CMS COLLEGE KOTTAYAM

(AUTONOMOUS)
Affiliated to the Mahatma Gandhi University
Kottayam, Kerala

CURRICULUM FOR POST GRADUATE PROGRAMME

MASTER OF ARTS IN ENGLISH

UNDER CREDIT AND SEMESTER SYSTEM (CSS)
(With effect from 2019 Admissions)

Approved by the Board of Studies on 30th April 2019

 CONTENTS

1. Board of Studies

2. Acknowledgements

3. Preface

4. Academic Regulations

5. Curriculum

a. Graduate Programme Outcome

b. Programme Specific Outcome

6. Programme Design

7. Programme Structure Semester wise

8. Detailed Syllabus of the courses

II
 BOARD OF STUDIES

1. Ms. Cinny Rachel Mathew

HOD and Assistant Professor
Department of English
CMS College Kottayam (Autonomous) (Chairman)

2. Dr Anne Angeline Abraham

HOD& Associate Professor
Bishop Moore College
Mavelikkara (External Expert)

3. Dr. S.R Sanjeev

Assistant Professor & HOD
Department of Journalism & Mass Communication
Mar Ivanios College, Thiruvanthapuram (External Expert)

4. Dr. K.M. Krishnan

Director, School of Letters
M.G University
Kottayam (University Nominee)

5. Mrs. Jiby Annie Jacob

Head, Content and Editorial Services
DIACRI Tech Pvt. Ltd., Kottayam (Beneficiary Representative)

6. Dr.Appu Jacob John

Assistant Professor, Department of English
St. Alberts College, Ernakulam (Alumni Representative)

7. Mr. Jacob Eapen Kunnath

Assistant Professor
Department of English
CMS College Kottayam (Autonomous) (Member)

8. Ms. Anju Sosan George

Assistant Professor
Department of English
CMS College Kottayam (Autonomous) (Member)

III
9. Dr.Joji John Panicker
Assistant Professor
Department of English
CMS College Kottayam (Autonomous) (Member)

10. Dr. Aleena Manoharan

Assistant Professor
Department of English
CMS College Kottayam (Autonomous) (Member)

11. Ms. Anju Susan Kurian

Assistant Professor
Department of English
CMS College Kottayam (Autonomous) (Member)

12. Ms. Selin Samuel

Assistant Professor
Department of English
CMS College Kottayam (Autonomous) (Member)

13. Ms. Betty Elsa Jacob

Assistant Professor
Department of English
CMS College Kottayam (Autonomous) (Member)

14. Dr Susan Mathew

Assistant Professor
Department of English
CMS College Kottayam (Autonomous) (Member)

15. Mr Ditto Prasad

Assistant Professor
Department of English
CMS College Kottayam (Autonomous) (Member)

16. Dr.Gigy Joseph

Co-ordinator, Department of Communicative English (SF)
CMS College Kottayam (Autonomous) (Member)

17. Ms. Neethu Elsa Varghese

Guest Faculty
Department of Communicative English
CMS College Kottayam (Autonomous) (Member)
IV
18. Mr. Arun Varghese Thomas
Guest Faculty
Department of Communicative English
CMS College Kottayam (Autonomous) (Member)

19. Ms Aswathy Mary Varghese

Guest Faculty
Dept of Communicative English
CMS College Kottayam (Autonomous) (Member)

20. Smt. Levin Mary Jacob

Guest Faculty
Dept of Communicative English
CMS College Kottayam (Autonomous) (Member)

V
 ACKNOWLEDGEMENTS

The Board of Studies in English and Communicative Studies, CMS College

expresses its deep appreciation to all the academicians who participated in the
many meetings that were arranged at CMS College. Restructuring the syllabus
has been a challenging task but very satisfying and rewarding in its execution.
We, at the Department have been fortunate to receive erudite guidance and very
constructive advice that has helped us create this restructured syllabus of the
English Department in affiliation to the Mahatma Gandhi University, Kottayam.
The Board of Studies, inclusive of all the teaching faculty at the Department have
walked that extra mile in order to execute this achievement. They deserve
immense appreciation. Our heartfelt gratitude to all the academicians who partook
in this revision process.

Ms. Cinny Rachel Mathew

Chairman
Board of Studies

30.04.2019
Kottayam

VI
 PREFACE
Almost any avenue of humanistic learning has its foundation built on the brick and
mortar of language and literature. Specifically, English Literature and Language studies
have always been lauded in areas and regions where national and international concerns
are voiced. Thus the different areas and arenas of knowledge lean very heavily on
English for their understanding, interpretation and analysis. The study of English
language and its literature, with their fund of theories, language patterns, linguistic
attributes and interdisciplinary relevance, as well as the ideological, political and cultural
dimensions associated with them, are universally relevant.

Curriculum development is an essentially practical activity since it seeks to improve the

quality of teaching a language as well as its literature through the use of systematic
planning, development, and review practices in all aspects of the program. The post
graduate curriculum demands an extensive intrusion into all the branches of knowledge
into which one can reach via the language, theory and linguistic postulates at its disposal.
With its widening gyre of perspectives and possibilities, the curriculum of a post
graduate programme is viewed with a lot of expectations as having the potential to mould
and train a learner in such a way that the student acquires an in-depth view of the
extensive reach of literary nuances that can prepare and equip the person for prospective
careers in the fields of teaching, communication, journalism, business administration, law
and civil services, and a lot more. Diversity and oneness thus go hand-in-hand, when toils
of bringing together linguistics, criticism and literature – that too, in its cross cultural
dimensions – become successful.

This Post graduate programme in English has been conceived and structured with the
specific purpose to carve out sensitive, learned and erudite scholars with the potential for
research. This curriculum, and the specifics of the syllabus developed from it, envisions
the emergence of generations who will be aware of the uniqueness of the elements of
study, realise the worth of emerging as thinking and reacting individuals whose feet rest
on the solid ground of their nation and its history, and at the same time keep their heads
high to be observers, thinkers and contributors to a world that awaits the sensitive touch
of an artist, the evaluative eye of a critic, and the path-breaking efforts of a reformer.

VII
 REGULATIONS FOR POST GRADUATE PROGRAMMES UNDER
CREDIT SEMESTER SYSTEM 2019
Preamble
CMS College Kottayam (Autonomous) was conferred with the Autonomous status as
per UGC No.F.22-1/2016(AC) Dtd. 9th March 2016 and Mahatma Gandhi
U.O.No.2732/VII/2016/Acad. Dtd.12th May 2016.

REGULATIONS
CMS College Kottayam (Autonomous) follows Credit Semester System (CSS) for the
Post Graduate programmes from the Academic year 2019-20. The Post Graduate
programmes of the college are being redesigned and revised in tune with the
modifications effected at the UGC Curriculum Framework. This will be reflected in the
scheme, course content and mode of examination and Evaluation system. The scheme
and syllabus of all the programmes are being revised accordingly. The revisions were
effected based on the recommendations made at the Curriculum Revision workshops
conducted for the purpose besides several sittings of the Curriculum Revision
Committee.

1. TITLE
1.1. These regulations shall be called “CMS COLLEGE KOTTAYAM (AUTONOMOUS)
REGULATIONS FOR POST GRADUATE PROGRAMMES UNDER CREDIT AND
SEMESTER SYSTEM 2019”
2. SCOPE
2.1 Applicable to all regular Postgraduate Programmes conducted by the CMS
College Kottayam (Autonomous) with effect from 2019 admissions.
2.2 Medium of instruction is English unless otherwise stated therein.

3. DEFINITIONS
3.1. Academic Week is a unit of five working days in which the distribution of work
is organized from day one to day five, with five contact hours of one hour
duration on each day.
3.2. Semester means a term consisting of 90 working days, within 18 five-day
academic weeks for teaching, learning and evaluation.
3.3. Programme means a two year programme of study and examinations, spread
over four semesters, with a set of courses, the successful completion of which
would lead to the award of a degree.

VIII
3.4. Course comprises a set of classes or a plan of study on a particular subject which
will be taught and evaluated within a semester of a study programme.
3.5. Core course means a course which should compulsorily be studied by a student
as requirement in the subject of specialization within a degree programme.
3.6. Elective Course means an elective course chosen from the discipline/ subject, in
an advanced area.
3.7. Credit is the numerical value assigned to a course according to the duration of
the classes or volume of the syllabus of the course.
3.8. Department means any teaching department in the college.
3.9. Dean of Academic Affairs is a teacher nominated by the Academic Council to
coordinate the academic affairs of the college relating to academic planning,
curriculum implementation and review.
3.10. Dean of Student Affairs is a teacher nominated by the Academic Council to
coordinate the admissions, grievances and other student related services.
3.11. Department Council means the body of all teachers of a department in the
college.
3.12. Department Coordinator is a teacher nominated by a Department Council to co-
ordinate the In-Semester examination of the PG programme in that department.
3.13. Faculty Advisor means a teacher from the parent department nominated by the
Department Council, who will advise the students of a class on academic matters.
3.14. Course Teacher means a teacher who is in charge of a course. If a course is
taught by more than one teacher, one teacher should be assigned as course
teacher, nominated by the HOD. The course teacher shall be responsible for the
valuation of answer scripts of examinations and other continuous assessments.
3.15. In-Semester Assessment (ISA) means assessment consisting of Attendance,
Assignment/Seminar/Viva voce and Examination (theory and practical).
3.16. End Semester Assessment (ESA) means Examination conducted at the end of
each semester for all courses (theory and practical).
3.17. Internal Examiner means a teacher working in the college.
3.18. External Examiner means a teacher from outside the college.
3.19. Grace Marks shall be awarded to candidates as per the orders issued by
Mahatma Gandhi University.
3.20. Grade means a letter symbol (A, B, C, etc.), which indicates the broad level of
performance of a student in a Course/ Semester/Programme.
3.21. Grade Point (GP) is the numerical indicator of the percentage of marks awarded
to a student in a course.
3.22. College Average (CA) means average mark secured (ISA+ESA) for a course at
the college level.
3.23. Words and expressions used and not defined in this regulation shall have the same
meaning assigned to them in the Act and Statutes of the University, UGC
Regulations and the Constitution of the CMS College Kottayam (Autonomous).

IX
4. ELIGIBILITY FOR ADMISSION AND RESERVATION OF SEATS
Eligibility for admission, norms for admission and reservation of seats for various
Postgraduate Programmes shall be according to the regulations framed/orders
issued by Govt. of Kerala, Mahatma Gandhi University and CMS College
Kottayam in this regard.

5. PROGRAMME STRUCTURE
5.1 The nomenclature of all PG programmes shall be as per the specifications of
University Grants Commission and the Mahatma Gandhi University.

5.2 Credit Semester System (CSS) will be followed for all PG Programmes from the
academic year 2019– 2020.

5.3 All the PG Programmes will be of two-year duration with four Semesters. A
student may be permitted to complete the Programme, on valid reasons, within a
period of 8 continuous semesters from the date of commencement of the first
semester of the programme.

5.4 There will be three/four/five courses in each semester and one viva voce and
dissertation at the end of the fourth semester.

5.5 There will be three components for the programme viz. core course, elective
course and project spread over four semesters.

5.6 The total credits required for completing a PG Programme is 80.

5.7 The Syllabus for all courses in each semester has been divided into five modules
based on certain thematic commonalities.

6. EVALUATION SYSTEM

i. The evaluation scheme for each course shall contain two parts:
(a) In-Semester Assessment (ISA)
(b) End-Semester Assessment (ESA)

ii. The proportion of ISA to ESA will be 1:3.

iii. The marks secured for each course shall be converted as grades. The grades for
different semesters and overall programme are assigned based on the
corresponding semester grade point average and cumulative grade point average
respectively.

iv. A separate minimum of 40% is mandatory for both ISA and ESA to pass for
every course.

X
6.1EVALUATION OF THEORY COURSES
The marks allotted for theory courses in End-Semester Assessment shall be 120
and that for the In-Semester Assessment will be 40.

A. IN-SEMESTER ASSESSMENT
The In-semester assessment for theory is based on the marks obtained for
Attendance, Assignment, Major Seminar and two Test Papers for a particular
course.

(i) Attendance

Percentage of attendance Mark

90 and above 6
85 – 89 5
80 – 84 4
76 – 79 3
75 2
Below 75 0
Maximum marks = 6
(ii) Assignment (One assignment per course)
Evaluation Component Mark
Review of related literature 2
Content 3
Reference 2
Punctuality 1
Maximum marks = 8
(iii) Major Seminar

A student should present one Major Seminar in a Semester. The faculty

advisor should allot students to the respective course teacher in a semester. The
seminar topics shall be incorporated in the syllabus for each course/ declared in
the beginning of each semester. The student shall prepare the seminar paper with
the guidance of the course teacher. The student is expected to make a detailed
presentation in a common session in the department, with students and all course
teachers. The student shall also make a brief conclusion including the future
scope of studying the topic. The teacher in charge of the particular course has to
act as the moderator for the seminar.
The course teachers of that semester shall evaluate the seminar and give marks for
their course or the average mark of all the evaluators shall be taken as the seminar
mark for each course of a semester.

XI
 Evaluation Component Mark
Involvement/punctuality 1
Review of related literature 1
Content 3
Presentation 3
Interactions/ justification 1
Conclusion 1
Maximum marks = 10
(iv) Test paper

For each course, two In-Semester examinations of total 16 marks shall be

conducted. One of the test paper will be centralized examination of 8 marks and
the remaining 8 marks will be awarded with one or more class tests conducted by
the course teacher.
B. END -SEMESTER ASSESSMENT

End-Semester examinations for each course are conducted at the end of

every semester with a maximum marks of 120. The examination for each course
will have two components viz., descriptive test and an objective type test.
Questions shall be set to evaluate the attainment of course outcomes. The question
paper for each course will be generated from the Question Bank which is prepared
by due mapping of Course outcomes and Program Specific Outcomes.
(i) Descriptive Test
A written examination with a maximum marks of 100 and of three hours duration
will be conducted.

PATTERN OF QUESTIONS
A question paper shall be a judicious mix of short answer type, short
essay/problem solving type and long essay type questions.
Number
of Mark for
Type of Total Total
No. Section questions each
questions Questions Marks
to be question
answered
Short
1 Section A 8 5 4 20
answer type
Section B
Short
(One pair
essay/proble 10
should be 5 8 40
2 m solving (Either/or)
from each
type
module)
Long essay
3 Section C 4 2 20 40
type
Total 22 12 - 100

XII
(ii) Objective Test
A Multiple Choice Objective type Test shall be a component of the End-
semester examination which will be conducted in the online mode for each course.
The marks obtained shall be converted into 20. The objective type examination for
all courses in a semester shall be conducted in a session of one hour. The number
of questions in Arts stream will be 50 and that of Science and Mathematics stream
will be 40.Questions should be equally distributed among the courses in a semester.
There will be four choices for each question. Each question carries 4 marks for
correct answer, zero marks for no answer and -1 marks for wrong answer.
6.2 EVALUATION OF PRACTICAL COURSES
Practical examination will be conducted at the end of each semester/ end of an
academic year. The time of conduct of the practical examination will be decided by
the respective BOS.
A. IN-SEMESTER ASSESSMENT
B.
Evaluation Component Mark
Attendance 6
Lab Involvement 8
Test 12
Record 8
Viva 6
Maximum Marks = 40
The components and the marks can be modified by the concerned BOS/Expert
committee within the limit of maximum marks.

C. END- SEMESTER ASSESSMENT

Evaluation Component Mark

Attendance 18
Lab Involvement 24
Test 36
Record 24
Viva 18
Maximum Marks = 120
The components and the marks can be modified by the concerned BOS/Expert
committee within the limit of maximum marks.
6.3 EVALUATION OF PROJECT
An academic project work shall be done and a dissertation shall be submitted in
the final semester of the programme. There will be both In semester and End
semester assessment for the project work.

XIII
A. IN- SEMESTER ASSESSMENT

Evaluation Component Mark

Relevance of the topic 5
Project content and report 15
Presentation 15
Project viva 10
Paper presentation* in Seminar/Conference or
publications with ISBN/ISSN (*valid certificate 5
to be submitted)
Maximum marks = 50
The components and the marks can be modified by the concerned BOS/Expert
committee within the limit of maximum marks.
B. END -SEMESTER ASSESSMENT

The dissertation at the end of final Semester will be evaluated by a panel of one
internal evaluator assigned by HOD and one external evaluator / a panel of two
external evaluators, as may be decided by the respective BOS.
Evaluation Component Mark
Relevance of the topic 15
Project content and report 45
Presentation 45
Project viva 30
Paper presentation* in Seminar/Conference or
publications with ISBN/ISSN (*valid certificate 15
to be submitted)
Maximum marks = 150
The components and the marks can be modified by the concerned BOS/Expert
committee within the limit of maximum marks.
6.4 EVALUATION OF COMPREHENSIVE VIVA VOCE
A comprehensive viva voce shall be done at the end of the final semester. There
will be both In-semester and End-semester assessment for the viva voce
examination.
A. IN - SEMESTER ASSESSMENT

Evaluation Component Mark

+2/ UG level questions 4
PG syllabus level questions 10
Subject of interest based questions 8
Advanced level questions 3
Maximum marks = 25

XIV
 The components and the marks can be modified by the concerned BOS/Expert
committee within the limit of maximum marks.
B. END- SEMESTER ASSESSMENT

The comprehensive Viva Voce Examination at the end of final Semester will be
evaluated by a panel of one internal evaluator assigned by HOD and one external
evaluator / a panel of two external evaluators, as may be decided by the respective
BOS.

Evaluation Component Mark

+2/ UG level questions 12
PG syllabus level questions 30
Subject of interest based questions 24
Advanced level questions 9
Maximum marks = 75
The components and the marks can be modified by the concerned BOS/Expert
committee within the limit of maximum marks.
7. Grievance Redressal Mechanism
In order to address the grievance of students regarding In-Semester assessment, a
two-level Grievance Redressal mechanism is established.

Level 1: Department Level: The Department cell is chaired by the HOD,

Department Coordinator as member secretary and Course teacher in-charge as
member. If the grievance is not redressed at the Department level, the student
shall report the grievance to the College Level Grievance Redressal Cell.
Level 2: College level: College Level Grievance Redressal Cell has the Vice-
Principal as the Chairman, Dean of Student Affairs as the Member Secretary and
HOD of concerned Department as member.

8. Eligibility for End Semester Examination

A minimum of 75% average attendance for all the courses is mandatory to
register for the examination. Condonation of shortage of attendance to a
maximum of 10 days in a semester subject to a maximum of 2 times during the
whole period of the programme may be granted by the College on valid grounds.
Attendance may be granted to students attending University/College union/Co-
curricular activities for the days of absence, on production of
participation/attendance certificates, within one week, from the teacher in charge
of the activity and endorsed by the Dean of Student Affairs. This is limited to a
maximum of 10 days per semester. Monthly Attendance report will be published
in the college website on or before the 10th of every month. Those students who
are not eligible even with condonation of shortage of attendance shall repeat the
semester along with the next batch after obtaining readmission.

XV
9. Promotion to the next Semester
Those students who possess the required minimum attendance and have registered
for the End Semester Examination during an academic semester are promoted to
the next semester.
Those students who possess the required minimum attendance and progress
during an academic semester and could not register for the semester examination
are permitted to apply for Notional Registration to the examinations concerned
enabling them to get promoted to the next semester.
10. Eligibility for Readmissions
An additional chance of readmission will be given to those students who could
not register for the examination due to shortage of attendance. Readmitted
students shall continue their studies with the subsequent batch of students. If an
applicant for readmission is found to have indulged in ragging or any other
misconduct in the past, readmissions shall be denied.

11. MARK CUM GRADE CARD

The College under its seal shall issue to the student a MARK CUM GRADE
CARD on completion of each semester/programme, which shall contain the
following information:
(a) Name of the College
(b) Title of the Postgraduate Programme
(c) Name of the Semester
(d) Name and Register Number of the student
(e) Date of publication of result
(f) Code, Title, Credits and Maximum Marks (ISA, ESA & Total) of each course
opted in the semester.
(g) ISA, ESA and Total Marks awarded, Grade, Grade point and Credit point in each
course opted in the semester
(h) College average (CA) of the marks of all courses
(i) The total credits, total marks (Maximum & Awarded) and total credit points in the
semester
(j) Semester Grade Point Average (SGPA) and corresponding Grade.
(k) Cumulative Grade Point Average (CGPA) and corresponding Grade.

The final Mark cum Grade Card issued at the end of the final semester shall contain
the details of all courses taken during the study programme and the overall
mark/grade for the total programme.
There shall be a College Level Monitoring Committee comprising Principal, Vice
Principal as member-secretary, Dean of Academic Affairs, Controller of
Examinations, IQAC Director and Administrative Assistant as members for the
successful conduct of the scheme.

XVI
12. CREDIT POINT AND CREDIT POINT AVERAGE

Credit Point (CP) of a course is calculated using the formula:-

CP = C × GP, where C is the Credit and GP is the Grade point

Semester Grade Point Average (SGPA) of a Semester is calculated using the

formula:-
SGPA = TCP/TC, where TCP is the Total Credit Point of that semester,𝑖𝑒, 𝑛1 CPi;
TC is the Total Credit of that semester𝑖𝑒, 𝑛1 Ci, where n is the number of courses in
that semester

Cumulative Grade Point Average (CGPA) is calculated using the formula:-

CGPA = TCP/TC, where TCP is the Total Credit Point of that
programme𝑖𝑒, 𝑛1 CPi; TC is the Total Credit of that programme, ie, 𝑛1 Ci , where n
is the number of courses in that programme

Grades for the different courses, semesters and overall programme are given based
on the corresponding CPA as shown below:
CP Grad Grade with Indicator
4.5 to 5.0 A+ Outstanding
4.0 to 4.49 A Excellent
3.5 to 3.99 B+ Very Good
3.0 to 3.49 B Good (Average)
2.5 to 2.99 C+ Fair
2.0 to 2.49 C Marginal
Up to 1.99 D Deficient (Fail)

13. TRANSITORY PROVISION

Notwithstanding anything contained in these regulations, the Principal shall, for a
period of six months from the date of coming into force of these regulations, have
the power to provide by order that these regulations shall be applied to any
programme with such modifications as may be necessary.
The Principal is also authorized to issue orders for the perfect realization of the
regulations.

XVII
 Annexure I
(Model Mark Cum Grade Card)

CMS COLLEGE KOTTAYAM (AUTONOMOUS)

Affiliated to Mahatma Gandhi University Kottayam
(Autonomous College as per UGC order no.F.22-1/216(AC)dated 9th March 2016)
MARK CUM GRADE CARD
Section :
Name of the Candidate :
Unique Permanent Registration Number :
Degree :
Programme :
Stream :
Name of the Examination :
Date of Publication of Result :
Course Title Marks

Grade Awarded (G)

Grade Point (GP)

Credit Point (C x
College Average
ISA ESA TOTAL
Course Code

Credits (c)

Maximum

Maximum

Maximum
Awarded

Awarded

Awarded

Result
GP)

ISA - In - Semester Assessment, ESA – End - Semester Assessment

SGPA: SG:
Checked by Section Officer Controller of Examinations
Date:

XVIII
 Annexure II

CMS COLLEGE KOTTAYAM (AUTONOMOUS)

Kerala, India – 686 001Website: www.cmscollege.ac.in
e-mail:[email protected] Tel: 91-481-2566002, Fax: 91-481-2565002
Affiliated to Mahatma Gandhi University Kottayam, Kerala
(Autonomous College as per UGC Order No.F.22-1/216 (AC) dated 9th March 2016)

CONSOLIDATED MARK CUM GRADE CARD

Name of the Candidate:

Unique Permanent Register Number (UPRN): PHOTO

Degree:

Programme:

Stream:

Date of Birth:

Date of Eligibility for the Degree:

XIX
 CMS COLLEGE KOTTAYAM (AUTONOMOUS)
Name: UPRN:
Course Course Title Marks

Average (CA)
Code ESA ISA Total

Awarded (G)

Credit Point
Grade Point
Credits (C)

(CxGP)
College
Maximum

Maximum

Maximum

Result
Grade
Awarded

Awarded

Awarded

(GP)
Final Result

Cumulative Grade Point Average CGPA :

Semester Summary
Sl.No Semester Credit SGPA Grade Month/year Result
Semester 1
Semester 2
Semester 3
Semester 4

Date: Controller of Examinations

XX
 Annexure III

(Reverse side of the Mark cum Grade Card (COMMON TO ALL SEMESTERS) )

Description of the Evaluation Process

Table 1
Grade and Grade Point
% Marks Grade GP
The Evaluation of each Course comprises of Equal to 88 A+ Outstanding
Internal and External Components in the 5
and above
ratio 1:3 for all Courses. Equal to 76 A Excellent
4
and < 88
Grades and Grade Points are given based on
Equal to64 B+ Very Good
the percentage of Total Marks (Internal + 3
External) as given in Table 1 and < 76
Equal to 52 B Good(Average)
2
(Decimals are to be rounded mathematically and < 64
to the nearest whole number) Equal to 40 C Marginal
1
and below 52
Credit point and Credit point average Below 40 D Deficient
0
Grades for the different Semesters and (Fail)
overall Programme are given on a 7-point Ab Absent
Scale based on the corresponding CPA, as
shown in Table 2.
Table 2

Credit point (CP) of a paper is calculated CPA Grad Grade with Indicator
using the formula 𝑪𝑷 = 𝑪 × 𝑮𝑷,where C 4.5 to 5.0 A+ Outstanding
is the Credit; GP is the Grade Point 4.0 to 4.49 A Excellent
Semester or Programme (cumulative) Grade 3.5 to 3.99 B+ Very Good
Point Average of a Course/Programme is 3.0 to 3.49 B Good (Average)
calculated using the formula 2.5 to 2.99 C+ Fair
𝑻𝑪𝑷
SGPA/CGPA = 𝑻𝑪 , where TCP is the 2.0 to 2.49 C Marginal
Total Credit Point; TC is the Total Up to 1.99 D Deficient (Fail)
Credit

NOTE
A separate minimum of 40% marks each for internal and external (for both theory
and practical) are required for a pass for a course. For a pass in a programme, a
separate minimum of Grade C is required for all the individual courses. If a candidate
secures D Grade for any one of the course offered in a Semester/Programme only D
grade will be awarded for that Semester/Programme until he/she improves this to C
GRADE or above within the permitted period.

XXI
 CURRICULUM

GRADUATE PROGRAMME OUTCOMES (GPO) – POST GRADUATE

PROGRAMMES
At the completion of the Post Graduate Programme, the student will be able to
accomplish the following programme outcomes.

GPO No. Graduate Programme Outcomes

GPO.1 Critical Thinking: Ability to engage in independent and

reflective thinking in order to understand logic connections
between ideas.
GPO.2 Effective Communication: Development of communication
skills for effectively transmitting and receiving information that
focuses on acquiring knowledge, problem solving, improving on
arguments and theories thereby paving the way for better
employability and entrepreneurship.
GPO.3 Social Consciousness: Acquire awareness towards gender,
environment, sustainability, human values and professional ethics
and understand the difference between acting, responding and
reacting to various social issues.
GPO.4 Multidisciplinary Approach: Combining various academic
disciplines and professional specializations to cross borders and
redefine problems in order to explore solutions based on the new
understanding of complex situations.

GPO.5 Subject Knowledge: Acquiring knowledge at a higher level that

would help develop the necessary skills, fuel the desire to learn
and contribute to the field of expertise thereby providingvaluable
insights into learning and professional networking with the aim of
cateringto the local, national and global developmental needs.
GPO.6 Lifelong Learning: Understanding the necessity of being a
lifelong learner for personal enrichment, professional
advancement and effective participation in social and political life
in a rapidly changing world.

1
 PROGRAMME SPECIFIC OUTCOMES
PSO Intended Programme Specific Outcomes GPO
No Upon completion of MA English Language and Literature Post No.
Graduate Degree Programme, the graduates is expected to:
PSO -1 Know the literary terms, authors, genres and contemporary epochs GPO 5
in Humanities
PSO- 2 Develop a comprehensive knowledge of literature ranging through GPO. 4
Philosophy, Psychology, Sociology and Politics thus widening the
horizons of interdisciplinary studies
PSO- 3 Understand the concepts and principles governing languages and GPO. 2
linguistics
PSO- 4 Critique, interpret and evaluate literary texts, films, plays and other GPO. 1
artistic forms of expression.
PSO- 5 Read texts in relation to their historical and cultural traditions, and GPO. 3
appreciate the diversity of literary and social voices within- and
sometimes marginalized by- those traditions
PSO- 6 Write original research articles supplemented by extensive reading GPO. 6
to be published/ presented

2
 PROGRAMME DESIGN

The Post graduate programme in English is a two year post graduate programme of
four semesters. There will be three components for the programme namely, the core
course, elective course and the project spread over four semesters. There are five
courses in each semester, one dissertation towards the end of the course and a
comprehensive viva at the end of the fourth semester. The there are 20 courses
distributed over the two years and four semesters. All the five courses in the first three
semesters and one course in the fourth semester are Core courses. The last four
courses in the fourth semester are Elective courses by choice. The total credits for
completing a Pg programme is 80. The comprehensive viva voce at the end of the final
semester will be evaluated by the internal and external evaluators in the ratio of 1:2.
The viva will have 2 credits with 100 marks. There will be internal as well as external
evaluation of the dissertation in the ratio of 1:2. The dissertation will have 2 credits
with 200 marks.
The Course design is given below:
Sl COURSE TYPE No of Total
No courses credits
1. Core courses 16 64
2. Elective courses 4 12
3 Viva voce 1 2
4. Dissertation 1 2
TOTAL 22 80

3
 PROGRAMME STRUCTURE

Code Course Name Credit Hrs/W Total

Credits

EN1921101 Chaucer and the Roots of English 4 5

Semester 1

EN1921102 Writings of the Renaissance 4 5

EN1921103 Revolution and the Enlightment 4 5 20
EN1921104 Literary criticism and academic
4 5
writing
EN1921105 Indian English Literature 4 5
EN1922106 Literature of the Nineteenth Century 4 5
Semester 2

EN1922107 Modernism in Context 4 5

EN1922108 Dimensions of the Post Modern 4 5 20
EN1922109 Language and Llinguistics 4 5
EN1922110 Theories of Knowledge 4 5
EN1923111 American Literature 4 5
Semester 3

EN1923112 Cultural Studies 4 5

EN1923113 Gender Studies 4 5 20
EN1923114 Modes of Fiction 4 5
EN1923115 Texts and Performance 4 5
EN1924116 Literature and the Empire 3 5
EN1924301 Modern European Drama 3 5
Semester 4

EN1924302 Shakespheare Across Cultures 3 5

EN1924303 Studying translations: aspects and 20
3 5
contexts
EN1924304 Modern European Fiction 3 5
EN1924801 Project 3 -
EN1924901 Viva voce 2 -

Total
80

Elective courses offered:

1. EN1924301- Modern European Drama
2. EN1924302- Shakespheare Across Cultures
3. EN1924303- Studying translations: aspects and contexts
4. EN1924304- Modern European Fiction
5. EN1924305-English Language Teaching (ELT)

4
DETAILED SYLLABUS OF ALL COURSES

5
 SEMESTER I
Course Details
Code EN1921101
Title Chaucer and the Roots of English
Degree MA
Branch(s) English Language and Literature
Year/Semester 1/ I
Type Core
Credits 4 Hours/week 5 Total hours 90

Expected Course Outcomes Cognitive

CO PSO
Upon completion of this course, the students will be able Level
No. No.
to:
Remember and recall previous insights on the basics of
1 R 3
communication
Focus on the uniqueness of human communication and
2 U 3
linguistic ability
3 Understand concepts of language families U 1
Apply language family concepts to the context of
4 Ap 2, 3
English
Analyse the socio political influences upon language and
5 Ap 5
literature
Understand the concepts of language change and
6 An 3
analyze its relevance upon the English language
Understand the details of changes in language and
7 Literature in the transition from Old English to Middle U 5
English
Contextualize the evolving phases of English in the
8 An 2
context of the European Renaissance
Recreate the socio-religious milieu of Chaucer through
9 C 4, 6
the study of his works
PSO – Programme Specific Outcome; CO-Course Outcome; Cognitive Level: R-
Remember; U-Understanding; Ap-Apply; An-Analyze; E-Evaluate; C-Create.
Module Course Description Hrs CO.No.
1.0 Module 1
Communication among living beings; Features of
1.1 1 1
human communication
1.2 Development of speech and language 2 1, 2
1.4 Evolution of language families 1 3
1.5 Features of the Indo European language family;
2 4
constituent members
1.6 The Germanic sub family 1 3, 4
1.7 English as a member of the Germanic family 2 3, 4
1.8 Insights into Pre historic England 1 6
1.9 England as a land of conquests and conquerors 1 6

6
1.10 The Celtic conquest of England; its linguistic and
2 6, 7
literary implications
1.11 The Roman conquest of Europe and England; its
3 7
linguistic and literary implications
1.12 Danish invasion of England and its linguistic/ literary
2 7
implications
2.0 Module 2
2.1 Significance of sound laws 2 2, 6
2.2 Grimm‟s law and its implications 2 6
2.3 Verner‟s law – its relevance and application 2 6
2.4 Gradation and umlaut: applications in English language 3 6
2.5 Understanding the concepts and contexts of Old, Middle
1 7
and Modern English language
2.6 Old English language – origin and establishment 1 7
2.7 Features of Old English - Grammar, Spelling,
3 7
Phonology, vocabulary
2.8 Dialectical variations of Old English 2 7
2.9 Influences of Celtic, Latin and Danish on Old English 1 7
2.10 Presence of Old English in today‟s English
1 7
communication
3.0 Module 3
3.1 Historical periods of Old English and Middle English 3 7
3.2 Socio cultural situations of England in the Old and
2 6, 7
Middle English period
3.3 Introduction to Old English literature 2 7
3.4 Transition from Old English to Middle English 3 7
3.5 Literary influences upon Old and Middle English 1 7
3.6 Middle English authors other than Chaucer: Gower,
6 7
Langland, Lydgate, Hoccleve
3.7 Introduction to Beowulf and major Old English authors
1 7
like Caedmon, Cynewulf, Bede and King Alfred
4.0 Module 4
4.1 Historical Context of the Middle English period 3 7
4.2 Features of Middle English: grammar, vocabulary,
6 6, 7
dialects
4.3 Attempts at translating the Bible 3 8
4.4 European Renaissance 2 8
4.5 Early Influence of European Renaissance upon English 3 8
4.6 Wycliffe and the Lollards. Native English overcoming
1 8
the clutches of Latin through Bible translations
5.0 Module 5
5.1 Introduction to Chaucer and his times 2 7
5.2 Historical context of “The Canterbury Tales” 2 7, 8
5.3 Introduction to “The Canterbury Tales” 3 7
5.4 Introduction to the Prologue of “The Canterbury Tales” 1 9
5.5 Sections from the Prologue: Introduction 3 7
5.6 Sections from the Prologue: The Knight 3 7

7
 5.7 The Nun‟s Priest‟s Tale 3 7, 9
5.8 Troilus and Criseyde 1 7

Background Reading:

1.John Peck and Martin Coyle: A Brief History of English Literature

2.Pierro and Jill Mann, eds. :The Cambridge Chaucer Companion
3.Helen Cooper: The Oxford Guides to Chaucer: The Canterbury Tales
4. J A Burrow: Medieval Writers and their Work-Middle English Literature and its
Background.
5.David Daiches: A Critical History of English Literature Vol. I
6.Malcolm Godden and Michael Lapidge: The Cambridge Companion to Old English
Literature.
7.David Crystal: The Cambridge Encyclopaedia of the English Language.
8.C L Wren: The English Language
9.Charles Barber, Joan C. Beal and Philip A. Shaw: The English Language: A Historical
Introduction.
10.Albert C Baugh and Thomas Cable: A History of the English Language.

8
 Course Details
Code EN1921102
Title Writings of the Renaissance
Degree M.A
Branch(s) English Language and Literature
Year/Semester 1/ I
Type Core
Credits 4 Hours/week 4 Total hours 72

Expected Course Outcomes Cognitive

CO PSO
Upon completion of this course, the students will be Level
No. No.
able to:
Remember and recall previous insights on
1 R 1
Renaissance period
Focus on the shifting perspectives of thought during
2 Ap 1,2
the period
3 Understand the key concepts of Renaissance theatre U 3
4 Contextualize Renaissance Theatre An 3
5 Recreate texts on Stage C 5
6 Evaluate the changing dimensions of Theatre E 3,5
Understanding the generic differences in Renaissance
7 U 2,3
period
Apply the recurrent themes into other texts of the
8 Ap 5,6
period
PSO – Programme Specific Outcome; CO-Course Outcome; Cognitive Level: R-
Remember; U-Understanding; Ap-Apply; An-Analyze; E-Evaluate; C-Create.

Module Course Description Hrs CO.No.

1.0 Theoretical Backdrop
Introduction to Jonathan Dollimore‟sPolitical
1.1 4 1,2
Shakespeare
1.2 Analysis of Jonathan Dollimore‟sShakespeare,
6 1,2
Cultural Materialism and New Historicism
1.3 Introduction to Stephen Greenblatt‟s Renaissance Self
4 3
Fashioning (part 1)
1.4 Understanding John Dover Wilson‟sThe Theatre 4 2,4
2.0 Exploring Renaissance Drama. Part 1
2.1 Introduction to Shakespeare 2 4,5
2.2 Reading Hamlet 15 4,5,6
2.3 Seminar Presentation A Midsummer Night’s Dream 1 5
3.0 Exploring Renaissance Drama. Part 2
3.1 Critical Analysis of Hamlet 17 2,7
3.2 Seminar presentation on Ben Jonson‟s Volpone 1 2
4.0 Exploring Renaissance Drama. Part 3
4.1 Introducing Marlow 2 3
9
 4.2 Reading Doctor Faustus 15 4,5,6
4.3 Seminar on The Duchess of Malfi 1 4
5.0 Renaissance Poetry and Prose
5.1 Discussion on William Shakespeare: Sonnets 18,
116, 129 3 4,6

5.2 Discussion on Francis Bacon: Of Truth; Of Parents

and Children 3 1,2,7

5.3 Discussion on Edmund Spenser: Prothalamion 3 1,2,7

5.4 Discussion on John Donne A Valediction Forbidding
Mourning 4 1,2,3

5.5 Discussion on Andrew Marvell To His Coy Mistress 4 1, 3,4

5.6 Seminar
Thomas More: Utopia 1 3

Background Reading:
1. A C. Bradley: Shakespearean Tragedy
2. John Dover Wilson: What Happens in Hamlet
3. Caroline Spurgeon: Shakespearean Imagery
4. Thomas Kyd:Spanish Tragedy
5. John Drakakis Ed.: Alternative Shakespeares
6. Germaine Greer: Shakespeare
7. Terry Eagleton: Shakespeare and His Age
8. E M W Tillyard: Elizabethan World Picture
9. Wilson Knight: The Wheel of Fire
10. Ania Loomba: Race Gender and Renaissance Drama
11. Catherine Belsey: The Subject of Tragedy

10
 Course Details
Code EN1921103
Title Revolution and the Enlightenment
Degree MA
Branch(s) English Language and Literature
Year/Semester 1/I
Type Core
Credits 4 Hours/ weeks 5 Total Hours 90

CO Expected Course Outcomes Cognitive PSO

No. Upon completion of this course, the students will be able to: Level No.
th
Familiarize and understand the 17 century literature of Un
1 1
England
An
2 Analyse the cultural and social upheavals of the period 5
Un
3 Remember and understand the civil war 5
E
4 Explain and elaborate of the different genres of the period 1
E
5 Introducing the religious concepts and Scientific revolutions 2
Ap
6 Analyse and evaluate the progress of Enlightenment 4
Examine and apply the philosophical notions prevalent during An
7 5
that period to the prescribed texts.
Create an interest in the masterpieces published during the C
8 4
period
E
9 Determine and distinguish plays from novels 1&5
Discuss the political and social themes present in the poems, E
10 1,4&5
plays and novels
PSO – Programme Specific Outcome; CO-Course Outcome; Cognitive Level: R-
Remember; U-Understanding; Ap-Apply; An-Analyze; E-Evaluate; C-Create.

Module Course Description Hrs CO.No.

1.0 Essays
1.1 Introduce the writer and the essay 2 1
1.2 Pramod Nayar: Introduction English Poetry 1660-1780
4 2-10
Ed. Pramod Nayar
1.3 Introduce the writer and the essay 2 3
1.4 Paul Goring: “Historical Cultural and Intellectual
4 2-10
Context” Eighteenth Century Literature and Culture
1.6 Ian Watt: Rise of the Novel Chapters 1 4 7-10
2.0 Poems
11
 2.1 Introduce Milton and his works 1 1&2
2.2 Overview of paradise lost 1 3&4
2.3 Book IV 6 5-10
2.4 Alexander Pope : Epistle to Dr. Arbuthnot 3 7-9
2.5 Themes of the poem 2 9&10
2.6 William Collins : Ode to Evening 2 1-5
2.7 Beginning to romanticism and Collins 2 2
2.8 Aphra Behn : To the Fair Clarinda (Seminar) 1 1&3
3.0 Plays
3.1 Restoration Period 1 1&2
3.2 Restoration Drama, comedy of Manners 1 3&4
3.3 William Congreve: Way of the World, themes 7 5-10
3.4 Sentimental comedy 1 1&2
3.5 Oliver Goldsmith: She Stoops to Conquer, themes 7 5-10
3.3 John Dryden: All for Love (Seminar) 1 1&3
4.0 Novels
4.1 Introduction of novels during the 17th century 2 1&2
4.2 Daniel Defoe: Robinson Crusoe 2 3-10
4.3 Themes 2 8&9
4.4 Lawrence Sterne: Tristram Shandy 3 3-10
4.5 Themes 2 8&9
4.6 Henry Fielding: Tom Jones 3 3-10
4.7 Themes 2 8&9
4.8 Samuel Richardson: Pamela (Seminar) 2 3&5
5.0 Prose
John Locke: An Essay Concerning Human
5.1 6 3-10
Understanding, Tabula Rasa, innate mind
5.2 Dr. Johnson: Preface to Shakespeare, Practical Criticism 5 4&5&6
Mary Wollstonecraft: A Vindication of the Rights of
5.3 6 7&8&9
Woman, Feminist manifesto
5.4 John Bunyan: Pilgrims Progress (Seminar) 1 2&3&5

Background Reading:
1. Basil Willey : Seventeenth Century Background
2. Basil Willey : Eighteenth Century Background
3. T W Adorno : Dialectic of Enlightenment
4. James Schmidt : What is Enlightenment?
5. Peter Gray : The Enlightenment: An Interpretation. The Science of Freedom
6. EnrstCassirer : Philosophy of Enlightenment
7. Michel Foucault : “What is Enlightenment?” (Foucault Reader Ed. Paul Rabinow)
8. Ian Watt : The Rise of the Novel

12
 Course Details
Code EN1921104

Title Literary Criticism and Academic Writing

Degree MA
Branch(s) English Language and Literature
Year/Semester 1/ I
Type Core
Credits 4 Hours/week 5 Total hours 90

CO Expected Course Outcomes Cognitive PSO

No. Upon completion of this course, the students will be able to: Level No.
1 Remember and recall previous insights on criticism R 1
2 Focus on the shifting perspectives of thought U 2
3 Understand concepts of change U 3
4 Apply literary theory into texts Ap 2
Analyse the socio political influences upon the development
5 Ap 2
of literary criticism
6 Understand the concepts of academic writing An 3,5
7 Understand the details of thesis writing U 3,5
8 Contextualize the development of critical thinking An 5
9 Create a draft for thesis submission C 6
PSO – Programme Specific Outcome; CO-Course Outcome; Cognitive Level: R-
Remember; U-Understanding; Ap-Apply; An-Analyze; E-Evaluate; C-Create

Mod
Course Description Hrs CO.No.
ule
1.0 Module 1
1.1 Introducing Aristotle 1 1
1.2 Discussing key concepts as Mimesis, Tragedy, Elements and
3 1, 2
Parts
1.3 Discussing concepts of Tragedy vs Epic, Hero 1 1,3
1.4 Introducing Longinus 3 1
1.5 Reading On the Sublime 1 1,2
1.6 Introducing Horace 2 2
1.8 Reading Ars Poetica 1 2
1.9 Detailed overview of the period 1 3
1.10 Juxtaposing literary trends and literary theory 2 2,3
1.11 Tenets of the ancient literary criticism in general 3 2,3
2.0 Module 2
2.1 Introducing Philip Sidney 1 2, 6
2.2 Reading Apologie for Poetry 3 6
2.3 Introducing Dryden 1 6
2.4 Analysis of Essay on Dramatic Poesy 3 6
2.5 Introducing Coleridge 1 1,2
13
 2.6 Analysis of Biographia Literaria 3 2,3
2.7 Introducing Mathew Arnold 1 3
2.8 Reading Study of Poetry 3 2,3
2.9 Understanding key concepts of the representative age 1 2
2.10 Seminar on Wordsworth‟s Preface to Lyrical Ballads 1 2,3
3.0 Module 3
3.1 Introducing Eliot 1 3,4
3.2 Reading Tradition and the Individual Talent 3 4
3.3 Introducing Cleanth Brooks 1 5
3.4 Analysis of The Language of Paradox 3 3,5
3.5 Introducing Northrop Frye 1 3,5
3.6 Analysis of Archetypes of Literature 3 4
3.7 Introducing Erich Auerbach 1 4
3.8 Understanding the changing dimensions of literary criticism 4 3,4
3.9 Seminar on R S Crane The Concept of Plot and the Plot of Tom
1 1,2
Jones
4.0 Module 4
4.1 Introducing George Lukas 1 1,2
4.2 Analysis of The Ideology of Modernism 4 1,2
4.3 Introducing Wolfgang Iser 1 3
4.4 Reading The Role of the Reader in Fielding‟s Joseph Andrews
4 3
and Tom Jones
4.5 Introducing Roman Jakobson 1 1,2
4.6 Reading What is Poetry? 4 2
4.7 Understanding the changing dimensions of the period 2 2,3
4.7 Seminar on Lionell Trilling‟s Freud and Literature 1 3
5.0 Module 5
5.1 Introduction to Academic writing 2 7
5.2 Understanding Jerome McGann‟s Interpretation 2 7, 8
5.3 Understanding MLA 7 6 7
5.4 Chapter 3,5,6 of MLA 7 5 9
5.5 Seminar on Catherine Belsey‟s Addressing the Subject 3 7

Background Reading:

1. D. A. Russell and Winterbottom (eds.): Classical Literary Criticism. [OUP]

2.Enright and Chickera (eds.): English Critical Texts. [OUP]
3.David Lodge (ed.): Twentieth Century Literary Criticism: A Reader [Longman]
4.V.S. Seturaman (ed.):Contemporary Criticism: An Anthology [Macmillan]
5.K. Pomorska and R. Rudy (eds.): Language and Literature.[HUP]
6.Harry Blamires:A History of Literary Criticism
7.Wimsatt and Brooks: Literary Criticism: A Short History
8.David G. Nichols (Ed): Introduction to Scholarship in Modern languages and
Literatures,
MLA, 2007.

14
Course Details
Code EN1921105
Title Indian English Literature
Degree MA
Branch(s) English Language and Literature

Year/Semester 1/I
Type Core
Credits 4 Hours/ Weeks 5 Total hours 90

CO Expected Course Outcomes Cognitive PSO

No. Upon completion of this course, the students will be able to: Level No.
R
1 Remember the importance of Indian English Literature
1,2
Understand the political positions that different genres Un
2
represent 3
An 3
3 Apply and analyse the postcolonial aspect in Indian Literature
Un
4 Study and explain indigenous techniques of writing
4,5
Prepare and understand the various possibilities of Indian Ap
5 3
Literature
Appreciate the fictional works from various languages, later E
6
translated into English 2,3
Create an interest towards the various possibilities of Indian C
7 5,6
Literature
Interpret the theories and analyse them through the prescribed An
8 3
novels/poems
PSO – Programme Specific Outcome; CO-Course Outcome; Cognitive Level: R-
Remember; U-Understanding; Ap-Apply; An-Analyze; E-Evaluate; C-Create

CO.
Module Course Description Hrs
No.
1.0 Essays
1.1 Introducing Indian literature 3 1&2
1.2 Introduction to A.K. Ramanujan's Is there an Indian Way
3 5
of thinking?
1.3 Understanding the features that make a work of literature
2 4
Indian
1.4 Introduction to Gauri Viswanathan's Introduction to Masks
2 7
of Conquest
1.5 Discuss post-colonial criticism with reference to Gauri 2 4
15
 Viswanathan's Introduction to Masks of Conquest
1.6 Meenakshi Mukherjee: “Nation, Novel, Language” in The
3 1&2
Perishable Empire , an Introduction
1.7 T.M. Yesudasan : “Towards Prologue to Dalit Studies” in
3 6
No Alphabet in Sight, an Introduction
2.0 Poetry
2.1 Toru Dutt : The Lotus 2 1&2
2.2 Sarojini Naidu : Queen‟s 2 3
2.3 Rival Tagore : Gitanjali (section 35) 4 5,6,7,8
2.4 Sri Aurobindo : Thought the Paraclete 2 1&2
2.5 Ezekiel : A Time to Change 2 3&4
2.6 GievePatel : On Killing a Tree 2 5,6,7,8
2.7 Jayanta Mahapatra : A Monsoon Day Fable 2 1&2
2.8 Sujata Bhatt : Muliebrity 2 3&4
3.0 Plays
3.1 Introduction to Girish Karnad :Yayati 4 1&2
3.2 Features of Indian literature in Girish Karnad :Yayati 5 3&4
3.3 Introduction to Vijay Tendulkar :GhasiramKotval 4 5,6,7,8
Features of Indian literature in Girish Karnad Vijay
3.4 5 1&2
Tendulkar : GhasiramKotval
4.0 Novels
4.1 Introducing R K Narayan: Man Eater of Malgudi 2 1&2
Features of indianliterature R K Narayan: Man Eater of
4.2 2 3&4
Malgudi
4.3 Introducing Salman Rushdie: Midnight’s Children 2 5,6,7,8
Features of Indian literature Salman Rushdie: Midnight’s
4.4 2 1&2
Children
4.5 Introducing Amitav Ghosh :Hungry Tide 2 3&4
4.6 Features of Indian literature Amitav Ghosh :Hungry Tide 3 5,6,7,8
Introducing Susan Viswanathan : Something Barely
4.7 3 1&2
Remembered
Features of indian literature in Susan Viswanathan
4.8 2 3&4
:Something Barely Remembered
5.0 Novels
5.1 Introducing Bankim Chandra Chatterjee: Ananda Math 2 1&2
Features of Indian literature inBankim Chandra Chatterjee:
5.2 2 3&4
Ananda Math
5.3 Introducing Sara Joseph: Gift in Green 2 5,6,7,8
5.4 Features of Indian literature Sara Joseph: Gift in Green 2 1&2
5.5 Introducing Bama:Sangati 2 3&4
5.6 Features of Indian literature Bama: Sangati 2 5,6,7,8
5.7 Introducing U R Ananthamurthy: Samskara 3 1&2
Features of Indian literature U R Ananthamurthy:
5.8 3 3&4
Samskara

16
Background Reading:
1.Salman Rushdie: Imaginary Homelands
2.Swati Joshi: Rethinking English
3.Rajeswari Sunder Rajan: Lie of the Land
4.Susie Tharu : Subject to Change
5.Ashish Nandi : The Intimate Enemy
6.G N Devy : After Amnesia
7.Meenakshi Mukherjee: Perishable Empire
8.Sujit Mukherjee: Translation as Discovery
9.K R Sreenivasa Iyengar: Golden treasury of Indian Writing
10.R. Parthasarathy,ed. : Ten Twentieth Century Indian Poets
11.A K Mehrotra,ed.: An Illustrated History of Indian Literature in English
12.Eunice D‟Souza,ed.: Nine Indian Women Poets: an Anthology

17
 SEMESTER II
Course Details
Code EN1922106
Title Literature of the Nineteenth Century
Degree MA
Branch(s) English Language and Literature
Year/Semester 1/ II
Type Core
Credits 4 Hours/week 5 Total hours 90

Expected Course Outcomes Cognitive

CO PSO
Upon completion of this course, the students will be able Level
No. No.
to:
Identify two prominent eras in English literature, namely
the latter half of the 18th century, first half of the 19th
1 U 1
century and the latter half of the 19th century (Romantic
and the Victorian ages)
Identify the Romantic and Victorian authors, their works
2 and the specific historical markers that have influenced the R 1
Romantic and Victorian ages
Critically Analyzethe texts (novels and poems) based on
3 An 2
the essays prescribed for study
Analyze the differences in attitudes of Romantic and
4 An 2
Victorian poets.
Read, Analyze and Appreciate the texts in their cultural
5 Ap 5
contexts.
Gain a thorough knowledge of the movement of Social
6 U 1
Realism
7 Evaluate the units of study against the standards of culture E 5
Offer nuanced interpretations, articulate coherent
8 Ap 4
arguments and develop research skills
Perform a critical reading of the text through the self study
9 Ap 6
component (Major Seminar)
Recreate/ Recite lines or dialogues from the texts
10 C 5
prescribed for study
PSO – Programme Specific Outcome; CO-Course Outcome; Cognitive Level: R-
Remember; U-Understanding; Ap-Apply; An-Analyze; E-Evaluate; C-Create
Module Course Description Hrs CO.No.
1.0 Theoretical Reading of Romantic and Victorian Art
1.1 Introduction to Romantic Age 1 1
1.2 Reading of the essay M H Abrams: “Chapter III: Romantic
2 2,5
Analogues of Art and Mind.” The Mirror and the Lamp
1.3 Analysis of the first section of the essay – Romantic
2 2,5
Analogues of Art
1.4 Analysis of the second part of the essay – Analogues of Mind 1 2,5
18
1.5 Reading of the essay Raymond Williams: “The Romantic
2 2,5
Artist.” Culture and Society, 1780-1950
1.6 Analysis and Discussion on the main arguments in the essay 3 2,5
1.7 Introduction to Victorian Age 1 1
1.8 Reading of the essay Isobel Armstrong: “Introduction:
Rereading Victorian Poetry.” Victorian Poetry: Poetry,
2 2,5
Poetics,
Politics. London,1993
1.9 Analysis and Discussion on the main arguments in the essay 3 2,5
1.10 Evaluation 1
2.0 Romantic Poetry
2.1 General Introduction to Romantic Poetry 1 1
2.2 Reading of the poem William Blake: Auguries of Innocence 1 2,5,10
2.3 Appreciation and critical analysis of the poem 2 3,7
2.4 Reading of the poem William Wordsworth: The Tintern
1 2,5,10
Abbey Lines
2.5 Appreciation and critical analysis of the poem 2 3,7
2.6 Reading of the poem S.T.Coleridge: Kubla Khan 1 2,5,10
2.7 Appreciation and critical analysis of the poem 2 3,7
2.8 Reading of the poem P.B.Shelley: Ode to the West Wind 1 2,5,10
2.9 Appreciation and critical analysis of the poem 2 3,4,7
2.10 Reading of the poem John Keats: Ode on a Grecian Urn 1 2,5,10
2.11 Appreciation and critical analysis of the poem 2 3,7
2.12 Major Seminar - Lord Byron: The Prisoner of Chillon 1 8,9
2.13 Evaluation 1
3.0 Victorian Poetry
3.1 General Introduction to Victorian Poetry 1 1
3.2 Reading of the Poem Lord Tennyson: Ulysses 1 2,4,5,10
3.3 Appreciation and critical analysis of the poem 2 3,7
3.4 Reading of the Poem Robert Browning: Fra Lippo Lippi 2 2,5,10
3.5 Appreciation and critical analysis of the poem 3 3,7
3.6 Reading of the Poem Matthew Arnold: Dover Beach 1 2,4,5,10
3.7 Appreciation and critical analysis of the poem 2 3,7
3.8 Introduction to Pre-Raphaelite Poetry 1 1
3.9 Reading of the Poem D.G.Rossetti: The Blessed Damozel 1 2,5,10
3.10 Appreciation and critical analysis of the poem 2 3,7
3.11 Major Seminar: Francis Thompson: The Hound of Heaven 1 8,9
3.12 Evaluation 1
4.0 Novels (The students are expected to read the novels well in
advance before the discussions in class)
4.1 Introduction to Romantic novels and Jane Austen 1 1,6
4.2 Discussion of the plot and characterisation inJane Austen:
2 3,6,7
Pride and Prejudice– the novel of manners
4.3 Themes, Motifs, Symbols – Analysis of Jane Austen‟s Pride
2 5,8
and Prejudice
4.4 Introduction to Emily Bronte and the social background of
1 1,6
Wuthering Heights

19
 4.5 Discussion of the plot and characterisation inEmily Bronte‟s
2 3,6,7
Wuthering Heights
4.6 Themes, Motifs, Symbols – Analysis of Emily Bronte‟s
2 5,8
Wuthering Heights
4.7 Introduction to Thomas Hardy and the social background in
1 1,6
Tess of the d’Uurbervilles – social realism
4.8 Discussion of the plot and characterisation inThomas Hardy‟s
2 3,6,7
Tess of the d’Uurbervilles
4.9 Themes, Motifs, Symbols – Analysis of Tess of the
2 5,8
d’Uurbervilles
4.10 Major Seminar - Charles Dickens: A Tale of Two Cities 2 8,9
4.11 Evaluation 1
5.0 Novels (The students are expected to read the novels well in
advance before the discussions in class)
5.1 General Introduction to the nature of essays in 19th Century 1 1
5.2 Reading of Charles Lamb: Dream Children 1 2
5.3 Analysis and Discussion of the text 2 5,7
5.4 Reading of William Hazlitt: My First Acquaintance with
2 2
Poets
5.5 Analysis and Discussion of the text 2 5,7
5.6 Reading of John Stuart Mill: The Subjection of Women
2 2
(Chapter1)
5.7 Analysis and Discussion of the text 2 5,7
5.8 Reading of Oscar Wilde: The Importance of Being Earnest 2 2
5.9 Analysis and Discussion of the text 2 5,7
5.10 Major Seminar Carlyle: Hero as Poet 1 8,9
5.11 Evaluation 1

Background Reading:
1.M H Abrams: The Mirror and the Lamp
2.Arnold Kettle: An Introduction to the English Novel
3.Raymond Williams: Novel from Dickens to Lawrence
4.C M Bowra: The Romantic Imagination
5.Walter Allen: The English Novel
6.George Lukacs: The Historical Novel

20
Course Details
Code EN1922107
Title Modernism in Context
Degree M.A
Branch(s) English Language and Literature
Year/Semester 1/ II
Type Core
Credits 4 Hours/week 5 Total hours 90

Expected Course Outcomes Cognitive

CO PSO
Upon completion of this course, the students will be able Level
No. No.
to:
Remember the major socio-political events that contributed
1 R 1,5
to the origin of the Movement
Create an awareness on the sensibility of the literary
2 C 2
modernism in the wake of World War
Understand the significance of the Modernist Movement
3 which acted as the torchbearer of the developments in the U 3
21st century
4 Explain the features of the Modernist Movement C 4
Familiarizing the students with the literary trends of the
5 U 3
early 20th century
Discussion on the recurring features of the European
6 Modernism and Identifying it in contemporary Indian E 4
scenario.
Understanding on the various authors and texts during
7 U 3
Modernism
8 Critically analyze the Modernist Texts An 4, 6
Understand the cultural and historical context behind
9 various literary and artistic movements known as U 3,5
Modernism
Evaluate the understanding of the students about the age
10
and the topics
PSO – Programme Specific Outcome; CO-Course Outcome; Cognitive Level: R-
Remember; U-Understanding; Ap-Apply; An-Analyze; E-Evaluate; C-Create
Module Course Description Hrs CO.No.
1.0 Essays
1.1 General introduction to “Modernism” 2 1,2,3,5
1.2 Reading of Virginia Wolf‟s “Modern Fiction” 1 7
1.3 Discussion of “Modern Fiction” 1 4,6,7,8
1.4 Reading of “Name and Nature of Modernism” 2 7
1.5 Detailed analysis of “Name and Nature of Modernism” 5 4,6,7,8
1.6 Reading of “Modernity and Modernism” 2 7
1.7 Detailed analysis of “Modernity and Modernism” 4 4,6,7,8
1.8 Group presentation on the major ideas discussed in this 1 10

21
 module
2.0 Poems
2.1 Discussion and analysis of Windhover 2 4,6,7,8
Discussion and analysis of Wilfred Owen‟s, Dulce et
2.2 4 4,6,7,8
Decorum est
2.3 Discussion and analysis of Yeats‟ Byzantium 4 4,6,7,8
Discussion and analysis of W.H.Auden‟sMusee des Beaux
2.4 4 4,6,7,8
Arts
Evaluation through various tools like quiz, presentation,
2.5 3 10
class test and viva on this module

2.6 Seminar on Dylan Thomas‟ Fern Hill 1 7,8,9

3.0 Poems
3.1 Introduction to T.S Eliot 1 4,5,7
Discussion on the socio-political situation in which The
3.2 1 1
Wasteland was written
3.3 Introduction to the poem The Wasteland 1 1,2,3,6
Familiarizing with the myths used as objective co-relative
3.4 1 5
in the poem The Wasteland
Screening of the movie Vaishali to clearly understand the
3.5 3 6
Holy Grail Legend
3.6 Detailed analysis of The Wasteland 10 4,6,7,8
Seminar on Ezra Pound‟s, Hugh Selwyn Mauberley
3.7 1 7,8,9
(Sections I to V)
4.0 Plays
4.1 Introduction to Bernard Shaw 1 4,5,7
4.2 Reading and analysis of Saint Joan 8 4,6,7,8
4.3 Reading and analysis of Murder in the Cathedral 8 4,6,7,8
4.4 Seminar on The Riders to the Sea 1 7,8,9
5.0 Novels
5.1 Introduction to Modernist Novels 2 7,8
Multiple choice test on the three novels to be discussed
5.2 1 10
(minimum 100)
5.3 Detailed analysis of A Portrait of an Artist as a Young Man 5 4,6,7,8
5.4 Detailed analysis The Heart of Darkness 4 4,6,7,8
5.4 Detailed analysis of To the Light House 5 4,6,7,8
5.5 Seminar on Sons and Lovers 1 7,8,9

22
Background Reading:
1.James Frazer: The Golden Bough
2. Frank Kermode: The Sense of an Ending: Studies in the Theory of Fiction.
3. Malcolm Bradbury and James McFarlane: Modernism 1890-1930
4. D.H. Lawrence: Selected Literary Criticism
5. G.M Hopkins: The Wreck of the Deutschland
6. George Orwell: 1984
7. Louis MacNiece: Snow
8. Tim Middleton (ed.): Modernism- Critical Concepts in Literary and Cultural Studies
Vols.
1-5 (Routledge)

23
 Course Details
Code EN1922108
Title Dimensions of the Postmodern
Degree MA
Branch(s) English Language and Literature
Year/Semester 1/II
Type Core
Credits 4 Hours/week 5 Total hours 90

Expected Course Outcomes Cognitive

CO PSO
Upon completion of this course, the students will be Level
No. No.
able to:
Recognize and explain the defining characteristics of
1 U 1
the movement
Critically respond to a range of theoretical debates
2 within An 2
postmodernism.
Examine some of the major works produced in the
3 Ap 4,5
context of the movement.
Identify and discuss the themes, concerns, and
4 Ev 4,5
aesthetic strategies of postmodern poetry
Identify and discuss the themes, concerns, and
5 Ev 4,5
aesthetic strategies of postmodern fiction
Identify and discuss the themes, concerns, and
6 aesthetic strategies of postmodern theatre Ev 4,5

PSO – Programme Specific Outcome; CO-Course Outcome; Cognitive Level: R-

Remember; U-Understanding; Ap-Apply; An-Analyze; E-Evaluate; C-Create

Module Course Description Hrs CO.No.

1.0 Theoretical Framework
1.1 General Introduction -Key concepts and concerns 3 1,2
Linda Hutcheon: Historiographical Metafiction: The
Pastime of Past Time (in The Poetics of
1.2 5 1,2
Postmodernism)- Lecture on the key concepts in the
essay and discussion
1.3 Stuart Sim: Postmodernism and Philosophy (in
Routledge Companion to Postmodernism.Ed. Stuart
1,2
Sim)- Lecture on the key concepts in the essay and 5
discussion
1.4 Michael W. Messmer: “Making Sense of/with
Postmodernism” [in Victor E. Taylor & Charles
E.Winquist (eds.): Postmodernism – Critical Concepts 5 1,2
Volume III (Routledge)]- Lecture on the key concepts in
the essay and discussion
24
2.0 Poems
2.1 Introduction to Postmodern poetry- themes, concerns
5 4
and structural aspects
2.2 Movement Poets 1 4
2.3 Philip Larkin: Church Going - Reading the poem,
2 3,4,
discussion and analysis
2.4 Ted Hughes: Jaguar - Reading the poem, discussion and
1 3,4
analysis
2.5 Sylvia Plath: Daddy - Reading the poem, discussion and
3 3,4
analysis
2.6 Elizabeth Jennings: The Child Born Dead - Reading the
1 3,4
poem, discussion and analysis
2.7 Charles Tomlinson: Prometheus - Reading the poem,
4 3,4
discussion and analysis
2.8 Geoffrey Hill: Genesis -Major Seminar 1 4
3.0 Novels
3.1 Introduction to Postmodern fiction 2 5
3.2 Ian McEwan: Atonement -Introduction to text 1 3,5
3.3 Discussion of plot and characters, Critical analysis of the
4 3,5
text
3.4 Angela Carter: Nights at the Circus - Introduction to the
text, 5 3,5
Detailed analysis of the text
3.5 Julian Barnes: Flaubert‟s Parrot- Introduction to the text,
5 3,5
Detailed analysis of the text
3.6 Hanif Kureishi: The Buddha of Suburbia- Major seminar 1 5
4.0 Plays
4.1 Introduction to Postmodern theatre 1 6
4.2 Theatre of the Absurd 1 6
4.3 Kitchen sink Drama 1 6
4.4 Samuel Beckett: Waiting for Godot - Introduction to the
play, reading of the play and discussion, Critical analysis 7 3,6
of the play
4.5 John Osborne: Look Back in Anger - Reading of the
7 3,6
play and discussion, Critical analysis of the play
4.6 John Arden: Sergeant Musgrave‟s Dance - Major
1 6
Seminar
5.0 Plays
5.1 Political Theatre, Theatre of cruelty 1 6
5.2 Alienation Effect, Defamiliarization 2 6
5.3 Bond: Lear- Introduction to the play, reading of the play
5 3,6
and discussion
5.4 Critical analysis of Lear 2 3,6
5.5 Stoppard: Jumpers- Introduction to the play, reading of
5 3,6
the play and discussion
5.6 Critical analysis of the play Jumpers 2 3,6
5.7 Arnold Wesker: Chicken Soup with Barley - Major
1 6
seminar
25
Reference Books :

1. Jean-Francois Lyotard : The Postmodern Condition: A Report on Knowledge

2. Susan Sontag: Against Interpretation
3. Ihab Hassan: The Dismemeberment of Orpheus: Towards a Postmodern Literature
4. Brian McHale: Postmodernist Fiction
5. Linda Hutcheon: A Poetics of Postmodernism: History, Theory, Fiction
6. Fredric Jameson: Postmodernism or the Cultural logic of Late Capitalism
7. Steven Connor: Postmodernist Culture: An Introduction to the Theories of the
Contemporary

26
 Course Details
Code EN1922109
Title Language and Linguistics
Degree MA
Branch(s) English Language and Literature
Year/Semester 1/II
Type Core
Credits 4 Hours/ Weeks 5 Total hours 90

Expected Course Outcomes Cognitive

CO PSO
Upon completion of this course, the students will be Level
No. No.
able to:
1 Locate the development of language and its functions R 3
2 Locate and identify the phonetic scripts R 3
3 Understand the morphpological process U 3
4 Examine the importance of linguistics Ap 3
An
5 Identify the various speech organs and their 3
articulation
6 Distinguish the various theories of language An 3
E
7 Discuss the various semantic changes and the growth 3
of vocabulary
Discuss and analyse the evolution of grammar, its E
theoretical platform and its significance in language
8 3
perception

9 Create transcription based sentences or passages C 3

PSO – Programme Specific Outcome; CO-Course Outcome; Cognitive Level: R-
Remember; U-Understanding; Ap-Apply; An-Analyze; E-Evaluate; C-Create

Module Course Description Hrs CO.No.

1.0 Introduction to Phonetics and Phonology
General Phonetics, Cardinal Vowels, Consonants,
1.1 7 1,2,5,9
Phonetic Transcription
1.2 The Phonemic theory: Phoneme, allophones,
contrastive and complementary distribution, free 4 1,2,4
variation, phonetic similarity, pattern congruency
1.3 Plurals and past tense in English as examples for
phonologically conditioned alteration, rules and rule 4 8
ordering in phonology (some examples)
27
 1.4 Syllable, onset, nucleus and coda, foot, prosody, stress,
3 2,3,4
stress rules, intonation, rhythm
2.0 Morphology
2.1 The notion of a morpheme, allomorphy, zero morph,
4 3
portmanteau morph
2.2 Inflection and derivation, Level I and Level II affixes
in English, ordering between derivation and inflection,
3 3,6
+ boundary (morpheme level) and # boundary(word
level) in affixation
2.3 Stem allomorphy, word level and morpheme level
3 3,4
constraints
2.4 Morphophonological Phenomena 2 3
2.5 Compounds, criteria for compound formation( deletion
3,4
of inflection, junction phenomena like vowel 2
elongation, gemination etc)
2.6 Sub compounds and co compounds( tatpurusha/
2 4
dwandwa)
Word formation techniques: blending, clipping, back
2.7 formation, acronyms, echo word formation, 2 3,4
abbreviation
3.0 Syntax
Traditional grammar- fallacies- Saussure, system and
3.1 3 8
structure, language asa system of signs,
Saussurean dichotomies: synchronic- diachronic,
3.2 signifier- signified, syntagmatic- paradigmatic, langue- 2 4,7
parole- substance
Structuralism: Contributions of Bloomfield- IC
3.3 Analysis- disambiguation using IC analysis, 4 8
limitations of IC Analysis
PS grammar- PS rules: context free and context
3.4 3 8
sensitive rules, optional and obligatory rules
TG Grammar Components- transformational and
3.5 generative- GB Theory: X bar theory, case filter, theta 5 8
criterion.
Seminar- “Aspects” model- transformations:
3.6 passivisation- do support- affix hopping- WH 1 4,8
movement
4.0 Semantics
Lexical Semantics: antonymy- synonymy- hyponymy-
4.1 homonymy ( homophony and homography)- 3 1,4, 7
polysemy- ambiguity
4.2 Semantic relations 4 7
Componential Analysis prototypes, implication,
4.3 4 1
entailment and presupposition
Semantic theories: sense and reference, connotation
4.4 3 1,7
and denotation, extension and intention.
Truth conditional semantics: propositions, truth values,
4.5 4 1, 7
determining the semantic value of a proposition,
28
 compositional procedure, terms and predicates,
predicate logic, possible worlds semantics.
Branches of Linguistics
5.0
Psycholinguistics: Definition and scope- child
language acquisition, innateness hypothesis- speech
5.1 5 1,4
production, speech recognition - aphasia- slips- gaps

Socio Linguistics: definition and scope- structural and

functional approach- speech community- speech
situation- speech event- speech act- language
5.2 planning- bilingualism- multilingualism- diglossia- ( 6 1,4,6
Language and gender& Language and Politics-
overview)

Applied Linguistics: Definition and scope- language

teaching and learning- contrastive analysis- error
5.3 3 1,4,6
analysis

5.4 Computational Linguistics 3 4

SEMINAR: Bilingualism, multilingualism, dialect,
5.5 1 1,4
idiolect, pidgin, creole, language varieties.

Background Reading:
1. S K Verma and N Krishnaswamy:Modern Linguistics
2. Henry Widdowson:Explorations in Linguistics
3. L Bloomfield:Language
4. J D Fodor:Semantics: Theories of Meaning in Generative Linguistics
5. J Lyons:Introduction to Theoretical linguistics
6. E. Sapir:Language
7. D I Slobin:Psycholinguistics
8. Lilian Haegaman:Government and Binding
9. M. Chierchia and McdonnelSally:Language and Meaning
10.V. Fromkin et al:Linguistics
11. Geoffrey Leach:Semantics
12. Noam Chomsky:Cartesian Linguistics
13. Steve Pinker:Language Instinct

29
 Course Details
Code EN1922110
Title Theories of Knowledge
Degree MA
Branch(s) English language and literature
Year/Semester 1/II
Type Core
Credits 4 Hours/Weeks 5 Total Hours 90

Expected Course Outcomes Cognitive

CO PSO
Upon completion of this course, the students will be able Level
No. No.
to:
Familiarize and understand the various theories that Un
1 3
contribute to the understanding of literature
Analyse the cultural and social upheavals that led to An
2 3,2
epistemological shifts
Remember and understand political theory, narrative Un
3 3
theories and discourses on power
Explain and elaborate the seminal essays that initiated E
4 3
discourses
E
5 Introducing the philosophical standings post 1950 3,2
An
6 Analyse and evaluate the progress of criticism 3
Examine and apply the philosophical notions prevalent An
7 3
post 1970
Create an interest in the theoretician published during the C
8 3,4
period
Determine and distinguish the ideology behind a work of E
9 3
art
Discuss the political and social themes present in the E
10 3
essays
PSO – Programme Specific Outcome; CO-Course Outcome; Cognitive Level:
R- Remember; U-Understanding; Ap-Apply; An-Analyze; E-Evaluate; C-Create

CO.
Module Course Description Hrs
No.
1.0 Critical Movements
1.1 An overview of Structuralism 3 1
1.2 The shift to Post structuralism 3 2-10
1.3 Political/ethical turn in Theory 3 3
1.4 Introduction to New Historicism 3 2-10
1.5 The advent of Cultural Materialism 3 1,3&

30
 5
1.6 Discourses on Post-theory and Spatial theory 3 7-10
2.0 Essays
Introduction to Ferdinand de Saussure: Nature of the
2.1 3 1&2
Linguistic Sign [in David Lodge]
2.2 Sign/Signified 3 3&4
2.3 Features of Structuralism 3 5-10
Introduction to Roland Barthes: The Death of the
2.4 6 9&10
Author [in David Lodge]
2.5 Epistimological shift to post-structuralism 3 1-5
3.0 Essays
Introduction to Jacques Derrida: Structure, Sign and
3.1 4 1&2
Play in the Discourse of the Human Sciences
3.2 Deconstruction and post-structuralism 5 3&4
Introduction to J.Hillis Miller: Critic as Host [ in
3.3 4 5-10
David Lodge]
3.4 Features of Criticism 5 1&2
4.0 Essays
Introduction to Michel Foucault: Nietzsche, History
4.1 3 1&2
and Genealogy
4.2 The function of the historian 3 3-10
4.3 Introduce key terms herkunft and entsehung 3 8&9
4.4 Giorgio Agamben: “Introduction” to Homo Sacer 3 3-10
4.5 Bios/ Zoe distinction 3 8&9
4.6 Totalitarian regiments and Homo Sacer 3 3-10
5.0 Essays
Introduction to Jean-Francois Lyotard: from
5.1 Postmodern Condition in Martin Mcquillan ed. 4 3-10
Narrative Reader 157-161
4&5
5.2 Features of narrative knowledge 5
&6
Introduction to Edward Said: “Traveling Theory” in 7&8
5.3 4
The Edward Said Reader, Vintage, 2000 (195-217) &9
Introducing the principle of reification and critical 2&3
5.4 5
consciousness &5

Books for Background Reading

1. David Lodge ed.: Modern Criticism and Theory: A Reader
2. Terry Eagleton: Literary Theory: An Introduction
3. Hans Bertens: Literary Theory [The Basics series]
4. Catherine Belsey: Critical Practice
5. Peter Barry: Beginning Theory
6. Graham Allen: Roland Barthes
31
7. Sara Mills: Michel Foucault
8. Christopher Norris: Deconstruction: Theory and Practice
9. Gerald Graff: Professing Literature
10. Terence Hawkes: Structuralism and Semiotics
11. Kiernan Ryan: New Historicism and Cultural Materialism: A Reader
12. Raymond Williams: Marxism and Literature
13. Terry Eagleton: After Theory
14. Michael Payne & John Schad (eds): Life.after Theory

32
 SEMESTER III

Course Details
Code EN1923111
Title American Literature
Degree MA
Branch(s) English Language and Literature
Year/Semester 2/III
Type Core
Credits 4 Hours/week 5 Total hours 90

Expected Course Outcomes Cognitive

CO PSO
Upon completion of this course, the students will be Level
No. No.
able to:
Understand the reasons and impact of the discovery
1 Un 5
and white settlement in America.
Understand and analyze the American War of
2 An 5
independence and its impact on American literature
Evaluate the differences between American and
3 E 4
traditional European writings.
Understanding and analyzing American literature as
4 an amalgamation of different European and An 4
indigenous cultures of America
Understand how American Literature grew as an
5 Un 5
independent branch or school of literature.
Understanding the concept of individualism that
6 Un 3
characterized American culture
Understand the political and cultural freedom of the
7 Un 2
Americans from European traditions
Identifying the various architects of American
8 R 1,2
culture
9 Formation of the American literary canon R 5
Understanding the different theories that have been
10 Un 1,2
used to characterize American literature
Compare and contrast the different styles of the
11 An 1
different American writers.
Understand the impact of the slave trade on
12 Un 5
American literature
Distinguish and describe the various minority
13 An 5
writers and their literary works
Understand and evaluate literary texts from the
perspective of American transcendentalism
14 movement, Renaissance, regional patterns, E 2,5
ethnicity, nativism and diaspora within the context
of literary writings
15 Understanding development of American Un 5
33
 educational system
Investigate the slow and progressive development of
16 An 5
American literary and other cultural forms
Understand the different genres in American
17 literature and their thematic and structural Un 1
characteristics
Apply the various modes of literary theory and
18 criticism to the samples prescribed for study Ap 6

Understand the socio-economic, religious and

Un
19 political conditions of America as represented in 5
literary writings.
PSO – Programme Specific Outcome; CO-Course Outcome; Cognitive Level:
R-Remember;U-Understanding;Ap-Apply;An-Analyze;E-Evaluate;C -Create

Module Course Description Hrs CO.No.

1.0 Development of Literary Culture in America
Causes and effects of the political, economic and
religious turmoil in Europe, Brief description on the
1.1 2 1,2, 3,7
discovery and settlement of America, Cultural,
political alienation from Europe
1.2 Different architects of American culture- Jonathan
2 8
Edwards, Benjamin Franklin and Thomas Jefferson
1.3 Analysis of Spiller‟s essay “Architects of American
3 8
Culture”
1.4 American literature as an amalgamation of European
cultural traits, Exclusion of social and historical
4,5,6,9,1
aspects in the evaluation of literary writings,
0,
Theoretical perspectives used in the evaluation of 2
11,12,13
literary writings, Formation of American canon,
,14
exclusion/ marginalization of minority writings in
America.
1.5 4,9,10,
Analysis of Resing‟s essay “The Unused Past” 4
13
1.6 Reasons for the slow growth of literary and cultural
traditions in newly discovered America, Evolution of
3,4,5,6,7
education system in America, Alienation and 2
,15,16
embracing of European literary traditions and
educational systems
1.7 Analysis of Pritchard‟s essay “The Early Nineeteenth 3,4,5,6,7
3
Century Cultural Scene” ,15,16
2.0 Poetry Analysis
2.1 Introducing Edgar Allen Poe- characteristics of Poe‟s
1 11, 14
writing, notions of literary compositions
2.2 Analysis of “Raven” 2 18
2.3 Transcendentalism in America, Introducing Walt
1 11, 14
Whitman- styles, characteristics of works

34
2.4 Analysis of “There was a Child Went Forth” 2 18
2.5 Introduction to women writers in America, 9,11, 13,
1
Introducing Emily Dickinson 14
2.6 Analysis of “I Felt a Funeral in my Brain” and “Tell
2 18
all the Truth”
2.7 Introduction to Wallace Stevens, Analysis of “The 11,14,
1
Emperor of Ice-cream” 18
2.8 Introduction to ImamuAmiri Baraka, Analysis of “Ka 11,14,
1
Ba” 18
2.9 1,4,
Introduction to indigenous people in America,
1 12,13,
Introduction to indigenous literary writings
14
2.10 Introduction to Marge Tindal, Analysis of Cherokee 9,4,13,1
1
Rose 4, 18
2.11 Introduction to YahudaAmaichi, Analysis of “Try to 11,14,
2
Remember Some Details” 18
2.12 Introduction to David Berman, Analysis of “Self- 11,14,
2
Portrait at 28” 18
2.13 Analysis of Poe‟s “Philosophy of Composition” 1 11,14,18
3.0 Background
3.1 Introduction to social and economic conditions in
3 19, 17
America, The dramatic tradition in America
3.2 Introduction to Edward Albee, Analysis of Who’s 11,14,
7
Afraid of Virginia Woolf 18
3.2 Introduction to Arthur Miller, Analysis of Death of a 11,14,
7
Salesman 18, 19
3.3 Analysis of Tennessee Williams “A Streetcar named
1
Desire”
4.0 The novel and short story tradition in American
literature
4.1 Introduction to Herman Melville, Analysis of 11,14,
2
“Bartleby the Scriviner” 18
4.2 Introduction to Nathaniel Hawthorne, Analysis of 11,14,
2
“Young Goodman Brown” 18
4.3 11,14,
Introduction to William Faulkner, Analysis of “Bear” 2
18
4.4 Introduction to Mark Twain, Analysis of Adventures 11,14,
4
of Huckleberry Finn 18
4.5 Introduction to Ernest Hemingway, Analysis of Old 11,14,
3
Man and the Sea 18
4.6 Introduction to John Steinback, Analysis of Grapes 11,14,
4
of Wrath 18
4.7 11,14,
Seminar presentation of Toni Morrison‟s Sula 1
18
5.0 Notions of American Dream and notions of Equality, 1,2,5,6,7
3
Introduction to Emerson , 11, 14
5.1 Analysis of “American Scholar” 5 18
5.2 Introduction to WEB DuBois, Discussions on 4 11, 1214
35
 inequality and oppression as a part of the slave trade.
5.3 Analysis of “Human Rights for all Minorities” 5 18
5.4 11,14,
Seminar Presentation of Thoreau‟s Walden 1
18

Reference Books:

1. Robert E. Spiller: The Cycle of American Literature

2. F.O. Matthiessen: The American Renaissance
3. Marcus Cunliffe: The Literature of the United States
4. Ihab Hassan: Radical Innocence
5. Paul C. Conkins: Puritans and Pragmatists
6. C.W.Bigsby: Modern American Drama(1945-2000)
7. Leslie A. Fiedler: Love and Death in the American Novel

36
 Course Details
Code EN1923112
Title Cultural Studies
Degree M.A
Branch(s) English Language and Literature
Year/Semester 2/III
Type Core
Credits 4 Hours/week 5 Total hours 90

Expected Course Outcomes Cognitive

CO PSO
Upon completion of this course, the students will be able Level
No. No.
to:
Emphasizing on overt interdisciplinary approaches to
exploring how cultural processes and artefacts are
1 produced, shaped, distributed, consumed, and C 4
responded to in diverse ways.
Create an awareness about the terms, analytical
2 techniques and interpretative strategies commonly C 1,2
employed in Cultural Studies.
Analyze, and Interpret information from a wide range of
3 materials, including scholarly, archival, qualitative, and An 4,5
quantitative materials
 Speak intelligently about their insights in discussions
4 and/or formal presentations D 6

 Formulate and defend a position within a theoretical

5 framework Ap 4,5,6

Understand how to read from a cultural studies

6 U 1,3
perspective.
Understand the value of cultural studies in the 21st
7 U 1,3,5
century
8 Discussion on the future of Cultural Studies. D 2,4,5
Application of interdisciplinary approach to Cultural
9 Ap 6
Studies
Evaluate the understanding of the students in the
10 E 4
concerned course
PSO – Programme Specific Outcome; CO-Course Outcome; Cognitive Level:
R- Remember; U-Understanding; Ap-Apply; An-Analyze; E-Evaluate; C-Create

37
Module Course Description Hrs CO.No.
1.0 Essays
General introduction to Cultural Studies and discussion
1.1 3 1,2,6,7
of various terms associated with it.
Discussion and detailed analysis of “Culture is 3,4,5,6,
1.2 4
Ordinary” 8
Discussion and analysis of “Cultural Studies: Two 3,4,5,6,
1.3 5
Paradigms” 8
3,4,5,6,
1.4 Discussion and analysis of “Value” 2
8
2.0 Essays
Discussion and detailed analysis of “Culture 3,4,5,6,
2.1 5
Industry:Reconsidered” 8
Discussion and detailed analysis of “What is Popular 3,4,5,6,
2.2 7
Culture" 8
2.3 Seminar on “Superstition” 1 3,5,8,9
Individual “hot seat” evaluation for the first two
2.4 5 4,10
modules
3.0 Essays
3,4,5,6,
3.1 Discussion and detailed analysis of “Toys” 4
8
Discussion and detailed analysis of “The Gulf War Will 3,4,5,6,
3.2 12
Not Take Place” 8
3.3 Seminar on “The Gossip” 1 3,5,8,9
3.4 Class test on the module 1 10
4.0 Essays
Discussion and detailed analysis of “Cultural Studies 3,4,5,6,
6
4.1 and Politics in India Today,” 8,1
Discussion and detailed analysis of “Introduction: Indian 3,4,5,6,
4.2 7
Popular Cinema as a Slum„s Eye View of Politics” 8,1
4.3 Seminar on “The New Subaltern: A Silent Interview” 2 3,5,8,9
4,5,8,
4.4 Group presentation on the assigned topics 3
10
5.0 Essays 18
Discussion and detailed analysis of“Autobiography as a
3,4,5,6,
5.1 Way of Writing History :Personal Narratives History 8
8
from Kerala and inhabitation of Modernity”
Discussion and detailed analysis of “Introduction: Indian 3,4,5,6,
5.2 7
Popular Cinema as a Slum„s Eye View of Politics” 8
Seminar on “The Missing Male: The Female Figures of
5.3 Ravi Varma and the Concepts of Family, Marriage and 2 3,5,8,9
Fatherhood in Nineteenth-Century Kerala”
5.4 Class test on the module 10

38
Background Reading:

1.Adorno, T.W.: The Culture Industry: Selected Essays on Mass Culture (ed., with
intro.),
2. J.M. Bernstein. London: Routledge (1991)
3.Baldwin, E.: Introducing Cultural Studies. New York: Pearson/Prentice Hall (2004)
4.Barthes, R.: Mythologies. London: Paladin(1973)
5.Belsey, C.: Culture and the Real: Theorizing Cultural Criticism London; New York:
Routledge (2005)
6.Benjamin, W.: Illuminations. New York: Schocken Books (1968)
7.Bennett T., L. Grossberg, and M. Morris :New Keywords: A Revised Vocabulary of
Culture and Society,Malden, MA: Blackwell (2005)
8.Bennett, T.: Outside Literature. London: Routledge (1990)
9. Bourdieu, P.: The Field of Cultural Production. Cambridge: Polity Press (1993)
10. During, S. (ed.): The Cultural Studies Reader. London: Routledge (1993)
11. During, S.: Cultural Studies: A Critical Introduction. London; New York: Routledge
(2005)
12.Easthope, A.: Literary into Cultural Studies. London: Routledge (1991)
13.Easthope, A. &McGowan, K. (eds.): A Critical and Cultural Theory Reader. Milton
Keynes Open University Press(1992)
14.Miller, Toby (ed) (2001) A Companion to Cultural Studies. Blackwell

39
 Course Details
Code EN1923113
Title Gender Studies
Degree MA
Branch(s) English Language and Literature
Year/Semester 2/III
Type Core
Credits 4 Hours/week 5 Total hours 90

Expected Course Outcomes Cognitive

CO PSO
Upon completion of this course, the students will Level
No. No.
be able to:
Understand Gender Studies as an academic field of
study, be familiar with its major concepts, history,
1 assumptions, and theories/theorists, and recognize U 1,2
its epistemological and methodological diversity
and character.
Demonstrate an understanding of key concepts,
2 issues and conceptual framework to the study of Ap 1,2
gender and sexuality in a global context.
Identify the interactions and intersections of
identities (e.g., gender, race, ethnicity, class,
3 sexuality, and so on) and assess the ways in which Ev 1,2,4
they contribute to instances of privilege and power
dynamics across cultures, space, and time.
Apply key concepts, issues and conceptual
4 frameworks within gender studies in the selected Ap 4,5
texts
Demonstrate a capacity to collate, synthesise
5 andevaluate critical and theoretical resources, and Ev 5,6
to be able to apply critical reading skills
Be aware of women‟s and LGBTQ+ people‟s
6 experience in cultural contexts, both nationally and Ev 5,6
globally
Come up with practical solutions to deal with the
7 gender problems in one‟s own ethnic, cultural and C 6
social contexts.
PSO – Programme Specific Outcome; CO-Course Outcome; Cognitive
Level: R- Remember; U-Understanding; Ap-Apply; An-Analyze; E-Evaluate;
C-Create

40
Module Course Description Hrs CO.No.
1.0 Theoretical Framework
1.1 General Introduction -Key concepts and concerns 3 1,2
1.2 Kate Millet: Sexual Politics (Chapter II) Introduction
1.3 Differentiating Sex and Gender 1 1
1.4 Understanding the politics behind Gender 1 1
1.5 Discussion and critical analysis of Millet‟s text 3 1,2
1.6 Sandra Gilbert and Susan Gubar: “The Parables of
the Cave”(Part 3 of Chapter 1 “Towards aFeminist
Poetics” in Mad Woman in the Attic -Introduction, 1
5
Discussion and critical analysis of the text

1.7 Gender: The Circular Ruins of Contemporary

Debate” 2 1
Gender Trouble (Chapter III)- discussiom
1.8 Critical Analysis of the text 3 1,2
2.0 Poems
2.1 William Shakespeare: Sonnet 20- Reading the poem,
1 2,4,5
discussion and analysis
2.2 Muriel Rukeyser: “The Poem as Mask: Orpheus”-
2 2,4,5
Reading the poem, discussion and analysis
2.3 Maya Angelou: “Phenomenal Woman” - Reading the
2 2,4,5
poem, discussion and analysis
2.4 Adrienne Rich: “Twenty-one Love Poems” (Poems I
2 2,4,5
and II) - Reading the poem, discussion and analysis
2.5 Kamala Das: “Dance of the Eunuchs” - Reading the
2 2,4,5
poem, discussion and analysis
2.6 Margaret Atwood: “Sekhmet, The Lion-headed
Goddess of War” - Reading the poem, discussion and 2 2,4,5
analysis
2.7 Carol Ann Duffy: “Ann Hathaway”; “Litany” -
2 2,4,5
Reading the poem, discussion and analysis
2.8 Duane Marchand: “Tears from the Earth” - Reading
2 2,4,5
the poem, discussion and analysis
2.9 Ann Snitow: “Gender Diary”-Major Seminar 1 4,5
3.0 Novels
3.1 Charlotte Bronte: Jane Eyre- Discussion of plot and
2 4
characters
3.2 Critical Analysis of the text with focus on gender 3 3,4,5,6
3.3 Michael Cunningham: The Hours -Introduction to
1 4
text
3.4 Discussion of plot and characters 2 4
3.5 Critical analysis of the text 3 3,4,5,6
3.6 Jeanette Winterson: Oranges Are Not the Only Fruit-
2 4
Introduction to the text
3.7 Detailed analysis of the text with focus on gender 4 3,4,5,6

41
 3.8 Alice Munro: Lives of Girls and Women- Major
1 4,5
seminar
4.0 Plays
4.1 Charlotte Keatley: My Mother Said I Never Should-
Reading of the play- discussion about the structure of the 3 4,5
play and characters of the play
4.2 Changing perspective of women in the play 1 4,5
4.3 3,4,5,6,
Critical analysis of the play 2
7
4.4 David Henry Hwang: M Butterfly- Introduction to
3 4,5
the play, reading of the play and discussion
4.5 Critical analysis of the play 1 4,5,6
4.6 Gender as sociologically/culturally constructed-
3,4,5,6,
transvestism- colonial subjugation and gender 2
7
subjugation
4.7 Manjula Padmanabhan: Lights Out- Reading of the
2 4,5
play and discussion
4.8 Critical analysis of the play 1 3,4,5,6
4.9 Gender in the Indian context- Idea of consent- Rape- 3,4,5,6,
2
Status of women- Trauma associated with Rape 7
4.10 Azar Nafisi: Reading Lolita in Tehran- Major
1 4,5
Seminar
5.0 Autobiographical writings
5.1 Maya Angelou: I Know Why the Caged Bird Sings-
1 4,5
Introduction to the text
5.2 Black feminism- Gender, race and ethnicity
3,4,5,6,
contributing to the hegemony- Critical reading of the 3
7
text
5.3 What do we understand/ take from the text? 2 7
5.4 Meena Alexander: Faultlines- Introduction and
2 4,5
discussion
Gender in the Kerala Context- Physical abuse of 3,4,5,6,
3
women in family- Trauma of sexual explotaion 7
5.5 Simone de Beauvoir: Memoirs of a Dutiful Daughter-
2 4,5
Introduction to the author and text
5.6 Critical analysis of the text 3,4,5,6,
4
7
5.7 Virginia Woolf: A Room of One‟s Own- Major
1 4,5
seminar

Reference Books :

1. Toril Moi: Sexual /Textual Politics

2. Simone de Beauvoir: The Second Sex
3. Kate Millet: Sexual Politics
4. Elaine Showalter: A Literature of Their Own
5. Isobel Armstrong: New Feminist Discourses

42
6. Judith Butler: “Imitation and Gender Subordination” in Diana Fuss (ed.)
7. Inside Out: Lesbian Theories
8. Helene Cixous: “The Laugh of the Medusa” in Elaine Marks and Isabelle
9. de Courvitron (eds.) New French Feminism
10. Susie Tharu& K. Lalitha (eds): Women Writing in India (2 Vols)
11. Monique Wittig: The Straight Mind and Other Essays

43
 Course Details
Code EN1923114
Title Modes of Fiction
Degree MA
Branch(s) English language and literature
Year/Semester 2/ III
Type Core
Credits 4 Hours/week 5 Total hours 90

Expected Course Outcomes Cognitive

PSO
CO No. Upon completion of this course, the students will Level
No.
be able to:
Remember and recognize the elements that
1 distinguish prose fiction from other genres of R 1, 2
literature
Understand the stages of evolution of prose
2 U 3, 5
fiction in English and also in other languages
Analyze the literary traditions and principles that
3 An 2, 4
govern the academics of fiction
Analyze the relation of types of prose fiction
4 with the social culture as well as the literary An 4
milieu
Apply the principles of literary criticism into the
5 understanding, appreciation and evaluation of E 4, 5
prose fiction
Evaluate and recreate the cognitive and affective
6 patterns that reflect and govern the literary C 6
identity of prose fiction
PSO – Programme Specific Outcome; CO-Course Outcome; Cognitive
Level: R- Remember; U-Understanding; Ap-Apply; An-Analyze; E-Evaluate; C-
Create

Module Course Description Hrs CO.No.

1.0 Module 1
1.1 Introduction to the concept of prose fiction 1 1
1.2 Tracing the history of prose fiction in world
2 2
literature, European literature and English literature
1.4 Familiarization with the names of writers of prose
1 2
fiction in English
1.5 Introduction into the sub genres of prose fiction 2 1, 3
1.6 Introduction and analysis of the ideas in Terry
4 3
Eagleton‟s “What is a Novel?”
1.7 Introduction and analysis of the ideas in John
4 3
Barth‟s “Literature of Exhaustion”
1.8 Introduction and analysis of the ideas in Milan
4 3
Kundera‟s “The Depreciated Legacy of Cervantes”
2.0 Module 2 18

44
2.1 Explanation of the concept of Short Fiction as a sub
1 1, 2
genre
2.2 Introduction and analysis of “The House of the
2 2, 3
Famous Poet” as a specimen of metaliterature
2.3 Introduction to the golden age of Islamic literature
1 3, 4
and “The Arabian Nights”
2.4 Analysis of the Arabian Night story “The
Goldsmith and the Cashmere Singing-Girl” as a 2 2, 3
specimen of framework fiction and cliffhanger story
2.5 Introduction to American prose fiction and elements
1 3, 4
of migrant literature
2.6 Analysis of “Rip Van Winkle” as a specimen of
3 2, 3
pseudo historical fiction and escapist fiction
2.7 Introduction and analysis of “The Country Doctor”
2 2, 3, 6
as a specimen of existentialist literature
2.8 Introduction and analysis of “The Garden of
Forking Paths” as a specimen of hypertext fiction 3 2, 3
and possibilities of multiple endings.
2.9 Introduction to the doppelganger concept of
2 2, 3, 6
literature and analysis of “The Open Boat”
2.10 Introduction and analysis of “The Shawl” 1 2, 3
3.0 Module 3 18
3.1 Introduction to the history of the evolution of
2 2
novels and their forerunners
3.2 Distinguishing elements of novels and insights into
2 1, 2
the subgenres of the novel
3.3 Introduction into the novel traditions of European
1 2
literature other than English
3.4 Introduction and analysis of “The Possessed” 4 3, 4
3.5 Introduction and analysis of “The Sound and the
4 3, 4
Fury”
3.6 Introduction and analysis of “The Invisible Man” 4 3, 4
3.7 Introduction and analysis of “Remains of the Day” 1 3, 4
4.0 Module 4
4.1 Introduction to the “modern period” of the novel
1 2
and its emergence in the 17th century
4.2 Introduction to “Don Quixote” and relating it to the
2 2, 5
concepts of Module 1
4.3 Analysis of “Don Quixote” 4 3, 4
4.4 Introduction and analysis of “The Unbearable
4 3, 4
Lightness of Being”
4.5 Introduction and analysis of “If on a Winter‟s Night
4 3, 4
a Traveller”
4.6 Recap of the literary principles of novel
appreciation in relation to the theoretical principles 2 5
detailed in Module 1
4.7 Introduction and analysis of “Snow” 1 3, 4
5.0 Module 5 18
5.1 Introduction to the concept of the novel as 2 6

45
 reflections of the marginalized and the oppressed;
reflections of the personal in novels
5.2 Introduction and analysis of “Purple Hibiscus” 5 3, 4
5.3 Introduction and analysis of “Daughter of Fortune” 5 3, 4
5.4 Introduction and analysis of “Their Eyes Were
5 3, 4
Watching God”
5.5 Introduction and analysis of “The Autobiography of
1 3, 4
My Mother”

Background Reading:

1.Georg Lukacs:Theory of the Novel

2.Lucien Goldmann:Towards Sociology of the Novel
3.David Lodge:The Art of Fiction
4.Wayne C. Booth:The Rhetoric of Fiction
5.Patricia Waugh:Metafiction
6.Jeremy Hawthorn:Studying the Novel
7.ShlomithRimmon-Kenan:Narrative Fiction: Contemporary Poetics
8.Joyce Carol Oates:Telling Stories – An Anthology for Writers
9.Linda Hutcheon:A Poetics of Postmodernism: History, Theory, Fiction
10.Mikhail Bakhtin:The Dialogic Imagination
11.Susan Lohafer& Ellyn Clarey (eds):Short Story Theory at a Crossroads
12.Isabel Allende:Portrait in Sepia

46
 Course Details
Code EN1923115
Title Texts and Performance
Degree MA
Branch(s) English Language and Literature
Year/Semester 2/ III
Type Core
Credits 4 Hours/week 5 Total hours 90

Expected Course Outcomes Cognitive

CO PSO
Upon completion of this course, the students will Level
No. No.
be able to:
Identify the characteristic features which
1 distinguish performance and theatre from other U 1
forms of literature
Remember and understand the process of
2 U 1
evolution from Ancient drama to modern films
Critically analyzethe structural features and
3 thematic concerns of different types of An 2,4
performance
Understand the principles of literary criticism
4 U 1,2
applied to evaluate performances.
Understand and analyse how the socio-political
5 cultural milieu is reflected by performance and An 4,5
theatre
Apply the principles of literary criticism to
6 E 4
evaluate the different performances
Create critical perspectives tailored to judge
7 particular works keeping in mind the context of C 5,6
their creation
Evaluate and understand the effectiveness of a
8 performance in expressing the need for social E 4
change
PSO – Programme Specific Outcome; CO-Course Outcome; Cognitive
Level: R- Remember; U-Understanding; Ap-Apply; An-Analyze; E-
Evaluate; C-Create

Module Course Description Hrs CO.No.

Theoretical Framework for Studying Texts
1.0
and Performance
Introduction to the history of performance, its
1.1 1 1,2
origins and purposes
1.2 Introduction to the Indian performance tradition
1 1,2
and the principles ofIndian dramatic criticism
1.3 Reading the essay “Various Senses of the Word
1 4
Rasa” by S.S. Barlingay
1.4 Analysis of the essay 2 4

47
1.5 Introduction to the Hollywood and the
1 1,2
European film industry
1.6 Introduction to the different schools of acting 1 2,3
1.7 Reading the essay “The Hollywood Star-The
Actress and Studies of Acting” by Karen 2 4
Hollinger
1.8 Analysis and discussion of the main arguments
2 4
in the essay
1.9 Introduction to the emergence of feminism in
literary tradition, especially the dramatic 1 1,5
tradition
1.10 Reading of the essay “ Contemporary Feminist
2 4,5
Theatres” by Lizbeth Goodman
1.11 Analysis and discussion of the main arguments
2 4,5
in the essay
1.12 Evaluation and summing up 2 4
2.0 Plays
2.1 General introduction to Greek dramatic
2 1,2
tradition
2.2 Reading of the play Lysistrata by Aristophanes 2 3
2.3 Critical analysis of the playLysistrata 3 3,5,6,7,8
2.4 Discussing the features of Indian drama and the
2 1,2
works of Kalidasa
2.5 Reading the play AbhijnanaShakuntalam 2 3
2.6 Discussion of the play 3 3,5,6,7,8
2.7 Major Seminar- Mother Courage and her
1 3,5,6,7,8
Children by Bertolt Brecht
2.8 Evaluation and Comparison of the three plays 3 6,7,8
3.0 Plays
3.1 General introduction to Expressionist drama
2 1,3
and the works of Eugene O‟Neill
3.2 Reading of the play Emperor Jones by Eugene
3 3
O‟Neill
3.3 Critical analysis of the play with special
reference to the idea of the collective 3 3,5,6,7,8
unconscious
3.4 Introduction to the events of the World War 2
and the drama Hitler Dances by Howard 2 1,2,5
Brenton
3.5 Reading of the playHitler Dances 3 3
3.6 Critical analysis of the play 2 3,5,6,7,8
3.7 Major SeminarRealism by Anthony Neilson 1 3,5,6,7,8
3.8 Evaluation and summing up 2 6,7,8
4.0 Plays
4.1 Introduction to the Women‟s Theatre Group
2 1,2
and King Lear by Shakespeare
4.2 Reading of the play Lear’s Daughters 2 3,5
4.3 Analysis of the play 3 3,5,6,7,8
4.4 Introduction to the works of Mahasweta Devi 2 1,5

48
 4.5 Reading the play Rudali by Mahasweta Devi 2 3
4.6 Analysis of the play and comparison between
3 3,5,6,7,8
the text and the performance
4.7 Major Seminar –“Pebet: A Performance Text”
1 3,5,6,7,8
by RustomBharucha
4.8 Evaluation and comparison of the adaptations 3 6,7,8
5.0 Films
5.1 General introduction to the genre of films 1 1,2
5.2 Reading of “The Elements of Film” from
1 4
Elements of Literature
5.3 Analysis and discussion of the text 2 4,7
5.4 Reading of “Films and Ideology” by Andrew
2 4
Dix
5.5 Analysis and discussion of the essay 2 4,7
5.6 Viewing the film Citizen Kane directed by
2 3
Orson Welles
5.7 Analysis and discussion of the film 2 3,5,6,7,8
5.8 Viewing of Life is Beautiful directed by
2 3
Roberto Benigni
5.9 Analysis and discussion of the film 2 3,5,6,7,8
5.10 Major Seminar Vaanaprastham directed by
1 3,5,6,7,8
Shaji N. Karun
5.11 Evaluation and discussion of the evolution of
1 1,6,7,8
films

Background Reading:

1.Keir Elam: Semiotics of Theatre and Drama

2.Alex Siers Ed.: The Metheun Drama Book of Twenty-First Century Plays
3.ShohiniChowdhuri: Feminist Film Theorists: Laura Mulvey, Kaja Silverman, Terese de
Lauretis, Barbara Creed
4.Eric Lane Ed.: Telling Tales: New One Act Plays
5.Kenneth Pickering: Studying Modern Drama
6.Christian Metz: Film Language
7.Henry Bial (ed): The Performance Studies Reader
8.Julie Sanders: Adaptation and Appropriation
9.Marvin Carlson: Performance: A Critical Introduction
10.Johan Huizinga: Homo Ludens

49
 SEMESTER IV
Course Details
Code EN1924116
Title Literature and the Empire
Degree M.A
Branch(s) English language and literature
Year/Semester 2/IV
Type Core
Credits 4 Hours/week 5 Total hours 90

Expected Course Outcomes Cognitive

CO PSO
Upon completion of this course, the students will be Level
No. No.
able to:
Acquire knowledge about the basic concepts in
1 U 1
Postcolonial Literature
Identify the key practitioners, theorists, authors,
literary forms, representative texts, the writing, reading
2 U 1
and critical-theoretical
practices based on the colonial experience.
Develop critical thinking skills to read the text using
3 An 2
postcolonial theory.
4 Locate the works in larger cultural contexts An 5
Compare and contrast ideas, representations and
5 strategies of political and cultural resistance with Ap 4
reference to the historical and social contexts.
Evaluate how race, gender, class, history and Identity
6 E 5
are presented and problematized in the literary texts
Analyzethe psychological impact of the process of
7 An 5
colonization
Offer nuanced interpretations, articulate coherent
8 Ap 6
arguments and develop research skills
Perform a critical reading of the text through the self
9 Ap 6
study component (Major Seminar)
Acquire the ability to define and use -- the
10 terminology specific to colonial and postcolonial Ap 1
discourses
11 Enact parts from the text C 5
PSO – Programme Specific Outcome; CO-Course Outcome; Cognitive Level:
R- Remember; U-Understanding; Ap-Apply; An-Analyze; E-Evaluate; C-Create

50
Module Course Description Hrs CO.No.
1.0 Theoretical Framework of Postcolonialism
General Introduction to Postcolonialism – Key
1.1 2 1
terms, as an academic discipline, the concepts
1.2 Understanding the essay Bill Ashcroft, Gareth
Griffiths & Helen Tiffin: “Cutting the Ground:
Critical Models of Post-
5 1,2,4,5
Colonial Literatures” in The Empire Writes Back:
Theory and Practice in Post- Colonial Literatures.
Routledge, 1989. (Chapter 1 PP.15-37)
1.3 Understanding the essay Frantz Fanon:
“Spontaneity: Its Strength and Weakness” in The
Wretched of the Earth. Trans. 5 1,4,5
Constance Parrington. Penguin, 1963. (Chapter 2
PP. 85-118)
1.4 Understanding the essay Gayatri Chakravorty
Spivak: “Can the Subaltern Speak?” (Extract from
Chapter 3 History of A
5 1,2,4,6
Critique of Postcolonial Reason) in The Norton
Anthology of Theory and Criticism. W.W.Norton,
2001 (PP. 2197-2208)
1.5 Evaluation 1
2.0 Critical Essays
2.1 Understanding the essay Homi K. Bhabha: “Of
Mimicry and Man: The Ambivalence of Colonial
Discourse” in Homi K. 8 1,2,3,5
Bhabha. Location of Culture. Routledge, 1994.
(PP.85-92)
2.2 Understanding the essay Alice Walker: “In Search
of Our Mothers‟ Gardens” in In Search of Our
7 1,2,4,6
Mothers’ Gardens:
Womanist Prose. Phoenix, 2005. (PP. 231-243)
2.3 Major SeminarSalman Rushdie: “Imaginary
Homelands” in Imaginary Homelands. Vintage, 2 8,9,10
2010.(PP.9-21)
2.4 Evaluation 1
3.0 Postcolonial Plays
3.1 Reading of the play Wole Soyinka: The Lion and
3 2,11
the Jewel
3.2 Critical Analysis of the play 2 3,7,8
3.3 Reading of the play Girish Karnad: The Dreams of
3 2,11
Tipu Sultan
3.4 Critical Analysis of the play 2 3,7,8
3.5 Reading of the play Derek Walcott: Dream on
3 2,11
Monkey Mountain
3.6 Critical Analysis of the play 3 3,7,8

51
3.7 Major SeminarPablo Neruda: “The United Fruit
Co.” A poem from Canto General (1950) – free 1 8,9,10
download available
3.8 Evaluation 1
4.0 Postcolonial Novels(The students are expected
to read the novels well in advance before the
discussions in class)
4.1 Introduction to J. M. Coetzee and his style and
1 2,4
manner of writing
4.2 Discussion of the plot and characterisation in J.M.
2 3,4,7
Coetzee: Waiting for the Barbarians
4.3 Themes, Motifs, Symbols – Analysis of J.M.
3 5,6,8
Coetzee: Waiting for the Barbarians
4.4 Introduction to Sally Morgan and her works 1 2,4
4.5 Discussion of the plot and characterisation in Sally
2 3,4,7
Morgan: My Place
4.6 Themes, Motifs, Symbols – Analysis of Sally
2 5,6,8
Morgan: My Place
4.7 Introduction to Ngugi WaThiongo 1 2,4
4.8 Discussion of the plot and characterisation in
2 3,4,7
Ngugi waThiong‟ O: A Grain of Wheat
4.9 Themes, Motifs, Symbols – Analysis of Ngugi
2 5,6,8
waThiong‟ O: A Grain of Wheat
4.10 Major Seminar Mahasweta Devi: “Douloti the
Bountiful” in Imaginary Maps. Thema (Calcutta), 1 3,8,9
2001
4.11 Evaluation 1
5.0 Critical Essays
5.1 Understanding the essay Chinua Achebe: “An
Image of Africa:Racism in Conrad‟s Heart of
Darkness” in Hopes and 5 3,5,7
Impediments. Random House, 1988. (PP.1-20) –
Free download of the essay available
5.2 Understanding the essay George Lamming: “A
Monster, a Child, a Slave” in Pleasures of Exile.
5 3,5,6
Univ. of Michigan Press,
1960. (PP. 95-117)
5.3 Understanding the essay Teresa Hubel: “From
„Liberal Imperialism as A Passage to India‟” in
Post-Colonial Theory and
6 3,4,5
English Literature: A Reader. (Ed.) Peter
Childs.Edinburgh Univ. Press, 1999. (PP: 351-
362)
5.4 Major Seminar Edward W. Said: “Narrative and
Social Space” in Culture and Imperialism. Alfred
1 8,9,10
A. Knopf, 1993.
(Chapter 2 Section 1 PP. 62-80)
5.5 Evaluation 1

52
Background Reading:

Introduction and Reference:

1.Bill Ashcroft, Gareth Griffiths, Helen Tiffin: Key Concepts in Post-Colonial Studies,
Routledge
2.John McLeod: Beginning Postcolonialism. Manchester Univ. Press
3.Ania Loomba. Colonialism/Postcolonialism. Routledge
4.Leela Gandhi. Postcolonial Theory: An Introduction. Edinburgh Univ. Press
5.Elleke Boehmer. Colonial and Postcolonial Literature. OUP

Other works:
6.Gregory Castle (ed.), Postcolonial Discourses: An Anthology. Blackwell
7.Bill Ashcroft, Gareth Griffiths, Helen Tiffin (eds.), The Post-Colonial Studies Reader,
Routledge
8.Padmini Mongia (ed.), Contemporary Postcolonial Theory: A Reader. Arnold
9.Francis Barker, Peter Hulme & Margaret Iversen (eds.), Colonial
Discourse/Postcolonial
Theory.Manchester Univ. Press
10.Homi K. Bhabha (ed.), Nation and Narration. Routledge
11.Donna Landry & Gerald MacLean (ed.), The Spivak Reader. Routledge
12.Edward Said. Orientalism. Penguin
13.Aijaz Ahmed. In Theory: Classes, Nations, Literatures. Verso
14.Robert Young. Colonial Desire: Hybridity in Theory, Culture and Race.Routledge

53
 Course Details
Code EN1924301
Title Modern European Drama
Degree MA
Branch(s) English Language and Literature
Year/Semester 2/IV
Type Elective
Credits 3 Hours/week 5 Total hours 90

Expected Course Outcomes Cognitive

CO PSO
Upon completion of this course, the students will be Level
No. No.
able to:
Recall the social, cultural and historical context that
1 R 5
inform Modern European Drama
Compare and contrast the different ideological
2 constructs that have shaped the modern world An 2
through the medium of modern drama
Recall and analyse the decline of Romanticism and
3 An 5
the beginning of realism
Define and analyze the various trends involved in
the formation of Modern European Drama, like
4 An 1,2, 4
realism, naturalism, notions of fact and illusion,
metatheatre, aesthetics of silence,
Compare and analyse the different theatrical modes
5 like epic theatre, absurd theatre, theatre of cruelty An 1,4
and poor theatre
Understand the different modern dramatists and
6 their contribution to the ideological notions that Un 1,2,4,5
inform the postmodern world
Understand postmodern dramatic performances and
7 Un 2,3,4,5
associated ideologies
PSO – Programme Specific Outcome; CO-Course Outcome; Cognitive Level:
R- Remember; U-Understanding; Ap-Apply; An-Analyze; E-Evaluate; C-Create

Module Course Description Hrs CO.No.

Development of Modern European Drama:
1.0
Theoretical Perspectives
Origin and development of modern European drama
1.1 3 1
and identifying its various features
1.2 1,2,3,4,
Introduction to modernist dramatists and their works 2
5,6
1.3 1,2,3,4,
Analysis of “Modernist Drama: Origins and patterns” 4
5,6
1.4 The evolution of postmodern thought 2 1,7

54
 1.5 Characteristics of postmodernism 1 7
1.6 Postmodernist elements in dramatic performances 2 7
1.7 Analysis of “The Politics of Performance in a
4 1,7
Postmodern Age”
2.0 Theoretical trends in Modern European Drama
2.1 Discuss the various theoretical trends like naturalism,
3 4,5,6
realism, illusionism, problem plays in modern drama
2.2 Introduction to Ibsen 2 5,6
2.3 Analysis of A Doll’s House 5 4,5,6
2.4 Introduction to Strinberg 2 5,6
2.5 Analysis of Miss Julie 5 4,5,6
2.6 Seminar Presentation RUR 1 4,5,6
3.0 Modern Theatrical modes
3.1 Discuss the various theatrical modes of representation
2 5
like epic theatre, theatre of cruelty, absurd theatre
3.2 Introduction to Pirandello 1 5,6
3.3 Analysis of Six Characters in Search of an Author 6 4,5,6
3.4 Introduction to Brecht 2 5,6
3.5 Analysis of Life of Galileo 6 4,5,6
3.6 Seminar Presentation Blood Wedding 1 4,5,6
4.0 Historicizing Texuality
4.1 Reworking of the historical context in modern plays 1 1,4,5,6
4.2 Introduction to Camus 1 4,5,6
4.3 Analysis of Caligula 7 4,5,6
4.4 Introduction to Anouilh 1 4,5,6
4.5 Analysis of Becket 7 4,5,6
4.6 Seminar Presentation The Maids 1 4,5,6
5.0 Ideological trends in modern drama
5.1 Discuss the various ideological trends in modern
3 2,6
European Drama
5.2 Introduction to Ionesco 1 2,6
5.3 Analysis of Rhinoceros 6 2,6
5.4 Introduction to Dario Fo 1 2,6
5.5 Analysis of Accidental Death of an Anarchist 6 2,6
5.6 Seminar Presentation The Fire Raisers 1 2,6

Reference Books:
1. Martin Esslin :The Theatre of the Absurd
2. Pirandello:Preface to Six Characters in Search of an Author
3. Bertolt Brecht:A Short Organum for the Theatre
4. Keir Elam : Semiotics of Theatre and Drama
5. John Willet :Brecht on Theatre: The Development of an Aesthetic
6. Eric Bentley: The Playwright as Thinker: A Study of Modern Drama inModern
Times
7. Richard Gilman: : The Making of Modern Drama
8. Robert W Corrigan: The New Theatre of Europe

55
Course Details
Code EN1924302
Title Shakespeare Across Cultures
Degree M.A
Branch(s) English Language and Literature
Year/Semester 2/IV
Type Elective
Credits 3 Hours/week 5 Total hours 90

Expected Course Outcomes Cognitive

PSO
CO No. Upon completion of this course, the students will Level
No.
be able to:
Recall instances of previous acquaintance and
association with the author and howhis timeless
1 R 1
genius spans over cultures, literatures and
authors.
Acquire a knowledge about the various
2 U 1
dimensions of the text vis a vis its author
Identify the key practitioners, theorists, authors,
literary forms, representative texts, the writing,
reading and critical-theoretical
3 U 5
practices based on the colonial experience, its
practice and its reversal into areas pertaining to
the Post colonial.
Develop critical thinking skills to see how the
4 text can become a site for struggle and resistance An 4
in the event of staging it on Indian soil.
Locate the works in larger cultural contexts, in
the socio-political scenario where the text
5 interacts with the colonial ideology and existing An 5
literature, to emerge, creating a critique of
emergence and „post‟expression.
Compare and contrast ideas, representations and
6 strategies of political and cultural resistance with Ap 5
reference to the historical and social contexts.
Evaluate how race, gender, class, history and
7 Identity are presented and problematized in the E 5
literary texts
Analyzethe politics of representation and the
8 socio-cultural nuances while staging English An 5
plays on Indian soil by Indian playwrights.
Apply contemporary theories on to prior
knowledge of the drama texts by the same author
9 Ap 4
into films and plays so that there is a substantive
understanding of movements, thought patterns

56
 and formative function of media.
Perform a critical reading of the text through the
10 Ap 6
self study component (Major Seminar)
Acquire the ability to define and use the
11 terminology specific to discussions on colonial Ap 5
and post colonial discourses.
Enact parts from the text and enunciate ideas
12 and modes of narration and technique C 5
characteristic of scholarly literary expression
PSO – Programme Specific Outcome; CO-Course Outcome; Cognitive
Level: Remember; U-Understanding; Ap-Apply; An-Analyze; E-Evaluate; C-
Create R-

Module Course Description Hrs CO.No.

Theoretical Framework of the Studies on
1.0 Shakesperean plays as proponents of cultural
materialism and constructivist radical ideology
General Introduction to Colonialism, Postcolonialism,
1.1 2 1
Cultural Materialism and the praxis of Politics
1.2 Understanding the essay „Shakespeare‟s
Universalism‟by Harold Bloom taken from 5 1,2,4,5
„Shakespeare: The Invention of the Human
1.3 Understanding the essay by Alan Sinfield „Royal
Shakespeare: Theatre and the Making of Ideology‟ from
5 1,4,5
Political Shakespeare: Essays in Cultural Materialism.
Ed. Jonathan Dollimore and Alan Sinfield
1.4 Understanding the essay by Christine Mangala Frost
“Thirty Rupees for Shakespeare: a Consideration of
Imperial Theatre in India.” Modern Drama, Volume 35, 5 1,2,4,6
Number1, Spring 1992, pp 90-100 (available in Project
Muse)
1.5 Evaluation 1
2.0 Critical Essays: The Tempest
2.1 Understanding the essay by Stephen Orgel, “Prospero‟s
8 1,2,3,5
Wife” from Representations 8( 1984): 1-13
2.2 Understanding the essay by Paul Brown, “ This Thing of
Darkness I acknowledge Mine: The Tempest and the
Discourse of Colonialism” from Political Shakespeare: 7 1,2,4,6
Essays in Cultural Materialism. Ed. Jonathan Dollimore
and Alan Sinfield
2.3 Major Seminar James Tweedie, “Caliban‟s Books: The
2 8,9,10
Hybrid Text in Peter Greenway‟s Prospero‟s Books.”. “
2.4 Evaluation Caliban‟s Books: 1
3.0 Required Reading: Re-Creations
3.1 Reading of the play “Rosencrantz and Guildenstern are
6 2,11
Dead”
3.2 Critical Analysis of the play 2 3,7,8
3.3 Reading of “uMabatha”, by Welcome Msomi (in
6 2,11
Adaptations of Shakepeare: A Critical Anthology of

57
 Plays. Routledge, 2000)

3.6 Critical Analysis of the play 2 3,7,8

3.7 Major Seminar Pablo Neruda: “The United Fruit Co.”
A poem from Canto General (1950) – free download 1 8,9,10
available
3.8 Evaluation 1
4.0 Othello
4.1 Bernard Jackson: “Iago” Reading and understanding the
1 2,4
play
4.2 Discussion of the plot and characterisation in “Iago” 2 3,4,7
4.3 Themes, Motifs, Symbols- understanding the Politics of
3 5,6,8
representation – Analysis of Bernard Jackson‟s “Iago”
4.4 Introducing Toni Morrison, her Age, her works, her
1 2,4
Philosophy
4.5 Discussion of the plot and characterisation in
2 3,4,7
„Desdemona”
4.6 Themes, motifs, symbols- understanding the Politics of
2 5,6,8
representation – Analysis of Desdemona
4.7 Introduction to „Omkara‟ ( Vishal Bharadwaj)- Film 1 2,4
4.8 Discussion of the plot and characterisation in „Omkara‟
2 3,4,7
as screen adaptation and re-Reading of “Othello”
4.9 Themes, Motifs, Symbols – Analysis of „Omkara‟ 2 5,6,8
4.10 Major Seminar Ayanna Thompson. “Unmooring the
Moor: Researching and Teaching on You Tube.”
1 3,8,9
Shakespeare Quarterly, Volume 61, Number 3, Fall
2010, pp 337-356 ( available in Project Search)
4.11 Evaluation 1
5.0 Screening Shakespeare
5.1 Watching the movie, discussing the nuances of
representation, the directorial twists in the act of
5 3,5,7
adaptation and representation ‟Shakespeare in Love‟ (
John Madden)
5.2 Watching the movie and analysing how the director has
by way of plot and film technique in adaptation by the 5 3,5,6
Chinese director„Ran‟ (Akira Kurosawa)
5.3 „Hamlet‟ (Michael Almereyda) 6 3,4,5
5.4 Major Seminar „The Last Lear‟ ( Rituparno Ghosh) 1 8,9,10
5.5 Evaluation 1

58
 Background Reading:

1. Mark Thornton Burnett and Ramona Wray, eds. Screening Shakespeare in the
Twenty-First Century
2.Russell Jackson ed. The Cambridge Companion to Shakespeare on Film
3.Ania Loomba , and Martin Orkin, eds. Postcolonial Shakespeares
4.Kenneth Rothwell A History of Shakespeare on Screen
5.Jonathan Dollimore and Alan Sinfield, eds. Political Shakespeare: Essays in
Cultural Materialism
6. Bartels, Emily C. “Making more of the Moor: Aaron, Othello, and Renaissance
Refashionings of
7.Race. Shakespeare Quarterly. 41.4 (1990): 433-54.
8.Nixon, Rob “Caribbean and African Appropriations of The Tempest” Critical
Inquiry 13(1987)557-78
9.Katherine E. Kelly,ed.The Cambridge Companion to Tom Stoppard
10. Anthony Jenkins. The Theatre of Tom Stoppard

11. Jenny S. Spencer. Dramatic Strategies in the Plays of Edward Bond

12.Samuel Crowl “The Bow Is Bent and Drawn: Kurosawa's Ran and the
Shakespearean Arrow of
Desire,” Literature/ Film Quarterly 22. 2. (1994): 109-16
13.Igor Djordjevic. “Goodnight Desdemona (Good Morning Juliet): From
Shakespearean Tragedy to
Postmodern Satyr Play” Comparative Drama 37. 1 ( 2003): 89-115
14.Kathy Howlett, “Are You Trying to Make Me Commit Suicide? Gender, Identity,
and Spatial
Arrangement in Kurosawa's Ran.” Literature/ Film Quarterly 24. 4. (1996): 360-66.
15.Christopher Hoile. "King Lear and Kurosawa's Ran: Splitting, Doubling,
Distancing” Pacific
Coast Philology 22. 1-2 (1987): 29-34

59
 Course Details
Code EN1924303
Title Studying Translations: Aspects And Contexts
Degree M.A
Branch(s) English Language and Literature
Year/Semester 2/IV
Type Elective
Credits 3 Hours/week 5 Total hours 90

Expected Course Outcomes Cognitive

CO PSO
Upon completion of this course, the students will be Level
No. No.
able to:
Remember and the importance of translation and R
1
1 translational studies as global phenomenon and as a
culturally loaded region/subject-specific activity.
Understand the political implications of translations Un 4
2
and translational studies especially the postcoloniality
Apply and Analyse the principles of translational An 5
3
studies in various terrain
Study and Explain the philosophical ideas of Un 6
4
translational studies
Prepare and understand the various possibilities of Ap
6
5 translations and translational studies in various
terrains
E 4
6 Appreciate translation of works in different terrain
Analyse various translational aspects in different E
7 4
terrains
Create an interest towards the various possibilities of C
8 2
translation and its studies in different terrain
Interpret the theories and analyse them through the An
9 2&4
prescribed works
PSO – Programme Specific Outcome; CO-Course Outcome; Cognitive
Level: R- Remember; U-Understanding; Ap-Apply; An-Analyze; E-Evaluate;
C-Create

Module Course Description Hrs CO.No.

1.0 A Global View of Translation Studies
1.1 Origin and development of translational studies 3 1
1.2 Walter Benjamin, „The Task of the Translator.‟
1 1,2,3,4,5,6
(15 - 25) Introduction
1.3 Walter Benjamin, „The Task of the Translator.‟
4 1,2,3,4,5,6
(15 - 25)
1.4 GayatriChakravorty Spivak, „The Politics of
1 1,2,4,5
Translation.‟ (397- 416) Introduction
1.5 GayatriChakravorty Spivak, „The Politics of 4 1,2,4,5

60
 Translation.‟ (397- 416)
1.6 Antoinne Berman, „Translation and the Trials of
1 1,2,4,5
the Foreign.‟ (284 – 297) Introduction
1.7 Antoinne Berman, „Translation and the Trials of
4 1,2,4,5
the Foreign.‟ (284 – 297)
2.0 Essays
2.1 Discuss translational studies by focusing
postcoloniality that will locate its concerns 3 1,2,3,4,7
broadly in the Indian sub-continent
2.2 Sujit Mukherjee, „Translation as Discovery‟
(139-150 in Translation as Discovery) 1 1,2,5,7
Introduction
2.3 Sujit Mukherjee, „Translation as Discovery‟
3 2,4,5,7
(139-150 in Translation as Discovery)
2.4 A K Ramanujan, „Three Hundred Ramayanas:
Five Examples and Three Thoughts on
1 1,2,4,5,7
Translation.‟ (131 – 160 in The Collected
Essays of A K Ramanujan) Introduction
2.5 A K Ramanujan, „Three Hundred Ramayanas:
Five Examples and Three Thoughts on
4 1,2,4,5,7
Translation.‟ (131 – 160 in The Collected
Essays of A K Ramanujan)
2.6 Susan Bassnet and Harish Trivedi,
„Introduction: Of Colonies, Cannibals and 1,2,4,5,7
1
Vernaculars.‟ (1 – 18 in Postcolonial
Translation: Theory and Practice- Introduction
2.7 Susan Bassnet and Harish Trivedi,
„Introduction: Of Colonies, Cannibals and
4 1,2,4,5,7
Vernaculars.‟ (1 – 18 in Postcolonial
Translation: Theory and Practice
2.8 Seminar presentation - G N Devy, “‟Translation
and Literary History: An Indian View (pp 182 –
1 1,2,4,5,7
88 in Postcolonial Translation: Theory and
Practice)
3.0 The Fictional Terrain
3.1 Discuss the translations and translational
2
aspects of various fictional modes
3.2 Gabriel Garcia Marquez- introduction 1 1,6,7,9
3.3 Analysis of Chronicle of a Death Foretold 3 6,7,9
3.4 BibhutibhushanBandyopadhyaya- introduction 1 1,6,7,9
3.5 Analysis ofPatherPanchali 3 1,6,7,9
3.6 O. V. Vijayan - introduction 1 1,6,7,9
3.7 Analysis of The Legends of Khasak 3 1,4,6,7,9
3.8 SundaraRamaswamy- introduction 1 1,6,7,9
3.9 Analysis of Shelter Tr. Bernard Bate and A K
Ramanujan (In Penguin New Writing in India. 2
1,6,7,9
Ed. Aditya Behl and David Nicholls)
3.10 Seminar presentation -C. Ayyappan, “Spectral
1 1,6,7,9
Speech” Tr. V. C. Harris (in Indian Literature)

61
 4.0 The Poetic Terrain
4.1 Discuss the specific translational aspects of
3 1,7,9
poetry
4.2 Pablo Neruda- introduction 1 1,7,9
4.3 Analysis of “I‟m Explaining a Few Things” Tr.
1 1,7,9
Nataniel Tarn, in Neruda: Selected Poems
4.4 Mahadevi Varma - introduction 1 1,7,9
4.5 Analysis of “No Matter the Way be Unknown,”
Tr. Vinay Dharwadkar (In Another India Ed. 1 1,7,9
Meenakshi Mukherjee and Nissim Ezekiel)
4.6 M. GopalakrishnaAdiga – introduction 1 1,7,9
4.7 Analysis of “Do Something, Brother”, Tr. A K
Ramanujan (In Another India Ed. Meenakshi 1 1,7,9
Mukherjee and Nissim Ezekiel)
4.8 Amrita Pritam - introduction 1 1,7,9
4.9 “Street Dog”. Tr. Arlene Zide and Amrita
Pritam (In Penguin New Writing in India. Ed. 1 1,7,9
Aditya Behl and David Nicholls)
4.10 AyyappaPaniker- introduction 1 1,7,9
4.11 Analysis of “Passage to America” 1 1,7,9
4.12 Kadammanitta Ramakrishnan- introduction 1 1,7,9
4.13 Analysis of “The Cat is My Grief Today” Tr. P.
P. Raveendran (The Cat is My Grief Today and 1 1,7,9
Other Poems)
4.14 S. Joseph- introduction 1 1,7,9
4.15 Analysis of “A Letter to Malayalam Poetry” Tr.
1 1,7,9
K Satchidanandan (in No Alphabet in Sight)
4.16 Seminar presentation- Sugathakumari “Rain at
Night” (In In Their Own Voice Ed. Arlene K 1 1,7,9
Zide)
5.0 The Stage
5.1 Discuss the various translational aspects of
3 1,6,7,8,9
drama
5.2 Bertold Brecht - introduction 1 6,7,8,9
5.3 Analysis of Caucasian Chalk Circle 4 6,7,8,9
5.4 Vijay Tendulkar- introduction 1 6,7,8,9
5.5 Analysis of Silence! The Court is in Session 3 6,7,8,9
5.6 Mahasweta Devi- introduction 1 6,7,8,9
5.7 Analysis of Bayen 4 6,7,8,9
5.8 Seminar presentation-
KavalamNayrayanaPanikkar, Karim Kutty, Tr. 1 6,7,8,9
K S Narayana Pillai Calcutta, Seagull

Background Reading:
1.Gleanings fromHaritham: School of Letters, M.G. University/DC Books: 2001
2.Post-Colonial Translation:Theory and Practice: Susan Bassnett and Harish
Trivedi (eds):
Translation Studies: Susan Bassnett: Routledge: 2000
3.Introducing Translation Studies: Jeremy Munday: Routledge: 2003

62
4.The Translation Studies Reader: Lawrence Venuti (ed): Routledge: 2000
5.No Alphabet in Sight: New Dalit Writings from South India: Susie Tharu and K.
Satyanarayana (eds): Penguin Books India: 2011
6.The Collected Essays of A K Ramanujan: Vinay Dharwadkar (ed): Oxford
University
Press: 2004
7. Translation as Discovery: Sujit Mukherjee: Orient Longman: 2006 Why
Translation
Matters: Edith Grossman: Orient Blackswan: 2011
8.Onion Curry and the Nine Times Table – The Samyukta Anthology of
Malayalam Stories: G.S. Jayasree et al (eds): Women Unlimited:2006

63
 Course Details
Code EN1924304
Title Modern European Fiction
Degree MA
Branch(s) English Language and Literature
Year/Semester 2/IV
Type Elective
Credits 3 Hours/weeks 5 Total Hours 90

Expected Course Outcomes Cognitive

CO PSO
Upon completion of this course, the students will be Level
No. No.
able to:
Remember the importance of European fictions R 1
1
during the 19th century
Understand the political positions that the novels Un 4
2
represent
Apply and Analyse the principles of naturalism and An 5
3
realism in context
Study and Explain the philosophical ideas like Un 6
4
existentialism
Prepare and understand the various possibilities of Ap 6
5
European fiction
Appreciate the various fictional works from E 4
6
Germany, Austria, France etc
Create an interest towards the various possibilities C
7 2
of European literature
Interpret the theories and analyse them through the An
8 2&4
prescribed novels
PSO – Programme Specific Outcome; CO-Course Outcome; Cognitive
Level: R- Remember; U-Understanding; Ap-Apply; An-Analyze; E-Evaluate;
C-Create
CO.
Module Course Description Hrs
No.
1.0 Essays
1.1 European literature 2 1&2
1.2 James McFarlane: “The Mind of Modernism” in
Modernism: A Guide to European Literature. 1 5
Introduction
1.3 The Mind of Modernism 5 4
1.4 Umberto Eco: “On Some Functions of Literature”
1 7
in On Literature, Introduction
1.5 Functions of Literature 4 4
1.6 Italo Calvino: “Literature as Projection of Desire”
1 1&2
in The Uses of Literature. Introduction
1.7 Literature as a Desire 4 6
2.0 Novels

64
2.1 Gustave Flaubert: Madame Bovary, Introduction 1 1&2
2.2 Theoretical framework of the novel 1 3
2.3 Madam Bovary 4 5,6,7,8
Fyodor Dostoevsky: Crime and Punishment,
2.4 1 1&2
Introduction
2.5 Theoretical framework of the novel 1 3&4
2.6 Crime and Punishment 4 5,6,7,8
2.7 Tolstoy: The Death of Ivan Ilyich, Introduction 1 1&2
2.8 Theoretical framework of the novel 1 3&4
2.9 Death of Ivan ilyich 3 5,6,7,8
2.10 Honore de Balzac: Colonel Chabert (Seminar) 1 2&4
3.0 Novels
3.1 Emile Zola: Thérèse Raquin, Introduction 1 1&2
3.2 Theoretical framework of the novel 1 3&4
3.3 Therese Raquin 3 5,6,7,8
3.4 Andre Gide: Strait is the Gate, Introduction 1 1&2
3.5 Theoretical framework of the novel 1 3&4
3.6 Strait is the Gate 3 5,6,7,8
3.7 Thomas Mann: Death in Venice, Introduction 1 1&2
3.8 Theoretical framework of the novel 2 3&4
3.9 Death in Venice 4 5,6,7,8
3.10 Nikos Kazantzakis: Zorba the Greek (Seminar) 1 2&4
4.0 Novels
4.1 Franz Kafka: The Trial, Introduction 1 1&2
4.2 Theoretical framework of the novel 1 3&4
4.3 The Trial 3 5,6,7,8
4.4 Albert Camus: The Outsider, Introduction 1 1&2
4.5 Theoretical framework of the novel 1 3&4
4.6 The Outsider 3 5,6,7,8
4.7 Jean-Paul Sartre: Nausea, Introduction 1 1&2
4.8 Theoretical framework of the novel 2 3&4
4.9 Nausea 4 5,6,7,8
4.10 Hermann Hesse: Steppenwolf (Seminar) 1 2&4
5.0 Novels
5.1 José Saramago: Blindness, Introduction 1 1&2
5.2 Theoretical framework of the novel 2 3&4
5.3 Blindness 4 5,6,7,8
5.4 Gunter Grass: Cat and Mouse, Introduction 1 1&2
5.5 Theoretical framework of the novel 1 3&4
5.6 Cat and Mouse 3 5,6,7,8
Elfriede Jelinek: Wonderful, Wonderful Times,
5.7 1 1&2
Introduction
5.8 Theoretical framework of the novel 1 3&4
5.9 Wonderful, Wonderful Times 3 5,6,7,8
5.10 Primo Levi: The Truce (Seminar) 1 2&4

65
Background Reading

1. Milan Kundera: The Art of the Novel

2. Georg Lukács: Studies in European Realism
3. Timothy Unwin:The Cambridge Companion to the French Novel
4. Graham Bartram: The Cambridge Companion to the Modern German Novel
5. Peter Bondanella, Andrea Ciccarelli: The Cambridge Companion to the Italian
Novel
6. Zygmunt G. Barański, Lino Pertile: The New Italian Novel

66
Course Details
Code EN1924305
Title English Language Teaching (ELT)
Degree MA
Branch(s) English
Year/Semester 2/ IV
Type Core
Credits 4 Hours/week 5 Total hours 90

Expected Course Outcomes Cognitive

CO No. Upon completion of this course, the students Level PSO No.
will be able to:
Locate the development of language and its R
1 functions 3

2 Locate and identify the phonetic scripts R 3

Understand the diachronic process of U
3 language formation through cultural transition 3

Application of the rules of grammar and Ap

4 phonetics into real life situations through 3
interactions in the classroom
Learning to communicate using phonetics and An
5 3
proper grammatical techniques.
6 Distinguish the various theories of language An 3
Discuss how language learning can best be E
applied to teaching in a classroom, in a way
7 that brings out the difference between the 3
lecture approach, the activity centred
approach and the internet oriented approach.
Acquiring learning and teaching skills and the An
8 ability to apply them using the psychological 3
approach
Discussion and evaluation of the Ev
various ways language learning takes place
9 3
through screening of movies and their review
and discussion
Devising structured and effective evaluation Cr
10 and assesment techniques for the different 3
language teaching techniques employed

*PSO-Program specific outcome; CO-Course Outcome;

Cognitive Level: R-Remember; U-Understanding; Ap-Apply; An-Analyze; E-
Evaluate; C-Create

67
Module Course Description Hrs CO.No.
1.0 Module 1: the basic concepts of ELT 18
Imparting the four skills: listening, speaking, reading and
1.1 2 1
writing
1.2 The process of second language acquisition and second
2 1,6
language learning
1.4 Passive versus active knowledge 1 5
1.5 Reception and production of language 1 2,3
1.6 Receptive- interpretive skills 1 6,
1.7 The problems of teaching English in India 2 3
1.8 Mother tongue influence 2 6
1.9 Grammatical errors 4 5
1.10 Present relevance of ELT in India 2 6, 7
1.11 World Englishes 1 7
2.0 Module 2: A historical overview of the theories of ELT
18
and learning theories
2.1 The grammar- translation method 2 5
2.2 The direct method 2 1, 5
2.3 The audio- lingual method 3 1, 5
2.4 Total physical response 1 1, 5
2.5 The natural approach 1 1, 5
2.6 The communicative approach 2 7
2.7 Psychological process: the learner and the learning process 1 7, 8
2.8 Behavioural, cognitive, structural and socio- cultural
1 6, 7
approaches toward teaching
2.9 Theories of learning: S-R Association- classical conditions of
3 6
Skinner‟s Operant Conditioning- Gestalt Field Theory
2.10 Theories of learning: problem based learning, task based
1 7
learning and self directed learning
2.11 Major seminar: relevance of ELT theories in practice 1 7
3.0 Module 3: Techniques of teaching 18
3.1 Teaching vocabulary: active and passive vocabularies;
1 7
techniques to introduce new words; vocabulary expansion
3.2 Teaching spelling: difficulties and remedies 2 6, 7
3.3 Teaching Grammar: theoretical grammar and pedagogical
2 5
grammar substitution tables
3.4 The deductive approach- rule- driven learning 1 5
3.5 The inductive approach- the rule discovery path 1 5
3.6 The functional- notional approach 1 5
3.7 Teaching grammar in situational contexts 2 7
3.8 Teaching grammar through texts 2 5
3.9 Honing listening skills 1 7, 8
3.10 Teaching the techniques of writing and speaking 1 7
3.11 Error correction 1 5
3.12 Error analysis 1 5
3.13 Using a dictionary 1 1
3.14 Major seminar: Different types of writing taught in an ELT
1 1, 5
class (business, academic, technical)

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 4.0 Module 4: Teaching literature in an ELT classroom 18
4.1 Teaching literature in an ELT classroom 1 7
4.2 Teaching poetry: Literary language, literary competence 1 6, 7
4.3 Deviant use of language 1 1, 2, 3
4.4 Rhythm, intonation 2 5
4.5 Pronunciation with the help of the phonetic script 3 2
4.6 Teaching prose: parts of speech, sentence structure and
2 8
punctuation
4.7
Strategies for creative writing: Shared writing through
exchange of ideas; developing imagination,Establishing 3 3, 4, 5
context; developing dialogue; using appropriate vocabulary
4.8 Film in language teaching- contrast of language used in Pride
3 5, 9
and Prejudice vs Bride and Prejudice
4.9 The internet and ELT: impact of the internet on English
1 7
language learning
4.10 Teaching prose and poetry in class(practice sessions) 1 7
5.0 Module 5: The process of evaluation 18
5.1 Selection, grading and sequencing of teaching items;
2 7
preparation of lesson plans for teaching English
5.2 Use of audio- visual aids 2 7, 8, 9
5.3 Classroom observation and research; monitoring learners‟
1 7, 10
progress and giving feedback
5.4 Introduction to the Prologue of “The Canterbury Tales” 1 9
5.5 Evaluating classroom texts ad other forms of assessment for
3 7, 10
different purposes; Bloom‟s taxonomy
5.6 Error analysis and remedial teaching- their significance and
3 7, 10
rationale
5.7 Texts and examinations; diagnostic tests and achievement
3 7, 9, 10
tests
5.8 Preparing test materials and assessment charts 3 7, 10

Background Reading:

1. Bright and McGregor: Teaching English as a Second Language. Longman

2. Jean F Forrester: Teaching without Lecturing. OUP.
3. Ghosh, Das &Sastri: Introduction to English Language Teaching Vol 3. CIEFL
(OUP)
4. Nunan, D. ed: Practical English Language Teaching. New York: McGraw- Hill.
5. Hall, Smith and Wicaksono: Mapping Applied Linguistics, Routledge.
6. Corony Edwards and Jane Willis eds: Teachers‟ Exploring Tasks in English
Language Teaching, Palgrave Macmillan.
7. Nigel Harwood: English Language Teaching Materials: Theory and Practice,
Cambridge University Press.
8. C L Wren: The English Language
9. Charles Barber, Joan C. Beal and Philip A. Shaw: The English Language: A
Historical Introduction
10. Albert C Baugh and Thomas Cable: A History of the English Language

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