons Must Die
OR
Manjula Padmanabhan: Hidden Fires

Group A

Paper XV(A): Indian Literature in Translation

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 Unit I: Classical Indian Literature

Kalidasa: Shakuntala
OR
Bana Bhatta: Kadambari
Unit II: Drama and Fiction
Shivani: ‘Sati’
OR
Mohan Rakesh: Adhe Adhure
Unit III: Poetry
Mirza Ghalib: Qasida
OR
Rabindra Nath Tagore: Gitanjali

Unit IV: Autobiography/Biography

Bana Bhatta: Harsha Charita
OR
Amrit Rai: Premchand: His Life and Times (Tr. HarishTrivedi)

XV(B): Australian Literature

Unit I: Short Story/Memoir/Autobiography

Anita Heiss: Growing up Aboriginal in Australia

OR
Germaine Greer: Daddy, We Hardly Knew You
Unit II: Poetry
James Mcauley: ‘To Any Poet’*
Vincent Buckley: ‘Fellow Traveller’
Peter Porter: ‘Competition is ‘healthy’’
Dorothy: ‘Crete’
Porter Kevin: ‘My Name’
Unit III: Drama
Alma De Groen: The Wicked Sisters
OR
Peter Kenna: A Hard God
Unit IV: Fiction
Christina Stead: For Love Alone
OR
David Malouf: An Imaginary Life

Paper XV(C): African and Caribbean Literature

Unit I: Poetry
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Seven poets with two poems each (Teach any five)

Gabriel Okara: ‘You Laughed and Laughed and Laughed’ ‘The Mystic Drum’
Dennis Brutus Edward: ‘A Common Hate Enriched Our Love and Us’ Remembering Cairo, A Troubadour I
Traverse
Edward Kamau Brathwaite: Tizzic’, Soweto
Derek Walcott: A Far Cry from Africa, A City's Death By Fire
Wole Soyinka: Dedication, In the Small Hours
Mervyn Morris: ‘Dedication’, ‘Literary evening, Jamaica”
Valerie Bloom: Granny is, I Asked the River

Unit II: Prose

George Lamming: In the Castle of My Skin
OR
V. S. Naipaul: An Area of Darkness

Unit III: Fiction

Jean Rhys: Voyage in the Dark
OR
Ngũgĩwa Thiong'o: A Grain of Wheat
Unit IV: Drama
Wole Soyinka: Dance of the Forest
OR
Femi Osofisan: Once Upon Four Robbers

Group B

Paper XVI (A): Comparative Literature

Unit I: Concepts and Theories, Definition and Scope, Development of the Discipline, Problems and
Methods in Comparative Literature

Theory on Comparative Literature

Susan Bassnett: Comparative Literature: A Critical Introduction

Sisir Kumar Das: Comparative Literature in India: A Historical
Approach
Amiya Dev: Towards Comparative Indian Literature
Unit II: Prose
Comparative study between Bharata’s Natyashastra and Aristotle’s and Poetics
Unit III: Autobiography
Maya Angelou: I Know Why the Caged Bird Sings
Binodini Dasi: Nati Binodini (The Story of My Life)
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 Unit IV: Drama
Winthrop Parkhurst: The Beggar and the King
Bhasa: Madhyamavyayoga

Paper XVI(B): Canadian Literature

Unit I: Prose
Catharine Parr Traill: From The Backwoods of Canada
Marshal McLuhan: Excerpts from The Mechanical Bride
OR
M.G. Vassanji: ‘Am I a Canadian Writer’
Susanna Moodie: ‘Brian, The Still Hunter’
Unit II: Poetry
Dorothy Livesay: ‘Waking in the Dark’
A.L. Purdy: ‘Wilderness Gothic’
D.G. Jones: ‘The River: North of Guelph’

Unit III: Fiction

Michael Ondaatje: The English Patient
OR
Heather O’Neil: Daydreams of Angels

Unit IV: Drama

George F. Walker: Escape from Happiness
OR
Marie Clements: The Unnatural and Accidental Women

Paper XVI (C): Dissertation

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