M.A.

,
ENGLISH

SYLLABUS

FROM THE ACADEMIC YEAR

2023 - 2024

TAMILNADU STATE COUNCIL FOR HIGHER EDUCATION,

CHENNAI – 600 005
 2

CONTENTS

1. Preamble
2. Structure of Course
3. Learning and Teaching Activities
4. Tutorial Activities
5. Laboratory Activities
6. Field Study Activities
7. Assessment Activities
7.1 Assessment principles
7.2 Assessment Details
8. Teaching methodologies
9. Faculty Course File
10. Template for PG Programme in English
11. Template for Semester
12. Methods of Assessment
13. Testing Pattern
14. Different Types of Courses
15. Model Syllabus
 3

1. Cognitive Domain
(Lower levels: K1: Remembering ; K2: Understanding ; K3: Applying; Higher
levels: K4: Analysing ; K5: Evaluating; K6: Creating)
2. Affective Domain
3. Psychomotor Domain
4. Structure of Course

Course Code Course Name Credits

Lecture Hours: (L) Tutorial Hours : Lab Practice Total: (L+T+P)

per week (T) per week Hours: (P)per week per week
Course Category : Year & Semester: Admission Year:
Pre-requisite
Links to other Courses
Learning Objectives: (for teachers: what they have to do in the class/lab/field)
Course Outcomes: (for students: To know what they are going to learn)
CO1
:
CO2
:
CO3
:
CO4
:
CO5:
Recap: (not for examination) Motivation/previous lecture/ relevant portions required for the
course) [ This is done during 2 Tutorial hours)
Units Contents Required Hours
I 17
II 17
III 17
IV 17
V 17
Extended Questions related to the above topics, from various
Professional competitive examinations UPSC / TRB / NET / UGC –
Component CSIR / GATE / TNPSC / others to be solved
(is a part of (To be discussed during the Tutorial hour)
internal
component
only, Not to
 4

be
included in
the External
Examination
question
paper)
Skills Knowledge, Problem Solving, Analytical ability,
acquired Professional Competency, Professional Communication
from and Transferrable Skill
the
course
Learning Resources:
● Recommended Texts
● Reference Books
● Web resources
Board of Studies Date:

3. Learning and Teaching Activities

3.1 Topic wise Delivery method
Hour Count Topic Unit Mode of Delivery

3.2 Work Load

The information below is provided as a guide to assist students in engaging appropriately with the
course requirements.

Activity Quantity Workload periods

Lectures 60 60
Tutorials 15 15
Assignments 5 5
Cycle Test or similar 2 4
Model Test or similar 1 3
University Exam 1 3
Total 90 periods
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4. Tutorial Activities
Tutorial Topic
Count

5. Laboratory Activities
Language lab facilitates the students to upgrade their learning on a
technological scale in this tech savvy world.

6. Field Study Activities

Projects and research works are done with a lot of field work and through research of
their study. This is done through surveys and questionnaires which facilitate their research activity.

7. Assessment Activities
7.1 Assessment Principles:
Assessment for this course is based on the following principles
1. Assessment must encourage and reinforce learning.
2. Assessment must measure achievement of the stated learning objectives.
3. Assessment must enable robust and fair judgments about student performance.
4. Assessment practice must be fair and equitable to students and give them the opportunity to
demonstrate what they learned.
5. Assessment must maintain academic standards.
7.2 Assessment Details:
Assessment Item Distributed Due Date Weightage Cumulative
Weightage
Assignment 1 3rd week 2% 2%
Assignment 2 6th Week 2% 4%
Cycle Test – I 7th Week 6% 10%
Assignment 3 8th Week 2% 12%
Assignment 4 11th Week 2% 14%
Cycle Test – II 12th Week 6% 20%
Assignment 5 14th Week 2% 22%
Model Exam 15th Week 13% 35%
Attendance All weeks as per the 5% 40%
Academic Calendar
University Exam 17th Week 60% 100%
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8. TEACHING METHODOLOGIES

8.1 Traditional Teaching method like Chalk and Board, Virtual Class room, LCD projector, Smart
Class, Video Conference, Guest Lectures.
8.2 Asking students to formulate a problem from a topic covered in a week’s time
Assignment, Class Test, Slip test
8.3 Asking students to use state-of-the-art technologies/software to solve problems
Applications, Use of Language enhancement software.
8.4 Introducing students to applications before teaching the theory

8.5 Training students to engage in self-study without relying on faculty (for example – library
and internet search, manual and handbook usage, etc.)
8.5.1 Library, Net Surfing, Manuals, NPTEL Course Materials published in the website
8.5.2 Other university websites.

9. Faculty Course File Structure k. Teaching Materials (PPT, OHP etc)

CONTENTS l. Lecture Notes

a. Academic Schedule
b. Students Name List
c. Time Table
d. Syllabus
e. Lesson Plan
f. Staff Workload
g. Course Design(content, Course
Outcomes (COs), Delivery method,
mapping of COs with Programme
Outcomes(POs), Assessment Pattern in
terms of Revised Bloom’s Taxonomy).
h. Sample CO Assessment Tools.
i. Faculty Course Assessment
Report(FCAR)
j. Course Evaluation Sheet
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m. Home Assignment Questions

n. Tutorial Sheets

o. Remedial Class Record, if any.

p. Projects related to the Course

q. Laboratory Experiments related to the Courses

r. Internal Question Paper

s. External Question Paper

t. Sample Home Assignment Answer Sheets

u. Three best, three middle level and three average Answer

sheets

v. Result Analysis (CO wise and whole class)

w. Question Bank for Higher studies Preparation

(GATE/Placement)

x. List of mentees and their academic achievements

 8

Template for P.G., Programmes

Semester–I Credit Hours Semester-II Credit Hours Semester-III Credit Hours Semester–IV Credit Hours
1.1. Core-I 5 7 2.1. Core-IV 5 6 3.1. Core-VII 5 6 4.1. Core-XI 5 6

1.2 Core-II 5 7 2.2 Core-V 5 6 3.2 Core-VIII 5 6 4.2 Core-XII 5 6

1.3 Core – III 4 6 2.3 Core – VI 4 6 3.3 Core – IX 5 6 4.3 Project with viva 7 10
voce

1.4 Discipline 3 5 2.4 Discipline 3 4 3.4 Core – X 4 6 4.4Elective - VI 3 4

Centric Centric (Industry /
Elective -I Elective – III Entrepreneurship)
20% Theory
80% Practical
1.5 Generic 3 5 2.5 Generic 3 4 3.5 Discipline 3 3 4.5 Skill 2 4
Elective-II: Elective -IV: Centric Elective Enhancement course
-V / Professional
Competency Skill
Skill 2 4 Skill 2 3 4.6 Extension 1
Enhancement 1 Enhancement 2 Activity
3.7 Internship/ 2 -
Industrial
Activity
20 30 22 30 26 30 23 30
Total Credit Points -91
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Choice Based Credit System (CBCS), Learning Outcomes Based Curriculum Framework (LOCF)
Guideline Based Credits and Hours Distribution System
for all Post – Graduate Courses including Lab Hours

First Year – Semester – I

Part List of Courses Credits No. of
Hours
Core – I 5 7
Core – II 5 7
Core – III 4 6
Elective – I 3 5
Elective – II 3 5
20 30
Semester-II
Part List of Courses Credits No. of
Hours
Core – IV 5 6
Core – V 5 6
Core – VI 4 6
Elective – III 3 4
Elective – IV 3 4
Skill Enhancement Course [SEC] - I 2 4
22 30
Second Year – Semester – III
Part List of Courses Credits No. of
Hours
Core – VII 5 6
Core – VIII 5 6
Core – IX 5 6
Core – X 4 6
Elective – V 3 3
Skill Enhancement Course - II 2 3
Internship / Industrial Visit / Field Visit / Research – knowledge 2 -
updation activity

26 30
Semester-IV
Part List of Courses Credits No. of
Hours
Core – XI 5 6
Core – XII 5 6
Project with VIVA VOCE 7 10
Elective – VI (Industry Entrepreneurship) 3 4
Skill Enhancement Course – III / Professional Competency Skill 2 4
Special School/Orphanage/Old Age Home, Adopted Villages etc. 1 -
Visit)
23 30
Total 91 Credits for PG Courses
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12. Methods of Assessment

Methods of Assessment
Recall (K1) Simple definitions, MCQ, Recall steps, Concept definitions
Understand/
MCQ, True/False, Short essays, Concept explanations, Short summary or
Comprehen overview
d
(K2)
Applicatio Suggest idea/concept with examples, Suggest formulae, Solve problems, Observe,
n (K3) Explain
Problem-solving questions, Finish a procedure in many steps, Differentiate
Analyze (K4)
between various ideas, Map knowledge
Evaluate
Longer essay/ Evaluation essay, Critique or justify with pros and cons
(K5)
Check knowledge in specific or offbeat situations, Discussion, Debating or
Create (K6)
Presentations

13. Testing Pattern (25+75) 13.1Internal Assessment

Theory Course: For theory courses there shall be three tests conducted by the faculty
concerned and the average of the best two can be taken as the Continuous Internal
Assessment (CIA) for a maximum of 25 marks. The duration of each test shall be one / one
and a half hour.
Computer Laboratory Courses: For Computer Laboratory oriented Courses, there shall be
two tests in Theory part and two tests in Laboratory part. Choose one best from Theory part
and other best from the two Laboratory part. The average of the best two can be treated as the
CIA for a maximum of 25 marks. The duration of each test shall be one / one and a half hour.
There is no improvement for CIA of both theory and laboratory, and, also for University
End Semester Examination.
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13.2 Written Examination : Theory Paper (Bloom’s Taxonomy based)

Question paper Model
Maximum 75 Marks
Intended Learning Skills Passing Minimum: 50%
Duration : Three Hours

Part –A (15x 1 = 15 Marks)

Answer ALL questions

Memory Recall / Example/

Counter Example / Knowledge Two questions from each UNIT
about the Concepts/ Understanding

Question 1 to Question 10

Part – B (5 x 4 = 20 Marks)
Answer ALL questions
Each questions carries 5 Marks

Descriptions/ Application Either-or Type

(problems) Both parts of each question from the same UNIT
Question 11(a) or 11(b)
To
Question 15(a) or 15(b)

Part-C (5x 8 = 40 Marks)

Answer any THREE questions
Each question carries 10 Marks

Analysis /Synthesis / Evaluation There shall be FIVE questions covering all the
five units

Question 16 to Question 20
Each question should carry the course outcome and cognitive
level For instance,
1. [CO1 : K2] Question xxxx
2. [CO3 : K1] Question xxxx
 12

14 Different Types of Courses

(i) Core Courses ( Illustrative )
1. Poetry
2. Drama
3. Fiction
4. Indian Writing in English
5. American Literature
6. Shakespeare Studies
7. Post- Colonial Literature
8. Contemporary Literary Criticism
9. Language and Linguistics
10. Research Methodology
11. Writings of the Marginalized
12. A Glimpse of Nobel Laureates
13. Project

(ii) Elective Courses (ED within the Department Experts) ( Illustrative )

1. Science Fiction , Fantasy and Detective Literature
2. Approaches and Methods in English Language Teaching
3. Life Writings
4. Literature and Film
5. (a)Travel Writing (or) (b)Writing for Media
6. (a)Theatre Art (or) (b)Film Studies

(iii) Skill Enhancement Courses

1. Employability Skills
2. Entrepreneurship Development
3. English for Competitive exams
4. English for Career
5. Technical Writing
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Credit Distribution for MA ENGLISH

First Year
Semester-
I
Part List of Courses Credit No. of
Hours
Core– I Poetry 5 7
Core – II Drama 5 7
Core – III Fiction 4 6
Elective – I Science Fiction, Fantasy and Detective Literature 3 5
Elective– II Approaches and Methods in English Language 3 5
Teaching
20 30

Semester-II
Part List of Courses Credit No. of
Hours
Core – IV Indian Writing in English 5 6
Core – V American Literature 5 6
Core Course – VI Shakespeare Studies 4 6
Elective Course – III Life Writings 3 4

Elective Course – IV Literature and Film 3 4

Skill Enhancement Course [SEC I] – Employability Skill 2 4

22 30

Second Year
Semester-III
Part List of Courses Credit No. of
Hours
Core – VII Post-colonial Literature 5 6
Core – VIII Contemporary Literary Criticism 5 6
Core – IX Language and Linguistics 5 6
Core– X Research Methodology 4 6
Elective – V Travel Writing (or) Writing for Media 3 3
Skill Enhancement Course – II Entrepreneurship Development
2 3
Internship / Industrial Visit / Field Visit / Research – knowledge 2 -
Updation Activity

26 30
 14

Semester-IV
Part List of Courses Credit No. of
Hours
Core – XI Writings of the Marginalized 5 6

Core– XII A Glimpse of Nobel Laureates 5 6

Elective– VI Theatre Art (or) Film Studies 3 4

Project with VIVA VOCE 7 10

Skill Enhancement Course [SEC III] – English for Competitive 2 4

Exams
Special School/Orphanage/Old Age Home, Adopted Villages etc. 1
Visit)
23 30

Methods of Evaluation
Continuous Internal Assessment Test
Internal Assignments 25 Marks
Evaluation Seminars
Attendance and Class Participation
External
End Semester Examination 75 Marks
Evaluation
Total 100 Marks
 15

SEMESTER I
CORE -1 POETRY

Course Course Name Category L T P O C I Marks

Code r n CI E Total
e s A xt
d t er
it . n
YEAR/ s H al
SEM o
u
r
s
POETRY Core Y Y - - 5 7 25 75 100

IYEAR/
I SEM

Learning Objective
LO1 To introduce the learners to the literary tradition of the English Poetry starting from
Medieval to Modern Period.
LO2 To focus on the evolution of Poetic forms such as Sonnet, Ballad, Lyric, Satire and Epic.

LO3 To enable the students to have a comprehensive view of History of English literature
LO4 To differentiate the various stages of English through the representative poets
LO5 To critically examine the works of the writers of the period
Details
UNIT I Middle English Poetry-Chaucer: "The General Prologue": Pardoner, The Nun,
Doctor, Friar

UNIT II Elizabethan Poetry- Spenser: "Epithalamion"

Donne: "A Valediction: forbidding mourning"
"The Canonization"

UNIT III Seventeenth Century Poetry- John Milton “Paradise Lost” Book IX
Marvell: "To His Coy Mistress"
 16

UNIT IV Eighteenth Century Poetry –

Dryden "Absalom and Achitophel" Lines 150 – 476
Gray - Ode to a Distant Prospect of Eton College

UNIT V Modern Poetry

Rupert Brooke: "The Soldier"
Wilfred Owen: "Anthem for Doomed Youth"
W. H. Auden: "Elegy on the Death of W. B. Yeats"
Dylan Thomas: "Do Not Go Gentle Into That Good Night"
Philip Larkin: "Whitsun Weddings"
Ted Hughes: "Hawk Roosting"
Seamus Heaney:"Digging"

Programme
Outcomes
CO On completion of this course, students will
1 Demonstrate knowledge of the movements that
influenced the literature beginning from English Poetry PO1, PO2
starting from Medieval to Modern Period.
2 Trace the evolution of various
literary movements. Distinguish and PO5,PO6
analyse the different genres of writings
of the period.
3 Critically evaluate the literary language of the texts
Prescribed. PO7
4 Compare the literature of the age with the subsequent PO8
ages in the history of English Literature and interpret
its significance in history
5 Exhibit the skill of analyzing literary works and writing
Effectively PO9, PO10
Text Book
1 1973, The Oxford Anthology of English Literature Vol. I. The Middle Ages Through
the 18th century. OUP, London
2 Standard editions of texts
Reference Books
1. T.S. Eliot, 1932, “The Metaphysical Poets” from Selected Essay; Faber and Faber
limited, London.
2. H.S. Bennett, 1970, Chaucer and the Fifteenth Century, Clarendon Press, London.

3. Malcolm Bradbury and David Palmer, ed., 1970 Metaphysical Poetry, Stratford - upon
– Avon Studies Vol. II, Edward Arnold, London.
4. William R. Keats, ed., 1971, Seventeenth Century English Poetry: Modern Essays in
 17

Criticism, Oxford University Press, London.

5. A.G. George, 1971, Studies in Poetry, Heinemann Education Books Ltd., London.

6 David Daiches, 1981, A Critical History of English Literature Vols. I &II., Secker &
Warburg, London.

7 Thomas N. Corns, ed., 1993, The Cambridge Companion to English Poetry: Donne to
Marvell, Cambridge University Press, Cambridge.

Web Resources
1. http://www.english/.org.uk/chaucer/htm

2. https://www.britannica.com/topic/The-Canonization
3. https://www.worldhistory.org/Elizabethan_Theatre/https://www.britannica.com/to
pic/Paradise-Lost-epic-poem-by-Milton
4. https://www.britannica.com/topic/Absalom-and-Achitophel
5. https://www.cs.mcgill.ca/~rwest/wikispeedia/wpcd/wp/m/Modernist_poetry_in_En
glish.htm

Mapping with Programme Outcomes

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

CO1 S S S S S M S S S M

CO2 M S S M M S M M M S

CO3 S S M M S M S M S M

CO4 S S S S M S S M S M

CO5 S M S S S S M M M S
 18

Mapping with Programme Specific Outcomes

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 2 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 14 15

Weighted
percentage of
Course 3.0 3.0 3.0 2.8 3.0
Contribution
to Pos
 19

CORE- II - DRAMA

Course Course Categor L T P O C I Mar

Code Name y re nst ks
d i . C External Total
ts I
H A
YEAR/ ou
SEME rs
STER

Drama Core Y Y - - 5 7 25 75 100

I YEAR/
I SEM

Learning Objective
LO1 To acquaint the students with the origin of drama in England
LO2 To trace the different stages of British Drama and its evolution in the context of theatre.
LO3 To facilitate the learners to identify Socio-cultural scenario through
the study of representative texts.

LO4 To enable the students to identify different forms of drama

LO5 To encourage the learners to examine the themes presented in English Drama and to
develop the ability to critically analyze the texts.

Details

UNIT I Beginnings of Drama - Miracle and Morality Plays -Everyman

The Senecan and Revenge Tragedy - Thomas Kyd - The Spanish Tagedy

UNIT II Elizabethan Theatre - Theatres, Theatre groups, Audience, Actors and Conventions
Tragedy and Comedy
Christopher Marlowe: The Jew ofMalta
Ben Jonson : Volpone
 20

UNIT III Jacobean Drama -John Webster - The White Devil

UNIT IV Restoration - William Congreve The Way of the World

Irish Dramatic Movement - J.M Synge - The Playboy of the
Western World

UNIT V Epic Theatre - Bertolt Brecht - Mother Courage and her Children
Comedy of Menace - Harold Pinter - Birthday Party
Post-ModernDrama - Samuel Beckett -Waiting for Godot
Course Outcomes Programme Outcomes
CO On completion of this course,
students will
1 Appraise various aspects of
drama and theatre
PO1, PO2

2 Identify drama and

performance as a
PO3,PO5
cultural
process and an
artistic discourse
3 Evaluate plot
structure,
characterization and PO4
dialogue

4 Interpret drama texts as

aesthetic records of
their times viz.,
Elizabethan, PO6,PO7,PO8
Restoration, Victorian
and Early Modern
ages,
5 Examine the sequential
course dealing with
Modern and PO9,PO10
Postmodern British
Drama
Text Book
1 Bradbrook, M.C., 1955, The Growth and Structure and Elizabethan
Comedy, London.
 21

2 Tillyard E.M.W., 1958, The Nature of Comedy & Shakespeare, London.

Reference Books
1. Una Ellis-Fermor, 1965, The Jacobean Drama: An Interpretation, Methuen &
Co., London.

2. Allardyce Nicoll, 1973, British Drama, Harrap, London.

3. Bradbrook, M.C., 1979, Themes and Conventions of Elizabethan Tragedy, Vikas

Publishing House Pvt., Ltd., (6thed) New Delhi.

4. Michael Hathaway, 1982, Elizabethan Popular Theatre: Plays in Performance,

Routledge, London.

5. Kinney, Arthur.F., 2004, A Companion to Renaissance Drama, Oxford:

Blackwell Publishing.https://www.britannica.com/art/epic-theatre

Web Resources
1. http://www.questia.com
(online library for research)

2. http://www.clt.astate.edu/wmarey/asste%

3. https://nosweatshakespeare.com/resources/era/jacobean-drama-theatre/

4. https://www.britannica.com/art/English-literature/The-Restoration

5. https://www.britannica.com/art/epic-theatre

Mapping with Programme Outcomes:

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

CO1 S S S S S S S M S M

CO2 M S S S M S S M M M

CO3 S S S M S S S M S M

CO4 S S S S S S S M M M

CO5 S M S S S S S M M S
 22

Mapping with Programme Specific outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 15 15

Weighted percentage of
3.0 3.0 3.0 3.0 3.0
Course Contribution to Pos
 23

CORE III - FICTION

I Marks
n
C s E
C r t x
at e T
. t
Course Code Course Name e L T P O d C o
e
g i I t
H r
o t A a
o n
r s l
u a
YEAR/ y r l
SEMESTER
s

FICTION Core Y Y - - 4 6 25 75 100

I YEAR/ I SEM
Learning Objectives
To familiarize the students with the origin and development of the British
LO1 fiction upto the Modern.

To introduce the students to major writers of British fiction.

LO2
To enable the students to comprehend the social background based on the prescribed
LO3
novels.
To facilitate the learners to identify and differentiate various forms of novels.
LO4
To examine the themes presented in British fiction and to develop the ability to
LO5
critically analyze the novels prescribed.
Details

UNIT I - Definition,types, narrative modes -

Samuel Richardson - Pamela
UNIT II - Oliver Goldsmith – The Vicar of the Wakefield
Jonathan Swift - Gulliver’s Travels
Daniel Defoe - RobinsonCrusoe

UNIT III - Jane Austen - Emma

Emily Bronte – Wuthering Heights

UNIT IV – Charles Dickens – Hard Times

William Makepeace Thackerey - Vanity Fair

UNIT V - Liberal Humanism, Individual Environment and Class Issues.

D. H. Lawrence :The Rainbow
James Joyce - Portrait of the Artist as a Young Man
 24

Course Outcomes
Course
On completion of this course, students will;
Outcomes
Acquaint the knowledge about the development of Novel
CO1 as a literary form. PO1, PO10

Identify the characteristics of different types of novels

CO2 PO2, PO3
CO3 Categorize the novels of different periods and Interpret the PO4, PO5
works of eminent writers.
Awareness on social, historical, literary and
CO4 cultural elements of the changes in PO4, PO5, PO6
American Literature

CO5 Critically examine the works of the writers prescribed PO7, PO8,PO10
Text Books
(Latest Editions)
Wayne C. Booth, 1961, The Rhetoric of Fiction, Chicago University Press,
1.
London.
2. F.R. Leavis, 1973, The Great Tradition, Chatto&Windus, London.

References Books
(Latest editions, and the style as given below must be strictly adhered to)
1. Ian Watt, 1974, Rise of the English Novel, Chatto&Windus, London.
Frederick R Karl, 1977, Reader’s Guide to the Development of the English Novel
2.
till the 18th Century, The Camelot Press Ltd. Southampton.
Arnold Kettle, 1967, An Introduction to English Novel Vol. II, Universal Book
3. Stall, New Delhi.

Raymond Williams, 1973, The English Novel: From Dickens to Lawrence,

4.
Chatto&Windus, London.
Ian Milligan, 1983, The Novel in English: An Introduction, Macmillan, Hong
5. Kong.

Web Resources
1. http://en.wikipedia.org/wiki/English_literature
2. http://en.wikipedia.org/wiki/novel
3. https://www.britannica.com/art/picaresque-novel
4. https://www.britannica.com/art/novel-of-manners
5. https://www.britannica.com/topic/Jane-Eyre-novel-by-Bronte
 25

Mapping with Programme Outcomes:

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

CO1 S S S S S S S M S M

CO2 M S S S M S S M M M

CO3 S S S M S S S M S M

CO4 S S S S S S S M M M

CO5 S M S S S S S M M S

Mapping with Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 15 15

Weighted percentage of
3.0 3.0 3.0 3.0 3.0
Course Contribution to Pos
 26

SEMESTER–II - CORE- IV INDIAN

WRITING IN ENGLISH

I Marks
C n
r s
Ca e t E
Course Code Course Name teg L T P O d . C xt T
or i H I er ot
Year/semester y t o A n al
s u al
r
s
Indian Writing in English Core Y Y - - 5 6 25 75 100
I YEAR/ II
SEMESTER
Learning Objectives
Enabling the students to understand the evolution of Indian Writing in English.
LO1
To enable the learners to get exposed to the historical movements of the Indian
LO2
subcontinent.
LO3 Comprehending different genres through the representation of different texts.
LO4 To inculcate in the students the cultural significance of Indian English literature.
To comprehend Indian writing in English with its dual focus on the influence of
LO5
classical Indian tradition and the impact of the West.
Details

UNIT I - Aurobindo: Tiger and the Deer, Rose of God ,

Toru Dutt: The Lotus, The Casuarina Tree
Sarojini Naidu: Palanquin Bearers, Coromandel Fishers

UNIT II - Kamala Das: Looking Glass, An Introduction

Parthasarathy: A River Once, Underthe Sky
Nissim Ezekiel: Morning Prayer, Enterprise.

UNIT III – Tagore - Chandalika

Vijay Tendulkar – Silence, the court is in Session

UNIT IV - Sri Aurobindo: The Essence of poetry, Style and Substance (from ‘The Future Poetry’)
Dr. S. Radhakrishnan : Emerging World Society,
Dr. A. P. J. Abdul Kalam : Orientation (Wings ofFire).

UNIT V – Mulk Raj Anand- Two Leaves and the Bud

Shashi Taroor – Riot
Pudumaippittan’s - Redemption (Akalikai and Sabavimochanam)
 27

Course Outcomes
Course
Outcomes On completion of this course, students will;
CO1 Understand the themes of Indian Writing in English PO1
CO2 Identify the major trends in Indian Writing in English PO1, PO2
Examine the background and settings of the
CO3 prescribed texts PO4, PO6
Evaluate the cultural significance of Indian
CO4 PO4, PO5, PO6
English Literature
Be exposed to diverse culture and literature that will
CO5 further enlighten them about socio-cultural scenario in PO3, PO8
the contemporary era.
Text Books
(Latest Editions)
1. Ramamurti, K.S. (ed.). Twenty five Indian Poets in English Macmillan. 1995.
References Books
(Latest editions, and the style as given below must be strictly adhered to)
K.R. SrinivasaIyengar, 1962, –History of Indian Writingin English, Sterling
1.
Publishers, New Delhi.
Herbert H. Gowen, 1975, A History of Indian Literature, Seema Publications,
2.
Delhi.
K. Satchidanandan, 2003, Authors, Texts, Issues: Essays on Indian literature,
3.
Pencraft International, New Delhi.
AmitChandri, 2001, The Picador Book of Modern Indian Literature, Macmillan,
4.
London.
TabishKhair, 2001, Babu Fictions: Alienation in Contemporary Indian English
5.
Novels., OUP.
Web Resources
1. http://en.wikipedia.org/wik/indian_wriTIng_in_english
2. https://www.thehindu.com/books/books-children/short-history-of-indian-writi
ng-in-english/article5226149.ece/amp/

3. https://www.britannica.com/biography/Sri-Aurobindo
4. https://www.literaryladiesguide.com/author-biography/kamala-das-indian-poe
t/
5. https://www.britannica.com/biography/Anita-Desai
 28

Mapping with Programme Outcomes:

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

CO1 S S S S S M S S S M

CO2 M S S M M S M M M S

CO3 S S M M S M S M S M

CO4 S S S S M S S M S M

CO5 S M S S S S M M M S

Mapping Specific Outcome:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 2 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 14 15

Weighted percentage of
3.0 3.0 3.0 2.8 3.0
Course Contribution to Pos
 29

SEMESTER–II - CORE- V
AMERICAN LITERATURE

I Marks
n
C s E
C r t x
at e . T
t
Course Code Course Name e L T P O d C o
e
g i H I r
t
o t o A n
a
YEAR/ r s u l
a
SEMESTER y r l
s

American Literature Core Y Y - - 5 6 25 75 100

I YEAR/ II
SEMESTER

Learning Objectives
LO1 To explore the origin and growth of American Literature

To introduce the students to the basic traits of American Literature and its cultural
LO2
history.
LO3 To introduce the students to eminent writers of America and their works

LO4 To introduce the concepts and emerging trends and movements in American
literature
To evaluate and analyze the works of the works prescribed
LO5
 30

Details

UNIT I - POETRY
Walt Whitman - Out of the Cradle Endlessly Rocking
Emily Dickinson - The Soul Selects Her Own Society
Robert Frost - After Apple Picking
E. E. Cummings - Cambridge Ladies
Wallace Stevens -Anecdote of the Jar
Sylvia Plath “Lady Lazarus”
Adrienne Rich - Snapshots of a Daughter-in-law

UNIT II - Prose - Emerson - The American Scholar

Amy Tan- Mother Tongue
Thoreau - Walden (Chapter“Pond”)

UNIT III - Drama - Arthur Miller - Death of a Salesman,

Tennessee Williams - A Street Car Named Desire
Marsha Norman - Night Mother

UNIT IV- Fiction– William Faulkner – Light in August

Kate Chopin - The Awakening

Short Story - Edgar Allan Poe - The Cask of Amontillado

Herman Melville - Bartleby the Scrivener
Philip Roth - The Conversation of the Jews
 31

Course Outcomes

Course
On completion of this course, students will;
Outcom
es
Recognize the contributions of major
CO1 PO2
American writers and their impact on the
development of American literature
Analyze the movements and trends that shaped
CO2 PO1, PO3
American literature

Gain knowledge about the transcendentalist and

CO3 PO4, PO5
Romantics movements.

Validate representative socio-political, cultural, PO4, PO5, PO6

CO4
racial and gender perspectives in the prescribed
texts
Critically analyze the multicultural sensibility
CO5 of American society PO8, PO10

Text Books
(Latest
Editions)
1. Willis Wagner : American Literature - A World View

References Books
(Latest editions, and the style as given below must be strictly
adhered to)
1. , Marcus Cunliffe : Sphere History of Literature - American Literature to 1900.

Boris Ford : The New Pelican Guide to English

2.
Literature - Vol.9. American Literature.
 32

Web Sources

1. https://www.thoughtco.com/american-literary-periods-741872

2. https://www.poetryfoundation.org/poets/walt-whitman

3. https://blog.eyewire.org/emerson-vs-thoreau-transcendentalist-battle/

4. https://www.britannica.com/art/American-literature

5. https://ivypanda.com/essays/edgar-allan-poes-and-herman-melville-
comparison/
 33

Mapping with Programme Outcomes:

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

CO1 S S S S S S S M S M

CO2 M S S S M S S M M M

CO3 S S S M S S S M S M

CO4 S S S S S S S M M M

CO5 S M S S S S S M M S

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 2 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 14 15

Weighted percentage of
Course Contribution to 3.0 3.0 3.0 2.8 3.0
Pos
 34

CORE- VI - SHAKESPEARE STUDIES

I Marks
n
C s E
C r t x
at e . T
t
Course Code Course Name e L T P O d C o
e
g i H I t
r
o t o A a
n
r s u l
YEAR/ a
y r l
SEMESTER s

Shakespeare Studies Core Y Y - - 4 6 25 75 100

I YEAR/ II
SEMESTER
Learning
Objectives
CO1 To examine, understand and enjoy Shakespeare’s plays and Criticism of Theatre.
Analyzing the context of Elizabethan England from the evolving contemporary
CO2
perspective down the ages
CO3 Undertake textual analysis of Shakespeare’s Plays and Sonnets
CO4 Appraise Shakespeare’s contribution to English language and literature
CO5 Recognize Shakespearean critics and their criticism of his works
Details

UNIT I - Shakespeare Theatre; Theatre Conventions; Sources; Problems of categorization; Trends in

Shakespeare Studies up to the 19th Century; Sonnet and court politics; famous actors; theatre criticism;
Shakespeare into film &play production.

UNIT II – Sonnets – 12, 65, 86,130,

Comedy plays -Much Ado About Nothing

UNIT III – Tragedy - Othello

UNIT IV – History Henry IV Part I

UNIT V Shakespeare Criticism - Modern approaches - mythical, archetypal, feminist, post-colonial,

New Historicist;A.C. Bradley (extract)
Granville Baker - From Prefaces to Shakespeare (Volume: I)
Stephen Greenblatt- Invisible Bullets: Renaissance Authority and its Subversion, Henry IV &
Henry V, in Shakespearean Negotiations. New York:Oxford University Press, 1988
 35

Course Outcomes

Course On completion of this course, students will;

Outcomes
Identify the social, cultural and political events as
CO1 PO1
represented in the works of Shakespeare

Understand Elizabethan theatre and the

CO2 PO3
theatre’s development

CO3 Illustrate the linguistics richness and figurative language PO4, PO5
of the plays
CO4 Identify the trends and approaches in Shakespeare studies PO6
CO5 Critically analyze the works of Shakespeare PO7, PO10

Text Books
(Latest Editions)

Stephen Greenblatt, ed., 1997, The Norton Shakespeare, (Romances& Poems,

1.
Tragedies, Comedies), W.W. Norton & Co., London.

References Books
(Latest editions, and the style as given below must be strictly adhered to)
1. Harrison, 1951, G.B. Shakespeare’s Tragedies, Routledge, London.
 36

Knight G.W., 1957, The Wheel of Fire: Essays in Interpretation of Shakespeare’s

2.
Sombre Tragedies, New York.
Knight G.W., 1947, The Crown of Life: Essays in Interpretation of Shakespeare’s
3
Final Plays, Oxford.
John f. Andrews, ed., 1985, William Shakespeare: His World, His Work, His
4
Influence, Charles Scribner’s Sons.
Jonathan Dollimore, ed., 1984, The Radical Tragedy, The Harvester Press,
5
Cambridge.
Web sources
1 http://www.shakespeare.bham.ac.uk/resources
2. https://www.folger.edu/shakespeares-theater
3. https://www.britannica.com/art/sonnet
4. https://www.sparknotes.com/shakespeare/othello/genre/
5. https://www.historytoday.com/archive/british_english_monarchs/henry-iv

Mapping with Programme Outcomes:

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

CO1 S S S S S S S M S M

CO2 M S S S M S S M M M

CO3 S S S M S S S M S M

CO4 S S S S S S S M M M

CO5 S M S S S S S M M S
 37

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 15 15

Weighted
percentage of
3.0 3.0 3.0 3.0 3.0
Course
Contribution to Pos
 38

SEMESTER - III
CORE VII - POST-COLONIAL LITERATURE

I Marks
n
C s E
C r t x
at e T
. t
Course Code Course Name e L T P O d C o
e
g i I t
H r
YEAR/ o t A a
o n
SEMESTER r s l
u a
y r l
s
Post-Colonial Core Y Y - - 5 6 25 75 100
II YEAR / III Literature
SEMESTER
Learning
Objectives
To examine, understand current sociopolitical mood in `third-world' countries
LO1
through the study of their fiction and poetry.
To familiarize students about the basic concepts and theories related to post
LO2
colonialism as expressed in different literary genres
To focus on the problems and consequences of the decolonization of a country,
LO3 especially relating to the political and cultural independence of
formerly subjugated people
Emphasis will be laid on tracing the development of post-colonial
LO4
literatures and theory.
LO5 Recognize the critical perspectives in Postcolonial literatures.
Details

UNIT I – Key Concepts Centre/Margin (Periphery), Dislocation, Ecological Imperialism,

Eurocentrism, Hegemony

UNIT II - Poetry -
Kofi Awonoor - Easter Dawn, The Weaver Bird (Ghana)
James Reaney : - Maps ( Canada)
Derek Walcott - Ruins of a Great House (Caribbean Islands)
LakdasaVikramsimha - Don’t talk to me about Matisse (Sri Lanka)
Pablo Neruda - The Dictators (Chile)
Wole Soyinka - Telephone Conversation (Africa)
Syed Amanuddin - Don’t Call Me Indo Anglican (India)
 39

UNIT III
Wole Soyinka: Death and the King’s horsemen
Derek Walcott: Dream on Monkey Mountain

UNIT IV
Chinua Achebe : Things Fall Apart.
Thomas King : The One About Coyote Going West
Sam Selvon : The Lonely Londoners.

UNIT V – Ashcroft, Griffiths and Tiffin: The Empire Writes Back - Chapter 1

Course Outcomes

Course
On completion of this course, students will;
Outcomes

Evaluate the political and socialbackground of

CO1 PO2
the third world nations

Identify the emerging trends in Post- Colonial

CO2 PO1, PO3
Literature

Examine the Problems and consequences of the

CO3 PO4, PO5
decolonization of acountry,

Examine the ethnocentric perspective of different

CO4 colonial cultures with respect to postcolonial literature PO6,P10

Interpret the postcolonial concepts found in different

CO5 literary genres PO7, PO8
 40

Text Books
(Latest
Editions)
1. Macaulay's Minute of 1831/35.
2. Post-Colonial Studies: eds. Ashcroft et.al.
References Books
(Latest editions, and the style as given below must be strictly adhered
to)
1. Specific issues of Journal of Commonwealth Literature.
2. Post-colonial Studies Reader. eds. Ashcroft, Griffiths and Tiffin.
3 Canadian Voices. ed. S. Kudchedkar and Jameela Begum.
4 Frantz Fanon : The Wretched of the Earth.
5 Ashish Nandy : The Fear of Nationalism.
Web Sources
https://en.wikipedia.org/wiki/Postcolonial_literature#Postcolonial_feminist_lit
1
erature
https://www.thebritishacademy.ac.uk/blog/what-is-postcolonial-literature/
2.
https://www.britannica.com/biography/Chinua-Achebe
3.

https://www.tandfonline.com/doi/full/10.1080/1369801X.2020.1718532
4.

https://www.cambridge.org/core/books/abs/cambridge-history-of-postcolonial-
5.
literature/poetry-and-postcolonialism/E37B702EF39264C41C8CDB523DB74A
1A

Mapping with Programme Outcomes:

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

CO1 S S S S S S S M S M

CO2 M S S S M S S M M M

CO3 S S S M S S S M S M

CO4 S S S S S S S M M M

CO5 S M S S S S S M M S
 41

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 2 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 14 15

Weighted percentage of 3.0 3.0 3.0 2.8 3.0

Course Contribution to Pos
 42

SEMESTER –III

CORE VIII -CONTEMPORARY LITERARY CRITICISM

I Marks
n
C s E
C r t x
at e T
. t
Course Code Course Name e L T P O d C o
e
g i I t
H r
YEAR/ o t A a
o n
SEMESTER r s l
u a
y r l
s
Contemporary Literary Core Y Y - - 5 6 25
75 100
II YEAR/ III Criticism
SEMESTER
Learning Objectives
To enable the students to comprehend that criticism is not merely
LO1 an understanding of literary text but also a rapidly increasing body
of knowledge

LO2 To introduce students to the functions of a critic and criticism.

LO3 To focus on interpreting the works of various literary critics

LO4 To facilitate the learners to focus on evaluate critically and aesthetically the
prescribed texts
LO5 To enable to students to compare significant poetics and aesthetic traditions of the
world.
Details

UNIT I
Chapter XIV (From Biographia Literaria - S.T.Coleridge
The Archetypes of Literature – Northrop Frye

UNIT II
Structure, Sign and Play in the Discourse of HumanSciences : Derrida
The Structural Study of Myth – Claude Levi Strauss
UNIT III

Irony as Principle of Structure: Cleanth Brooks

Creative Writers and Day Dreaming : Sigmund Freud

UNIT IV

From Work to Text: Roland Barthes

Capitalism, Modernism and Post Modernism: Terry Eagleton

UNIT V
The Deconstructive Angel : M.H. Abrams
 43

Course Outcomes
Course On completion of this course, students will;
Outcomes
Understand a literary text by applying various critical
CO1 PO2, PO3
theories.
CO2 Develop the objective analysis of the subject matter PO4
Analyze a literary text with reference to socio-political
CO3 PO5
issues
Evaluate critically and aesthetically the prescribed
CO4 PO6, PO8
texts.
Demonstrate an understanding of the
CO5 changing emphasis in the study of PO9, PO10
literature from text towards context
Text Books
(Latest
Editions)
1. Eagleton, T. (2008). Literary theory: An introduction. U of Minnesota Press.
2. Culler, Jonathan. Literary Theory: A Very Short Introduction. Oxford
References Books
(Latest editions, and the style as given below must be strictly adhered
to)

1. Wood, Nigel, and David Lodge. Modern Criticism and Theory. Taylor
and Francis, 2014.
2. Lodge, David. Twentieth Century Literary Criticism: A Reader. Routledge, 2016.
Web Resources
1 https://courses.lumenlearning.com/suny-britlit1/chapter/literary-criticism/
2 https://www.atlassociety.org/post/deconstructing-derrida-review-of-structure-s
ign-and-discourse-in-the-human-sciences
3 https://fs.blog/susan-sontag-against-interpretation/
4 https://www.studocu.com/in/document/madurai-kamaraj-university/ma-englis
h/the-deconstructive-angel/4517560
5 https://www.britannica.com/biography/Roland-Gerard-Barthes
 44

Mapping with Programme Outcomes:

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

CO1 S S S S S S S M S M

CO2 M S S S M S S M M M

CO3 S S S M S S S M S M

CO4 S S S S S S S M M M

CO5 S M S S S S S M M S

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 2 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 14 15

Weighted percentage of
3.0 3.0 3.0 2.8 3.0
Course Contribution to Pos
 45

CORE - IX: LANGUAGE AND LINGUISTICS

I Marks
n
C s E
C r t x
at e T
. t
Course Code Course Name eg T P O d C o
e
or y i I t
H r
YEAR/ t A a
o n
SEMESTER s l
u a
r l
s
Language and Linguistics Core Y - - 5 6 25 75 100
II YEAR/ III
SEMESTER

Learning Objectives

LO1 To introduce the learners sounds of English Language

LO2 To familiarize the learners with the word meaning

LO3 To enable learners to comprehend linguistic concepts
LO4 To expose them to theoretical and practical manifestations of linguistics.
LO5 To familiarize learners with the discourse of linguistics
Details

UNIT I
Sounds of Language (I)

Sounds of Language (II)

Word Meaning

UNIT II
Morphology - Morphemes - Free and Bound Morphemes, Derivational versus Inflectional,
Morphological Description: Morphs and Allomorphs
UNIT III
Phrases and Sentences: Grammar

Grammar, Types of Grammar, Parts of Speech , Traditional Grammar, Traditional Categories,

Traditional Analysis, The Prescriptive Approach, The Descriptive Approach , Structural analysis,
Immediate Constituent Analysis, Labeled and Bracketed Sentences, A Gaelic sentence
 46

UNIT IV
Syntax, Generative Grammar, Properties of Grammar, Deep and surface structure,
Structural ambiguity, Different Approaches, Symbols used in syntactic description,
Labeled diagrams, Phrase structure rules, Back to recursion, Transformational rules

UNIT V
Semantics, Conceptual versus Associative Meaning, Semantic features, Semantic roles, Lexical
relations, Synonymy, Antonymy, Hyponymy, Prototypes, Homophony, Homonymy and Polysemy,
Collocation

Course Outcomes
Course
On completion of this course, students will;
Outcomes
Recognize the historical
CO1 PO1, PO3
background of
Language and Literature
Apply the linguistic form to
CO2 language use PO1

Comprehend the classification

CO3 and description of Word PO4
change
Analyze the syntactic,
CO4 PO6, PO8
grammatical and semantic
patterns
Demonstrate a fair
CO5 knowledge of nature of PO9, PO10
language and its functions
(Text Books in Latest Edition)

1 Wallwork, J.F. Language and Linguistics: An Introduction to the Study of Language.

Heinemann Educational Books, London.

2 Yule, George. The Study of Language. Cambridge University Press

 47

References Books
(Latest editions, and the style as given below must be strictly
adhered to)

1 Lyons, John. Language and Linguistics: An Introduction. Cambridge University

Press.

Web sources
1 https://linguistics.ucla.edu/people/stabler/20-14.pdf
2 https://viancep2012.files.wordpress.com/2012/10/english-language.pdf
3 https://gavsispanel.gelisim.edu.tr/Document/takman/20210430213110461_27bcb61
5-89a1-4ff6-8131-c08866dee832.pdf

Mapping with Programme Outcomes:

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

CO1 S S S S S S S M S M

CO2 M S S S M S S M M M

CO3 S S S M S S S M S M

CO4 S S S S S S S M M M

CO5 S M S S S S S M M S
 48

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 15 15

Weighted percentage of
3.0 3.0 3.0 3.0 3.0
Course Contribution to Pos
 49

CORE X –RESEARCH METHODOLOGY

Marks
I
ns
t
.
C E
C re xte
Course H T
at e g di CI rna
Course Name ory L T P O ts o u o t al
Code l
r A
YEAR/ s
SEMESTER
Research Methodology Core Y Y - - 4 6 25 75 100
II YEAR/ IIII
SEMESTER
Learning Objectives
To give an overview of the research methodology and explain the technique of
LO1 defining a research problem .
LO2 To explain the functions of the literature review in research.
LO3 To explain carrying out a literature search, its review, developing theoretical and
conceptual frameworks and writing a review
To explain various research designs and their characteristics
LO4
LO5 To explain the details of sampling designsand also different methods of data collections
Details
UNIT I
Formatting The Research Project
Margins
Text
Formatting
Title
Running Head and Page Numbers
Internal Headings and Subheadings
Placement of the List of Works
Cited Proofreading and
Spellcheckers Binding a Printed
Paper
Electronic Submission
Mechanics of Prose
Spelling
Dictionaries
Plurals
Punctuation
Commas Hyphen
Semicolons and Colons
Dashes and Parantheses
Quotation marks, Italics, Capitalization of English
Terms Titles, Use of Numerals or words, Dates and
Times
 50

UNIT II

Principles of Inclusive Language and Documenting Sources: An Overview

Why Plagiarism Is a Serious Matter
Avoiding Plagiarism
Careful Research Giving Credit Paraphrasing
When to paraphrase How to paraphrase
How to paraphrase and give credit Quoting
When to quote
How to quote and give credit
When Documentation Is Not Needed

UNIT III
Creating and Formatting Entries: An Overview
The MLA Core Elements Author
Title
Title of Container
Contributor, Key contributors, Other types of contributors Version, Number, Publisher, Co - publisher,
Books Websites, Audio and visual media
Terms omitted from publishers’ names Common abbreviations in publishers’ names City of publication
Publication Date in Books, E-books, News articles, Journal articles Publication Date: Year, Season, Time
Date range
Location: What It Is Page numbers
Online works, Location, DOIs, Permalinks, URLs, Truncating, Breaking Ordering the List of Works Cited
Alphabetizing by Title
Cross-References, Annotated Bibliographies

UNIT IV
Citing Sources in the Text
In-Text Citations, Overview
What to Include and How to Style It
Citing a work listed by author, Coauthors, Corporate authors Two authors with the same surname
Two or more works by the same author or authors Using abbreviations for titles of works

Quotations
Verse works, Prose works
Punctuation in the parenthetical citation

Quoting and Paraphrasing Sources

Short quotations
Long quotations (block quotations) Poetry, Dialogue, Drama, Prose Placement of Parenthetical Citations

UNIT V

Punctuation with Quotations Introducing quotations

Quotations within quotations, Marking the end of a quotation Periods and commas, Other punctuation
marks

Using an Ellipsis to Mark Material Omitted from

Quotations Omission within a sentence
Omission in a quotation of one or more sentences
Other Permissible Alterations of Quotations
Internal Assessment: Writing a Research Article (Not to be included for Semester End Exam)
 51

Course Outcomes
Course
On completion of this course, students will;
Outcomes
Comprehend the structure of a Research Thesis through its
CO1 PO2
formatting process

Acquire the Mechanics of Academic writing

CO2 PO3, PO6

CO3 Learn the ethics in Research writing PO1,PO2, PO5

Familiarize themselves with the documentation
CO4 methodology PO6

Get acquainted with the importance of citation and its relevant

CO5 technicalities PO8, PO9

Text Books (Latest Editions)

1. MLA Handbook, 9th Edition
References Books
1. RESEARCH METHODS FOR ENGLISH STUDIES Ed. By Gabriele Griffin Second
Edition Edinburgh University Press 2013.
2. Research Methodology in English by Sunita Chitrangad Omega Publishers 2017.
3. Academic Writing : Process and Product by Andrew P. Johnson Pub. By Rowman and
Littlefield 2016.

Web sources
1. https://instr.iastate.libguides.com/c.php?g=176765&p=1171775 (English Literature Research Guide)
2. https://libraryguides.oswego.edu/english/websites
3. https://www.rosemont.edu/library/online-resources/research-websites.php
4. https://shodhganga.inflibnet.ac.in/
 52

Mapping with Programme Outcomes:

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

CO1 S S S S S S S M S M

CO2 M S S S M S S M M M

CO3 S S S M S S S M S M

CO4 S S S S S S S M M M

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 15 15

Weighted percentage of
Course Contribution to 3.0 3.0 3.0 3.0 3.0
Pos
 53

SEMESTER IV
CORE XI – WRITINGS OF THE MARGINALIZED

I Marks
n
C s E
C r t x
at e T
. t
Course Code Course Name e L T P O d C o
e
g i I t
H r
YEAR/ o t A a
o n
SEMESTER r s l
u a
y r l
s
Writings of the Marginalized Core Y Y - - 5 6 25
75 100
II YEAR/ IV
SEMESTER
Learning Objectives

LO1 To introduce the learners to the realities and ideological underpinnings of the
subaltern culture in India
To provide knowledge about the marginalized people’s uprising in the literary,
LO2 social and cultural spheres.

LO3 To understand the limitations of Subaltern studies.

LO4 To enable learners to identify and appreciate the aesthetic positions of these texts
To facilitate the learners to identify the issues around the world
LO5
Details

UNIT I

Key Terms : Subalternity, Marginality, Dalit, Queerness , Disability, Minorities, Race and
Indigenous people, Refugees, Migration and immigrants

UNIT II – Poetry

Maya Angelou- The Caged Bird

Oodreroo Noonuccal – We are Going
Rita Joe – I Lost My Talk
Paula Gunn Allen – Taking a Visitor to See the Ruins
L.J. Mark – It’s a New Day
Louise Erdrich – Captivity
UNIT III

“Castes in India” and “Annihilation of Caste, Genesis and Mechanism of Caste” by

Ambedkar)
Can the Subaltern Speak – Gayathri Spivak

UNIT IV – Drama
C.T. Indra (Translation) – Nandan
Jack Davis – No Sugar
 54

UNIT V
Jeanette Winterson – Oranges are not Only Fruit
Imayan- Pethavan
Edgar Alan Poe – Hop Frog ( From Edgar Alan Poe: Poems and Tales)
Baby Kamble - The Prisons We Broke

Course Outcomes
Course
On completion of this course, students will;
Outcomes
Understand the historical and political background of
CO1 PO1
Marginalized issues
CO2 Identify and analyze the texts of the marginalized writers PO2
Analyze a literary text with reference to socio-political
CO3 PO3,PO4
Issues
CO4 Recognize the predicament of the marginalized people PO6, PO8
Experience the subaltern nation and people through
CO5 the texts prescribed PO9

Text Books
(Latest
Editions)
1. The Post Colonial Studies Reader Ed. By Bill Ashcroft and Gareth
Griffithe
2 Lennard. J. Davis – Introduction: Disability, Normality and Power:The
Disability Studies Reader- Routledge
References Books
(Latest editions, and the style as given below must be strictly adhered
to)

Web sources
1 www.ambedkar.org
2 https://culturalstudiesnow.blogspot.com/2011/11/gayatri-spivak-can-
subaltern-speak.html

1. Reading Subaltern Studies: Critical History by David Ludden

 55

Mapping with Programme Outcomes

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

CO1 S S S S S S S M S M

CO2 M S S S M S S M M M

CO3 S S S M S S S M S M

CO4 S S S S S S S M M M

CO5 S M S S S S S M M S

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weight
15 15 15 15 15
age

Weighte
d
percent
age of
3.0 3.0 3.0 3.0 3.0
Course
Contrib
ution to
Pos
 56

CORE – XII - A GLIMPSE OF NOBEL LAUREATES

I Marks
n
C s E
C r t x
at e T
. t
Course Code Course Name e L T P O d C o
e
g i I t
H r
YEAR/ o t A a
o n
r s l
SEMESTER u a
y r l
s
A Glimpse Of Nobel Laureates Core Y Y - - 5 6 25 75 100
II YEAR/ IV
SEMESTER
Learning Objectives
LO1 To introduce the learners to the Nobel Laureates of various genres of Literature
LO2 To expose the students to the ideas and concepts of the Nobel Laureates
LO3 To acquaint students with the issues dealt in the works of the Nobel Laureates
LO4 To train students to critically analyze the texts of Nobel Laureates
LO5 To enable the learners to recognize the contribution of the Nobel Laureates to the
society
Details

UNIT I - POETRY
Pablo Neruda -If You Forget Me, Ode to the Onion
Octavio Paz -The Street
The Power of the Dog - Rudyard Kipling
Oracle - Seamus Heaney

UNIT II - PROSE
George Bernard Shaw- Spoken English and Broken English
Chinua Achebe- A Novelist as a Teacher

UNIT III
The Caretaker - Harold Pinter
Justice – John Galsworthy

UNIT IV

Short Stories by Alice Munro

The Turkey Season Differently Runaway
The Bear Came Over the Mountain Boys and Girls

UNIT V

The Pearl - John Steinbeck

The Remains of the Day – Kazuo Ishiguro
 57

Course Outcomes
Course
On completion of this course, students will;
Outcomes
Relate the outstanding works of Nobel Laureates in an
CO1 idealistic direction that adds the greatest benefit PO1
to humankind
CO2 Interpret the works of various Nobel Laureates PO1, PO2,PO3
Analyse the different themes with regard to social,
CO3 PO4, PO6
political and cultural aspects.
Evaluate critically and aesthetically the prescribed
CO4 PO3, PO8
texts.
CO5 Perceive the influence of Nobel Laureates in Literature PO9, PO10

Text Books
(Latest
Editions)
1. Nine Nobel Laureates in English Literature. Omega Publications, 2012.
References Books
(Latest editions, and the style as given below must be strictly adhered
to)
1. Nine Nobel Laureates in English Literature. Omega Publications, 2012.
Web Resources
1 https://en.wikipedia.org/wiki/List_of_Nobel_laureates_in_Literature
2 https://www.britannica.com/biography/Pablo-Neruda
3 https://www.britannica.com/topic/Nobel-Prize
4 https://interestingliterature.com/2021/07/harold-pinter-the-caretaker-summar
y-analysis/amp/

5 https://www.britannica.com/biography/Alice-Munro

Mapping with Programme Outcomes:

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

CO1 S S S S S S S M S M

CO2 M S S S M S S M M M

CO3 S S S M S S S M S M

CO4 S S S S S S S M M M

CO5 S M S S S S S M M S
 58

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weight
15 15 15 15 15
age

Weighte
d
percent
age of
3.0 3.0 3.0 3.0 3.0
Course
Contrib
ution to
Pos
 59

CORE – XIII – PROJECT

I Marks
n
C s E
C r t x
at e T
. t
Course Code Course Name e L T P O d C o
e
g i I t
H r
YEAR/ o t A a
o n
r s l
SEMESTER u a
y r l
s
PROJECT Core Y Y - - 7 10 50 50 100
II YEAR/ IV
SEMESTER
Learning Objectives

LO 1 use the sources and the documents effectively. PO2

LO 2 Read and several articles to form an original opinion PO3,PO6

on a topic.
LO 3 Make connections between several articles and form PO1, PO2, PO5
thesis statements from their critical reading.
LO 4 plan and write a more advanced and argumentative PO6
paper.
LO 5 Identify Plagiarism and devise the ways to prevent it. PO8,PO9

Scope: An Individual and independent project is introduced to

augment the writing skills and raise the students’ academic and research
pursuit.

Mapping with Programme Outcomes:

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

CO1 S S S S S S S M S M

CO2 M S S S M S S M M M

CO3 S S S M S S S M S M

CO4 S S S S S S S M M M

CO5 S M S S S S S M M S
 60

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weight age
15 15 15 15 15

Weighted percentage
of Course
Contribution to Pos
3.0 3.0 3.0 3.0 3.0
 61

ELECTIVE- I - SCIENCE FICTION, FANTASY AND DETECTIVE LITERATURE

I Marks
n
C s E
C r t x
at e T
. t
Course Code Course Name e L T P O d C o
e
g i I t
H r
YEAR/ o t A a
o n
SEMESTER r s l
u a
y r l
s
Science Fiction, Fantasy and Core Y Y - - 3 5 25
75 100
I YEAR/ I Detective Literature
SEMESTER
Learning
Objectives
To familiarize students with different forms of Science Fiction, Fantasy and Detective
CO1 Fiction
To enable them to identify the basic Structure and themes of Science Fiction
CO2
CO3 To facilitate the learners to appreciate the fundamental features in fantasy fiction

CO4 To enhance students’ knowledge to identify the basic Structure and themes of Science and
detective fiction
CO5 To involve the students to a close reading important representative texts

Details

UNIT I
BACKGROUND STUDIES
Science Fiction and Fantasy, Cyberpunk (From M.H.Abrams)
Alien Invasion, Apocalyptic and Post -Apocalyptic Fiction
Gothic Science Fiction,
Crime Fiction, Mystery Novels, Thriller (From M.H.Abrams)

UNIT II
DETECTIVE FICTION

Arthur Conan Doyle : The Hound of Baskervilles

Agatha Christie : Murder on the Orient Express

UNIT III
SCIENCE FICTION
Wilkie Collins : The Woman in White
H.G.Wells : The Time Machine

UNIT IV
FANTASY FICTION
Peter Straub : Shadowland
Gabriel García Márquez: One Hundred Years of Solitude
 62

UNIT V
SHORT STORIES
Edgar Alan Poe : The Murders in the Rue Morgues
E.M. Forster : The Machine Stops
Isaac Asimov : The Last Question

Course Outcomes

Course On completion of this course, students will;

Outcomes

Identify different forms of Science Fiction, Fantasy and Detective

CO1 Fiction PO3

Fix the representative Detective Fiction in the larger context of

CO2 Social changes. PO2, PO6

Identify the basic Structure and themes of Science Fiction.

CO3 PO4. PO5

CO4 Appreciate the fundamental features and explore the major PO6
themes in fantasy fiction

Gain an understanding of contemporary and future science fiction

CO5 by studying the history of the genre and many of the works that PO10
started important conversations about what it means to be human
in a changing world.

Text Books
(Latest Editions)

1. Christie, Agatha. Murder on the Orient Express. 1934. New York:

HarperCollins, 2011.
2. Poe, Edgar Allan. The First Detective: The Complete Auguste Dupin Stories.
Leonaur, 2009.
3. Wilkie Collins. The Woman in White. New York: Harper and Brothers, 1893.

References Books
(Latest editions, and the style as given below must be strictly adhered to)
 63

1. Frank, Lawrence. Victorian Detective Fiction and the Nature of Evidence: The
Scientific Investigations of Poe, Dickens, and Doyle. New York: Palgrave
Macmillan, 2009.
2. Zemboy, James. The Detective Novels of Agatha Christie: A Reader’s Guide.
Jefferson, NC: McFarland, 2008.
3. James, P. D. Talking About Detective Fiction. London: Faber & Faber, 2010.

WEB RESOURCES
https://archive.org/details/EncyclopediaOfScienceFiction
https://www.britannica.com/art/science-fiction
https://archive.org/details/mammothencyclope0000unse_m8s5
https://www.britannica.com/art/detective-story-narrative-genre
https://archive.org/details/shadowland00pete_1
https://archive.org/details/isaac-asimov-the-last-question

Mapping with Programme Outcomes:

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

CO1 S S S S S S S M S M

CO2 M S S S M S S M M M

CO3 S S S M S S S M S M

CO4 S S S S S S S M M M

CO5 S M S S S S S M M S
 64

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 2 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 14 15

Weighted
percentage of
Course 3.0 3.0 3.0 2.8 3.0
Contribution to
Pos
 65

ELECTIVE – II - APPROACHES AND METHODS IN ENGLISH LANGUAGE TEACHING

I Marks
n
C s E
C r t x
at e T
. t
Course Code Course Name e L T P O d C o
e
g i I t
H r
o t A a
o n
r s l
YEAR/ u a
SEMESTER y r l
s
Approaches To English Core Y Y - - 3 5 25 75 100
I YEAR/ I Language Teaching
SEMESTER
Learning Objectives
LO1 To enhance the learning and teaching skills of English
To familiarize students about the basic concepts and theories related to English
LO2
language teaching
LO3 To focus on the problems in language teaching
Explore different ways of testing
LO4
LO5 Practice writing lesson plans and teaching
Details

UNIT I
The Grammar – Translation method
The Direct method
The Audio-Lingual method.
Oral situational Approach
UNIT II
The Communicative Approach
Task based Language Teaching: L S R W Skills, Grammar and Vocabulary

UNIT III
Content and Language Integrated Learning

UNIT IV
Testing and Evaluation
Norm vs Criterion-Referenced Testing

UNIT V
Lesson Planning
Teaching Practice: Lesson Plans
 66

Course Outcomes
Course
On completion of this course, students will;
Outcomes
CO1 Identify teaching methods/approaches PO3
Learn to teach skills - L S R W and literature
CO2 PO1, PO2
Identify the objectives, active role of learners, teachers
CO3 PO4, PO5
and materials
Testing and Evaluating learners using norm and
CO4 criterion-referenced methods of assessment PO3, PO7

Learn to prepare lesson plans to teach

CO5 English PO8, PO9

Text Books
(Latest
Editions)

1. Richards, Jack C., and Theodore S. Rodgers. Approaches and Methods

in Language Teaching. Cambridge University Press, 2015.
Saraswathi. V, English Language Teaching: Principles and Practice
2.
Penny Ur. A Course in Language Teaching Practice and theory
3.
References Books
(Latest editions, and the style as given below must be strictly adhered
to)
1. Dr. Shaikh Mowla Methods of Teaching English.
2. Dr. Gurav H.K Teaching Aspects of English Language.
Web Resources
1 http://www.ehow.com/way-5557572_effective-teaching-strategies- prose.htm/
2. https://www.englishclub.com/efl/tefl-articles/tips/history-of-english-language-t
eaching/
3. https://tesoladvantage.com/methods-and-approaches-of-english-language-teac
hing/
4. https://www.cambridge.org/core/books/abs/approaches-and-methods-in-langu
age-teaching/current-communicative-approaches/1A7EEF3288E7A5688C36E
1504138AF17

5. https://www.teachingenglish.org.uk/sites/teacheng/files/F044%20ELT-
48%20The%20Use%20of%20the%20Media%20in%20English%20Language
%20Teaching_v3.pdf
 67

Mapping with Programme Outcomes:

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

CO1 S S S S S M S S S M

CO2 M S S M M S M M M S

CO3 S S M M S M S M S M

CO4 S S S S M S S M S M

CO5 S M S S S S M M M S
 68

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 2 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 14 15

Weighted percentage of
3.0 3.0 3.0 2.8 3.0
Course Contribution to Pos
 69

ELECTIVE III – LIFE WRITINGS

Marks
I
ns
t
.
C E
C re xte
Course Code at e g d i H CI rna T
YEAR/ Course Name o ry L T P O t s ou A l otal
r
SEMESTER s

Life Writings Core Y Y - - 3 4 25 75 100

I YEAR/ II
SEMESTER
Learning Objectives
To introduce life writing as an important genre in literary studies.
LO1

LO2 To make students realize the literary significance of life writings.

LO3 To make students understand various functions of life writing.

LO4 To familiarize students with life writings of success stories to conflict zone
testimonies and literary works
LO5 To facilitate students to explore the history of selfhood itself, particularly as it has
tracked the rise of individualism and individuality
Details

Unit I:

Defining Kinds of Life Writing (1-4 from Sidonie Smith)

Autoethnography, Bildungsroman, Confession, Diary, Memoir, Slave Narrative, Travel

Narrative

1. Carole Angier : Biography (Essay) (pp. 47-63)

The Arvon Book of Life Writing: Writing biography,
autobiography and memoir
Sally Cline, Carole Angier
2. Sally Cline : Autobiography (Essay) (pp. 64-81)
The Arvon Book of Life Writing: Writing biography,
autobiography and memoir
Sally Cline and Carole Angier
3. Sidonie Smith : Fifty-two Genres of Life Narrative (pp. 183-208)
Appendix A, Reading Autobiography: A Guide for
Interpreting Life Narratives
 70

Sidonie Smith and Julia Watson

Unit II: Autobiography (BTCL- K2, K4)

1. Malini Chib : One Little Finger (Autobiography)

2. Manobi Bandopadhyay: A Gift of Goddess Lakshmi

Unit III: Memoirs and Testimonials (BTCL- K2, K4)

1. Viktor Frankl : Man’s Search for Meaning (Memoir)

2. Mourid Barghouti : I Saw Ramallah (Memoir)
3. Urvashi Butalia : The Other Side of Silence: Voices from the Partition
(Memoir / Testimonials)

Unit IV: Literary Works (Drama) (BTCL- K2, K4)

1. Eugene O’Neil : Long Day’s Journey into Night

Unit V: Autofiction and Short Life Narratives (BTCL- K2, K4)

1. Christopher Isherwood : Goodbye To Berlin (Autofiction)

2. Nandini Oza : Homeless: Revli’s Story
Whither Justice: Stories of Women in Prison

Course Outcomes
Course
On completion of this course, students will;
Outcomes

CO1 Become familiar with various subgenres of life writing. PO2

Sensitize themselves to the predicament of various PO3, PO6

CO2 marginalized sections.
CO3 Comprehend the significance of life writing as a literary PO1,PO2, PO5
genre.
Get acquainted with the role of personal narrative in PO6
CO4 writing history.
Comprehend the different socio, cultural and political
CO5 dimensions PO8, PO9

Text Books
(Latest
Editions)
1. Sally Cline and Carole Angier, The Arvon Book of Life Writing: Writing biography,
autobiography and memoir.
2. Sidonie Smith and Julia Watson, Reading Autobiography: A Guide for Interpreting Life
Narratives.
References Books
 71

Laura Marcus – Auto / Biographical discourses: Theory, Criticism and Practice

1.
Web sources
https://www.123helpme.com/essay/The-Ending-to-Eugene-ONeils-Long-Days-
1 132053

2. https://rupkatha.com/V13/n1/v13n120.pdf

Mapping with Programme Outcomes:

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

CO1 S S S S S S S M S M

CO2 M S S S M S S M M M

CO3 S S S M S S S M S M

CO4 S S S S S S S M M M

CO5 S M S S S S S M M S

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 15 15

Weighted percentage of
Course Contribution to 3.0 3.0 3.0 3.0 3.0
Pos
 72

ELECTIVE IV - LITERATURE AND FILM

I Marks
n
C s E
C r t x
at e T
. t
Course Code Course Name e L T P O d C o
e
g i I t
H r
YEAR/ o t A a
o n
SEMESTER r s l
u a
y r l
s
LITERATURE AND FILM Core Y Y - - 3 4 25 75 100
I YEAR/ II
SEMESTER
Learning Objectives
Finding the popular interest in films with technical and socio-cultural dimensions
LO1
of film appreciation.
LO2 Understanding the bond between the films and literature.
LO3 Analyzing the literary texts in comparison with the films.
LO4 Critical appreciation of films in the background of literary theories.
LO5 Tracing the differentiation in films from different parts of the world.
Details

UNIT I
Shakespeare - Othello (Text And Film) Direction - Oliver Paker

UNIT II
Mary Shelly – Frankenstein (Text And Film) Direction – James Whale

UNIT III
Charles Dickens - A tale of two cities (Text And Film) Direction – Jack Conway

UNIT IV
G.B.Shaw Pygmalion (My fair Lady) Text And Film) Direction – George Cukor

UNIT V
J.K. Rowlings - Harry Potter and the Chamber of Secrets (Text and Film) Direction – Chirs Columbus
 73

Movies for Appreciation

1. A Few Good Men - Legal Drama by Aaron Sorkin’s 1989

2. Confessions of a - Sophin Kinsella Shopaholic

3. Elippathayam - Adoor Gopalakrishan

Bridge on River Kwai - Novel to Film

Total 90

Course Outcomes
Course
On completion of this course, students will;
Outcomes
Film Review and appreciation becomes handy for the
CO1 PO1,PO2
Students
CO2 Connecting film and literature nuances effectively PO3, PO4
CO3 Exposure to film techniques and genres PO7
 74

CO4 Critical appreciation of films PO6,PO8

CO5 Analysing film forms effectively PO10
Text Books
(Latest
Editions)
1. Louis Giannetti, 1972, Understanding Movies, Prentice Hall, New Jersey.
2. Ed. S. Vasudevan, 2000, Making Meaning in Indian Cinema, OUP, New Delhi.

References Books
(Latest editions, and the style as given below must be strictly adhered
to)
Ed. Bill Nichols, 1993, Movies and Methods Vol.I, Edition Seagull Books,
1. Calcutta.

Ed. Bill Nichols, 1993, Movies and Methods Vol. II, Edition Seagull Books,
2. Calcutta.

3 Susan Hayward, 2004, Key Concepts in Cinema Studies, Routledge, London.

Web Resources
1 www.academic info.net/film.html.
2. https://wwnorton.com/books/9780393420531
3. https://journalism.uoregon.edu/directory/faculty-and-staff/all/jwasko
4. https://m.economictimes.com/opinion/interviews/there-is-a-lot-of-power-in-
tamil-cinema-because-of-its-closeness-to-everyday-life-anand-pandian-author-
reel-world/amp_articleshow/51169927.cms

5. https://guides.library.yale.edu/c.php?g=295800&p=1975065

Mapping with Programme Outcomes:

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

CO1 S S S S S S S M S M

CO2 M S S S M S S M M M

CO3 S S S M S S S M S M

CO4 S S S S S S S M M M

CO5 S M S S S S S M M S
 75

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 15 15

Weighted percentage of
3.0 3.0 3.0 3.0 3.0
Course Contribution to Pos
 76

ELECTIVE V – TRAVEL WRITING (a)

I Marks
n
C s E
C r t x
at e T
. t
Course Code Course Name e L T P O d C o
e
g i I t
H r
YEAR/ o t A a
o n
SEMESTER r s l
u a
y r l
s
Travel Writing Core Y Y - - 3 3 25 75 100
II YEAR/ III
SEMESTER
Learning Objectives
To introduce the learners the genre of Travel Writing
LO1

LO2 To highlight the significance of travel writing and its features

LO3 To enable the learners to identify the themes of varied texts
LO4 To facilitate the students to identify rhetorical devices in texts

LO5 To familiarize the students different socio-cultural dimensions of prescribed texts

Details

UNIT I
Chapters 1,2,3 from Travel Writing by Carl Thompson
Introduction
Defining the Genre
Travel Writing through the Ages: An Overview

UNIT II
Roy Moxham : The Great Hedge of India

UNIT III
William Darlymple: Nine Lives in Search of the Sacred in India

UNIT IV
V.S. Naipaul : An Area of Darkness

UNIT V
The Following essays from Cambridge Companion to Travel Writing
“Travelling to write” by Peter Hulme
“Travel Writing and Gender” by Susan Basnett
“Travel Writing and Ethnography” by Joan Pau Rubes
 77

Total 90

Course Outcomes
Course
On completion of this course, students will;
Outcomes

CO1 Gain knowledge about various writers of the genre PO1,PO2

CO2 Identify the unique characteristics of travel writing PO3, PO4
CO3 Study literary texts as part of the ecological and PO7
environmental realities
CO4 Appreciate the difference in socio, political and cultural PO6,PO8
background of the prescribed texts
CO5 critically analyze the themes of the prescribed texts PO10
Text Books
(Latest
Editions)
1. Susan Bassnett, ‘Travel Writing and Gender’, in Cambridge Companion to Travel
Writing, ed. Peter Hulme and Tim Young
2. Tim Youngs – The Cambridge introduction to Travel Writing

References Books
(Latest editions, and the style as given below must be strictly adhered
to)
Robert Clarke, The Cambridge companion to Postcolonial Travel Writing
1.

Tabish Khair, ‘An Interview with William Dalyrmple and Pankaj Mishra’ in
2. Postcolonial Travel Writings: Critical Explorations, ed. Justin D Edwards and Rune
Graulund
Web Resources
1 https://ijcrt.org/papers/IJCRT2010190.pdf
2. https://www.theguardian.com/books/2009/oct/24/nine-lives-william-
dalrymple-review
3. https://www.mlsu.ac.in/econtents/1166_The%20Cambridge%20Companion%
20to%20Travel%20Writing%20(Cambridge%20Companions%20to%20Lite
rature)%20by%20Peter%20Hulme,%20Tim%20Youngs%20(z-lib.org).pdf

Mapping with Programme Outcomes:

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

CO1 S S S S S S S M S M

CO2 M S S S M S S M M M

CO3 S S S M S S S M S M

CO4 S S S S S S S M M M

CO5 S M S S S S S M M S
 78

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 15 15

Weighted percentage of
3.0 3.0 3.0 3.0 3.0
Course Contribution to Pos
 79

ELECTIVE V – WRITING FOR MEDIA (b)

I Marks
n
C s E
C r t x
at e T
. t
Course Code Course Name e L T P O d C o
e
g i I t
H r
YEAR/ o t A a
o n
SEMESTER r s l
u a
y r l
s
Writing for Media Elect Y Y - - 3 3 25 75 100
II YEAR/ III ive
SEMESTER
Learning Objectives
To help students to develop basic critical and analytical media writing skills and
LO1
learn to effectively structure messages for a specific audience.
LO2 To help students to understand the similarities and differences among all forms of
media writing.
LO3 To help students to recognize, critique, and produce writing that delivers accurate,
clear and concise information to a mass audience.
LO4 To help students to learn Associated Press style and use it correctly when writing
media messages.
LO5 To help students to develop interviewing and researching skills that will enable
them to gather accurate information.
Details

UNIT I
What is News?
The Reporter
Newswriting – Some Guidelines

UNIT II
News Editor
The Sub-Editor

UNIT III
Anatomy of Editing
Language and Style

UNIT IV
Design and Make-up
Picture Editing and Captions

UNIT V
Reporting for the Radio
Writing for the Television Newscast
Putting the Television Story Together
 80

Total 90

Course Outcomes
Course
On completion of this course, students will;
Outcomes

CO1 Gain knowledge about various techniques for Writing for PO1,PO2
Media
CO2 Identify the unique characteristics of Media Writing PO3, PO4
CO3 Discover the relationships among the various facets PO7
of Media
CO4 Recognize a broad range of media disciplines PO6,PO8
and Experiences
CO5 Be exposed to diverse components of media writing. PO10
Text Books
(Latest
Editions)
1. Basic Journalism by Rangaswami Parthasarathy

2. Broadcast Journalism: Basic Principles by S. C. Bhatt

3 Broadcast News Writing, Reporting, and Producing, Fourth Edition by Ted White
https://www.pdfdrive.com/broadcast-news-writing-reporting-and-producing-fourth-edition-
e156620185.html
References Books
(Latest editions, and the style as given below must be strictly adhered
to)
An Introduction to Writing for Electronic Media Scriptwriting Essentials Across the
1. Genres by Robert B. Musburger

Writing for Broadcast Journalists by Rick Thompson

2.

Mapping with Programme Outcomes:

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

CO1 S S S S S S S M S M

CO2 M S S S M S S M M M

CO3 S S S M S S S M S M

CO4 S S S S S S S M M M

CO5 S M S S S S S M M S
 81

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 15 15

Weighted percentage of
3.0 3.0 3.0 3.0 3.0
Course Contribution to Pos
 82

ELECTIVE – VII - THEATRE ART (a)

I Marks
C n
r s
Ca e t E
Course Code Course Name teg L T P O d . C xt T
ory i H I er ot
Year/ semester t o A n al
s u al
r
s

Theatre Art Core Y Y - - 3 4 25 75 100

II YEAR/ IV
SEMESTER
Learning Objectives
LO1 To introduce the learners to the literary aspect of drama.
LO2 To familiarize Theatre as an art form.
LO3 To introduce the concepts of directing and stage management.
LO4 To inculcate in the students the role of Theatre in society.
LO5 To familiarize the students with the components of acting.
Details
UNIT I - Drama as a performing art, Relation between drama and theatre The role of theatre
The need for permanent theatres.

UNIT II - Greek theatre Shakespearean theatre, The Absurd theatre The Epic theatre, The
Multipurpose theatre Designing for a particular theatre, The Eastern theatre - conventional and the
non- conventional theatre, Folk theatre, urban theatre, third theatre, other theatres in vogue.

UNIT III - Fundamentals of Play directing: Concept, technique, physical balance, demonstration The
director and the stage

UNIT IV - Components of acting: Gesture, voice, costume, make-up, mask and different styles in
acting as an art form, violence in the theatre, need for censorship, managing time and space.

UNIT V - Reactions against the theatre of illusion Expressionism and dramatic symbolism Stage
design in the modern world Lighting in the modern world Word versus spectacles
 83

Course Outcomes

Course On completion of this course, students will;

Outcomes
Recognize a broad range of theatrical disciplines
CO1 PO2
and Experiences

Identify the diversity of theatrical experiences and

CO2 PO1, PO2
the role of theatre in society
Discover the relationships among the various facets PO4, PO5
CO3
of Theatre
Estimate drama as a performing art and the aspects PO4, PO5, PO6
CO4
of Stagecraft
Be exposed to diverse components of acting
CO5 and techniques PO8, PO9

Text Books
(Latest Editions)

Sangeetha, K and A.Selvalakshmi. An Introduction to Theatre Art. New Century

1.
Book House (P) Ltd.,2015.
References Books
(Latest editions, and the style as given below must be strictly adhered to)

Balme, Christopher B. The Cambridge Introduction to Theatre Studies. Cambridge

1.
University Press,2008.

2. Leach, Robert. Theatre Studies: The Basics. Routledge, 2013.

Web sources
1. https://paradisevalley.libguides.com/the111/theatre_history_websites
2. https://www.britannica.com/place/England/Performing-arts
3. https://www.worldhistory.org/Greek_Theatre/
4. https://archive.org/details/fundamentalsofpl0000dean_y3x3
5. http://scriptclickcreate.weebly.com/acting.html
6. https://www.britannica.com/art/theater-building/Production-aspects-of-
Expressionist-theatre
 84

Mapping with Programme Outcomes:

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

CO1 S S S S S S S M S M

CO2 M S S S M S S M M M

CO3 S S S M S S S M S M

CO4 S S S S S S S M M M

CO5 S M S S S S S M M S

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 15 15

Weighted percentage of
3.0 3.0 3.0 3.0 3.0
Course Contribution to Pos
 85

ELECTIVE – VI - FILM STUDIES (b)

I Marks
C n
r s
Ca e t E
Course Code Course Name teg L T P O d . C xt T
ory i H I er ot
Year/ semester t o A n al
s u al
r
s

FILM STUDIES ELECT Y Y - - 3 4 25 75 100

II YEAR/ IV IVE
SEMESTER
Learning Objectives
LO1 To introduce the learners to the literary aspect of Film.
LO2 To familiarize Film as an art form.
LO3 To introduce the concepts of film and Techniques.
LO4 To familiarize the students with the Techniques involving Film adaptation.
LO5 To familiarize the students with the Art of Film.
Details
UNIT I – Introduction - Representation and Reality, Mise-en-Scene: Within The Image, The Shot,
Space and Time on Film, Composition.

UNIT II - Camera Movement and Cinematography

UNIT III – Editing and Sound

UNIT IV – Narrative: From Scene to Scene, From Screenplay to Film, Special Effects.

UNIT V – Performance, From Page to Screen: Micheal Ondaatje’s The English Patient as Fiction and
Film
 86

Course Outcomes

Course On completion of this course, students will;

Outcomes
Recognize a broad range of Film disciplines and
CO1 PO2
Experiences

Identify the diversity of Film experiences

CO2 PO1, PO2

Discover the relationships among the various facets PO4, PO5

CO3
of Film
Estimate Film as a performing art PO4, PO5, PO6
CO4

Be exposed to diverse components of Film and

CO5 techniques PO8, PO9

Text Books
(Latest Editions)
FILM STUDIES An Introduction by Ed Sikov
1.
https://www.pdfdrive.com/film-studies-an-introduction-e194221742.html
Film and Fiction Word into Image by Somdatta Mandal
2.
https://drive.google.com/file/d/14R8SIFsIirES7nnSPnRusuuiH3WMTrSR/view?us
p=drive_link
References Books
(Latest editions, and the style as given below must be strictly adhered to)

1. How to Read a Film by James Monaco

2. Film Art an Introduction by David Bordwell &Kristin Thompson

 87

Mapping with Programme Outcomes:

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

CO1 S S S S S S S M S M

CO2 M S S S M S S M M M

CO3 S S S M S S S M S M

CO4 S S S S S S S M M M

CO5 S M S S S S S M M S

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 15 15

Weighted percentage of
3.0 3.0 3.0 3.0 3.0
Course Contribution to Pos
 88

[SEC I] – EMPLOYABILITY SKILLS

Cred I Marks
it n
s
C t E
at . x
T
Course Code Course Name e L T P O t
C o
g H e
YEAR/ I t
o o r
A a
r u n
SEMESTER l
y r a
s l
EMPLOYABILITY SKILLS Core Y Y - - 2 4 25
75 100
I YEAR/ II
SEMESTER
Learning Objectives
To provide the students with an ability to build and enrich their communicationskills.
LO1

To outline the importance of Employability Skills for the current job market and future
LO2 of work

To facilitate the learners to learn personal and professional development

LO3

To highlight the importance of Self-Awareness and Behavioral Skills

LO4

To help them think and speak imaginatively and critically

LO5
 89

Details

UNIT I –
Importance of Communication Skills
Components of Communication
Formal and Informal Communication
Verbal and Non Verbal Communication
LSRW Skills

UNIT II

Greetings and Self Introduction

Asking and Responding to Questions
Sharing Information with others
Social Etiquette

UNIT III
Goal Setting
Job Search
Applying for Jobs
Resume Writing
Interview Skills
Telephone Skills
Stages and types of Interviews
Mock Interview
Group Discussion

UNIT IV
Self-Management
Stress Management
Time Management
Emotional Intelligence

UNIT V
Work place Communication
Team Management
Leadership Skills
Problem Solving Skills
Decision Making
Negotiations
 90

Course Outcomes
Course
On completion of this course, students will;
Outcomes
CO1 Analyze the PO2,PO3
various types
of
communication

Learn about the four skills of language and get

CO2 familiarized with them. PO1, P04

Enhance their personal and professional development

CO3 PO5, PO6
Gain employability Skills for the current job market and
CO4 future of work PO7, PO8, PO9
Acquire self-confidence and behavioral Skills
CO5 PO10

Text Books
(Latest
Editions)
Michael Mccarthy and Felicity O’Dell, English Vocabulary in use( Advanced)
1.
Dr. M. Sen Gupta, Skills for Employability: A Handbook

2.
3
Brent C. Oberg. Interpersonal Communication

4 John Seely. The Oxford Guide to Writing and Speaking

 91

References Books
(Latest editions, and the style as given below must be strictly adhered
to)
Understanding Body Language by Alan Pease.
1.

Bill Mascull, Business Vocabulary in Use

2.

3
Asha Kaul. Effective Business Communication

4
S.K. Mandel. Effective Communication and Public Speaking

Web sources
1. www.researchgate.net
https://business.tutsplus.com/tutorials/effective-public-speaking-skills-techniques-c
2. ms- 308048
https://wikieducator.org/INTRODUCTION_TO_COMMUNICATION
3.

https://akpsi.org/what-is-oral-communication/
4.
https://www.northeastern.edu/graduate/blog/what-is-corporate-communications/
5.

Mapping with Programme Outcomes:

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

CO1 S S S S S S S M S M

CO2 M S S S M S S M M M

CO3 S S S M S S S M S M

CO4 S S S S S S S M M M

CO5 S M S S S S S M M S
 92

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 2 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 14 15

Weighted percentage of
3.0 3.0 3.0 2.8 3.0
Course Contribution to Pos
 93

[SEC-II] - ENTREPRENEURSHIP DEVELOPMENT

Cre I Marks
Ca dit n
teg
Course Code Course Name st
ory L T P S Ext T
YEAR/ . ern ot
SEMESTER H al al
o
u
rs

ENTREPRENEURSHIP Core Y Y - - 2 3 25
75 100
DEVELOPMENT
IIYEAR/ III
SEMESTER

Learning Objectives

To help students acquire necessary knowledge and skills required for organizing
LO1
and carrying out entrepreneurial activities.

To develop the ability of analysing and understanding business situations in

LO2
which entrepreneurs act.

To aid them in analysing various aspects of entrepreneurship – especially of

LO3 taking over the risk, and the specificities as well as the pattern of
entrepreneurship development

To bring in them the ability to contribute to their entrepreneurial and managerial

LO4
potentials.

LO5 To help them master the knowledge necessary to plan entrepreneurial activities.
 94

Details

UNIT I
Introduction-Meaning and Importance- Evolution of term ‘Entrepreneurship’-Factors influencing
Entrepreneurship-Psychological factors-Social factors-
Economic factors-Environmental factors.
UNIT II
Characteristics of an entrepreneur-Types of entrepreneur: business, use of technology, motivation,
growth, stages- New generations of entrepreneurship vs social
Entrepreneurship.

UNIT III
Entrepneurship-health entrepreneurship-tourism entrepreneurship- women entrepreneurship- barriers
to entrepreneurship.

UNIT IV
Motivation-Maslow’s theory, Herjburg’s theory, McGragor’s theory- Culture and society-Risk taking
behavior.

UNIT V
Creativity and entrepreneurship- Steps in creativity- Decision making and problem solving-
assistance to an entrepreneur-Incentives and facilities-New ventures.

Course Outcomes

Course
On completion of this course, students will;
Outcomes

Define basic terms and understand basic concepts in PO1

CO1
the area of entrepreneurship
 95

Analyse the business environment in order to

CO2 PO1, PO2
identify business opportunities
Identify the elements of success of entrepreneurial
CO3 PO4, PO6
ventures
Consider the legal and financial conditions for starting a
CO4 PO4, PO5, PO6
business venture
Evaluate the effectiveness of different PO3, PO8
entrepreneurial strategies and specify the basic
CO5 performance indicators of entrepreneurial activity

Text Books
(Latest Editions)

C J Cornell .The Age of Metapreneurship: A journey into the future of

1. Entrepreneurship. Venture Point Press (11 April 2017)

Joe Carlen. A Brief History of Entrepreneurship. Columbia Business School

2. Publishing (1 October 2016)

3. Harpreet S. Grover.Let’s build a company, Vibhore Goyal, Penguin Books, 2020.

References Books
(Latest editions, and the style as given below must be strictly adhered to)
1.

Kashyap, Karan. Go Startup. Fingerprint Publishing, 2021.

Web Resources

https://www.cmu.edu/swartz-center-for-entrepreneurship/education-and-
resources/project-olympus/pdf/entrepreneurship-101.pdf
1.
2. https://byjus.com/commerce/what-is-entrepreneurship/

3. https://in.indeed.com/career-advice/career-development/types-of-entrepreneurs
hip

4 https://www.modernhealthcare.com/article/20150221/MAGAZINE/302219978/h
ealth-entrepreneurship-on-the-rise
 96

Mapping with Programme Outcomes:

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

CO1 S S S S S S S M S M

CO2 M S S S M S S M M M

CO3 S S S M S S S M S M

CO4 S S S S S S S M M M

CO5 S M S S S S S M M S

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 2 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 14 15

Weighted percentage of
3.0 3.0 3.0 2.8 3.0
Course Contribution to Pos
 97

[SEC-III] - PROFESSIONAL COMPETENCY - English for

Competitive Exams

I Marks
n
C s
C r t E
at e . x
T
Course Code Course Name e L T P O d t
C o
g i H I e
YEAR/ t
o t o A r a
SEMESTER r s u n
l
y a
r
l
s
English for Competitive Exams Core Y Y - - 2 4 25
75 100
II YEAR / IV
SEMESTER
Learning Objectives
Comprehending the nuances and question pattern to get through NET, SET and
LO1
Gate Exams.
LO2 Evaluating the knowledge of literature.
LO3 Repeated practice to attend MCQs
LO4 Profound understanding about the various movements in English Literature
LO5 Tracing the growth of English literature and literary forms
Details

UNIT I
Teaching and Research Aptitude

UNIT II
History of English Literature
The Elizabethan Age / Chaucer to Shakespeare; The Jacobean Age; The Restoration Period; The
Augustan Age; The Romantic Age; The Victorian Age; The Twentieth Century (Modernism &
Postmodernism) /
Contemporary Period

UNIT III
American and Non-British Literatures
Historical Perspective and Background; Colonization, Colonizers and the Colonized;
Commonwealth Literature; Subaltern Literature; Third World Literature. American Writers: Walt
Whitman, Ralph Waldo Emerson, H.D.Thoreau, Emily Dickinson, Edgar Allan Poe
 98

UNIT IV
Literary Theory and Criticism
Plato, Aristotle, Horace, Longinus, Philip Sidney, John Dryden, Alexander Pope, Samuel
Johnson, Thomas Carlyle, John Stuart Mill, Karl Marx, Friedrich Nietzsche,
Mathew Arnold, T.S.Eliot, Northrop Frye, F.R.Leavis,
I.A.Richards, Jacques Lacan, Carl Gustuv Jung, Simone de Beauvoir

UNIT V
Literary Forms
Rhetoric and Prosody, Figures of Speech: Alliteration, Antithesis, Apostrophe, Assonance,
Metaphor, Simile, Paradox, Pun, Synecdoche, Metonymy, Hyperbole and Oxymoron, Rhyme and
Metre, Rhythmic Patterns and Literary Terms

Course Outcomes
Course
On completion of this course, students will;
Outcomes
Practise in objective exam pattern will ease the students
CO1 PO2, PO3
tension while taking the real NET and SET exams.
CO2 Effectively attemptimg MCQs PO1
Profound understanding about the various movements in
CO3 PO6
English Literature
CO4 Understanding the nuances of competitive exams PO7
CO5 Expertise in literature PO6, PO10
Text Books
(Latest
Editions)
Harpreet Kaur. Oxford NTA –UGC Paper I FOR NET/SET/JRF: Teaching and
1.
Research Aptitude. Oxford, 2020
Ronald Carter and John McRae. The Routledge History of English Literature:
2.
Britain and Ireland. Routledge

References Books
(Latest editions, and the style as given below must be strictly adhered to)
SrinivasaIyengar, Kodaganallur Ramaswami. Indian Writing in English. Sterling
1.
Publ., 2019
Maryemma Graham and Jerry Washington Ward. The Cambridge History of
2.
African American Literature. Cambridge University Press, 2015.
Henry Beers A. Brief History of English and American Literature. OUTLOOK
3.
VERLAG, 2020.
4. Peter Barey. An Introduction to Literary and Cultural Theory by Peter Barry.
5. M.H. Abrams – A Glossary of Literary Terms.
 99

Web Resources
1. https://ugcnetpaper1.com/books-recommended-nta-ugc-net-english/
2. https://byjusexamprep.com/ugc-net-english-books-i
3. https://journalism.uoregon.edu/directory/faculty-and-staff/all/jwasko
4. https://m.economictimes.com/opinion/interviews/there-is-a-lot-of-power-in-
tamil-cinema-because-of-its-closeness-to-everyday-life-anand-pandian-author-
reel-world/amp_articleshow/51169927.cms

5. https://guides.library.yale.edu/c.php?g=295800&p=1975065

Mapping with Programme Outcomes:

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

CO1 S S S S S S S M S M

CO2 M S S S M S S M M M

CO3 S S S M S S S M S M

CO4 S S S S S S S M M M

CO5 S M S S S S S M M S

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 15 15

Weighted percentage of
3.0 3.0 3.0 3.0 3.0
Course Contribution to Pos
 100

[SEC IV]- ENGLISH FOR CAREERS

I Marks
n
C s
C r t
at e .
Course Code Course Name e L T P O d E
g i H x
T
YEAR/ o t o t
SEMESTER C o
r s u e
I t
y r
r A a
n
s l
a
l

ENGLISH FOR CAREERS Core Y Y - - 2 3 25 75 100

II YEAR/ IV
SEMESTER
Learning Objectives

Give the students an understanding of the scope of English Language

LO1 Teaching as a discipline.

Introduce key issues pertaining to Second Language Acquisition.

LO2

Provide a broad overview of English language learning, teaching and testing.

LO3

LO4 Make the students aware of the specific challenges of teaching English in India.

LO5 Build job-related vocabulary

 101

Details

UNIT I
Definition - Nature and Scope of Communication - Types of Communication –Theories of Communication,
Process of Communication, Barriers to Communication, Strategies to develop effective communication
skills

UNIT II
Features of Effective Writing
Business correspondence
E-Mail
Report writing and its types
Technical Writing
Agenda preparation
Preparing minutes

UNIT III
Presenting Data in Verbal modes
Presenting Data in Non- verbal modes
Preparing Lectures on Topics
Preparing Persuasion Talks

UNIT IV
Speeches, Public Speaking , Interviews, Group Discussion, Conference,
Effective Listening, Grapevine communication
UNIT V
Telephone Etiquette
Business Talks over Telephone
Discussion on Career Prospects and Advancements

Course Outcomes

Gain knowledge of the various modes of official PO2

CO1
correspondence and presentation

CO2 Comprehend the right use of English at official works PO1, PO3

Apply the acquired styles of occupational skills and

CO3 PO4, PO5
practicing them

CO4 Pick up the official behavior and becoming better doers PO6, PO7

Market the skill business correspondence and fixing

CO5 PO8
themselves in better jobs
 102

Text Books
(Latest Editions)
V.Saraswathi&Maya.K.Mudbhatkal: English for
1. Competitive Examinations, Emerald Publishers, Chennai 2000

English for Careers: Business, Professional, and Technical Paperback by Leila R.

2. Smith Emeritus

References Books
(Latest editions, and the style as given below must be strictly adhered
to)
Oxford English for Careers Technology 1 Student Book Paperback – Student
1. Edition, 28 June 2007 by Eric Glendinning

2. English for Careers: Business, Professional, and Technical

Web sources
https://www.worldcat.org/formats-
1.
editions/864901969?referer=di&editionsView=true
https://www.academia.edu/34266181/Oxford_English_For_Careers_TECHNO
2. LO GY_1_Teachers_Resource_book_David_Banamy
https://www.nature.com/scitable/topicpage/effective-writing-13815989/
3.
https://libraryguides.mdc.edu/c.php?g=988097&p=7290942
4.

Mapping with Programme Outcomes:

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

CO1 S S S S S S S M S M

CO2 M S S S M S S M M M

CO3 S S S M S S S M S M

CO4 S S S S S S S M M M

CO5 S M S S S S S M M S
 103

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 2 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 14 15

Weighted percentage of
3.0 3.0 3.0 2.8 3.0
Course Contribution to Pos
 104

[SEC V] - TECHNICAL WRITING

Marks
In
Course Course Cate Cred s
L T P O
Code Name g it t. CI A Exte Tot
ory H rnal al
YEAR/ o
SEM ur
ESTE s
R
TECHNI Core Y Y - - 25
CAL
WRITIN 75 100
I YEAR/I
G
SEMESTER
Learning Objectives
To introduce theoritical knowledge to create effective technical writing
LO1
To make the learners understand the purpose of technical reports
LO2
To facilitate the learners to focuse on the features and functions of technical
LO3 writing including the technical reports, project reports and related documents.
LO4 To enable the students to prepare reports and proposals that inform, persuade, and
provide information
To enhance the ability to use current technologies, skills, and tools necessary for
LO5
computingpractices.
Details

UNIT I- What is Technical Writing, Characteristics of technical writing, Difference between

Technical Writing and other forms of Writing, Qualities and Qualifications technical writers

UNIT II – Principles of technical writing, styles in technical writing; clarity, precision, coherence
and logical sequence in writing, Document Design, Graphics: EnhancingContent

UNIT III - End products of technical writing, Professionals involved - project manager/editor,
writers, graphic artists

UNIT IV – Writing a good review paper , Writing of abstract, cover letters, Proposals, Brochures, User
Manuals, CVs

UNIT V - Thesis/Project writing: structure & importance, synopsis writing: Methods,

Technical research, Paper writing: Methods & style, Seminar & Conference paper
writing
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Course Outcomes
Course On completion of this course, students will;
Outcomes
Appreciate the value of good
written communication.
CO1 PO1
Use technical writing
conventions of design, style,
and layout of written materials
CO2 PO1, PO2
Understand the basic components of
definitions, descriptions, process
explanations, and other common forms
CO3 of technicalwriting. PO4, PO6
Familiar with basic technical
writing concepts and terms,
CO4 such as audience analysis, PO4, PO5, PO6
jargon, format, visuals, and
presentation.
Able to read, understand, and interpret
CO5 material on technology. Demonstrate PO3, PO8
knowledge on how to produce a variety
of products and projects.
Text Books (Latest
Editions)

B. N. Basu- Technical Writing

1.
Rajmohan Joshi – Writing Skills for Technical Purpose
2.
References Books
(Latest editions, and the style as given below must be strictly adhered
to)
Meenakshi Raman & Geetha Sharma – Technical Communication Principles and
1.
Practices
2. Dr. S.K. Singh – Technical Writing
Web Resources
1. https://www.tech-tav.com/technical-writing-resources
2. https://guides.library.unt.edu/c.php?g=528500&p=6841451
3. https://pressbooks.bccampus.ca/technicalwriting/part/documentdesign/
4. https://en.m.wikipedia.org/wiki/Technical_writing
5. https://www.utleystrategies.com/blog/proposal-writing?format=amp
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Mapping with Programme Outcomes:

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

CO1 S S S S S S S M S M

CO2 M S S S M S S M M M

CO3 S S S M S S S M S M

CO4 S S S S S S S M M M

CO5 S M S S S S S M M S

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 15 15

Weighted percentage of
3.0 3.0 3.0 3.0 3.0
Course Contribution to Pos
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Internship

Semester III
Internship / Industrial Visit / Field Credits
Visit / Research – Knowledge 2
Updation Activity.
• A report should be submitted at the end of III semester and
evaluated by the external Examiner.
• Internship students should submit certificate of attendance
from the authorities concerned along with the report.

Distribution of Marks
Internal External Total
50 50 100

Extension Activity

Semester IV
Special School/Orphanage/Old Age Home, Credits
Adopted Villages etc. Visit) 1
• A report should be submitted at the end of IV semester and
evaluated by the external Examiner.

Distribution of Marks
Internal External Total
50 50 100