29 Aug 2024 BA Language Annual Program Final Copy

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University of Allahabad, Allahabad

Programme: B.A. (3yr degree course)
Syllabus for B.A. English Language (Part I, II & III)
(with effect from the academic year 2024-25)
Paper wise Course Contents: Enclosed a copy of the syllabus

References and Additional References: Enclosed in the Syllabus
Total No. of lectures per Paper/ Academic Year: 60
No. of lectures per paper per week: 02
Scheme of Examination: Annual (As per University Regulations)
Admission Criterion: As per University Regulations

Eligibility, if any: As per University Regulations
Fee Structure: As per University Structure
Passed in Board of Studies on August 16, 2024

Passed in Board of Faculty on August 22, 2024
Passed in Academic Council on .. . . . . . . . . . .
Passed in Executive Council on .. . . . . . . . . . .
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B.A. (English Language)
Objectives for B A (English Language) Programme:
• To equip students for their present and future academic pursuits.
• To enable students to understand classroom lectures, read textbooks, reference reading,

participate in classroom discussion, write assignments, and examination answers.
• To prepare students to function effectively in his/her future profession.
• To prepare students to function effectively in the social and other situations in which
he/she may be called upon to use English.
Apart from the above-mentioned objectives for the B A Language Programme, special
emphasis will be laid on understanding language and enhancing communication skills,
through the prescribed syllabus, such as,
Reading
Efficient processing of connected written discourse, adjusting speed and strategy to the reading
material and the purpose of reading
Writing
Production of coherent written discourse of various kinds (prescribed texts and summaries,
expository writing, commercial correspondence, different types of letters, telegrams etc) with
attention to appropriate strategies and conventions of writing
Speaking and Listening
Production and processing of language useful for academic, professional and social life. This
would imply engaging in activities, such as:
- Listening to classroom lectures, radio, T V programmes and recordings in English.
- Reading aloud and participating in discussions and interviews with some degree of ease
and fluency, and
- Observing appropriate conventions of speech in social situations (e.g., in greetings and in

showing courtesy and politeness in conversation.)
- Acquisition of the essential elements of English Pronunciation, including word

accentuation,in order to promote effective oral communication.
Note: All the skills and sub-skills listed above are to be treated in an integrated manner
and not in isolation from one another.
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Structure of Syllabus
B.A. Part I (English Language)
Paper I:
Course Code: ELA 101 Course Title: Understanding Drama
Examination: Annual, Written (MM: 50, Time: 3 Hrs)
Paper II:
Course Code: ELA 102 Course Title: Remedial English Grammar
Paper III:
Course Code: ELA 103 Course Title: Introductory Linguistics and History of English
Language
B.A. Part II (English Language)
Paper I:
Course Code: ELA 201 Course Title: Understanding Prose
Paper II:
Course Code: ELA 202 Course Title: Composition and Writing Skills
Paper III (A):
Course Code: ELA 203 Course Title: Feature Writing
OR
Paper III (B):
Course Code: ELA 204 Course Title: The Structure of Modern English
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Or
Paper III (C):
Course Code: ELA 205 Course Title: Phonetics and Spoken English
B.A. Part III (English Language)
Paper I:
Course Code: ELA 301 Course Title: Understanding Poetry
Paper II
Course Code: ELA 302 Course Title: Writing for Environment
Paper III (A):
Course Code: ELA 303 Course Title: Writing for Radio
OR
Paper III (B):
Course Code: ELA 304 Course Title: Translation: Theory and Practice
Paper IV:
Course Code: 305 Course Title: Viva-Voce
Examination: Annual, Oral (MM: 75)

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Department of English and Modern European Languages

University of Allahabad
Syllabus Modification 2024-25

B.A. (Language) Annual Program
Part Old Syllabus New Syllabus
BA I Paper I: Language through Paper I: Understanding Drama (MM: 50).
Literature(50 Marks) This course is divided in 4 Units
Paper II: Comprehension, Composition Paper II: Remedial English Grammar

and Translation (MM: 50).
50 Marks This course is divided in 4 Units
Paper III: Practical English Grammar Paper III: Introductory Linguistics and
50 Marks History of English Language (MM: 50).
BA II Paper I: Prose and Fiction Paper I: Understanding Prose (MM: 50)

50 Marks
Paper II: Language, Writing and Paper II: Composition and Writing Skills
Practical English Grammar (MM: 50)
50 Marks
Paper III: Viva-Voce – 50 Marks Paper III: Feature Writing(MM: 50)

• Oral Exam Or
• Written Work based on BA I The Structure of Modern English (MM:
and II Classes 50).
Or
Phonetics and Spoken English(MM: 50)
BA III Paper I: Essay and Précis - 50 Marks Paper I: Understanding Poetry (MM: 50)
Paper II: Writing Skills - 50 Marks Paper II: Writing for Environment (MM:
50)
Or
Writing for Radio (MM: 50)
Or
Translation: Theory and Practice (MM:
50)
Paper III: Language through Literature Paper III: Viva-Voce (MM: 75)
- 50 Marks
Viva-Voce – 75 Marks
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Paper I: Understanding Drama
(MM: 50, Time: 3 Hrs)
Course Objectives:
• To enhance language skills (reading, listening, speaking, and writing) through the study
of dramatic texts.
• To understand basic dramatic elements such as plot, character, dialogue, setting and
Verbal and Non-Verbal Communication.
• To explore cultural and social contexts embedded in dramatic works.
• To develop critical thinking and communication skills through discussions and analyses.
Course Contents:
[The following contents are meant for 60 hours (30 weeks x 2 hrs = 60 hrs)]
Unit Contents Teaching Hours

1 Tragedy, Comedy, Plot, Character, Setting, Dramatic Tension/Conflict,
Mood, Dramatic Personae, Theme, etc. 10
2 Dialogue, Soliloquy/ Aside Verbal and Non Verbal Communication, 10

Dramatic Language and Action, Metalingual, Dialogue and Discourse,
Pitch, Tone, Mood, etc.
3 Riders to the Sea – J.M. Synge 20
The Prince who was a Piper – Harold Brighouse
4 The Never-Never Nest – Cedric Mount 20
The Monkey’s Paw – Harold Brighouse
Note: The above-mentioned plays are available in Forms of English Prose: An Anthology of
English Essays, Short Stories and One Act Plays for B.A. Students. OUP, 1998.
Course Level Learning Outcomes
On successful completion of this course, students will be able to:
• attain improved reading, listening, speaking, and writing skills in the target language,
• demonstrate understanding of essential elements such as plot, character, dialogue, and
setting and dialogue delivery,
• develop awareness of cultural nuances and societal contexts embedded in dramatic
works,
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• apply language skills in discussions, analyses, and creative projects to communicate

effectively in a dramatic context.
Suggested readings:
• Asher, J. J. Learning Another Language Through Actions. Sky Oaks Productions,
1982.
• Boulton, Marjorie. The Anatomy of Drama. Routledge Revivals, 1960.
• Byrne, Donn. Teaching Oral English. New Edition: Longman, 1986.
• Cardullo, R.J. Understanding Drama: A Student Companion. Primus Books, 2021.
• Davies, Paul. “The Use of Drama in English Language Teaching”, TESL Canada
Journal, 8(1): 87-. 99. 1990.
• Dougill, John., Roger F. Flavell & Monica Vincent. Drama Activities for Language
Learners. Macmillan, 1987.
• Hayes, Suzanne Karbowska, Drama As a Second Language: A Practical Handbook
for Language Teachers. National Extension College, 1984.
• Hillyard, Susan. English Through Drama. Helbeing Languages, 2015.
• Holden, Susan. Drama in Language Teaching. Longman, 1982.
• Hubbard, Peter, et al. A Training Course for TEFL. Oxford University Press, 1986.
• Jones, Robert Edmond. The Dramatic Imagination: Reflections and Speculations on
the Art of the Theatre. Routledge, 1941.
• Livingston, C. Role Play in Language Learning. Longman, 1983.
• Maley, Alan & Alan Duff. Drama Techniques: A Resource Book of Communication
Activities for Language Teachers. Cambridge UP, 2005.
• Marble, Thomas Littlefield. How to Appreciate the Drama: An Elementary Treatise
on Dramatic Art. 2018.
• Marta Straznicky, The Book of the Play: Playwrights, Stationers, and Readers in
Early Modern England. University of Massachusetts Press, 2006
• Rose, C. (1985) Accelerated Learning. Dell, 1987.
• Savage, Alice. The Drama Book: Lesson Plans, Activities, and Scripts for English-
Language Learners. Alphabet Publishing, 2019.
• Ur, P. Discussions That Work: Task Centred Fluency Practice. Cambridge UP. 1981.
• Wilson, Ken. RBT Drama & Improvisation. Oxford University Press, 2011.
• Winston, Joe. ed.. Second Language Learning through Drama: Practical Techniques
and Applications – Illustrated. Routledge, 2011.
PATTERN OF QUESTION PAPER:

The question paper will be divided intofour parts; A, B, C and D. Section A will carry 11 Marks,
and Sections B, C and D will carry 13 Marks each.
Designed by:
Dr. Satish Kumar Prajapati

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Paper II: Remedial English Grammar
Course Objectives:
• To increase the learners’ grammatical proficiency in English.
• To familiarise the learners with the terminology of English grammar.
• To help the students strengthen their knowledge of grammatical structures in English
language.
• To enable the students to write correct sentences with the appropriate application of
grammatical rules.
• To help the students in preparing for various competitive exams.
Course Contents:

1 The Articles: Definite and indefinite articles
Agreement of verb and subject 20
Nouns: Kinds and function
Verbs: Auxiliaries
Adjectives: Kinds and Degrees of Adjective
Adverbs: Types, Position and Order of adverbs
Prepositions
Conjunctions
2 Tenses 20
Sequence of tenses,
Conditional sentences
Active and Passive Voice
Direct and Indirect Speech
3 Use of fairly and rather, too and enough, Some and any. 20
Gerund, infinitive and participles
Purpose (So that, so as/in order)
Question Tags
Time clauses
Phrasal verbs
Exercises based on:
(i) A Remedial English Grammar for Foreign Students:Wood, F.T. (Macmillan)

(ii) A Practical English Grammar: A.J. Thomson and A.V. Martinet (O.U.P.) (Exercise
Book I and II)
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• understand the importance of English grammar in written and oral communication,

construct sentences in English correctly,
• analyse and interpret texts written in English by understanding grammar and correct
sentence structures,
• comprehend the function of different parts of speech and their relationships in a sentence,
• upskill themselves with the adequate knowledge of English grammar for various
competitive exams.
Suggested readings:
• Allen, W.S. Living English Structure: A Practice Book for Foreign Students. Longman, 1959.
• Hornby, A.S. et al. The Advanced Learner’s Dictionary of Current English. Oxford
University Press, 1989.
• Quirk, R. et al. Comprehensive Grammar of the English Language. Longman, 1985.
• Rani, D Sudha, T. V. S. Reddy, D. Ravi, and A. S. Jyotsna. A Workbook on English
Grammar and Composition. Delhi: McGraw, 2016.
• Sinha, M.P., A.K. Awasthi, Shravan Kumar & Harleen Kaur, Higher English Grammar
and Composition. Atlantic, 2023.
• Thomson, A.J. and A.V. Martinet: A Practical English Grammar. Oxford University
Press, 1987
• Wood, F.T. A Remedial English Grammar for Foreign Students. Macmillan, 1965.

The question paper will be divided into three parts; A, B, and C. Section A will carry 15 Marks.
Section B will carry 20 Marks, and Section C will carry 15 Marks.
Designed by:
Dr. Pramod Kumar Gond

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Paper III: Introductory Linguistics and History of English Language
Course Objectives:
• To familiarise the students with the concept of language, theories about language and
basics of Linguistics.
• To gain knowledge about the relationship between language and its structure.
• To make the students understand sentence structure and its meaning.
• To familiarise the learners about the history of English.
Course Contents:

1
What is Linguistics? 10
Properties of Human Language
2 15
Scope of Linguistics
Branches of Linguistics
Language Variation and Language Change: Dialect, Pidgin, Creole,
and Register and Jargon
3 15
Different types of Grammar: Prescriptive and Descriptive
Grammar, Native Speaker Judgements and Field Methods,
Universal Grammar.
Language Acquisition: Language in the Brain, Where and how
does the brain process language
4 20
History of English: The following three chapters fromDavid
Crystal’s English as a Global Language, 2nd ed, Cambridge:
Cambridge University Press, 2003, (E.book available)
Chapter 2 (“Why English?: The Historical Context”, pp. 29-59),
Chapter 4 (“Why English? The Cultural Legacy”, pp. 86-120) and
Chapter 5 (“The Future of Global English”, pp. 123-189)
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• understand the concept of language, theories of language and basics of Linguistics,

• see the relationship between language and its structure,
• understand the sentence structure and its meaning,
• get acquainted with the history of English.
Suggested readings:
• Agnihotri, R. K. & A. L. Khanna. eds. Second Language Acquisition: Socio-Cultural and

Linguistic Aspects of English in India. Sage Publications, 1994.
• Crystal, David. English as a Global Language. 2nd ed, Cambridge University Press, 2003.
• Fromkin, Victoria et al. An Introduction to Language. 9th ed. Wadsworth Cengage
Learning, 2010.
• Lyons, John. Language and Linguistics: An Introduction. Cambridge University Press,
1999.
• Quirk, Randolph. et al. Comprehensive Grammar of the English Language . Dorling
Kindersley (India) Pvt. Ltd, 2010.
• Trask, R. Larry. Language: The Basics. 2nd ed. Routledge Taylor and Francis Group,
1999.
• Yule, George. The Study of Language. 6th ed. CUP, 2017.

Designed by:
Dr. Pradeep Kumar

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B.A. Part II (English Language

Paper I: Understanding Prose
Course Objectives:
of prose texts of diverse kinds.
• To understand basic prose elements, such as, plot, character, dialogue, setting, narration,
and verbal and non-verbal communication.
• To comprehend cultural and social nuances embedded in the prescribed prose texts.
• To enhance critical thinking and communication skills through discussions and analyses.
Course Contents:

1 Understanding Prose: Figures of speech, Rhythm of prose etc
Varieties of Prose: 15
1. Descriptive Prose
2. Narrative Prose
3. Expository Prose
2 Forms of Prose: 15
1. Essay
2. Biography
3. Autobiography
4. Short Story
5. Novel
3 Prose Selections 15
1. “Of Studies” - Francis Bacon
2. “The Spectator Club” - Richard Steel
3. “Dream Children” – Charles Lamb
4. “On the Rule of the Road” – A.G. Gardiner
5. “One’s Habits” – Robert Lynd
4 Short Stories: 15
1. “Lament” Anton Pavlovich Chekhov
2. “The Rocking-Horse Winner” – D.H. Lawrence
3. “A Rose for Emily” – William Faulkner
4. “The Barber’s Trade Union” – Mulk Raj Anand
5. “The Axe” – R.K. Naryan
Prescribed Book: Forms of English Prose: An Anthology of English Essays, Short Stories and
One Act Plays for B.A. Students. OUP, 1998.
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Note:- Practical exercises based on the prescribed prose pieces to be given to enhance the
language skills of the students.
• be aware of the social, cultural, political and psychological implications of prose writings
from different corners of the world through their literary texts,
• be introduced to the socio-cultural and political concerns in different authors,
• understand the forms of prose with references to the writings from various authors,
• learn figurative aspects in prose along with the varieties of prose through selections from
different writers.
Suggested Readings:
• Baldick, Chris. The Oxford Dictionary of Literary Terms. OUP, 2001.

• Brohaugh, William. Write Tight: Say Exactly What You Mean with Precision and Power.
Sourcebook Inc, 1993.
• Burroway, Janet, et al. Writing Fiction: A Guide to Narrative Craft. 10th ed, The
University of Chicago Press, 2019.
• Collie, Joanne, and Stephen Slater. Literature in the Language Classroom: A Resource
Book of Ideas and Activities. Cambridge University Press, 1987.
• Dangwal, Surekha, and D S Kaintura, editors. Learning English Language Through
Literature. Macmillan, 2017.
• Greetham, Bryan. How to Write Better Essays.Palgrave Macmillan, 2008.
• Hamilton, Nigel. How to do Biography: A Primer. Harvard University Press, 2012.
• Harmon, William; Holman, C. Hugh. A Handbook to Literature. 7thed, Prentice-Hall,
1996.
• Kane, Thomas S, and Leonard J Peters. Writing Prose: Techniques and Purpose. OUP,
1986.
• Karr, Mary. The Art of Memoir.Harper Perennial, 2016.
• Le Guin, Ursula K. Steering the Craft: A Twenty-First-Century Guide to Sailing the Sea
of Story. Houghton Mifflin, 2015.
• Lopate, Phillip. The Art of the Personal Essay: An Anthology from the Classical Era to
the Present. Anchor, 1997.
• Pattee, Fred Lewis. The Development of the American Short Story. Harper, 1966.
• Williams, Paul, and Shelley Davidow. Playing With Words: A Introduction to Creative
Craft. Palgrave Macmillan, 2016.
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• Pinker, Steven. The Sense of Style: The Thinking Person's Guide to Writing in the 21st
Century. Penguin, 2014.
• Osborne, Brian D. Writing: Biography & Autobiography. A & C Black, 2005.
• Prose, Francine. Reading Like a Writer. Harper Perennial, 2007.
• Smith, Marian Roach. The Memoir Project: A Thoroughly Non-Standardized Text for
Writing and Life. Grand Central Publishing, 2011.
Designed by:
Dr. Hariom Singh
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Paper II: Composition and Writing Skills
Course Objectives:
• To develop the ability to express ideas clearly and coherently in written form.
• To enhance analytical skills for organizing and synthesizing information.
• To acquire research and citation skills to support arguments.
• To understand the importance of revising and refining written work for clarity and impact.
Course Contents:

1 • Introduction to the writing process
• Paragraph writing: Topic sentence, developing a 15
paragraph, Re-ordering of jumbled sentences to form a
coherent paragraph
• Precis: Making a precis of different types of passages
• Essay: Descriptive, Narrative, Reflective and
Argumentative
• Letters: Formal and Informal
2 • Reports,
• Citing Resources; editing, book and media review 15
• Memoranda,
• Minutes of meetings,
• Notice (Format, Characteristics and 5 W’s,)
• Email (Structure, Characteristics of Effective Emails and
Advantages)
3 • Diaries, Notes, Tables and figures:Private and general
diaries, travelogues, notes, tables, charts and graphs.
• Mass Media: Writing for newspaper – news, editorial, 15
letter to editor, Advertising – meaning, types, direct mail
advertising, interview, blog writing.
4 • Critical Thinking: Syntheses, Analyses, and Evaluation 15
• Structuring an Argument: Introduction, Interjection, and
Conclusion
• Understanding Language
Nissim Ezekiel: “The Patriot” (Poem)
(Sub-topics: Basic Introduction to Indianisms and
Difference between Indian English & Standard English)
Alleen Pace Nilsen: “Sexism in English” (Prose)
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Prescribed Book: Tickoo, Champa and Sasikumar, Jaya. Writing with a purpose. OUP. 2003.
• cultivate proficiency in articulating ideas through coherent and polished written

communication,
• sharpen the ability to critically assess information and construct well-supported
arguments,
• develop research skills, including effective sourcing and citation practices,
• master the art of revising and editing to enhance the clarity and effectiveness of
written work.
Suggested readings:
• Bernet, John R. Mass Communication, an Introduction. Prantice Hall, 1989.

• Ezekiel, Nissim. Collected Poems 1952-1988. Oxford University Press, 1999.
• Evans, Harold. Essential English for Journalists. Editors and Writers. Random House,
2000.
• Gupta, Renu. A Course in Academic Writing. Orient Blackswan, 2010.
• Hosler, Mary Margaret. English Made Easy. McGraw, 2013.
• Joseph, MK. Outline of Editing. Anmol Publications, 2002.
• Krishnaswamy, N.: Modern English: A Book of Grammar, Usage and Composition.
• Leki, Ilona. Academic Writing: Exploring Processes and Strategies. CUP, 2nd ed, 1998.
• Liz Hamp-Lyons and Ben Heasley. Study writing: A Course in Writing Skills for
Academic Purposes. CUP, 2006.
• Macqnail, Denis. Mass Communication. Om Books, 2000.
• Mahanand, Anand. English for Academic and Professional Skills. McGraw, 2013.
• Naraynaswami, V.R. Strengthen Your Writing. Orient Longman. 2005.
• Quirk, R. et al. Comprehensive Grammar of the English Language. Longman, 1985.
• Saxena, Ambrish. Fundamentals of Reporting and Editing. Kanishka Publishers, 2007.
• Wells, Gordon. The Craft of Writing Articles. Arnold-Heinemann. 1984.

Designed by:
Dr. Nakul Kundra
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Paper III (A): Feature Writing
Course Objectives:
• To allow the students to apply the language skills acquired by them.

• To familiarize the students with the main aspects of writing features for newspapers and
magazines.
• To develop skills in the students to get and publish interviews for mass-media.
• To enhance the students’ chances of finding employment in journalism.
Course Contents:
Unit Content Teaching Period

1 • Introduction to different types of Features: Middle length
articles that are published in newspapers, magazines and 15
Journals in special supplements and Sunday magazines.
• Readership and the policies of the newspaper/magazine in
which the article is to be published.
2 • Book Reviews—Introduction: the reviewer and the review 15

editor. Writing the review: avoiding personal, parochial
and sexist bias, assessing the subject, style and relevance of
a book under review. Characteristics of sound evaluative
judgement.
3 • Travel Writing.—Introduction: types of travel writing; 15

travelogues, travel guides and articles of travel. Kinds of
travel writing: promotional literature, informative articles,
travel-trade reporting, articles for the armchair traveller.
Techniques of travel writing. Using applied material:
photographs and sketches.
4 • Interviews—Introduction: the personality based interview 15

and the subject based interview. The art of interviewing:
preparation, conduct, recording and reconstructing the
interview. Preparing questions. Use of interview
equipment: audio, video photographs and extracts. Editing
and organizing the interview.
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• apply the language skills acquired to write articles, reviews and travelogues,
• understand the nuances of writing for different media platforms,
• develop the art of interviewing using audio-visual equipment and publish interviews in
magazine and newspapers,
• acquire a job in the field of mass-communication and journalism.
Suggested readings:
• Atwood, Margaret. Writing with Intent: Essays, Reviews, Personal Prose. Carroll & Graf
Publishers, 2005.
• Blundell, William E. The Art and Craft of Feature Writing. Plume, Penguin Group, 1988.
• Brady, J.J. (ed.) The Craft of Interviewing. Vintage Books. 1976.
• Hall, Christine. Writing Features and Interviews. Robinson, 1999.
• Longyear, Marie. (ed.) The McGraw-Hill Style Manual: A Concise Guide for Writers and
Editors. Macgraw Hill. 1983.
• Raghavendra, Rao N. Meera. Feature Writing. PHI Learning Private Limited, 2012.
• Walford, John A. (ed.) Reviews and Reviewing: A Guide. Mansell Publications Ltd. 1986.
• Wells, Gordon. The Craft of Writing Articles. Arnold – Heinemann (India), 1983.
• Youngs, Tim. The Cambridge Introduction to Travel Writing. Cambridge University
Press, 2013.
Designed by:
Dr. Shubham Singh

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Paper III (B): The Structure of Modern English
Course Objectives:
• To make the learners familiar with various levels of linguistic analysis.

• To introduce the concepts of phonology, morphology, syntax, semantics, and
pragmatics.
• To acquaint with the basic concepts in different levels of linguistic organization.
• To enhance their fluency and competency in using English for academic purpose.
Course contents:

1 Morphology, Morphemes, Free morphemes and bound morphemes,
Affixes, Stems and Roots 15
Different Types of Affixes: Inflections, Derivations, Compounds
2 Syntax: Phrase Structure: Noun phrase – Pre-modification, post- 15

modification Relative clause & prepositional phrase, verb phrase,
Adverb Phrase, Adjective Phrase.
3 Sentence Structure: Sentence, Order, Agreement, Types of Sentences, 15

Basic elements of sentence. Basic sentence patterns.
4 Syntactic features of Indian English: Word order, Questions, Tense 15

and aspects.
• understand morphology, syntax, and syntactic features,

• make new words with the help of morphemes,
• understand and use different types of sentences,
• improve their spoken and writing skills.
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Suggested readings:
• Aronoff, Mark and Kirsten Fudemen. What is Morphology? 3rd ed. John Wiley & Sons,
2022.
• Hornby, A.S. A Guide to Patterns and Usage in English. Oxford University Press, 1956.
• Ladefoged, Peter, and Keith Johnson. A Course in Phonetics, 6th ed. Wadsworth Cengage
Learning, 2011.
• Meyer, Charles F. Introducing English Linguistics. Cambridge UP, 2009.
• Miller, Jim. An Introduction to English Syntax. Edinburg University Press, 2002.
Designed by:
Dr. Pradeep Kumar

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Paper III (C): Phonetics and Spoken English

Course Objectives:
• To introduce the students to the basic concepts in Phonetics.
• To teach the concepts of articulation to aid the students in better pronunciation.
• To familiarize the students with the use of IPA and how to transcribe using IPA phonetic
symbols.
• To acquaint the students with the stress and rhythm that produce meaning.
Course Contents:
Unit Contents Teaching

Hours
1 • Introduction: Phonetics, Phonology, Varieties of Spoken
English, IPA Symbols 15
• Speech Mechanism: The Production of Speech – The Organs of
Speech, The respiratory system, The phonatory system, The
articulatory system, Speech Sounds, Classification.
2 • Consonants in English: Definition, Consonants in Received 20
Pronunciation, Vocal Cords, Place of Articulation, Manner of
Articulation, Consonant Clusters.
• Vowels in English: Definition, Vowels in Received
Pronunciation, Pure Vowels, Diphthongs, Acceptable Indian
Variants, The English Description of Vowels/Diphthongs.
3 • Stress: Words Stress and Sentence Stress, Primary and 15
Secondary Stress, Marking Stress, Various Stress Patterns,
Words Stress Affected by Suffixes, Stress Shift According to
the Function of Words, Some Important Rules Concerning word
stress, Words to be Stressed in Connected Speech, Content
Words and Grammatical Words.
4 • Intonation: Breath Groups, Sense Groups, Tone Groups, 10

Choice of the Nucleus, The Falling Tone, The Rising Tone, The
Important Functions of Intonation.
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Course Level Learning Outcomes:

• be equipped with the phonological structure of English,

• be enable to understand the correct pronunciation of English,
• be familiarized with the basics of general phonetics such as speech organs, articulation,
auditory perception,
• understand rhythmic shape of the sentence through various stress patterns.
Suggested readings:
• Allen W S. Living English Speech. Longmans, 1954.
• Arnold G F and A C Gimson. English Pronunciation Practice. University of London
Press, 1965.
• Arnold, G. F. and Olive M. Tooley. Say It with Rhythm Book 1. Longman Group Ltd.
1970.
• Balasubramaniam, T. English Phonetics for Indian Students: A Workbook. Macmillan,
1981.
• Balasubramaniyan, T. A Textbook of English Phonetics for Indian Students. Macmillan,
1981.
• Ball, W.J. Steps to Fluency in Spoken English (pupils’ book). Longman Green & Co,
1968.
• Bansal, R K and J B Harrison. Spoken English. Orient Longman, 1994.
• Dhamija, PV & Sethi. A Textbook of English Phonetics for Indian Students. Prentice-
Hall, 1981.
• Exercises in Spoken English Part 1: Accent, Rhythm and Intonation. Central Institute of
English and Foreign Languages, Hyderabad. OUP 1974.
• Exercises in Spoken English Part 2: Consonants. Central Institute of English and Foreign
Languages, Hyderabad. OUP, 1977.
• Exercises in Spoken English Part 3: Vowels. Central Institute of English and Foreign
Languages, Hyderabad. OUP, 1977.
• Hornby, A. S. and A. P. Cowie. Oxford Advanced Learners Dictionary of Current
English. (Latest Edition). OUP.
The question paper will be divided intofour parts; A, B, C and D. Sections A, B and C will carry
13 Marks each, and Section D will carry 11 Marks.
Designed by:
Dr. Yuvraj Nimbaji Herode
23

Paper I: Understanding Poetry
Course objectives:
of poetic texts.
• To introduce the students the concept of poetic composition and different types of poetry.
• To familiarize the students with metrical patterns and figurative language of poetry.
• To teach the students various approaches and theories for interpretation of poetry.
• To identify and develop the poetic genius of the students.
Course Contents:

Hours
1 • In Search of Meaning: Defining Poetry 15
• Forms of Poetry: Types of Lyrics, Sonnets, Odes, Elegies,
Ballads, Mock-Epics, Dramatic Monologue, Epics and
Satires.
• Artistic Devices: Meter, Rhyme and its types, Rhythm,
scansion; stanza forms; Symbol, Imagery, Figures of
Speech.
2 1. William Shakespeare: Sonnet No. 116, 15
2. John Milton: On His Blindness
3. John Donne: Thou Hast Made Me
4. Robert Herrick: To Daffodils
5. Alexander Pope: Ode on Solitude
6. William Wordsworth: Daffodils
3 1. P. B. Shelley: Love 15
2. William Blake: The Chimney Sweeper
3. John Keats: La Belle Dame Sans Merci
4. Robert Browning: Pippa’s Song
5. Alfred Tennyson: Break, Break, Break
6. Matthew Arnold: Dover Beach
4 1. Thomas Hardy: Snow in the Suburb 15
2. W. B. Yeats: When You Are Old
3. W. H. Auden: Ballad
4. Philip Larking: Coming
5. John Betjeman: The Planster’s Vision
24
Prescribed Book for Unit II, III, and IV:

Thaker, Praveen K. Appreciating English Poetry: A Practical Course and Anthology. Orient
Longman, 1999.

• be efficient in using language skills (reading, writing, speaking, and listening).

• versed with various types of poems,
• be equipped with the artistic devices and figurative language of poetry,
• be proficient in understanding and interpreting poetry in accordance with various theories
and approaches from different countries, and
• be competent with skills of creative writing (poetic composition).
Suggested readings:
• Abrams, M. H. A Glossary of Literary Terms. 8th Edn. Akash Press, 2007.
• Childs, Peter and Roger Fowler. The Routledge Dictionary of Literary Terms. Routledge,
2006.
• Cuddon, J. A.(Revised by C. E. Presto) The Penguin Dictionary of Literary Terms and
Literary Theory. Penguin Book, 1999.
• Drabble, Margaret and JennyStringer. The Concise Oxford Companion to English
Literature. Oxford University Press, 2007.
• Collie, J. and S. Slater. Literature in the Language Classroom: A Resource Book of Ideas
and Activities. CUP, 1990.
• Heidegger, Martin. Poetry Lang Thought. Harper Perennial Modern Classics, 2013.
• John, McRae. The Language of Poetry. Routledge, 1998.
• Wheelwright, Philip. The Language of Poetry. Forgotten Books, 2018.
The question paper will be divided into four parts; A, B, C and D. Sections A, B and C will
carry 13 Marks each, and Section D will carry 11 Marks.
Designed by:
Yuvraj Nimbaji Herode
25

Paper II: Writing for Environment
Course Objectives:
• To enhance the vocabulary of the students with the ability to use large number of words
related to separate and different environmental issues.
• To help the students understand the difference between implied and applied meanings of
a word in language.
• To make the students understand the difference between L1 and L2 languages with
regard to societal perceptions between environment and literature.
• To synthesize between LSRW activities related to environmental concepts.
• To develop critical ability to write on environmental issues/concerns.
Course Contents:

Hours
1 • Prithvi Sukta from Atharvaveda
• Chief Seattle’s Letter 20
• Al Gore: excerpts from The Future: Six Drivers of
Global Change
• Theoretical Issues: Old World wilderness, The sublime,
New World wilderness, the trouble with wilderness
2 • A. K. Ramanujan: excerpt from “Ecology” 20
• Jim Corbett: Goongi (Prose)
• R. K. Narayan: The Axe (Short Story)
3 • Stephen Talbott: Toward an Ecological Conversation 20
(Essay)
• Rachel Carson: Silent Spring (Essay)
• Eco-tour and eco-writing (creative and critical
impressions of the students on/about nature)
26
• explain in greater detail the subjects, problems, and ideas that are presented in
environmental literature (in its diverse forms).
• gain cognizance about the impending environmental crises and how literature is
responding to the same.
• enhance their comprehension of the contemporary environmental issues.
• write on immediate/wider surroundings through lived experiences on various
environmental issues.
• enhance their understanding of the concepts of environment to enable them to write an
essay/answer(s) with proper syntax and concord.
Suggested readings:
• Buell, Lawrence. The American Transcendentalists: Essential Writings. Modern Library,
2006.
• Buell, Lawrence. The Future of Environmental Criticism. Blackwell Publishing. 2009.
• Glotfelty, Cheryll, and Harold Fromm. The Ecocriticism Reader: Landmarks in Literary
Ecology. University of Georgia Press, 1996
• Guha, Ramachandra Guha (ed.). The Illustrated Lives in the Wilderness: Three Classic
Indian Autobiographies. OUP, 2009.
• Hawkins, R.E. Jim Corbett’s India. OUP. 1978.
• Lukose, M. M. Images: Short Stories. Macmillan. 2010.
• Reynolds, Martin et all.eds. The Environmental Responsibility Reader.
Zed Books, 2009.
The question paper will be divided into three parts; A, B, and C. Section A will carry 15 Marks.
Section B will carry 20 Marks, and Section C will carry 15 Marks.
Designed by:
Dr. Papiya Lahiri

27

Paper III (A): Writing for Radio
Course Objectives:
• To allow the students to apply the language skills acquired by them

• To familiarize the student with the main aspects of writing features for newspapers and
magazines
• To develop skills in students to conduct and publish interviews for mass-media
• To enhance the students’ chances of finding employment in journalism
Course Content:
Unit Content Teaching

Periods
1 • Introduction to Radio, its physical and organizational
dimensions; radio as a medium of mass communication 15
• History of Radio from its beginning in the West to its current
position in India
• Fundamentals of writing for Radio; devices that can be used to
compensate for its lack of visuals
• Importance of music and sound effects in a Radio script;
translating and adapting material for radio; format for Radio
script writing.
2 • Theory of mass communication 15
• Public announcements
• Radio script writing for news
• Preparation and production of documentaries, features,
magazines and profiles for Radio
• Guidelines for Radio Interviews and Radio Discussions
3 • Radio Plays: Development of a stage plays for radio- 15
presentation;
• Selection and adaptation of plays for Radio broadcast;
• Action, dialogue, narration, music and sound effects in a play
• Adaptation of novels, short stories and classics for Radio
• Commentaries on sports and special events on Radio; light
entertainment radio programmes in English
4 Role of Radio in education 15
• Radio for children
• School Broadcasts
• Radio and non formal education
• Radio and Distance Education
28

• write for radio programmes and use their language skills in practice,
• conduct interviews and discussions for radio platform,
• adapt and produce plays for radio presentation,
• get job in the field of mass-communication and journalism especially in radio.
Suggested readings:
• Ahuja, B.K. Mass Media Communication Theory and Practice. Saurabh Publishing
House. 2022.
• Brady, J.J. (ed.) The Craft of Interviewing. Vintage Books. 1976.
• Caulfield, Annie. Writing for Radio: A Practical Guide. The Crowood Press. 2011.
• Evans, Elwyn. Radio: A Guide to Broadcasting Techniques. Barrie & Jenkins. 1977.
• Gillan, Crawford and Harold Evans. Essential English for Journalists, Editors and
Writers. Random House, 2000.
• Hartsmann, Rosemary. Writing for Radio. A & C Black Publishers. 1991.
• Luthra, H.R. Indian Broadcasting. Publications Division. 1986
• Mcinerny, Vincent. Writing for Radio. Manchester University Press. 2001.
• McLuhan, Marshall. Understanding Media. Routledge. 2001.
The question paper will be divided into four parts; A, B, C and D. Sections A, B and C will
carry 13 Marks each, and Section D will carry 11 Marks.
Designed by:
Dr. Umesh Chandra
29

Paper III (B): Translation: Theory and Practice
Course Objectives:
• To expose the students to the art of translation.
• To introduce them to the theories and techniques of translation.
• To provide them with an insight into the problems of a translator.
• To enable them to focus on historical, social, cultural facets of translation.
Course contents:
Unit Content Teaching Period

1 • Concepts in Translation Studies:
• Scope and relevance of Translation Studies 15
• History of Translations in English
• Various facets of Translation: Historical, Social, and
Cultural
• The Role of Ideology in the Shaping of a Translation
2 • Problems of translating a literary text 15
• Translation as Linguistic Bridge-building entity
• Problems of Linguistic and Cultural Equivalence in
Translation, Concepts of transference, transliteration and
transcreation
3 • Premchand. Widows, and Other Heroins: Twelve Stories by 15
Premchand. trans. David Rubin. Delhi: OUP. 1998.
• Tagore, Rabindranath. Gora, trans. W.W. Pearson,
Macmillan and Co. London. 1924.
4 • Kabir. One Hundred Poems of Kabir, trans., Rabindranath 15
Tagore and Evelyn Underhill, Macmilan and Co. London.
1915. Poem nos.1,2,12,36,39,42,45,66,69,91
• Bachchan, Harivansh Rai. The House of Wine, trans. M.
Boulton and R.Vyas, Penguin, 1950.
Poem Nos.4, 6, 18, 26,44,50,51,121,128,135.

• demonstrate the ability to understand variety of translations,

• undertake literary translation work at primary level,
• get practical knowledge of translation,
• focus on the historical, social, and cultural aspects of translation.
30
Suggested readings:
• Baker, Mona. Critical Readings in Translation Studies. Routledge, 1992.

• Bassnett, Susan and Harish Trivedi. eds. Postcolonial Translation: Theory and Practice.
Routledge, 1999.
• Das, Bijay Kumar. A Handbook of Translation Studies. Atlantic, 2016.
• Lefevere, Andre. ed. Translation, History, Culture: A Sourcebook. Routledge, 1992.
• Mukherjee, Tutun. Translation: From Periphery to Centrestage. Prestige Books. 1998.
• Munday, Jeremy and et al. Introducing Translation Studies: Theories and Applications.
Taylor & Francis, 2022.
• Venuti, Lawrence, ed. The Translation Studies Reader. Routledge, 2000.
The question paper will be divided into four parts; A, B, C and D. Section A will carry 11
Marks, and Sections B, C and D will carry 13 Marks each.
Designed by:
Dr. Pradeep Kumar

31

Paper IV: Viva-Voce (MM: 75)
Course Objectives:
• To measure learners’ ability to understand English speech and to respond in English

• To check the enhancement of the learners’ communication skills; listening and speaking
• To test the learners’ confidence and personality traits
• To assess the language proficiency and critical thinking of the learners
Plan
There will be an oral exam of the students. They will submit their written assignment before the
examiner for evaluation. They will be evaluated at the level of their verbal communication skill,
confidence, language, and English grammar.
• be proficient in English language.

• express ideas clearly in effective verbal communication.
• develop their critical ability in their verbal expressions
• enhance their confidence and personality during presentations
Designed by:
Dr. Charu Vaid

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1

University of Allahabad, Allahabad

(with effect from the academic year 2024-25)

Paper wise Course Contents: Enclosed a copy of the syllabus

Scheme of Examination: Annual (As per University Regulations)

Admission Criterion: As per University Regulations

Fee Structure: As per University Structure

Passed in Board of Studies on August 16, 2024

B.A. (English Language)

Objectives for B A (English Language) Programme:

• To equip students for their present and future academic pursuits.

• To enable students to understand classroom lectures, read textbooks, reference reading,

• To prepare students to function effectively in his/her future profession.

Speaking and Listening

- Listening to classroom lectures, radio, T V programmes and recordings in English.

- Observing appropriate conventions of speech in social situations (e.g., in greetings and in

- Acquisition of the essential elements of English Pronunciation, including word

Course Code: ELA 101 Course Title: Understanding Drama

Examination: Annual, Written (MM: 50, Time: 3 Hrs)

Course Code: ELA 102 Course Title: Remedial English Grammar

Examination: Annual, Written (MM: 50, Time: 3 Hrs)

Examination: Annual, Written (MM: 50, Time: 3 Hrs)

B.A. Part II (English Language)

Course Code: ELA 201 Course Title: Understanding Prose

Examination: Annual, Written (MM: 50, Time: 3 Hrs)

Examination: Annual, Written (MM: 50, Time: 3 Hrs)

Paper III (A):

Course Code: ELA 203 Course Title: Feature Writing

Examination: Annual, Written (MM: 50, Time: 3 Hrs)

Paper III (B):

Examination: Annual, Written (MM: 50, Time: 3 Hrs)

Paper III (C):

Examination: Annual, Written (MM: 50, Time: 3 Hrs)

B.A. Part III (English Language)

Course Code: ELA 301 Course Title: Understanding Poetry

Examination: Annual, Written (MM: 50, Time: 3 Hrs)

Course Code: ELA 302 Course Title: Writing for Environment

Examination: Annual, Written (MM: 50, Time: 3 Hrs)

Paper III (A):

Course Code: ELA 303 Course Title: Writing for Radio

Examination: Annual, Written (MM: 50, Time: 3 Hrs)

Paper III (B):

Examination: Annual, Written (MM: 50, Time: 3 Hrs)

Course Code: 305 Course Title: Viva-Voce

Examination: Annual, Oral (MM: 75)

Department of English and Modern European Languages

Syllabus Modification 2024-25

Paper II: Comprehension, Composition Paper II: Remedial English Grammar

BA II Paper I: Prose and Fiction Paper I: Understanding Prose (MM: 50)

Paper III: Viva-Voce – 50 Marks Paper III: Feature Writing(MM: 50)

B.A. Part I (English Language)

(MM: 50, Time: 3 Hrs)

• To explore cultural and social contexts embedded in dramatic works.

Unit Contents Teaching Hours

2 Dialogue, Soliloquy/ Aside Verbal and Non Verbal Communication, 10

Course Level Learning Outcomes

On successful completion of this course, students will be able to:

• apply language skills in discussions, analyses, and creative projects to communicate

PATTERN OF QUESTION PAPER:

Dr. Satish Kumar Prajapati