FDP Cbcss Eng Communi English 2013onwards

UNIVERSITY OF KERALA
FIRST DEGREE PROGRAMME IN
Career related 2(a)
ENGLISH AND COMMUNICATIVE ENGLISH
(CBCS SYSTEM)
2013 Admissions onwards
SEMESTERS I to 6
(Core, Complementary, Vocational Open Courses)
SYLLABI
2
SEMESTER I
CAREER RELATED FIRST DEGREE PROGRAMME 2(a) (CBCS System)

COMMUNICATIVE ENGLISH
Core Course I – READING POETRY: CG 1141
No. of credits: 3
No. of instructional hours: 5 per week (Total: 90 hrs)
AIMS
1. To sensitize students to the language, forms and types of poetry.
2. To make them aware of the diverse poetic devices and strategies.
3. To help them read, analyse and appreciate poetry.
4. To enhance the level of literary and aesthetic experience and to help them respond creatively.
OBJECTIVES
On completion of the course, the students should be able to
1. identify the various forms and types of poetry
2. explain the diverse poetic devices and strategies employed by poets.
3. read, analyse and appreciate poetry critically.
4. respond critically and creatively to the world around.
COURSE OUTLINE
Module 1:
• Subjective and Objective Poetry
• Types of Poetry: Lyric, Ode, Sonnet, Elegy, Ballad, Epic, Mock Epic, Dramatic Monologue,
Haiku.
• Stanza – couplet, tercet, terza rima, ottava rima, quatrain, spensarian stanza, rime royal.
• Poetic devices: alliteration, assonance, simile, metaphor, image, symbol, rhythm, rhyme.
• Meter: Heroic Couplet, Free Verse and Blank Verse.
Module 2:
Representative poetry from British literature.
Module 3:
Representative poetry from American, Irish, German, Russian, Australian and Indian literatures.
Module 4:
Practical criticism – intensive reading of poems at phonological, structural and semantic levels.
Critical analysis and appreciation of unseen poem.
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COURSE MATERIAL
Module 1:
Core reading: Chapter 1 from A Concise Companion to Literary Forms. Emerald, 2013.
Reference
1. Abrams, M.H. A Glossary of Literary Terms (Rev. ed.)
2. Hobsbaum, Philip. Metre, Rhyme and Verse Form. New Critical Idiom. Indian Reprint.Routledge,
2007.
Reading List
1. Wainwright, Jeffrey. The Basics: Poetry. Indian Reprint. Routledge, 2009.
2. Hudson, W.H.: An Introduction to the Study of English Literature
(Chapter 3, The Study of Poetry)
Modules 2:
1. William Shakespeare - Sonnet 18 (Shall I compare Thee to a Summer’s Day)

2. John Donne – A Valediction Forbidding Mourning
3. Thomas Gray – Elegy Written in a Country Churchyard
4. Samuel Taylor Coleridge - Kubla Khan
5. Robert Browning – Porphyria’s Lover
6. Siegfried Sassoon – A Subaltern
Core reading: Aeolian Harp: An Anthology of Poetry in English. Scientific International Pvt. Ltd, 2013.
.
Module 3:
1. Robert Frost – The Road Not Taken

2. Bertolt Brecht – General, Your Tank
3. Louis Macneice – Prayer Before Birth
4. Peter Porter – A Consumer’s Report
5. Kamala Das – An Introduction
Module 4:
Practical criticism – intensive reading of poems at phonological, structural and semantic levels.
Reference:
A Concise Companion to Literary Forms. Emerald, 2013.
Seturaman, V.S, Ed. Practical Criticism. Chennai: Macmillan, 2007.
Bernard Blackstone. Practical English Prosody: a handbook for students. Longman, 2009.
4
Instruction to Teachers:
• The work of each author has to be placed against the literary backdrop of the age.
• The literary significance of the work is to be briefly discussed in the classroom and hence the
student is expected to have an awareness of the respective works.
• Questions are not to be asked from such details at the examination.
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SEMESTER I

Foundation Course I: WRITINGS ON CONTEMPORARY ISSUES: CG 1121.3
No. of credits: 2
No. of instructional hours: 3 per week (Total 54 hrs.)
AIMS
1. To sensitize students to the major issues in the society and the world.
2. To encourage them to read literary pieces critically.
OBJECTIVES
1. have an overall understanding of some of the major issues in the contemporary world.
2. respond empathetically to the issues of the society.
3. read literary texts critically.
COURSE OUTLINE
Module I: Globalization and its Consequences

Essay: “The Globalized World” – Avinash Jha.
Poem: “Unending Love” - Rabindranath Tagore
Module II: Environmental Issues

Essay: “Forests and Settlements” - Romila Thapar
Poems: (1) “God’s Grandeur” - G.M.Hopkins
(2) “The World is too Much with Us” - Wordsworth
Module III: Human Rights

Essay: “Thinking about Human Rights” - Manisha Priyam, Krishna Menon & Madhulika Banerjee,
Poem: “London” - William Blake
Fiction: Untouchable [an extract] – Mulk Raj Anand
Module IV: The Gender Question

Essays: “Gender, Culture and History” – Manisha Priyam, Krishna Menon & Madhulika Banerjee,
Fiction: “The Elder Sister” – M. T. Vasudevan Nair
COURSE MATERIAL
Modules 1 - 4
Core reading: Meeting the World: Writings on Contemporary Issues. Pearson, 2013.
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SEMESTER I

Vocational Course I - BASICS OF COMMUNICATION: CG 1171
No of credits: 3
No of instructional hours: 3 per week (Total 54 hrs)
AIM
1. To provide the students with an ability to build and enrich their communication skills.
2. To make them familiar with different types ofcommunication.
3. to understand the barriers to effective communication
4. engage students in meaningful communication through effective tasks.
OBJECTIVES
On completion of the course students should be able to:
1. Identify the basic principles of communication
2. Analyse the various types of communication
3. Make use of the essential principles of communication.
4. identify the prominent methods and models of Communication.
Module 1
Communication - definition – meaning – elements - basics of communication - communication process -
importance of communication - the seven C’s of communicationcompletness - conciseness –
consideration – conctretness - claritycourtsey and correctness.
Module 2
Models of communication
Ancient - rhetorics - Aristotle - modern --Linear model - dynamic models
Module 3
Channels of communication - formal and informal – verbalnon – verbal - body language - sign language
-para language circumstantial language - intrapersonal and interpersonal communication - group and
mass communication - network communication - impact of IT on communication - pathways
ofcommunication - downward – upward - horizontal.
Module 4
Barriers to communication - sender-centric – receiver-centric and organizational – socio-cultural -
information overload - overcoming communication barriers.
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COURSE MATERIAL
Reading list
1. Fisk, J. Introduction to Communicative Studies, 1990. London: Routledge.

2. Aggrval, Shalini. Essential Communication Skills, 2009. New Delhi: Anne Books.
3. Marsen, Sky. Communication Studies 2009. New York, Palg rave.
4. Knapp .M. Essentials of Non-Verbal Communication Theory Rea. 1995Orlando, FL: Harcourt.
5. Cobley. P. (ed.) The Communication Theory reader 1995, London: Routledge.
6. McQuail d. Communication, 1975; London; Longman.
7. Prince. S. Communication Studies, 1997. London. Longman.
8. Beck, Andrew et al, AS Communication Studies: The Essential Introduction. 2004. London.
Routledge.
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SEMESTER I

ENGLISH LANGUAGE AND LITERATURE (CBCS System)
Complementary Course - HISTORY OF ENGLISH LITERATURE [Semesters 1 to 3]
Common for

&

ENGLISH & COMMUNICATIVE ENGLISH
NOTE TO TEACHERS:
The syllabus - a rationale
Books, and the authors who write them, have a complex relationship with the societies that produce
them. It is hoped that this syllabus will help students develop both an understanding and an appreciation
of some of the complexities involved in the production of and reception of British literature.
This syllabus is organised chronologically. It is intended to enable a student to understand the following
things:
• One, how people lived during various ages in Britain.

• Two, what sort of social and political organisations evolved there.
• Three, what the beliefs and practices of the people were ie. how the culture of Britain evolved.
• Four, what kind of literature emerged out of these conditions.
None of these are dealt with at depth. A broad overall picture is what the student is expected to gain.
It is hoped that, apart from giving valuable background information that will enable students to
understand and appreciate individual works from any age better, the syllabus will also help them
develop a sense of history and the ability to organise, evaluate and present ideas from one coherent body
of knowledge. This mental training should be as important as the facts that they study. Therefore
teachers should take care to get students to read books and access other authentic sources to learn more
about the topics covered.
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SEMESTER I

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Complementary Course – HISTORY OF ENGLISH LITERATURE- 1
Common for EN 1131 & CG 1131
B.A. English Main - Complementary Course I: EN 1131

No. of credits: 3
B.A. Career related 2(a) English and Communicative English -

Complementary Course I: CG 1131
No. of credits: 4
COURSE DESCRIPTION
Module 1:
The Early history of England - Roman Britain - The coming and settlement of the Germanic tribes - The
arrival of Christianity - The Anglo Saxon Heptarchy - The Viking invasions - The reassertion of British
control - Old English literature – Bede, Beowulf, King Alfred.
Module 2:
The Norman invasion – Feudalism - Middle English literature – Langland - Sir Gawain and the Green
Knight - Medieval romances, alliterative verse – Chaucer – The Canterbury Tales - The beginnings of
English drama - Miracle, morality and mystery plays, and Interludes.
Module 3:
The Renaissance - The Tudors - The English Reformation and Counter-reformation - Trade and
colonialism - The Stuart Age - Elizabethan poetry – Spenser - Renaissance drama - Ben Jonson - The
University Wits – Shakespeare – Bacon - Thomas More - Authorised (King James) Version of the Bible.
Core texts:
(1) A Concise History of English Literature and Language, Primus Books, Delhi 2013.
(2) Ashok, Padmaja. The Social History of England. Orient Black Swan 2011.
Books recommended:
Peck, John and Martin Coyle. A Brief History of English Literature. Palgrave, 2012.
Poplawski, Paul Ed. English Literature in Context. CUP, 2008.
Thornley G C and Gwyneth Roberts. An Outline of English Literature. Pearson, 2011.
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SEMESTER II

Core Course II – READING DRAMA: CG 1241
No. of credits: 4
No. of instructional hours: 5 per wk (Total: 90 hrs)
AIMS
1. To enable the students to read, analyse and appreciate drama
2. To sensitize them to the verbal and visual language of drama
3. To help them watch, write about, and perform plays
OBJECTIVES
On completion of the Course, the students should be able to
1. identify the various forms and schools of drama
2. analyse and appreciate drama
3. write critically about and engage actively in producing / performing drama
COURSE OUTLINE
Module 1:
• Drama – Origins and early forms: Greek Drama, Mystery plays, Miracle Plays, Morality Plays
and Interludes.
• The Major Dramatic Genres: Tragedy, Comedy, and Tragi-Comedy.
• Types of comedy – Romantic Comedy, Comedy of Humours, Comedy of Manners/ Restoration
Comedy, Sentimental Comedy, farce, burlesque, black comedy.
• Types of Tragedy: Revenge Tragedy, Domestic Tragedy, Heroic Drama.
• Other forms: melodrama, masque, One-Act Plays, epic drama, absurdist drama, kitchen-sink
drama
• Dramatic Devices – irony, soliloquy, aside, chorus.
Module 2: Shakespeare
Module 3: Modern drama (British / European/American)
Module 4: One-Act play.

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COURSE MATERIAL
Module 1
Module 2
Core reading: Shakespeare: Macbeth (Cambridge University Press)
Module 3
Core reading: Arthur Miller: All My Sons (Oxford University Press)
Module 4
Core reading: J.M. Synge: Riders to the Sea (Orient Blackswan Edition)
• The literary significance of the work is to be briefly discussed in the classroom and
hence students are expected to have an awareness of the respective works.
• Questions are not to be asked from such details at the examination
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SEMESTER II

Vocational Course II - PHONETICS: CG 1271
No. of credits: 4
AIMS
1. To sensitize students to the nuances of spoken and written forms of English
2. To help them overcome specific problems resulting from mother tongue interference
OBJECTIVES
1. develop a neutral accent and improve their general standard of pronunciation
2. speak globally intelligible English
COURSE OUTLINE
Module 1
What is phonetics-– articulatory phonetics- acoustic phonetics - auditory phonetics - speech mechanism
– air stream mechanism- organs of speech-various accents – RP – BBC American - Indian.
Module 2
Classification of speech sounds – vowels – pure vowels – diphthongs - consonants – classification
according to manner and place - minimal pairs.
Module 3
Phonology – phonemes – classification – distribution – syllabic structure – transcription-broad and
narrow – allophones - suprasegmentals – stress – word-stress and sentence-stress – rhythm – juncture –
intonation – falling-- rising-- fall-rise--rise-fall-level - grammatical- semantic and discourse function of
intonation - assimilation – elision.
Module 4
Remedial phonetics - error analysis - accent neutralization - Practice session - use of language lab –
transcription tasks
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COURSE MATERIAL
Modules 1- 4
Reading list
T. Balasubramanian. A Textbook of English Phonetics for Indian Sudents. Second edition. Macmillan,
2013.
Aslam, Mohammed and Aadil Amion Kak. Introduction to English Phonetics and Phonology,
Foundation Books, 2007.
Lyons, John. Language and Linguistics: An Introduction, CUP, 1981.
Gimson, A.C. and Edward Arnold. An Introduction to the Pronunciation of English CUP, 1980.
Collins, Beverley and Inger Mees, Practical Phonetics and Phonology: A Resource Book for Students,
Routledge, 2005.
Reference
1. Jones, Daniel. English Pronouncing Dictionary. 17th Edn. CUP.
2. Marks, Jonathan. English Pronunciation in Use: Elementary. CUP, 2008.
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SEMESTER II

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Complementary Course – HISTORY OF ENGLISH LITERATURE - II
B.A. English Main - Complementary Course III: EN 1231

No. of credits: 3

Complementary Course II: CG 1231
No. of credits: 4
COURSE DESCRIPTION
Module 1:
The rise of Puritanism - The Civil War, Colonial Expansion, the Commonwealth and the Restoration in
England, the impact of these on literature and social life - Donne and the metaphysical – Milton – John
Bunyan - Restoration theatre.
Module 2:
The Eighteenth Century - Enclosures, urbanisation and the rise of the middle class – general literary
ambience of the period.
Module 3:
The Enlightenment - the rise of modern science and the rise of capitalism - Coffee Houses in London as
centres of social and political discussions - Essay and Novel - Neo-classical verse - Pope, Dryden, Swift,
Dr Johnson and Daniel Defoe – periodicals – Addison, Steele.
Module 4:
The Romantic Age - Basic tenets of the Romanticism – French Revolution – Gothic writings -The
precursors : Blake and Burns - Wordsworth and the Lake Poets – Coleridge - Keats, Shelley, Byron –
Charles Lamb – Imperialism - Orientalism and slavery - The fiction of Jane Austen and Mary Shelley.
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Core texts:
Books recommended:
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SEMESTER III

Foundation Course II – INFORMATICS: CG 1321
No. of credits: 3
AIMS
1. To update and expand basic informatics skill and attitudes relevant to the emerging knowledge society
2. To equip students to utilize the digital knowledge resources effectively for their chosen fields of
study
OBJECTIVES
1. update and expand their knowledge in the field of informatics
2. understand the nature of the emerging digital knowledge society
3. use digital knowledge resources effectively for their studies
COURSE OUTLINE
Module 1
Informatics: an introduction.
History and development of computers – Types of computers – Personal Computers (PC) –

Workstations – Laptops – Palmtops – Mobile devices – Notebooks – Mainframe computers – Super
computers – IT and the Internet - Cyber ethics and cyber crimes like hacking and morphing.
Module 2
Basic Hardware and Software.
Monitor – CRT and LCD – CPU – Mouse – Keyboard – Ports – USB – Input/output devices – Printers –
Scanners – Pen drives - Modems – Microphones – Speakers – Bluetooth devices.
Module 3
Operating Systems:
Microsoft Word – Excel – PowerPoint – Linux – Computer virus – Antivirus tools – File formats – jpg –
jpeg – mp3 – zip – RAR.
Module 4
Net working and Internet:
What is networking? – LAN – WAN – Search engines – Social Net working.

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COURSE MATERIAL
Modules 1 – 4:
Ravindran Asari - The Basics of Informatics. Scientific International Pvt. Ltd, 2013.
Reading list:
1. Alexis and Mathew Leon. Fundamentals of Information Technology. Leon Vikas

2. Beekman, George and Eugene Rathswohl. Computer Confluence. Pearson Education.
3. Norton, Peter. Introduction to Computers. Indian Ed.2. Evans, Alan, Kendal Martin et al
Technology in Action. Pearson Prentice Hall, 2009.
4. Norton, Peter. Introduction to Computers. Indian Ed
5. Rajaraman, V. Introduction to Information Technology. Prentice Hall.
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SEMESTER III

READING FICTION
Common for
ENGLISH LANGUAGE AND LITERATURE Core Course III: EN 1341

&
CAREER-RELATED FIRST DEGREE PROGRAMME (CBCS) - Group 2 (a) IN
ENGLISH & COMMUNICATIVE ENGLISH Core Course III: CG 1341
No. of credits: 3
AIMS:
1. To make students aware of the diverse fictional forms in prose.
2. To enable them to analyse and appreciate various fictional writings.
3. To give them an insight into other cultures.
4. To help them think and write imaginatively.
OBJECTIVES
1. identify different fictional forms
2. analyse and appreciate fictional writings.
3. write imaginatively.
COURSE OUTLINE
Module 1
• Prose fiction - fable, short story, novel.
• Elements of fiction - plot, theme, characterization (flat and round characters), setting, point of
view.
• Types of Novel – romance, picaresque novel, sentimental novel, epistolary novel, historical
novel, gothic novel, science fiction, detective fiction, utopian, dystopian fiction, Bildungsroman -
Creative- non fiction
• Narrative strategies - stream of consciousness, Meta fiction.
Module 2
Modern British fiction
Module 3
Modern European fiction
Module 4
Short Stories
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COURSE MATERIAL
Module 1
Module 2
Core reading: George Orwell: Animal Farm (Penguin Edition)
Module 3
Core reading: Voltaire: Candide (Penguin Classics)
Module 4
Core reading: Golden Threshold: An Anthology of One Act Plays and Stories One Act Plays, Orient
Blackswan, 2013:
The following short stories:

O’Henry: “Romance of a Busy Broker”
Katherine Mansfield: “The Little Girl”
A.C. Doyle: “The Red-headed League”
Norah Burke: “The Family Man”
R.K.Narayan: “Lawley Road”
Further reading
1. Klarer, Mario. An Introduction to Literary Studies. Sec. Ed. Indian Reprint. Routledge, 2009.
(Section: Fiction)
2. Hudson,W. H. An Introduction to the Study of English Literature.
(Chapter IV: The Study of Prose Fiction)
• The literary significance of the work is to be briefly discussed in the classroom and hence the
student is expected to have an awareness of the respective works.
• Questions are not to be asked from such details at the examination.
• While discussing fiction, the formal, structural and stylistic aspects of the work should be
referred to.
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SEMESTER III

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Core Course IV - METHODOLOGY AND PERSPECTIVES OF HUMANITIES
B.A. English Main - EN 1342

No. of credits: 4
B.A. Career related 2(a) English and Communicative English - CG 1342

No. of credits: 3
AIMS
1. To introduce students to the methodological issues specific to the humanities
2. To develop in them a critical perspective in pursuing literary studies
OBJECTIVES
1. explain the key concepts in literary theory and criticism
2. make sense of literature
3. read literature critically from a theoretical perspective.
COURSE OUTLINE
Module 1
Key Concepts:
Humanities – Differences between natural, social and human sciences – facts and interpretation – history
and fiction – objectivity versus subjectivity.
Module 2
A critical overview of literature from the perspective of the Humanities.
Impact of society on literature – text types – genres – literary canon – literary interpretation and
evaluation.
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Module 3
Literary terms – Text oriented approaches – philology – rhetoric – stylistics – new criticism – semiotics
– ambiguity.
COURSE MATERIAL
Modules 1 – 3
Core text:
Humanities: Methodology and Perspectives, by Dr K Kamala, published by mainSpring publisher,
Chennai, 2014.
Reading list:
1. Kundu, Abhijit. “Understanding the Humanities.” The Humanities: Methodology and Perspectives.
New Delhi: Pearson Education, 2009.
2. Eagleton, Terry. “What is Literature?”
3. Klarer, Mario. An Introduction to Literary Studies. Special Indian Edition: Routledge, 2009.
4. Guerin, Wilfred L, et al. A Handbook of Critical Approaches to Literature. New Delhi: OUP, 2009.
5. Nagarajan, M.S. English Literary Criticism and Theory. Hyderabad: Orient Longman, 2007.
6. Holghman,William, Hugh Holman. A Handbook to Literature. New Delhi: Pearson Education, 2009.
7. Seldon, Ramon, et al. A Reader’s Guide to Contemporary Literary Theory. ND: Pearson Education,
2005.
8. Bennet, Andrews, Nicholas Royale. Introduction to Literature, Criticism and Theory, 3rd Edn. ND:
Pearson Education, 2009.
9. Barnet, Sylvan, William Cain. A Short Guide to Writing about Literature, 9 Edition. ND: Pearson,
th
2008.
Direction to Teachers
The various approaches to literature should be discussed with illustrations, where ever necessary.
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SEMESTER III

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Complementary Course – HISTORY OF ENGLISH LITERATURE - III
B.A. English Main - Complementary Course V: EN 1331

No. of credits: 3

Complementary Course III: CG 1331
No. of credits: 4
COURSE DESCRIPTION
Module 1:
The Victorian Age - The Reform Acts - Changes in social life - Industrialisation and its impact on the
society - Rise of Oxford and Cambridge Universities - Spread of science and technology and its impact
– Marx, Darwin, J.S. Mill, Freud - India and the Empire - The Victorian novel - Charles Dickens,
George Eliot and Thomas Hardy - Victorian poetry - Arnold, Browning and Tennyson – Pre-Raphaelites
– Oscar Wilde and the aestheticians.
Module 2:
Early 20th century - Influences on the social milieu - The First World War - The war poets – Modernism
- T S Eliot, Yeats, Auden, Joyce, D.H. Lawrence, Virginia Woolf, Joseph Conrad, G B Shaw and the
realists.
Module 3:
The mid-twentieth century and after - World War II - Life between the two World Wars - Effects of the
Wars on society and literature - The dissolution of the British empire - The welfare state – Modern to the
Post-modernism - Feminism and environmentalism.
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Module 4:
Poetry, fiction and drama of the period - Life in the 60s, 70s and 80s - Larkin and the Movement - Ted
Hughes, Carol Ann Duffy - George Orwell, Kingsley Amis, Graham Green, Salman Rushdie - Samuel
Beckett, Harold Pinter and Tom Stoppard – new trends in English theatre – Literature and New Media in
Contemporary England - Contemporary life in England.
Core texts:
Books recommended:
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SEMESTER III

Vocational Course III: COPY EDITING: CG 1371
No. of credits: 4
AIMS
1. To familiarize students with the concepts of copy- editing.
2. To impart to them basic copy-editing skills.
3. To help them find employment in the publishing field.
OBJECTIVES
1. copy-edit non–technical materials of moderate difficulty.
2. produce consistently well-organized written discourse.
3. find employment in the editing field as copy-editors and sub-editors.
COURSE OUTLINE
Module 1
What is copy-editing - scope and need - various typescripts - electronic - conversion of manuscripts -
copy-editing - preliminary steps.
Module 2
Preparing the text - the quantity of copyediting needed - interacting with the author - creation of self-
contained, well-edited copies and books - coherence and consistency - the question of copyrights -
acknowledgements and other legal issues - incorporating illustrations - copy-editing blurbs and titles and
cover descriptions - dealing with multiauthorship - proof-reading - repeated proofs.
Module 3
The problem of style - the concept of in-housestyle - in-house style manuals - the question of grammar –
abbreviations – concord – nouns - proper nouns – punctuation – spelling – ambiguity – dates – money
measurements - a brief understanding of the make-up of a standard book - preliminary pages - indexing
a book - bibliographical references - special books like scientific and technological books - On-screen
copy editing – definition - scope - different types - technical issues involved - legal and safety concerns -
software tools.
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Module 4
Practice session
On grammatical trouble points - use of MLA Handbook as an in-house style manual – basic copy-
editing using materials such as assignments and projects from students - use of electronic versions of
these materials for onscreen copy- editing practice.
COURSE MATERIAL
Reading list
1. Chicago Manual of Style, 15th Edition of Manual of Style. University of Chicago, 2003.
2. Greenbaum, Sidney and Janet Whitcut, Longman Guide to English Usage. Harmondsworth:
Penguin,1996.
3. Huddleston, R and Geoffrey K. Pulia, A Student’s Introduction to English Grammar. CUP,
2005.
4. New Hart’s Rules; The Handbook of Style for Writers and Editors. Oxford University Press,
2005.
5. New Oxford Dictionary for Writers and Editors: The Essential A to Z Guide to the Written Word.
OUP, 2005.
6. Turtoa, ND and Heaton, JB. Dictionary of Common Errors. Longman, 1998.
7. Suttcliffe, Andrea J, Ed., The New York Public Library Writer’s Guide to Style and Usage.
Macmillan, 2000.
Reference
Butcher, Judith, et al. Butcher’s Copy-editing, Fourth Edition. New Delhi:

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SEMESTER IV

Core Course V – READING PROSE: CG 1441
No. of credits: 3
No. of instructional hours: 4 per week (Total: 72 hrs.)
AIMS
1. To help students understand and appreciate different types of prose writing.
2. To introduce to them the basics concepts of style and literary devices in prose.
3. To acquaint them with cultural diversity and divergence in perspectives.
4. To enable them to write creatively and critically.
OBJECTIVES
On completion of the course, the students should be able to:
1. recognize various types of prose writings.
2. analyse, understand and appreciate prose writings
3. write creatively and critically in an expository or argumentative way.
COURSE OUTLINE
Module 1
• Essay – formal/impersonal essay and informal/personal essay
• Types of essays: periodical essay, critical essay
• Life Writing: biography, autobiography, memoir and diaries.
Module 2
Prose up to the 18th Century.
Module 3
19th Century Prose
Module 4:
Modern Prose
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COURSE MATERIAL
Module 1:
Module 2:
Core reading: Reflections (A Collection of Essays published by Pearson Education)
Essays: 1. Bacon: Of Studies
2. Samuel Pepys: (An extract from Pepys’ Diaries) 1660 Jan - Feb.
3. Addison: Sir Roger at the Assizes
4. James Boswell: (An extract from Life of Samuel Johnson)
Further reading
Hudson, W.H. An Introduction to the Study of English Literature. Chapter: The Study of The Essay.
Module 3:
Essays: 1. Lamb: Dream Children
2. Hazlitt: On Familiar Style
3. Ruskin: On Reading
Module 4:
Essays: 1. Robert Lynd: Indifference
2. Camus: Nobel Prize Acceptance Speech
3. Anne Frank: The Diary of a Young Girl (an extract)
• The literary significance of the work is to be briefly discussed in the classroom and
hence the student is expected to have an awareness of the respective works.
• Students should be made to listen to and read speeches and prose passages.
• Questions are not to be asked from such details at the examination
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SEMESTER IV

Core Course XI - WORLD CLASSICS: CG 1442
No. of credits: 3
AIMS
1. To introduce students to the world of the classics in literature.
2. To broaden their outlook and sensibility.
OBJECTIVES
1. read and appreciate classical works.
2. evaluate classical texts critically.
3. place and assess their own culture and classics.
COURSE OUTLINE
Module 1
Classics – literary classics – definition – critical concepts – the emergence of classics – a brief survey of
the classics.
Greek and Roman: Homer – Virgil – Aeschylus – Sophocles – Euripides – Aristophanes – Nikos
Kazantzakis.
Italian: Dante – Boccaccio – Tasso – Ariosto - Machiavelli – Alberto Moravia.
Sanskrit: Vyasa – Valmiki – Kalidasa – Sudraka – Bhasa – Shri Harsa – Jayadeva.
German: Goethe – Hesse –
Russian: Pushkin – Gogol – Dostoevsky – Tolstoy - Chekhov – Gorky – Pasternak – Solzhenitsyn.
Module 2
Poetry
Module 3
Drama
Module 4
Fiction
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COURSE MATERIAL
Module 1
Reference
1. Beard, Mary, and John Henderson. Classics; A Very Short Introduction. Indian Edition, OUP, 2006.
2. Highet, G. The Classical Tradition. Oxford University Press, 1949.
3. Eliot, T.S. ‘What is a Classic?
4. Nicoll, Allardyce. World Drama from Aeschylus to Anouilh. New York: Harcourt Brace, 1950.
5. Hadas, Moses. Greek Drama. Bantam Classics, 1983.
6. Abrams, M.H. A Glossary of Literary Terms.
Module 2
Core reading: Kalidasa: Ritusamhara. Canto One. Summer (From KALIDASA: THE LOOM OF
TIME translated by Chandra Rajan, Penguin Books).
Module 3
Core reading: Sophocles: Antigone (Cambridge University Press)
Module 4
Core reading: Kazantzakis: Zorba the Greek (Penguin Classics)
Instruction to Teachers [Modules 1 to 4]:

• The work of each author in Module 1 has to be placed against the literary backdrop
of the age.
• Only the major works of the writers mentioned in Module 1 are to be made familiar
to the students.
• Only short answer-type questions [Qn. II] and Short Essay-type questions [Qn.
III] are to be asked from Module 1 at the examination.
• The literary significance of the works prescribed for study in Modules 2 – 4 are also
to be discussed in the classroom. However the student is expected to have only a
general awareness of the respective author/work.
30
SEMESTER IV

&
Complementary Course - HISTORY OF ENGLISH LANGUAGE
B.A. English Main - Complementary Course VII: EN 1431

No. of credits: 2

Complementary Course IV: CG 1431
No. of credits: 4
AIMS
1. To familiarize students with the origin and development of the English Language
2. To make them aware of the changes in different areas of the language.
OBJECTIVES
1. identify the various language families
2. trace the evolution of the English language
3. list the changes in the different areas of the language
COURSE OUTLINE
Module 1
Nature of language – human languages and animal communication systems – flux in language –
language families – Indo-European family – Germanic group – the descent of English – broad
characteristics.
Module 2
Periods in the history of English language – Old English – Celtic, Latin and Scandinavian influences –
effect on grammar and syntax – Norman conquest – French influence – growth of national feeling –
adoption of English – Middle English – decay of inflection – loss of grammatical gender – French
Influence on the vocabulary – dialectal diversity – the rise of standard English – contribution of major
31
writers to the English language – Chaucer, Spenser, Shakespeare, Milton – the impact of Bible
Translations on the English language.
Module 3
Modern English – Renaissance and after – general characteristics of English – changes in pronunciation
and grammar – attempts to reform English – Spelling through the ages – problems and prospects of
spelling reform – Development of Dictionaries – Dr. Johnson’s dictionary – slang and standard speech –
English dialects – evolution of English as a global language.
Module 4
Word formation and growth of vocabulary – makers of English – Semantics – changes of meaning –
widening, restriction, amelioration, radiation, concatenation, synaesthesia, metonymy, synecdoche,
faded metaphors, euphemism, divergence of meaning – some present-day trends in the English language
– slang and jargon – varieties of dialects – various ‘Englishes’ – influence of the colonies.
Core text:
A Concise History of English Literature and Language, Primus Books, Delhi 2013.
Reading list
Modules 1 to 4
1. Baugh A.C. A History of the English Language. Chennai: Allied Published, 1978.
2. Barber C.L. The Story of Language. Penguin, 1982.
3. Wood F.T. An Outline History of the English Language. Macmillan, 2008.
4. Crystal, David. English as a Global Language. London: Cambridge University Press, 1997.
5. Mugglestone. Oxford History of English, Indian Edition: Oxford University Press, 2009.
32
SEMESTER IV
CAREER RELATED FIRST DEGREE PROGRAMME 2(a) IN

Vocational Course IV - PRINT AND ONLINE WRITING: CG 1471
No of credits: 4
COURSE OUTLINE
Module 1:
• Introduction to print media; History and its development.
• Brief history of printing and publication in India.
Module 2
• News; News value; element of news; News Gathering techniques in general
• Types of reporting ; Qualities of a reporter
• Structure and format of news-pyramid, inverted pyramid, hour glass style
• Changing trends in journalistic writing.
Module 3:
• Online writing; Evolution, development, Features
• Online communication; Blogs; WWW, Social Networking sites.
• Cyber crime, E- Governance, Mobile Governance, Wiki leaks
33
COURSE MATERIAL
Reference:
Print
1. Ahuja B.N and S S Chabra. Principles and Techniques of Journalism. Surjeet Publications, 2006.
2. Aluwalia J.P. Modern News Structure in Print Media and Electronic Media. Adyayan Publishers
New Delhi, 2007.
3. Burns, Lynette Sheridan. Understanding Journalism. Vistar Publications, New Delhi 2002.
4. Khandekar Vanitha Kochler; The Indian Media Business. Vivek Mehta response Books, New
Delhi, 2003.
5. Parthasarathy Rangaswami. Journalism in India. Sterling Publishers, New Delhi, 1997.
6. Parthasarathy Rangaswami. Basic Journalism India. Macmillan India Ltd, Madras 1997.
7. Prabhakar Navel and Basu Narendra. Encyclopedia of Mass Media and Communication in the
21st Century V.1. Commonwealth Publishers, New Delhi , 2006.
Cyber Journalism
1. Dewdney Andrew and Ride Peter, New Media Hand Book, Routledge, London, 2009
2. Dorner Jane. Writing for the Internet. Oxford , New York, 2002
3. Kumar Arawind, Online News, Amnol Publishers, New Delhi, 2011.
4. Ray Tapas, Online Journalism, Cambridge University Press, New Delhi, 2009.
5. Siapera Eugenia, Understanding New Media, Sage publications 2012.
34
SEMESTER IV

Vocational Course V - THEATRE STUDIES: CG 1472
No. of credits: 4
Aims
1. To provide an introduction to theatre studies
2. Familiarize the students with fundamental theories on theatre
3. Introduce the students to Western and Indian theatre
Objectives
1. To sensitize students that theatre is praxis
2. To develop the listening and writing skill of students
3. To help students appreciate theatre
4. Respond creatively to the world around
COURSE OUTLINE
Module 1:
Origin of Western theatre
What is theatre? –– Short intro to Greek playwrights and practice –Seneca – Miracles – Moralities –
Mysteries – Chorus and its evolution – Aristotle’s theory of drama – mimesis – catharsis – Elizabethan
stage and conventions – Jacobean theatre – Restoration theatre conventions – 19th century English
theatre.
Core reading
1. Harold Bloom Ed. Greek Drama. Aristotle, Poetics. Philadelphia: Chelsea House. 2004. 35 – 50.
2. Harold Bloom Ed. Greek Drama. Friedrich Nietzsche, The Birth of Tragedy. 97 – 114.
References
1. Harold Bloom Ed. Greek Drama. Friedrich Schiller “The Use of the Chorus in Tragedy.”
Philadelphia: Chelsea House. 2004. 17 – 24.
2. Harold Bloom Ed. Greek Drama. Lane Cooper: “Introduction to Ten Greek Plays” 25 – 34.
3. Harold Bloom Ed. Greek Drama. William Arrowsmith: “The Criticism of Greek Tragedy” 51 – 78.
4. Peter Womack. English Renaissance Drama. Oxford: Blackwell. 2006.
5. John O’Brien. “Drama: Genre, Gender, Theatre.” A Concise Companion to the Restoration and
Eighteenth Century. Ed. Cynthia Wall. Oxford: Blackwell. 2005. 183 – 201.
35
Module 2
Introduction to Indian theatre.
Temple culture – Folk theatre – Basic concepts of art experience – Sahŗdaya – Bhasa – Kalidasa –
Dance drama – Theatre in Kerala – Kathakali – Kutiyattam - 20th century Indian theatre.
Core reading: M. Hiriyanna. “The Number of Rasas.” Art Experience. Mysore:

Kavyalaya. 1997. 69 – 72.
References
1. M.L.Varadpande. History of Indian Theatre. “Origins.”New Delhi: Abhinav Publications. 2005.
9 – 38.
2. Philip B. Zarrilli. “A Social history of Kathakali: Personage, Connoisseurship and
Aesthetics.”Kathakali Dance-drama: where gods and demons come to play. London:
Routledge, 2000. 17 – 38.
3. P.Venugopalan Ed. Kutiyattam Register “Kutiyattam” Thiruvananthapuram:Margi, 2007. 21–34.
4. Ananda Lal. “A Historiography of Modern Indian Theatre.” Modern Indian Theatre: A Reader. Ed.
Nandi Bhatia. New Delhi: Oxford UP. 2009. 31 – 40.
5. Mahesh Dattani. “Contemporary Indian Theatre and its Relevance.” Modern Indian Theatre:
A Reader. 469 – 472.
Module 3
Sub-genres: Problem Play – Poetic drama – Epic theatre – Radio play – Absurd theatre – Metatheatre –
Postcolonial theatre.
Core reading
1. Martin Esslin. “Introduction: The Absurdity of the Absurd.” The Theatre of the Absurd. 3rd Ed.
Britain: Penguin. 1980. 19 – 28.
2. Helen Gilbert & Joanne Tompkins. “Introduction: Re-acting (to) Empire” Post-Colonial Drama:
Theory, Practice, Politics. London & New York: Routledge. 1996. 1 – 14.
Reference
Kenneth Pickering. Key Concepts in Drama and Performance. New York: Palgrave Macmillan, 2005.
Module 4
Praxis: Writing dialogues – Preparation of script for acting based on narratives/stories/reports –
Learning the process of staging a play through an enactment of the prepared script(s) which may be
group activity in the class. The class may be divided into groups and they can be assigned specific tasks
like script writing, choreography etc which can finally lead to the production of the script.
(This module must be effectively used by the teacher for internal/continuous assessment and so no
separate texts for study is provided)
General reference
1. Keir Alam. The Semiotics of Theatre and Drama. London, Methuen, 1980.
2. Christopher M. Byrski. The Concept of Ancient Indian Theatre. New Delhi, Munshilal Manohardas,
1974.
3. Rachel Baumer and James Brandon, eds. Sanskrit Drama in Performance. Honolulu, Univ of Hawaii
Press, 1981
36
SEMESTER V

&
Core Course - LITERARY CRITICISM:
B.A. English Main – Core Course VI: EN 1541

No. of credits: 4
B.A. Career related 2(a) English and Communicative English – Core Course VII: CG 1541
No. of credits: 4
AIMS
1. To give the students a historical overview of the critical practices from classical period to the
present.
2. To introduce to them some of the significant concepts that had a seminal influence on the
development of critical thought.
3. To develop in them a critical perspective and capacity to relate and compare various critical
practices and schools.
4. To help them read and analyze literary texts from different perspectives.
OBJECTIVES
1. trace the development of critical practices from ancient times to the present.
2. explain the critical concepts that emerged in different periods
3. analyze and appreciate texts critically, from different perspectives.
COURSE OUTLINE
Module I
A. Classical Criticism:
Nature and function of criticism – contributions of Plato – concept of mimesis and inferiority of art –
Aristotle –major concepts – mimesis, katharsis, hamartia – definition of tragedy – parts of tragedy –
Horace and the concept of decorum –Longinus – the sublime.
B. Indian Aesthetics:
Theory of Rasa, Vyanjana and Alankara.
[The relationship between Unit A and Unit B to be discussed. For eg. The concept of Rasa and
purgation, Alankara and figures of speech, etc.]
37
Core reading [Unit B]:

Sethuraman. V.S. Ed. Indian Aesthetics: An Introduction. Macmillan, India, 1992.
• Das Gupta,S.N. “The Theory of Rasa”, (pp 191-196) in Indian Aesthetics: An Introduction.
Ed. V.S. Sethuraman. Macmillan, India,1992.
• KuppuswamiSastri. “The Highways of Literary Criticism in Sanskrit” (pp. 173–190), in
Indian Aesthetics:An Introduction. Ed. V.S.Sethuraman. Macmillan India, 1992.
• Raghavan, V. “Use and Abuse of Alankara” (pp. 235–244) in Indian Aesthetics: An
Introduction. Macmillan India, 1992.
Module 2
Renaissance and Neo-Classical Criticism:
Sir Philip Sidney – his “Defence of Poetry” – definition of poetry – neo-classicism – Dryden – estimate
of authors – Johnson – “Lives of Poets” – Shakespeare criticism – moral judgment of literature.
Module 3
Romantic and Victorian Criticism:
Romanticism – Wordsworth – “Preface to Lyrical Ballads” – definition of poetry – concept of poetic
diction and language – Coleridge – definition of poetry – Fancy and Imagination.
The Victorian Period: Arnold – concept of culture – the function of poetry – touchstone method –
disinterestedness and high seriousness – moralistic criticism.
Module 4
Twentieth Century Criticism:
Eliot and Modernism – “Tradition and Individual Talent” – historic sense – impersonality – poetic
emotion –objective correlative – dissociation of sensibility – Richards and “Practical Criticism” – poetry
and synaesthesia – scientific and emotive uses of language – four kinds of meaning.
COURSE MATERIAL
Modules 1 – 4
Core reading:
Nagarajan, M.S. English Literary Criticism and Theory: An Introductory History. Hyderabad: Orient
Longman, 2006.
Further reading:
1. Abrams, M.H. A Glossary of Literary Terms.Seventh Edition. Singapore: Thomson & Heinle, 1999.
2. Wimsatt Jr., William K. and Cleanth Brooks. Literary Criticism: A Short History. Calcutta: Oxford
and IBH, 1957.
3. Waugh, Patricia. Literary Theory and Criticism: An Oxford Guide. New Delhi: OUP, 2009.
4. Seldon, Raman et al, A Reader’s Guide to Contemporary Literacy Theory. New Delhi: Pearson
Education, 2005.
5. Bennet Andrews and Nicholas Royale. Introduction to Literature, Criticism and edition. New Delhi:
Pearson Education, 2009.
6. Harmon, William, Hugh Holman.A Handbook to Literature.10thEdition. New Delhi: Pearson
Education, 2009
38
SEMESTER V
FIRST DEGREE PROGRAMME (CBCS System)

Core Course VIII - FILM STUDIES: CG 1542
No. of credits: 3
AIMS
1. To give the students basic knowledge in the history, art and culture of motion picture.
2. To introduce to them the key concepts in film studies.
3. To help them analyze and appreciate films.
4. To enable them pursue higher studies and careers in film.
OBJECTIVES
1. discover the language of cinema
2. explain the key concepts in film studies.
3. analyse films as texts.
4. write critically about films.
COURSE MATERIAL
Module 1: Understanding film

What is film – its hybrid nature – the language of cinema – authorship - a brief history – film
movements – Montage theory and Soviet cinema of the 20s – German expressionism and experiments
with mise-en-scene – French poetic realism – classical Hollywood cinema and genre – Italian neo-
realism – French New wave - contemporary international trends.
Module 2: Indian Cinema

Phalke and the desi enterprise – Indian cinema 30s to the 60s – The golden 50s – Indian art cinema and
the Indian New wave – History of Malayalam Cinema – New wave in Malayalam cinema –
Contemporary trends in Malayalam cinema
Module 3: Literature and Film

Literary language and Film language- adaptation and notions of fidelity- Narrative structure and
strategies in film and fiction - time, space, character and setting - dialogue – music – sound effects.
39
Module 4: Film analysis

Films for close viewing:
Psycho
Rashomon
My Fair Lady
Chemmeen
COURSE MATERIAL
Core text:
Introduction to Film Studies [Reading the Popular series]. Orient Blackswan, 2013.
Reading list
1. Villarejo, Amy. Film Studies: the Basics. Routledge, Indian Reprint, 2009.
2. Hayward, Susan. Key Concepts in Cinema Studies. London: Routledge, 1997.
3. Bywater, Tim and Thomas Sobchack. Introduction to Film Criticism. Pearson India, 2009.
4. Corrigan, Timothy, J. A Short Guide to Writing about Film. Pearson India, 2009.
5. Kupsc, Jarek. The History of Cinema for Beginners. Chennai: Orient Blackswan, 2006.
6. Dix, Andrew. Beginning Film Studies. New Delhi: Viva Books, 2010.
7. Stam, Robert and Alessandra Raengo. Literature and Film: A Guide to Theory and Adaptation.
Oxford: Blackwell, 2003.
Suggested viewing list
Michael Radford’s Il Postino

Robert Wiene’s The Cabinet of Dr. Caligari
Sergei Eisenstein’s Battleship Potemkin
Victorio De Sica’s Bicycle Thief
John Ford’s Stagecoach
Mehboob’s Mother India
Satyajit Ray’s Pather Panchali
Abbas Kiarostami Ten
Note to the teacher

The objective of this course is to enable literature students to understand the language of
cinema as also the ways in which that language is different from a literary language. Simultaneously
they could also be taught the specificities of medium, narrative and the history of cinema. The lectures
should use a lot of clips from different films to illustrate the points. It is strongly recommended that
films or film clips should be screened as far as possible for every topic of this course. Any film of the
teacher’s choice other than the ones suggested may also be screened to illustrate the specific topics. The
four films selected for close analysis help in understanding the narrative techniques of cinema, its
engagements with sound, music and songs as also modes of adaptation from genres such as short story,
play and novel.
40
SEMESTER V

Core Course IX - INDIAN WRITING IN ENGLISH: CG 1543
No. of credits: 3
AIMS
1. To introduce students to Indian writing in English.
2. To broaden and sharpen their aesthetic and analytical skills.
OBJECTIVES
1. trace the development of Indian writing in English.
2. explain the Indianness in Indian literature in English.
3. read and appreciate Indian literature.
4. analyse the strength and constraints of Indian English as a literary medium.
COURSE OUTLINE
Module 1: Poetry.
Module 2: Drama.
Module 3: Fiction.
COURSE MATERIAL
Module 1: Poetry.
Core reading:
Poems:
1. Toru Dutt: The Lotus [The Golden Treasury]
2. Sarojini Naidu: Village Song [The Golden Treasury]
3. Keki Dharuwalla: The Ghagra in Spate [Ten Twentieth Century Indian Poets]
4. Kamala Das: My Grandmother’s House [Ten Twentieth Century Indian Poets]
5. Nissim Ezekiel: Goodbye Party for Miss Pushpa T.S. [Ten Twentieth Century Indian Poets]
6. R. Parthasarthy: from Exile [Ten Twentieth Century Indian Poets]
7. Gieve Patil: On Killing a Tree [Ten Twentieth Century Indian Poets]
8. A.K. Ramanujan: A River [Ten Twentieth Century Indian Poets]
Core reading:
(a) The Golden Treasury of Indo-Anglian Poetry Ed. V. K. Gokak. Sahiyta Akademi.
(b) Ten Twentieth Century Indian Poets. Ed. R. Parthasarathy. OUP.
41
Module 2: Drama.
Core text: Instant Impact: A Selection of Six One-Act Plays. Indian Open University Publishers,
Chennai.
Non detailed study of the following short plays:

Rabindranath Tagore: Chandalika.
Mahashweta Devi: Bayen.
Module 3: Fiction.
Core reading: M. T. Vasudevan Nair. The Mist. (Tr. Premila V. M.) Orient Blackswan.
Recommended Reading:
1. Iyengar, K. R. Srinivasa. Indian Writing in English.
2. Naik, M.K. A History of Indian English Literature.
The work of each author has to be placed against the literary backdrop of the age. The literary
significance of the work is to be briefly discussed in the classroom and hence the student is expected to
have an awareness of the respective works. Questions are not to be asked from such details at the
examination.
42
SEMESTER V

Open Course I - CREATIVE WRITING: CG 1551.1
No. of credits: 2
AIMS
1. To make the students aware of the various aspects of Creative Writing.
2. To expose and familiarise the students to representative English writers and their works.
3. To equip the students to attempt at practical creative writing.
4. To strengthen the creative talents and writing skills.
OBJECTIVES
1. To identify different poetic forms.
2. To analyse and appreciate poems and short stories.
3. To write book and film reviews.
4. To appreciate literary works.
COURSE OUTLINE
Module 1
Poetry - introduction: Chief elements: theme, structure, imagery and symbols, rhythm – reference to
major poetic forms [with representative/select examples] like lyric, sonnet, ode, ballad, epic, dramatic
monologue, and free verse.
Practice sessions: critical appreciation of the given poems - emphasis on theme, structure, style,
symbols, images, rhythm and diction.
• William Blake - “The Lamb”
• Emily Dickinson – “I Heard a Fly Buzz When I Died”
• Wole Soyinka – “Telephone Conversation”
• RabindranathTagore – “Where the Mind is Without Fear”
• Kamala Das – “A Hot Noon in Malabar”
Poetry writing sessions: based on common/everyday themes in various forms – to initiate students into
poetry writing.
Module 2
Short Story - introduction: Characteristic features of short stories in general – plot construction,
characterization, narration, local colour, atmosphere and title.
Short story appreciation: critical appreciation of the given stories and their authors - emphasis on
theme, structure, style, images and dialogue.
• Edgar Allan Poe – “The Oval Portrait”
• Chinua Achebe – “The Voter”
• A.C. Doyle: The Adventure of the Speckled Band
• Kushwanth Singh – “The Portrait of my Grandmother”
43
Short story writing sessions: based on topics/themes - to be given in the class - from everyday life and
situations.
Module 3
(a) Writing for Children: Varieties – themes – fantasy - language – imparting values and morals –
illustrative examples.
Required reading:
• Lewis Carroll – Alice in Wonderland [Abridged version]
• C.S. Lewis - The Chronicles of Narnia: The Lion, the Witch and the Wardrobe.
• Khyrunnisa A – Howzzat Butterfingers! Puffin Books, 2010.
(b) Science Fiction: Characteristic features – characterization - plot construction – setting – title -
impact on films – representative examples: R.L.Stevenson: Dr. Jekyll and Mr. Hyde, H.G. Wells: Time
Machine, Jules Verne: 20,000 Leagues Under the Sea.
Module 4
Book and Film reviewing: Elements of book/film reviewing – pertinent questions that a good review
must answer – aim/purpose of book and film reviews - sample book/film reviews from newspapers and
magazines.
Practice sessions: Writing book and film reviews - of classics and recently published/released
books/films.
Books for general reference

1. Abrams, M.H. A Glossary of Literary Terms. Seventh Edition.
2. Prasad, B. A Background to the Study of English Literature. Macmillan.
3. Bernays, Anne and Pamela Painter. What If?: Writing Exercises for Fiction Writers. William
Morrow & Company, Nov 1991.
Direction to the Teachers

• Focus should be on the main points mentioned in the contents of the syllabus. These are to be
illustrated with the examples mentioned in the respective modules.
• Practice sessions should be arranged within the classroom to enable the students to try their hands at
the various categories mentioned within each module. Multiple examples may also be mentioned in
the class.
• Questions are not to be asked from any of the individual titles/works mentioned and will only be
on general comprehension: on the contents of the course structure mentioned in each module,
including the writers mentioned in the syllabus.
44
SEMESTER V

Open Course I - TRANSLATION STUDIES - CG 1551.2
No. of credits: 2
AIMS
1. To familiarize students with the concepts and theories of translation.
2. To introduce to them the art of translation.
3. To help them pursue translation as a profession.
OBJECTIVE
1. explain the concepts and theories of translation.
2. undertake various translation works.
3. find employment as translators.
COURSE OUTLINE
Module 1: Fundamentals of translation

Definitions – a brief history of translation in Malayalam – Theories of translation – linguistic – literary –
cultural – communicative – Types of translation – Literary – Non-Literary – Technology aided
translation.
Module 2: Key Concepts

Source language – Target language – Afterlife – Linguistic and cultural systems – faithfulness –
confusions – equivalence
Module 3: Case Studies

1. Analysis of a translated Text:
a. From Malayalam to English
i. A story
ii. A poem
b. From English to Malayalam

1. A story
2. Problems of translations
Module 4: Translation practice

a. Non – Literary (Equivalent technical terms – idioms, phrases, proverbs in English and Malayalam
– Translation of sentences and passages from English to Malayalam and vice–versa)
b. Literary (Translation of short literary prose pieces including fiction from English to Malayalam and
vice-versa)
45
COURSE MATERIAL
Modules 1 - 4
Core reading: Word Worlds (Oxford University Press)
Further reading
1. Hatim, Basil and Jeremy Munday. Translation: An Advanced Resource Book. London: Routledge,
2004.
2. Palumbo, Giuseppe. Key Terms in Translation Studies. Continuum, 2009.
3.Vasudevan Nair, M.T. Kuttiedathi and Other Stories. Abdulla, V. tr. Hyderabad: Orient Black Swan,
2009.
4. Ramakrishnan, Malayattoor. Roots. Abdulla, V. tr. Hyderabad: Orient Black Swan, 2009.
5. Basheer, Vaikom Muhammed. Poovan Banana and Other Stories. Abdulla, V. tr. Hyderabad: Orient
Black Swan, 2009.
6. Abdulla, V.and R.E. Asher, Ed. Wind Flowers. New Delhi: Penguin, 2004.
7. O. Hendriyude Theranjedutha Kathakal tr. by C N Ashly. Papion, Kozhikodu.
8. ‘Vanampadiyodu’ by Vyloppilly Sreedhara Menon. (Translation of Keats’Ode to a Nightingale)
46
SEMESTER V

Open Course I - ENGLISH FOR THE MEDIA: CG 1551.3
No. of credits: 2
AIMS
1. To sensitize students to the English language used in the media
2. To make them professionally skilled and employable in the media.
OBJECTIVES
1. explain the nature and scope of the communication media
2. write headlines and articles for newspapers and magazines and design their content
3. produce and present scripts and programmes for Radio and TV
4. design and write webs, blogs and advertisements
COURSE OUTLINE
Module 1
Main-stream media: nature, characteristics, purpose - Print – broadcast - visual media – new/digital
media – power and vulnerability of each – media convergence.
Newspapers: News stories, features – Headlines, subheads, captions, reviews.

Vocabulary that can affect the slant, emotive words and neutral words. Cohesion techniques, use of
passive structures.
• Writing to answer the five Ws and H
• The inverted pyramid style
• Writing an editorial
• Editing: Cutting dead wood
Planning and Writing features – Editorials – Op-Ed pieces – Interviews: skills needed – Language
used - The phrases that areused for the interview for Introductions - Interrupting - Markers for buying
time, to elicit more clarity - how to use linguistic ploys – use of connectives to help progression and
continuity - use of the right pace, punctuating explanations using the right words - the art of questioning
and its overall philosophy.
Analysing news stories and features – political ideologies and language of newspapers – style - House
styles of leading newspapers – emphasis given to use of desi words and foreign words.
Magazines: Writing for specific audience - magazine covers – layout - planning content – writing a
true-life story - The Magazine Cover lines – The use of imperatives, use of questions in Cover lines - use
of rhyming and alliteration - The use of specific verb forms used to express future - importance of
photographs.
,
47
Module 2
Radio: Role of presenters – importance of voice, diction, delivery and language - introducing the
guests/features/news/Introducing different genres of music, Pre-teach - Vocabulary, relevance of the
topic sentence, language used in debriefing, contextual use of phrasal verbs of a DJ or a presenter.
Format of the Radio script- Radio Programming- Writing for different Radio programmes: interviews,
talk shows, reviews, music programmes, phone-in or on demand programmes - Translating creative
works from other medium: delivering plays and classics, Radio news – news value – news script
TV: Scripts for TV- The pre-production process - Required vocabulary to understand process - The
phrases used in conversation, Script writing - Editing a T.V. Documentary - roles of an editor and
output editor, – selection of news – language of news writing/reporting.
TV programming: – use of formal/conversational language - abbreviations used in the filming schedule

and its relevance - collocations used in T.V. as a medium - the technical vocabulary
Film:
Writing a screenplay – films as a social commentary – language in film: mirroring in-vogue vocabulary,
changes with genre - The features of spoken dialogues, how language helps to pitch successfully - The
relevance of log line. Vocabulary for Pre-production – Language used in explaining potential problems,
presenting solutions
Writing Film Reviews: Pre – Teach Vocabulary, Structure of the Content, Mapping the different stages
of how a film is born, Language devices used, Use of Contrasting Information & Additional
Information, Vocabulary used.
Module 3
Digital/New Media: E- writing – rules – writing news for the web – House Style of popular news-based
websites - blogs - planning and writing a blog - technical writing – search engine optimization – writing
for the social media. Use of Noun phrases, the use of pronouns, contractions, comparatives and clauses,
the language used for informing and language used in a good blog.
COURSE MATERIAL
Modules 1 - 4
Core reading:. English for the Media, Cambridge University Press, 2013.
Further reading
1. Ceramella, Nick and Elizabeth Lee. Cambridge English for the Media, CUP, 2008.
2.. Kaushik, Sharda, Script to Screen: An Introduction to TV Journalism. Macmillan, 2003.
3. Booher, Dianna. E- Writing: 21st Century Tools for Effective Communication. Macmillan, 2008.
48
SEMESTER V

ENGLISH LANGUAGE & LITERATURE (CBCS System) - Group 2 (a)
Vocational Course VI - ENGLISH LANGUAGE TEACHING: CG 1571
No. of credits: 4
AIMS
1. To introduce students to teaching of English as a second language.
2. To aid them in understanding learning from a teacher’s perspective.
OBJECTIVES
1. comprehend the concepts in language teaching.
2. understand the important psychological principles behind second language acquisition.
3. understand different approaches and methods of teaching English as second Language.
4. plan lessons effectively.
COURSE OUTLINE
Module 1
Teaching/learning distinction – Principles of language teaching – Acquisition and learning – micro
teaching – Audio-visual aids – language lab.
Module 2
Theories of second language acquisition: Behaviourism – Watson – Pavlov’s Classical Conditioning –
Skinner’s Operant Conditioning – Cognitivism – Noam Chomsky-Language Acquisition Device –
Krashen-Monitor Hypothesis-Input Hypothesis-Affective Filter Hypothesis – Constructivism – Piaget,
Vygotsky, Bruner – Zone of Proximal Development (ZPD) – Scaffolding.
Module 3
Approaches and Methods: Structural Approach – Oral Approach – Situational Approach –
Communicative Approach – Eclectic Approach – Grammar-Translation Method – Bilingual Method –
Direct Method – Silent Way.
Module 4
Planning and Evaluation: Two-column Lesson Plans for teaching language skills, prose, poetry, and
grammar - Testing and Evaluation - internal and external evaluation – Types of tests-Achievement and
Diagnostic tests – Types of Questions-Essay, annotation, short questions, multiple choice questions.
49
COURSE MATERIAL
Reading list
1. Stern, H. H. Fundamental Concepts of Language Teaching. OUP, 2003.

2. Larsen-Freeman, Diane. Techniques and Principles in Language Teaching. OUP, 2003.
3. Huebener, Theodore. Audio-Visual Techniques in Teaching Foreign Languages. New York UP, 1967.
4. Leonard, David C. Learning Theories, A-Z. Greenwood Publishing Group, 2002.
5. Richards, J. C. & Theodore S. Rodgers. Approaches and Methods in Language Teaching. CUP, 2007.
6. Baruah, T. C. The English Teacher’s Handbook. New Delhi: Sterling, 2009.
7. Paliwal, A. K. English Language Teaching. Jaipur: Surabhi Publications, 1998.
50
SEMESTER V
CAREER RELATED FIRST DEGREE PROGRAMME 2(a)

IN ENGLISH & COMMUNICATIVE ENGLISH
Vocational Course VII - THE LANGUAGE OF ADVERTISING: CG 1572

No of credits: 3
AIMS
1. To provide the students with an ability to enrich their creative skills.
2. To make them understand the different types of advertising
3. To make them familiar to the role of advertising in the society.
OBJECTIVES
1. Identify and analyse the various types of advertising.
2. Make use of the essential principles of advertising in ordinary situations.
3. Identify the impact of advertising in society.
COURSE OUTLINE
Module 1
• Definition - what is advertising?
• Brief history of advertising with particular reference to India
• Importance of advertising.
Module 2
• Advertising media - newspaper, magazines, radio, television, Internet, board, hoardings.
• Importance of media selection.
Module 3
• Types of advertisements - consumer ads, retail ads, business-to-business ads, trade ads and
financial ads.
• Functions of advertising - promotion of sale, education, entertainment.
Module 4
• AIDA principle - Impact of advertising in society.
• Present status of advertising
51
COURSE MATERIAL
Reference
1. Kumar, Arun & Tyagi, Advertising Management. New Delhi: Atlantic Publishers and
Distributors, 2004.
2. Rowse, Edward & Louis. Fundamentals of Advertising. USA: Kessinger Publishing, 2005.
3. Wells, Burnett & Moriarty. Advertising: Principles and Practice. UP: Dorling Kindersley (India) Pvt. Limited,
2007.
4. Gupta, Oma. Advertising in India: Trends and Impact. NewDelhi: Kalpaz Publications, 2005.
5. Ken Burtenshaw, Nik Mahon. Caroline Barfoot: The Fundamentals of Creative Advertising,
Switzerland, AVA Publications, 2006.
6. Albert A. Reed, Kate E. Griswold, James Barrett Kirk, Leroy Fairman, George French.
Advertising and Selling.
7. Trehan, Mukesh & Trehan, Renju. Advertising and Sales Management, 2010.
8. Vilanilam J.V. Parasyam (Malayalam). Kottayan: NBS.
9. Delly D.Larry and Jugenheimer Donald. Advertising Media Planning, PHI Learning, New Delhi,
2009.
10. Ahuja B.N and S.S. Chabra. Advertising and Public Relation
52
SEMESTER V

Vocational Course VIII – AUDIO VISUAL WRITING: CG 1573
No of credits: 3
AIMS
1. To provide the students with an ability to enrich their creative skills.
2. To make them aware of the different types of television programmes.
3. To make them familiar to the role of television in the society.
OBJECTIVES
1. Identify and analyse the various types of television programmes.
2. Identify the impact of television in society.
COURSE OUTLINE
Module l:
• History and development of television in India
• SITE and educational television
• Production process: from idea to shooting script; research and planning location; lights;
production proposal; treatment, script outline, screenplay
• Camera movements
Module 2:
• News bulletins; Scripting for TV news
• Television documentary, types of programs.
• Impact and influence of television channels
Module 3:
• Introduction to Radio, History of Radio in India
• Radio as a medium of communication-Advantages and disadvantages
• Components of a Radio program-words, music, sound effects, silence, types of radio programs
53
Module 4:
• Different types of radio: Community radio, Amateur radio, Internet radio, Satellite radio, Educational
radio, FM radio
• Qualities of radio announcer, RJ
COURSE MATERIAL
Reference
1. Wills, Edgar (1967), Writing Television and Radio Programmes, New York.
2. Yorke, Ivor (1978), The Technique of Television News, London.
3. Sunderaj, Victor (2006), Children and Television, New Delhi.
4. Menon, Mridula (2007), Indian Television and Video Programmes, New Delhi, Kanishka Publishers
5. Yadav (2004), Television and Social Change, Lucknow.
6. P.C.Chatterji, Broadcasting in India (1991), Sage Publications.
7. H.R.Luthra (1986), Indian Broadcasting, Ministry of Information and Broadcasting, Govt. of India.
8. K.S. Rajasekharan, Drishyabhasha (Malayalam), Thiruvananthapuram, State Institute of Languages.
9.Vijaya Krishnan, Baiju Chandran, Prabhakaran and Sunni Joseph, Drishyasravyamadhyamangal
(Malayalam), Thiruvananthapuram, State Institute of Languages.
Further Reading
1. Aiyer B. Alakrishnan, Digital Television Journalism, Authors press, Delhi, 2006

2. Casey Bernadette and Casey Neil; Key concepts in Television studies
3. Nalin Mehta, Television in India, Routledge, New York, 2011.
4. Orlebar Jereemy, The Television Handboook; Routledge, New York, 2011.
5. Hasen Seema, Mass Communication- principles and concepts, CBS publishers and distributers, New Delhi,
2010.
54
SEMESTER VI

Core Course X - TRAVEL LITERATURE: CG 1641
No. of credits: 3
Aims:
1. To help students read and appreciate different kinds of travel literature.
2. To introduce to them the basics concepts of travel writing and literary tropes in travel.
3. Facilitate, promote and disseminate curiosity on travel writing which will lead to future research.
4. To enable them to critically analyse multi and cross-disciplinary approaches in travel writing.
5. To understand the themes of self, culture, history, writing, and travel.
Objectives:
On completion of the course, the students should be able to:
1. Read and enjoy various types of travel literature.
2. Analyse, understand and appreciate travel writings.
3. Analyse inter-cultural crossings and perceptions in a self-reflexive and critical manner.
COURSE OUTLINE
Module 1: Travel Literature: The Stalwarts

Module 2: Some Treasures of Travel Literature
Module 3: Travelling in India
Module 4: Indian Travel Literature
COURSE MATERIAL
Module 1: Travel Literature: The Stalwarts.

An introduction to early 20th century travel writing – early attempts at travel writing as a distinct genre - early
British and American travel writings of repute.
Core Reading: Graham Green: Journey without Maps (Penguin, 1936) (Part One: “The Way to Africa”,
pp 11-19)
Suggested Reading: Freya Stark: Riding to the Tigris (1959)
Module 2: Some Treasures of Travel Literature.

Travel literature in the 70s - great travel writings - examples of some remarkable narratives of travel by
British and American authors.
Core Reading: Bill Bryson: Notes from a Small Island (1995) Chapters 25-29
55
Suggested Reading:
Bruce Chatwin: In Patagonia (1977) Part 1-20.
Module 3: Travelling in India.

Contemporary travel writings on India by western authors.
Core Reading: William Dalrymple. “The Dancer of Kannur” from Nine Lives (2009) pp. 29-55
Suggested Reading:
1. Dervla Murphy: On a Shoestring to Coorg (1976)
2. Robyn Davidson: Desert Places (1997)
Module 4: Indian Travel Literature.

Indian perspectives in travel writing - their experiences of travel - glimpses of travel writings by Indian
writers.
Core Reading: Amitav Ghosh: Dancing in Cambodia and At Large in Burma (1998). Dancing in Cambodia
pp. 1-54.
Suggested Reading: Pico Iyer: Falling Off the Map: Some Lonely Places in the World (1994)
Further Reading:
Modules 1 – 4:
Duncan, James and Derek Gregory. Writes of Passage: Reading Travel Writing. London and New York:
Routledge, 1999.
Fussell, Paul. Abroad: British Literary Travelling between the Wars. New York: Oxford University Press,
1980.
Pratt, Mary-Louis. Imperial Eyes: Travel Writing and Transculturation. London & New York: Routledge,
1992.
56
SEMESTER VI
Common for
ENGLISH LANGUAGE AND LITERATURE - Core Course XIV: EN 1644

&
ENGLISH & COMMUNICATIVE ENGLISH - Core Course XI - CG 1642
WOMEN’S WRITING
No. of Instructional hours : 4 per week (Total: 72 hrs) – for EN 1644

: 5 per week (Total: 90 hrs) - for CG 1642
No. of Credits : 3 [EN 1644 & CG 1642]

Aims:
1. To introduce students to the development of women’s writing in various countries.
2. To familiarize them with the diverse concerns addressed by feminism.
3. To motivate them to critically analyse literary works from a feminist perspective.
Objectives: On completion of the course, the students should be able to

1. The students will have an awareness of class, race and gender as social constructs and about
how they influence women’s lives.
2. The students will have acquired the skill to understand feminism as a social movement and a
critical tool.
3. They will be able to explore the plurality of female experiences.
4. They will be equipped with analytical, critical and creative skills to interrogate the biases in the
construction of gender and patriarchal norms.
COURSE OUTLINE
Module 1: Essays
Module 2: Poetry
Module 3: Short Fiction
Module 4: Drama
COURSE MATERIAL
Module 1: Essays [Detailed study]
1. Virginia Woolf: “Shakespeare and his Sister” (Excerpt from A Room of One’s Own)
2. Alice Walker: “In Search of our Mothers’ Gardens” (From In Search of Our Mother’s Gardens)
3. Jasbir Jain: Indian Feminisms: The Nature of Questioning and the Search for Space in
57
Indian Women’s writing. (From Writing Women Across Cultures

Module 2: Poetry. [Detailed study]
1. Elizabeth Barrett Browning : “A Musical Instrument”
2. Marianne Moore : “Poetry”
3. Adrienne Rich : “Aunt Jennifer’s Tigers”
4. Sylvia Plath : “Lady Lazarus”
5. Margaret Atwood : “Spelling”
6. Kishwar Naheed : “I am not That Woman”
7. Suniti NamJoshi : “The Grass Blade”
8. Nikki Giovanni : “Woman”
Module 3: Short Fiction [Non-detailed study]

1. Katherine Mansfield : “The Fly”
2. Shashi Deshpande : “A Wall is Safer”
3. Sara Joseph : “Inside Every Woman Writer”
4. Amy Tan : “Rules of the Game”
Module 4: Drama [Non-detailed study]

1. Sheila Walsh : “Molly and James”
2. Mamta G Sagar : “The Swing of Desire”
Core text:
Modules 1 – 4: Dr Sobhana Kurien, ed. Breaking the Silence: An Anthology of Women’s Literature. ANE
Books.
Books for reference:
Beauvoir, Simone de. The Second Sex. UK: Hammond Worth, 1972.
Davis, Angela. Women, Race and Class. New York: Random, 1981.
Devi, Mahasweta. Breast Stories. Calcutta: Seagull, 1998.
Gilbert, Sandra and Susan Gubar. The Mad Woman in the Attic: The Woman Writer. Yale UP, 1978.
Goodman, Lisbeth ed. Literature and Gender. New York: Routeledge, 1996.
Green, Gayle and Copelia Kahn. Making a Difference: Feminist Literary Criticism. New York: Routeledge.
Humm, Maggie ed. Feminisms: A Reader. New York: Wheat Sheaf, 1992.
Jain, Jasbir ed. Women in Patriarchy: Cross Cultural Readings. New Delhi: Rawat, 2005
Millett, Kate. Sexual Politics. New York: Equinox-Avon, 1971.
Rich, Adrienne. Of Woman Born. New York: Norton.
Roudiex, Leos S. ed. Desire in Language. New York: Columbia UP, 1975.
Showalter, Elaine. A Literature of their Own.
Spacks, Patricia Mayor. The Female Imagination. New York: Avon, 1976.
Tharu, Susie and K Lalitha. Women Writing in India Vol I & II. New Delhi: OUP, 1991.
Walker, Alice. In Search of our Mothes’ Gardens. New York: Harcourt Brace Jovanovich, 1983.
Woolf, Virginia. A Room of One’s Own. London: Hogarth, 1929.
.
58
Instruction to Teachers [Modules 1- 4]:

• The work of each writer mentioned in Modules 1 – 4 has to be placed against the literary backdrop of
the age.
• The major works of the writers mentioned in the modules can be made familiar to the students
• The literary significance of the work is to be briefly discussed in the classroom and hence the student
is expected to have only a general awareness of the respective author..
• Questions are to be asked only from the prescribed poems, fiction and drama.
59
SEMESTER VI

Core Course XII

th
20 CENTURY MALAYALAM LITERATURE IN ENGLISH TRANSLATION: CG 1643
No. of instructional hours: 3 per week

No of Credits: 3
Aims: 1. To introduce the students to the richness of twentieth century Malayalam writing
2. To provide the students a basic understanding of twentieth century Malayalam Writing
3. To introduce to them some of the major twentieth century Malayalam writers
4. To help them analyse and appreciate twentieth century Malayalam literature.
Objective: On completion of the course, the students should be able to

1. Discern the richness of twentieth century Malayalam writing
2. Discern the distinctiveness of twentieth century Malayalam writing
3. Discuss the salient features of the works of major twentieth century Malayalam writers
4. Analyse and appreciate twentieth century Malayalam writing
COURSE OUTLINE
Module 1: Malayalam Poetry in the twentieth century

Module 2: Malayalam Novel in the twentieth century
Module 3: Malayalam Short Fiction in the twentieth century
COURSE MATERIAL
Module 1: Malayalam Poetry in the twentieth century.
The modern age – characteristics – the Romantics in Malayalam poetry – major poets – second generation of
romantics and the early 20th century – Malayalam literature after independence – modernist phase in
malayalam poetry – Changampuzha, O.N.V. Kurup, Vyloppilli Sreedhara Menon, Ayyappa Paniker,
Sugathakumari, Kadammanitta Ramakrishnan, Balamani Amma, Vishnu Narayanan Namboodiri, D.
Vinayachandran, Sachidanandan, Balachandran Chullikad,etc.
Detailed study of the following poems:

1. ONV Kurup – “A Requiem to Mother Earth”
2. Balachandran Chullikkad – “Where is John?”
3. Sugatha Kumari – “The Temple Bell”
4. Nalapat Balamani Amma - “The Story of the Axe”
Core Text: In the Shade of the Sahyadri: Selections from Malayalam Poetry and Short Fiction. OUP, 2012.
60
Module 2: Malayalam Novel in the twentieth century

Malayalam short story in English translation – representative masters of the craft - Thakazhi Sivasankara
Pillai, Basheer, Lalithambika Antharjanam, Paul Zacharia, etc.
Non-detailed study:Novels:
• Malayatoor Ramakrishnan, Roots (Novel), Tr. V. Abdulla, Orient Blackswan, 2009, 140 p.
• M. T. Vasudevan Nair, Creature of Darkness. Orient Longman
Module 3: Malayalam Short Fiction in the twentieth century

Malayalam short story in English translation – representative masters of the craft - Thakazhi Sivasankara
Pillai, Basheer, Lalithambika Antharjanam, Paul Zacharia, etc. – new generation writers - modern women
short story writers.
Short stories:
1) Thakazhy Sivasankara Pillai – “In the Flood”
2) Vaikkom Muhammed Basheer – “The World Renowned Nose”
3) T.Padmanabhan – “The Girl Who Spreads Light”
4) Paul Zacharia – “The Last Show”
5) Lalithambika Antherjanam – “Wooden Cradles”
6) C. Ayyappan: “Spectral Speech”
7) Gracy – “Orotha and the Ghosts”
8) Ashita – “In the Moonlit Land”
9) Chandramati – “The (Postmodern) Story of Jyoti Vishwanath”
10) K.R. Meera – “The Vein of Memory”
Core Text: In the Shade of the Sahyadri: Selections from Malayalam Poetry and Short Fiction. OUP, 2012.
Recommended reading:
A Short History of Malayalam Literature - K. Ayyappa Paniker - Information & Public
Relations Department, Kerala State, April 2006. [available on: www.suvarnakeralam.kerala.gov.in/book.pdf]
Introduction to Ten Women Writers of Kerala. Sreedevi K. Nair (ed) pages x – xx. [for ‘Modern women short
story writers’]
Instruction to Teachers [Modules 1- 4]:

• Students may be given sufficient background information about the authors/genre included in Modules 2
– 4. Questions are to be asked only from the prescribed poems, fiction and drama in Modules 2 to 4.
• The work of each writer mentioned in modules 2 – 4 has to be placed against the literary backdrop of the
age. The text referred to in Module 1 is to used for the purpose.
• The literary significance of the work prescribed is to be briefly discussed in the classroom. However the
student is expected to have only a general awareness of the respective author.
• The major works of the writers mentioned in module 1 have to be made familiar to the students.
• Questions are not to be asked from Module 1 at the examination.
61
SEMESTER VI

Elective Course - AMERICAN LITERATURE: CG 1661.1
No. of credits: 2
AIMS
l. To introduce students to American literature, life and culture
2. To broaden their aesthetic and intellectual faculties
OBJECTIVES
1. trace the origin and development of American literature, life and culture
2. identify what is distinctly American in American literature
3. read and appreciate American literature
COURSE OUTLINE
Module 1
Origin and development of American literature
17th and 18th centuries – Literary beginnings – development in the 19 century – the Transcendentalists –
th
Emerson – Thoreau – Poe – Dickinson – Whitman – Hawthorne – Melville – Mark Twain – Henry James –
20th century – Post-War scene – Hemingway – Fitzgerald - Faulkner – American theatre - O’Neill – Miller –
Tennessee Williams – Modern Poetry - Frost – Ezra Pound.
Module 2: Poetry
Module 3: Drama
Module 4: Short Fiction
COURSE MATERIAL
Module 1
Reading list
1. Spiller, Robert E. The Cycle of American Literature. Macmillan.
2. Fisher, William J. Ed. An Anthology of American Literature. Vols. I and II.
62
Module 2
Core reading [Detailed study]
Poems:
1. Edgar Allan Poe: To Helen
2. Walt Whitman: I Hear America Singing
3. Emily Dickinson: Because I could not stop for Death
4. Robert Frost: Mending Wall
5. Wallace Stevens: The Emperor of Ice- Cream
Module 3
Core reading [Detailed study]
Eugene O’Neill – Thirst [One Act play – available on www.theatrehistory.com/plays/thirst001.html]
Module 4
Core reading: Fiction: Hemingway: The Old Man and the Sea [Non detailed study]
63
SEMESTER VI

Elective Course - COMMUNICATIVE APPLICATIONS IN ENGLISH: CG 1661.2
No. of credits: 2
AIM
1. To help the students attain high level proficiency in all the four language skills.
2. To equip them for competitive examinations and various International English Language Tests.
3. To enhance their career prospects and employability.
4. To help them develop their personality by fine tuning their communication and presentation skills.
OBJECTIVES
1. use English for international communication.
2. engage in all kinds of communication activities – informal, formal/business related and academic.
3. perform well in language tests and competitive examinations.
COURSE OUTLINE
Module 1
Listening and Speaking: varieties of modern English – British, American, Indian – basic sounds – deviations
in American and other varieties.
Verbal Communication: conversation – basic techniques – how to begin, interrupt, hesitate and end – how to
express time, age, feelings and emotions – how to respond – using language in various contexts/situations –
talking about oneself, others – attending an interview – addressing an audience – using audio-visual aids –
compering – group discussion.
Non-verbal Communication: body language : postures – orientation – eye contact – facial expression – dress –
posture – self concept – self image – self-esteem – attitudes.
Module 2
Reading and Writing
Skimming and scanning – writing short messages – e mails – preparing notes and reports based on visuals,
graphs and diagrams – official/business related letters – preparing agenda, minutes – CV – Describing
persons, places, incidents and events – short argumentative essays.
Words often confused and misused – synonyms – antonyms – idioms commonly used – corresponding
American expressions.
64
Module 3
Writing for Specific Purposes
Scientific writing – preparation of project proposals – writing of summaries and reviews of movies and books
in English/regional languages.
Module 4
Practical Sessions
Language Skills Test (Written)
Teachers could encourage the students at the following tasks:
1. Translation of short and simple passages – from Malayalam to English

2. Providing captions for photos and pictures
3. Symposium – presenting different aspects of a debatable topic.
COURSE MATERIAL
Reading list
1. Mukhopadhyay, Lina et al. Polyskills: A Course in Communication Skills and Life Skills. Foundation, 2012.
2. O’Conner, J. D. Better English Pronunciation. CUP.
3. Swan, Michael. Practical English Usage. OUP.
4. Driscoll, Liz. Cambridge: Common Mistakes at Intermediate. CUP.
Reference
Jones, Daniel. English Pronouncing Dictionary, 17th Edn. CUP.
65
SEMESTER VI

Vocational Course IX – TECHNICAL ENGLISH: CG 1671
No. of credits: 3
COURSE OBJECTIVES:
• To introduce learners to Language Skills in all technical and industrial specialisations
• To develop non-verbal and verbal skills in Technical English
• To enable learners to meet their professional needs like effective inter-personal skills
• To develop strategies and tactics that scientists, engineers, and others will need in order to
communicate successfully on the job
COURSE OUTLINE
MODULE 1
• Technical Vocabulary - meanings in context; vocabulary for describing machines/gadgets;
procedure & processes; engineering/scientific terminology
• Reading comprehension exercises with analytical questions on content – Evaluation of content
MODULE 2
• Communicating in the Technical Workplace: discussions of processes; technical problems &
solutions; safety instructions
• Principles for collection of empirical data; research tools-questionnaire; sample
• Procedural Instructions: a set of operating procedures for a piece of technical equipment
MODULE 3
• Designing Documents: entering information in tabular form; Writing analytical paragraphs
• Writing general and safety instructions – Preparing checklists – Writing e-mail messages.
• Writing different types of reports like industrial accident report and survey report
66
MODULE 4
• Technical writing : writing extended definitions – Writing descriptions of processes – Writing

paragraphs based on discussions – Writing paragraphs describing the future
• Technical Solution Proposal: a technological or scientific solution
• Technical White Paper: a short technical white paper that explains a technical process to a
novice in the field who is thinking of investing in a business related to technology presented in
the white paper.
COURSE MATERIAL
Reference:
Alred, Gerald J., Charles T. Brusaw, and Walter Oliu. Handbook of Technical Writing.
6th ed. Boston: Bedford/St. Martin’s, 2000.
Dhanavel S.P., English and Communication skills for students of science and
Engineering, Orient Black Swan, Chennai, 2011.
Krishna Mohan and Meera Banerjee, ‘Developing Communication Skills’, Macmillan
India Ltd., (Reprinted 1994 – 2007).
Morgan, David and Nicholas Regan. Take-Off: Technical English for Engineering.
Garnet Publishing Limited, 2008.
Pickett, Nell Ann, Ann A.Laster and Katherine E.Staples. Technical English: Writing,
Reading and Speaking. New York: Longman, 2001.
Thorn, Michael and Alan Badrick. An Introduction to Technical English. Harlow:
Prentice Hall Europe, 1993.
Rizvi, M.Ashraf. Effective Technical Communication. New Delhi: Tata McGraw-Hill
PublishingCompany, 2007.
67
SEMESTER VI
CAREER-RELATED FIRST DEGREE PROGRAMME (CBCS) - Group 2 (a)

Vocational Course X – BUSINESS COMMUNICATION IN ENGLISH: CG 1672
COURSE OBJECTIVES:
• To introduce learners to Language Skills in Business English

• To develop non-verbal and verbal Business communication skills
• To equip learners with high professional expertise in Business communication
• To enable learners to meet their professional needs like effective Business management and
inter-personal skills.
COURSE OUTLINE
MODULE 1
• Business English vocabulary and usage; Describing your job; Describing your company; Vocabulary for
organising meetings (minutes, secretary, chair, etc); Vocabulary for cash flow, profit and loss accountants,
terminology of finance; Internet vocabulary; IT vocabulary; Marketing Lexis - brands
• Competence in Verbal and Non-verbal Business Communication : Business-
related speeches, dialogues, discussions; Interaction with Clients/Customers; Formal/ Public speeches -
informative, persuasive, ceremonial; Talking about Total Quality Management; Talking about different
management structures, philosophies
• Language/Phrases for meetings; Phrases for telephoning; Phrases for greetings, introductions, partings;
Lexis for hobbies, interests, family
MODULE 2
• Inter-personal Skills: Soft skills, Leadership qualities and Etiquettes; Social and Professional
Relationships; Levels of formality; Introducing yourself, Introducing Others, Greetings, Saying Goodbye.
• Agreeing / Disagreeing; Giving opinions; Interrupting / Dealing with interruptions; Asking for
clarification; Requests; Offers; Complaining & Dealing with complaints; Making arrangements
• Resolving Workplace Conflicts; Organising meetings and events; Being interviewed and interviewing;
Discussing advantages and disadvantages of candidates
MODULE 3
• Effective Business correspondence: Writing CVs and letters of application; Writing letters of complaint,
enquiry, etc.; Writing short reports.
• Business correspondence for various purposes; Survey Questionnaires; Proofreading and Editing; typical
functions of negotiation: Requests, Offers, Refusal, Acceptance; emails and faxes
68
MODULE 4
• Business English in real life situations: Advertising – effectives and impact; Marketing strategies for
brands/products; Customer care services
• Describing the culture of a business/a national culture/regional culture; Describing experiences of culture
clash/misunderstanding; discussions about ideal company culture
• Effective use of modern communication technology; Language of presentations, OHP, slides, etc. Texting,
Tele-conference and Video-conference.
COURSE MATERIAL
Reference
Alred, Gerald J., Charles T. Brusaw, and Walter Oliu. The Business Writer’s
Handbook. 6th ed. New York: St. Martin’s, 2000.
Cypres, Linda. Let’s Speak Business English. Hauppauge, NY: Barron’s Educational
Series, 1999.
Geffner, Andrew P. Business English. Hauppauge, New York: Barron’s Educational

Series, 1998.
Good, Edward C. Mightier Than the Sword. Charlottesville: Word Stone

Publications, 1989.
Guffey, Mary Ellen. Business Communication: Process and Product. 3rd ed.
Cincinnati: South-Western College Publishing, 2000.
Jones, Leo and Richard Alexander. New International Business English. New York:
Cambridge University Press, 1996.
Piotrowski, Maryann V. Effective Business Writing. New York: Harper Collins, 1996.
69
UNIVERSITY OF KERALA
SEMESTER VI
Common guidelines for Project/Dissertation
B.A. ENGLISH LANGUAGE AND LITERATURE: EN 1645

Total Instructional hours: 3/week
Credits: 4
CAREER RELATED FIRST DEGREE PROGRAMME 2(a) IN ENGLISH & COMMUNICATIVE

ENGLISH: CG 1644
Total Instructional hours: 3/week
Credits: 4
A. Guidelines for Teachers:
1. The Project/Dissertation should be done under the direct supervision of a teacher of the department,
preferably the Faculty Advisor for the sixth semester. However the work of supervising the Projects
should be distributed equally among all the faculty members of the department.
2. The teaching hours allotted in the sixth semester for the Project/Dissertation [i.e., 3 hours/week] is to be
used to make the students familiar with Research Methodology and Project writing.
3. A maximum of five students will work as a group and submit their project as a [single] copy for the
group. The members of a group shall be identified by the supervising teacher. Subsequently each group
will submit a project/dissertation and face the viva individually/separately.
4. The list containing the groups and its members should be finalized at the beginning of the sixth semester.
5. Students should identify their topics from the list provided in consultation with the supervising teacher or
the Faculty Advisor of the class [Semester 6] as the case may be. The group will then collectively work
on the topic selected.
6. Credit will be given to original contributions. So students should not copy from other projects.
7. There will be an external evaluation of the project by an External examiner appointed by the University.
This will be followed by a viva voce, which will be conducted at the respective college jointly by the
external examiner who valued the projects/dissertations and an internal examiner. All the members
within the group will have to be present for the viva voce. The grades obtained [for external evaluation
and viva voce] will be the grade for the project/dissertation for each student within that group.
8. The Project/Dissertation must be between 20 and 25 pages. The maximum and minimum limits are to be
strictly observed.
9. A Works Cited page must be submitted at the end of the Project/Dissertation.
10. There should be a one-page Preface consisting of the significance of the topic, objectives and the chapter
summaries.
70
11. Two copies have to be submitted at the department by each group. One copy will be forwarded to the
University for valuation and the second copy is to be retained at the department.
B. General guidelines for the preparation of the Project:
• Paper must of A4 size only.

• One side Laser Printing.
• Line Spacing: double.
• Printing Margin: 1.5 inch left margin and 1 inch margin on the remaining three sides.
• Font: Times New Roman only.
• Font size: Main title -14/15 BOLD & matter - 12 normal.
• The project need be spiral-bound only.
• Paragraphs and line spacing: double space between lines [MLA format].
• Double space between paragraphs. No additional space between paragraphs.
• Start new Chapter on a new page.
• Chapter headings (bold/centred) must be identical as shown:
Chapter One
Introduction
• Sequence of pages in the Project/Dissertation:

i. Cover Page.
ii. First Page.
iii. Acknowledgement, with name & signature of student.
iv. Certificate (to be signed by the Head of the Dept and the Supervising Teacher).
v. Contents page with details of Chapter Number, Chapter Heading & Page Numbers.
• Specimen copies for (i), (ii), (iv) and (v) will be sent to the colleges.
• Chapter divisions: Total three chapters.
Preface
Chapter One: Introduction - 5 pages
Chapter Two: Core chapter - 15 pages
Chapter Three: Conclusion - 5 pages.
Works Cited
[Numbering of pages to be done continuously from Chapter One onwards, on the top right hand corner]
C. Specific guidelines for preparation of Project:
1. Only the Title of the Project Report, Year and Programme/Subject should be furnished on the cover page
of the University copy of the Project. The identity of the College should not be mentioned on the cover
page.
2. Details like Names of the Candidates, Candidates’ Codes, Course Code, Title of Programme, Name of
College, Title of Dissertation, etc should be furnished only on the first page.
71
3. Identity of the Candidate/College should not be revealed in any of the inner pages.
4. The pages containing the Certificate, Declaration and Acknowledgement are not to be included in the copy
forwarded to the University.
5. The Preface should come immediately before the Introductory Chapter and must be included in all the
copies.
D. Selection of Topics:
Students are permitted to choose from any one of the following areas/topics. Selection of topics/areas have to
be finalized in the course of the first week of the final semester itself with the prior concurrence of the Faculty
Advisor / Supervisor:
1. Post-1945 literature. This must not include the prescribed work/film coming under Core study.
[Works/films other than the prescribed ones can be taken for study]
2. Analysis of a film script.
3. Analysis of advertisement writing [limited to print ads]. Study should focus on the language aspect or
be analyzed from a theoretical perspective [up to a maximum of 10 numbers].
4. Analysis of news from any of these news stations/channels: AIR, Doordarshan, NDTV, Headlines
Today, Times Now, BBC, and CNN. [news from 5 consecutive days highlighting local, regional,
national, international, sports, etc]
5. Celebrity Interview: from film, politics, sports and writers [Only one area or one personality to be
selected].
6. Studies on individual celebrities in the fields of arts and literature. Example: a Nobel Prize winner, a
dancer/singer/musician/film star, etc, of repute [Only one personality to be selected].
7. Studies based on any 5 newspaper editorials or articles by leading international or national columnists
like Thomas Friedman, Paul Krugman, Anees Jung, etc.
8. Compilation and translation of any 5 folk stories of the region.
9. Analysis of the language used in email and sms. The study should focus on the language aspect used in
such modes of messaging, limiting to 10 pieces of email/sms. [Reference: David Crystal Txtng: the
GR8 Dbt. OUP, 2008]
72
10. Studies on popular folk art forms like Koodiyattam, Theyyam, Pulikali, Chakyar Koothu, Nangyar
Koothu, Kalaripayattu, Kathakali, Mohiniyattam, Maargamkali, Oppanna, etc. [Only one art form to
be selected].
11. Study on any 5 popular songs in English. Songs of popular bands like the ABBA, Boney M,
Backstreet Boys, Beatles, Pink Floyd, Rolling Stones, Westlife, Boyzone, etc can be selected.
12. Study based on the life and works of one Nobel Prize winner in literature.
E. Details of Course Contents:
(1) Academic writing: The following areas are to be made familiar to the students during the course of the
3 instructional hours/week set aside for the same in the sixth semester:
(a) Selecting a Topic: pages 6–7.

(b) Compiling a Working Bibliography: pages 31-33.
(c) Writing Drafts: pages 46-49.
(d) Plagiarism and Academic Integrity: pages 51-61.
(e) Mechanics of Writing: pages [Spelling & Punctuation]: pages 63-78.
(f) Methods of quoting texts: pages 92 – 101.
(g) Format of the Research Paper: pages 115-121.
Reference text: M.L.A. Handbook 7th edition.

(2) Documentation of sources in the works cited page(s): Samples of different types of sources will be
provided.

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UNIVERSITY OF KERALA

FIRST DEGREE PROGRAMME IN

Career related 2(a)

ENGLISH AND COMMUNICATIVE ENGLISH

2013 Admissions onwards

(Core, Complementary, Vocational Open Courses)

CAREER RELATED FIRST DEGREE PROGRAMME 2(a) (CBCS System)

Core Course I – READING POETRY: CG 1141

1. William Shakespeare - Sonnet 18 (Shall I compare Thee to a Summer’s Day)

1. Robert Frost – The Road Not Taken

CAREER RELATED FIRST DEGREE PROGRAMME 2(a) (CBCS System)

Foundation Course I: WRITINGS ON CONTEMPORARY ISSUES: CG 1121.3

Module I: Globalization and its Consequences

Module II: Environmental Issues

Module III: Human Rights

Module IV: The Gender Question

CAREER RELATED FIRST DEGREE PROGRAMME 2(a) (CBCS System)

Vocational Course I - BASICS OF COMMUNICATION: CG 1171

1. Fisk, J. Introduction to Communicative Studies, 1990. London: Routledge.

FIRST DEGREE PROGRAMME IN

Complementary Course - HISTORY OF ENGLISH LITERATURE [Semesters 1 to 3]

FIRST DEGREE PROGRAMME IN

CAREER RELATED FIRST DEGREE PROGRAMME 2(a) (CBCS System)

The syllabus - a rationale

• One, how people lived during various ages in Britain.

FIRST DEGREE PROGRAMME IN

Complementary Course – HISTORY OF ENGLISH LITERATURE- 1

Common for EN 1131 & CG 1131

B.A. English Main - Complementary Course I: EN 1131

B.A. Career related 2(a) English and Communicative English -

FIRST DEGREE PROGRAMME IN

Core Course II – READING DRAMA: CG 1241

Module 3: Modern drama (British / European/American)

Module 4: One-Act play.

CAREER RELATED FIRST DEGREE PROGRAMME 2(a) (CBCS System)

Vocational Course II - PHONETICS: CG 1271

FIRST DEGREE PROGRAMME IN

Complementary Course – HISTORY OF ENGLISH LITERATURE - II

Common for EN 1231 & CG 1231

B.A. English Main - Complementary Course III: EN 1231

B.A. Career related 2(a) English and Communicative English -

FIRST DEGREE PROGRAMME IN

Foundation Course II – INFORMATICS: CG 1321

History and development of computers – Types of computers – Personal Computers (PC) –

What is networking? – LAN – WAN – Search engines – Social Net working.

1. Alexis and Mathew Leon. Fundamentals of Information Technology. Leon Vikas

FIRST DEGREE PROGRAMME IN

ENGLISH LANGUAGE AND LITERATURE Core Course III: EN 1341

The following short stories:

FIRST DEGREE PROGRAMME IN

CAREER RELATED FIRST DEGREE PROGRAMME 2(a) (CBCS System)

Core Course IV - METHODOLOGY AND PERSPECTIVES OF HUMANITIES

Common for EN 1342 & CG 1342

B.A. English Main - EN 1342

B.A. Career related 2(a) English and Communicative English - CG 1342

FIRST DEGREE PROGRAMME IN

Complementary Course – HISTORY OF ENGLISH LITERATURE - III

Common for EN 1331 & CG 1331

B.A. English Main - Complementary Course V: EN 1331