FAKIR MOHAN UNIVERSITY

VYASA VIHAR, BALASORE

SYLLABUS FOR UNDERGRADUATE

COURSE IN
ENGLISH

Effective from the academic session 2019-20

UNDER CHOICE BASED CREDIT SYSTEM

 Framework of CBCS Syllabus for ENGLISH (Honours) from 2019-20
Full Forms of Course Codes Used: CC = Core Course, AECC = Ability Enhancement Compulsory Course, SEC = Skill
Enhancement Course, DSE = Discipline Specific Elective (Related to Core Subject), GE = Generic Elective (Not
related to Core Subject; One subject with 4 papers or 2 different subjects of 2 papers each).
Total Marks: CC+DSE (1400+400) + AECC (200) + SEC (200) + GE (400) = 2600
AECC SEC DSE
cc 2 Papers 2 Papers 4 Papers 4 Papers
14 Papers 100 x 4 = 400
100 x 2 = 200 100 x 2 = 200 I OO x 4 = 400
100 x 14 = 1400
CC-I: British Poetry AECC 1
and Drama: 14th to MIL GE A Paper
17th Centuries Communication 1/GE Paper 1
I CC-2: British Poetry
(Title as
applicable)
and Drama: 17th and
18th Century
CC-3: British Prose: GE A Paper
18th Century AECC 2 2/GE Paper 2
II CC-4: Indian Writing Environmental (Title as
in English Science applicable)

CC-5: British GE B Paper

Romantic Literature 1/GE Paper 3
CC-6: British SEC 1 (Title as
Literature 19th (To be selected applicable)
III from the list of
Century
CC-7: British SEC courses)
Literature: Early 20th
Century
CC-8: American GE B Paper 2
Literature SEC 2 /GE Paper 4
CC-9: European (To be selected (Title as
IV Classical Literature from the list of applicable)
CC-10: Women’s SEC courses)
Writing
CC-11: Modern DSE-I: Literary
European Drama Theory

V CC-12: Indian DSE-2: World

Classical Literature Literature

CC-13: Postcolonial DSE-3: Partition

Literatures Literature
VI
CC-14: Popular DSE-4: Writing
Literature for Mass Media

Note: AECC and SEC Syllabi are meant for all. So they have been given separately.
 Course structure of UG English Honours

Semester Course Course Name Credits Total marks

I AECC-I AECC-I 04 100

C-I British Poetry and Drama: 14th 06 100
to 17th Centuries
C-II British Poetry and Drama: 17th 06 100
and 18th Century
GE-I Academic Writing and 06 100
Composition

22
II AECC-II AECC-II 04 100
C-III British Prose: 18th Century 06 100

C-IV Indian Writing in English 06 100

GE-II Gender and Human Rights 06 100

22
III C-V British Romantic Literature 06 100

C-VI British Literature 19th Century 06 100

C-VII British Literature: Early 20th 06 100
Century
GE-III Nation, Culture, India 06 100
SEC-I SEC-I 04 100
28
IV C-VIII American Literature 06 100

C-IX European Classical 06 100

Literature
C-X Women’s Writing 06 100
GE-IV Language and Linguistics 06 100

SEC-II SEC-II 04 100

28
Semester Course Course Name Credits Total marks
 V C-XI Modern European Drama 06 100
C-XII Indian Classical Literature 06 100
DSE-I Literary Theory 06 100
DSE-II World Literature 06 100
24
VI C-XIII Postcolonial Literatures 06 100
C-XIV Popular Literature 06 100
DSE-III Partition Literature 06 100
DSE-IV Writing for Mass Media 06 100
OR
DSE-IV Dissertation 06 100*
24

ENGLISH

HONOURS PAPERS:

Core Course -14 papers

Discipline Specific Elective - 4 papers (3+1 Paper or Project)
Generic Elective for Non English students- 4 Papers. In case the University offers 2 subjects with two
papers each in GE, then papers 1 and 2 will be the GE paper

Marks per paper – Midterm : 20 marks, End term : 80 marks, Total – 100 marks Credit per
paper – 6
Project (Hard Copy-80, Presentation-20)
 CC-I

BRITISH POETRY AND DRAMA: 14TH TO 17TH CENTURIES

Introduction:
The paper seeks to introduce the students to British poetry and drama from the 14th to the 17th century.
It helps students sample and explore certain seminal texts from the early modern period, covering the
genesis of modern English poetry and the Renaissance that set British poetry and drama on their glorious
course to greatness.

UNIT 1: Historical overview

(i) The period is remarkable in many ways: 14th century poetry evokes an unmistakable sense of
“modern” and the spirit of Renaissance is marked in the Elizabethan Drama. The
Reformation brings about sweeping changes in religion and politics. A period of expansion
of horizons: intellectual and geographical.

UNIT 2: Geoffrey Chaucer

(i) The Pardoner’s Tale

UNIT 3: Spenser: “Sonnet 34 (Amoretti)”

(i) Shakespeare: ‘That time of the year…” (Sonnet 73)
(ii) Ben Jonson: “Song to Celia”
(iii) John Donne: “Sunne Rising”

UNIT 4: Shakespeare
(i) Macbeth

Text Books
• Texts as prescribed in Units 2,3,4
Reference Books
• The Pelican Guide to English Literature. Ed. Boris Ford. Vol 1
• The Age of Chaucer English Literature in Context. Paul Poplawski. Cambridge UP, 2008
Routledge History of Literature in English. Ronald Carter & John Mc Rae. London:
Routledge, 1997
• Shakespeare for Beginners by Brandon Toropov
• English Literature by Jonathan Bate (Ch. 7 “Shakespeare and the Dramatic Literature”)
 CC-II

BRITISH POETRY AND DRAMA: 17TH AND 18TH CENTURY

Introduction:
The Introduction of this paper is to acquaint students with the Jacobean and the 18th century British
poetry and drama, the first a period of the acid satire and the comedy of humours, and the second a
period of supreme satiric poetry and the comedy of manners.

UNIT 1: Historical overview

(i) 17th C: Period of the English Revolution (1640–60); the Jacobean period; metaphysical
poetry; cavalier poetry; comedy of humors; masques and beast fables
(ii) 18th C: Puritanism; Restoration; Neoclassicism; Heroic poetry; Restoration comedy;
Comedy of manners
UNIT 2: Milton: “Lycidas”
(i)Andrew Marvell: ‘To His Coy Mistress”
(ii) Alexander Pope: “Ode On Solitude”
(iii) Aphra Behn: “I Led my Silvia to a Grove”
(iv)Robert Herrick: “His Return to London”

UNIT 3: Ben Jonson

(i) Volpone

UNIT 4: Dryden
(i) All For Love

Text Books
• Texts prescribed in units 2, 3, 4 (All the texts are freely available on the sites such as
www.poetryfoundation.org, www.bartleby.com, http://www.poemhunter.com etc. In addition,
the following anthologies may be consulted.)

Reference Books
• Routledge History of Literature in English. Ronald Carter & John Mc Rae. London: Routledge,
1997
• Black, Joseph (Ed). : The Broadview Anthology of British Literature Concise Edition, Vol. A.
Broadview Press, London, 2007.
• Corns, T N( ed.) The Cambridge Companion to English Poetry. Cambridge: University Press,
1973
• Ford, Boris ed. The Pelican Guide to English Literature. Vol 3. From Donne to Marvell in.
Harmondsworth: Penguin Books, 1976.
• Parry, G.: The Seventeenth Century: The Intellectual and Cultural Context of English
Literature. Harlow: Longman, 1989.
• Sherwood, T. G: Fulfilling the Circle: A Study of John Donne’s Thought, Toronto, Toronto
Press, 1984.
 CC-III

BRITISH PROSE: 18TH CENTURY

Introduction:
The Introduction of the paper is to acquaint the students with a remarkable, newly evolved form of
literature: the essay. The period is also known for its shift of emphasis from reason to emotion

UNIT 1: Historical overview: Restoration, Glorious Revolution, Neo-classicism, And Enlightenment.

UNIT 2: Mary Wollstonecraft

(i) “The Rights and Involved Duties of Mankind Considered” (Chapter 1, A Vindication of the Rights
of Women)

UNIT 3: Joseph Addison: Essays

(i) “Friendship,” “Good Nature,” “Six Papers on Wit”
(From Joseph Addison: Essays and Tales, <http://www.biblioteca.org.ar/libros/167707.pdf>)

UNIT 4: Samuel Johnson

(i) ”Narratives of Travellers Considered,” and “Obstructions of Learning” from
Samuel Johnson’s Essays < http://www.johnsonessays.com/>

Text Books
• Texts prescribed in Units 2, 3, 4. Web sources are indicated against the texts in brackets.

Reference Books
• Routledge History of Literature in English. Ronald Carter & John Mc Rae. London: Routledge,
1997
• Norton Anthology of English Literature. Vol 2 (Head notes on the periods and authors featured
in the paper)
• English Literature by Jonathan Bate (Ch. 4 “The Study of English”)
• Pelican Guide to English Literature. Ed. Boris Ford. Vol 4. From Dryden to Johnson
O.M. Myres, “Introduction” to The Coverley Papers
 CC-IV

INDIAN WRITING IN ENGLISH

Introduction:
Indian writing in English has been the fastest growing branch of Indian literature in the last one hundred
years. It has produced a rich and vibrant body of writing spanning all genres. As a ‘twice born’ form of
writing, it partakes of both the indigenous and the foreign perspectives and has an inherent tendency to
be postcolonial. This paper seeks to introduce the students to the field through a selection of
representative poems, novel and play.
UNIT 1: Historical overview
(i) Indian writing in English, the key points of which are East India Company’s arrival in India,
Macaulay’s 1835 Minutes of Education, India’s first war of independence and the
establishment of colleges to promote Western education and the evolution of Indian writing
in English in 20th century.
UNIT 2:
(i) Sarojini Naidu “The Bangle Sellers”,
(ii) A.K.Ramanujan “Obituary”,
(iii) Jayanta Mahapatra “Grandfather”,
(iv)Nissim Ezekiel “Night of the Scorpion”
UNIT 3: R.K Narayan
(i) The Guide
UNIT 4: Mahesh Dattani
(i) Final Solutions
Text Books
• Texts prescribed in Units 2, 3, 4.

Reference Books

• Mehrotra, Arvind Krishna. Concise History of Indian Literature in English, Permanent Black,
2010.
• K. Srinivas Ayenger. A History of Indian Writing in English
• M.K. Naik. History of Indian Writing in English
• Vinay Dharwadker. “The Historical Formation of Indian English Literatrue” in Sheldon
Pollock (ed) Literary Cultures in History
• Modern Indian Drama: Issues and Interventions (ed) Lakshmi Subramanyam
 CC-V

BRITISH ROMANTIC LITERATURE

Introduction:
The paper aims at acquainting the students with the Romantic period and some of its representative
writers. The students will be able to sample some seminal works of the Romantic age which gave
expression to the key ideas of the period such as return to nature, subjectivity, desire for personal
freedom and the defiance of classicism-imposed restrictions on poetic form.

UNIT 1: Historical overview

(i) The period otherwise known as The Romantic Revival; The Age of Revolution as it owes its
origin to the epoch making French Revolution of 1789. The emphasis on the organic
relationship between man and Nature, individual liberty and unbridled desire free from the
shackles of classicism made this period unique—Romanticism vs Classicism

UNIT 2:
(i) Thomas Gray: “Elegy Written in a Country Churchyard,”
(ii) William Blake: “A Poison Tree” and “Chimney Sweeper”

UNIT 3:
(i) William Wordsworth’s “Tintern Abbey”
(ii) S. T. Coleridge: “Kubla Khan,”
(iii)John Keats: “Ode to a Nightingale,” (iv)P. B. Shelley: “Ode to the West Wind,”

UNIT 4:
(i) William Wordsworth’s Preface to the 2nd edition of Lyrical Ballads

Text Books
• Texts prescribed in Units 2, 3, 4

Reference Books
• Paul Poplawski, English Literature in Context, “The Romantic Period”
• Routledge History of Literature in English. Ronald Carter & John Mc Rae. London: Routledge,
1997
• Norton Anthology of English Literature. Vol 2 (Head notes on the periods and authors featured
in the paper)
• Pelican Guide to English Literature. Vol 5. From Blake to Byron. Ed. Boris Ford
• Maurice Bowra, The Romantic Imagination
• English Literature. Jonathan Bate (Ch. 5 “Periods and Movements”)
 CC-VI
BRITISH LITERATURE 19TH CENTURY
Introduction:
This paper seeks to introduce the students to the exploits of the 19th century British Literature in prose,
especially fiction and cultural criticism. It also includes samples of Victorian poetry.

UNIT 1: Historical overview

(i) The 19th century British literature though mainly famous for the Romantic Movement, was also
a witness to major socio-political developments like industrialization, technological
advancements and large scale mobilization of people from the rural to the urban centers.

UNIT 2: Poetry
(i) Tennyson; “Break, Break, Break”, Robert Browning, “My Last Duchess”
(ii) Criticism: Matthew Arnold: “The Study of Poetry”

UNIT 3: Jane Austen

(i) Pride and Prejudice

UNIT 4: Charles Dickens

(i) Hard Times

Text Books:
• Texts prescribed in Units 2, 3, 4

Reference Books:
• English Literature in Context. Paul Poplawski. Cambridge UP, 2008
• Routledge History of Literature in English. Ronald Carter & John Mc Rae. London: Routledge,
1997
• Norton Anthology of English Literature. Vol 2 (Head notes on the periods and authors featured
in the paper)
• English Literature. Jonathan Bate (Ch. 4 “The Study of English”, Ch. 5 “Periods and
Movements”)
• Terry Eagleton, The English Novel
 CC-VII

BRITISH LITERATURE: EARLY 20TH CENTURY

Introduction:
The paper aims at acquainting the students with the literature of Britain in the early 20 th century,
focusing on the modernist canon in poetry, novel, and literary criticism.
UNIT 1: Historical overview
(i) Developments in society and economy, leading to a crisis in western society known as the
First World War and the resultant change in the ways of knowing and perceiving.
Marx’s concept of class struggle, Freud’s theory of the unconscious are to be discussed.

UNIT 2: Poetry
(i) T.S. Eliot “Love Song of J. Alfred Prufrock”,
(ii) Yeats: “Second Coming”,
(iii) Wilfred Owen: “Strange Meeting”,
(iv)Siegfried Sassoon, “Suicide in the Trenches”
(v) Criticism: T.S. Eliot: “Tradition and the Individual Talent”

UNIT 3:
(i) Virginia Woolf: Mrs. Dalloway

UNIT 4:
(i) J M Synge Ryders to the Sea

Text Books
• Texts prescribed in Units 2, 3, 4

Reference Books:
• Pelican Guide to English Literature: Vol. 7. The Modern Age (ed.) Boris Ford
• Routledge History of Literature in English. Ronald Carter & John Mc Rae. London: Routledge,
1997
• English Literature. Jonathan Bate (Ch. 5 “Periods and Movements”)
• Modernism. Critical Idiom. By Peter Faulkner
• Modernism. New Critical Idiom. By Peter Childs
 CC-VIII

AMERICAN LITERATURE
Introduction:
This is a survey paper providing an overview of canonical authors from American Literature in the
established genres.

UNIT 1: Historical overview

(i) Genesis and evolution, and the defining myths of American Literature—city on a hill, the frontier
spirit, the American Dream, manifest destiny, epluribusunum
UNIT 2:
(i) Walt Whitman: “Out of the Cradle Endlessly Rocking”,
(ii) Robert Frost: “Stopping by the Woods in a Snowy Evening”,
(iii) Emily Dickinson: “Because I could not stop for death”
(iv)Maya Angelou: “I Know Why the Caged Birds Sing”

UNIT 3:
(i) Arthur Miller: The Death of a Salesman

UNIT 4:
(i) Ernest Hemingway: A Farewell to Arms

Text Books
• Texts prescribed in Units 2, 3, 4 (All texts are available on the Internet.)
Reference Books:
• Pelican Guide to English Literature. Vol. 9. American Literature. Ed. Boris Ford
• Highlights of American Literature. Dr. Carl Bode (USIS)
• A Short History of American Literature, Krishna Sen and Ashok Sengupta. Orient BlackSwan,
2017
• The Story of American Literature. By Ludwig Lewisohn
• Norton Anthology of American Literature. (Head notes on authors and periods to be read)
 CC-IX

EUROPEAN CLASSICAL LITERATURE

Introduction:
This paper seeks to introduce the students to European Classical literature, commonly considered to
have begun in the 8th century BC in ancient Greece and continued until the decline of the Roman
Empire in the 5th century AD. The paper seeks to acquaint the students with the founding texts of the
European canon.

UNIT 1: Historical Review

(i) Classical Antiquity: ancient Greece, the rise and decline of the Roman Empire; Geographical
space: cultural history of the Greco-Roman world centered on the Mediterranean Sea

UNIT 2: Epic poetry

(i) Homer: Odyssey (Book I)

UNIT 3: Tragedy:
(i) Sophocles: Oedipus the King

UNIT 4: Criticism:
(i) Aristotle: Poetics (Chapters: 6,7,8)
Text Books
• Texts prescribed in Units 2, 3, 4(All texts are available for free access on Project Gutenberg
https://www.gutenberg.org/)

Reference Books:
• H.D.F. Kitto, Form and Meaning in Greek Drama
• H.D.F. Kitto, The Greeks
• Eric Auerbach, Mimesis: The Representation of Reality in Western Literature Gilbert
Murray, A History of Ancient Greek Literature, Andesite Press, 2017. Classicism: A Very
Short Introduction OUP
 CC-X

WOMEN’S WRITING
Introduction:
The paper seeks to acquaint the students with the works of women writers from different cultures and
nations in various genres. Further, it seeks to make them critically aware of the issues relating to the
workings of patriarchy, issues of gender, and relations of desire and power.
UNIT 1: Virginia Woolf
(i) “Chapter 1” from A Room of One’s Own

UNIT 2: Charlotte Bronte

(i) Jane Eyre

UNIT 3:
(i) Kamala Das, ‘An Introduction’, ‘The Sunshine Cat’
(ii) Sylvia Plath, ‘Mirror’, ‘Barren Woman’
(iii) Eunice de Souza, ‘Women in Dutch Painting’, ‘Remember Medusa’

(iv)Shanta Acharya, ‘Homecoming’, ‘Shringara’

UNIT 4:
(i) Ashapurna Devi, The Distant Window

Text Books
• Texts prescribed in Units 1, 2, 3, 4
Reference Books:
• Toril Moi, Sexual/Textual Politics
• Elaine Showalter, A Literature of Their Own
• Sandra Gilbert and Susan Guber, The Mad Woman in the Attic
• The Distant Window, Prachi Prakashan, Tr. Anima Bose, 1997
• Helen Carr, ‘A History of Women’s Writing’ in A History of Feminist Literary Criticism by Gill
Plain and Susan Sellers
• Mary Eagleton, ‘Literary Representations of Women’ in A History of Feminist Literary
Criticism by Gill Plain and Susan Sellers
 CC-XI

MODERN EUROPEAN DRAMA

Introduction:
The aim of this paper is to introduce the students to the best of experimental and innovative dramatic
literature of modern Europe.

UNIT 1: Historical Review

(i) Politics, social change and the stage; text and performance; European Drama: Realism and
Beyond; Tragedy and Heroism in Modern European Drama; The Theatre of the Absurd

UNIT 2: Henrik Ibsen

(i) Ghosts

UNIT 3: Eugene Ionesco

(i) Chairs
UNIT 4: Bertolt Brecht
(i) Life of Galileo

Text Books
• Texts prescribed in Units 1, 2, 3, 4

Web Resources
• Ionesco: http://www.kkoworld.com/kitablar/ejen-ionesko-kergedan-eng.pdf
• Ibsen: http://www.gutenberg.org/files/8121/8121-h/8121-h.htm

Reference Books:
• Constantin Stanislavski, An Actor Prepares, Chap. 8,
• ‘Faith and the Sense of Truth’, tr. Elizabeth Reynolds Hapgood (Harmondsworth: Penguin,
1967) sections 1,2, 7,8,9, pp. 121-5, 137-46.
• Bertolt Brecht, ‘The Street Scene’, ‘Theatre for Pleasure or Theatre for Instruction’, and
‘Dramatic Theatre vs Epic Theatre’, in Brecht on Theatre:The Development of an Aesthetic, ed.
And tr. John Willet (London: Methuen, 1992) pp.68-76, 121-8.
• George Steiner, ‘On Modern Tragedy’, in The Death of Tragedy (London: Faber, 1995) pp. 303-
24.
• Raymond Williams, Drama from Ibsen to Brecht
• Jean Genet, Reflections on Theatre (London:Faber & Faber) Chapter 2: “The Strange World
Urb…” pp. 63-74.
• Theatre of Absurd. Martin Esslin
 CC-XII

INDIAN CLASSICAL LITERATURE

(Training of teachers essential for teaching this course)

Introduction:
This paper seeks to create awareness among the students of the rich and diverse literary and aesthetic
culture of ancient India.

UNIT 1: Introduction to the history and genesis of Indian Classical Literature

UNIT 2: Sanskrit Drama –1

(i) Kalidasa, Abhijnanasakuntalam, Act IV, tr. M.R Kale, Motilal Banarasi Dass, New Delhi

UNIT 3: Sanskrit Drama-2

(i) Mrcchakatika by Sudraka, Act I, tr. M.M. Ramachandra Kale (New Delhi: Motilal Banarasidass,
1962)

UNIT 4: Aesthetics and Maxims

(i) Bharata's Natyasastra, Chapter VI on Rasa theory

Text Books
• Texts prescribed in units II,III, IV

Reference Books:
• Kalidasa. Critical Edition. Sahitya Akademi
• Bharata’s Natyashastra. English Translation by M.M. Ghosh. Vol 1. 2nd edition. Asiatic Society,
Kolkata, 1950. Ch. 6 “Sentiments”. Pp. 158-95
• J.A.B. Van Buitenen, “Dharma and Moksa” in Roy W. Perrett. Ed. Indian Philosophy. Vol 5,
Theory of Value: A Collection of Readings. New York: Garland, 2000. Pp. 33-40 • Vinay
Dharwadkar, “Orientalism and the Study of Indian Literature”, Orientalism and the Postcolonial
Predicament: Perspectives on South Asia. Ed. Carol A. Breckenridge and Peter Van der Veer.
New Delhi: OUP, 1994. Pp. 158-95
• Haldhar Panda, Universals of Poetics
 CC-XIII

POSTCOLONIAL LITERATURES
Introduction:
This paper seeks to introduce the students to postcolonial literature —a body of literature that responds
to European colonialism and empire in Asia, Africa, Middle East, the Pacific and elsewhere. The paper
aims to provide the students with the opportunity to think through the layered response – compliance,
resistance, mimicry, subversion – that is involved in the production of post-independence literature

UNIT 1:
(i) Postcolonialism: Elleke Boehmer ( From Literary Theory and Criticism Ed. Patricia Waugh) (a)
The post in Postcolonial,
(b) Movements and theories against Empire
(c) Leading Postcolonial Thinkers ( Frantz Fanon, Edward Said, Gayatri Spivak, HomiBhabha)

UNIT 2: Raja Rao

(i) Kanthapura

UNIT 3: Jean Rhys

(i) Wide Sargasso Sea

UNIT 4: Athol Fugard

(i) Blood Knot

Text Books
• Texts prescribed in Units 1, 2, 3, 4

Reference Books:
• Chinua Achebe: “English and the African Writer” (Available online)
• Ngugi wa Thiong’o: “The Quest for Relevance” from Decolonizing the Mind: The Politics of
Language in African Literature
• Leela Gandhi, Postcolonial Theory: An Introduction. OUP, 1998.
• Bill Ashcroft, Gareth Griffin, Helen Tiffin, The Empire Writes Back: Theory and Practice of
Post-Colonial Literature. Edward Said. Orientalism.
 CC-XIV
POPULAR LITERATURE
Introduction:
This paper seeks to introduce the students to genres such as children’s literature, detective fiction and
campus fiction, which have a “mass” appeal, and can help us gain a better understanding of the popular
and folk roots of literature.
UNIT 1: Introduction to the concept
(i) What is popular literature?
(ii) Debate between popular and high cultures (‘high brow’ v/s ‘low brow’)
(iii) What is Genre fiction?
(iv)Debate between genre fiction and literary fiction
Essays for discussion:
• Lev Grossman: “Literary Revolution in the Supermarket Aisle: Genre Fiction is Disruptive
Technology” http://entertainment.time.com/2012/05/23/genre-fiction-is-disruptive-technology/
• Arthur Krystal: “Easy Writers: Guilty pleasures without guilt”
http://www.newyorker.com/magazine/2012/05/28/easy-writers • Joshua Rothman: “A Better
Way to Think About the Genre Debate” http://www.newyorker.com/books/joshua-
rothman/better-way-think-genre-debate
• Stephen Marche: How Genre Fiction Became More Important than Literary Fiction”
http://www.esquire.com/entertainment/books/a33599/genre-fiction-vs-literary-fiction/
UNIT 2: Children’s Literature
(i) Lewis Caroll: Alice in Wonderland
UNIT 3: Detective Fiction
(i) Arthur Conan Doyle: The Hound of the Baskervilles
UNIT 4: Campus Fiction
(i) Chetan Bhagat: Five Point Someone
Text Books
• Essays given for discussion under unit I and Texts prescribed in Units 2, 3, 4
Reference Books
• Leslie Fiedler, “Towards a Definition of Popular Literature” in Super Culture: American
Popular Culture and Europe. Ed. C.W.E. Bigsby. pp. 29-38
• Leo Lowenthal, Literature, Popular Culture and Society
• Felicity Hughes, “Children’s Literature: Theory and Practice” in English Literary History. Vol.
45, 1978. pp. 542-61.
• Raymond Chandler, “The Simple Art of Murder”, Atlantic Monthly. Dec. 1944 (available at
<http://www.en.utexas.edu/amlitprivate/scans/chandlerart.html>
• Popular Fiction: Essays in Literature and History by Peter Humm, Paul Stigant, Peter
Widdowson
• Sumathi Ramaswamy, “Introduction”, in Beyond Appearances?: Visual Practices and
Ideologies in Modern India. Pp.xiii-xxix
 Discipline Specific Elective Paper-I
LITERARY THEORY
Introduction:
This paper seeks to expose the students to the basic premises and issues of major theoretical approaches
to literary texts.
UNIT 1:
(i) New Criticism (“Language of Paradox” by Cleanth Brooks)
UNIT 2:
(i) Marxist Criticism (Terry Eagleton: “Literature and Ideology” from Marxism and Literary
Criticism
UNIT 3:
(i) Feminist Criticism (Second Sex, Vol 1 Introduction “Facts and Myths”)
UNIT 4:
(i) Structuralism (“The Nature of Linguistic Sign” by Saussure)
Text Books
• Texts prescribed in Units 1, 2, 3, 4
Reference Books
• Peter Barry, Beginning Theory
• Terry Eagleton, Literary Theory
• David Lodge, ed. Twentieth Century Criticism
• David Lodge, ed. Modern Criticism and Theory: A Reader
• Jonathan Culler, “In Pursuit of Signs”
• Tony Bennett, Formalism and Marxism (New Accents)

Discipline Specific Elective Paper- II

WORLD LITERATURE
Introduction:
This paper proposes to introduce the students to the study of world literature through a representative
selection of texts from around the world. The idea is to read beyond the classic European canon by
including defining literary texts from other major regions/countries—except the United States of
America—written in languages other than English, but made available to the readers in English
translation.
UNIT 1: European
(i) Albert Camus: The Outsider
UNIT 2: Caribbean
(i) V S Naipaul: A Bend in the River

UNIT 3: Canadian Short Fiction

(i) Alice Munroe: “The Bear Came Over the Mountain”, “Face”

UNIT 4: Latin American Poetry

(i) Pablo Neruda :“Tonight I can Write” and “Every day you play”
(ii) Octavio Paz: “Between going and staying the day wavers” and “Motion”
Text Books
• Texts prescribed in Units 1, 2, 3, 4
Web Resources:
• Alice Munro’s short Stories http://www.newyorker.com/magazine/2013/10/21/thebearcame-
over-the-mountain-2, http://www.newyorker.com/magazine/2008/09/08/face
• Poems of Octavio Paz http://www.poetrysoup.com/famous/poems/best/octavio_paz
Reference Books:
• Weltliteratur: John Wolfgang von Goethe in Essays on Art and Literature Goethe : The
Collected Works Vol.3
• Rabindranath Tagore “World Literature”: Selected Writings On Literature and Language:
Rabindranath Tagore Ed. Sisir Kumar Das and Sukanta Chaudhuri
• Goethe’s “World Literature Paradigm and Contemporary Cultural Globalization” by John
Pizer
“Something Will Happen to You Who Read”: Adrienne Rich, Eavan Boland’ by Victor Luftig
.JSTOR iv. Comparative Literature University of Oregon.
• “WLT and the Essay” World Literature Today Vol. 74, No. 3, 2000. JSTOR Irish University
Review, Vol.23 Spring 1, Spring-Summer.
• What is world Literature? (Introduction) David Damrosch
http://press.princeton.edu/chapters/i7545.html
• Tagore’s comparative world literature https://www.academia.edu/4630860/
Rabindranath_Tagores_Comparative_World_Literature

Discipline Specific Elective Paper- III

PARTITION LITERATURE
Introduction:
This paper seeks to expose the students to some significant writings on Indian partition, which brought
untold miseries to those who lost lives and homes. The issues of loss, trauma, communalism etc. are
explored by the texts.
UNIT 1: Defining partition literature
(i) Ritu Menon and Kamla Bhasin, ‘Introduction’ from Borders and Boundaries (New Delhi:
Kali for Women, 1998)

UNIT 2:
(i) W.H. Auden “Partition”, Agha Shahid Ali, “Learning Urdu”, “The Dawn of Freedom” Faiz
Ahmad Faiz
UNIT 3: Bapsi Sidhwa
(i) Ice-candy-man

UNIT 4:
(i) Sadat Hassan Manto, ‘Toba Tek Singh” (from Mottled Dawn, Penguin India)
(ii) Rajinder Singh Bedi, “Lajwanti”( Trans. Khushwant Singh) (iii)
Lalithambika Antharajanam, “A Leaf in the Storm”
Text Books
• Texts prescribed in Units 1, 2, 3, 4
• (Mottled Dawn for Manto and Bedi in Unit 4, Penguin India)
• Borders and Boundaries. New Delhi: Kali for Women, 1998

Reference Books:
• Sukrita P. Kumar, “Narrating Partition” (Delhi: Indialog, 2004) • Urvashi Butalia, “The Other
Side of Silence: Voices from the Partition of India” (Delhi: Kali for Women, 2000)
• Sigmund Freud, “Mourning and Melancholia” in The Complete Psychological Works of
Sigmund Freud, tr. James Strachey (London: Hogarth Press, 1953) pp. 3041-53.

Discipline Specific Elective Paper- IV

WRITING FOR MASS MEDIA
UNIT 1:
(i) History of English in India, Brief history of Journalism in English in India , Status of
English in India, Indian writers of English and their treatment of the English language a
non-native variety

UNIT 2:
(i) Writing for the Print Media: News Stories, Features, Editorials (The teacher is required
to cite examples and use material from mass media)

UNIT 3:
(i) Writing for the Electronic Media
(ii) Advertisement caption writing and tag lines (print and electronic)

UNIT 4:
(i) Email, Blogs, Social networking
(ii) Internet Journalism
Reference Books
• Rangaswamy Parthasarathy, Journalism in India: From the earliest times to the present day,
Sterling.
• S V Parasher, Indian English: Functions and Form, Bahri Publications.
• Stepehen McLaren, Easy Writer
• A R Parhi, Indian English through Newspapers, Concept Publications.
• G L Labru, Indian Newspaper English, B R Publishing House.
• Vinod Dubey, Newspaper English in India, Bahri Publications.
• Kachru, Braj: from Indianization of English
• Dutta and Parhi, ‘Prospect of Electronic Media as Curriculum in Non-Native Contexts’,
IManager’s Journal on English Language Teaching. (2014)
• Aijaz Ahmed: ‘Disciplinary English: Third-Worldism and Literature’.
• Narasimhaih; C.D. (ed.):Awakened Consciousness: Studies in Commonwealth Literature, New
Delhi: Sterling.
• Omkar N. Koul: English in India: Theoretical and Applied Issues. New Delhi: Creative
Publishers.
 DSE Paper – IV: Dissertation/ Research Project (College can give this choice only for students
with above 60% aggregate marks)

DISSERTATION/ RESEARCH PROJECT

Introduction and Outcome

A project is an individual or collaborative activity that is carefully planned to achieve a particular aim.

An undergraduate project is individual research by students to i. understand in-depth a particular topic

or fact in their field of study, and ii. Strengthen their understanding of research processes and methods.

Undergraduate research is inquiry-based learning that involves practical work, and not just listening to
classroom teaching and personal reading. Students learn to apply what they study in their courses to
appreciate different aspects of their field better by working independently on the projects. At the same
time, they contribute something original to the courses they study. An undergraduate research project
is expected to explore specific topics within the field of study of the students. The project should make
an original contribution to the discipline in some manner. The results of quality undergraduate research
can be presented in seminars and conferences, and published in research journals dedicated specifically
to such work or in traditional academic journals with the student as a co-author.

There are many benefits of undergraduate research including, but not limited to, real world applications,
research and professional experience, and better relationships between faculty and students. Relating
coursework to out-of-class experiences, students train to work and think independently, take
responsibility for their own learning, and take initiative to solve problems on their own rather than
relying on experts for answers. They also learn to work in collaboration in interdisciplinary research.
Most of all, projects help students learn a variety of skill sets to make them confident and competent in
their future career.

The research process

Typically, all research answer three questions: what, why and how.

The what states the research question to be investigated in a project.

The why explains the purpose of the research and also every step undertaken to conduct the research.

The how describes the stages of the research procedure.

To understand the process of research and to practically conduct any requires a good background in
research methodology. Students may study research methodology before undertaking their projects.
 Pattern of examination

MID-SEMESTER ASSESSMENT
Presentation of the project synopsis Synopsis to
include:

i. Research statement/question and its rationale ii.

Review of literature stating the validity of the project iii.
Discussion of the research steps iv. Possible conclusion/s
v. Contribution of the project to the existing body of research vi.
References

Semester final examination

A project of at least 3000 words to be submitted in the following structure:
- Research question - a short statement
- Rationale of the research
- Introductions of the research
- Review of literature relating the reviews to the research question and the research Introductions
- Data collection and interpretation
- Discussion of the findings; conclusions drawn
- Contribution of the project to the existing body of research
- Directions for future research
- Works cited section

Reference Books
• John Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods
Approaches. Sage Publications. 2009
• K Samantray, Academic and Research Writing. Orient Blackswan. 2015
• Sword, H. Stylish Academic Writing. Harvard University Press. 2012
• Norman Denzin, Sage Handbook of Qualitative Research. Sage Publications. 2005
• Kothari & Garg, Research Methodology. New Age Publishers
• Deepak Chawla & Neena Sondhi. Research methodology: Concepts & Cases. Vikas
Publishing
Generic Elective Paper I/ Generic Elective A Paper I/ Generic
Elective B Paper I
ACADEMIC WRITING AND COMPOSITION

Introduction:
This paper seeks to train the students in the basic writing skills required for writing competently in the
academic context.
UNIT 1:
(i) Introduction to the Writing Process: with a focus on Academic Writing
UNIT 2:
(i) Writing in one’s own words: Summarizing and Paraphrasing
UNIT 3:
(i) Critical Thinking: Synthesis, Analysis, And Evaluation
UNIT 4:
(i) Citing Resources: Editing, Book and Media Review
Reference Books:
• Liz Hamp-Lyons and Ben Heasley, Study Writing: A Course in Writing Skills for Academic
Purposes (Cambridge UP, 2006)
• Ilona Leki, Academic Writing: Exploring Processes and Strategies. New York: CUP, 2nd edn,
1998
• Stanley Fish, How to Write a Sentence and How to Read One. Harpar Perennial. 2011.
• Literature and the art of Communication, Cambridge University Press
• Gerald Graff and Cathy Birkenstein, They Say/I Say: The Moves That Matter in
Academic Writing. New York: Norton, 2009

Generic Elective Paper II / Generic Elective A Paper II/

Generic Elective B Paper II
GENDER AND HUMAN RIGHTS
(Faculty training needed)

Introduction:
This paper seeks to familiarize the students with issues of inequality, and oppression of caste, race and
gender.
UNIT 1:
(i) Unit I and II of Gender Sensitivity ( UNESCO Module 5)
UNIT 2:
(i) “ Castes in India”: Dr Babasaheb Ambedkar
UNIT 3:
(i) We Should All Be Feminists by Chimamanda Ngozi Adichie,
UNIT 4:
(i) Sultana’s Dream (a novella): Rokeya Sakhawat Hossain
Text Books
• Texts prescribed in Unit I,II,III, IV
Reference Books:
• Babasaheb Ambedkar, Writings and Speeches, Vol 1, Complied by Vasant Moon. Ambedkar
Foundation, 2014.
• Chimamanda Ngozi Adichi- We Should All Be Feminists. London: Fourth Estate, 2014.
• Rokeya Sakhawat Hossain - Sultana’s Dream. Penguin Modern Classics, 2005.
UNESCO- Gender Sensitivity, Zambia, 2000.
http://www.unesco.org/education/mebam/module_5.pdf

Generic Elective Paper III

NATION, CULTURE, INDIA

Introduction:
This paper seeks to introduce students across disciplines to basic ideas about Indian cultural ethos
mediated through literature.

UNIT 1:
(i) An Autobiography (My Experiments With Truth) - M.K. Gandhi. Part V, ‘The First
Experience’ (Chapters I) to ‘Face to Face with Ahimsa’( Chap XIV)
UNIT 2:
(i) “Secularism and Its Discontents”- Amartya Sen ( from The Argumentative Indian)
UNIT 3:
(i) “Nationalism in India”- Rabindranath Tagore (from Nationalism)
UNIT 4:
(i) “The Renaissance in India”- Sri Aurobindo ( from The Renaissance in India and
Other Essays)
Text Books
• Texts prescribed in Units 1, 2, 3, 4
Reference Books:
• A.L. Basham, Wonder that was India
• D.D. Kosambi, Culture and Civilization of Ancient India in Historical Outline
• Romila Thapar, Time as a Metaphor in Human History • Pawan K. Verma, The Great
Indian Middleclass
 Generic Elective Paper IV

LANGUAGE AND LINGUISTICS

Introduction:
This paper aims to offer the students some fundamental knowledge in Linguistics and English
Language Teaching ELT). It also seeks to acquaint the students with the variety of English that people
come in contact with in contemporary times with a special emphasis on Asia and in particular, India.

UNIT 1:
(i) Language : What is Language, Linguistics, Branches and Scope, Applied Linguistics
Global Englishes: Who Speaks English today? Standard Language and Language Standards, Language
Variation, Postcolonial English, Pidgin and Creole, English in Asia and Europe
UNIT 2:
(i) Phonology and Morphology
UNIT 3:
(i) Syntax
UNIT 4:
(i) Semantics

Reference Books
• Introductory book on Linguistics and Phonetics by R L Varshney
• Global Englishes: A Resource Book for Students, Jennifer Jenkins, 3rd Edn, Special Indian
Edition, Routledge, 2016
• An Introduction to Language and Communication,
• A R Parhi,‘Localising the Alien: Newspaper English and the Indian Classroom’, English
Studies in India, Springer, 2018.
• Adrian Akmajian, R. A. Demers, Ann K Farmer and R, M. Harnish, Prentice Hall of India,
2012
• David Crystal, Linguistics
• Braj B Kachru, The Indianization of English (OUP)
• David Crystal, English as a World Language
GE Tutorial - 4 (20 marks: 1 credit)
Introduction: This paper seeks to reinforce learning of the theory paper by way of engaging the
students in remedial teaching and doubt clearing classes.
Scheme of Examination- Internal Assessment will be done by tutors through 10 multiple choice
questions (10 x 1 = 10) and very short answer-type questions (5 x 2 = 10)
 Course structure of UG English Pass

Framework of CBCS Syllabus for ENGLISH (Pass) from 2019-20

Full Forms of Course Codes Used: DSC = Discipline Specific Core, AECC = Ability Enhancement Compulsory Course, SEC
= Skill Enhancement Course, DSE = Discipline Specific Elective (Related to Core Subject), GE = Generic Elective (not
related to DSC-B nor DSC-C)
Total Marks: DSC (1200) + AECC (200) + SEC (400) + DSE (600) = 2400
DSC AECC SEC DSE
12 Papers 2 Papers 4 Papers 6 Papers
100 x 12 = 1200 GE
50 x 2 = 100 50 x 4 = 200 I OO x 6 = 600

DSC-A-English-P-I AECC 1
MIL
DSC-B-I
I Communication
DSC-C-1

DSC-A-English-P-II
AECC 2
DSC-B-II
II Environmental
Science
DSC-C-II

DSC-A-
MIL(Odia/Hindi/Urdu/Sans)- SEC I
P-I
III (To be selected from
DSC-B-III the list of SEC courses)
DSC-C-III
DSC-A-
MIL(Odia/Hindi/Urdu/Sans)-
SEC II
P-II
(To be selected from
DSC-B-IV
the list of SEC courses)
IV
DSC-C-IV
SEC III GE-P-I(Title as
(To be selected from the applicable)
list of SEC courses) DSE(P)-B-P-I

V DSE(P)-C-P-I

SEC IV GE-P-II(Title as
(To be selected from the applicable)
list of SEC courses)
VI DSE(P)-B-P-II

DSE(P)-C-P-II

Note: AECC and SEC Syllabi are meant for all. So they have been given separately.
DSE(P)-B is the same subject as chosen for DSC-B
Similarly, DSE(P)-C is the same subject as chosen for DSC-C
 Semester Course Course Name Credits Total
marks

I DSC-I Indian writing in English 06 100

II DSC-II Writing for mass media 06 100

III DSC-III Postcolonial literatures 06 100

IV DSC-IV Popular literature 06 100

V DSE-I Academic writing and composition 06 100

VI DSE-II Nation, culture, India 06 100

30 600

ENGLISH Papers for PASS students

Discipline Specific Core – 4 papers

Discipline Specific Elective – 2 papers

Marks per paper - Midterm : 20 marks, End term : 80 marks, Total – 100 marks Credit per
paper – 6
Teaching hours per paper – 50 hours + 10 hours tutorial
 Discipline Specific Core Paper I

INDIAN WRITING IN ENGLISH

Introduction:
Indian writing in English has been the fastest growing branch of Indian literature in the last one hundred
years. It has produced a rich and vibrant body of writing spanning all genres. As a ‘twice born’ form of
writing, it partakes of both the indigenous and the foreign perspectives and has an inherent tendency to
be postcolonial. This paper seeks to introduce the students to the field through a selection of
representative poems and short stories and a novel and a play.

UNIT 1: (Poetry)
(i) Sarojini Naidu: “The Bangle Sellers”,
(ii) A.K.Ramanujan, “Obituary”,
(iii) Jayanta Mahapatra “Grandfather”,
(iv)Nissim Ezekiel “Night of the Scorpion”

UNIT 2: (Short Stories)

(i) Anita Desai “The Accompanist” ,
(ii) Shiv K Kumar “ A Nun with Love”,
(iii) Manohar Malgaonkar “ A Pinch of Snuff”
UNIT 3:
(i) R.K Narayan The Guide
UNIT 4:
(i) Mahesh Dattani Final Solutions
Text Books
• Texts prescribed in Units 1, 2, 3, 4

Reference Books:
• Mehrotra, Arvind Krishna. Concise History of Indian Literature in English, Permanent Black,
2010.
• K. Srinivas Ayenger. A History of Indian Writing in English
• M.K. Naik. History of Indian Writing in English
• Vinay Dharwadker. “The Historical Formation of Indian English Literatrue” in Sheldon
Pollock (ed) Literary Cultures in History
• Modern Indian Drama: Issues and Interventions (ed) Lakshmi Subramanyam
 Discipline Specific Core Paper II

WRITING FOR MASS MEDIA

UNIT 1:
(i) History of English in India, Brief history of Journalism in English in India, Status of English in
India, Raja Rao, Preface to Kanthapura and ‘The Caste of English’ (Awakened
Consciousness: Studies in Commonwealth Lit. ed. C.D. Narasimhaiah).

UNIT 2 :
(i) Writing for the Print Media: News Stories, Features, Editorials (The
teacher is required to cite examples and use material from mass
media)
UNIT 3:
(i) Writing for the Electronic Media, Advertisement caption writing and tag lines (print and
electronic)

UNIT 4:
(i) Email, Blogs, Social networking, Internet Journalism

Reference Books
• Rangaswamy Parthasarathy, Journalism in India: From the earliest times to the present day,
Sterling.
• S V Parasher, Indian English: Functions and Form, Bahri Publications.
• Stepehen McLaren, Easy Writer
• A R Parhi, Indian English through Newspapers, Concept Publications.
• G L Labru, Indian Newspaper English, B R Publishing House.
• Vinod Dubey, Newspaper English in India, Bahri Publications.
• Kachru, Braj: from Indianization of English
• Dutta and Parhi,‘Prospect of Electronic Media as Curriculum in Non-Native Contexts’, I-
Manager’s Journal on English Language Teaching,2014
• Aijaz Ahmed: ‘Disciplinary English: Third-Worldism and Literature’.
• Narasimhaih; C.D. (ed.): Awakened Consciousness: Studies in Commonwealth Literature, New
Delhi: Sterling.
• Omkar N. Koul: English in India: Theoretical and Applied Issues. New Delhi: Creative
Publishers.
 Discipline Specific Core Paper III

POSTCOLONIAL LITERATURES

Introduction:
This paper seeks to introduce the students to postcolonial literature —a body of literature that responds
to European colonialism and empire in Asia, Africa, Middle East, the Pacific and elsewhere. The paper
aims to provide the students with the opportunity to think through the layered response – compliance,
resistance, mimicry, and subversion – that is involved in the production of post-independence literature

UNIT 1: Post colonialism: Elleke Boehmer ( From Literary Theory and Criticism Ed. Patricia
Waugh)
(i) The post in Postcolonial,
(ii) Movements and theories against Empire,
(iii) Leading Postcolonial Thinkers( Frantz Fanon, Edward Said, Gayatri Spivak, Homi
Bhabha)
UNIT 2:
(i) Raja Rao, Kanthapura
UNIT 3:
(i) Jean Rhys Wide Sargasso Sea
UNIT 4:
(i) Athol Fugard: Blood Knot

Text Books
• Texts prescribed in Units 1, 2, 3, 4

Reference Books:
• Chinua Achebe: “English and the African Writer” (Available online)
• Ngugi wa Thiong’o: “The Quest for Relevance” from Decolonizing the Mind: The Politics of
Language in African Literature
• Leela Gandhi, Postcolonial Theory: An Introduction. OUP, 1998.
• Bill Ashcroft, Gareth Griffin, Helen Tiffin, The Empire Writes Back: Theory and Practice of
Post-Colonial Literature. Edward Said. Orientalism.
 Discipline Specific Core Paper IV

POPULAR LITERATURE

Introduction:
This paper seeks to introduce the students to genres such as children’s literature, detective fiction and
campus fiction, which have a “mass” appeal, and can help us gain a better understanding of the popular
and folk roots of literature.
UNIT 1: Introduction to the concept
(i) What is popular literature?
(ii) Debate between popular and high cultures (‘high brow’ v/s ‘low brow’)
(iii) What is Genre fiction?
(iv)Debate between genre fiction and literary fiction Essays for

discussion:

• Lev Grossman: “Literary Revolution in the Supermarket Aisle: Genre Fiction is

Disruptive Technology” http://en tertainment.time.com/2012/05/23/genre-fiction-is-
disruptive-technology/
• Arthur Krystal: “Easy Writers: Guilty pleasures without guilt”
http://www.newyorker.com/magazine/2012/05/28/easy-writers • Joshua Rothman: “A
Better Way to Think About the Genre Debate”
http://www.newyorker.com/books/joshua-rothman/better-way-think-genre-debate •
Stephen Marche: How Genre Fiction Became More Important than Literary Fiction”
http://www.esquire.com/entertainment/books/a33599/genre-fiction-vs-literary-fiction/
UNIT 2: Children’s Literature
(i) Lewis Caroll: Alice in Wonderland
UNIT 3: Detective Fiction
(i) Arthur Conan Doyle: The Hound of the Baskervilles
UNIT 4: Campus Fiction
(i) Chetan Bhagat: Five Point Someone
Text Books
• Essays given for discussion under Unit I and Texts prescribed in Units II,III,IV
Reference Books
• Leslie Fiedler, “Towards a Definition of Popular Literature” in Super Culture: American
Popular Culture and Europe. Ed. C.W.E. Bigsby. pp. 29-38
• Leo Lowenthal, Literature, Popular Culture and Society
• Felicity Hughes, “Children’s Literature: Theory and Practice” in English Literary History. Vol.
45, 1978. pp. 542-61.
• Raymond Chandler, “The Simple Art of Murder”, Atlantic Monthly. Dec. 1944 (available at
<http://www.en.utexas.edu/amlitprivate/scans/chandlerart.html>
• Popular Fiction: Essays in Literature and History by Peter Humm, Paul Stigant, Peter
Widdowson
• Sumathi Ramaswamy, “Introduction”, in Beyond Appearances?: Visual Practices and
Ideologies in Modern India. Pp.xiii-xxix
 Discipline Specific Elective Paper I
ACADEMIC WRITING AND COMPOSITION
Introduction:
This paper seeks to train the students in the basic writing skills required for writing competently in the
academic context.
UNIT 1:
(i) Introduction to the Writing Process: with a focus on Academic Writing
UNIT 2:
(i) Writing in one’s own words: Summarizing and Paraphrasing
UNIT 3:
(i) Critical Thinking: Synthesis, Analysis, Evaluation
UNIT 4: (i) Citing Resources: Editing, Book and Media Review
Reference Books:
• Liz Hamp-Lyons and Ben Heasley, Study Writing: A Course in Writing Skills for Academic
Purposes (Cambridge UP, 2006)
• Ilona Leki, Academic Writing: Exploring Processes and Strategies. New York: CUP,
2nd edn, 1998
• Stanley Fish, How to Write a Sentence and How to Read One. Harpar Perennial. 2011.
• Literature and the art of Communication, Cambridge University Press.
• Gerald Graff and Cathy Birkenstein, They Say/I Say: The Moves That Matter in
• Academic Writing. New York: Norton, 2009

Discipline Specific Elective Paper II

NATION, CULTURE, INDIA
Introduction:
This paper seeks to introduce students across disciplines to basic ideas about Indian cultural ethos
mediated through literature.
UNIT 1:
(i) An Autobiography (My Experiments With Truth) - M.K. Gandhi. Part V, ‘The First Experience’
(Chapters I) to ‘Face to Face with Ahimsa’( Chap XIV)
UNIT 2:
(i) “Secularism and Its Discontents”- Amartya Sen ( from The Argumentative Indian)
UNIT 3:
(i) “Nationalism in India”- Rabindranath Tagore (from Nationalism)

UNIT 4:
(i) “ The Renaissance in India”- Sri Aurobindo ( from The Renaissance in India and Other
Essays)
Text Books
• Texts prescribed in Unit I,II,III,IV
Reference Books:
• A.L. Basham, Wonder that was India
• D.D. Kosambi, Culture and Civilization of Ancient India in Historical Outline
• Romila Thapar, Time as a Metaphor in Human History
• Pawan K. Verma, The Great Indian Middleclass
 GE Tutorial - 4 (20 marks: 1 credit)
Introduction: This paper seeks to reinforce learning of the theory paper by way of engaging the
students in remedial teaching and doubt clearing classes.
Scheme of Examination- Internal Assessment will be done by tutors through 10 multiple choice
questions (10 x 1 = 10) and very short answer-type questions (5 x 2 = 10)
CBCS UG Syllabus
Compulsory English for Pass Students
Paper 1
This is a reading-based paper aiming to initiate the students into an understanding and appreciation of literary writing
available in five recognized forms.
Unit 1: Poetry
I. William Shakespeare “Sonnet 130” (“My mistress eyes are nothing like the sun”)
II. Robert Frost “The Road Not Taken”
III. Kamala Das “Punishment in Kindergarden”
IV. John Milton “On His Blindness”
V. A K Ramanujan “Self Portrait”
Unit 2: Short Stories
I. W. S. Maugham “The Ant and the Grasshopper”
II. Anton Chekhov “The Bet”III. R. N. Tagore “Trust Property”
Unit 3: Novel & Drama
Gopinath Mohanty: Our Daily Bread (English Translation of Danapani) Trans. Bikram K Das G. B.
Shaw: Arms and the Man
Unit 4: Autobiography
Winston Churchill: My Early Life (first Five Chapters)
Prescribed Textbooks:
Melodious Songs and Memorable Tales. (Ed) by Arun K. Mohanty and A.J. Khan. Bhubaneswar: Gyanajuga, 2015.

CBCS UG Syllabus
Compulsory English For Pass students Paper 2
The focus of this writing-based paper is to help students to learn general as well as literary writing skills.
Unit 1: Prose
I. S. Radhakrishnan: “A Call to Youth”
II. Claire Needle Hollander “No Learning Without Feeling”
III. Dilip Padgaonkar “The Idea of Europe”
IV. Dinanath Pathi “George V High School”
Unit 2: Critical appreciation of an unseen poem
Unit 3: Expanding an idea into a paragraph and writing an essay
Unit 4: Writing a précis of a passage
Prescribed Text: The Widening Arc: A Selection of Prose and Stories. (Ed) by Asima R. Parhi, S.Deepika and
Pulastya
Jani. Bhubaneswar: KItab Bhavan, 2016
 SKILL ENHANCEMENT COURSES (SEC) Optional for SECC I paper Total Marks-
100 Skill Enhancement Courses (SECC Option-I)

ENGLISH COMMUNICATION

Introduction: This paper intends to build up the four primary skills in students in the academic as well
as in the wider domains of use like public offices. The books recommended only provide guidelines
for what to teach, and the list is in no way exhaustive. Teachers must be free and resourceful enough to
collect teaching materials on their own, and even use newspaper clippings as teaching materials.

This is an activity-based, goal-oriented, functional course in English Communication, which aims to

make the students able and efficient communicators by helping them to be self-reflexive about English.
This course has a pre-defined context of being supportive and complementary to the core courses in
various disciplines. Therefore, unlike most other courses in English Communication on offer, it does
not seek to build facile fluency that passes off as communicative competence. Rather, it intends to equip
the students with the relevant skills of presentation and expression needed in the academic as well as in
the professional domains of communicative use. While reading skills exercises are meant to promote
the acquisition of analytical and comprehension skills, writing skills exercises are centered on sentence
construction, paragraph development and précis writing. Teachers must be free and flexible enough in
relation to teaching materials, using newspaper clippings, non-conventional and multimedia resources
in the classroom. There is ample scope to build the speaking and listening skills of students in the way
the course is planned with an emphasis on interactive learning and articulation.

UNIT 1: Introduction
(i) What is communication?
(ii) Types of communication (Horizontal, Vertical, Interpersonal, Grapevine),
(iii) Uses of Communication, Inter-cultural communication, Communication today:
(iv)Distinct features of Indianisation, alternative texts of language learning, global English and
English in the print and electronic media in India.
UNIT 2: The Four Skills and Prospect of new material in language learning
(i) Listening-Passive and active, Speaking effective, intelligibility and clarity
(ii) Methods and techniques of reading such as skimming, scanning and searching for information;
Reading to understand the literal, metaphorical and suggested meaning of a passage,
(iii)Identifying the tone (admiring, accusatory, ironical, sympathetic, evasive, indecisive,
ambiguous, neutral etc.) of the writer and view-points.
(iv)Cohesive and Coherent writing

UNIT 3: Grammatical and Composition Skills

(i) Doing exercises like filling in the blanks, correcting errors, choosing correct forms out of
alternative choices, joining clauses, rewriting sentences as directed, and replacing indicated
 sections with single words / opposites / synonyms, choosing to use correct punctuation marks,
getting to understand and use formal and informal styles, learning to understand the usages of
officialese, sexism, racism, jargon.
(ii) Learning to understand information structure of the sentence such as topic-focus relationship;
strategies of thematization, postponement, emphasis, structural compression (deletion of
redundant parts, nominalization, cleft and pseudo-cleft sentences, elliptical structures etc.),
Logical Connectors between sentences, Methods of developing a paragraph, structure of an
essay and methods of developing an essay

UNIT 4: Exercises in Written Communication

(i) Précis writing
(ii) Note-taking skills
(iii) Writing reports
(iv)Guidelines and essentials of official correspondence for making enquiries, complaints and
replies
(v) Making representations; writing letters of application for jobs; writing CV, writing letters to the
editor and social appeals in the form of letters/pamphlets.

Reference Books:
• Ways of Reading: Advanced reading Skills for Students of English Literature. Martin
Montgomery et al. London: Routledge, 2007.
• Applying Communication Theory for Professional Life: A Practical Introduction. Dainton
and Zelley, http://tsime.uz.ac.zw/claroline/backends/download.php?
url=L0ludHJvX3RvX2NvbW11bmljYXRpb25fVGhlb3J5LnBkZg%3D
%3D&cidReset=true&cidReq=MBA563
• Literature and the art of Communication, Cambridge University Press.
• Vistas and Visions. Orient Black Swan (writing and grammar exercises at the end of lessons
are recommended)
• ‘Writing skills’, Remappings :An Anthology for Degree Classes Orient Black Swan.
• Indian English through Newspapers (Chapter 4,5 and 6), Concept, New Delhi,2008.
Contemporary Communicative English, S Chand
• Technical Communication: A Reader Centred Approach. P.V. Anderson. Wadsworth,
Cengage.
• A University Grammar of English (Chapter 10,13,14) Randolph Quirk and Sidney Greenbaum
: Pearson Education, India
 AECC-II Paper MIL

(ALTERNATIVE ENGLISH)

Introduction:
The paper is focused upon developing one fundamental skills of Language learning; reading which
needs a thorough rethink and revision. In order to build a strong base for acquisition of the
communication skills, suitable reading content is selected from diverse areas in prose form. This would
boost the learner’s competence in expressive and comprehension skills. The well researched language
exercises in the form of usage, vocabulary and grammar is the other area that should attract the teacher
and learner to work out for giving decent shape to the mastery of English language.
UNIT 1: Short Story
(i) Jim Corbett-The Fight between Leopards
(ii) Dash Benhur- The Bicycle
(iii) Dinanath Pathy- George V High School
(iv)Alexander Baron- The Man who knew too much
(iv) Will f Jenkins- Uneasy
Homecoming
UNIT 2: Prose
(i) Mahatma Gandhi- The way to Equal Distribution
(ii) S Radhakrishnan- A Call to Youth
(iii) C V Raman-Water- The Elixir of Life
(iv)Harold Nicolson- An Educated Person
(iv) Claire Needell Hollander- No Learning without
Feeling
UNIT 3:
(i) Comprehension of a passage and answering the questions
UNIT 4:
(i) Language exercises-test of vocabulary, usage and grammar
Text Books
All Stories and Prose pieces
Reference Books
• The Widening Arc: A Selection of Prose and Stories, Ed. A R Parhi, S Deepika, P Jani, Kitab
Bhavan, Bh ubaneswar.
• A Communicative Grammar of English, Geoffrey Leech.
• A University Grammar of English, Randolph Quirk and Sidney Greenbaum
• Developing Reading Skills. F. Grellet. Cambridge: Cambridge University Press, 1981.
UG Honours/Pass Syllabus in English
Scheme of examination
For Core English Honours Papers :CC & DSE
Midterm: 20 marks (to be conducted by the respective college)
Final examination: 80 marks
(A) 4 long questions of 14 marks each to be set from unit 1-4 with internal choice [4x14=56]
(B) 4 Short notes/annotation/analysis of 6 marks each covering all the units [4x6=24] Scheme of
examination
For SEC (English Communication)
Midterm: 20 marks (to be conducted by the respective college)
Final examination: 80 marks
(A) 2 long questions of 20 marks each to be set from unit 1-2 with internal choice [2x20=40]
(B) students have to answer 2 questions of 10 marks each based on (unit 4):Précis writing/note
taking/writing reports/official correspondences/writing letters etc
(C) 1. 10 bit questions of one mark each to be set exclusively from unit 3 section (i): grammar
portion [1x10=10]
2. 1 question of 10 marks to be set on methods of developing a paragraph/expansion of idea into an
essay [10]

Scheme of examination

For AEEC-II (MIL Alternative English)

Midterm: 20 marks (to be conducted by the respective college)
Final examination: 80 marks
(A) 5 short questions of 4 marks each to be set from unit 1-2 covering all prescribed stories and
prose pieces [10x4=40]
(B) An unknown passage to be set with 5 questions carrying 4 marks each [5x4=20]
(C) 10 bit questions carrying 2 marks each from grammar/vocabulary and usage [10x2=20]

For pass courses

*The scheme of evaluation for rest of the pass courses (DSC+ DSE) will remain the same as that of
the core honours papers