Appendix-4

EC(1264)-03.02.2023
Resolution No. 60 {60-1(60-1-1)}

INDEX
DEPARTMENT OF ENGLISH
SEMESTER-III
S.No. Contents Page No.
1 BA (Hons.) ENGLISH - DSC 2-7
1. Romantic Literature
2. Victorian Literature
3. Literary Criticism

2 BA (Prog) with English as Major 8-11

1. Romantic Literature
2. Victorian Literature

3 BA (Prog) with English as Non-Major 12-13

1. Romantic Literature
4 Pool of Discipline Specific Electives for ODD 14-35
Semester
1. Literature and Cinema
2. Literary Theory
3. Nineteenth Century European Realism
4. Interrogating Queerness
5. Literature of the Indian Diaspora
6. Research Methodology
7. Graphic Narratives
8. Children’s Literature
9. Indian Partition Literature
10. World Literatures

5 Common Pool of Generic Elective for Language

Courses 49-59

1. Language 5-English Language Through

Literature-II
2. GE Language 6- Digital Communication-II
3. Language 7- English Fluency-II
4. Language 8- Developing English Language
Skills-II

1
 EC(1264)-03.02.2023

Category I
BA (HONS.) ENGLISH

DISCIPLINE SPECIFIC CORE COURSE -7 (DSC-7) – : Romantic Literature

No. of hours- 60(Theory- 45 hrs.+Tutorials-15 hrs.)

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course Credits Credit distribution of the course Eligibility Pre-requisite

title & Lecture Tutorial Practical/ criteria of the course
Code Practice (if any)
DSC 7: 4 3 1 0 Passed NIL
Romantic Class XII
Literature with
English
from List
A in CUET

Learning Objectives

The Learning Objectives of this course are as follows:

• To offer students a foundational understanding of the way in which Romantic
thought and literature continue to sensitise us in terms of cultural and social
change.
• To open up a sense of how dominant movements in the field of political and
social representation, education and imagination emerge powerfully at this
time.

Learning outcomes

The Learning Outcomes of this course are as follows:

• By studying this course, students’ imagination will be stimulated by an
understanding of the ways in which Romantic theory and praxis influence
many movements of change in the contemporary world.
• This course will map an exciting phase in the development of thought, gender-
mobility and social change.

SYLLABUS OF DSC-7

UNIT – I (15 weeks-1 hour/week)

1. William Blake: Songs of Innocence and Experience: (i) ‘Lamb’ (ii) ‘Tiger’ (iii)
‘Chimney Sweeper’(Songs of Innocence) (iv) ‘Chimney Sweeper’(Songs of Experience)

2
 EC(1264)-03.02.2023

2. William Wordsworth: (i) ‘Tintern Abbey’ (ii) ‘London’

3. Samuel Taylor Coleridge: (i) ‘Kubla Khan’ (ii) ‘Dejection: An Ode’

UNIT – II (15 weeks-1 hour/week)

1. Percy Bysshe Shelley: (i) ‘Ozymandias (ii) ‘Ode to the West Wind’
2. John Keats: (i) ‘Ode to a Nightingale’ (ii) ‘Ode on a Grecian Urn’ (iii) ‘Ode to
Autumn’

UNIT – III (15 weeks-1 hour/week)

1. Mary Shelley: Frankenstein

Practical component (if any) - NIL

Essential/recommended readings- as listed in the units

Suggestive readings:
1. William Wordsworth, ‘Preface to Lyrical Ballads’, in Romantic Prose and Poetry, ed.
Harold Bloom and Lionel Trilling, New York: OUP, 1973. pp 594–611
2. John Keats, ‘Letter to George and Thomas Keats, 21 December 1817’, and ‘Letter
to Richard Woodhouse, 27 October, 1818’, in Romantic Prose and Poetry. ed. Harold
Bloom and Lionel Trilling, New York: OUP, 1973. pp 766–768, 777–778
3. Jean-Jacques Rousseau, ‘Preface’ to Emile or Education. tr. Allan Bloom.
Harmondsworth: Penguin, 1991.
4. Samuel Taylor Coleridge, ‘Chap. XIII’, Biographia Literaria. ed. George Watson,
London: Everyman, 1993. pp 161–66
5. J.J. Rousseau, ‘Discourse on the Origin of Inequality’: Part One, Jean-Jacques
Rousseau: Basic Political Writings. Hackett Publishing Company, 1987. pp 37-60
6. Gilpin, William. ‘On Picturesque Travel’, Three Essays: On Picturesque Beauty; On
Picturesque Travel; and On Sketching Landscape: to which is Added a Poem, On
Landscape Painting. UK: R. Blamire, 1794.

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

3
 EC(1264)-03.02.2023

DISCIPLINE SPECIFIC CORE COURSE – 8 (DSC-8): Victorian Literature

No. of hours- 60(Theory- 45 hrs.+Tutorials-15 hrs.)

Credit distribution, Eligibility and Prerequisites of the Course

Course Credits Credit distribution of the course Eligibility Pre-requisite

title & Lecture Tutorial Practical/ criteria of the course
Code Practice (if any)
DSC 8- 4 3 1 O Passed NIL
Victorian Class XII
Literature with
English
from List
A in CUET

Learning Objectives:

The Learning Objectives of this course are as follows:

• To offer students a fundamental understanding of how nineteenth-century
developments in England around industrialization, colonization and gender-
relations foreshadow later thinking on the subject.
• To offer students a basic sense of the deep-rooted nature of contemporary social
and cultural challenges as having their origins in earlier times.

Learning outcomes:

The Learning Outcomes of this course are as follows:

• By studying this course, students’ imagination will be kindled to the way in which a
range of genres speak to the spirit of an era.

SYLLABUS OF DSC- 8

UNIT – I (15 weeks-1 hour/week)

1. Charlotte Bronte: Jane Eyre
2. Alfred Tennyson: ‘The Lady of Shalott’

UNIT – II (15 weeks-1 hour/week)

1. Charles Dickens: Great Expectations
2. Robert Browning: ‘My Last Duchess’

4
 EC(1264)-03.02.2023

UNIT – III (15 weeks-1 hour/week)

1. George Eliot: The Mill on the Floss
2. Elizabeth Barrett Browning: ‘How Do I Love Thee? Let me Count the Ways’

Practical component (if any) - NIL

Essential/recommended readings- as listed in the units

Suggestive readings (if any):

1. Karl Marx and Friedrich Engels, ‘Mode of Production: The Basis of Social Life’, ‘The
Social Nature of Consciousness’, and ‘Classes and Ideology’, in A Reader in Marxist
Philosophy. ed. Howard Selsam and Harry Martel, New York: International Publishers,
1963. pp 186–8, 190–1, 199–201
2. Charles Darwin, ‘Natural Selection and Sexual Selection’, in The Descent of Man in
The Norton Anthology of English Literature. 8th edn., vol. 2, ed. Stephen Greenblatt,
New York: Northon, 2006. pp 1545–9
3. John Stuart Mill, ‘The Subjection of Women’, The Norton Anthology of English
Literature, 8th edn., vol. 2, ed. Stephen Greenblatt, New York: Norton, 2006. pp
1061–9

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

5
 EC(1264)-03.02.2023

DISCIPLINE SPECIFIC CORE COURSE– 9 (DSC-9): Literary Criticism

No. of hours- 60(Theory- 45 hrs.+Tutorials-15 hrs.)

Credit distribution, Eligibility and Prerequisites of the Course

Course Credits Credit distribution of the course Eligibility Pre-requisite

title & Lecture Tutorial Practical/ criteria of the course
Code Practice (if any)
DSC 9: 4 3 1 0 Passed NIL
Literary Class XII
Criticism with
English
from List
A in CUET

Learning Objectives

The Learning Objectives of this course are as follows:

• To offer students a foundational understanding of the tenets of literary
appreciation with specific reference to aesthetic evolution, genre and cultural
production.
• To open up a cross-disciplinary sense of the field with specific reference to
philosophy, aesthetics and historicism.

Learning outcomes

The Learning Outcomes of this course are as follows:

• By studying this course, students will be communicated a basic sense of the
evolution of literary criticism.
• Students will be encouraged towards comprehending how literary criticism
enriches our understanding of how philosophical and material contexts shape
literature.

SYLLABUS OF DSC-9

UNIT – I (15 weeks-1 hour/week)

1. David Hume, ‘Of the Standard of Taste’, from ‘Four Dissertations’, The Norton
Anthology of Theory and Criticism, ed. Vincent Leitch, New York: W. W. Norton & Co.,
2001. pp 486-99

6
 EC(1264)-03.02.2023

2. Edmund Burke, Part 1: Section VII, Section XVIII; Part 2- Sections I- VIII; Part 3-
Section XXVII, A Philosophical Enquiry into the Origin of our Ideas of the Sublime and
the Beautiful. ed. James T. Boulton, Oxford: Blackwell, 1987. pp 39-40, 51-52, 57-74,
124-25

UNIT – II (15 weeks-1 hour/week)

1. Virginia Woolf: ‘Modern Fiction’ (1919)
2. T.S. Eliot: ‘Tradition and the Individual Talent’ (1919)

UNIT – III (15 weeks-1 hour/week)

1. I.A. Richards: Principles of Literary Criticism (1926) Chapters 1 & 2.
2. Cleanth Brooks: The Well-Wrought Urn: Studies in the Structure of Poetry (1947) (i)
‘The Heresy of Paraphrase’ (ii) ‘The Language of Paradox’

Practical component (if any) - NIL

Essential/recommended readings- as listed in the units

Suggestive readings:
1. Kant, Immanuel Kant. ‘Analytic of the Beautiful’, trans. Paul Guyer, The Critique of
Judgment. Cambridge: Cambridge University Press, 2000. pp 89-127
2. Schiller, Friedrich. ‘Letter 2’; ‘Letter 6’, and ‘Letter 9’, trans. Reginald Snell, Letters
on the Aesthetic Education of Man. UK: Dover Publications, 2004. pp 46-50, 69-83,
93-100
3. Hegel, G. W. F. (i) ‘Work of Art as Product of Human Activity’; (ii) ‘The Kantian
Philosophy’; (iii) ‘Imagination Genius and Inspiration’, trans. T. M. Knox, in Aesthetics:
Lectures on Fine Art Vol. 1 (Oxford: Clarendon Press, 1988) pp 25-32, 56-61, 281-88.
4. Nietzsche, Friedrich. ‘What is the Meaning of Ascetic Ideals’, Book III, Sections 1–6,
On the Genealogy of Morals. trans. Walter Kaufmann and John Hollingdale, New
York: Vintage Books 1967. pp 1-6
5. Bakhtin, Mikhail. ‘Forms of Time and of the Chronotope in the Novel’, The Dialogic
Imagination: Four Essays. trans. Caryl Emerson Michael Holquist, Texas:University of
Texas Press, 1981. pp 84-110, 243-58

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

7
 EC(1264)-03.02.2023

Category II
BA (Prog.) with English as Major

DISCIPLINE SPECIFIC CORE COURSE -5 (DSC-5) – : Romantic Literature

No. of hours- 60(Theory- 45 hrs.+Tutorials-15 hrs.)

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course Credits Credit distribution of the course Eligibility Pre-requisite

title & Lecture Tutorial Practical/ criteria of the course
Code Practice (if any)
DSC 5: 4 3 1 0 Passed NIL
Romantic Class XII
Literature with
English
from List
A in CUET

Learning Objectives

The Learning Objectives of this course are as follows:

• To offer students a foundational understanding of the way in which Romantic
thought and literature continue to sensitise us in terms of cultural and social
change.
• To open up a sense of how dominant movements in the field of political and
social representation, education and imagination emerge powerfully at this
time.

Learning outcomes
The Learning Outcomes of this course are as follows:
• By studying this course, students’ imagination will be stimulated by an
understanding of the ways in which Romantic theory and praxis influence
many movements of change in the contemporary world.
• This course will map an exciting phase in the development of thought, gender-
mobility and social change.

SYLLABUS OF DSC-5

UNIT – I (15 weeks-1 hour/week)

1. William Blake: Songs of Innocence and Experience: (i) ‘Lamb’ (ii) ‘Tiger’ (iii)
‘Chimney Sweeper’(Songs of Innocence) (iv) ‘Chimney Sweeper’(Songs of Experience)

8
2. William Wordsworth: (i) ‘Tintern Abbey’ (ii) ‘London’
3. Samuel Taylor Coleridge: (i) ‘Kubla Khan’ (ii) ‘Dejection: An Ode’

UNIT – II (15 weeks-1 hour/week)

1. Percy Bysshe Shelley: (i) ‘Ozymandias (ii) ‘Ode to the West Wind’
2. John Keats: (i) ‘Ode to a Nightingale’ (ii) ‘Ode on a Grecian Urn’ (iii) ‘Ode to
Autumn’

UNIT – III (15 weeks-1 hour/week)

1. Mary Shelley: Frankenstein

Practical component (if any) - NIL

Essential/recommended readings- as listed in the units

Suggestive readings:
1. William Wordsworth, ‘Preface to Lyrical Ballads’, in Romantic Prose and Poetry, ed.
Harold Bloom and Lionel Trilling, New York: OUP, 1973. pp 594–611
2. John Keats, ‘Letter to George and Thomas Keats, 21 December 1817’, and ‘Letter
to Richard Woodhouse, 27 October, 1818’, in Romantic Prose and Poetry. ed. Harold
Bloom and Lionel Trilling, New York: OUP, 1973. pp 766–768, 777–778
3. Jean-Jacques Rousseau, ‘Preface’ to Emile or Education. tr. Allan Bloom.
Harmondsworth: Penguin, 1991.
4. Samuel Taylor Coleridge, ‘Chap. XIII’, Biographia Literaria. ed. George Watson,
London: Everyman, 1993. pp 161–66
5. J.J. Rousseau, ‘Discourse on the Origin of Inequality’: Part One, Jean-Jacques
Rousseau: Basic Political Writings. Hackett Publishing Company, 1987. pp 37-60
6. Gilpin, William. ‘On Picturesque Travel’, Three Essays: On Picturesque Beauty; On
Picturesque Travel; and On Sketching Landscape: to which is Added a Poem, On
Landscape Painting. UK: R. Blamire, 1794.

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

9
 DISCIPLINE SPECIFIC CORE COURSE – 6 (DSC-6): Victorian Literature

No. of hours- 60(Theory- 45 hrs.+Tutorials-15 hrs.)

Credit distribution, Eligibility and Prerequisites of the Course

Course Credits Credit distribution of the course Eligibility Pre-requisite

title & Lecture Tutorial Practical/ criteria of the course
Code Practice (if any)
DSC 6: 4 3 1 O Passed NIL
Victorian Class XII
Literature with
English
from List
A in CUET

Learning Objectives:

The Learning Objectives of this course are as follows:

• To offer students a fundamental understanding of how nineteenth-century
developments in England around industrialization, colonization and gender-
relations foreshadow later thinking on the subject.
• To offer students a basic sense of the deep-rooted nature of contemporary social
and cultural challenges as having their origins in earlier times.

Learning outcomes:

The Learning Outcomes of this course are as follows:

• By studying this course, students’ imagination will be kindled to the way in which a
range of genres speak to the spirit of an era.

SYLLABUS OF DSC- 6

UNIT – I (15 weeks-1 hour/week)

1. Charlotte Bronte: Jane Eyre
2. Alfred Tennyson: ‘The Lady of Shalott’

UNIT – II (15 weeks-1 hour/week)

1. Charles Dickens: Great Expectations
2. Robert Browning: ‘My Last Duchess’

10
UNIT – III (15 weeks-1 hour/week)
1. George Eliot: The Mill on the Floss
2. Elizabeth Barrett Browning: ‘How Do I Love Thee? Let me Count the Ways’

Practical component (if any) - NIL

Essential/recommended readings- as listed in the units

Suggestive readings (if any):

1. Karl Marx and Friedrich Engels, ‘Mode of Production: The Basis of Social Life’, ‘The
Social Nature of Consciousness’, and ‘Classes and Ideology’, in A Reader in Marxist
Philosophy. ed. Howard Selsam and Harry Martel, New York: International Publishers,
1963. pp 186–8, 190–1, 199–201
2. Charles Darwin, ‘Natural Selection and Sexual Selection’, in The Descent of Man in
The Norton Anthology of English Literature. 8th edn., vol. 2, ed. Stephen Greenblatt,
New York: Northon, 2006. pp 1545–9
3. John Stuart Mill, ‘The Subjection of Women’, The Norton Anthology of English
Literature, 8th edn., vol. 2, ed. Stephen Greenblatt, New York: Norton, 2006. pp
1061–9

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

11
 Category III
BA (Prog.) with English as Non-Major

DISCIPLINE SPECIFIC CORE COURSE -3 (DSC-3) – : Romantic Literature

No. of hours- 60(Theory- 45 hrs.+Tutorials-15 hrs.)

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course Credits Credit distribution of the course Eligibility Pre-requisite

title & Lecture Tutorial Practical/ criteria of the course
Code Practice (if any)
DSC 3: 4 3 1 0 Passed NIL
Romantic Class XII
Literature with
English
from List
A in CUET

Learning Objectives

The Learning Objectives of this course are as follows:

• To offer students a foundational understanding of the way in which Romantic
thought and literature continue to sensitise us in terms of cultural and social
change.
• To open up a sense of how dominant movements in the field of political and
social representation, education and imagination emerge powerfully at this
time.

Learning outcomes

The Learning Outcomes of this course are as follows:

• By studying this course, students’ imagination will be stimulated by an
understanding of the ways in which Romantic theory and praxis influence
many movements of change in the contemporary world.
• This course will map an exciting phase in the development of thought, gender-
mobility and social change.

SYLLABUS OF DSC-3

UNIT – I (15 weeks-1 hour/week)

1. William Blake: Songs of Innocence and Experience: (i) ‘Lamb’ (ii) ‘Tiger’ (iii)
‘Chimney Sweeper’(Songs of Innocence) (iv) ‘Chimney Sweeper’(Songs of Experience)

12
2. William Wordsworth: (i) ‘Tintern Abbey’ (ii) ‘London’
3. Samuel Taylor Coleridge: (i) ‘Kubla Khan’ (ii) ‘Dejection: An Ode’

UNIT – II (15 weeks-1 hour/week)

1. Percy Bysshe Shelley: (i) ‘Ozymandias (ii) ‘Ode to the West Wind’
2. John Keats: (i) ‘Ode to a Nightingale’ (ii) ‘Ode on a Grecian Urn’ (iii) ‘Ode to
Autumn’

UNIT – III (15 weeks-1 hour/week)

1. Mary Shelley: Frankenstein

Practical component (if any) - NIL

Essential/recommended readings- as listed in the units

Suggestive readings:
1. William Wordsworth, ‘Preface to Lyrical Ballads’, in Romantic Prose and Poetry, ed.
Harold Bloom and Lionel Trilling, New York: OUP, 1973. pp 594–611
2. John Keats, ‘Letter to George and Thomas Keats, 21 December 1817’, and ‘Letter
to Richard Woodhouse, 27 October, 1818’, in Romantic Prose and Poetry. ed. Harold
Bloom and Lionel Trilling, New York: OUP, 1973. pp 766–768, 777–778
3. Jean-Jacques Rousseau, ‘Preface’ to Emile or Education. tr. Allan Bloom.
Harmondsworth: Penguin, 1991.
4. Samuel Taylor Coleridge, ‘Chap. XIII’, Biographia Literaria. ed. George Watson,
London: Everyman, 1993. pp 161–66
5. J.J. Rousseau, ‘Discourse on the Origin of Inequality’: Part One, Jean-Jacques
Rousseau: Basic Political Writings. Hackett Publishing Company, 1987. pp 37-60
6. Gilpin, William. ‘On Picturesque Travel’, Three Essays: On Picturesque Beauty; On
Picturesque Travel; and On Sketching Landscape: to which is Added a Poem, On
Landscape Painting. UK: R. Blamire, 1794.

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

13
 COMMON POOL OF DISCIPLINE SPECIFIC ELECTIVE (DSE)
COURSES FOR ODD SEMESTERS

DISCIPLINE SPECIFIC ELECTIVE COURSE– 1 (DSE-1): Literature and Cinema

No. of hours- 60(Theory- 45 hrs.+Tutorials-15 hrs.)

Credit distribution, Eligibility and Pre-requisites of the Course

Course Credits Credit distribution of the Eligibility Pre- Department

title & course criteria requisite offering the
Code Lecture Tutorial Practical/ of the course
Practice course
DSE-1 4 3 1 0 Passed NIL English
Literature Class XII
and
Cinema

Learning Objectives

The Learning Objectives of this course are as follows:

• To familiarize students with the basic aspects of cinema studies.
• To consider the relationship between literature and cinema.

Learning outcomes

The Learning Outcomes of this course are as follows:

• By studying this course, students will be able toacquire knowledge of visual

grammar across genres of film.
• Students will understand how cinema deals with issues of gender and sexuality.

SYLLABUS OF DSE-1

UNIT – I (15 weeks-1 hour/week)

UNIT I: Language of Cinema

14
 • Mise enscène
• film vocabulary
• signs and syntax
• Origin of Cinema as a New Form of Art
• questioning the traditional functions of art
• analysing new art forms in the 20th century
• film as a new form of art
• silent cinema

1. Monaco, James. ‘The Language of Film: Signs and Syntax’, How to Read a Film: The
World of Movies Media and Multimedia. New York: OUP 2009. pp 170-249

2. WalterBenjamin: The Work of Art in the Age of Mechanical Reproduction (1935)

3. Modern Times, dir. Charlie Chaplin, 1936.

FOR VISUALLY IMPAIRED STUDENTS:

3. Film script of Modern Times:

http://chaplin.bfi.org.uk/resources/bfi/filmog/film_thumb.php?fid=59441&resource
=Script

UNIT – II (15 weeks-1 hour/week)

UNIT II: Cinematic adaptations of literary texts

• theory of adaptation
• the relationship between literature and films
• film as an adapted text

4. William Shakespeare: Macbeth (1623)

5. Maqbool,dir. Vishal Bhardwaj, 2003.

6. Throne of Blood, dir. Akira Kurosawa, 1957.

FOR VISUALLY IMPAIRED STUDENTS:

5. Film Script of Maqbool:

https://www.filmcompanion.in/download-the-script-ofmaqbool/amp/

15
6. Film script of Throne of Blood:

https://transcripts.thedealr.net/script.php/throne-of-blood-1957-DAL

UNIT – III (15 weeks-1 hour/week)

UNIT III: Gender and sexuality

• connection with literature

• the difference between sexuality in films and literary texts
• the gaze
• the body
• cinematography

7. Mulvey, Laura. ‘Visual Pleasure and Narrative Cinema’, Film Theory and Criticism:
Introductory Readings. eds. Leo Braudy and Marshall Cohen, New York:Oxford UP
1999. pp 833-44

8. Thelma and Louise, dir. Ridley Scott, 1991.

9. Margarita with a Straw, dir. Shonali Bose, 2014.

FOR VISUALLY IMPAIRED STUDENTS:

8. Film Script for Thelma and Louise:

https://www.imsdb.com/scripts/Thelma-&-Louise.html

9. Film Script for Margarita with a Straw:

https://www.scripts.com/script/margarita%2C_with_a_straw_13368

NOTE: For visually impaired students to be able to take this paper, a number of
supplementaryreadings are offered for Units 2 and 3. The cinematic texts in these
units are to besupplemented by close reading of the respective film scripts.

For purposes of assessment/evaluation, a general advisory may be made to assist

visually impaired students filter out areas they may not be able to address due to the
nature of their disability and to focus on using supplementary texts to instead create
other perspectives/forms of knowledge on the same texts.

Practical component (if any) - NIL

16
Essential/recommended readings- as listed in the units

Suggestive readings:

1. Berger, John, et al. Chaps. 2 & 3, Ways of Seeing. United Kingdom: British
Broadcasting Corporation and Penguin Books, 1972. pp 35-64

2. Bordwell, David. Film Art: An Introduction. New York: McGraw Hill, 1998.

3. Cartmell, Deborah(ed). A Companion to Literature, Film and Adaptation. Oxford:

Wiley‐Blackwell, 2012.

4. Costello, Tom. International Guide to Literature on Film. London: Bowker-Saur,

1994. Print.

5. Nichols, Bill(ed). Movies and Methods: Vol. I: An Anthology. Calcutta: Seagull

Books, 1985.

6. Nichols, Bill(ed). Movies and Methods: Vol. II: An Anthology. Calcutta: Seagull
Books, 1985.

7. Prasad, Madhava. ‘The Absolutist Gaze: The Political Structure and the Cultural
Form’, in Ideology of the Hindi Film: A Historical Construction pp 48-82.

8. Roberge, Gaston. The Subject of Cinema. Calcutta: Seagull Books. 1990. Print.

9. Ross, Harris. Film as Literature, Literature as Film: An Introduction and

Bibliography of Film’s relationship to Literature. New York: Greenwood, 1987.

10. Stam Robert and Alessandra Raengo(ed). A Companion to Literature and Film,
London: Blackwell, 2004. Print.

17
 DISCIPLINE SPECIFIC ELECTIVE COURSE– 2 (DSE-2): Literary Theory

No. of hours- 60(Theory- 45 hrs.+Tutorials-15 hrs.)

Credit distribution, Eligibility and Pre-requisites of the Course

Course Credits Credit distribution of the Eligibility Pre- Department

title & course criteria requisite offering the
Code Lecture Tutorial Practical/ of the course
Practice course
DSE-2 4 3 1 0 Passed NIL English
Literary Class XII
Theory

Learning Objectives

The Learning Objectives of this course are as follows:

• To familiarize students with the aspects of canonical literary theory
• To create a base for theoretical knowledge

Learning outcomes

The Learning Outcomes of this course are as follows:

• By studying this course, students will be able todiscern relations between text,
theory, and the world.
• This course will provide an understanding of complexities of theoretical positions.

SYLLABUS OF DSE-1

UNIT – I (15 weeks-1 hour/week)

1. Antonio Gramsci: (i) ‘Formation of the Intellectuals’ (ii) ‘Hegemony and the
Separation of Powers’

UNIT – II (15 weeks-1 hour/week)

1. Jacques Derrida: ‘Structure, Sign and Play in the Discourse of Human Sciences’

2. Michel Foucault: ‘Truth and Power’

18
UNIT – III (15 weeks-1 hour/week)

1. Luce Irigaray: (i) ‘This Sex Which Is Not One’ (ii) ‘Commodities Amongst
Themselves’

2. Judith Butler: ‘Women as the Subject of Feminism’

Practical component (if any) - NIL

Essential/recommended readings- as listed in the units

Suggestive readings:

1. Ahmad, Aijaz. ‘Introduction’; Chapter 7: ‘Indian Literature: Notes Towards the

Definition of a Category’; Chapter 8: ‘Three Worlds Theory: End of a Debate’, In
Theory: Classes, Nations, Literatures. London, New York: Verso, 2000.

2. Barry, Peter. Beginning Theory: An Introduction to Literary and Cultural Theory.

Manchester: Manchester University Press, 4th Edition, 2017.

3. Eagleton, Terry. ‘Introduction’; Chapter 1; ‘Conclusion’, Literary Theory: An

Introduction. Minneapolis: University of Minneapolis Press, 2008.

19
 DISCIPLINE SPECIFIC ELECTIVE COURSE– 3 (DSE-3): Nineteenth Century European
Realism

No. of hours- 60(Theory- 45 hrs.+Tutorials-15 hrs.)

Credit distribution, Eligibility and Pre-requisites of the Course

Course Credits Credit distribution of the Eligibility Pre- Department

title & course criteria requisite offering the
Code Lecture Tutorial Practical/ of the course
Practice course
DSE-3 4 3 1 0 Passed NIL English
Nineteenth Class XII
Century
European
Realism

Learning Objectives

The Learning Objectives of this course are as follows:

• To familiarize students with the classic writings of European realism in the
Nineteenth Century.
• To enable an understanding of specifics of realism among students.

Learning outcomes

The Learning Outcomes of this course are as follows:

• By studying this course, students will be able tocomprehend different

registers of European realism.
• This course will provide critical insights into ideas of the novel and its
development.

SYLLABUS OF DSE-3

UNIT – I (15 weeks-1 hour/week)

1. Balzac, Honoré de. Old Man Goriot (1835). trans. Olivia Mc Cannon, UK: Penguin
Classics, 2011.

UNIT – II (15 weeks-1 hour/week)

1. Flaubert, Gustave. Madame Bovary (1856). trans. Geoffrey Wall, UK: Penguin
Classics, 2003.

20
UNIT – III (15 weeks-1 hour/week)

1. Dostoyevsky, Fyodor. Crime and Punishment (1866). trans. Oliver Ready, UK:
Penguin Classics Deluxe, edition, 2014.

Practical component (if any) - NIL

Essential/recommended readings- as listed in the units

Suggestive readings:

1. Balzac, Honoré de. ‘Society as Historical Organism’, from Preface to, ‘The Human
Comedy’, The Modern Tradition, ed. Richard Ellmann et al, Oxford: OUP, 1965. pp
265-267

2. Belinsky, V. G. ‘Letter to Gogol (1847)’, Selected Philosophical Works. Moscow:

Moscow Foreign Languages Publishing House, 1948. pp 506-07

3. Flaubert, Gustave. ‘Heroic Honesty’, The Modern Tradition. ed. Richard Ellmann et
al, Oxford: OUP, 1965. pp 242-43.

4. Frank, Joseph. Dostoevsky: A Writer in His Time. United Kingdom: Princeton

University Press, 2012. pp 472-508
5. Frank, Joseph. Lectures on Dostoevsky. United States: Princeton University
Press, 2022.

21
 DISCIPLINE SPECIFIC ELECTIVE COURSE– 4 (DSE-4): Interrogating Queerness

No. of hours- 60(Theory- 45 hrs.+Tutorials-15 hrs.)

Credit distribution, Eligibility and Pre-requisites of the Course

Course title Credits Credit distribution of the Eligibility Pre- Department

& Code course criteria requisite offering the
Lecture Tutorial Practical/ of the course
Practice course
DSE-4 4 3 1 0 Passed NIL English
Interrogating Class XII
Queerness

Learning Objectives

The Learning Objectives of this course are as follows:

• To introduce students to transnational, transcultural representations of queer

writings.
• To impart an inquisitiveness among them of ways in which queer literature
questions normative realities.

Learning outcomes

The Learning Outcomes of this course are as follows:

• By studying this course, students will be able tothink of queer literature within
global, transcultural contexts.
• Students will gain knowledge of the embeddedness of queerness in the
literary canon.

SYLLABUS OF DSE-4

UNIT – I (15 weeks-1 hour/week)

1. Sappho. (i) ‘Hymn to Aphrodite’ (ii) ‘I Have Not Had One Word from Her’ (iii) ‘He
seems an equal of the gods’, If not Winter: Fragments of Sappho, ed. and trans. Anne
Carson, USA: Little Brown, 2003.

2. Nuwas, Abu. ‘On a Boy Called Ali’, Classical Arabic Literature. trans. Geert Jan Van
Gelder, New York University Press, 2013. pp 38-39

22
UNIT – II (15 weeks-1 hour/week)

1. Namjoshi, Suniti. The Mothers of Maya Diip. UK: The Women’s Press, 1989.

2. Hussein, Madho Lal. ‘Kafis’: 2; 3; 5; 10; 13, Verses of a Lowly Fakir. trans. Naveed
Alam, India: Penguin Books Limited, 2016.

UNIT – III (15 weeks-1 hour/week)

1. James Baldwin: Giovanni’s Room

Practical component (if any) - NIL

Essential/recommended readings- as listed in the units

Suggestive readings:

1. Anzaldua, Gloria. ‘Gestures of the Body’, Light in the Dark/Luz en lo Oscuro:

Rewriting Identity Spirituality Reality. trans. & ed. Ana Louise Keating, USA: Duke UP,
2015. pp 1-9

2. Butler, Judith. ‘Critically Queer’, GLQ 1:1, 1993. pp 17-32

3. Foucault, Michel. ‘The Deployment of Sexuality: Method’, The History of Sexuality

Vol. 1. trans. Robert Hurley, NY: Pantheon, 1978. pp 92-103

4. Halberstam, Judith. Female Masculinity. USA: Duke UP, 1998. pp 1-44

5. Lorde, Audre. ‘The Uses of the Erotic: The Erotic as Power’, Sister/Outsider. CA:
Crossing Press, 1984. pp 53-59

23
 DISCIPLINE SPECIFIC ELECTIVE COURSE– 5 (DSE-5): Literature of the Indian Disapora

No. of hours- 60(Theory- 45 hrs.+Tutorials-15 hrs.)

Credit distribution, Eligibility and Pre-requisites of the Course

Course Credits Credit distribution of the Eligibility Pre- Department

title & course criteria requisite offering the
Code Lecture Tutorial Practical/ of the course
Practice course
DSE-5 4 3 1 0 Passed NIL English
Literature Class XII
of the
Indian
Diaspora

Learning Objectives

The Learning Objectives of this course are as follows:

• To introduce students to select contemporary literature of the Indian
diaspora.
• To highlight diversity of diasporic locations and writings

Learning outcomes

The Learning Outcomes of this course are as follows:

• By studying this course, students will be able tocomprehend the interrelations

between home, homeland, diaspora, and migration.
• Students will acquire understanding of complex diasporic imaginations.

SYLLABUS OF DSE-5

UNIT – I (15 weeks-1 hour/week)

1. M. G. Vassanji: The Book of Secrets

UNIT – II (15 weeks-1 hour/week)

2. Vikram Seth: The Golden Gate

UNIT – III (15 weeks-1 hour/week)

1. Meera Syal: Anita and Me

24
Practical component (if any) - NIL

Essential/recommended readings- as listed in the units

Suggestive readings:

1. Mishra, Vijay. The Literature of the Indian Diaspora: Theorising the Diasporic
Imaginary. New York: Routledge, 2007.

2. Braziel, Jana Evans, et al. (ed.). Theorizing Diaspora: A Reader. Wiley, 2003.

3. Unnikrishnan, Deepak. Temporary People. New York: Restless Books, 2017.

4. Phillips, Caryl. ‘Somewhere in England’, Crossing the River. London: Random

House, 1993.

5. Gilroy, Paul. ‘The Black Atlantic as a Counterculture of Modernity’, The Black

Atlantic: Modernity and Double Consciousness. London: Verso, 1993.
6. Jayaram, N. (ed.). The Indian Diaspora: Dynamics of Migration. Vol.4, Sage: New
Delhi, 2004.

25
 DISCIPLINE SPECIFIC ELECTIVE COURSE– 6 (DSE-6): Research Methodology

No. of hours- 60(Theory- 45 hrs.+Tutorials-15 hrs.)

Credit distribution, Eligibility and Pre-requisites of the Course

Course title Credits Credit distribution of the Eligibility Pre- Department

& Code course criteria requisite offering the
Lecture Tutorial Practical/ of the course
Practice course
DSE-6 4 3 1 0 Passed NIL English
Research Class XII
Methodology

Learning Objectives

The Learning Objectives of this course are as follows:

• To offer practical training in academic writing.
• To introduce the basics of research and its methods.

Learning outcomes

The Learning Outcomes of this course are as follows:

• By studying this course, students will be able to acquire in-depth and practical
knowledge regarding academic reading and writing.
• This course will enable students to write a research paper as part of project work.

SYLLABUS OF DSE-6

UNIT – I (15 weeks-1 hour/week)

1. Introduction to Practical Criticism
2. Conceptualizing and Drafting of a Research Proposal

UNIT – II (15 weeks-1 hour/week)

1. Style Manuals: Notes, References and Bibliography/Annotated Bibliography

UNIT – III (15 weeks-1 hour/week)

1. Workshop on Topic Development
2. Workshop on Research Proposal

Practical component (if any) –

• Writing a Research Paper (2000 to 2,500 words)

26
Essential/recommended readings
1. Flick, Uwe. Introducing Research Methodology: A Beginner’s Guide to Doing a
Research Project. New Delhi: Sage, 2017.
2. Leki, Ilona. Academic Writing: Exploring Processes and Strategies. 2nd edn. New
York: CUP, 1998.
3. Dev, Anjana N (ed.). Academic Writing and Composition. New Delhi: Pinnacle,
2015.
4. Richards, I. A. Practical Criticism: A Study of Literary Judgement. New York:
Harcourt Brace, 1929.
5. Bailey, Stephen. The Essentials of Academic Writing for International Students.
London: Routledge, 2015.
6. Orwell, George. Politics and the English Language. United Kingdom: Sahara
Publisher Books, 1946.

Suggestive readings-
1. Hamp-Lyons, Liz and Ben Heasley. Study Writing: A Course in Writing Skills for
Academic Purposes. Cambridge: CUP, 2006.
2. Kumar, Ranjit, Research Methodology: A Step by Step Guide for Beginners. New
Delhi: Sage, 2014.
3. Phanse, Sameer. Research Methodology: Logic, Methods and Cases. New
Delhi:OUP, 2016.
4. Griffin, Gabrielle, ed. Research Methods for English Studies. 2nd edn. New Delhi:
Rawat Publications. 2016 (Indian Reprint)

27
 DISCIPLINE SPECIFIC ELECTIVE COURSE– 7 (DSE-7): Graphic Narratives

No. of hours- 60(Theory- 45 hrs.+Tutorials-15 hrs.)

Credit distribution, Eligibility and Pre-requisites of the Course

Course Credits Credit distribution of the Eligibility Pre- Department

title & course criteria requisite offering the
Code Lecture Tutorial Practical/ of the course
Practice course
DSE-7 4 3 1 0 Passed NIL English
Graphic Class XII
Narratives

Learning Objectives

The Learning Objectives of this course are as follows:

• To introduce students to the field of graphic narratives.

• To sample a variety of graphic narratives from different locations and in varied
styles.

Learning outcomes

The Learning Outcomes of this course are as follows:

• By studying this course, students will be able to gain an understanding of the

specific languages of graphic narratives.
• Students will be able to comprehend the relationship between text and visuality.

SYLLABUS OF DSE-7

UNIT – I (15 weeks-1 hour/week)

1. Miller, Frank. Batman: The Dark Knight Returns. Delhi: Random House, 2016.

Supplementary Reading for Visually Impaired Students:

1. Feiffer, Jules. ‘Introduction’ and ‘Afterword’, The Great Comic Book Heroes.
Bonanza Books, 1965.

http://www.tcj.com/the-great-comic-book-heroes-intro-afterword-by-jules-feiffer/

28
UNIT – II (15 weeks-1 hour/week)

2. Natarajan, Srividya and AparajitaNinan. A Gardener in the Wasteland. Delhi:

Navayana,

2016.

3. Kadam, Dilip and S. S. Rege. Babasaheb Ambedkar: He Dared to Fight. Vol. 611,
Mumbai: Amar Chitra Katha, 1979.

Supplementary Reading for Visually Impaired Students

2. Nayar, Pramod K. ‘Drawing on Other Histories.’, The Indian Graphic Novel: Nation,
History and Critique. Routledge, 2016. pp 109-154

UNIT – III (15 weeks-1 hour/week)

4. Patil, Amruta. Kari. Delhi: Harper Collins, 2008.

5. Satrapi, Marjane. Persepolis: The Story of a Childhood. London: Pantheon 2004.

Supplementary Reading for Visually Impaired Students

4. Robinson, Lillian S. ‘Chronicles: Generations of Super Girls,’ Wonder Women:

Feminisms and Superheroes. Routledge, 2004. pp 65-94

Practical component (if any) - NIL

Essential/recommended readings- as listed in the units

Suggestive readings:

1. Chute, Hilary. ‘Comics as Literature? : Reading Graphic Narrative,’ PMLA 123 (2),
pp 452-465

2. McCloud, Scott. Understanding Comics: The Invisible Art. USA: HarperCollins, 1993.
pp 60-137
3. Mickwitz, Nina. Documentary Comics: Graphic Truth-Telling in a Skeptical Age. UK:
Palgrave Macmillan, 2016. pp 1-28

29
 DISCIPLINE SPECIFIC ELECTIVE COURSE– 8 (DSE-8): Children’s Literature

No. of hours- 60(Theory- 45 hrs.+Tutorials-15 hrs.)

Credit distribution, Eligibility and Pre-requisites of the Course

Course Credits Credit distribution of the Eligibility Pre- Department

title & course criteria requisite offering the
Code Lecture Tutorial Practical/ of the course
Practice course
DSE-8 4 3 1 0 Passed NIL English
Children’s Class XII
Literature

Learning Objectives

The Learning Objectives of this course are as follows:

• To familiarize students with an outline the field of children’s writing.
• To convey a sense of diversity within children’s literature.

Learning outcomes

The Learning Outcomes of this course are as follows:

• By studying this course, students will be able toappreciate the literary and
theoretical complexity of children’s writing.
• This course will enable a comprehension of children’s literature across time
and cultural spaces.

SYLLABUS OF DSE-8

UNIT – I (15 weeks-1 hour/week)

1. Roald Dahl: Fantastic Mr Fox

2. Antoine de Saint-Exupéry: The Little Prince

UNIT – II (15 weeks-1 hour/week)

1. Roychowdhury, Upendra Kishore. GoopyGyneBaghaByne. New Delhi: Puffin Books,

2004. pp 3-27

30
2. Ray, Satyajit. The Golden Fortress (Sonar Kella). trans. Gopa Majumdar,
Penguin/Puffin, 2015.

UNIT – III (15 weeks-1 hour/week)

1. Anderson, M.T. Feed, Somerville: Candlewick Press, 2002.

Practical component (if any) - NIL

Essential/recommended readings- as listed in the units

Suggestive readings:

1. Carpenter, Humphrey and Mari Prichard (Eds.). The Oxford Companion to

Children's Literature. Oxford: Oxford University Press, 1984.

2. Egoff, Sheila, et al. (Eds.) Only Connect: Readings on Children's Literature, 3rd
Edition. New York: Oxford University Press, 1996.

3. Hunt, Peter. Criticism, Theory and Children's Literature. Cambridge, Ma: Basil
Blackwell, 1999.

4. Lehr, Susan. The Child's Developing Sense of Theme: Responses to Literature. New
York: Teachers College Press, 1991.

5. Lukens, Rebecca J. A Critical Handbook of Children's Literature, 6th Edition. New

York: Longman, 1999.

6. Lurie, Alison. Don't Tell the Grown-Ups: Subversive Children's Literature. Boston:
Little, Brown, 1990.

7. Townsend, John Rowe. Written for Children: An Outline of English Children's

Literature. 4th Edition. New York: Harper Collins, 1990.

8. Bang, Molly. ‘Building the Emotional Content of Pictures’, Picture This: How
Pictures Work. San Francisco: Chronicle Books, 2018. pp 1-50

9. Nodelman, Perry. ‘Defining Children’s Literature’, The Hidden Adult: Defining

Children's Literature, Baltimore: John Hopkins University Press, 2008. pp 133-137

31
 DISCIPLINE SPECIFIC ELECTIVE COURSE– 9 (DSE-9): Indian Partition Literature

No. of hours- 60(Theory- 45 hrs.+Tutorials-15 hrs.)

Credit distribution, Eligibility and Pre-requisites of the Course

Course Credits Credit distribution of the Eligibility Pre- Department

title & course criteria requisite offering the
Code Lecture Tutorial Practical/ of the course
Practice course
DSE-9 4 3 1 0 Passed NIL English
Indian Class XII
Partition
Literature

Learning Objectives

The Learning Objectives of this course are as follows:

• To familiarize students with the basic understanding of Partition Literature in
India.
• To sensitize students to complex narratives of Partition

Learning outcomes

The Learning Outcomes of this course are as follows:

• By studying this course, students will be able toacquire in-depth knowledge of
literary and theoretical insights into Partition.
• Students will be able to comprehend the relationship between literary
representations and memories of the Partition.

SYLLABUS OF DSE-9

UNIT – I (15 weeks-1 hour/week)

1. Butalia, Urvashi. ‘Beginnings’, The Other Side of Silence: Voices from the Partition
of India. India: Penguin books, 1998.

2. Nandy, Ashish. ‘The Invisible Holocaust and the Journey as an Exodus’, A Very
Popular Exile. Delhi: OUP, 2007.

32
UNIT – II (15 weeks-1 hour/week)

1. Manṭo, SaʻādatḤasan. ‘Toba Tek Singh’, Manto: Selected Short Stories: Including
'Toba Tek Singh' and 'The Dog of Tithwal'. India, Random House India, 2012.

2. Chander, Krishan. ‘Peshawar Express’, StoriesAbout the Partition of India. trans. Jai
Ratan, ed. Alok Bhalla, Vol. 3, Delhi: Indus, 1994. pp 205-215

3. Waliullah, Syed. ‘The Tale of a Tulsi Plant’, Mapmaking: Partition Stories from Two
Bengals, trans. Rani Ray, ed. Debjani Sengupta, Amaryllis: 2011. pp 101-114

4. Kothari, Rita. (ed.) Selections from Unbordered Memories: Sindhi Stories of

Partition. New Delhi: Penguin Books, 2009.

UNIT – III (15 weeks-1 hour/week)

1. Gangopadhyay, Sunil. Arjun. trans. ChitritaBannerjee, Penguin, 1987.

Practical component (if any) - NIL

Essential/recommended readings- as listed in the units

Suggestive readings:

1. Bhasin, Kamla and Ritu Menon. ‘Introduction’, Borders and Boundaries. Delhi: Kali
for Women, 1998.

2. Pandey, Gyanendra. ‘The Three Partitions of 1947’, Remembering Partition:

Violence, Nationalism and History in India. Cambridge: Cambridge UP, 2001. pp 21-44

3. Schendel, Willem van. ‘Partition Studies’, The Bengal Borderland: Beyond State
and Nation in South Asia. London: Anthem Press, 2005. pp 24-38
5. Khan, Yasmin. ‘Leprous Daybreak’ and ‘Bitter Legacies’, The Great Partition: The
Making of India and Pakistan. Delhi: Penguin Random House, 2007. pp 143-185

33
 DISCIPLINE SPECIFIC ELECTIVE COURSE– 10 (DSE-10): World Literatures

No. of hours- 60(Theory- 45 hrs.+Tutorials-15 hrs.)

Credit distribution, Eligibility and Pre-requisites of the Course

Course Credits Credit distribution of the Eligibility Pre- Department

title & course criteria requisite offering the
Code Lecture Tutorial Practical/ of the course
Practice course
DSE-10 4 3 1 0 Passed NIL English
World Class XII
Literatures

Learning Objectives

The Learning Objectives of this course are as follows:

• To introduce students to the field of World Literatures.

• To indicate diversity of literary representations in the field.

Learning outcomes

The Learning Outcomes of this course are as follows:

• By studying this course, students will be able togain an understanding of the
complexity of theoretical and literary representations in the field.
• Students will gain a critical knowledge about the categorization of ‘World
Literature’.

SYLLABUS OF DSE-10

UNIT – I (15 weeks-1 hour/week)

1. Abdulrazak Gurnah: By the Sea (2001)

UNIT – II (15 weeks-1 hour/week)

1. Pablo Neruda: ‘Fable of the Mermaid and the Drunks’
2. Walcott: ‘Names’
3. NazarQabbani: ‘Beirut, The Mistress of the World’
4. Meena Alexander: ‘Shook Silver’

34
UNIT – III (15 weeks-1 hour/week)
1. Marquez: ‘Balthasar’s Marvellous Afternoon’
2. Paz: ‘The Blue Bouquet’
3. Ngugi waThiong’o. "Introduction: Towards the Universal Language of Struggle" &
“The Language of African Literature”. Decolonising the Mind, London: James Currey,
1986. pp 1-33

Practical component (if any) - NIL

Essential/recommended readings- as listed in the units

Suggestive readings:

1. Damrosch, David. ‘Goethe Coins a Phrase’, What is World Literature?. Princeton

UP, 2003. pp 1-36

2. Cheah, Pheng. ‘The New World Literature: Literary Studies Discovers

Globalization’, What is a World?: On Postcolonial Literature as World Literature.
Duke University Press, 2015. pp 23-45

3. Moretti, Franco. ‘Conjectures on World Literature’, NLR 1, Jan-Feb. 2000. pp 54- 68

4. Chaudhari, Rosinka. ‘Viśvasāhitya: Rabindranath Tagore’s Idea of World

Literature’, The Cambridge History of World Literature. ed. DebjaniGanguly,
Cambridge UP, 2021. pp 261-278.

5. Mufti, Aamir. ‘Global English and Its Others’, Forget English! Orientalism and
World Literatures. Harvard UP, 2016. pp 146-202

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

35
 COMMON POOL OF GENERIC ELECTIVE (GE) LANGUAGE
COURSES

GENERIC ELECTIVES LANGUAGE-5 (GE Language 5) English Language through

Literature-II

No. of hours- 60(Theory- 45 hrs.+Tutorials-15 hrs.)

Credit distribution, Eligibility and Pre-requisites of the Course

Course Credits Credit distribution of the course Eligibility Pre-requisite

title & Lecture Tutorial Practical/ criteria of the course
Code Practice
GE 4 3 1 0 Passed NIL
Language Class XII
5- English
Language
Through
Literature-
II

Learning Objectives

The Learning Objectives of this course are as follows:

• To develop in students the ability and confidence to process, understand and
examine different kinds of texts-verbal and written-that they encounter in
everyday life.
• To enable students to identify and understand social contexts and ethical
frameworks in the texts they encounter.
• To encourage suitable research–to recognize sources; to distinguish fact from
opinion/editorialization; produce objective versus subjective pieces
• To learn skilled comprehension; listening/reading; skimming; summarizing;
précis writing; paraphrasing; note making
• To identify key topics/arguments/ideas
• To accomplish writing goals: creating an essay; writing a thesis statement;
producing topic sentences; developing organised paragraphs; evolving the skill
of producing suitable transitions between paragraphs

36
 • To enable students to write in expository argumentative and descriptive
modes
• To help students identify and use the characteristic features of various writing
forms: letters; programmes reports/press-releases; newspaper; feature
articles; fiction and nonfiction
• To enable students to choose between expository, argumentative, descriptive
and narrative writing styles to assemble their own writing

Learning outcomes

The Learning Outcomes of this course are as follows:

• By studying this course, students will be able to inculcate confident expression.
• Students will be able to articulate their own views confidently as their language
skills sufficiently empower them to converse, research and collate information
from various textual sources—verbal or written.

SYLLABUS OF GE LANGUAGE 5-

UNIT – I (15 weeks-1 hour/week)

UNIT 1: Understanding Fiction

1. Kumar E., Santhosh. ‘Three Blind Men describe an Elephant’, Indian Review.

http://indianreviewin/fiction/malayalam-short-stories-three-blind-men-describe-an-
elephant-by-e-santhosh-kumar/ Accessed 1st June 2022
2. Mistry, Rohinton. ‘The Ghost of FirozshaBaag’, Tales from Firozsha Bagh.
McClelland & Stewart, 1992.

3. Joshi, Umashankar. ‘The Last Dung Cake’, The Quilt from the Flea-market and
Other Stories. Delhi: National Book Trust, 2017.

UNIT – II (15 weeks-1 hour/week)

UNIT 2: Creating Your Own Voice

4. Powell, Tori B. 'Young people discuss how phones and social media create
connection — and self-doubt: "Compared to them, I am a nobody"' CBS News.
Posted 24th May 2022.

https://www.cbsnews.com/news/mental-health-impacts-phones-social-media/
5. Khanna, Twinkle. ‘Lesson from Frida: Backbone can win over broken spine’ in ‘Mrs.
Funnybones’ The Times of India. 16th September

37
2018.https://timesofindia.indiatimes.com/blogs/mrsfunnybones/lesson-from-frida-
backbone-can-win-over-broken-spine/ Accessed 13th June 2022

UNIT – III (15 weeks-1 hour/week)

UNIT 3: Writing your own academic paper

6. Patel, Raj and Moore Jason. ‘How the chicken nugget became the true symbol of
our era’ The Guardian, 8th May 2018

https://wwwtheguardiancom/news/2018/may/08/how-the-chicken-nugget-became-
the-true-symbol-of-our-era Accessed 1st June 2022

7. Latest editions of the MLA and APA style sheets

Practical component (if any) - NIL

Essential/recommended readings- as listed in the units

Suggestive readings- NIL

38
 GENERIC ELECTIVES LANGUAGE-6 (GE Language 6) Digital Communication-II

No. of hours- 60(Theory- 45 hrs.+Tutorials-15 hrs.)

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Credits Credit distribution of the Eligibility Pre-

Code course criteria requisite
Lecture Tutorial Practical/ of the
Practice course
GE Language 6- 4 3 1 0 Passed NIL
Digital Class XII
Communication-
II

Learning Objectives

The Learning Objectives of this course are as follows:

• To hone skills for online communication and provide interpersonal skills
required in the digital world.
• To effectively present themselves in personal and professional capacities
using online mediums.

Learning outcomes

The Learning Outcomes of this course are as follows:

• By studying this course, students will be able to understand and learn globally
emerging forms of digital communication in English and effectively communicate
in their everyday contexts be it in social or professional situations.

SYLLABUS OF GE LANGUAGE 6-

UNIT – I (15 weeks-1 hour/week)

UNIT I: Curating Persona

1. Maintaining profiles (continuity: coherence, cohesion)

2. Innovating content (introducing new ideas, opinions, and facts: style and
correctness)

39
3. Content writing (briefs, press releases, podcast scripts: concise, cohesion,
coherence, clarity)

UNIT – II (15 weeks-1 hour/week)

UNIT II: Making Institutional Profiles and networks

1. Writing about the institution (describing and assessing)

2. Building networks (compare, contrast, synthesize)

3. Updating Blogs and Vlogs (discourse markers)

UNIT – III (15 weeks-1 hour/week)

UNIT III: Online Interactions and Diversity

1. Etiquettes for online interactions (chats, meetings, video conferences).

2. Ethics towards inclusive and integrated participation (addressing gender, ethnicity,

special abilities)

3. Drawing boundaries in communication (obscenities, hostility, addressing

disrespectful comments and feedback: changing register and tone of
communication)

Practical component (if any) - NIL

Essential/recommended readings- as listed in the units

Suggestive readings- NIL

40
 GENERIC ELECTIVES LANGUAGE-7 (GE Language 7) English Fluency-II

No. of hours- 60(Theory- 45 hrs.+Tutorials-15 hrs.)

Credit distribution, Eligibility and Pre-requisites of the Course

Course Credits Credit distribution of the course Eligibility Pre-requisite

title & Lecture Tutorial Practical/ criteria of the course
Code Practice
GE 4 3 1 0 Passed NIL
Language Class XII
7- English
Fluency-II

Learning Objectives

The Learning Objectives of this course are as follows:

• To describe or express their opinions on topics of personal interest such as
their experiences of events, their hopes and ambitions.
• To read and understand information on topical matters and explain the
advantages and disadvantages of a situation.
• To write formal letters, personal notes, blogs, reports and texts on familiar
matters.
• To comprehend and analyse texts in English.
• To organise and write paragraphs and short essays in a variety of rhetorical
styles.

Learning outcomes

The Learning Outcomes of this course are as follows:

• By studying this course, students will be able to effectively communicate in their
everyday contexts.
• Students will be equipped with skills that will help them interact with people
around their personal, institutional and social spaces.

SYLLABUS OF GE LANGUAGE 7-

UNIT – I (15 weeks-1 hour/week)

Unit 1: In the State

41
• Research -- Filing an FIR, making an RTI request, submitting a consumer complaint
• Active & Passive voice; idioms

A. Find out what the procedure is for making a complaint about trees being cut in
your neighbourhood.

B. Draft a formal letter requesting information about the disbursal of funds collected
by a residents' welfare association

Readings:

1. Sendak, Maurice. Where the Wild Things Are. UK: Random House, 2000.

2. https://rtionline.gov.in/

3. www.jaagore.com/know-your-police/procedure-of-filing-fir

4.www.consumercomplaints.in/municipal-corporation-of-delhi-b100274

UNIT – II (15 weeks-1 hour/week)

Unit 2: Interface with Technology

• Book/film reviews
• Punctuation

A. Write a review of a text you have read in class.

B. Record a collaborative spoken-word review of the latest film your group have all
seen

Readings:

5. Kennedy, Elizabeth. "Breakdown and Review of 'Where the Wild Things Are'."
ThoughtCo. Posted 3rd July, 2019.

https://www.thoughtco.com/where-the-wild-things-are-maurice-sendak-626391
Accessed 1st June, 2022

6. Brown, Dan. Angels & Demons. UK: Pocket Books, 2000.

7. Angels & Demons. dir. Ron Howard, 2009.

UNIT – III (15 weeks-1 hour/week)

42
Unit 3: Self-Representation

• Introducing oneself, giving and seeking information.

• Introduce characters from the texts you are reading.
• Creating a profile for social media.
• Creating a professional profile of oneself.
• Dialogue writing, Paragraph writing – Brainstorming, planning/outline rough
drafts, editing.
• Intercultural Communication

Readings:

8. "To Jyotiba, From Savitribai Phule: These Aren't Love Letters, But Tell You What
Love Is All About", Scroll.In. Posted 14th February, 2016.

https://scroll.in/article/801848/to-jyotiba-from-savitribai-phule-these-arent-love-
letters-buttell-you-what-love-is-all-about Accessed on 1st June 2022

9. Sharma, Natasha. Squiggle Takes a Walk: All About Punctuation. Penguin/Young

Zubaan and Puffin, 2014.

10. Lorde, Audre. ‘The Transformation of Silence into Language and Action’, Sister
Outsider. NY: Random House, 1984. pp 40-44

11. Haroun and the Sea of Stories: Salman Rushdie. New Delhi: Penguin Books, 1991.
pp 15-23

Practical component (if any) - NIL

Essential/recommended readings- as listed in the units

Suggestive readings: NIL

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

43
 GENERIC ELECTIVES LANGUAGE-8 (GE Language 8) Developing English
Language Skills-II

No. of hours- 60(Theory- 45 hrs.+Tutorials-15 hrs.)

Credit distribution, Eligibility and Pre-requisites of the Course

Course Credits Credit distribution of the course Eligibility Pre-requisite

title & Lecture Tutorial Practical/ criteria of the course
Code Practice
GE 4 3 1 0 Passed NIL
Language Class XII
8-
Developing
English
Language
Skills-II

Learning Objectives
The Learning Objectives of this course are as follows:
• To enhance comprehension skills and enrich vocabulary through the reading of
short and simple passages with suitable tasks built around these.
• To introduce simple syntactical structures and basic grammar to students through
contextualized settings and ample practice exercises so that they can engage in
short independent compositions.
• To introduce the sounds of the language and the essentials of English
pronunciation to students in order to remove the inhibitions experienced by them
while speaking English.
• To acquaint students with social formulae used to perform various everyday
functions so that they can converse in English in simple situations.

Learning outcomes
The Learning Outcomes of this course are as follows:
• By studying this course, students will be able to read and write in English with
confidence.
• The course will help in increasing their proficiency in English, increase their
vocabulary and improve their comprehension of syntactical structures

SYLLABUS OF GE LANGUAGE 8-
UNIT – I (15 weeks-1 hour/week)

44
UNIT 1: Reading & Vocabulary–II

• Ways of expanding vocabulary;

• learning how to use a dictionary;
• understanding more text types such as argumentative and descriptive passages,
poetry, character sketches, etc. through suitable activities based on selected texts

Readings:

1. A Foundation English Course for Undergraduates: Book III. Delhi: University of

Delhi, 1993. pp 5–10, 27–29, 40–44, 81–83

2. Developing Language Skills 2. Delhi: Doaba House, 1995. pp 43–51

3. Everyday English. Delhi: Pearson, 2005. pp 36–43

4. English at the Workplace II. Delhi: Oxford University Press, 2007. pp 32–37, 46–48

UNIT – II (15 weeks-1 hour/week)

UNIT 2: Writing & Grammar–II

• Understanding what constitutes a piece of good writing;

• learning to describe objects and processes, narrate incidents and stories, and
argue a point of view.
• framing of questions and negative sentences;
• modals and their uses.

Readings:
5. A Foundation English Course for Undergraduates: Book II. Delhi: University of
Delhi, 1992. pp 115–130
6. A Foundation English Course for Undergraduates: Book III. Delhi: University of
Delhi, 1993. pp 126–136
7. Developing Language Skills I. Delhi: Manohar, 1997. pp 183–186, 206–209
8. Developing Language Skills 2. Delhi: Doaba House, 1995. pp 112–116
9. English at the Workplace II (Delhi: Oxford University Press, 2007) pp 49 – 52.

UNIT – III (15 weeks-1 hour/week)

UNIT 3: Speaking & Listening–II

45
• Understanding the essentials of English pronunciation: word stress and rhythm in
connected speech; speaking on the telephone;
• becoming a better listener;
• expressions used for getting and giving permission, agreeing and disagreeing,
warning and persuading, inviting, suggesting, accepting and refusing, expressing
likes and dislikes, regulating speech and ending a conversation.

Readings:
10. Developing Language Skills I. Delhi: Manohar, 1997. pp 26–45
11. English at the Workplace. Delhi: Macmillan, 2006. pp 52–57
12. English at the Workplace II. Delhi: Oxford University Press, 2007. pp 10–13, 20–
24, 38–45

Practical component (if any) - NIL

Essential/recommended readings- as listed in the units

Suggestive readings- NIL

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

46