Contents

Function of Board of Studies......................................................................................................1

Vision, Mission, Objectives and Core Values of the Department..............................................2
Vision of the Department........................................................................................................2
Mission of the Department......................................................................................................2
Our Core Values......................................................................................................................2
Objectives................................................................................................................................2
INDICATIVE LIST OF AREAS FROM WHICH GENERAL COURSES..............................4
COULD BE CHOSEN................................................................................................................4
SCHEME OF STUDIES.............................................................................................................5
SEMESTER-WISE BREAKDOWN OF BS (ENGLISH) COURSES...................................5
YEAR 1.......................................................................................................................................5
FIRST SEMESTER.................................................................................................................5
SECOND SEMESTER...........................................................................................................5
YEAR 2.......................................................................................................................................5
THIRD SEMESTER...............................................................................................................5
FOURTH SEMESTER...........................................................................................................6
YEAR 3.......................................................................................................................................6
FIFTH SEMESTER................................................................................................................6
SIXTH SEMESTER................................................................................................................7
YEAR 4.......................................................................................................................................7
SEVENTH SEMESTER.........................................................................................................7
EIGHTH SEMESTER.............................................................................................................7
LIST OF ELECTIVES FOR BS (ENGLISH) PROGRAM ENGLISH LITERATURE........8
ENGLISH LANGUAGE/LINGUISTICS...............................................................................8
SEMESTER-WISE SCHEME OF STUDIES............................................................................9
BS English (Language & Literature).......................................................................................9
FIRST SEMESTER....................................................................................................................9
Course Title: Study Skills.......................................................................................................9
Course Title: Pakistan Studies...............................................................................................11
Course Title: English I: Reading & Writing Skills...............................................................13
Course Title: Introduction to Literary Studies......................................................................14
Course Title: Introduction to Language Studies...................................................................16
 Any one course of 3 Cr.Hr. has to be offered from list of General Courses.........................18
SECOND SEMESTER.............................................................................................................18
Course Title: Islamic Studies................................................................................................18
Course Title: English II: Composition Writing.....................................................................20
Course Title: Introduction to Phonetics & Phonology..........................................................21
Course Title: Literary Forms and Movements......................................................................23
Any Two courses of 3 Cr.Hr. has to be offered from list of General Courses......................24
THIRD SEMESTER.................................................................................................................24
Course Title: Introduction to Information & Computer Technology (ICT) Skills............24
Course: Islamic History & Culture........................................................................................27
Course Title: English III: Communication and Presentation Skills.....................................28
Course Title: Short Fictional Narratives...............................................................................29
Course Title: Introduction to Morphology............................................................................31
Any one course of 3 Cr.Hr. has to be offered from list of General Courses.........................32
FOURTH SEMESTER.............................................................................................................32
Course Title: Human Rights & Citizenship..........................................................................32
Course: English IV: Academic Reading & Writing.............................................................33
Course: Classical & Renaissance Drama..............................................................................35
Course Title: Classical Poetry...............................................................................................37
Course Title: Semantics.........................................................................................................38
Course Title: Rise of the Novel (18th to 19th century)...........................................................39
FIFTH SEMESTER..................................................................................................................41
Course Title: Introduction to International Relations............................................................41
Course Title: Introduction to Environmental Studies...........................................................43
Course Title: Romantic & Victorian Poetry..........................................................................44
Course Title: Foundations of Literary Theory & Criticism..................................................47
Course Title: Sociolinguistics...............................................................................................48
Course: Popular Fiction.........................................................................................................49
SIXTH SEMESTER.................................................................................................................51
Course: Modern Poetry.........................................................................................................51
Course: Modern Drama.........................................................................................................53
Course: Modern Novel..........................................................................................................54
Course: Grammar & Syntax.................................................................................................55
 Course Title: Discourse Studies............................................................................................57
Course Title: Creative Non-fiction........................................................................................59
SEVENTH SEMESTER...........................................................................................................61
Course Title: Research Methods and Term Paper Writing...................................................61
Course Title: Introduction to Applied Linguistics................................................................62
Course Title: Introduction to Stylistics.................................................................................64
Course Title: Literary Theory and Practice...........................................................................66
Course Title: Pakistani Literature in English........................................................................69
EIGHTH SEMESTER..............................................................................................................71
Course Title: Postcolonial Literature....................................................................................71
Course Title: American Literature........................................................................................73
Introduction to Translation Studies.......................................................................................74
Course Title: Introduction to Women’s Writings.................................................................75
Course Title: World Englishes..............................................................................................77
ELECTIVE SUBJECTS - BS ENGLISH (LITERATURE).....................................................79
1. Course Title: African Literature (Elective)....................................................................79
2. Course Title: Postcolonial Women’s Writing (elective)................................................80
3. Course Title: Postmodern Fiction (elective)..................................................................82
4. Course Title: Islam and Western Literature...................................................................83
5. Course Title: Pakistani Folk Literature..........................................................................84
6. Course Title: Global Poetry...........................................................................................85
ELECTIVE SUBJECTS -BS ENGLISH (LINGUISTICS)......................................................86
1. Course Title: Emerging Trends in Sociolinguistics (elective).......................................86
2. Course Title: Introduction to Computational Linguistics..............................................87
3. Course Title: English for Specific Purposes (ESP)........................................................88
4. Course Title: Introduction to Critical Pedagogy............................................................89
5. Course Title: Pakistani English......................................................................................90
6. Course Title: Second Language Acquisition.................................................................93
7. Course Title: Introduction to Syntax..............................................................................94
8. Course Title: Introduction to Forensic Linguistics........................................................96
9. Course Title: Clinical Linguistics..................................................................................97
10. Course Title: Language Testing & Assessment.........................................................99
11. Course Title: Language and Education....................................................................100
 12. Course Title: Language and Gender.........................................................................101
13. Course Title: Corpus Linguistics..............................................................................102
14. Course Title: Pragmatics..........................................................................................103
ANNEXURE - A....................................................................................................................105
English I (Functional English)............................................................................................105
English II (Communication Skills)......................................................................................106
English III (Technical Writing and Presentation Skills).....................................................107
ANNEXURE - B.....................................................................................................................108
Pakistan Studies (Compulsory)...........................................................................................108
Annexure-C.............................................................................................................................110
Islamic Studies (Compulsory).............................................................................................110
Selected Study from Text of Hadith Introduction to Islamic Law & Jurisprudence...........111
ANNEXURE - D....................................................................................................................113
COMPULSORY MATHEMATICS COURSES FOR BS (4 YEAR)................................113
1. MATHEMATICS I (ALGEBRA)...............................................................................113
2. MATHEMATICS II (CALCULUS)............................................................................113
3. MATHEMATICS III (GEOMETRY).........................................................................114
4. COURSE FOR NON-MATHEMATICS MAJORS IN SOCIAL SCIENCES...........114
Algebra................................................................................................................................115
5. MATHEMATICS FOR CHEMISTRY.......................................................................115
6. MATHEMATICS FOR PHYSICS Contents...............................................................116
2. Complex numbers and hyperbolic functions...............................................................116
3. Series and limits...........................................................................................................117
ANNEXURE - E.....................................................................................................................119
Statistics-I............................................................................................................................119
Statistics-II..........................................................................................................................119
ANNEXURE - F.....................................................................................................................121
Introduction to Information and Communication Technologies.........................................121
Course Title: Introduction to Geography............................................................................122
Introduction to Philosophy..................................................................................................123
ANNEXURE - G....................................................................................................................126
List of General Courses.......................................................................................................126
Course Title: Sociology.......................................................................................................126
 Course Title: Psychology....................................................................................................128
Course Title: Political Science............................................................................................130
Course Title: Gender Studies..............................................................................................131
Course Title: Mass Communication....................................................................................133
Course: Elementary Mathematics & Statistics....................................................................136
Research Thesis Format..........................................................................................................138
 Function of Board of Studies
1. There shall be a separate Board of Studies for each subject or groups, as may be
prescribed by Bye-laws.
2. Each Board of the Studies shall consist of:
i. The Chairperson or Director of the Teaching Department or Institute;
ii. All Professors and Associate Professors in the Teaching Department/Institutes;
iii. Two University Teachers, other than Professors or Associate Professors, to be
appointed by the Academic Council;
iv. Three teachers, other than the University teachers, to be appointed by the Vice
Chancellor from affiliated colleges/ affiliated institutions; and
v. One Assistant Professor and one Lecturer to be appointed by rotation in order of
merit from the Department concerned:

Provided that in the case of professional subjects which are taught in the affiliated
colleges or affiliated institutions only and not in the University, the Board of Studies
shall consist of:
(a) Two Principals of the colleges, Directors of the Institutes,
concerned; and
(b) Two experts to be appointed by the Vice Chancellor.
3. The term of office of members of the Board of Studies, other than ex-officio members,
shall be three years.
4. The quorum for meetings of the Board of Studies shall be one-half of members, a
fraction being counted as one.
5. The Chairperson of the Teaching Department concerned shall be the Chairperson and
Convener of the Board of Studies. Where in respect of a subject there is no University
Teaching Department, Chairperson shall be appointed by the Vice Chancellor.
6. The functions of the Board of Studies shall be to-
i. Advice the Authorities on all academic matters concerning instructions,
publications, research and examinations in the subjects concerned;
ii. Propose the curricula and syllabi for all degree, diploma and certificate
courses in the subjects concerned;
iii. Suggest a panel of names of paper setters and examiners in the subjects
concerned; and
iv. To perform such other functions as may be prescribed by Bye-laws.

1
Vision, Mission, Objectives and Core Values of the Department
Vision of the Department
To be a premier institute widely recognized as a model of academic excellence in the fields of
occidental as well as oriental languages and literatures, linguistics and related studies.

Mission of the Department

The Department of English and Foreign Languages (DEFL) strives to establish, sustain and
enhance itself as a quality-centric higher educational institute that provides excellent
academic environment and effective learning opportunities for creating educated, creative,
independent learners as well as responsible citizens of Pakistan, and the global citizenry
through intellectual potential, personal growth and professional development.
We are committed to excellence in teaching, research, scholarship and service. We seek to
kindle and sustain a lifelong passion for literature and language in our students. The broad but
coherent curricular framework and well-structured course-work provide an environment to
groom students in literary, linguistic, analytical, theoretical and pedagogical skills related to
English literature and language studies. We promote academic excellence; to teach students
ways of engaging, inquiring, and learning through intensive study of language; and by
involving them in creating, comprehending, evaluating and interpreting literature and literary
texts. In addition, the department also provides its faculty and students opportunities to
engage in research and career development.

Our Core Values

Excellence: Students and faculty members are dedicated to great learning; learning that is
consistently high quality, relevant and focused on outcomes. Everything we do is designed to
deliver what both students and employees need.
Ambition: Ambition is the middle name of DEFL: we are always looking for ways to grow
and develop what we do for the benefit of our students. All our students are supported to
develop and achieve their ambitions. Our faculty have high aspirations for every student and
for themselves. They are encouraged to be confident and creative in their work.
Collaboration: Students and faculty work together to help every student achieve success. We
work closely with the administration and other departments; drawing in outside expertise and
support to help us secure better outcomes for our students.
Opportunity: DEFL gives every student and faculty member the best possible opportunities to
learn and be successful. Each student and every member of staff is treated as an individual
with dignity and respect.
Inquisitiveness: We value and foster inquisitive minds.

Objectives
 To train students to be proficient users of English who can articulate their ideas
profoundly and effectively;
2
 To teach them comprehend, appreciate and evaluate literature in general and literary
texts in particular;
 To produce graduates with a sound understanding of texts from a wide array of genres
for personal intellectual growth and professional development;
 To produce graduates as critical thinkers on social, cultural, political, and educational
issues surrounding language study;
 To demonstrate the ability to engage in comparative analysis of texts;
 To provide and upgrade the facilities and supporting materials available to English
students;
 To increase interaction with other departments/ programs, inside and outside the
university, in order to establish a culture of multidisciplinary approach in the
department;
 To nurture students with the awareness and strategies needed to be lifelong learners;
 To promote research culture by engaging students and faculty in research studies to
contribute to the academic, professional and civic discourse;
 To enhance and encourage continual professional development of the faculty through
engaging them in relevant forums of professional learning and exposure such as
conferences, seminars and workshops relevant to their field of study.

3
 INDICATIVE LIST OF AREAS FROM WHICH GENERAL COURSES
COULD BE CHOSEN

SOCI MANAGEM APPLIED

AL ENT SCIENCES
SCIEN SCIENCE
CE S
Psycholog Entrepreneurshi Environment
y p Science
Philosoph Market & Introduction to
y Finance Statistics
Mass Human Resource Health & Physical
Communic Management Education
ation
Sociology Org. Behaviour Any other
Political Total Quality
Science Management
Geography Any other
Internation
al Relation
Education
History
Economics
Social
Work
Human
Rights
Gender
Studies
Anthropol
ogy
Law
Introductio
n to
Geography
Any other

Please note:

1. The foundation courses in the Scheme of Studies are mandatory for all
Literature & Linguistics students.
2. The choice of the author and/or text in some literature courses is at the discretion
of the department concerned (see course contents).
3. Universities/affiliated colleges may offer Electives other than those suggested in
the Scheme of Studies as per available expertise and resources.
4. General Courses (GC) are offered by the departments concerned.

4
5. Depending upon the results of need-based analyses the universities/affiliated
colleges concerned are advised to design non-credit courses of up to two (02)
semesters to improve the language skills of the students. It will be mandatory for
students to pass these courses.

5
 SCHEME OF STUDIES
SEMESTER-WISE BREAKDOWN OF BS (ENGLISH) COURSES

YEAR 1
FIRST SEMESTER
Course Course Title Course type Cr
Code Hrs
GC101 Study Skills Compulsory 3
General
GC103 Pakistan Studies Compulsory 2
ELL101 English I: Reading and Writing Foundational 3
Skills
ELL102 Introduction to Literary Studies Subject-specific 3
Foundational
ELL103 Introduction to Language Studies Subject-specific 3
Foundational
Any course of three credit hours to General 3
be offered from the list of elective
course listed in the annexure No.
Total 17

SECOND SEMESTER
Course Course Title Course type Cr
Code Hrs
GC104 Islamic Studies Compulsory 2
ELL104 English II: Composition Writing Foundational 3
ELL105 Introduction to Phonetics & Subject-specific 3
Phonology Foundational
ELL106 Literary Forms and Subject-specific 3
Movements Foundational
Any course of three credit hours to General 3
be offered from the list of elective
course listed in the annexure No.
Any course of three credit hours to General 3
be offered from the list of elective
course listed in the annexure No.
Total 17
YEAR 2
THIRD SEMESTER
Course Course Title Course type Cr.
Codes Hrs
GC201 Introduction to Information & Foundational 2+1
Computer Technology (ICT) Skills
ELL201 English III: Communication and Foundational 3
Presentation Skills
ELL202 Short Fictional Narratives Subject- 3
6
 specific
ELL203 Introduction to Morphology Subject- 3
specific
Any course of three credit hours to be General 3
offered from the list of elective course
listed in the annexure No.
Any course of three credit hours to be General 3
offered from the list of elective course
listed in the annexure No.
Total 18

FOURTH SEMESTER
Course Course Title Course type Cr.
Codes Hrs
GC204 Human Rights & Citizenship Compulsory 3
General
ELL204 English IV: Academic Reading Foundational 3
& Writing
ELL205 Classical and Renaissance Drama Subject-specific 3
ELL206 Classical Poetry Subject-specific 3
ELL207 Semantics Subject-specific 3
ELL208 Rise of the Novel (18th to 19th Subject-specific 3
century)
Total 18

YEAR 3
FIFTH SEMESTER
Course Course Title Course type Cr.
Codes Hrs
GC301 Introduction to International Relations General 3
GC302 Introduction to Environmental Compulsory 3
Studies General
ELL301 Romantic and Victorian Poetry Subject-specific 3
ELL302 Foundations of Literary Theory & Subject-specific 3
Criticism
ELL303 Sociolinguistics Subject-specific 3
ELL304 Any course of three credit hours to be elective 3
offered from the list of elective course
listed in the annexure No.
Total 18

7
SIXTH SEMESTER
Course Course Title Course type Cr.
Codes Hrs
ELL305 Modern Poetry Subject-specific 3
ELL306 Modern Drama Subject-specific 3
ELL310 Creative Non-Fiction Subject-specific 3
ELL308 Grammar & Syntax Subject-specific 3
ELL309 Any course of three credit hours to be offered elective 3
from the list of elective course listed in the
annexure No.
ELL310 Any course of three credit hours to be offered elective 3
from the list of elective course listed in the
annexure No.
Total 18

YEAR 4
SEVENTH SEMESTER
Course Course Title Course Type Cr.
Codes Hrs
ELL401 Research Methods and Term Paper Writing Subject-specific 3
ELL402 Introduction to Applied Linguistics Subject-specific 3
ELL403 Introduction to Stylistics Subject-specific 3
ELL404 Any course of three credit hours to be offered Elective 3
from the list of elective course listed in the
annexure No.
ELL405 Any course of three credit hours to be offered Elective 3
from the list of elective course listed in the
annexure No.
Total 15

EIGHTH SEMESTER
Course Course Title Course Type Cr.
Codes Hrs
ELL406 Postcolonial Literature Subject-specific 3
ELL407 Pragmatics Subject-specific 3
ELL408 Any course of three credit hours has to be offered Subject-specific 3
from the list of elective course listed in the annexure
No.
ELL409 Any course of three credit hours has to be offered elective 3
from the list of elective course listed in the annexure
No.
ELL410 Any course of three credit hours has to be offered elective 3
from the list of elective course listed in the annexure
No.
Total 15

1. The given courses in the seventh and eighth semesters may be replaced with
courses from the list of electives given below, provided the required expertise is
available in the department. However, the ratio of the literature and linguistics
8
 courses should remain the same as the aim of undergrad degree is to impart
general education in humanities.
2. The choice of general courses may also be determined by the availability of
expertise in the institution.
LIST OF ELECTIVES FOR BS (ENGLISH) PROGRAM
ENGLISH LITERATURE
1. African Literature
2. Postcolonial Women’s Writing
3. Postmodern Fiction
4. Islam and Western Literature
5. Pakistani Folk Literature
6. Modern Novel
7. Creative Nonfiction
8. Literary Theory and Practice
9. Pakistani Literature in English
10. Popular Fiction

ENGLISH LANGUAGE/LINGUISTICS
1. Emerging Trends in Sociolinguistics
2. Introduction to Computational Linguistics
3. English for Specific Purposes (ESP)
4. Introduction to Critical Pedagogy
5. Pakistani English
6. Second Language Acquisition
7. Introduction to Syntax
8. Introduction to Forensic Linguistics
9. Clinical Linguistics
10. Language Testing and Assessment
11. Language and Education
12. Language and Gender
13. Corpus Linguistics
14. Pragmatics

Summary
Sr # Categories No. of Credit
Courses Hours
1 Foundational 05 15
2 Compulsory 02 04
3 Compulsory General 03 09
4 General 05 15
5 Subject-specific Foundational 04 12
6 Subject-specific 27 81
Total 46 136

9
 SEMESTER-WISE SCHEME OF STUDIES
BS English (Language & Literature)

FIRST SEMESTER
Course Title: Study Skills
Level: BS 1st
Course Code: GC101

Course Description
The main purpose of this course is to guide students in their first year of learning and impart
basic study skills. It is designed with the view to enable them to take immediate control of
their learning. The course will enable students to devise and follow “study systems” and
equip them with the ability to think critically and adopt effective learning strategies. With the
help of various study techniques and styles and other available resources, the students will be
able to improve their academic performance.

Course Objectives
● To help students learn basic self-management and study skills
● To enable them to use combination of skills to minimize risks of
failure
● To make them become confident and successful in the new learning
environment

Course Contents
1. Seeking Success in University
● Knowing your campus and its resources
● Form An Academic Support Group
● Know Where to Find Help
● Stay Informed
● Get Involved
2. Motivating Yourself to Learn
● Assess Academic Strengths and Weaknesses
● Discover and use your learning style
● Develop Critical Thinking & Study Skills
● Adapt learning style to teaching method
3. Using Critical Thinking Strategies
● Examine Your Assumption
● Make Predictions
● Read With A Purpose
● Sharpen Your Interpretations
● Find Implications in What You Learn
● Read and Understand Graphics
● Evaluate what you learn
4. Setting Goals and Solving Problems
● Set goals for success in college
● How to develop a positive attitude
5. Sharpening Your Classroom Skills
10
 ● Prepare for Class
● Become an Active Listener
● Develop A Personal Note-Taking System
● Guidelines for Note Taking
● The Informal Outline/Keywords System
● The Cornell Method
● Matching Note-Taking Style and Learning Style
● Learn To Make Effective Presentations
6. Making the Most of Your Time
● How to GRAB Some Time
● Scheduling Your Time
● Time Management and Learning Style
● Procrastination
7. Creating Your Study System
● SQ3R: The Basic System
● Devising Your Study System
8. Organizing Information for Study
● Memorization
● Concept or Information Maps
● Comparison Charts
● Timelines
● Process Diagrams
● Informal Outlines
● Branching Diagrams
9. Controlling Your Concentration
● Concentrations
● Eliminate Distractions
● Use A Study System
● Strategies to Improve Concentration
10. Preparing for Tests
● How To Prepare for Tests: Three Steps
● Develop a Test-taking Routine
● Master Objective Tests
● Know How to Answer Essay Questions
11. Becoming an Active Reader
● Reading Actively
● Find the Main Idea, Details, and Implications
● Using a Textbook Marking System
12. How to use a dictionary
13. Building Career Skills
● Working in the New Economy
● Where the Jobs will be
● Choosing Your Future
● Your course of Study
● Your Plan
● What Employers Want
● Career Skills to Develop
● Workplace Ethics
● From University to Work
● Your Resume and Cover Letter
● The Interview

Recommended Readings
11
 ● Bain, Ken. (2012). What the best college students do.
● Kanar, Carol C. (2001). The Confident Student. Houghton Mifflin Co.
● Mcmillan, Kathleen. (2011). The Study skills book. Pearson.
● Pauk, Walter. How to Study in College.
● Wallace, M.J. (1980). Study Skills in English.

Course Title: Pakistan Studies

Level: BS 1st
Course Code: GC103
Course Description
The subject aims at enhancing students' knowledge about history, culture and geography of
Pakistan and to provide an insight into the political and social history of Pakistan from its
inception to the present day. The course introduces the various aspects of the political struggle
that led to the creation of Pakistan. It also examines concepts of nationhood and patriotism in
the light of present day circumstances.

Course Objectives
● To understand the spirit of freedom struggle in the creation of Pakistan.
● To study the process of governance and national development in the early years of
creation of Pakistan.
● To examine the external and internal challenges the country faced after its independence.

Course Contents

Unit No.1 Introduction

a) Advent of Islam in South Asia
b) Muslim Cultural Heritage in Indo-Pakistan
c) Hindu Muslim relations throughout Muslim period
d) Efforts for the revival of Islam in the Sub-continent
Unit No.2 Ideology of Pakistan
a) Aims and objects of Pakistan’s formation
b) Ideology of Pakistan – its importance
c) Basis of Pakistan’s Ideology
d) Pakistan Ideology in Iqbal and Quaid-e-Azam’s
writings
Unit No.3 Evolution of Muslim Society in the Sub-continent
a) Emergence of Muslim Society in South Asia
b) Muslim Society – its emergence progress in
South Asia
c) Decline of Muslim society, scholars and institutions
d) National Reformation movements
e) Efforts for reformation – role of Shah Ahmad
Sirhindi, Shah Waliullah and his followers
f) Role of Educational Institutions:
Darul Uloom Deoband; Aligarh University;
Nadwat- ul-Uloom; Jamia Islamia, Delhi; Anjuman

12
 Himayat-i- Islam and other Institutions such as
Sindh Madrassa and Islamia College, Peshawar
Unit No.4 Political Struggle for Pakistan Movement
a) Constitutional reforms and Muslims
b) Separate elections for Muslims
c) Khilafat movement
Unit No.5 Pakistan Movement
a) Evolution of Muslim nationality (1857-1930)
b) Independence of India; its problems and Muslims
c) Iqbal’s address at Allahabad (1930)
d) Ch. Rehmat ali and Pakistan National Movement
e) Elections (1937) and the attitude of Congress
Government towards Muslims
f) Pakistan Resolution
g) Elections (1945-46); Constitutional problems and
transfer of power.
Unit No.6 Struggle for Pakistan
a) Role of the Muslims living in minority provinces
b) Role of the Muslims living in majority
provinces (Punjab, Sind, N.W.F.P.,
Balochistan)
Unit No.7 Contribution of different classes in Pakistan Movement
a) Role of religious scholars (Ulema)
b) Role of men of letters and journalists
c) Role of youth and students
d) Role of women
Unit No.8 Emergence of Pakistan:
a) Plan of India’s Division and the emergence of
Pakistan
b) Division of Provinces and Referendum
c) Important events (during the partition)
Unit No.9 Efforts for the implementation of Islamic System in
Pakistan
a) Importance of Islamization
b) Objective resolution (1949)
c) Islamic articles in Pakistan’s Constitution of
1956, 1962 and 1973
d) Implementation of Shariah; efforts and contributions
e) Tehreek-e-Nizam-e-Mustafa, 1970
f) Steps taken towards the goal after 1970
g) Study of Islamic Institution such as Zakat,
Shariah Courts and the Council for Islamic
Ideology
h) Our goals; formation of a perfect Islamic Society
Unit No.10 Pakistan – Land and Peoples
a) Geography: Location: Geographical importance;
study of Rural and Urban areas
b) Natural resources and their use
13
 Agriculture and Industry
c)
Population, Manpower and Education
d)
e) Economic and Social Welfare
Unit No.11 Pakistan and Islamic World
a) Unity of the Islamic World (Philosophy and Practice)
b) Liberation Movements for Islamic States and
Pakistan’s role
c) Pakistan’s relation with Iran, Saudi Arabia and
Afghanistan
d) Pakistan’s efforts for the unity of the Islamic World

Recommended Readings

1. I.H. Qureshi The Struggle for Pakistan, Karachi, 1965

2. Ulema in Politics, Karachi, 1974
3. ed. A Short History of Pakistan Book IV, Alien
Rule and Rise of Muslim Nationalism, Karachi, 1967
4. Richard Symonds The Waking of Pakistan, London, 1950
5. K.U. Qureshi A Geography of Pakistan, London, 1977
6. Suhail Hassan Pakistan Naguzeer Tha, Karachi 1969
7. Rafiq, Muhammad Sh Tehrik wa Tarikh –e- Pakistan, Lahore,
1977
8. Nawai Pakistan Roznama Chiragh Rah, Karachi

Course Title: English I: Reading & Writing Skills

Level: BS 1st
Course Code: ELL101

Course Description
The course is designed to help students take a deep approach in reading and writing academic
texts which involve effective learning strategies and techniques aimed at improving the
desired skills. The course consists of two major parts: the ‘reading section’ focuses on
recognizing a topic sentence, skimming, scanning, use of cohesive devices, identifying facts
and opinions, guess meanings of unfamiliar words. The ‘writing section’ deals with the
knowledge and use of various grammatical components such as, parts of speech, tenses,
voice, narration, modals etc. in practical contexts.

Course Objectives
● To enable students to identify main/topic sentences.
● To teach them to use effective strategies while reading texts.
● To acquaint them with cohesive devices and their function in the text.

Course Contents
1. Reading Skills
• Identify Main Idea / Topic sentences

14
 • Skimming, Scanning, and Inference / Find Specific and
General Information Quickly
• Distinguish Between Relevant and Irrelevant Information
According to Purpose for Reading
• Recognise and Interpret Cohesive Devices
• Distinguish Between Fact and Opinion
• Guess the Meanings of Unfamiliar Words Using Context
Clues
• Use the Dictionary for Finding out Meanings and Use of Unfamiliar
Words
• Practice Exercises with Every Above Mentioned Aspect of Reading
2. Writing Skills
• Parts of Speech
• Phrase, clause and sentence structure
• Combining sentences
• Tenses: meaning and use
• Modals
• Use of active and passive voice
• Reported Speech
• Writing good sentences
• Error Free writing
• Paragraph writing with topic sentence
• Summary writing

Note: Teachers need to include practice activities, exercises and

worksheets on the provided topics.

Recommended Readings
• Howe, D. H, Kirkpatrick, T. A., & Kirkpatrick, D. L. (2004). Oxford English for
undergraduates. Karachi: Oxford University Press.
• Eastwood, J. (2004). English Practice Grammar (New edition with tests and
answers). Karachi: Oxford University Press.
• Murphy, R. (2003). Grammar in use. Cambridge: Cambridge University Press.

Course Title: Introduction to Literary Studies

Level: BS 1st
Course Code: ELL102
Course Description
This course introduces literature as cultural and historical phenomena. This entails a study of
history of various periods of English Literature from Renaissance to the present. The course
also, very briefly, touches upon different theoretical approaches to literature to introduce the
student to literary critique and evaluation. A general understanding of literary theory as a
broad field of philosophical concepts and principles is also crucial to the understanding of
literary piece.

Course Objectives
15
 1. To study the history and practice of English as a scholarly discipline.
2. To study the history and development of each genre through excerpts of literary
texts.
3. To do close reading of texts and analyze them with different critical frameworks.
4. To analyze and criticize the works of literature in their cultural and historical
contexts.

Course Contents

 Definition, structure and function of Literature

 The beginning of literature
 Evolution of literature
 Impulses behind literature
 Themes in Literature
 Elements of Literature
 Culture and Literature
 Literature as moral/ethical/political/social phenomena
 British literature
 Major Genres of literature
 Poetry: narrative poetry and lyrical poetry introduction to subgenres
 Drama: Tragedy and Comedy introduction to subgenres
 Novel: beginning, evolution and canonical English novelists
 Short story: evolution and some important short story writers
 Literary Prose: Some literary prose writers
 Approaches to literature:
 Text Oriented Approaches: Formalism, structuralism, deconstruction, archetypal
criticism, new criticism
 Author Oriented Approaches: biographical criticism, historical criticism
 Reader Oriented Approaches
 Context Oriented Approaches
Recommended Readings

1.William Henry Hudson. Introduction to the Study of Literature (1913)

2.Andrew Sanders. The Short Oxford History of English Literature (1994)
3.Mario Klarer. Introduction to Literary Studies (1999)
4 J. H. Miller. On Literature (2002)

Note: The teacher will use Sander’s history with any one of the three
books on literature as core texts.

Suggested Readings
● Albert, E. (1979). History of English Literature (5th ed.). Oxford, New York:
Oxford University Press.
● Alexander, M. (2000). A History of English Literature. London: Palgrave
Macmillan.
● Blamires, H. (1984). A Short History of English Literature. London: Routledge.
16
 ● Carter, R., & McRae, J. (1997). The Routledge History of Literature in English,
Britain and Ireland. London: Routledge.
● Chin, B. A., Wolfe, D., Copeland, J., & Dudzinski, M. A. (2001). Glencoe
Literature: British Literature. New York: McGraw-Hill Higher Education.
● Compton-Rickett, A. (1912). A History of English Literature.
London: T. C. and E. C. Jack.
● Daiches, D. (1968). A Critical History of English Literature. London: Martin Secker
and Warburg Ltd.
● Fletcher, R. H. (1919). A History of English Literature. Boston: R.G. Badger.
● Legouis, E., & Cazamian, L. (1960). A History of English Literature.
London: J. M. Dent and Sons.

Course Title: Introduction to Language Studies

Level: BS 1st
Course Code: ELL103
Course Description
Language is central to human experience. This course provides a comprehensive overview of
language origin, evolution of language as human faculty, and traces the history of English
language in order to provide an idea how languages developed. The part on the history of the
English language covers story of English language from beginning to the present. The course
also includes a brief introduction of the history of linguistics with special reference to various
schools of thought that have contributed significantly to the development of Linguistics.

Course Objectives
This course aims to:
● Give students a comprehensive overview of language as human faculty.
● Familiarize students with different stories about the origin of language.
● Provide students an overview of how a language develops through a comprehensive
exposure to English language development.
● Enable students to identify major theoretical formulations in the development of
linguistics.

Course Contents
1. Language Origin
● Language as a divine gift
● Natural sound source theories
● Social interaction source theories
● The Physical adaptation sources
● The genetic source
2. Speech vs Writing
● Primacy of speech
● Speech vs. Writing
● Origin of writing
● Types of writing systems
3. Language as Human Faculty
● Human Language vs animal communication
● Characteristics of Language: Design features
● Animals lack language: A controversy
17
 4. Language Families
● What is a language family?
● Language Families in the World: A Brief Overview
5. Historical Linguistics
● What is linguistics?
● What is historical linguistics?
● What does historical linguistics study? (phonological,
morphological, syntactic, and semantic changes)
● Methods of Language reconstruction
Evolution of English Language
6. Old & Middle English Periods
● Grammatical categories
● Inflections
● Grammatical gender
7. Renaissance
● Old, Middle, and Modern English (grammatical categories)
● Shakespeare
8. 18th Century
● Major characteristics of the age
● Problem of refining and fixing the language
● Swift’s proposal
● Johnson’s Dictionary
● Grammarians
● Vocabulary formation
● Introduction of passives
9. 19th Century
● Important events and influences
● Sources of new words
● Pidgins and Creoles
● Spelling reforms
● Development of Dictionary
● Verb-adverb combination
10. English Language in America
● Americanism
● Archive Features
● Difference between the British and American English
Development of Modern Linguistics
11. Modern Linguistics
● Emergence of Modern Linguistics: Saussure
● Structuralism
● American Structuralism
● The Prague School
12. Contemporary Approaches to Linguistics
● Functional Linguistics

Recommended Readings
● Bough, A.C. & Cable, T. (2002). A History of English
Language. London: Prentice Hall, Inc.
● Campbell, L. (2001), ‘The history of linguistics’, in M. Aronoff
and J. Rees-Miller (eds), The
Handbook of Linguistics. Oxford: Blackwell Publishers, pp. 81-
18
 104.
● Joseph, J.E. (2002), From Whitney to Chomsky: essays in the
history of American linguistics.
Amsterdam/Philadelphia: John Benjamins.
● Yule, George. (2006). The Study of Language: 4th/ 5th Edition,
Cambridge University Press.

Any one course of 3 Cr.Hr. has to be offered from list of General Courses
SECOND SEMESTER
Course Title: Islamic Studies
Level: BS 2nd
Course Code: GC104

Course Description
Islamic studies provides an introduction to Islamic teachings, history in classical and
modern periods, and contemporary thought.

Course Objective
● To enhance understanding of issues related to faith and
religious life.

Course Contents

1. Introduction to Quranic Studies

● Basic Concepts of Quran
● History of Quran
● Uloom-ul -Quran
2. Study of Selected Text of Holy Quran
● Verses of Surah Al-Baqarah Related to Faith(Verse No-284-286)
● Verses of Surah Al-Hujurat Related to Adab Al-Nabi
3. Verse No-1-18
Verses of Surah Al-Muminoon Related to Characteristics of faithful
4. Verse No-1-11
● Verses of Surah al-Furqan Related to Social Ethics (Verse
No.63- 77)
● Verses of Surah Al-Inam Related to Ihkam(Verse No-152-154)
5. Study of Selected Text of Holy Quran
● Verses of Surah Al-Ahzab Related to Adab al-Nabi (Verse
No.6, 21, 40, 56, 57, 58.)
● Verses of Surah Al-Hashr (18,19, 20) Related to thinking,
Day of Judgment
● Verses of Surah Al-Saff Related to Tafakur, Tadabbur (Verse
No- 1,14)
6. Seerat of Holy Prophet (PBUH) SECTION ONE
● Life of Holy Prophet (PBUH) in Makkah
● Important Lessons Derived from the life of Holy Prophet
19
 (PBUH) in Makkah
7. Seerat of Holy Prophet (PBUH) SECTION TWO
● Life of Holy Prophet (PBUH) in Madina
● Important Events of Life Holy Prophet (PBUH) in Madina
● Important Lessons Derived from the life of Holy Prophet
(PBUH) in Madina
8. Introduction to Sunnah
● Basic Concepts of Hadith
● History of Hadith
● Kinds of Hadith
● Uloom-ul-Hadith
● Sunnah & Hadith
● Legal Position of Sunnah
9. Introduction to Islamic Law & Jurisprudence
● Basic Concepts of Islamic Law & Jurisprudence
● History & Importance of Islamic Law & Jurisprudence
● Sources of Islamic Law & Jurisprudence
● Nature of Differences in Islamic Law
10. Islam and Sectarianism
11. Islamic Culture & Civilization
● Basic Concepts of Islamic Culture & Civilization
● Historical Development of Islamic Culture & Civilization
● Characteristics of Islamic Culture & Civilization
● Islamic Culture & Civilization and Contemporary Issues
12. Islam & Science
● Basic Concepts of Islam & Science
● Contributions of Muslims in the Development of Science
● Quranic & Science
13. Islamic Economic System
● Basic Concepts of Islamic Economic System
● Means of Distribution of wealth in Islamic Economics
● Islamic Concept of Riba
● Islamic Ways of Trade & Commerce
14. Political System of Islam
● Basic Concepts of Islamic Political System
● Islamic Concept of Sovereignty
● Basic Institutions of Govt. in Islam
15. Islamic History
● Period of khilafat-e-rashida
● Period of Umayyads
● Period of Abbasids
16. Social System of Islam
● Basic concepts of social system of Islam
● Elements of family
● Ethical values of Islam

Recommended Readings
● Ahmad Hasan, “Principles of Islamic Jurisprudence” Islamic Research Institute,
International Islamic University, Islamabad (1993)
● Dr. Muhammad Zia-ul-Haq, “Introduction to Al Sharia Al Islamia” Allama Iqbal Open
University, Islamabad (2001)

20
 ● H.S. Bhatia, “Studies in Islamic Law, Religion and Society” Deep & Deep Publications
New Delhi (1989)
● Hameed ullah Muhammad, ‘Introduction to Islam Maulana Muhammad Yousaf Islahi,”
● Hameed ullah Muhammad, “Emergence of Islam” , IRI, Islamabad
● Hameed ullah Muhammad, “Muslim Conduct of State”
● Hussain Hamid Hassan, “An Introduction to the Study of Islamic Law” Leaf Publication
Islamabad, Pakistan.
● Mir Waliullah, “Muslim Jurisprudence and the Quranic Law of Crimes” Islamic Book
Service (1982)
Course Title: English II: Composition Writing
Level: BS 2nd
Course Code: ELL 104

Course Description:
The course focuses on the basic strategies of composition and writing skills. Good writing
skills not only help students obtain good grades but also optimize their chances to excel in
professional life. The course includes modes of collecting information and arranging it in
appropriate manner such as chronological order, cause and effect, compare and contrast,
general to specific etc. It enables the students to write, edit, rewrite, redraft and proofread their
own document for writing effective compositions. Because of the use of a significant amount
of written communication on daily basis, sharp writing skills have always been valued highly
in academic as well as professional spheres.

Course Objectives:
This course aims to:
● assist students identify the audience, message, and the purpose of writing
● develop rhetorical knowledge and critical thinking
● enable them express themselves in a variety of writing styles
● help students write well organized academic texts including examination answers with
topic/thesis statement and supporting details.
● make students write argumentative essays and course assignments
Course outcome:
By the end of the course, students are expected to:
● use different mechanics of writing to produce various types of compositions effectively
keeping in view the purpose and the audience
● demonstrate rhetorical knowledge
● demonstrate critical thinking in well-organized forms of academic texts

Course Contents:
1. Writing Process
● Invention
✓ Generating Ideas (collecting information in
various forms such as mind maps, tables, lists,
charts etc)
21
 ✓ Identifying Audience, Purpose, and Message
● Ordering Information
✓ Chronology for a narrative
✓ Stages of a process
✓ From general to specific and vice versa
✓ From most important to least important
✓ Advantages and disadvantages
✓ Comparison and contrast
✓ Problem solution pattern
● Drafting
✓ Free Writing
✓ Revising
✓ Editing
2. Paraphrasing
3. Cohesion and Coherence
● Cohesive Devices
● Paragraph unity
4. Summary and Precis Writing
5. Creative Writing
6. Essay Writing
● developing a thesis
● organizing an essay
● writing effective introduction and conclusion
● different types of essays
● use of various rhetorical modes including
exposition, argumentation and analysis

Recommended Books:
● Goatly, A. (2000). Critical Reading and Writing: An Introductory Course. London:
Taylor & Francis
● Hacker, D. (1992). A Writer’s Reference. 2nd ed. Boston: St. Martin’s
● Hamp-Lyons, L. & Heasley, B. (1987). Study writing: A course in written English for
academic and professional purposes. Cambridge: Cambridge University Press.
● Howe, D. H, Kirkpatrick, T. A., & Kirkpatrick, D. L. (2004). Oxford English for
Undergraduates. Karachi: Oxford University Press.
● Kirszner, L.G & Mandell, S.R. (1989). Patterns For College Writing: Fourth Edition.
USA: St. Martin’s Press, Inc.
● Smazler, W. R. (1996). Write to be Read: Reading, Reflection and Writing. Cambridge:
Cambridge University Press.

Course Title: Introduction to Phonetics & Phonology

Level: BS 2nd
Course Code: ELL105

Course Description
22
This course explores speech sounds as physical entities (phonetics) and linguistic units
(phonology). In viewing sounds as physical elements, the focus is on articulatory description.
In this part of the course, the goal is to learn to produce, transcribe, and describe in
articulatory terms many of the sounds known to occur in human languages. In the next part of
the course, the focus is on sounds as members of a particular linguistic system.

Course Objectives
This course aims to:
● assist students learn a number of technical terms related to the course
● familiarize students with sounds and sound patterning, particularly in English Language
● develop knowledge of segmental and suprasegmental speech
● help students understand the features of connected speech

Course Contents
1. Basic definitions
● Phonetics
● Articulatory, Auditory & Acoustic Phonetics
● Phonology
● Phoneme
● Vowels
● Consonants
● Diphthongs
● Triphthongs
● Voicing
● Aspiration
● Minimal pairs
2. Organs of Speech
3. Phonemes
● Consonants(place and manner of articulation)
● Vowels (vowel trapezium/quadrilateral)
● Monophthongs
● Diphthongs
● Triphthongs
4. Rules
● Rules of Voicing
● Rules of /r/
● Rules of /ŋ/
5. Practice of phonemic transcription
6. Definitions
● Homophones
● Homographs
● Homonyms
● Homophenes
7. Fluency Devices
● Assimilation
● Elision
23
 ● Weak forms/Strong forms
● linking
8. Sound Values
9. Stress and Intonation
10. Practice of phonemic transcription

Recommended Readings
● Collins, B. and Mees, I. (2003) Practical Phonetics and Phonology: A Resource Book for
Students. London & NY: Routledge (Taylor & Francis)
● Clark, J and Yallop, C. (1995). An Introduction to Phonetics and Phonology. 2nd edition.
Cambridge, Mass: Blackwell.
● Davenport, Mike & S. J. Hannahs. (2010). Introducing Phonetics & Phonology, 3rd
edition. Hodder Education
● Roach, Peter. (2009). English Phonetics and Phonology: A Practical Course. 4th Edition.
Cambridge.

Course Title: Literary Forms and Movements

Level: BS 2nd
Course Code: ELL106

Course Description
This course covers two foundational schemes regarding the study of literature: 1) Forms, and
2) Movements. The term “forms” refer to the study of literary genres and their subtypes in
such a way as to introduce the students to their structures and styles with its focus on the
following:
1) Poetry; 2) Fiction; 3) Drama; 4) Prose/Non-fiction; and 5) Short Story. The term
“movement” is rather loosely used to characterize literary texts produced in different cultures
under the influence of or for the propagation of certain ideas as their hallmarks/signatures.
The course has been designed to intellectually groom the students for a broad understanding of
the major literary movements in the history of world literature, especially British and
American: Idealism (Greek), Renaissance/Early Modern, Neoclassicism, Enlightenment,
Romanticism, Victorianism, Raphaelitism, Realism, Transcendentalism, Modernism,
Colonialism, Symbolism, Imagist and post-Colonialism, Feminism and post-Feminism.

Course Objectives
● Build students’ capacity for grasping the meaning of a literary text in terms of a given
historical period/dominant idea.
● Develop their ability for understanding the major ideas that played a key role in shaping
the works of different groups of writers.
● Provide them with a workable tool for interpreting and analyzing a literary text.
Course Contents:
● Literary Forms
● Meter and Rhyme Scheme
● Subgenres of Narrative Poetry: Epic, Ballad, Mock Epic etc
24
 ● Subgenres of Lyrical Poetry: Sonnet, elegy, ode, panegyric so on
● Types of Tragedy
● Types of Comedy
● Types of Novel
● Literary Movements
● Idealism and Classicism/ Greek
● Humanism
● Renaissance
● Elizabethan
● Classicism/British
● Romanticism
● Victorian Age
● Modernism
● Postmodernism
● Feminism/Marxism/postcolonialism

Suggested Readings
● Berman, Art. Preface to Modernism. Chicago: University of Illinois Press, 1994.
● Dirks, B Nichols. Colonialism and Culture. Michigan: Michigan Univ Press.
1992.
● Fowler, Alastair. Kinds of Literature : An Introduction to the Theory of Genres and
Modes. Oxford: Clarendon, 2002.
● Galea, Ileana. Victorianism and Literature. California. Dacia, 2008.
● Gura, Philip. American Transcendentalism. NP: Farrar, 2008.
● Hooks, Bell. Feminist Theory. London: Pluto Press, 2000.
● Hudson, William Henry. An Introduction to the Study of Literature. New
Delhi : Rupa, 2015.
● Marcuse, J Michael. Arefence Guide for English Studies. Los Angeles:
Univ of California Press, 1990.
● Osborne, Susan. Feminism. NP: Product Essentials, 2001.
● Philips, Jerry , Andrew Ladd, and K H Meyers. Romanticism and Transcendentalism.
New York: DWJ Books: 2010.
● Tandon, Neeru. Feminism: A Paradigm Shift. New Delhi: Atlantic, 2008.

Any Two courses of 3 Cr.Hr. has to be offered from list of General Courses

THIRD SEMESTER

Course Title: Introduction to Information & Computer Technology (ICT) Skills

Level: BS 3rd

25
 Course Code: GC201

Course Description
Information technology literacy has become a fundamental requirement for any major. An
understanding of the principles underlying digital devices, computer hardware, software,
telecommunications, networking and multimedia is an integral part of any IT curriculum. This
course provides a sound foundation on the basic theoretical and practical principles behind
these technologies and discusses up to date issues surrounding them including social aspects
and how they impact everyday life.

Course Objectives
● Understand the fundamentals of information technology
● Learn core concepts of computing and modern systems
● Understand modern software programs and packages
● Learn about upcoming IT technologies

Course Contents
Basic Definitions & Concepts, Hardware: Computer Systems & Components. Storage
Devices, Number Systems, Software: Operating Systems, Programming and Application
Software, Introduction to Programming, Databases and Information Systems, Networks, Data
Communication, The Internet, Browsers and Search Engines, The Internet: Email,
Collaborative Computing and Social Networking, The Internet: E-Commerce, IT Security and
other issues, IT Project.

Required Skills
These basic competencies are assumed on the first day of class. Students must assume
responsibility for learning these skills if he/she does not already possess them. If an
instructor finds that you do not have the required skills and knowledge, you may be asked
to withdraw from the course.

1. Basic Knowledge of Computers

● Understand basic computer hardware components and
terminology
● Understand the concepts and basic functions of a
common computer operating system
● Start up, log on, and shut down a computer system properly
● Use a mouse pointing device and keyboard
● Use Help and know how to troubleshoot routine problems
● Identify and use icons (folders, files, applications, and
shortcuts/aliases)
● Minimize, maximize and move windows
● Identify common types of file extensions (e.g. doc, docx,
pdf, html, jpg, gif, xls,ppt, pptx, rtf, txt, exe)
● Check how much space is left on a drive or other
storage device
● Backup files
26
 ● Download and install software on a hard disk
● Understand and manage the file structure of a computer
● Check for and install operating system updates
2. Proficiency in Using Productivity Software
● Create documents of various types and save in a
desired location
● Retrieve an existing document from the saved location
● Select, copy, and paste text in a document or desired
location
● Print a document
● Name, rename, copy and delete files
● Understand and know how to use the following types of
software programs:
● Word processing (example: MS Word, Google Doc, Writer)
● Presentation (example: PowerPoint, Impress)
● Spreadsheet (example: Excel, Calc)
● PDF reader (example: Acrobat Reader, Preview)
● Compression software (example: WinZip, StuffIt, 7-Zip)
3. Electronic Communication Skills
● Email, using a common email program (example: MS
Outlook, Gmail, Apple Mail)
● Compose, Send, Reply, Forward messages
● Add attachments to a message
● Retrieve attachments from an email message
● Copy, paste and print message content
● Organize email folders
● Understand what an electronic discussion list is and how
to sign up and leave one (example: Listserv, Listproc)
4. Internet Skills
● Set up an Internet connection and connect to the Internet
● Have a working knowledge of the World Wide Web and
its functions, including basic site navigation, searching,
and installing and upgrading a Web browser
● Use a browser effectively, including bookmarks, history,
toolbar, forward and back buttons
● Use search engines and directories to find information on
the Web
● Download files and images from a Web page
● Understand and effectively navigate the hyperlink
structure of the Web
● Understand how keep your information safe while using
the Internet
5. Moving Files
● Transfer files by uploading or downloading
● View and change folder/document security settings
27
 ● Copy files from hard disk to storage devices and vice versa
Recommended Readings
● Bruce J. McLaren, Understanding and Using the Internet, West Publishing Company, 610
Opperman Drive, P. 0. Box 64526, St. Paul, MN 55164.
● Computer Applications for Business, 2nd Edition, DDC Publishing, 275 Madison Avenue,
New York,
● Nita Hewitt Rutkosky, Microsoft Office Professional, Paradigm Publishing Company, 875
Montreal Way,St Paul, MN 55102.
● Robert D. Shepherd, Introduction to Computers and Technology, Paradigm Publishing
Inc., 875 Montreal Way, St. Paul, MN 55102.
● Shelly Cashman Waggoner, Discovering Computers 98, International Thomson
Publishing Company, One Main Street, Cambridge, MA 02142.
● V. Wayne Klemin and Ken Harsha, Microcomputers, A Practical Approach to Software
Applications,McGraw-Hill Book Company, New York, NY 10016.

Course: Islamic History & Culture

Level: BS 3rd
Course Code: GC202
Course Description
This is a general introductory course about Islamic history and culture. It will necessarily
entail frequent references to the rise of Islamic civilization, since the time of the Holy
Prophet (PBUH) to the fall of Mughal Empire in the Subcontinent and the Ottoman Empire.
Special emphasis may be given to Muslim contributions in the development of arts, crafts,
sciences, medicine and particularly to the translations of Greco-Roman works of philosophy
and literature; and how they contributed to the beginning of European Renaissance.

Course Objectives
The course will focus on three aspects: the formative period of Islam; its medieval
achievements; and its modern situation. Upon completion, students should be able to develop
their own understanding of the Islamic history, culture and religion.

Course Contents
● Introduction to History and the philosophy of history; why
study history
● Pre- Islamic period. Religious, political and social systems
before Islam.
● The Coming of Islam. Period of the Prophet (PBUH).
● Life at Makkah.
● The Prophet (PBUH) at Madina.
● The Caliphate and the Four Rightly-guided Caliphs.
● The Umayyad Caliphate
● The Abbasid Period.
● Umayyad Dynasty in Spain
● Islam and Muslims in India
● Definition of Culture in Islam.
● Foundations of Islamic culture.
28
 ● Islamic art, civilization and culture.
● Science, technology, philosophy and administration.

Suggested Readings
● Abdul Hakim Khalifa. Islamic Ideology
● Farid Esack, On Being a Muslim: Finding a Religious Path in
the World Today
● Hitti, Philip K. The History of the Arabs
● Maududi. Syed Abul Ala. Why Islam?
● Mazhar-ul-Haq. History of Islam
● Nadvi. Abul Hassan. Pillars of Islam.
● Nadvi. Moeen Ud Din. Tareekh-e-Islam
● Nicholson. R. The History of the Arabs.
● Pickthall. M. M. The Cultural Side of Islam.
● Shustery, A. M. A. Outlines of Islamic Culture: historical and
Cultural Aspects.
Course Title: English III: Communication and Presentation Skills
Level: BS 3rd
Course Code: ELL202

Course Description
For professional growth and future development, effective presentation skills and interactive
and interpersonal communicative skills are very important. This course offers methods,
techniques, and drills significant and useful in optimising communication and presentation
skills of the learners, enabling them to face divergent groups of audience with poise and
confidence. The course has been divided into modules relating to the essentials, contents,
gestures, technology, and variety associated with communication and presentations skills. The
presentation skills part focuses on preparing students for long-life skill of preparing and giving
presentations. Communication is a vital part of our daily routine. The communication skills
part focuses on developing good communication skills among students.

Course Objectives
The course aims to:
● help students identify essential components of a presentation
● develop the awareness, knowledge, skills and attitudes required to deliver effective
academic presentations and communicate clearly
● help students learn various presentation and communication styles and
techniques
● provide techniques to facilitate effective interpersonal and interactive
communication
● guide how to build stronger relationships through powerful
communication

Course Contents
1. Introduction
● Understanding the purpose of Communication
● Analyze the Audience
● Communicating with words as well as with body language
29
 ● Writing with a Purpose
2. Presentation skills
3. Delivering your presentation
4. Speaking with Confidence
5. Communicating Effectively
6. Job Interviews and Communicating Skills
7. Communicating with Customers
8. Communication in a Team

Recommended Readings:
● Carnegie, Dale. ( ). How to Win Friends & Influence People.
● Giblin, Les. Skill with People.
● Newton, Paul. How to communicate effectively.
● Tracy, Brian. Speak to Win.

Course Title: Short Fictional Narratives

Level: BS 3rd
Course Code: ELL203

Course Description
This course is a fertile field for students to broaden their vision with respect to English
literature in general and short fiction in particular, written in different cultures and languages.
It focuses on students’ critical engagement with different texts that represent a variety of
cultures. The short stories in this course have been selected from a wide range of cultures with
a view to highlighting the similarities and differences in the writings of different short story
writers and how different writers reflect the social and cultural events through their writing
with a variety of themes in different styles. The authors included in this course belong to
different parts of the world so the works included are quite diverse not only in their form and
language but also in themes. The issues and themes reflected or implied in these stories are
illusory love, conformity, poverty, the power of words, transformation of identities, feudal
structure of rural Punjab, racism in the backdrop of Civil War, political imprisonment,
appearance vs reality, feminism, female violence, insanity, women’s emotional complexity,
and slavery, to mention a few.

In this course, students will concentrate on seminal short fictions in English written by writers
from the different regions of the world who have contributed significantly to literature in
English through their narrative form and structure, thematic content, and articulation of
human experience.
Narrative studies prepares students for the development and evaluation of original content for
short fictions and other narrative platforms. To recognise a good story, to critique, to help
shape, realise and transform requires a background in the history of narrative, cross-cultural
and contemporary models.

The selection of the primary texts will take into consideration that they are united by their
engagement with the struggle for the expression of human identity. Consequently, the
selection of the short fictions will keep two things in the foreground: representation of diverse
30
regions and narrative structure.

Course Objectives
The objectives of this course are
1. To provide an exposure to some classics in short fiction both in theme and form
2. To familiarize students with short fiction in English literature by the most recognized
and awarded authors
3. To nurture the ability to think critically and promote intellectual growth of the
students
4. To develop sensitivity towards cultural diversity through a critical study of the
selected works and involve them on a personal and emotional level by relating the
stories with their own experiences
5. To make them experience a genuine language context through these stories from
different parts of the world

Course Contents
1. The Nightingale and the Rose Oscar Wilde
2. The Three Strangers Thomas Hardy
3. The Cask of Amontillado Edgar Allan Poe
4. The Darling Anton Chekhov
5. Hearts and Hands O’ Henry
6. The Necklace Guy De Maupassant
7. The Secret Sharer Joseph Conrad
8. The Other Side of the Hedge E. M. Forster
9. Eveline James Joyce
10. The Three Questions Leo Tolstoy
11. A Hunger Artist Franz Kafka
12. A Very Old Man With Enormous Wings Gabriel Garcia Marquez
13. Two Words Isabel Allende
14. A Cup of Tea Katherine Mansfield
15. Everything that Rises Must Converge Flannery O'Connor
16. The Story of An Hour Kate Chopin
17. The Richer The Poorer Dorothy West
18. The Prisoner Who Wore Glasses Bessie Head
19. Lamb to the Slaughter Roald Dahl
20. Bingo Tariq Rahman
21. The Kingdom of Cards Rabindranath Tagore
22. The Martyr Ngũgĩ wa Thiong’o
23. A Watcher of the Dead Nadine Gordimer.
24. Revelation Flannery O’Connor
25. Nawabdin Electrician Daniyal Mueenuddin

Suggested Readings
1. Chekhov, Anton P, and Ralph E. Matlaw. Anton Chekhov's Short Stories: Texts of the
Stories, Backgrounds, Criticism. , 1979.
2. Ellmann, Richard. James Joyce. New York: Oxford University Press, 1959.
31
3. Ellmann, Richard. Oscar Wilde; a Collection of Critical Essays. Englewood Cliffs, N.J:
Prentice-Hall, 1969.
4. Forster, E M, Mary Lago, Linda K. Hughes, and Elizabeth M. L. Walls. The Bbc Talks of
E.m. Forster, 1929-1960: A Selected Edition. Columbia: University of Missouri Press,
2008.
5. Hardy, Thomas, Michael Millgate, Florence E. Hardy, and Florence
E. Hardy. The Life and Work of Thomas Hardy. Athens: University of Georgia Press, 1985.
6. Long, E H. O. Henry, the Man and His Work. Philadelphia: University of Pennsylvania
Press, 1949.
7. Maupassant, Guy , Clara Bell, Florence Crew-Jones, and Fanny Rousseau-Wallach. The
Works of Guy De Maupassant. New York: Printed privately for subscribers only, 1909.
8. Maupassant, Guy , George B. Ives, and Guy . Maupassant. Guy De Maupassant. , 1903.
9. Poe, Edgar A. The Cask of Amontillado. Charlottesville, Va: University of Virginia Library
Electronic Text Center, 1993. Internet resource.
10. Rubenstein, Roberta, and Charles R. Larson. Worlds of Fiction. Upper Saddle River,
N.J: Prentice Hall, 2002.
11. Symons, Julian. The Life and Works of Edgar Allen Poe. , 2014. Print
12. Tolstoy, Leo, and Robert Court. Leo Tolstoy Collected Short Stories. Mankato, MN:
Peterson Pub, 2002.
13. Wilde, Alan. Art and Order: A Study of E.m. Forster. New York: New York
University Press, 1964.
14. Wilson, Kathleen. Short Stories for Students: Presenting Analysis, Context, and
Criticism on Commonly Studied Short Stories. Detroit: Gale, 1997. Print

Course Title: Introduction to Morphology

Level: BS 3rd
Course Code: ELL204

Course Description
The key aim of the course is to introduce the students to the basic word structure in Pakistani
languages. It engages them to have an understanding of words and parts of words. It will help
them to understand word structure in Pakistani languages.
Course Objectives
The objectives of this course are to enable the students to:
● define and describe the terms like morphemes, morphology etc.
● understand basic concepts and principles in morphology
● apply these principles in analyzing word structures in Pakistan languages
● compare word formations in Pakistani languages.

Course Contents
● Introduction to morphology (with examples from
Pakistani languages)
o free morphemes: roots and stems
o bound morphemes: affixes: prefixes, suffixes, infixes,
interfixes, circumfixes

32
 o morphological productivity: productivity of affixes,
prefixes, suffixes, infixes
● Basics of Phonetic Transcription of Words
● Inflectional Morphology
o Pluralization, Degree Marking, Verb Forms
● Derivational Morphology
o Formation of Nouns, Adjectives, Verbs and Adverbs
o Minor processes of derivation: blending, clipping,
backformation, acronym, Reduplication
o derivation by compounding: endocentric, exocentric and
copulative compounds
o derivation by modification of base
● Morphology of Pakistani Languages
o word forms in Urdu, Punjabi, Sindhi, Pashto and other
Pakistani languages
o Descriptive analysis of word forms in Pakistani languages
● Morpho-Semantics- semantic change in word formation processes
● Morphology Interface with Phonology and Syntax
● Morphology-Syntax Interface

Recommended Readings
1. Aronoff, M. (1994). Morphology by itself. MIT Press, Cambridge.
2. Bauer, L. (2003). Introducing Linguistic Morphology--Edinburgh University Press
3. Booij, G. (2005) The Grammar of Words--An Introduction to Linguistic Morphology
4. David et al. (2009). Urdu Morphology. Oxford University Press, London
5. Mangrio, R. A. (2016). The Morphology of Loanwords in Urdu: the Persian, Arabic and
English Strands, Cambridge Scholars Publishing, Newcastle upon Tyne.
6. McCarthy, A. C (2002). An Introduction to English Morphology- Words and their
Structure, Edinburgh University Press. Edinburgh
7. Plag, I. (2002). Word Formation in English -Cambridge University Press. Cambridge
8. Ayto, J. (1999). Twentieth Century Words, Oxford: OUP .
9. Bauer, L. (2001). Morphological Productivity, Cambridge University Press
10. Halpern, A. (1995). On the placement & morphology of clitics. CSLI Publications,
Stanford
11. Yu, A. C (2006) A Natural History of Infixation. Oxford University Press, Chicago
12. Zwicky, A. (1985b). 'How to Describe Inflection.' Proceedings of the
Berkeley Linguistics Society 11: 372-386. Berkeley, California.
13. Zwicky, A and Pullum, G. (1992). A misconceived approach to
morphology. In Proceedings of WCCFL 91, ed. D. Bates. CSLI, Palo Alto,
387-398.

Any one course of 3 Cr.Hr. has to be offered from list of General Courses

FOURTH SEMESTER

Course Title: Human Rights & Citizenship

33
Level: BS 4th
Course Code: GC203

Course Description
This particular course deals with good citizenship values and human rights components.
Although the course does not strictly or necessarily fall under the category of English
curriculum and syllabi, the contents/ topics designed for this course must be studied and used
by the teachers of English language and literature to offer a comparative study with the
textbooks they use for their classes.

Course Objectives
● To promote human values, in particular religious tolerance for others
● To promote HR, in particular those of the minorities and ethnic groups
● To develop a cross-cultural understanding, to recognize the value of difference
● To relate human progress through a sense of diversity, good citizenship & tolerance
for social harmony.

Course Contents
● The Last address of the Holy Prophet (Peace be upon Him)
● The United Nations Human Rights Charter.
The above may be studied for the understanding of the following:
What is Human Rights (HR)?
● Evolution of the Concept of HR
● Four Fundamentals in HR: freedom, equality, justice, and
human dignity
● Universal Declaration of HR
● Three Key Principles in HR: inalienability, indivisibility and
universality
● Are HR Universal? (debate/ discussion etc.)
● HR in South Asia: Issues
● Rights of Women
● Rights of Children (debate/ discussion on child labour, etc.)

Recommended Readings
1. Dean, B. Joldoshalieva, R. & Sayani, F. (2006). Creating a Better World. Karachi,
Pakistan: Aga Khan University, Institute for Educational Development.
2. Ed. Williams, Isabel. (2008). Teaching Human Rights through English Education.
Karachi: Oxford University Press.

Course: English IV: Academic Reading & Writing

Level: BS 4th
Course Code: ELL205

Course Description
This course aims at inculcating proficiency in academic writing through research. It guides
students to develop a well-argued and well- documented academic paper with a clear thesis
statement, critical thinking, argumentation and synthesis of information. This course also
34
teaches students how to use different systems of citations and bibliography. It allows students
to become independent and efficient readers armed with appropriate skills and strategies for
reading and comprehending texts at undergraduate level.

Course Objectives
To enable the students to:
● Improve literal understanding, interpretation & general
assimilation, and integration of knowledge
● Write well organized academic texts including examination
answers with topic/thesis statement and supporting details.
● Write argumentative essays and course assignments

Course Contents

Reading and Critical Thinking

1. Read academic texts effectively by:
● Using appropriate strategies for extracting information
and salient points according to a given purpose
● Identifying the main points supporting details,
conclusions in a text of intermediate level
● Identifying the writer’s intent such as cause and effect,
reasons, comparison and contrast, and exemplification.
● Interpreting charts and diagrams
● Making appropriate notes using strategies such as mind
maps, tables, lists, graphs.
● Reading and carrying out instructions for tasks,
assignments and examination questions
2. Enhance academic vocabulary using skills learnt in Compulsory
English I course
3. Acquire efficient dictionary skills such as locating guide words,
entry words, choosing appropriate definition, and identifying
pronunciation through pronunciation key, identifying part of
speech, identifying syllable division and stress patterns
4. Writing Academic Texts:
1. Plan their writing: identify audience, purpose and
message (content)
2. Collect information in various forms such as mind
maps, tables, charts, lists
3. Order information such as:
▪ Chronology for a narrative
▪ Stages of a process
▪ From general to specific and vice versa
▪ From most important to least important
▪ Advantages and disadvantages
▪ Comparison and contrast
▪ Problem solution pattern

35
 5. Write argumentative and descriptive forms of writing using
different methods of developing ideas like listing, comparison,
and contrast, cause and effect, for and against
▪ Write good topic and supporting sentences and effective
conclusions
▪ Use appropriate cohesive devices such as reference
words and signal markers
6. Redraft checking content, structure and language.
7. Edit and proof read
8. Grammar in Context
▪ Phrase, clause and sentence structure
▪ Combining sentences
▪ Reported Speech

Recommended Readings
● Eastwood, J. (2004). English Practice Grammar (New edition with tests and answers).
Karachi: Oxford University Press.
● Fisher, A. (2001). Critical Thinking. C UP
● Goatly, A. (2000). Critical Reading and Writing: An Introductory Course. London:
Taylor & Francis
● Hacker, D. (1992). A Writer’s Reference. 2nd Ed. Boston: St. Martin’s
● Hamp-Lyons, L. & Heasley, B. (1987). Study writing: A course in written English for
academic and professional purposes. Cambridge: Cambridge University Press.
● Howe, D. H, Kirkpatrick, T. A., & Kirkpatrick, D. L. (2004). Oxford English for
Undergraduates. Karachi: Oxford University Press.
● Murphy, R. (2003?). Grammar in Use. Cambridge: Cambridge University Press.
● Smazler, W. R. (1996). Write to be Read: Reading, Reflection and Writing. Cambridge:
Cambridge University Press.
● Wallace, M. (1992). Study Skills. Cambridge: Cambridge University Press.
● Yorky, R. Study Skills.

Course: Classical & Renaissance Drama

Level: BS 4th
Course Code: ELL206

Course Description
The purpose of this course is to explore the nature, function, and themes of Classical Greek,
Roman and Elizabethan drama in their theatrical, historical and social contexts. Through a
detailed study of the texts by the selected dramatists such as Aeschylus, Sophocles,
Euripides, Aristophanes, Seneca, Plautus, Shakespeare, Marlowe, and Webster the course
traces the development of the key features of tragedy and comedy. Ancient opinions on
drama, in particular, the views of Plato and Aristotle and their influence on classical drama
will also be investigated. A comprehensive and critical background to mythology, drama
and society is given in the beginning of the course to prepare students to undertake close
reading and analyses of the selected texts.
36
The first section of the course will focus on representative classical plays which have
influenced the development of drama as a genre. It will introduce students to the history of
Classical Greek and Roman drama and motivate them to explore how selected texts can be
interpreted in a modern context. A comprehensive and critical background to Greek drama
and society is given in the beginning of the course to prepare students to undertake a close
reading and analysis of the selected texts. Special emphasis will be given in the seminars to
examine the role and significance of mythology in Greek drama, the importance of festivals in
Greek society, the structure of Greek tragedy, and the difference between tragedy and
comedy.

The second section focuses on the selective plays of William Shakespeare, Christopher
Marlowe, and John Webster. Through a critical scrutiny of the recommended plays, students
will be made to appreciate the variety and imaginative exuberance of drama written in the
age that popularized cultural profundity, humanist tendencies, philosophical excavations and
artistic excellence. Qualities such as the poetic richness, absorbing plots, and vivid portrayal
of characters will be highlighted to catch the true spirit of Renaissance. Through a selection of
plays, this section highlights the characteristic features of various dramatic forms like tragedy,
comedy, and history, and their variations.

Course Objectives
Students will be taught to demonstrate:
 Knowledge of the myths, history, conventions, and major personages of classical
theatre through readings of the plays and secondary sources.
 An insight into the culture, society and political events of the classical periods under
study.
 An understanding of the main objectives, themes and ideas underlying Classical
Drama.
 Sound knowledge of the works of a range of classical dramatists and the ability to
relate the primary texts to their socio-cultural and historical contexts.
 The ability to carry out close reading and literary commentaries on the primary texts.
 Critically assess the inherent nature of the human condition - its paradoxes,
complexities, and conflicts.

Course Contents
1. Aeschylus – Prometheus Bound
2. Sophocles – Oedipus Rex
3. Euripides – The Bacchae
4. Aristophanes – The Birds
5. Seneca – Hercules Furens (The Mad Hercules)
6. Plautus – The Pot of Gold
7. Shakespeare – King Lear; As You Like It
8. Marlowe – Tamburlaine the Great (Parts I and II)
9. Webster – The Duchess of Malfi

Recommended Readings
37
 1. Aeschylus. (1961).Prometheus Bound, The Suppliants, Seven Against Thebes, The
Persians, translated by Philip Vellacott. Penguin Books.
2. Aristophanes. (1962).The Complete Plays of Aristophanes. Edited by Moses Hadas. A
Bantam Skylark Book.
3. Bloom, Harold. (1987). John Webster’s The Duchess of Malfi. Chelsea House Pub (L).
4. Bloom, Harold. (1999). Shakespeare: The Invention of the Human.
London: Fourth Estate.
5. Cheney, Patrick. (2004). The Cambridge Companion to Christopher
Marlowe. Cambridge: CUP.
6. Dover, K.J. (1972).Aristophanic Comedy. University of California Press.
7. Eagleton, Terry. (1986). William Shakespeare. New York: Blackwell.
8. Erikson, Peter. (1991). Rewriting Shakespeare, Rewriting Our- selves. Berkley:
University of California Press.
9. Frazer, James G. (1922).The Golden Bough: A Study in Magic and Religion. MacMillan.
10. Gregory, Justina. (2005).A Companion to Greek Tragedy. Blackwell.
11. Hackett, Helen. (2012). A Short History of English Renaissance Drama. I.B. Tauris
& Co Ltd.
12. Herington. (1986). Aeschylus. Yale.
13. Kitto, H. D. F. (2005).Greek Tragedy. London and New York: Routledge.
14. Kuriyama, Constance B. (2002). Christopher
Marlowe: A Renaissance Life. Ithaca: Cornell University
Press.
15. Ley, G. (1991). A Short Introduction to the Ancient Greek Theatre. University of
Chicago Press.

Course Title: Classical Poetry

Level: BS 4th
Course Code: ELL207 Course

Description

This course focuses on the study of poetry from Geoffrey Chaucer to Alexander Pope. The
term ‘classical’ understandably refers to the lasting appeal and artistic pleasure of the poetical
works selected for this course. Though belonging to different poetical genres, the poetry of
Chaucer, Shakespeare, Donne, Milton, and Pope have stood the tests of time and no further
study in this genre of literature is possible without studying these bench marks of English
poetry. The teachers of classical poetry need to inculcate a spirit of studying the aesthetic
concerns of the times of these poetical masterpieces along with giving a holistic
understanding of different genres of poetry, namely epic, ballad, sonnet, lyric, and elegy etc.
Offering a study of the congenial humor and gentle satire of Chaucer’s Prologue to
Canterbury Tales (c. 1389), the puritanical strain of Milton’s epic Paradise Lost (1667), the
fiery quality of Love and divine poetry of the metaphysical poet John Donne, some sonnets of
William Shakespeare and famous mock epic of Alexander Pope, this course is designed to
cover the classical aspects of English poetry. By teaching the fundamentals of poetry that this
course entails, the teachers may introduce a diversity of poetic expressions that will help the
38
students further their inquiry into this genre in the coming semesters.

Course Objectives
This course aims to:
1. Trace the generic specific historical development of classical
poetry, but also to develop a keen awareness of poetic language
and tone of the period.
2. Introduce various forms and styles of the genre of poetry for
creating an in-depth understanding of this genre.

Course Contents

William Shakespeare (1564-1616)

• Shall I compare thee to a summer’s day? (Sonnet 18)
• Let me not to the marriage of true minds (Sonnet 116)

John Donne (1572-1631)

Love Poems:
● Song
● The Sun Rising
● Aire and Angels
● The Good Morrow
● Valediction: Forbidding Mourning
Holy Sonnets:
• Thou hast made me, and shall thy work decay?
• Death be not proud, though some have called thee
John Milton (1608-1674)
• Paradise Lost. Book I (1667)
• Paradise Lost Book 9 (The main contention and critical summary)
Alexander Pope (1688-1744)
● Rape of the Lock (1712)

Recommended Readings
● Abbs, P. & Richardson, J. The Forms of Poetry. Cambridge: Cambridge UP. 1995.
● Barnet, Sylvan. A Short Guide to Writing about Literature (7th Edition). New York:
Harper and Collins. 1996.
● Boulton, Marjorie. The Anatomy of Poetry. London: Routledge and Kegan Paul. 1977.
● Kamran, Rubina and Syed Farrukh Zad. Ed. A Quintessence of Classical Poetry. National
University of Modern Languages, Islamabad.
● Kennedy, X. J. Gioia, D. An Introduction to Poetry: (8th Edition). New York: Harper
Collins College Publishers. 1994.

Course Title: Semantics

Level: BS 4th
Course Code: ELL208
39
Course Description
This course introduces students to the basic concepts of semantics and pragmatics with the
aim to help them conceptualize the relationship between words and their meanings, and to
understand the factors that govern choice of language in social interaction and the effects of
these choices.

Course Objectives
The objectives of the course are to:
● Enable students to differentiate between semantic and pragmatic meaning.
● Introduce the theoretical concepts related to Semantics and Pragmatics.
● Help students internalize sense relation and Lexical relations along with types of
meaning.
● Enable students to understand Deixis, Speech Act theory, Cooperative Principle and
Politeness.

Course Contents
● Theories of Semantic and Pragmatics
● Types of meaning
● Semantic field
● Sense Relations and Lexical Relations (Hyponymy; Synonymy;
Antonymy; Homonymy and Polysemy)
● Syntactic Semantics (Contradiction, Ambiguity, Semantic
anomaly, Entailment, Presupposition)
● Speech act theory
● Conversational Implicature
● The Cooperative Principle
● Politeness
● Deixis

Recommended Readings
● Burton-Roberts, N. (Ed.), (2007). Pragmatics. Palgrave Macmillan.
● Cruse, A. (2011). Meaning in Language: An Introduction to Semantics and
Pragmatics. (Third edition). Oxford Textbooks in Linguistics.
● Cutting, J. (2002). Pragmatics and Discourse: a resource book for students. Routledge.
● Davis, S. & Gillon, S. B. (2004). Semantics: A Reader. Oxford University Press.
● Davis, S. (Ed.), (1991). Pragmatics: a reader. Oxford University Press.
● Frawley,W.(2002). LinguisticSemantics.Cambridge:Cambridge UniversityPress.
● Griffiths, P. (2006). An Introduction to English Semantics and Pragmatics.
Edinburgh University Press Ltd.
● Grundy, P. (2000). Doing Pragmatics. Arnold.
● Howard, G. (2000). Semantics: Language Workbooks. Routledge.
● Hurford, R. J., Heasley, B. & Smith, B. M. (2007). Semantics: a course
book. (Second edition) Cambridge: CUP.
● Kearns, K. (2000). Semantics. Palgrave Modern Linguistics. Great Britain.
● Lyons, J (1996). Linguistic Semantics:An
Introduction.Cambridge: UniversityofCambridge.

40
 ● Riemer, N. (2010). Introducing Semantics. Cambridge
Introductions to Language and Linguistics.
● Saeed, I. J. (2009). Semantics. (Third edition). Wiley- Blackwell.
● Horn. R. L., & Ward, L. G. (Eds.), (2005). The handbook of
pragmatics. Wilsey-Blackwell.

Course Title: Rise of the Novel (18th to 19th century)

Level: BS 4th
Course Code: ELL209 Course

Description

This course aims to introduce the students to the origin and development of relatively late-
emerging genre of novel. It has been designed with a view to developing their understanding
how novel is different from other genres of literature, poetry and drama. The students are
given an in- depth understanding of the making and mechanics of a novel, the role of narrator,
narrative styles and techniques, and the art of characterization. The teacher is also expected to
explain how a full-length fictional prose narrative is different from flash fiction, short story
and novella. Discussing the emergence of novel since eighteenth century, this course brings
out the significance of this genre as discussed, for example, in great detail in Ian Watt’s
seminal book, Rise of the Novel (1955). While teaching novel, teachers are supposed to
consult and have a sound understanding of some of the ground breaking books as Rise of the
Novel (1955) by Ian Watt, Aspects of the Novel (1927) by E M Forster, and The English
Novel (1953) by Walter Allen. With a deeper understanding of the elements of fiction, the
teachers will be able to impart a holistic definition of this genre starting from the basic “long
fictional prose narrative” to a relatively complex definition of novel as can be extracted from,
say, Ian Watt’s book. An understanding of ingredient elements that constitute a novel will
enable the students to develop an all-round understanding of this genre and equip them to
grasp the complexities of modern fiction course in the coming semesters.

Course Objectives
This course will enable the students
1. To have a full understanding of 18th and 19th century novel which is rich in diversity
as well as creativity.
2. To closely study the English society of these centuries and its impact upon human
lives, and its complex psychological phenomena.
3. To develop an insight into various factors responsible for the appeal of the subject
matter of these novels which was not only enjoyed by readers of the centuries in
which they were written but by Victorian readers or even for modern readers of
contemporary times.

Course Contents
● Henry Fielding Joseph Andrews (1742)
● Jane Austen Pride and Prejudice (1813)

41
 ● Charles Dickens Hard Times (1854)
● George Eliot The Mill on the Floss (1860)
● Thomas Hardy The Return of the Native (1878)
Recommended Readings
● Bloom, Harold. (1988) George Eliot's the Mill on the Floss (Bloom'sModern Critical
Interpretations). Chelsea House Pub.
● Allen, Walter The English Novel
● Ashton, Rosemary. George Eliot: A Life. London, 1996.
● Battestin, Martin C. The Moral Basis of Fielding’s Art: A study of Joseph
Andrews
● Beer, Gillian. George Eliot. Brighton, 1986.
● Butt, John Fielding
● Church, Richard The Growth of the English Novel.
● Collins, Philip, Dickens: The Critical Heritage, 1971
● Copeland, Edward and McMaster, Juliet, The Cambridge
Companion to Jane Austen, 1997
● Elliot, Albert Pettigrew. Fatalism in the Works of Thomas Hardy,1935
● Forster, E.M. Aspects of the Novel.(Pelican Paperback)
● Gard, Roger. Jane Austen’s Novels: The Art of Clarity, 1998
● Hardy, Barbara. The Novels of George Eliot. London, 1959.
● Kettle, Arnold Introduction to the English Novel (vol. .I & II)
● Lubbock, P. The Craft of Fiction. Jonathan Cape,
● MacDonaugh, Oliver, Jane Austen: Real and Imagined Worlds. 1993
● Neill, Edward. (1999). Trial by Ordeal: Thomas Hardy and the Critics
(Literary Criticism in Perspective). Camden House.
● Neill, Edward. The Politics of Jane Austen, 1999
● Smith, Grahame, Charles Dickens: A Literary Life, 1996
● Thomas, Jane. Thomas Hardy, Femininity and Dissent, 1999
● Watt, Ian The Rise of Novel. Chatto Windus, London, (1955-7)

FIFTH SEMESTER

Course Title: Introduction to International Relations

Level: BS 5th
Course Code: GC301

Course Description
This course offers an introduction to contemporary analysis of international relations.
Students will learn major theories of international relations and apply them to understand
international situations and issues in the modern world. Emphases are on clearly
comprehending the relationship between international conflicts and cooperation and on
42
recognizing the shift from “internationalization” to “globalization”. Extensive use of internet
information, articles from professional journals and newspapers will enable students to
update information about imminent international issues today and to think about them
critically.

Course Objectives
By the end of this course, students will be able to:
1. Demonstrate comprehension of theories of international relations including realism,
idealism, liberalism, neorealism, integrationism, interdependence, dependency, world
system and regime;
2. Tell exact locations of major countries on a world map and explain what problems those
countries are facing;
3. Demonstrate understanding of the causes and processes of modern international issues;
4. Differentiate the concept of internationalization from that of globalization;
5. Skillfully use extensive sources of information including internet, government
publications, professional journals, and newspaper;
6. Demonstrate critical thinking skills through research paper writing and discussion
Course Contents
Course topics will include the following:
1. What is international relations?
2. Theories of international relations
3. Brief history of modern international relations
4. National perspectives of different nations
5. Power
6. Balance of power
7. International security
8. Principal causes of war
9. International political economy
10. International trade & monetary system
11. International law
12. International organization
13. International integration and transnational participation
14. Future world order

Suggested Readings
● Allan, Stuart (2010) The Routledge companion to news and journalism. New York,
NY: Routledge.
● Andrew Cottey (2007) ‘Ch.1: Security in the new Europe’, in Security in the
new Europe. New York: Palgrave Macmillan, pp. 5–31. Available at:
https://contentstore.cla.co.uk//secure/link?id=9416ad17-7936- e711-80c9-
005056af4099.
● Ba, A. and Hoffmann, M. J. (2003) ‘Making and Remaking the World for IR
101: A Resource for Teaching Social Constructivism in Introductory Classes’,
International Studies Perspectives, 4(1), pp. 15–33. doi: 10.1111/1528-3577.04102.
● Bache, Ian, George, Stephen and Bulmer, Simon (2011) Politics in the European

43
 Union. 3rd ed. Oxford: Oxford University Press.
● Baylis, John, Smith, Steve and Owens, Patricia (2011a) The globalization of world
politics: an introduction to international relations. 5th ed. Oxford: Oxford University
Press.
● Baylis, John, Smith, Steve and Owens, Patricia (2011n) The globalization of world
politics: an introduction to international relations. 5th ed. Oxford: Oxford University
Press.
● Bennett (1994) ‘The news about foreign policy’, in Taken by storm: the media, public
opinion, and U.S. foreign policy in the Gulf War. Chicago: University of Chicago
Press, pp. 12–40.
● Berdal, M. (2004) ‘The UN after Iraq’, Survival, 46(3), pp. 83–101. doi:
10.1080/00396330412331343743.
● Blair, T. (2001) The power of community can change the world.
● Bomberg, Elizabeth E., Peterson, John and Stubb, Alexander C-G. (2008) The
European Union: how does it work? 2nd ed. Oxford: Oxford University Press.
● Brooks, S. G. and Wohlforth, W. C. (2002) ‘American primacy in perspective’,
Foreign affairs. [New York: Council on Foreign Relations], 81(4), pp. 20–33.
● Brown, Chris (2005) ‘US hegemony and world order’, in Understanding
international relations. 3rd ed. Basingstoke: Palgrave Macmillan, pp. 232–254.
● Calhoun, Craig J., Price, Paul and Timmer, Ashley S. (2002) Understanding
September 11. New York: New Press.
● Chris Brown (2005) ‘US hegemony and world order’, in Understanding
international relations. 3rd ed. [Perth, Australia]: Ebook Library, pp. 232–254.
Available at: http://ls- tlss.ucl.ac.uk/course-materials/SESS1102_46625.pdf.
● Christopher Hill and Michael Smith (2011) ‘Acting for Europe: reassessing the
EU’s place in international relations’, in International relations and the
European Union. 2nd ed. Oxford: Oxford University Press, pp. 458–481. Available at:
http://ls- tlss.ucl.ac.uk/course-materials/SESS1102_60047.pdf.
● Cottey, Andrew (2007) ‘Security in the new Europe’, in Security in the new Europe.
New York: Palgrave Macmillan, pp. 5–31.
● Cox, M. (1990) ‘From the Truman Doctrine to the Second Superpower Detente : the
rise and fall of the Cold War’, Journal of peace research. London: Sage Publications
[etc.], 27(1), pp. 25– 41.
● Cox, M. (2009) ‘Rethinking the End of The Cold War’, Review of International
Studies, 20(02). doi: 10.1017/S0260210500117887.

Course Title: Introduction to Environmental Studies

Level: BS 5th
Course Code: GC302

Course Description
In the last few decades “environment” has become a buzz word. A basic understanding of this
term has become necessary in every field of life. Therefore, this course is designed for non-
environmental science students keeping in view their diverse background of science and non-
science subjects. This course only provides a basic understanding of the environment around
44
us which is necessary to understand the environmental problems we face in our everyday life.
This course is designed to provide a basic understanding of the environment, its components
and its processes. The course will also provide a brief history and background of the
environmental movements.
The course is designed to demonstrate knowledge and understanding of the environmental
pollution, its causes and impact on human beings and ecosystem. Course will take a
multidisciplinary approach and will cover contemporary environmental problems. Course will
be beneficial in general to all students but particularly for students of economics, sociology,
communication studies, management sciences and law due to wide scale application of these
concepts in these fields.
The course will provide an introduction to a range of "global environmental challenges"
facing humanity. It will provide the necessary background to understanding the policies,
politics, governance and ethics, and decision-making processes that underpin the causes of,
and responses to, environmental change. It will include an appreciation of the social
construction of the term global environmental challenges and the implications of this.

Course Objectives
The course is designed to:
● provide students with a basic understanding of the environment, its components and
processes.
● develop student capabilities to understand the man-environment interaction and ways
human can impact environment.
● Provide: (1) an introduction of human attitude towards environment and how it has
changed overtime, (2) overview of the pollution; its causes and impacts, (3)
understanding of the role of human activities in causing environmental pollution, (4)
outline of the factors including physic-chemical, biological and socio-economic which
contribute to accelerate or de-accelerate the rate of pollution.

Course Contents
Environment; definition and concept; ecosystem, its component; material and energy flow in
an ecosystem; Terrestial and aquatic ecosystems; biomes and their distribution; Atmosphere;
composition, air pollution, causes and its impacts. Hydrosphere; water distribution on earth,
water quality and quantity problems. Lithosphere; earth structure, soil resources, pollution
and problem. Human population and resource use, Human attitude towards environment;
history and background. Environmental Pollution: Concept, history and background,
Pollution sources and types: point and non-point sources. Air pollution; sources, types of
pollutants, sources and fate, impacts on human health and on environment, Water pollution;
water quality and quantity problems, sources, types of pollutants, sources and fate, impacts on
human health and on environment, Solid Waste, Noise Pollution, Toxic chemicals in
environment, approaches to manage environmental pollution.
Global Environmental Problems: Ozone Depletion; history, science, world response. Climate
change: a myth or reality, Conflicting Theories, climate change scientific basis, its impacts,
world response, climate change politics. Acid Rain. Human Population and sustainability,
International environmental laws.

45
Recommended Readings
1. Environmental Science: Earth as a Living Planet, Botkin, D.B & Keller, E.A. 9th Ed.
John Wiley & Sons, 2013.
2. Environmental Science: systems and solutions, McKinney, M.L., Schoch, R.M. &
Yonavjak, L. 5th Ed. Jones & Bartlett Publishers, 2013
3. Environmental Science: Toward a Sustainable Future, Wright, R.T. & Nebel, B.J. 10th
Ed. Pearson Educational, 2007.
4. Environmental Science: Earth as a Living Planet, Botkin, D.B & Keller, E.A. 9th Ed.
John Wiley & Sons, 2013.
5. Environmental Science: systems and solutions, McKinney, M.L., Schoch, R.M.
&Yonavjak, L. 5th Ed. Jones & Bartlett Publishers, 2013
6. Environmental Science: Toward a Sustainable Future, Wright, R.T. & Nebel, B.J. 10th
Ed. Pearson Educational, 2007.
7. Environmental Science: working with the Earth.11th Ed. Miller, G., Tyler. Cengage
Learning, 2005.
8. Environmental Science: Earth as a Living Planet, Botkin, D.B & Keller, E.A. 9th Ed.
John Wiley & Sons, 2013.
9. Environmental Science: systems and solutions, McKinney, M.L., Schoch, R.M.
&Yonavjak, L. 5th Ed. Jones & Bartlett Publishers, 2013
10. Environmental Science: Toward a Sustainable Future, Wright, R.T. &Nebel, B.J. 10th
Ed. Pearson Educational, 2007.
11. Environmental Science: working with the Earth.11th Ed. Miller, G., Tyler. Cengage
Learning, 2005.
12. Algore Documentary: “ An inconvenient Truth”

Course Title: Romantic & Victorian Poetry

Level: BS 6th
Course Code: ELL301

Course Description
This course analyzes representative examples of British poetry of the nineteenth century, that
is, from the French Revolution to the first stirrings of modernism in the early 1900s. It
comprises the poetry of two eras which came one after each other, namely Romantic and
Victorian age. The first half of this module extends from the mid-1770s to the 1830s, a period
marked by what Wordsworth referred to as those ‘great national events’ which were ‘almost
daily taking place’: the American and French revolutions, the Napoleonic wars, imperial
expansion, industrialization, and the growth of the political reform movement. The production
and consumption of books took on a heightened political significance in these decades and
this selection includes selection from the ‘big six’ Romantics (Blake, Wordsworth, Coleridge,
Keats, P.B. Shelley, Byron). The second half of this course includes the poetry of the poets
who are called as ‘cunning terminators of Romanticism’ by some critics. This era, marked by
46
the coronation of Queen Victoria in 1837, known as Victorian age, spans till her death in
1901. The Victorians saw the virtues attendant upon a strong will as central to themselves and
to their culture, and Victorian poetry strove to find an aesthetic form to represent this sense of
the human will. Through close study of the metre, rhyme and rhythm of a wide range of
poems - including monologue, lyric and elegy - the technical questions of poetics are related,
in the work of these poets, to issues of psychology, ethics and social change.

Course Objectives
The aim of this module is to introduce students to the literary culture of this rich and exciting
period, which, in the first half, begins in the year of America’s declaration of independence
and ends with the British reform act of 1832 and from there onwards till the first decade of the
twentieth century.

Course Content
The Longmans Anthology of British Literature vol 2A ,2B
William Blake :-
i) The Sick Rose
ii) London
iii) A Poison Tree
iv) The Tygre
William Wordsworth:-
• The World is Too Much with us
• Ode to Intimation of Immortality
• We Are Seven
• The Last of The Flock
S.T . Coleridge:-
• Dejection: An Ode
• Frost at Midnight
• Christabel
• Kubla Khan
John Keats:-
• La Belle Dame Sans Mercy
• A Thing of Beauty
• Ode on Melancholy
• Ode to Nightingale
• Ode on the Grecian Urn
Lord Byron:-
• She Walks in Beauty
• When We Two Parted
• I Watched Thee
• So We’ll go No More A Roving
P.B. Shelly:-
• Ode To The West Wind
• Ozymandis
• Ode To A Sky Lark
• The Indian Serenade
• Love’s Philosophy

47
 Alfred Lord Tennyson:-
i. The Lotos Eaters
ii. St Agnes Eve
iii. Tears Tears Idle Tears
Robert Browning : -
• Porphyria’s Lover
• My Last Duchess
Mathew Arnold :-
• Lines Written in Kensington Garden
• Dover Beach
Dante Gabriel Rossetti
The Choices 1, 2 ,3
Cristina Rossetti
i. Song
ii. After Death
iii. In an Artist’s Studio
Algernon Charles Swinburne (1837-1909)
i. Choruses from Atlanta In Calydon
ii. From the Triumph of Time
iii. (I Will Go Back to the Great Sweet Mother)

Suggested Readings
● Aidan Day, Romanticism (1995)
● Anne Mellor, Romanticism and Gender (1993)
● Cynthia Chase, ed., Romanticism (1993)
● Harold Bloom, The Visionary Company: A Reading of English Romantic
Poetry (1961)
● Iain McCalman, An Oxford Companion to the Romantic Age (1999)
● Isobel Armstrong, Victorian Poetry: Poetry, Poetics, and Politics
(1993)
● Joseph Bristow, ed., The Cambridge Companion to Victorian Poetry (2002)
● Linda K. Hughes, The Cambridge Introduction to Victorian Poetry(2010)
● M. H. Abrams, The Mirror and the Lamp: Romantic theory and the
Critical Tradition (1958)
● Margaret Homans, Women Writers and Poetic Identity (1980)
● Marilyn Butler, Romantics, Rebels and Reactionaries (1982)
● Paula Feldman and Theresa Kelley, ed., Romantic Women Writers(1995)
● Richard Cronin et al, ed., A Companion to Victorian Poetry (2002)
● Stephen Copley and John Whale, eds. Beyond Romanticism: New
Approaches to Texts and Contexts 1780-1832 (1992)
● Stuart Curran, Poetic Form and British Romanticism (1986)

Course Title: Foundations of Literary Theory & Criticism

Level: BS 5th
Course Code: ELL302

Course Description
48
This course introduces some of the most vital debates in the tradition of English literary
criticism from Plato and Aristotle in the Greek times to T.
S. Eliot in early twentieth century. Equipped with the ability of analyzing and appreciating
this literary tradition through all these centuries, the students would be able to grasp
arguments in classical and romantic schools of literary criticism, represented by critics like
Samuel Johnson, Mathew Arnold, T. S. Eliot, and F. R. Leavis on the one hand, and Philip
Sidney, Wordsworth, and Coleridge on the other. That would help students be conversant
with ‘practical criticism’ / ‘close reading’ and ideas-led’ criticism respectively. By
concentrating on this rich canonical tradition, students will be able to learn how each
generation of critics has responded to critical theorizing and creative works of not only their
own times but also the ages preceding them. What is likely to excite and engage the
students is debates like Plato’s theory of imitation and his standpoint on poets, challenged not
only by his contemporary and disciple, Aristotle, but also by Philip Sidney and others.
Similarly, the import of Mathew Arnold’s view---one needs to study poetry of at least two
different cultures, the more different the better---will be transformative for students of
literature. Moreover, this course will ground the students in familiar critical concepts and thus
prepare them to grasp the complexities of literary and cultural theory in later semesters.

Course Objectives
It is an intensive course in literary criticism focusing on the following aspects
● It would prepare the learners of literature and language to understand the historical
background to literary criticism, exploring its developmental changes from Plato till T.S
Eliot
● It would focus on the poetic and dramatic forms in order to highlight some significant
trends and concepts in world literature in general and English literature in particular.
● It would also provide a brief introduction to the contemporary literary theories.

Course Contents Aristotle to Modern Times

The Greek Critics
● Plato (427-347 BC): Selections from The Republic (c.
380 BC)
● Aristotle (394-322 BC): The Poetics (c. 335 BC)
Renaissance to Eighteenth Century Critics
● Sir Philip Sidney (1554-1586): An Apology for Poetry (1595)
● b) John Dryden (1631-1700): Essay on Dramatic Poesy
(1668)
● c) Samuel Johnson (1709-1784): “From Milton” (1779-81)
The Romantic Critics
● William Wordsworth (1770-1850): Preface to Lyrical Ballads
(1798-1802)
● S.T. Coleridge (1772-1834): Biographia Literaria
(Chapters xiv, xv, xvi, xvii) (1817)
The Victorian Critics
● Matthew Arnold (1822-1888):
o The Study of Poetry (1880)
o Function of Criticism at the Present Time (1865)
49
 ● Walter Pater (1839-1894): Appreciations: “On Style”
(1895) (Optional)
Modern Critics
● T.S. Eliot (1888-1965): “Tradition & the Individual Talent” (1921)
A Brief Introduction to Contemporary Literary Theories

Recommended Readings
1. Barry, P. Beginning Theory: An Introduction to Literary and Cultural Theory.
Manchester: Manchester UP, 1995
2. Booker, Keith M. A Practical Introduction to Literary Theory and Criticism. New York:
Longman Publishers, 1996.
3. Kamran, Robina and Farrukh Zad. Ed. A Quintessence of Literary Criticism. National
University of Modern Languages, Islamabad.
4. Leitch, Vincent B. (General Editor). The Norton Anthology of Theory and Criticism.
New York & London: W. W. Norton and Company, 2001 (or later editions
5. Lodge, David. Ed. Modern Criticism and Theory: A Reader. Longman, 1988.
6. Newton, K. M. ed. Twentieth Century literary Theory: A Reader. Second Edition.
New York: St. Martin‘s, 1998 (or later editions)
7. Selected Terminology from any Contemporary Dictionary of Literary
Terms.
8. Selden, R. & Widdowson P. A Reader‘s Guide to Contemporary Literary Theory (3rd
Edition). New York: Harvester, 1993.

Course Title: Sociolinguistics

Level: BS 5th
Course Code: ELL303

Course Description
This course provides a general introduction to Sociolinguistics. It examines language use in
society, with a particular focus on the connections between language and different aspects of
the society. In particular, this course is intended to provide the students with two general
topics, i.e. micro-level and macro-level analysis of the relationship between language and
society. The micro-level analysis includes various functions of language in society, solidarity
and politeness, code-switching, kinesics, style, bilingual individuals, etc.; the macro-level
analysis incorporates speech community, language planning, social and regional variations,
bilingual community, etc. In addition, this source also gives the students information about
methodological concerns in investigating sociolinguistic phenomena.

Course Objectives
The course aims at bringing about awareness of the dynamics of language and its social
operations. The course will focus on the contemporary developments in sociolinguistics
and the new dimensions of research in the area. The objectives of the course are to:

● Develop an understanding of the social, political and utilitarian dimensions of

50
 linguistics
● Explore modern trends and practices in sociolinguistics
● Link sociolinguistic theories with societal practices and ongoing global
transformations

Course Contents
● Scope and ramifications of sociolinguistics
● Theories of sociolinguistics
● Language in culture and culture in language
● Societal multilingualism
● Linguistic inequality in social paradigms
● Social practices and ongoing global processes
● Language planning and societal issues
● Language conflicts and politics in south Asia
● Global language practices

Recommended Readings
● Blommaert, J. (2010). The sociolinguistics of globalization. Cambridge University
Press.
● Chaika, E. (1994). Language: The social mirror (3rd Edition). Boston, MA:
Heinle&Heinle Publishers
● Chambers, J. K. (1995). Sociolinguistic theory: Linguistic variation and its social
significance. Oxford: Blackwell.
● Chambers, J.K. (1994). Sociolinguistic theory: Language variation
and its social significance. Oxford: Blackwell.
● Coulmas, F. (ed.) (1998).The Handbook of Sociolinguistics. Oxford: Blackwell.
● Coupland, N., & Jaworski, A. (2008). Sociolinguistics: a reader and coursebook.
Palgrave.
● Fasold, R. (1987). The Sociolinguistics of society. Oxford: Blackwell.
● Fasold, R. (1990). The sociolinguistics of language. Oxford: Blackwell.
● Hudson, R.A. (1980). Sociolinguistics. Cambridge: CUP.
● Lantolf, J. P. (Ed.) (2000). Sociocultural theory and second language learning.Oxford
University Press.
● Trudgill, P. (1983). Sociolinguistics: An introduction to language and society.
Harmondsworth: Penguin.

Course: Popular Fiction

Level: BS 5th
Course Code: ELL304 Course

Description

This course helps students understand different popular texts in the genre of fiction and the
subgenres of fiction, across the world. This course will broaden students’ vision with respect
to English literature in general and popular fiction in particular, written in different cultures
with different language use. The popular fiction texts in this course have been selected from a

51
wide range of cultures so that students can experience different cultures as well as writing
styles in these texts. This course makes an interesting read for the students as they will come
across different writers’ interests, stories, characters, conflicts/issues and themes etc.
Responding to these diverse texts will be challenging to the students as well making them
think critically and formulate their own meanings and ideas as they come across each text.
The works selected for this course have been taken from different writers who belong to
different parts of the world and communities. This diversity is reflected in these authors’ work
though they reflect other communities as well, the ones they have not lived in. These works
fulfill the needs of the modern day reader to read a good literary piece of work that they can
relate to as these works are related to contemporary themes and elements. For example
suspense, mystery, crime, love, trust deceit, destiny, redemption, guilt, friendship, death etc.
These works can also be analyzed through different critical theories like Female Violence,
Psychological Violence, Magical Realism, Feminism, and Cultural Hybridity etc. These
works can make students think critically and motivate them to do further research and studies
related to the selected works.

Course Objectives
The objectives of this course are
1. To expose the students to what is popularly read and appreciated worldwide in the
genre of fiction.
2. To familiarize students with popular fiction in English literature written by the most
recognized authors.
3. To construct the ability to think critically and promote intellectual growth of the
students.
4. To nurture sensitivity towards cultural diversity through a critical study of the
selected works.

Course Contents
A Reader Comprising the core text will be provided to the students.
1. And Then There Were None (1939) Agatha Christie (1890-1976)
2. Harry Potter and the Philosopher’s Stone (1997) J. K. Rowling (1965-)
3. The Hobbit (1937) J. R. R. Tolkien (1892-1973)
4. Shutter Island (2003) Dennis Lehane (1965-)
5. Burnt Shadows (2009) Kamila Shamsie (1973-)
6. Frankenstein (1818) Mary Shelley (1797-1851)
7. The Hitchhiker’s Guide to the Galaxy (1979) Douglas Adams (1962-2001)
8. Dr. Jekyll and Mr. Hyde (1886) Robert Louis Stevenson (1850- 1894)
9. Cinder (2012) Marissa Meyer (1984-)
10. The Diary of a Social Butterfly (2008) Moni Mohsin (1963-)

Suggested Readings

● Anatol, Giselle L. Reading Harry Potter: Critical Essays. Westport, Conn: Praeger,
2003.
● Bloom, Clive. Bestsellers: Popular Fiction Since 1900. Houndmills, Basingstoke,
Hampshire: Palgrave Macmillan, 2002.
52
 ● Christie, Agatha. Agatha Christie, an Autobiography. New York, N.Y: Harper, 2011.
● Gelder, Ken. Popular Fiction: The Logics and Practices of a Literary Field. London:
Routledge, 2004. Internet resource.
● Glover, David, and Scott McCracken. The Cambridge Companion to Popular Fiction.
Cambridge, UK: Cambridge University Press, 2012.
● Gupta, Suman. Re-reading Harry Potter. Houndmills, Basingstoke, Hapshire: Palgrave
Macmillan, 2003.
● Highfield, Roger. The Science of Harry Potter: How Magic Really Works. New York:
Viking, 2002.
● Hinckley, Karen, and Barbara Hinckley. American Best Sellers: A Reader's Guide to
Popular Fiction. Bloomington: Indiana University Press, 1989.
● Hogle, Jerrold E. The Cambridge Companion to Gothic Fiction. Cambridge: Cambridge
University Press, 2002.
● Joosten, Melanie. Burnt Shadows by Kamila Shamsie: Notes. Mebourne: CAE Book
Groups, 2011.
● McCracken, Scott. Pulp: Reading Popular Fiction. Manchester: Machester University
Press, 1998.
● Morgan, Janet P. Agatha Christie: A Biography. New York: Knopf, 195.
● Nash, Walter. Language in Popular Fiction. London: Routledge, 1990.
● Neimark, Anne E, and Anne E. Neimark. Mythmaker: The Life of
J.r.r. Tolkien, Creator of the Hobbit and the Lord of the Rings. Boston: Harcourt
Children's Books, 2012.
● Shapiro, Marc. J.k. Rowling: The Wizard Behind Harry Potter. New York: St. Martin's
Griffin, 2000.
● Shippey, T A. J.r.r. Tolkien: Author of the Century. Boston: oughton Mifflin, 2001.

● The Poetics of Murder: Detective Fiction and Literary Theory Paperback – June, 1983
by Glenn W. Most (Editor), William W. Stowe (Editor)
● Tolkien, J R. R, and Peter S. Beagle. The Tolkien Reader. New York: Ballantine Books,
1966.
● Watt, James. Contesting the Gothic: Fiction, Genre and Cultural Conflict, 1764-1832.
Cambridge: Cambridge University Press, 1999. Internet resource.

SIXTH SEMESTER

Course: Modern Poetry

Level: BS 6th
Course Code: ELL 305
Course Description:
This course aims at teaching critical analysis of modern poetry and, thus, developing an
53
understanding of the aesthetic and intellectual contexts in which it was produced. The
beginning and ending of modernist period are arbitrary, however, it is generally agreed that
works written between 1890 and 1950 in North America and Western Europe follow the
modernist tradition. The course will examine the roles of poets like T.S. Eliot and Ezra
Pound, who are credited with radical shifts in style and content from their predecessors, to
introduce modernist aesthetics in poetry. The students will do close reading of poems to
discern differences in poetic style and idiom of authors.

Course Objectives:

● to identify and critically examine form, style and themes in modernist

poetry.
● to study historical and cultural developments in which modernist poetry
evolved and later gave way to confessional and other forms of poetry.

Course Contents/Core Texts

1. T. S. Eliot The Hollow Men

The Waste Land
The Love Song of J. Alfred Prufrock

2. Ezra Pound In a Station of the Metro

A Girl
An Immortality

3. W.B. Yeats Among School Children

Second Coming
Easter 1916

4. W.H Auden Sep 1st, 1939.

As I Walked Out One
Morning The Unknown
Citizen

5. Ted Hughes That Morning

Hawk Roosting
Thought Fox
Hawk’s Monologue

7. Philip Larkin Mr. Bleaney

Church Going

Course Outcomes:

54
 Students are expected

● to demonstrate understanding of aesthetics of modernist poetry.

● to do a critical analysis of poems through close reading of the text.

Further Readings:

1. Blair, John G. The Poetic Art of W.H. Auden (n.p., n.d.).

2. Drew, Elizabeth T.S. Eliot: The Design of his Poetry.(London, 1950)
3. Gardener, Helen. The Art of T.S. Eliot. (London, 1968)
4. Jeffares, A.N. W.B. Yeats, Man and Poet.(London, 1949)
5. Leavis, F.R. New Bearings in English Poetry. (London 1961 ed)
6. Macneice, Louis The Poetry of W.B. Yeats.( London, 1967)
7. Spears, Monroe K. The Poetry of W.H. Auden. (New Jersey, 1981)
8. Unterecker, J. W.B. Yeats: A Reader’s Guide (London, 1988).
9. Ferguson, M. Salter, M. J., Stallworthy, J. (2005). The Norton
Anthology of Poetry. New York: W.W. Norton & Co.
10. Untermeyer, L. (2011). Modern British Poetry. Whitefish, MT:
Literary Licensing

Course: Modern Drama

Level: BS 6th
Course Code: ELL 306

Course Description
Modern day dramatic performances, live as well as those treated in different mediums of film
and television, owe a lot to the genre of drama of antiquity. Building upon the prior
knowledge of the key elements of the literary terms and techniques of drama learnt by
students in the course of Classical Drama, this course will present some modern plays of the
late nineteenth and twentieth century which have influenced the development of English
drama. (Though the knowledge of literary terms acquired in Classical Drama will be of great
help, yet this course can be studied as an entirely independent module). The dramas
suggested for this course lend a considerable amount of variety to different forms of tragedy
and comedy. The course is designed to impart, discuss, evaluate, and above all enjoy the spirit
of modern drama. The socio-cultural aspects of society reflected in the drama of the selected
age will also be highlighted along with its significance in our modern world.

Course Objectives
1. An overview of some of the most influential dramatists of modern age and their works
with reference to their themes and dramatic techniques.
2. An emphasis on how certain dramatists are related to new ideas about the role of the
theatre and its method.
55
 3. A number of literary texts are read together with critical and theoretical discussions.

Course Contents
1. Ibsen, Henrik A Doll’s House, (1879)
2. Shaw, G. B.Arms and the Man (1894) / Man and Superman (1905)
3. Beckett, Samuel Waiting for Godot, (1953)
4. Brecht, Bertolt Life of Galileo (1943)
5. Harold Pinter The Caretaker (1960)
6. Anton Chekov Cherry Orchard (1904)

Note: The teachers may choose any four as the core texts with taking Ibsen, Shaw
and Beckett as compulsory writers and any other one writer from the list.
Additionally they may assign class assignments and class projects from any
other if they so choose.

Recommended Readings
1. Billington, Michael. Harold Pinter. Faber and Faber. 1996
2. Esslin, Martin The Theater of the Absurd. New York, Doubleday Anchor Books
1961.
3. Evans, T. F. George Bernard Shaw. Routledge. 2013
4. Fraser, G.S. The Modern Writer and His World. Rupa and Co. Calcutta, 1961.
5. Kenner, Hugh Samuel Beckett: A Critical Study. New York, Grove Press, 1961.
6. Mayor, Laura Reis. Four Major Plays of Ibsen. Penguin Group USA. 2008
7. Rayfield Donald. Anton Chekov: A Life. Northwest University Press. 1997
8. Tornquist, Egil. Ibsen’s The Doll’s House. Cambridge University Press. 1995
9. White, John J. Bertolt Brecht’s Dramatic Theory. Camden House. 2004
10. Williams, Raymond Drama from Ibsen to Brecht. Penguin in
association with Chatto and Windus.

Course: Modern Novel

Level: BS 6th
Course Code: ELL 307

Course Description
With a background knowledge of the types of fictions, the diversity in the art of
characterization, i.e. round, flat, and stock characters etc. and all the associated details
students have learnt in the course of classical novel, this course focuses the novels of 20 th
century. Through this course on Modern fiction, the students are able to grasp different
techniques used and art/literary movements used in novel writing. For instance, questioning
modes of imperialism in the Heart of Darkness (1902), stream-of-consciousness technique
used in Woolf and Joyce’s works and, similarly, questions about cultures and humanity at
large raised in the novels of Forster and Golding respectively. The basic questions raised
against imperialism in works of Conrad will aid the students to study postcolonial novel in the
later semesters. Students will appreciate the fact novel is the leading genre of modern
literature that caters to the literary needs of modern readers. The diversity of themes explored

56
in the novels of this course will excite the students to think critically and make them realize
the importance of this genre of literature which, as is apparent from its nomenclature, has the
capacity to incorporate any level of ingenuity of thought in its narrative.
Course Objectives
1. This course will survey the work of novelists who represent the artistic and cultural
aspects of modern narratives.
2. The students are to examine different aspects of modern novels considering the style,
point of view, tone, structure, and culture which contribute to the development of
modern fiction.
3. Emphasis in this course is not on teaching the students a few modern novels but to
enable them for reading and analyzing a modern novel.
4. The students will be acquainted and familiarized with the changing social and literary
trends of 20th century as an aftermath and effects of WWI and later World War 2.

Course Contents
● Joseph Conrad The Heart of Darkness (1899-1902)
● E.M. Forster A Passage to India (1924)
● Virginia Woolf To the Light House (1927)
● James Joyce A Portrait of the Artist as a Young Man (1916)
(Optional)
● William Golding Lord of the Flies (1954)

Recommended Books
1. Allen, Walter The English Novel 1954.
2. Baker, R. S. The Dark Historical Page: Social Satire and Historicism in the
Novels of Aldous Huxley, 1921-1939. London, 1982.
3. Bedford, Sybille. Aldous Huxley, 2 vols. London, 1973-4
4. Bowering, Peter. Aldous Huxley: A Study of the Major Novels. London,
1969.
5. Beer, J. B. The Achievement of Forster. London, 1962.
6. Burgess, Anthony. Joysprick: An Introduction to the Language of James
Joyce (1973), Harcourt (March 1975).
7. Caramagno, Thomas C. The Flight of the Mind: Virginia Woolf's Art and
Manic-Depressive Illness. Berkeley: University of California Press, c1992
1992. http://ark.cdlib.org/ark:/13030/ft9c600998/
8. Cavaliero, Glen. A Reading of E. M. Forster. London, 1979.
9. Church, Richard The Growth of the English Novel. 1951.
10. Das, G. K. and Beer, John (ed.) E. M. Forster: A Human Exploration.
London, 1979.
11. Ellmann, Richard. James Joyce. Oxford University Press, 1959, revised
edition 1983.

Course: Grammar & Syntax

Level: BS 6th
Course Code: ELL 308
57
Course Description
Syntax is concerned with sentence structure - how words are combined to form phrases, how
phrases are combined to form larger phrases, clauses and sentences, and how clauses are
combined to form complex sentences. Ability to identify constituents and agreement
constraints helps students to improve and correct their academic writing. The course is
practical in focus and aims to teach students essential skills for the linguistic description and
analysis of a language. The course also includes basic syntactic theories.

Course Objectives
The course aims to:
● acquaint students with basics of syntax
● enable students to identify various parts of speech through structural signals
● introduce the major syntactic structures of the English language to students
● enable students to recognize various grammatical constructions
● familiarize students with some elementary syntactic theories

Course Contents
1. Syntax
● Some concepts and misconceptions
● What is the study of syntax about?
● Use of linguistic examples
● Why not just use examples from English?
● How to read linguistic examples
● Why do languages have syntax?
2. Structure of Phrase
● NP: Noun Phrase
● VP: Verb Phrase
● AP: Adjective Phrase
● AdvP: Adverb Phrase
● PP: Preposition Phrase
● Grammar with phrases
3. Clause
● Clause and sentence
● Main and sub-ordinate clauses
● Clause constructions
● Recognizing clauses
4. Grammatical Functions
● Introduction
● Subject
● Direct and indirect object
● Complements
● Modifiers
● Form and Function together
5. Head, Complements and Modifiers
● What is a head?
● Head and its dependents
● Projections from lexical heads to modifiers
● Differences between modifiers and complements
● PS Rules, X Rules and Features
6. Constituents and Tree diagrams
● What is a constituent?
58
 ● Evidence of structure in sentences
● Some syntactic tests for constituent structure
● Introduction to constituent structure trees
● Relationships within the tree
● Developing detailed tree diagrams and tests for
constituent structure
● An introduction to the bar notation
7. Phrase Structure Grammar
8. Transformational Generative Grammar
● Generative Grammar
● Properties of Generative Grammar
● Deep & Surface structures
● Transformational Grammar
9. Transformational Rules
10. Basics of Systemic Functional Linguistics

Recommended Books
● Miller, Jim. (2002). An Introduction to English Syntax. Edinburg University Press.
● Prasad, Tarni. (2012). A course in Linguistics. New Delhi: PHI Publications.
● Sells, Peter & Kim, Jong-Bok. (2007). English Syntax: An Introduction.
● Tallerman, M. (2015). Understanding syntax (4th ed). Routledge, London.
● Wekker, H., & Haegeman, L. M. (1985). A modern course in English syntax. Croom
Helm.
● Valin, Jr., Robert. (2001). An Introduction to Syntax. Cambridge University Press.

Course Title: Discourse Studies

Level: BS 6th
Course Code: ELL 309 Course

Description

Simply defined as ‘language in use’, discourse is something concerned more with ‘use behind
language’. With such political implications, discourses are important to comprehend and
appreciate. The present course is designed for a basic level introduction to ‘Discourse
Analysis’ as well as ‘Critical Discourse Analysis’ for under-graduate students. It introduces
the main and most widely used approaches to discourse analysis. It aims to develop learners’
critical thinking about how discourses are used in context and how they reflect and shape our
world. The course draws upon students’ prior understanding of basic linguistic concepts and
provides learners with analytical tools and strategies to explore features of written and spoken
texts.

Course Objectives
This course aims to:
● introduce discourse analysis as a method of text analysis and a research enquiry in
language teaching and other contexts relevant to Applied and Socio-Linguistics
● familiarize learners with practical applications of discourse analysis techniques to real
world situations
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 ● to acquaint students with a wide variety of discourses
● To introduce learners to practical applications of critical discourse analysis techniques
to real world discourses

Course Contents

Section 1: Beginning with Discourse Analysis

1. Introduction to Discourse
● What is Discourse?
● Features of Discourse
● Text and Discourse
● Types of Discourse: Written, Spoken, Media, Political etc.
2. Discourse Analysis
● What is Discourse Analysis?
● A Short History of Discourse Analysis
● Major Contributors
3. Grammatical Analysis of Discourse
● Cohesion & Coherence
● Cohesive Devices
● Theme & Rheme
● Thematic Progression
4. Pragmatic Analysis of Discourse
● Language in context
● Speech Act Theory
● Co-operative Principles
● Conversational Implicature
● Politeness Theory
5. Analysis of Conversation as Discourse
● Conversation as Discourse
● Structure of conversation
● Analyzing a conversation

Section 2: Proceeding with Critical Discourse Analysis

6. Discourse and Ideology: Beginning Critical Discourse Analysis

● What is ideology
● Ideology in Discourse
● What is critical Discourse Analysis
● A brief history of CDA
● Foucault & CDA
7. Systemic Functional Linguistics: A Brief overview
8. Fairclough and CDA
● Language and Society
● Relational-Dialectal Approach-Basics
9. Van Dijk and CDA
Language and Power
● Socio-Cognitive Model- Basics
10. Doing Analysis
● How to conduct research
● Choosing a Discourse
● Choosing a perspective
● Choosing a suitable method
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 ● A Tool for Analysis: choosing DA, CA or CDA

Recommended Books
● Alba-Juez, Laura. (2009). Perspectives on Discourse Analysis: Theory and Practice.
Cambridge.
● Blommaert, J. (2005). Discourse. Cambridge: Cambridge University
Press.
● Bloor, M., & Bloor, T. (2007). The practice of critical discourse analysis. An
introduction. London: Hodder Arnold.
● Caldas-Coulthard, C. R., & Coulthard, M. (Eds. (). An Introduction to Critical
Discourse Analysis. London: Continuum.
● Gee, James Paul. (1999). An Introduction to Discourse Analysis: Theory and Method.
Routledge.
● Locke, T. (2004). Critical Discourse Analysis. London: Continuum.
● Paltridge, Brian. (2006). Discourse Analysis. London: Continuum
● Rogers, R. (Ed.). (2011). An introduction to critical discourse analysis in education.
Second Edition. London: Routledge.
● Schiffrin, D., Tannen, D., & Hamilton, H. (Eds.). (2001). Handbook of Discourse
Analysis. Oxford: Blackwell.
● Wodak, R., & Meyer, M. (Eds.). (2009). Methods of critical discourse analysis.
Second revised edition. London: Sage

Course Title: Creative Non-fiction

Level: BS 6th
Course Code: ELL310

Course Description
Creative non-fiction is currently undergoing rapid change and reformation. Instead of the old
‘cradle to grave’ narratives of well-known literary or political figures, our best writers are
now experimenting with new forms and subjects. Nature writing, the personal essay, food
journalism, art criticism and memoir are all part of this exciting, emerging mix.

The course focusses on a variety of sub-genres of creative/imaginative nonfiction such as

autobiography and memoir, literary journalism, and the essay (including non-traditional
forms like the lyric or graphic essay). This course will provide students with the tools to read,
analyze, think critically, and write about creative nonfiction and to communicate their insights
in oral and written forms. The course takes an integrated approach to teaching the skills of
reading, critical thinking and writing specific to the interpretation of creative nonfiction,
drawing on literary criticism and interpretive methods specific to life narrative to explore
fundamental elements of the creative nonfiction sub-genres, including: plot and its
relationship to thematic focus; the development of narrative personae and other aspects of
characterization; style; setting; authentication, “evidence” and truth, and other issues of
representation.

Course Objectives
By the end of the course, students should be able to understand/grasp:
61
  the various forms/genres of creative expression
 the theory or methods behind the creative expression(s)
 the social, cultural, and/or historical context of the creative
expression(s)
Course Contents
▪ The Art of the Personal Essay: An Anthology from the
Classical Era to the Present, edited by Phillip Lopate
▪ The Touchstone Anthology of Contemporary Creative
Nonfiction, edited by Williford & Martone
▪ The Literary Journalists, edited by Norman Sims.
▪ This Boy’s Life by Tobias Wolff

Recommended Readings/Websites

CREATIVE NONFICTION
▪ Brevity: Website that includes personal narrative or memoir essay

▪ Literary Nonfiction: Resources for Creative Nonfiction

▪ McSweenye's Internet Tendency: fiction, art, comics,
creative nonfiction, columns, opinions, and much more
Narrative Magazine
▪ Sweet: A Literary Confection of Poetry and Creative
Nonfiction
▪ The Poets & Writers Magazine: Magazine for poets and writers
▪ UCI Literary Journalism Excellent Links and Resources on
Literary Journalism.
CREATIVE NONFICTION: THE LYRICAL ESSAY
▪ The Lyrical Essay: The Seneca Review : Description and
examples of the lyrical essay at Seneca Review
CREATIVE WRITING
▪ McSweenye's Internet Tendency: fiction, art, comics,
creative nonfiction, columns, opinions, and much more
▪ Writers Net: How to publish and other
advice BLOGS
▪ McSweenye's Internet Tendency: fiction, art, comics, creative
nonfiction, columns, opinions, and much more
▪ Reading 100 All Time Novels: Blogger reads,summarizes,
comments on Time Magazine’s list all time novels
▪ The Path of Possibility: Get inspired to write
▪ The Urban Muse Writer: Excellent blog about different aspects
of creative writing
▪ Unedit My Heart: Writing about the Arts
▪ Writing Time: Turning Your Life into
Story MAGAZINES
▪ Harper's Magazine
▪ Reader's Digest: Lifestyle and well-being
62
 ▪ The Atlantic Magazine: Covers breaking news, analysis,
current events, fiction, issues in the public eye, and more
▪ The New Yorker Magazine: Read about poetry, fiction, and
nonfiction
▪ The Saturday Evening Post
▪ The UTNE Reader: Independent press
▪ The Walrus Magazine: Covers Politics, Environment, Art,
Culture, Sports, Poetry, and Fiction
ADDITIONAL READING:
▪ Tell It Slant: Creating, Refining, and Publishing Creative
Nonfiction, (2nd Edition) by Brenda Miller and Suzanne Paola
▪ Writing True by Sondra Perl and Mimi Schwartz
▪ Creative Nonfiction : A Guide to Form, Content, and Style
with Readings by Eileen Pollack
▪ To Tell the Truth: Practise and Craft in Narrative
Nonfiction by Connie D. Griffin
▪ You Can’t Make This Stuff: The Complete Guide to Writing
Creative nonfiction from Memoir to Literary Journalism and
Everything In Between Up by Lee Gutkind
▪ Telling True Stories: A Nonfiction Writer’ Guide, edited by
Mark Kramer and Wendy Call
▪ On Writing Well by William Zinsser
▪ The Elements of Style by Strunk and White
▪ The Writer’s Personal Mentor by Priscilla Long

SEVENTH SEMESTER

Course Title: Research Methods and Term Paper Writing

Level: BS 7th
Course Code: ELL401

Course Description
The course introduces the basics of the research to the undergraduate students. It includes
language of research, ethical principles and challenges, and the elements of the research
process within quantitative, qualitative, and mixed methods approaches. It is designed to
assist students understand the difference between different forms of research writings like
book, thesis and research paper.

Course Objectives
This course aims to enable students to:
● develop an understanding of research terminology
● create awareness of the ethical principles of research, ethical challenges and approval
processes
● differentiate among quantitative, qualitative and mixed methods
approaches to research
63
 ● learn the steps involved in research process
● identify the components of a literature review process
● understand the difference between research paper, thesis and book writing
● develop knowledge about different components of a synopsis and a
research paper

Course Contents
1. Introduction to Research: The Wh-Questions of Research
(What? Why? Who, Where? How?)
2. Research process overview
3. Research methods: Qualitative, Quantitative, Mixed method
research
4. Types of Qualitative and Quantitative researches
5. Thinking like a researcher: Understanding concepts,
constructs, variables, and definitions
6. Problems and Hypotheses: Defining the research problem,
Formulation of the research hypotheses
7. Reviewing literature
8. Data collection
9. Data processing and analysis
10. Difference between research paper, thesis and book writing
11. Parts of a synopsis
12. Research ethics and plagiarism
13. Research paper formatting: MLA and APA

Note: The division of marks for this subject is 40% -60%. 40 %

marks for the exams; whereas, 60% marks are for practical work
including quiz, class performance, assignments, exercises, practical
activities, final term paper/ synopsis writing, mock thesis etc. as
explained in the beginning of this document.

Recommended Readings
● Bhattacherjee, Anol. (2012). Social Science Research: Principles, Methods and
Practices. University of South Florida.
● Bryman, Alan & Bell, Emma (2011). Business Research Methods
(Third Edition), Oxford University Press.
● Chawla, Deepak & Sondhi, Neena (2011). Research methodology: Concepts and
cases, Vikas Publishing House Pvt. Ltd. Delhi.
● Creswell, J. W. (2014) . Research design: Qualitative, quantitative and mixed methods
approaches. 4th Ed.. Thousand Oaks, CA: Sage.
● Kerlinger, F.N., & Lee, H.B. (2000). Foundations of Behavioural Research (Fourth
Edition), Harcourt Inc.
● Rubin, Allen & Babbie, Earl (2009). Essential Research Methods for Social Work,
Cengage Learning Inc., USA.
● Pawar, B.S. (2009). Theory building for hypothesis specification in organizational
studies, Response Books, New Delhi.
64
 ● Neuman, W.L. (2008). Social research methods: Qualitative and quantitative
approaches, Pearson Education.
● Walliman, Nicholas. (2001). Your Research Project. Sage Publications.
Course Title: Introduction to Applied Linguistics
Level: BS 7th
Course Code: ELL402

Course Objectives
This course is a gateway to the field of applied of applied linguistics. It will introduce
students to different methods adopted throughout the tradition of language teaching to teach
language at the same time probing into the approaches, linguistic or psychological, that
backed them. The knowledge of this will prepare the students to cope with the other subjects.
This course further aims at introducing fairly advanced ideas related to syllabus designing and
implementation. It offers a review of dominant and competing syllabuses in the 20th century
focusing especially on the milieu of their rise and the cause of their decay both. The theory
will go in this course hand in hand with practice: the students will review different syllabus
for applying the concepts they learn.
Course Contents
1. Theories of language learning
2. The nature of approaches and methods in language learning
o GTM
o The Direct Method
o The Audio-lingual Method
o The Natural Approach
o CLT
o The Eclectic Approach
3. Error Analysis
4. Nature and purpose
5. Causes of errors
● Inter-lingual errors
● Intra-lingual errors
● Overgeneralization
● Literal translations
6. Contrast between Behavioristic and Mentalistic attitude to errors
7. Stages of error analysis
● Definition and scope of syllabus
● Considerations common to all syllabuses
● Relationship between theory of language, language
learning and language syllabuses
● Dichotomies of Syllabuses '
● Product vs. Process-oriented syllabuses
● Analytical Synthetic syllabuses
8. Product-Oriented Syllabuses
● Grammatical Syllabus
o Theoretical bases
o Selecting and grading contents
o Criticism
● Notional Functional Syllabus
o Theoretical bases
o Selecting and grading contents
65
 o Criticism
9. Process Oritented Syllabuses

Suggested Readings
1. Allen, J. P. B. &Corder, S P. (eds) (1974). Techniques in applied linguistics. The
Edinburgh course in applied linguistics (Vol. 3). Oxford: OUP.
2. Brumfit, C. (ed.) (1986). The practice of communicative teaching. Oxford: Pergamon.
3. Chomsky, N. (1959). A review of B. F: Skinner's Verbal Behaviour. In Krashen, S. D.
(1982). Principles and practice in second language acquisition. New York: Pergamon.
4. Harmer, J. (1991). The practice of English language teaching. Harlow: Longman
5. Johnson, K. (1996). Language teaching and skills learning. London: Blackwell.
6. Larsen-Freeman, D. (1986). Techniques and principles in language
teaching. London: OPU.
7. Munby, J. (1978). Communicative syllabus design. Cambridge: CUP.
8. Norrish, J. (1987). Language learners and their errors. New York: Macmillan.
9. Nunan, D (1988). Syllabus design. Oxford: OUP.
10. Omaggio, A. C. (1 986). Teaching language in context. New York: HHP
11. Prabhu, N. S. (1987). Second language pedagogy: A perspective. Oxford: OUP.
12. Richards & Rodgers. (1986). Approaches and methods in language teaching: A
description and analysis. Cambridge. CUP
13. Richards, J. C (1980). Error analysis. London: Longman.
14. Steinberg, D. D. (1988). Psycholinguistics. London: Longman
15. Ur, P (1996). A course in language leaching. Cambridge: CUP.

Course Title: Introduction to Stylistics

Level: BS 7th
Course Code: ELL403

Course Description
This is an interdisciplinary course which deals with some of the ways in which texts,
particularly literary texts, can be examined from a linguistic perspective. Text is the focus of
this course. It will be seen how a text may be handled to examine the specific language that
reflects the determinant elements of the communication: the speaker/ writer; the recipient
(listener/ reader), the occasion which led to producing the text. This course aims to assist
students in exploring (primarily literary) texts. The course also covers the topics related to the
ways and means writers opt for in the process of producing the text and expressing it in the
way they deem to best serve their purpose

Course Objectives
The course aims to:
● assist students understand style and stylistics
● explain what is involved in a stylistic analysis of a literary text
● describe the methods of each type of stylistics and stylistic analysis
● define the concept of foregrounding
● assist students to learn the techniques involved in stylistic analysis of
various types of texts
66
Course Contents
1. Introduction
● What is stylistics?
● Historical Evolution of Stylistics
● The Nature of Stylistics
● The Goals of Stylistics
2. The concept of style and stylistics: Meaning of stylistics and
its approaches
● Style as choice
● Style as the Man
● Style as Deviation
● Style as Conformity
● Style as Period or Time
● Style as Situation
3. Types of Stylistics I
● Features of Linguistic Stylistics
● Lexical Repetition
● Semantico-Syntactic Level
● Semantic/Grammatical Level
● Phonological Level
● Graphological Level
4. Types of Stylistics II
● Reader-Response Stylistics
● Affective Stylistics
● Pragmatic Stylistics
● Pedagogical Stylistics
● Forensic Stylistics
5. Levels of Linguistic Analysis: The Lexico-Semantic Level
● Semantics
● Lexico-semantics
● Lexical Relations
● Types of Words
● Denotative/Connotative Meanings
● Idiomatic Meaning
6. Levels of Linguistic Analysis: The Syntactic Level
● Units of Grammar
● The Group
● The Clause
● The Sentence
● The notion of Rank shifting
● Voice
7. Foregrounding
● Meaning of Foregrounding
● Types of Foregrounding
8. Stylistic analysis: Practical Application
● Sample stylistic analysis of poem
● Sample stylistic analysis of short story
● Sample stylistic analysis of novel
● Sample stylistic analysis of authentic texts:
o Magazine
o Newspaper
o Song
67
 o Speech
o Brochure
Recommended Readings
● Chapman, R. (1973). Linguistics and Literature: An Introduction to Literary
Stylistics, Rowman and Littlefield, London.
● Short, Mick. (1996). Exploring the Language of Poems, Plays and Prose. Longman
● Leech, Geoffrey & Mick Short (1981). Style in fiction: A linguistic introduction to
English fictional prose. London/New York: Longman Group Ltd.
● Semino, Elena & Jonathan Culpeper (1995). Stylistics. In Jef Verschueren, Jan-Ola
Östman & Jan Blommaert (Eds.), Handbook of pragmatics (pp. 513-520).
Amsterdam/Philadelphia: John Benjamins Publishing Co.
● Wales, Katie (1989). A dictionary of stylistics. London/New York: Longman.
● Widdowson, H. G. (1975). Stylistics and the teaching of literature. London:
Longman.

Course Title: Literary Theory and Practice

Level: BS 7th
Course Code: ELL 404

Course Description
Literary texts remain integrally woven within the socio-political substratum; therefore,
literary theory and its philosophical sub-text is used as the primary tool to decode the
meanings both within texts and without them. Since literary theory contextualizes both
meanings as well as the practices of decoding these meanings, it operates as a viable tool in
enabling students to independently comprehend literary texts. Keeping this in mind, this
course has been designed to introduce the students to key literary theories, their major
concepts and basic jargon. This is so that they are initiated into the process of understanding
the usage of these elements in their assignments and discourses. It also generates critical
thinking that integrates the readers, texts and contexts in all their interactive paradigms.

Course Objectives
This course is pivoted on the following major objectives:
1. To introduce the students to the history and evolution of literary theory
2. To enable them to develop a deeper understanding how different theories may be
blended to create different theoretical frameworks for analyzing different texts
3. To be able to offer critiques, not only of the literary texts, but also of the theories
under discussion
4. To provide preliminary training to students so that they may be able to engage in
independent theorizations, should they pursue higher degrees in the field

Course Contents
1. Defining Literary Criticism, Theory and Literature
a. What is a text?
b. Who is a critic and what is literary criticism?
c. What is literary theory?
d. How to read and interpret texts
68
 e. The purpose of literary theory
f. How to extract multiple, but cogent meanings, from a
single text
2. Tracing the Evolution of Literary Theory and Criticism
a. Plato to Plotinus
b. Dante Alighieri to Boccaccio
c. Sidney to Henry James
d. Bakhtin and modern literary criticism
3. Russian Formalism and New Criticism
a. Russian Formalism: Development and Key terms
b. The application of Russian Formalism on a literary text
c. Differences between Russian Formalism and New Criticism
d. Major tenets and methods
e. Critiques of Russian Formalism and New Criticism
4. Reader-Oriented Criticism
a. Development
b. Major ideas and methods (The steps involved)
c. Critiques of Reader-Oriented Criticism
5. Structuralism
a. Understanding Modernity and Modernism
b. The Development of Structuralism
c. Assumptions (The structure of language, langue and
parole, Suassure’s definition of a word, narratology and its
types, mythemes, binary opposition, narrative functions as
propounded by Propp, Campbell, etc)
d. Methodologies of Structuralism
e. Applications on different literary texts
f. Critiques of structuralism
6. Deconstruction
a. Movement from Structuralism to Post Structuralism
b. The development of Deconstruction
c. Major assumptions (Transcendental signified,
logocentrism, opening up binary oppostions, the Derridean
argument of phonocentrism as propounded in Of
Grammatology, Metaphysics of Presence, Arché Writing,
Supplemtation and Deifferánce)
d. Application of deconstructive theory on literary texts
e. Developments in Deconstructive theory: Deleuze and
Guattari and the concept of the rhizome
f. Critiques of deconstruction
7. Psychoanalysis
a. The development of psychoanalytic criticism
b. Sigmund Freud and his basic terminology, including id,
ego, superego, Models of the human psyche, neurosis,
cathexes, Freudian slips, Oedipus and Electra complexes
(infantile stage, phallic stage, castration complex, pleasure
principle)
69
 c. Northrop Frye and archetypal criticism
d. Lacan and the major concepts of the imaginary order and
the mirror stage, the Ideal-I, objet petit á, symbolic order,
the real order
e. Methodologies
8. Feminism
a. Historical development
b. The First Second and Third Waves of Feminism: Virginia
Woolf, Simone de Beauvoire, Showalter, Kate Millett,
Betty Friedan. Elaine Showalter, Kate Millett, Betty
Friedan, Butler)
c. French Feminism (Luce Irigaray, Julia Kristeva, Helene
Cixous)
d. Third World Feminism (Gayatri Spivak, Sara Suleri,
Chandra Talpade Mohanty, etc) and its relation with the
contemporary socio-political scenario
9. Marxism
a. Development of Marxism
b. Major Marxist theorists (Karl Marx, Friedrich Engels,
George Lukács, Antonio Gramsci, Louis Althusser,
Frederic Jameson and Terry Eagleton)
c. Key terms: dialectical materialism, base, superstructure,
interpellation, false consciousness, proletariat, relations
with the market, hegemony, Ideological State Apparatus,
political unconscious
d. Assumptions
e. Methods

10. Cultural Poetics or New Historicism

a. Differences between Old Historicism and New Historicism
b. The development of New Historicism
c. Cultural Materialism
d. Major assumptions
e. Major theorists (Michel Foucault, Clifford Geertz)
f. Major terminology (discourse, poetics of culture,
interdiscursivity, irruption, etc)
11. Postcolonialism
a. Colonialism and Postcolonialism: Historical Dvelopment
b. Major assumptions
c. Major theorists (Homi Bhabha, Gayatri Spivak, Frantz
Fanon, Edward Said, Aijaz Ahmed, Sarah Ahmed, Talal
Asad, and any other of the teacher’s choice)
d. Key concepts and binaries, such as hegemony, center/
periphery, Us/Other, marginalization, double voicedness,
Third Space, liminality, hybridity, assimilation, ecological
mimeticism, the minoritization of the English language

70
 through code-switching and code-mixing etc.
e. Postcolonial theory and the diasporic experience
f. Critiques of postcolonialism

12. Ecocriticism

Suggested Readings
● Ashcroft, Bill, Gareth Griffiths & Helen Tiffin, Eds. The Post- Colonial Studies Reader
NY: Routledge. 1995.
● ---. Key Concepts in Postcolonial Studies. NY: Routledge, 1998.
● Beauvoir, Simone de. The Second Sex. 1949. Trans. Constance Borde & Sheila
Malovany-Chevallier. NY: Random House, 2009.
● Bloom, Harold et al. Deconstruction and Criticism. (1979) NY: The Continuum
Publishing Company, 2004.Bhabha, Homi K. The Location of Culture. London & New
York: Routledge, 1994. Pdf.
● Brannigan, John. New Historicism and Cultural Materialism. NY: 1998.
● Brooks Cleanth. Understanding Fiction. New Jersey: Pearson, 1998.
● ---. The Well Thought Urn: Studies in the Structure of Poetry. NY: Harcourt, 1956.
● Castle, Gregory. The Blackwell guide to Literary Theory. Oxford: Blackwell
Publishing, 2007
● Culler, Jonathan. Literary Theory: A Very Short Introduction. NY: Oxford University
Press, 2000.
● Derrida, Jacques. “Structure, Sign, and Play in the discourse of the Human Sciences”.
Writing and Différance. Trans. Alan Bass. Chicago, University of Chicago Press, 1978.
● Eagleton, Mary Ed. A Concise Companion to Feminist Theory (Concise Companions to
Literature and Culture). Oxford: Blackwell Publishing, 2003.
● Eagleton, Terry. Literary Theory: An Introduction. Minneapolis, MN: University of
Minnesota Press, 1996.
● ---. Making Meanings with Texts: Selected Essays. NY: Reed- Elsevier, 2005.
● Hamilton, Paul. Historicism. NY: Routledge, 1996.
● Rosenblatt, Louise M. Literature as Exploration. NY: Noble, 1996.
● Williams, Patrick and Laura Chrisman, eds. Colonial Discourse and Post-Colonial
Theory: A Reader. NY: Columbia University Press, 1994.

Course Title: Pakistani Literature in English

Level: BS 7th
Course Code: ELL405

Course Description
The works of Anglophone Pakistani writers constitute an important part of the contemporary
English literature. The use of English language has flourished in our region as the legacy of
colonial times and today English language is used broadly all over Pakistan. Pakistani
literature in English is a unique blend of local themes and issues and projects the version of
reality as perceived by Pakistanis, expressed in the English language which establishes the
academic and cultural relevance of teaching this literature. The contribution of Pakistani
authors to English literature is acknowledged internationally in terms of the awards won by
71
them and these works are taught in various international universities as well. This makes the
study of this literature crucial for a Pakistani scholar. This course is carefully designed to
incorporate various writings since the creation of Pakistan to the present in order to trace the
history and development of Pakistani literature in English.

Course Objectives
1. To introduce students to local themes and issues.
2. To enable students to compare and relate Pakistani writings in English
with English writings from other parts of the world in order to enhance
critical thinking.
3. To understand and appreciate the Pakistani variety of English through this
study.
4. To provide the scholar with a wide basis for research in terms of Pakistani
issues and conflicts as this is a relatively new and unexplored area of
English literature.

Course Contents
Fiction:
● Bapsi Sidhwa: An American Brat, Ice Candy Man
● Kamila Shamsie: Burnt Shadows
● Mohsin Hamid: How To Get Filthy Rich in Rising Asia
● Mohammad Hanif: Our Lady Of Alice Bhatti
● NadeemAslam: The Blind Man’s Garden
Poetry:
● Zulfiqar Ghose: Disturbed Nights, Evidence of Genocide
● Salman Tarik Kureshi: Cottage, Housewarming, End of
The Climb
● Adrian A. Hussain: A Rosary of Ants, Autumn Tree
● Moen Farooqi: Unfamiliar Morning, Winter Visit, The
Still life of Apples.
● Taufiq Rafat: Wedding in the flood, Kitchens, Gangrene,
Snake, Grave in the park, Reflections, Time to Love,
Arrival of the Monsoon
● Farida Faizullah: On being offered a Rose by a Student
Screen Plays
● Hanif Qureshi: My Son the Fanatic
Essays
Zulfiqar Ghose: Orwell and I
● Intizaar Hussain: The Problems of Pakistani Identity
● Bapsi Sidhwa: Launching the Angels
● Rukhsana Ahamd: The Price of freedom
● Shahid Suhrwardy: The Responsibility of Writers in Pakistan
Contemporary Short Stories
● Muneeza Shamse: That Heathen Air, And the World Changed
● Aamer Hussain: The Keeper of the Shrine, A
Needlewoman’s Calender
● Kamila Shamsie: Hasan and The Sky, 9/11 Stories: Our
Dead Your Dead
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 ● Daniyaal Muenudin: Nawab Din Electrician
● BapsiSidhwa: The Trouble-Easers
● Zaibunisa Hamidullah: Maa

Suggested Readings
● Ahmad, Aijaz. In Theory:Classes, Nations,Literatures (London, 1992)
● Ahmed, Rehana, Peter Morey, Amina Yaqin. Culture, Diaspora, and Modernity in
Muslim Writing (Routledge, 2012)
● Aroosa ,Kanwal. Rethinking Identities in Contemporary Pakistani Fiction. Beyond
9/11. ( Plagrave Macmillan UK, 2015 )
● Chambers, Claire. British Muslim Fictions: Interviews with
Contemporary Writers ( Palgrave Macmillan, 2012)
● Cilano, Cara. Contemporary Pakistani Fiction in English: Idea, Nation, State.
( Routledge , 2013)
● Clements, Madeline. Writing Islam From a South Asian Muslim Perspective
(Springer 2015)
● Daniyal Mueenuddin: In Other Rooms Other Wonders.Bloomsbury Publishing, 2010.
● Hashmi, Alamgir. “Ahmed Ali and the Transition to a Post-Colonial Mode in the
Pakistani Novel in English.” Journal of Modern Literature, Vol 17. No 1 (Summer
1990) PP. 177-182
● Iftikhar Arif. Pakistani Literature. Pakistan Academy of Letters, 2002.
● Iftikhar Arif: Modern Poetry of Pakistan. Dalkey Archive Press, 2010.
● Iftikhar Arif: Modern Poetry of Pakistan. Dalkey Archive Press, 2010.
● J. Sell. Metaphor and Diaspora in Contemporary Writing ( Palgrave Macmillan 2012)
● Jajja, Mohammad Ayub. “The Heart Divided: A Post Colonial Perspective on Partition”
Pakistan Journal of Social Sciences (PJSS) Vol. 32, No. 2 (2012), pp. 297-307
● Nor Faridah, Abdul Manaf, and Siti Nur aishah Ahmad. “Pakistani Women’s Writings:
Voice of Progress.” International Research Journal Of Arts and Humanities [IRJAH]
[Vol 34] ISSN 1016-9342
● Ranasinghe, Ruvani. Contemporary Diasporic South Asian Women’s Fiction: Gender,
Narration and Globalisation( Palgrave Macmillan 2016)
● Rehman, Tariq. A History of Pakistani English Literature ( Lahore, 1991)
● Shamsie, Muneeza. A Dragonfly in the Sun: An Anthology Of Pakistani writing in
English (Oxford 1998)

EIGHTH SEMESTER

Course Title: Postcolonial Literature

Level: BS 8th
Course Code: ELL406
Course Description
This course is based on a study of some seminal and significant postcolonial literary texts
(selected poetry, drama and fiction) in order to introduce the student to the colonial project
and see how the colonial experience helped shape literature as a result of military, political,
social and cultural encounters between the colonizers and the colonized. The postcolonial
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literature(s) can be roughly divided into three overlapping phases. The first type comes from
the period of contact between the colonial powers and the colonized, the second type is the
response of the natives to the colonizers, and the third is contemporary literature which comes
from the parts that were earlier colonized, and also from the diasporic authors. This study is
also useful in assessing the developments which have taken place in this field over time and
relate with the material conditions of the contemporary world and, consequently, with
relevant theoretical concepts as well. An introduction to the key concepts and terms related to
Postcolonial Studies is also part of this course.

Course Objectives
1. To develop an understanding of the key concepts and terms related to the postcolonial
studies.
2. To study the selected literature employing the postcolonial concepts in order to
analyze this literature.
3. To see how these readings relate with the contemporary realities, issues and debates of
the world and to understand the importance of this field of study in the developments
taking place in the world.

Course Contents

Poetry
1. Derek Walcott. A Far Cry from Africa (1962)
2. Louise Bennett. Selected Poems (1983)
3. Wole Soyinka. Mandela’s Earth and Other Poems (1988)
4. A.K. Ramanujan. Collected Poems (2011)

(Note: Four to five poems, out of each of these collections, may be

selected by the concerned teacher.)

Drama
5. Wole Soyinka. A Dance of the Forests (1963)
6. Derek Walcott. Dream on Monkey Mountain (1970)
7. Jack Davis. Honey Spot (1985)
Fiction
8. Chinua Achebe. Things Fall Apart (1958), a novel.
9. Jean Rhys. Wide Sargasso Sea (1966), a novel.
10. Rohinton Mistry. Tales From Firozsha Baag (1987), a
collection of short stories.
11. Ngugi Wa Thiong’o. Devil on the Cross (1982), a novel.

(Note: Two short stories from this collection may be selected by the
concerned teacher.)

Suggested Readings
● Ashcroft, B., Griffiths, G., & Tiffin, H. (1989). The Empire Writes Back. London :
Routledge.
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● Ashcroft, B., Griffiths, G., & Tiffin, H. (1995). The Post-Colonial Studies Reader.
London: Routledge.
● Ashcroft, B., Griffiths, G., & Tiffin, H. (1998). Post-Colonial Studies
- The Key Concepts. London, New York: Routledge.
● Bhabha, H. K. (1994). The Location of Culture. London: Routledge.
● Fanon, F. (1963). The Wretched of the Earth. (C. Farrington, Trans.) New York: Grove
Weidenfeld.
● Innes, C. L. (2007). The Cambridge Introduction to Postcolonial Literature in English.
Cambridge, New York: Cambridge University Press.
● Loomba, A. (1998). Colonialism/ Postcolonialism. London: Routledge.
● Said, E. W. (1978). Orientalism. London: Routledge.
● Said, E. W. (1994). Culture and Imperialism. London: Vintage Books.
● Spivak, G. (1988). Marxism and Interpretation of Culture: Can the Subaltern Speak? (C.
Nelson, & L. Grossberg, Eds.) Urbana and Chicago: University of Illinois Press.

Course Title: American Literature

Level: BS 8th
Course Code: ELL407

Course Description
American literature has traversed and extended from pre-colonial days to contemporary times.
Historical, Political, societal and technological changes—all had telling impacts on it. This
course is designed to give an in-depth study of the American experience as portrayed in the
works of major writers of American literature. The course focuses on both historico-political
literary themes. Furthermore, it also emphasizes connecting the diverse Western movements
such as Realism, Naturalism, Romanticism, Transcendentalism, Modernism, etc. as they
influence multiple trends in American literary heritage and nationalism with reference to
the representative writers chosen. It considers a range of texts - including, novels, short
stories, essays, and poetry - and their efforts to define the notion of American identity. There
may be several ways to access American literature---by either following simple chronology or
connecting through themes and genres. This course aims at exposing the students to various
literary trends in American literature by grouping them under different genres.

Course Contents
1. Essays and Short Stories
● Thomas Paine (1737-1809) Excerpts from Common Sense
● Thomas Jefferson (1743-1826) Excerpts from the
Declaration of Independence as Adopted by Congress
(July 4, 1776)
● Ralph Waldo Emerson (1803-1882) Excerpts from
Nature Self-Reliance
● Walt Whitman (1819-1892) Excerpts from Preface to
Leaves of Grass
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 ● Nathaniel Hawthorne (1804-1864) My kinsman ,Major
Molineux / Young Goodman Brown
● Herman Melville (1819-1891) Bartleby, the Scrivener
● Edgar Allan Poe (1809-1849) The Fall of the House of Usher
2. Poetry
● Emily Dickinson (1830-1886) Success is counted
sweetest Because I could not stop for death This is my
letter to the world
I heard a Fly Buzz
● Ezra pound(1885-1972) Mr. Housman's Message
Portrait D’une Femme In a Station of the Metro The
River- Merchant’s Wife: A Letter
● T.S. Eliot(1888-1965) The Love Song of J.Alfred
Prufrock Excerpts from The Waste Land
● Robert Frost(1874-1963) Mending Wall The Road not
Taken
Birches Fire and Ice After Apple Picking Stopping by
Woods on a Snowy Evening
● Edward Estlin Cummings(1894-1962) O Sweet
spontaneous The Cambridge ladies who live in Furnished
Souls Anyone lived in a pretty how town
● Hart Crane(1899-1932) From The bridge (To Brooklyn
Bridge)
Chaplinesque At Melville’s Tomb Voyages
3. Novel
● Harriet Beecher Stowe(1811-1896)/ Frederick Douglass
(1817-1895) Uncle Tom’s Cabin/ excerpts from Narrative
of the Life of Frederick Douglass
● F Scott Fitzgerald(1896-1940) The Great Gatsby
● Ernest Hemingway(1899-1961) A Farewell to Arms
● William Faulkner (1897-1962) The sound and the Fury
4. Drama
● Eugene O’ Neill(1888-1953) Long Day’s Journey into Night
● Arthur Miller (1915-2005) Death of a Salesman/The
Crucible

Introduction to Translation Studies

Level: BS 8th
Course Code: ELL408

Course Description
Translation studies is an academic interdiscipline dealing with the systematic study of the
theory, description and application of translation, interpreting, and localization. This course
examines the theory and practice of translation from a variety of linguistic and cultural
perspectives. The course covers a wide range of issues and debates in translation studies and

76
aims to provide students with an overview of the history of translation studies, different
translation theories and various approaches to translation. The basic premise of this course is,
if translators are adequately aware of the theoretical and historical dimensions of the
discipline they will be able to produce better translations. Besides, this course also focuses on
the application of various methods and approaches to different texts.

Course Objectives
The course aims to:
● impart knowledge of the notable translation theories to students
● prepare them to critically reflect on different translation theories
● enable students to apply the methods and strategies discussed
in the theories of translation
● acquaint them with the ideological and political nature of translation
● enable them to produce grammatically and stylistically
appropriate translations

Course Contents
1. What is translation?
2. A brief look at the history with special focus on the 20th and
21st centuries
3. The problem of equivalence at word level and beyond
4. Kinds of translation: word-for-word, sense-for-sense
5. Translation and cultural issues
6. Translating idioms and metaphors
7. Translation, genre and register
8. Foreignization and domestication
9. Functional theories of translation
10. Polysystem theories of translation
11. Postcolonial theories of translation
12. Translation and neologism: Confronting the novel
13. Translation and literature
14. Translation in the era of information technology
15. Translation, ideology and politics
16. Translation and interpretation
17. Translation and globalization
18. Research issues in translation

Recommended Readings
● Baker, Mona, and Gabriela Saldanha, eds. (2009). Routledge encyclopedia of
translation studies. Routledge.
● Bassnett, Susan. (2013). Translation studies. Routledge.
● Munday, Jeremy. (2016). Introducing translation studies: Theories and applications.
Routledge.
● Snell-Hornby, Mary. (1988). Translation studies: An integrated approach. John
Benjamins Publishing.
● Venuti, Lawrence. (2012). The translation studies reader. Routledge.

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Course Title: Introduction to Women’s Writings
Level: BS 8th
Course Code: ELL 409

Course Description
Works written by women writers have come to hold a unique place in literatures around the
world. This course is designed to familiarize students with an array of women’s writings
belonging to diverse cultures and located within multiple waves of feminism. The rationale of
selecting such a wide variety of writers belonging to different ages is to highlight and
underscore issues that women face in different geographical, cultural, and temporal locations.
The course instructor would do well to either situate the works of selected writers in the three
waves of feminism or otherwise see if certain texts do not correspond to any set feminist
paradigm. The teacher will also need to discuss the reasons for such deviations. The course is
therefore aimed at providing students with a complete background for understanding literature
produced by female authors. Geared toward the construction of female selfhood vis-à-vis
constrictions of patriarchal discourse, women’s writings are associated with extensive social
and political changes across time and space, the phenomena of colonization / decolonization,
postcolonial, feminist, and postfeminist theory. Some of these changes are radical, even
revolutionary for the re-definition of women’s roles in both private and public domains. The
students will also study how gender roles have changed, developed and evolved over time,
how women’s views of themselves are reflected in their writings, and how race, ethnicity,
gender, and socio-economic status contribute to / intercept women’s reaching their subject
positions.

Course Objectives

The objectives of this course are to:

1. Enable the students to become familiar with the contribution of women writers to English
literature and investigate the nature of this contribution.
2. Understand the themes of women writers in their writing.
3. Encourage students to appreciate the aesthetic, emotional, symbolic, and intellectual
language used by women writers.
4. Create intellectual foundation for the students who may wish to further pursue advanced
courses in this domain.
5. Encourage the students to see women’s writings as a distinct literary tradition that operate
in interesting ways in the context of contemporary debates in feminism.
6. Develop critical thinking of students to be able to respond individually to the texts.
7. Enable the students to develop academic writing and research skills.

Course Contents
POETRY
1. “No Coward Soul is Mine” by Emily Bronte
2. “When I am Dead-My Dearest” by Christina Rossetti
3. “This is a Photograph of Me” by Margaret Atwood
4. “A Phenomenal Woman” by Maya Angelou
5. “Be Nobody’s Darling” by Alice Walker
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 6. “Fearful Women” by Carolyn Kizer
NOVELS
Their Eyes were watching God (1937) by Zora Neale
7.
Hurston
8. Little Women (1868) by Louisa May Alcott
9. The Blue Room (2009) Nafisa Rizvi
10. How it happened Shazaf Fatima Haidar
SHORT STORIES
11. “The Yellow Wallpaper” by Charlotte Perkins Gilman
12. “I Stand Here Ironing” by Tillie Olsen
13. “The Gatekeeper’s Wife” by Rukhsana Ahmed
14. “A Pair of Jeans” by Qaisra Shahraz
15. “The Optimist” by Bina Shah
16. “Rubies for a Dog: A Fable” by Shahrukh Hussain
Note: Two of the last four stories may be used for class assignments/
presentations and the rest may all be taught.

Recommended Readings
1. Boland Eavan. Object Lessons. NY: W.W. Norton, 1996
2. ----------------- Outside History, Selected Poems 1980-1990. NY, London:
W.W. Norton, 1991
3. Davidson, Cathy N. and Linda Wagner Martin, The Oxford Companion to
Women’s Writing in the United States. N.Y. Oxford UP, 1995
4. Dicker, Rory and Alison Piepmeier. Catching a Wave: Reclaiming Feminism
for the 21st Century. Northeastern University Press, 2003
5. Hooks, Bell. Feminist Theory: From Margin to Center. Pluto Press, 2000
6. Eagleton, Mary. Feminist Literary Theory: A Reader. Wiley- Blackwell, 2011
7. Gilbert, Sandra and Susan Gubar, The Madwoman in the Attic: The Woman
Writer and the Nineteenth Century Literary Imagination. Yale Note: 2000
8. Kaplan, Cora. ‘Language and Gender’ in Sea Changes: Essays on Culture and
Feminism. London: Verso, 1986
9. Ling, Amy. “ I'm Here: An Asian American Woman's Response”. New
Literary History, Vol. 19, No. 1, Feminist Directions (Autumn, 1987), pp. 151-
160. The Johns Hopkins University Press.
10. Robbins, Ruth. Literary Feminisms. St. Martin’s Press, 2000
11. Woolf Virginia. A Room of One’s Own. Penguin, 1979

Course Title: World Englishes

Level: BS 8th
Course Code: ELL410

Course Objectives
This course is designed for students who are interested in the linguistic differences among the
varieties of English around the world. They will look at the sociolinguistics that surrounds
English in various settings. They will look first at inner circle English, where the users are
native speakers. Then they will look at outer circle English, where the users use English as a
second language in former colonies of the USA and Britain. Then they will look at a new
79
circle created by English based pidgins and creoles.

Course Objectives
The students should:
● be familiar with the current debate in linguistics regarding the future of English as an
International Language
● understand that there is a repertoire of models for English; that the localized innovations
have pragmatic bases; and that the English language now belongs to all those who use it.
● be familiar with general characteristics of and issues related to Pakistani, Indian,
Malaysian, Singapore, and Nigerian, Chinese, Japanese, and Hong Kong English
● At the end of the course, students should be able to describe the spread and the diverse
functions and statuses of English in the world. They should further be able to describe and
recognize selected varieties of English, saying how they differ from the traditional
dictionary norms and from each other. Finally, they should know the debate(s) going on
concerning the various English in the world, and on the legitimacy of New English in
particular.

Course Contents
1. Introduction to the course & historical background
1) Interrelationship of World Englishes to Sociolinguistics
2) Major Trends in World Englishes specifically in ESL situation
2. English, both globalizing and nativizing
3. World English versus World Englishes
4. Basic notions in World Englishes
5. Language Variation
6. Levels of language variation
7. Language change and language contact
8. Ecology comes first
9. Ecology comes first
10. Categorizing World Englishes
11. Historical Background European colonization
12. Types of colonization: Motives and consequences for communicative patterns
13. A Short survey of British colonization
14. America Jumps in: the growth and impact of superpower
15. Internationalization and localization: post-independence
developments
16. Types of varieties on historical grounds
17. The spread of global English: some numbers
18. British English: roots of English and early expansions
19. Building a New World: American English
20. Caribbean English: Plantation wealth and misery
21. Comparative view of British, American and Caribbean varieties of
Englishes
22. Settlers and locals: Southern hemisphere Englishes Pride in being
down under: Australia and New Zealand
23. Nation building with language(s): South African Englishes

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 24. Language Developments: a general perspective
25. The mechanism of producing new varieties of English
26. Widespread outcomes
27. Issues and attitudes in World Englishes Getting ahead with english:
the tension between elitism and grassroots spread
28. English as a killer language or denial of access?
29. Pedagogical strategies and considerations
30. Discussion on the practicality of training in language teaching
methods for teachers and learners with special reference to
World Englishes

Recommended Readings
1. Bamgbose, A. (1998). “Torn between the norms: innovations in world Englishes”, World
Englishes 17 (1), 1-14.
2. Crystal, D. (1997a). English as a Global Language. Cambridge: CUP.
3. Graddol, D. (1997 b). The Future of English? London: British Council.
4. Jenkins, J. (2003). World Englishes: A resource book for students.Routledge.
5. Kachru, B. (1992). The Other Tongue (2nd Ed). Urbana: University of Illinois Press.
6. Kachru, B. (1986). The Alchemy of English: The Spread, Functions and Models of Non-
native Englishes. Oxford: Pergamon Press, reprinted 1990, Urbana: University of Illinois
Press.
7. Kachru, B., Yamuna Kachru & Cecil L. N. (2006). World Englishes in Asian Contexts.
Hong Kong: Hong Kong University Press.
8. Kachru, B., Yamuna, K., & Cecil L. N. (Eds.), (2006). The Handbook of World Englishes.
Malden, MA; Oxford: Blackwell.
9. Kirkpatrick, A. (2007). World Englishes: Implications for International Communication
and English Language Teaching. Cambridge University Press.
10. Penny Cook, A. (1996). English in the world/The world in English. In J.W.
Tollefson (1996) Power and inequality in language education. (pp.34-58). Cambridge:
Cambridge University Press.
11. Simo, B, A. (2001). “Taming the madness of English”. Modern English
Teacher, Vol.10, No 2, 11-17.

ELECTIVE SUBJECTS - BS ENGLISH (LITERATURE)

1. Course Title: African Literature (Elective)
Course Code: ELL411

Course Description
The course introduces students to a range of African writers writing across Africa by
highlighting the diverse historical, postcolonial, and political realities that helped shape
current African literary discourse. The people of Africa and Europe met in an unequal
situation, in which Africans were rendered materially inferior and subjugated through
colonialism and slavery. This is the only form of modernity Africans have known so far. This
course will explore issues of slavery, colonization and post-colony. In discussing literatures
81
produced in various countries in Africa, it will be focusing on the distinctive characteristics of
each text and how it is different and also very similar with other literary texts produced in
Africa. This course will also focus on how various ethnicities, and the creation of borders by
‘former imperial powers’ have created problems for countries even after the independence,
and how these conflicts are affecting and shaping the narratives by African writers, both male
and female.

Course Objectives
This course will:
● augment students’ understanding of commonalities and differences faced by individuals
and nations attempting to articulate their complex identities in an era of postcolonial
modernity.
● provide students with enough theoretical frameworks to take part in a constructive
discourse on issues related to race, identity and gender.
● create an insight into the impact of colonialism, race, class, ethnicity and culture on the
works of African writers.
● Improve key understanding of students who after the completion of the course will be in
a position to understand multiple cultural viewpoints, sensibilities, and values through
careful analysis of recommended course content.

Course Contents
● Achebe, Chinua, Anthills of the Savannah (London: Pan Books Ltd., 1987).
● Aidoo, Ama Ata, Our Sister Killjoy (Essex: Longman Group Limited, 1977).
● Coetzee, J.M., Waiting for the Barbarians (1983)
● Head, Bessie, A Question of Power
● Nadine Gordimer (selective short stories)
● Nwapa, Flora, Efuru (1966)
● Salih, Tayeb, Season of Migration to the North (London: Penguin Books Ltd., 2003).
● Sembène, Ousmane, Xala, trans. Clive Wake (Chicago: Lawrence Hill Books, 1976).
● Soyinka, Wole, Death and the King’s Horsemen (1975)
● wa Thiong'o, Ngũgĩ , A Grain of Wheat (London: Heinemann Educational Books Ltd.,
1967).

Suggested Reading
● Alfred, Obiora Uzokwe, Surviving in Biafra: The Story of the Nigerian Civil War: Over
Two Million Died (New York: Writers Advantage, 2003).
● Allan, Tuzyline Jita, ed. Teaching African Literatures in a Global Literary Economy
(New York: The Feminist Press, 1997).
● Bekers, E., Helf, S., and Merolla, D., ed. Transcultural Modernities: Narrating Africa
(Amsterdam: Rodopi, 2009).
● Birbalsingh, Frank, “Teaching African Literature Critically”,
Canadian Journal of African Studies. 16.3 (1962)
● Bohen, AduAlbert, African Perspectives on Colonialism
(Baltimore: The Johns Hopkins UP, 1987).
● Drayton, Arthur D., and Ajayi-Soyinka, O., ed. African Literatures at the Millennium
(Trenton, NJ: Africa World Press, 2007).
● Fanon, Frantz, A Dying Colonisation, trans. Haakon Chevalier (NY: Grove Press, 1965).
82
● Finnegan, Ruth, Oral Literature in Africa (Oxford: Oxford University Press, 1970).
● Irele, Abiola, The African Experience in Literature and Ideology (Indiana University Press,
1990)
● Ndlovu-Gatsheni, Sabelo J, Empire, Global Coloniality and African Subjectivity, (USA:
Berghahn Books, 2013)
● Schipper, Mineke, ‘Mother Africa on a Pedestal: The Male Heritage in African Literature
and Criticism’, African Literature Today, 15 (1987), 35-54.
● Stratton, Florence, Contemporary African Literature and the Politics of Gender (London
& New York: Routledge, 1994).

2. Course Title: Postcolonial Women’s Writing (elective)

Course Code: ELL412

Course Description
This course introduces students to postcolonial women authors and their politics of gender
and identity. The main corpus of Postcolonial writing has mostly been focused on the work of
male authors; however, in order to understand the aesthetics and politics in the field of Post-
colonial, it is extremely important to take into consideration the work of female author. This
course will explain that how gender and class as separate and important categories affect the
creative process of women writers and consequently, how their work distinguishes from the
work of postcolonial male authors. This course will further elaborate that the creative work of
Postcolonial women authors negotiate between their indigenous traditions and modernity,
and how this negotiation becomes an important and integral element of their feminist
discourses.
Course Objectives
This course will accomplish the following goals:
● It will enable students to construct a literary framework for the analysis of Post-colonial
women’s literature and theories in order to understand varied female experiences.
● Students will be in a better position to engage critically with the work of Post-colonial
women writers within their distinctive socio- cultural context.
● It will encourage them to observe the diversity and uniqueness of women experiences and
hence contesting the concept of universal sisterhood.
● It will further enable them to acknowledge ‘female literary tradition’, and engage with it on
both personal and political level.

Course Contents
1. Adichie, Chimamanda Ngozi: Purple Hibiscus
2. Aboulela, Leila : The Translator
3. Emecheta, Buchi: The Joys of Motherhood
4. Abouzaid, Leila: The Year of Elephant
5. El Saadawi, Nawal: Woman at Point Zero
6. Gauhar, Feryal: No Space for Further
Burials (2010)
7. Roy, Arundhati: The God of Small Things (1997)
8. Mosteghanemi, Ahlam: Memory in the Flesh (2003)
9. Shadab Zeest Hashmi: (selected poems)
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 10. Kamla Das: (selected poems)
11. Aidoo, Ama Ata: Anowa (1970)
12. Gupta, Tanika: Skeleton (1997)
13. Ahmad, Rukhsana: River on the Fire (2000)

Suggested Readings
● Arndt, Susan, ‘Boundless Whiteness? Feminism and White Women in the Mirror of
African Feminist Writing’, Journal for African Culture and Society, 29-30 (2005), 157-72.
● Boehmer, Elleke, Stories of Women: Gender and Narrative in the Postcolonial Nation
(Manchester: Manchester University Press, 2005).
● Gauch, Suzanne, Liberating Shahrazad: Feminism, Postcolonialism, and Islam
(Minneapolis: University of Minnesota Press, 2007).
● hooks, bell, Ain’t I a Woman: Black Women and Feminism(London: Pluto Press, 1982).
● Lewis, R., and Mills, S., ed. Feminist Postcolonial Theory: A Reader (Edinburgh:
Edinburgh University press, 2003)
● Loomba, Ania, Ritty A. Lukose, ed. South-Asian Feminisms (Durham & London: Duke
University Press, 2012)
● Mernissi, Fatima, Scheherazade Goes West: Different Cultures, Different Harems (New
York: Washington Square Press, 2001).

3.Course Title: Postmodern Fiction (elective)

Course Code: ELL413

Course Description
Postmodern fiction has an important place in literature so the course aims at explaining
concepts of postmodernism through seminal works of renowned postmodern authors. The
course will look at a range of texts of various writers from different parts of world and see
how they are closely linked and identified under one concept, postmodernism. The design and
content of the course reflect postmodern philosophy that how literature serves to reveal the
world's absurdities, countless paradoxes and ironies. The instructor will direct students to use
conceptions of the postmodernism to analyze fictional texts, and to use those fictional texts to
interrogate the truths of life.

Course Objectives
● To introduce the concept of postmodernism and postmodernity
● To make students aware of new narrative techniques and
familiarize them with devices used in postmodern literature
● To encourage students to think critically and find new
meanings of life and societies through postmodern fiction

Course Contents
1. Gabriel Garcia Marquez – One Hundred Years of Solitude, Love in the Time of
Cholera, No one Writes to the Colonel, The General in his Labyrinth
2. Mohsin Hamid- Reluctant Fundamentalist, Moth Smoke
3. Toni Morrison- The Bluest Eye, Sula
4. Thomas Pynchon- Gravity’s Rainbow, Slow Learner (Short Stories Collection)
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 5. Samuel Beckett- Watt
6. Jorge Luis Borges- The Aleph (short story)
7. Graham Swift- Waterland
8. Margaret Atwood- The Handmaid’s Tale
9. Italo Calvino- If on a Winter’s Night a Traveller

Suggested Readings

● Arac, Jonathan, ed. Postmodernism and Politics. (google books)

● Bertens, Hans. The idea of the postmodern: A History. New York:
Routledge, 1995.
● Couturier, Maurice. Representation and Performance in Postmodern
Fiction. Université Paul Valéry, 1983.
● Fokkema, Douwe Wessel. Literary History, Modernism,
Postmodernism.
● Gregson, Ian. Postmodern Literature. Bloomsbury Academic, 2004.
● Harvey, David. The Condition of Postmodernity. Wiley, 1992.
● Hogue, W. Lawrence. Postmodern American Literature and its other.
● Hoover, Paul. Postmodern American Poetry: A Norton Anthology
● Hutcheon, Linda. Politics of Postmodernism. New York: Routledge, 2002.
● Lyotard, Jean-Francois. The Postmodern Condition.
● McHale, Brain. Postmodernist Fiction. (Available on google books)
● McHale, Brian, and Len Platt, ed. The Cambridge history of Postmodern
Literature. New York: Cambridge University Press, 2016

4. Course Title: Islam and Western Literature

Course Code: ELL411

Course Description
What does it mean to be a Muslim in this world, in these deeply transformative time? Today,
when the Islam-West binary is collapsing and "the West" as a construct no longer holds the
same normative hegemony, stereotypes and prejudices, doubtless, play a certain role in every
representation or vision of the Other—Islam. Regarding Islam, such biases are, however, of a
particularly long and rich history. Only after a century since its emergence, Islam was seen as
a danger to Christianity. John of Damascus had already given in 8th century a complete,
though totally ignorant, view of the Muslim civilization. This course presents variety of
approaches to the multiple and changing ways Islam has been presented and discussed in the
Western literatures. The present course takes into consideration how Islam has been viewed
and alluded to in the literary narratives of the West. A critical assessment of the tenets of
Islam embedded in the European texts is part of the course.

Course Objectives
1. To acquaint students with the discussions of and allusions to Islam in the
Western literatures.
2. To enable students to appreciate the Western literary treatment of the Islamic
resources.

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3. To engage students in a fruitful and mutually productive dialogue between
Islam and the West.
4. To appreciate the efforts of the European writers and scholars who dealt with
Islam with intellectual integrity and great literary prowess.
Course Contents
● Islam and the West: conciliation and confliction
● A legacy of stereotypes and strictures
● Coleridge and Islam
● Islamic influence of Ralph Waldo Emerson’s thought
● Romanticism and Orientalism: A relatively amicable
companionship.
● Islam in an age of postcolonialism
● Islam and the West: The ideas of the renewed contemporary Muslim
intellectuals: Tariq Ramadan, Seyyed Hossein Nasr, Hamid Dabashi
● George Sale’s Preface to the translation of the Quran
● Robert Southey’s Thalaba the Destroyer (to be discussed selectively)
● Lord Byron’s Turkish Tales (to be discussed selectively)
● Stanley Lane-Poole’s Saladin and the Fall of the Kingdom of Jerusalem (to
be discussed selectively)
● Walter Savage Landor’s Gebir (to be discussed selectively)
● William Beckford’s Vathek (to be discussed selectively)

Recommended Readings
● Garcia, Humberto. Islam and the English Enlightenment, 1670– 1840. JHU Press, 2012.
● Lewis, Bernard. Islam and the West. Oxford University Press, 1994.
● Malak, Amin. Muslim narratives and the discourse of English. SUNY Press, 2004.
● Ramadan, Tariq. Islam, the West and the Challenges of Modernity. Kube Publishing
Ltd, 2009.
● Said, Edward. Orientalism: Western Representations of the Orient. London: Penguin.
● Salama, Mohammad. Islam, Orientalism and Intellectual History: Modernity and the
Politics of Exclusion Since Ibn Khaldun. Vol. 22. IB Tauris, 2011.
● Turner, Bryan S. Orientalism, postmodernism and globalism. Routledge, 2002.

5. Course Title: Pakistani Folk Literature

Course Code: ELL411

Course Description
Culturally, Pakistan is stunningly rich in diversity. Besides, Sindhi, Punjabi, Balochi, Pashto,
Hindko, Kashmiri, Shina, and Burshuski literatures, there are Khowar, Kalasha, Bashgali,
Gawarbati, Madaklashti, and Wakhi folktales and songs only in one district, Chitral in KP.
Based upon the availability of written sources, local colleges and universities are
encouraged to develop courses on the locally available materials, especially folk tales and
songs. This course is focused on Khowar folktales and songs found in district Chitral.

Course Objectives
The core objectives of the course are to
1. Familiarize students with the contents Khowar folktales and songs

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 2. Encourage students for research on local literary resources
3. Bring local literatures into the mainstream of academic study

Recommended Readings
1. The Bird’s Tale (Khowar Nursery Rhyme)
2. The Barn Owl’s Tale (do)
3. The Goat’s Tale
4. Wakhi Songs/Tales
5. Nuristani/Bashgali Tales
6. Kalasha Songs and Tales
7. Gawar Bati Songs and Tales

Pakistan Academy of Letters has been publishing a bi-annual journal titled Pakistani
literatures in English 1992. It is a good index of literary trends in the country and covers all
Pakistani languages. A section is also specified to Pakistani English writers. Teachers are
advised to consult it for selections.

Suggested Readings
● Abbasi, Muhammad Yusuf. 1992. Pakistani Culture: A Profile. Historical studies
(Pakistan) series, 7. Islamabad: National Inst. of Historical and Cultural Research.
● Abbas, Zainab Ghulam. 1960. Folk Tales of Pakistan. Karachi: Pakistan Publications.
● Banuazizi, Ali and Myron Weiner (eds.). 1994. The Politics of Social Transformation
in Afghanistan, Iran, and Pakistan (Contemporary Issues in the Middle East), Syracuse
University Press. Hanaway, William L., and Wilma Louise Heston. 1996. Studies
in Pakistani Popular Culture. Lahore: Sang-e-Meel Publications, Lok Virsa Pub.
House.
● Kamalu, Lachman, and Susan Harmer. 1990. Folk Tales of Pakistan. Basingstoke:
Macmillan Education
● Knowles, James Hinton. 1981. Kashmiri Folk Tales. Islamabad: National Institute of
Folk Heritage.
● Korom, Frank J. 1988. Pakistani Folk Culture: A Select Annotated Bibliography.
Islamabad: Lok Virsa Research Centre.

6. Course Title: Global Poetry

Course Code: ELL201

Course Description
This course covers the body of contemporary poetry, its techniques, thematic concerns, and
theoretical viewpoints. By focusing on salient aspects of contemporary poetics this course
aims to accomplish among students a habit of alternative interpretations of contemporary
intercontinental cultural and political ethos under transition. Because literary modernism
brushes shoulders with colonial, postcolonial, transnational, and cosmopolitan discourses
therefore this course aims to identify an emergent, contemporaneous and eclectic poetic
aesthetics. Ezra Pound’s call to Make it New remains a trusted creed of experimentation which
lately has found its global adherents from Caribbean, Africa, South Asia, Ireland, and in other
87
regions.

Course Objective
The main objectives of this course is to:
 Employ diverse methods of literary criticism such as historical, biographical, and
gender criticism, and to do close reading of some of the foundational modern poets but
at the same time to identify a poetic constellation comprising extensively wide-ranging
voices of poetry.
 Glimpse the production of poetic discourse in places and regions where poetry in
major Europe languages is no more a mere imitative exercise and the local and
indigenous poets have added their voice of alterity.

Course Contents
Selected Readings (subject to eliminations)
1. Ezra Pound: A Girl, In the Station of a Metro
2. Robert Frost: Home Burial, A Late Walk
3. W.H. Auden: In Memory of W. B. Yeats
4. W.B. Yeats: Leda and Swan, Easter 1916
5. Marianne Moore: Marriage
6. e e cummings : Let’s Live Suddenly Without Thinking
7. Adrienne Rich: Living in Sin
8. Anne Sexton: After Auschwitz
9. John Ashbery: Some Trees
10. Rita Dove
11. Martha Collins
12. Langston Hughes
13. Charles Bukowski: Poetry Reading, Goading the Muse
14. Hart Crane: To Brooklyn Bridge
15. Ruth Padel
16. Carol and Duffy
17. Seamus Heaney: North (1976) selections
18. Paul Muldoon : Meeting the British
19. Ted Hughes: Horses
20. Philip Larkin: Going Going
21. Dylan Thomas
22. Nissim Ezekiel
23. Imtiaz Dharker: Purdah 1, Terrorist at My table
24. Moniza Alvi: At the Time of Partition (selections)
25. Agha Shahid Ali: Call Me Ishmael ( selections)
26. Pablo Neruda
27. Octavio Paz
28. Taufiq Rafat
29. Faiz Ahmed Faiz
30. John Ashbery: Some Trees, Just Walking Around
31. Don Paterson: The Dead, Poetry
32. Carol Duffy: Ship, Havisham
33. Derek Walcott: A Far Cry From Africa, Love after Love
34. Paul Muldoon : The Frog, Hedgehog

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 35. Simon Armitage: I am very bothered
36. Sujata Bhatt: A different History
37. Moniza Alvi: At the Time of Partition (selections)
38. Mahmood Dervish : If I were Another

Recommended Readings
● Bloom, Harold. Contemporary Poets. Yale: Bloom’s Literary Criticism. 2010.
● Edmond, Jacob. A Common Strangeness: Contemporary Poetry, Cross-
Cultural Encounter, Comparative Literature, NY: Fordham University Press,
2012.
● Pinsky, Robert. The Situation of Poetry; Contemporary poetry and its
Traditions, Princeton University Press: New Jersey, 1976.
● Ramazani, Jahan. Poetry and Its Others: News, Prayer, Song, and the
Dialogue of Genres, University of Chicago Press: Chicago. 2013.
● Trawick, Leonard. Ed. Word, Self, Poem; Essays on Contemporary Poets
from the “Jubilations of poets”, The Kent State University Press, Kent, 1990.
● Williamson, Alan. Introspection and Contemporary Poetry, Massachusetts:
Harvard University Press. 1984.

ELECTIVE SUBJECTS -BS ENGLISH (LINGUISTICS)

1. Course Title: Emerging Trends in Sociolinguistics (elective)
Course Code: ELL416

Course Description
The course aims at bringing about awareness of the dynamics of language and its social
operations. The course will focus on the contemporary developments in sociolinguistics and
the new dimensions of research in the area.

Course Contents
● Societal multilingualism
● Language varieties: language and culture
● Bilingualism, diglossia
● Linguistics and social inequality
● The ongoing linguistic processes, controversies, and
implications of language modernization
● Language planning
● language conflicts and politics in south Asia

Suggested Readings
● Chaika, E. (1994). Language: The social mirror (3rd Edition). Boston, MA: Heinle &
Heinle Publishers
● Chambers, J. K. (1995). Sociolinguistic theory: Linguistic variation and its social

89
 significance. Oxford: Blackwell.
● Chambers, J.K. (1994). Sociolinguistic theory: Language variation and its social
significance. Oxford: Blackwell.
● Coulmas, F. (ed.) (1998).The Handbook of Sociolinguistics. Oxford: Blackwell.
● Fasold, R. (1987). The Sociolinguistics of society. Oxford: Blackwell.
● Fasold, R. (1990). The sociolinguistics of language. Oxford: Blackwell.
● Gumperz, J. (1986). Directions in sociolinguistics. Oxford: Blackwell.
● Hudson, R.A. (1980). Sociolinguistics. Cambridge: CUP.
● Lantolf, J. P. (Ed.) (2000). Sociocultural theory and second language learning.Oxford
University Press.
● Trudgill, P. (1983). Sociolinguistics: An introduction to language and society.
Harmondsworth: Penguin.
● Wardhaugh, R. (1997). An introduction to sociolinguistics (3rd ed.). Oxford: Blackwell.

2. Course Title: Introduction to Computational Linguistics

Course Code: ELL417
Course Objectives
The course aims to give theoretical grounds introducing the contemporary work in
computational linguistics, human language technology and artificial intelligence to
understand how human and machine communication works in the modern word. The
objectives of the course are given as under:
● understand important concepts and issues of computational linguistics
● know applications of computational linguistics
● To introduce standard methods for processing words/ morphology
● To introduce standards for sentence processing/ parsing
● To introduce concepts of natural language processing, human language technology

Course Contents
1. Introduction
1.1 Computer in linguistics
1.2 Parsing and generation strategies
1.3 Implementation of strategies
1.4 Computational complexity
2. Computational phonetics and phonology
3. Computational Morphology
4. Computational Syntax
5. Computational Lexicology
5.1 Computational Semantics
5.2 Applications of computational linguistics

Recommended Readings
● Ahmad, Computers, Language Learning and Language Teaching CUP
● Brian K Williams, Sawyer and Hutchinson (1999) Using Information Technology,
McGraw Hill
● Lyons,J.(2002)Language and Linguistics: An Introduction, CUP
● Martin Atkinson, David Britain, Herald Clashsen , Andrew Spencer (1999) Linguistics,
CUP
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 ● William O’Grady, et al., (1997) Contemporary Linguistics: An Introduction

3. Course Title: English for Specific Purposes (ESP)

Course Code: ELL418
Course Objectives
● The basic aim of this course is to teach the learners how to design and implement
● ESP programme for a group of students in a particular occupational or academic setting.
● To examine classroom practices for effective ESP instruction
● Develop an understanding of the major issues of concern for ESP practitioners
● Become aware of the methods currently practiced in the teaching of ESP
● Be able to conduct needs analysis of the students they are designing the syllabus for be
able to adapt or create authentic ESP material in a chosen professional or
occupational area.

Course Contents
1. Introduction to ESP
2. Historical and theoretical perspectives on ESP
3. Conducting needs analysis (setting general goals and specific
objectives)Course and Materials: evaluation, design and
development
4. Assessment and Evaluation of ESP programmes
5. Issues in ESP
6. Approaches to text analysis (register, discourse, and genre
analysis)

Recommended Readings:
● Barron, C. (2003). “Problem solving and ESP: Themes and Issues in a Collaborative
Teaching Venture. In English for Specific Purposes, 22. 297-314.
● Dudley-Evans, T. & Bates, M. (1987). “The Evaluation of an ESP Textbook.” In L. E.
Sheldon. Ed. ELT Textbooks and Materials: Problems in Evaluation and Development.
ELT Documents 126.
● Dudley-Evans, T. & St. John, M. J. (1998). Developments in English for Specific
Purposes. Cambridge: CUP.
● Fanning, P. 1993. “Broadening the ESP Umbrella.” English for Specific Purposes. 12
(2).
● Holliday, A. and T. Cooke. 1982. “An Ecological Approach to ESP.” In Lancaster
Practical Papers in English Language Education. 5 (Issues in ESP). University of
Lancaster.
● Johns, A. M and T. Dudley-Evans. 1991. “English for Specific Purposes: International
in Scope, Specific in Purpose.” In TESOL Quarterly. 25 (2).
● McDonough, J. 1984. ESP in Perspective: A Practical Guide. London: Collins.
● Okoye, I. 1994. “Teaching Technical Communication in Large Classes.” English for
Specific Purposes. 13 (3).
● Widdowson, H.G. 1981. English for Specific Purposes: criteria for course design. In L.
Selinker, E. Tarone and V. Hamzeli (Eds.) English for Academic and Technical
Purposes. Rowley, Mass: Newbury.
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 ● Swales, J. (1990). Genre Analysis. Cambridge: Cambridge University Press.

4. Course Title: Introduction to Critical Pedagogy

Course Code: ELL419

Course Contents
1. Critical Pedagogy: Brief History of the Discipline
● Paulo Freire, Giroux, Ira Shor, Kinchole
● Past, Present and future (with special reference to Pakistan)
2. The role of Critical Pedagogy in Education
● In Curriculum Development
● In Character Building
3. The Need to develop Critical Pedagogy in Teacher education.
4. The role of Critical Pedagogy in Literature.
5. The role of Critical Pedagogy in Popular culture. (Film,
media, print)
6. The role of Critical Pedagogy in building international Culture.
7. The role of Critical Pedagogy in Popular culture. (Film, media, print)
8. Theoretical understanding in the following areas:
● Critical Pedagogy and Ideology.
● Critical Pedagogy and freedom of Individual thought.
● Critical Pedagogy and Contemporary issues.
● Critical Pedagogy and issues in language culture and
identity.
● Critical Pedagogy and Institutionalized Power (different
types of power)
● Critical Pedagogy and Popular culture
● Critical Pedagogy and construction of an critical thought
● Critical Pedagogy and issues of gender
● Critical Pedagogy and our Limitations

Suggested Readings
● Apple,M. (2003). The State and the Politics of Knowledge. New York:
Routledge/Falmer. Ch. 1 & 9. 1-24; 221-225. PDF
● Apple,M. (1979). On Analyzing Hegemony.Ideology and Curriculum.
New York, NY: Routledge & Kegan Paul. 1-25. PDF
● Bartolomé, Lilia (2004). "Critical Pedagogy and Teacher Education: Radicalizing
Prospective Teachers" (PDF). Teacher Education Quarterly. Winter: 97–122 – via
teqjournal.
● Dewey, John. (1938). Experience and Education.
● Freire, Paulo (2009). Pedagogy of the Oppressed. New York, NY: The Continuum
International Publishing Group Inc. ISBN 0-8264- 1276-9
● George, Ann. "Critical Pedagogy: Dreaming of Democracy." A Guide to Composition
Pedagogies. Gary Tate, Amy Rupiper,
● Kurt Schick. New York, New York: Oxford University Press, 2001. 92-112. Print
● Giroux, Henry. "Beyond the Ethics of Flag Waving: Schooling and Citizenship for a
Critical Democracy." The Clearing House, Vol. 64, No. 5 (May - June., 1991):

92
 305-308. Taylor & Francis, Ltd. JSTOR. 22 Oct. 2012.
"Ira Shor". English Department.Retrieved 2016-11-22.
● Giroux, H. (October 27, 2010) "Lessons From Paulo Freire", Chronicle of
Higher Education. Retrieved 10/20/10.
● Glass, R.D. (2011). Critical Pedagogy and Moral Education.In Devitis & Yu (Eds.).
Character and Moral Education: A Reader. New York: Peter Lang Publishers. PDF
● Glass, R.D. (2008). Staying Hopeful.In M. Pollock (Ed.), Everyday AntiRacism. New
York: The New Press. 337-340. PDF.
● Glass, R.D (2006). On Race, Racism, and Education. (manuscript). PDF.
● Haymes.Pedagogy of Place for Black Urban Struggle.Critical Pedagogy Reader.(1st
edition).211-237. PDF.
● Hicks, Stephen R.C. (2004) Explaining Postmodernism: Skepticism and Socialism from
Rousseau to Foucault. Tempe, AZ: Scholargy Press, ISBN 1-59247-646-5
● Kincheloe, Joe (2008) Critical Pedagogy Primer. New York: Peter Lan
● Kincheloe, Joe; Steinberg, Shirley (1997). Changing Multiculturalism. Bristol, PA:
Open University Press. p. 24. Critical pedagogy is the term used to describe what
emerges when critical theory encounters education.
● Kincheloe, J. & Steinberg, S. (2008) Indigenous Knowledges in Education:
Complexities, Dangers, and Profound Benefits in Ed Denzin, N. Handbook of Critical
and Indigenous Methodologies
● Shor, I. (1980). Critical Teaching and Everyday Life. Boston, Massachusetts: South End
Press.
● Weiler, K.(1991). Freire and a Feminist Pedagogy of Difference.Harvard Educational
Review.61 (4). 449-474. PDF

5. Course Title: Pakistani English

Course Code: ELL420

Course Description
This course is an attempt to present a link between the link between English as lingua Franca
and International Englishes. This course is an introductory course for the students of
Linguistics to show the historical background of the phenomenon of World Englishes. The
application of linguistic knowledge gives an equal status to all varieties of English in the
modern world.The course introduces the practical important features of Pakistani English
(PE) as an emerging variety. It will highlight the use of PE as a vehicle of formal and
informal communication in Pakistan.

Course Contents
1. Introduction to the course & historical background
2. Language Variation
3. Levels of language variation
4. Language change and language contact
5. Ecology comes first
6. Categorizing World Englishes
7. Interrelationship of World Englishes to Sociolinguistics

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 8. Major Trends in World Englishes specifically in ESL situation
9. South Asian Englishes
10. Pakistani English: Introduction
11. Historical Background of Pakistani English
12. A Short survey of British colonization
13. Types of colonization
14. Motives and consequences for communicative patterns
15. Phonological variations in Pakistani English
16. Morphological variations in Pakistani English
17. Syntactic variations in Pakistani English
18. Semantic and Pragmatic variations in Pakistani English
19. Discoursal variations in Pakistani English
20. Stylistic variations in Pakistani English
21. Corpus based explorations of Pakistani English
22. Pakistani English and cultural context
23. Pedagogical impact of using Pakistani English in classroom
24. Discussion on the practicality of training in language teaching
methods for teachers and learners with special reference to
Pakistani English
25. Status of Pakistani English (Moag, Kachru, Schneider's Models)
26. Language policy and planning
27. Future prospectus
28. English as a Lingua Franca
29. International English (IE)
30. ELF- A Contact Language
31. Pakistani English (PE)
32. Pedagogical Norms in PE
33. Patterns in PE Pronunciation
34. Problems of PE Pronunciation
35. Vowel Restructuring
36. Vowel epenthesis in Pakistani English
37. Syllable Onset Clusters and Phonotactics
38. Vowel disappearance from middle syllables
39. Patterns in PE writing
40. Grammar
41. Lexis
42. Code switching
43. Borrowing
44. Code mixing
45. Conversions
46. Obsolete Vocabulary
47. PE as an independent variety
48. Fiction in Pakistani English
49. Poetry in Pakistani English
50. Journalistic Language of Pakistani News Papers

Suggested Readings
● Baumgardner, R.J. (ed.) (1993). The English Language in Pakistan Karachi: Oxford
94
 University Press.
● Baumgardner, Robert J. (1987). Utilizing Pakistani Newspaper English to teach Grammar’.
World Englishes 6.3:241-252.
● Baumgardner, Robert J. (Eds). (1993). The English Language in Pakistan. Oxford: Oxford
University Press.
● Baumgardner, Robert J. (Eds). (1996). South Asian English: Structure, Use and Users .
Urbana and Chicago: University of Illinois Press .Kachru,B.B. (1983).
● Constructing Meaning in World Englishes (2010) by AhmarMahboob and EszterSzenese
● Crystal, D. (1995). The Cambridge encyclopedia of the English language. Cambridge:
Cambridge University Press.
● Crystal, D. (1997). English as a global language. Cambridge: Cambridge University
Press.
● English Around The World: An Introduction (2011) by Edgar W. Schneider
● English as an Islamic Language: A Case Study of Pakistani English (2009) by
AhmarMahboob
● English: The Industry (2011) by AhmarMahboobPakistani English (2014) by Tariq
Rahman
● Graddol, D. (1997). The future of English?: A guide to forecasting the popularity of
English in the 21st century. London: British Council.
● Kachru Braj B. (1983). The Indigenization of English : The English Language of India .
Delhi: Oxford University Press.
● Kachru Braj B. , Yamuna, & Nelson, C.(2006). (Eds). The Handbook of varieties of
English .Oxford: Blackwell.
● Mahboob, A. (2004). Pakistani English: Morphology and Syntax. In Kortmann, Bernd
/Schneider, Edgar W. (eds.). A Handbook of Varieties of English: Volume 2: Morphology
and Syntax, (pp. 1045-1057). Berlin: Walter de Gruyter.
● Mehmood, M. A. (2009). A Corpus Based Analysis of Pakistani English. Ph D Dissertation
BZU multan
● Pakistani English: Phonology (2004) by Ahmar Mahboob and Nadra Huma Ahmar
● The Form and Functions of English in Pakistan (2002) Dr Mubina Talaat Ph D
Dissertation
● The Routledge Handbook of World Englishes (2010) Edited by Andy Kirkpatrick

6. Course Title: Second Language Acquisition

Course Code: ELL421

Course Description
This course focuses on second language acquisition (SLA) aiming overall to introduce
students to the major concepts and theories of SLA. It is divided into two parts. The first part
outlines some general concepts concerning the field of SLA and the second part provides an
overview of some of the most influential SLA theories.

Course Objectives
The objectives of the course are to:
● Enable the students to explore and evaluate SLA theories from the point of

95
 view of second language learners
● Develop students’ understanding of the cognitive and social dimensions of
SLA
● Enable the students to gain an understanding of basic concepts of SLA.

Course Contents

Basic Concepts of SLA

● Key issues in second language acquisition
● Language, acquisition and learning
● First language acquisition
● Comparing and contrasting first and second language acquisition
● Factors affecting second language acquisition
● Social factors and second language acquisition
● Cognitive factors and second language acquisition
● Individual differences and second language acquisition
● Classroom second language acquisition
● Formal instruction and second language acquisition
● Classroom interaction and second language acquisition
● Input, interaction and second language acquisition
● Error analysis and second language acquisition

Theories of SLA:
● The Monitor Model
● The Acquisition versus Learning Hypothesis.
● The Monitor Hypothesis.
● The Natural Order Hypothesis.
● The Input Hypothesis
● The Affective Filter Hypothesis

Interlanguage Theories
● Overgeneralization
● Transfer of Training
● Strategies of Second Language Learning
● Strategies of Second Language Communication
● Language Transfer
● Stabilization and Fossilization in Interlanguage
● Language Socialization in SLA
● Acculturation/Pidginization Theory
● Sociocultural Theory
● Processability Theory
● Cognitive approaches to second language acquisition
● Cognitive Processes in Second Language Learners
● Universal grammar
● Role of Universal Grammar in First and Second Language
acquisition
● Principle and Parameter Theory
● Projection Principle
● Language learning through association
● Connectionism
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Recommended Readings
● Cook, V. (1993).Linguistics and Second Language Acquisition. London: MacMillan Cook,
V. (1991).Second Language Learning and Language Teaching. London: Edward Doughty,
C. J. &.
● Ellis, R. (1985).Understanding Second Language Acquisition. Oxford: Oxford
University Press.
● Ellis, R. (1992).Second language acquisition and language pedagogy. Clevedon:
Multilingual Matters.
● Ellis, R. (1994) The Study of Second Language Acquisition. Oxford: Oxford University
Press.
● Ellis, R. (1997).Second language acquisition. Oxford: Oxford University Press.
● Gass, S. M. & Selinker, R. (2001) Second Language Acquisition: An Introductory
Course. London: Routledge.
● Johnson, K. (2001) An Introduction to Foreign Language Learning and Teaching.
London: Longman.
● Long, M.H. (2002).The Handbook of Second Language Acquisition.
Oxford: Blackwell.
● McLaughlin, B. (1987) Theories of Second-Language Learning. London: Edward Arnold.
● Mitchell, R. & Myles, F. (1998) Second language learning theories. London: Arnold.
● Ortega, L. (2007) Understanding Second Language Acquisition. London: Hodder
Arnold.

7. Course Title: Introduction to Syntax

Course Code: ELL422

Course Objectives
The course aims at helping students understand the basic concepts of sentence analysis.
Taking examples from English, it guides students in analyzing constituents in a sentence and
then sentence as a whole. Further, it gives an idea of basic syntactic analysis of Pakistani
languages.
The objectives of this course are to enable the student to:

● know internal sentence structure

● be familiar with basic concepts of syntactic analysis
● present sentence to the theory and practice of the structural
grammar
● be able to do a detailed analysis of English sentences
● learn descriptive techniques, theoretical concepts, and styles
of argumentation
● to apply theoretical concepts and rules to syntactic data from
Pakistani languages

Learning Outcomes
After studying this course, the learners will be able to:
i. have command on the tools of syntactic analysis
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 ii. have understanding of syntactic theory
iii. learn analyzing syntactic data
iv. develop strong problem-solving skills in syntax.

Content List
● Introduction to Syntax
o Word Classes (parts of speech)
o Lexical Phrases and Functional Phrases
o Phrases and its types, NP, AP, PP, VP and Advp
o Basic Verb Phrase, Intransitive, Transitive, Ditransitive,
Intensive, Complex Transitive
o Clauses, Sentences Types of sentences, Compound,
Complex Sentences
● Analyzing Sentence Structure
● Basic Elements in Sentence Analysis: Constituents,
Categories, Functions
o Functions: Subject, Predicate, Predicator, Direct/Indirect
Object
o Complements and Adjuncts in the Verb Phrase
o Adjunct adverbials, Conjunct and Disjunct adverbials
o Relation, Dependency- Subject, Predicate, Modifier,
Head, Complement)
● Sentence Analysis through Phrase Marker/Tree Diagram
● The basic NP configuration, Determiner and Pre Determiner,
Possessive NPs as Determiner
● The Verb Group
● Sentences within Sentences- Recursion, Subordinate clause,
Complementiser, That clause, Adverbial clause
● Subordinate Wh-Interrogative Clauses- Wh-questions and
interrogative clauses.
● X-bar Syntax

Recommended Readings
1. Baker, L. C. (1995). English Syntax. The MIT Press.
2. Burton, N. (1998). Analyzing Sentences: An Introduction to English Syntax- Longman.
3. Carnie, A. (2006) Syntax. Blackwell. Arizona
4. Moravcsik(2006). An Introduction to Syntax. Continuum. London
5. Tallerman, M. (2015). Understanding Syntax Rutledge, London.
6. Radford, A. (1997). Syntax: A Minimalist Introduction. Cambridge
University Press, London.
7. Aarts, B. (1997). English Syntax and Argumentation. Palgrave.
8. Chomsky, N. (2004). Beyond Explanatory Adequacy. Structures and
Beyond. In Belletti Adriana (Ed.), The Cartography of Syntactic Structure.
Vol 3: Oxford University Press, Oxford.(104-131). Philadelphia
9. Hagmann, L. (1994). An Introduction to Government Binding Theory.
Blackwell.
10. Junior. R. D. V. V., (2004). An Introduction to Syntax. Cambridge
University Press
98
 11. Kroeger, P. R. (2005).Analyzing Grammar: An Introduction
12. Poole, G. (2002). Syntactic Theory. Palgrave. New York.
13. Radford, A. (1988). Transformational Grammar. Cambridge University
Press, London.
14. Radford, A. (1981).
Transformational Syntax. Cambridge
University Press, London.

8. Course Title: Introduction to Forensic Linguistics

Course Code: ELL423
Course Description
This course aims to present and identify the interface between linguistics and law. This
course is an introductory course for the students of Linguistics. The application of Linguistic
knowledge to help law officials is appreciated all over the world. The Text and process of law
are very complex. This complexity is not only due to its procedures, but also due to its
language. Keeping this in mind, this course investigates the use of Forensic Linguistics from
Pedagogical point of view. It will help not only the students of language to find out new
prospects of investigation other than language teaching, but will also benefit law students by
making them understand the intricacies of the English language.

Course Objectives

At the end of the course, students are expected to understand:

● The link between Language and Law
● The historical background of Forensic Linguistics
● The role of linguists in law
● The use of Forensic linguistics, some benchmark studies
● The need of Forensic Linguistics in Pakistan

Course Contents
● Applied Linguistics and its diversity, Application of linguistics in the field of law
● Introduction to Forensic Linguistics
● Definition, Description of Forensic linguistics
● Forensic Linguistics as an important branch of Applied Linguistics
● Brief History of Forensic Linguistics
● The role of Linguistics in Law, in Text Analysis as well as in Process analysis.
● The application of skills in different branches of Linguistics in Law
● The application of the knowledge of Phonetics and Phonology in Forensic analysis.
● The application of the knowledge of Morphology and Syntax in Forensic analysis.
● The application of the knowledge of Semantics and Discourse Analysis
● Some benchmark studies around the world
● Benchmark studies of linguists like Labov, Roger Shuy, Olsson, Mcmenamin,
Tierisma, Leonard, Chaski.
● The need of developing forensic linguistics in Pakistan

Suggested Readings
1. Austin, J. L. (1975). How to Do Things with Words. 2d ed. Oxford: Oxford
University Press.
99
 2. Coulthard, M., and Johnson, A. (2007). An Introduction to Forensic
Linguistics: Language in Evidence. London: Routledge.
3. Coulthard, M., & Johnson, A. (2007). An introduction to forensic linguistics:
Language in evidence. Abingdon, UK: Routledge.
4. Coulthard, M. (2008). By Their Words Shall Ye Know Them: On Linguistic Identity.
In: C. R. Caldas-Coulthard and R. Iedema, eds. Identity Trouble. London: Palgrave
Macmillan, pp. 143–155.
5. Coulthard, M. (2005). The Linguist as Expert Witness. Linguistics and the Human
Sciences, no. 1 (1), pp. 39– 58.http://dx.doi.org/10.1558/lhs.2005.1.1.39
6. Eades, D. (2010). Sociolinguistics and the Legal Process. Bristol: Multilingual
Matters.
7. Gibbons, J. P. (2003). Forensic linguistics: An introduction to language in the legal
system. Malden, MA: Blackwell.
8. Grice, H. P., 1989. Studies in the Way of Words. Cambridge: Harvard University
Press http://dx.doi.org/10.1177/14614456020040010201
9. Labov, W., and Harris, W. A. 1994. Addressing Social Issues Through Linguistic
Evidence. In: John Gibbons, ed. Language and the Law. Harlow: Longman, pp. 265-
305
10. McMenamin, G. (2002). Forensic Linguistics: Advances in Forensic Stylistics.
Boca Raton: CRC Press.
http://dx.doi.org/10.1201/9781420041170s
11. Olsson, J. (2004). Forensic linguistics: An introduction to language, crime, and the
law. London: Continuum. Staff: Dr David Deterring
12. Shuy, R. W. (1993). Language Crimes: The Use and Abuse of Language
Evidence in the Courtroom. Oxford: Blackwell.
13. Tiersma, P. M. (1999). Legal Language. Chicago: University Of Chicago Press.

9. Course Title: Clinical Linguistics

Course Code: ELL424

Course Description
This course is intended for graduates in linguistics, clinical linguistics, psychology, speech
and language therapy or a related discipline with an interest in research in speech, language
pathology, biomedical (Neuro- sciences), communication and language impairment.

Course Objectives
The objectives of the course are given as below:
● To enable students working or wishing to work with acquired
communication disorders to have opportunity to further their career
● To understand acquired communication disorders, impact of these disorders
on everyday life and how interaction can assist the person with disorders

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 and their significant others
● To access research findings and methods and engage with evidence based
practice
● To enhance skills in the assessment teaching and management of people
with the acquired communication disorders
● To maintain an interaction and cross linguistic perspective

Course Contents
1. Language storage in brain
2. Children’s Learning
3. Spoken and Written Language Disorders
4. Developmental Disorders
5. Specific language impairment
6. Autistic spectrum disorders
7. Learning difficulties
8. Behavioural difficulties
9. Auditory processing difficulties
10. Dyslexia
11. Adolescence,
12. Dysarthria
13. Early years
14. Aphasia
15. Dementia
16. Pragmatic impairment
17. Acquired Language Disorders
18. Acquired Speech Disorders
● Methods in Clinical Linguistics
● Early Years
● Cleft Lip and Palate
● Developmental Communication Sciences
● Speech Difficulties – assessment and intervention

Recommended Readings
● Ball, M. J. (2005). Clinical sociolinguistics (Vol. 36). John Wiley & Sons.
● Ball, M. J., Perkins, M. R., Müller, N., & Howard, S. (Eds.). (2008). The handbook of
clinical linguistics. Oxford: Blackwell.
● Ben Maassen, & Paul Groenen (Eds.). (1999). Pathologies of speech and language:
advances in clinical phonetics and linguistics.
John Wiley & Sons.
● Crystal, D. (2013). Clinical linguistics (Vol. 3). Springer Science & Business Media.
● Crystal, David, and Rosemary Varley. Introduction to language pathology. John Wiley
& Sons, 2013.
● Cummings, L. (2008). Clinical linguistics. Edinburgh University Press.
● Cummings, L. (2009). Clinical pragmatics. Cambridge University Press.
● Cummings, L. (2013). Pragmatics: A multidisciplinary perspective. Routledge.
● Cummings, L. (2014). The Cambridge Handbook of
Communication Disorders. Cambridge University.
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 ● Maassen, B., Kent, R., & Peters, H. (2007). Speech motor control: In normal and
disordered speech. Oxford University Press.
● Watzlawick, P., Bavelas, J. B., Jackson, D. D., & O'Hanlon, B. (2011). Pragmatics of
human communication: A study of interactional patterns, pathologies and paradoxes.
WW Norton & Company.

10.Course Title: Language Testing & Assessment

Course Code: ELL425

Course Description
Since language testing is essential to know whether students learn that they are expected to.
This course therefore, aims at educating students about authentic, valid, and reliable
assessment tools. In addition, this course focuses on providing students the basics of
theoretical background and relevant practice via available assessment tools and resources.
This course will serve as a introduction to basic concepts of language testing and assessment.

Course Objectives
The objectives of the course are:
● Familiarize students with the key concepts of language testing and assessment
● Comprehend, interpret, and develop critical approach to testing and assessment
materials
● Evaluate particular testing materials with regard to the purpose and context of
assessment.

Course Contents
1. Language Assessment in context;
2. Concepts, Principles and Limitations of Measurement;
3. Scope of language assessment in education and Research;
4. Interrelationship of language abilities and Language Assessment Instruments;
5. Characteristics of Assessment Methods affecting Performance on
Language Assessment Instruments;
6. Reliability and validity of Assessment;
7. Current Issues in Language Assessment and Language Assessment Research.
8. Designing Tests for Assessing Language Skills.

Recommended Readings
1. Alderson, J. C. (2000). Assessing Reading. Cambridge Language
Assessment. CUP.
2. Brown, J. D. (1996). Testing in language programs. New York: Prentice-Hall
Regents.
3. Brown, D. & Abeywickrama, P. (2010). Language Assessment: Principles and
Classroom Practices. (Second edition). Longman.
4. Buck, G. (2001). Assessing Listening. Cambridge Language Assessment. CUP.
5. Chapelle, A.C. and Brindley, G. (2001). Assessment. In Schmitt. N. (Ed.), An
Introduction to Applied Linguistics. Arnold, London.
6. Heaton, B. J. (1988). Writing English Language Tests. A practical guide for teachers of
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 English as a second or foreign language. (Second edition). Longman.
7. Hughes, A. (2003). Testing for language teachers. (Second edition). Cambridge:
Cambridge UP.
8. Luoma, S. (2004). Assessing Speaking. Cambridge Language Assessment. CUP.
9. Madsen, S.H. (1983). Techniques in Testing. O.U.P.
10. Mcnamara, T. (2000). Language Testing. Oxford. O.U.P.
11. Purpura, E. J. (2004). Assessing Grammar. Cambridge Language Assessment. CUP.
12. Read, J. (2000). Assessing Vocabulary. Cambridge Language Assessment. CUP.
13. Weigle, S. C. (2002). Assessing Writing. Cambridge Language Assessment. CUP.
14. Weir, C. J. (1993). Understanding and developing language tests. NY: Prentice Hall.
15. Weir, C. J. (1990). Communicative Language Testing. Hemel Hempstead: Prentice Hall.

11.Course Title: Language and Education

Course Code: ELL426

Course Objectives
The course aims to introduce students to broad issues in language and education
to enable them to make informed decisions as future researchers and policy
makers. By the end of the courses the students will:
 have got an overview of the language in education policies of Pakistan
 be able to compare language in education policies of Pakistan with other
countries
 be able to give their opinion on medium of instruction controversy
 be able to develop a range of perspectives to review the language in
education situation in a country and its possible impacts on prospective
socio-economic status of students
Course Contents
● Language Policies of Pakistan: Historical Perspective
● An Overview of the Language Policies of Selected Countries
● Medium of Instruction Issue in Bilingual and Multilingual
Communities
● Role of Majority and Minority Languages
● Issue of Placement of Vernacular Languages and English in
Education
● Linguistic Rights
● Language and Literacy

Recommended Readings
1. Bisong, J. (1995). Language Choice and Cultural Imperialism: A Nigerian Perspective.
ELT Journal 49:2. 122-132.
2. Pennycook, A. (1996). English in the world/The world in English. In Tollefson, W. J
(Ed.), Power and Inequality in Language Education. (34-58). Cambridge: Cambridge
University Press.
3. Phillipson, R. (1992)..Linguistic Imperialism. Oxford: Oxford University Press.
4. Platt, J., Weber, H., & Ho, M. (1984). The New Englishes. London: Routledge.
5. Ricento, T. & Hornberger, N. (1996). Unpeeling the Onion: Language Planning and
Policy and the ELT Professional. TESOL Quarterly 30:3, 401-428.
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 6. Schiffman, H. E. (1996). Linguistic Culture and Language Policy. London: Routledge.
7. Smith, L. (Ed.), (1981). English for Cross-cultural Communication.
New York: Macmillan.
8. Strevens, P. (1982). World English and the World's Englishes or, Whose Language is it
Anyway? Journal of the Royal Society of Arts. June, 418-31.

12. Course Title: Language and Gender

Course Code: ELL427

Course Objectives
The course aims to develop analytical thinking about gender, language and relations between
them. It also aims to expose students to facts, theory and analytic tools to analyze issues
related to gender and their relation to language. It is likely to provide an overview of gender
related linguistic, social, political and moral issues. By the end of the course, the students will
have learnt
 how members of each gender use language differently
 how culturally enshrined ideas about gender affect language and its use
 how linguistic conventions reinforce these ideas for the expression of gender
differences
 what structure and usage patterns in language are exhibited by men
and women
 how language treat the genders differently

Course Contents
● Relationship between language, gender and society
● In what ways do men and women use language differently?
● How do these differences reflect and/or maintain gender
roles in society?
● The primary linguistic approaches to gender and language
● Historical and contemporary issues and controversies in the
field of language and gender
● Different perspectives on language and gender: linguistic,
anthropological, sociological, psychological, feminist.

Recommended Readings
1. Coates, J. (1986). Women, Men and Language. Longman: London.
2. Eckert, P. & McConnell, G. S. (2003). Language and Gender. CUP.
3. Graddol, D. and J. Swann. (1989). Gender Voices. Blackwell: Oxford, UK.
4. Johnson, S. & Ulrike, H. M. (1997). Language and Masculinity.
Oxford: Blackwell. (LAM).
5. King, R. (1991). Talking Gender: A Guide to Non-Sexist Communication.
Copp Clark Pitman Ltd.: Toronto.
6. Litosseliti, L. (2006). Gender and Language: Theory and Practice.
London: Hodder Arnold.
7. Tannen, D. (1990). You Just Don’t Understand. New York:
Ballantine Books (YJDU)
8. Tannen, D. (Ed.), (1993). Gender and Conversational Interaction. New
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 York: OUP

13.Course Title: Corpus Linguistics

Course Code: ELL428

Course Description
This course will provide a general overview of Corpus Linguistics, focusing on contemporary
approaches. It also provides a historical overview of the discipline. The main theoretical
issues in the discipline will be discussed. The qualitative vs. quantitative; diachronic vs.
synchronic; monolingual vs. multilingual perspectives will be introduced. Examples and
techniques for analysis at different levels will be given. Students will learn how to use some
of the most common techniques, tools and software packages in corpus linguistics

Course Objectives
The main objectives of the course are
● To introduce corpus Linguistics as an emerging branch of linguistics
● To introduce to different perspectives in the corpus-based analysis of language.
● To teach how to use some of the most common techniques, tools and software
packages in corpus linguistics.
● To get familiar with corpus tools in research

Course Contents
● Define and describe the main perspectives on the analysis of language from the point of
view of corpus linguistics.
● Describe the difference between quantitative and qualitative corpus linguistics.
● Describe the difference between diachronic and synchronic corpus-based research.
● Identify the differences in conducting corpus research on monolingual vs. multilingual
corpora.
● Identify the different levels of analysis in corpus linguistics (phonetic/phonological,
morphological, lexical, syntactic/pragmatic, discourse).
● Critically evaluate different theoretical perspectives in corpus linguistics.
● Explain what it means for corpus linguistics to be a theory or a method.
● Describe the recent history of corpus linguistics.
● Compare Neo-Firthian corpus linguistics to corpus-based linguistics.
● Analyze applications of corpus linguistics (dictionary/grammar creation, education,
writing, language acquisition, language teaching).
● Evaluate the limitations on the generalizations derived from data.
● Recognize and develop strategies and practices to deal with the issues surrounding
corpus collection, storage, annotation and analysis.
● Manipulate the most commonly-used tools in corpus linguistics.
● Develop skills in corpus collection, searching, annotation and analysis.
● Apply basic statistical techniques to corpus analysis.

Recommended Readings
1. Biber, D., S. Conrad and R. Reppen. (1998). Corpus Linguistics: Investigating Language
Structure and Use. Cambridge: Cambridge University Press

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 2. Granger, S. and Petch-Tyson, S. (2003). Extending the scope of corpus-based research:
New applications, new challenges. Rodopi.
3. Hunston, S. (2002). Corpora in applied linguistics. Cambridge University Press. *
4. McEnery, T. and Wilson, A. 2001. Corpus Linguistics. (2nd Ed.) Edinburgh: Edinburgh
University Press. *
5. McEnery, T., Xiao, R. and Tono, Y. (2006). Corpus-based language studies: An
advanced resource book. Routledge.
6. McEnery, Tony and Andrew Hardie (2012) Corpus Linguistics: Method, Theory and
Practice. Cambridge: Cambridge University Press. ISBN: 9780521547369.
7. Sinclair, J. (1991). Corpus, concordance, collocation. Oxford: Oxford University
Press.
8. Sinclair, J. (2004). How to use corpora in language teaching. John Benjamins.
9. Stubbs, M. (1996). Text and corpus analysis. Oxford: Blackwell. Wynne, Martin (editor).
2005. Developing Linguistic Corpora: a Guide to Good Practice. Oxford: Oxbow
Books. Available online from http://ota.ox.ac.uk/documents/creating/dlc

14. Course Title: Pragmatics

Course Code: ELL429

Course Objectives:

The course aims at introducing students to the basics of Pragmatics. Through

this course student will be able to study factors that govern choice of
language in social interaction and the effects of these choices on others.

Course Contents
 Speech act theory complex speech acts
 Felicity conditions
 Conversational implicature
 The cooperative principle
 Conversational maxims
 Relevance
 Politeness
 Phatic tokens
 Deixis
 Giles’ Accommodation Theory

Recommended Reading:
1. Burton-Roberts, N. (Ed.), (2007). Pragmatics. Palgrave Macmillan.

106
2. Carston., R. (2002). Thoughts and Utterances: the pragmatics of explicit
communication. Wiley-Blackwell
3. Cutting, J. (2002). Pragmatics and Discourse: a resource book for students.
Routledge.
4. Davis, S. (Ed.), (1991). Pragmatics: a reader. Oxford University Press.
5. D‟hondt, S., Ostman, J., & Verscheuren, J. (Eds.), (2009). The pragmatics of
interaction. John-Benjamins Publishing Company.
6. Grice, H. P. (1989) Studies in the Way of Words, Harvard University Press.
7. Grundy, P. (2000). Doing Pragmatics. Arnold.
8. Horn. R. L., & Ward, L. G. (Eds.), (2005). The handbook of pragmatics. Wilsey-
Blackwell.
9. Huang, Y. (2007). Pragmatics. Oxford University Press.
10. Leech, G. & Thomas, J. (1988). Pragmatics: The State of the Art. Lancaster Papers in
Linguistics. University of Lancaster.
11. Leech, G. (1983). Principles of Pragmatics. London: Longman.
12. Levinson, S. (1983). Pragmatics. Cambridge University Press.
13. Levinson, S. (2000) Presumptive Meanings: The Theory of Generalized
Conversational Implicature, MIT Press.
14. Mey, J. (2001). Pragmatics: an introduction. Wiley-Blackwell.
15. Peccei, S. J. (1999). Pragmatics. Routledge.
16. Sandra, D., Ostman, J., & Verscheuren, J. (Eds.), (2009). Cognition and Pragmatics.
John-Benjamins Publishing Company.
17. Sbisa, M., Ostman, J., & Verscheuren, J. (Eds.), (2011). Philosophical Perspectives
for Pragmatics. John-Benjamins Publishing Company.
18. Verscheuren, J. (1999). Understanding Pragmatics. Arnold.
19. Verscheuren, J., & Ostman, J. (Eds.), (2009). Key notions for Pragmatics. John-
Benjamins Publishing Company.
20. Yule, G. (1996). Pragmatics. Oxford University Press.

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 ANNEXURE - A

English I (Functional English)

Objectives: Enhance language skills and develop critical thinking.
Course Contents
Basics of Grammar
Parts of speech and use of articles Sentence
structure, active and passive voice Practice
in unified sentence
Analysis of phrase, clause and sentence
structure Transitive and intransitive verbs
Punctuation and spelling
Comprehension
Answers to questions on a given text
Discussion
General topics and everyday conversation (topics for discussion to be at the discretion of the
teacher keeping in view the level of students) Listening
To be improved by showing documentaries/films carefully selected by subject teachers
Translation skills
Urdu to English
Paragraph writing
Topics to be chosen at the discretion of the teacher
Presentation skills
Introduction
Note: Extensive reading is required for vocabulary building
Recommended Books
1. Functional English
a) Grammar
1. Practical English Grammar by A. J. Thomson and A. V.
Martinet. Exercises 1. Third edition. Oxford University
Press. 1997. ISBN 0194313492
2. Practical English Grammar by A. J. Thomson and A. V.
Martinet. Exercises 2. Third edition. Oxford University
Press. 1997. ISBN 0194313506
b) Writing
1. Writing. Intermediate by Marie-Christine Boutin, Suzanne
Brinand and Francoise Grellet. Oxford Supplementary
Skills. Fourth Impression 1993. ISBN 0 19 435405 7
Pages 20-27 and 35-41.
c) Reading/Comprehension
1. Reading. Upper Intermediate. Brain Tomlinson and Rod
108
 Ellis. Oxford Supplementary Skills. Third Impression
1992. ISBN 0 19 453402 2.
d) Speaking

English II (Communication Skills)

Objectives: Enable the students to meet their real life
communication needs.
Course Contents:
Paragraph writing
Practice in writing a good, unified and coherent paragraph
Essay writing
Introduction

CV and job application

Translation skills
Urdu to English
Study skills
Skimming and scanning, intensive and extensive, and speed reading,
summary and précis writing and comprehension
Academic skills
Letter/memo writing, minutes of meetings, use of library and internet
Presentation skills
Personality development (emphasis on content, style and
pronunciation) Note: documentaries to be shown for discussion and
review Recommended Books
Communication Skills
a) Grammar
1. Practical English Grammar by A. J. Thomson and A. V.
Martinet. Exercises 2. Third edition. Oxford University
Press 1986. ISBN 0 19 431350 6.
b) Writing
1. Writing. Intermediate by Marie-Christine Boutin, Suzanne
Brinand and Francoise Grellet. Oxford Supplementary
Skills. Fourth Impression 1993. ISBN 019 435405 7 Pages
45-53 (note taking).
2. Writing. Upper-Intermediate by Rob Nolasco. Oxford
Supplementary Skills. Fourth Impression 1992. ISBN 0
19435406 5 (particularly good for writing memos,
introduction to presentations, descriptive and
argumentative writing).
c) Reading
109
 1. Reading. Advanced. Brian Tomlinson and Rod Ellis.
Oxford Supplementary Skills. Third Impression 1991.
ISBN 0 19 453403 0.
2. Reading and Study Skills by John Langan
3. Study Skills by Richard York.

English III (Technical Writing and Presentation Skills)

Objectives: Enhance language skills and develop critical thinking
Course Contents Presentation skills Essay writing
Descriptive, narrative, discursive, argumentative
Academic writing
How to write a proposal for research paper/term paper
How to write a research paper/term paper (emphasis on style, content,
language, form, clarity, consistency)
Technical Report writing Progress report writing
Note: Extensive reading is required for vocabulary building
Recommended Books
Technical Writing and Presentation Skills
a) Essay Writing and Academic Writing
1. Writing. Advanced by Ron White. Oxford Supplementary
Skills. Third Impression 1992. ISBN 0 19 435407 3
(particularly suitable for discursive, descriptive,
argumentative and report writing).
2. College Writing Skills by John Langan. McGraw-Hill
Higher Education. 2004.
3. Patterns of College Writing (4th edition) by Laurie G.
Kirszner and Stephen R. Mandell. St. Martin’s Press.
b) Presentation Skills
c) Reading
The Mercury Reader. A Custom Publication. Compiled by
Northern Illinois University. General Editors: Janice Neuleib;
Kathleen Shine Cain; Stephen Ruffus and Maurice Scharton. (A
reader which will give students exposure to the best of twentieth
century literature, without taxing the taste of engineering
students).

110
 ANNEXURE - B
Pakistan Studies (Compulsory)

Introduction/Objectives
● Develop vision of historical perspective, government, politics,
contemporary Pakistan, ideological background of Pakistan.
● Study the process of governance, national development,
issues arising in the modern age and posing challenges to
Pakistan.
Course Outline
Historical Perspective
a. Ideological rationale with special reference to Sir Syed
Ahmed Khan, Allama Muhammad Iqbal and Quaid-e-
Azam Muhammad Ali Jinnah.
b. Factors leading to Muslim separatism
c.People and Land
i. Indus Civilization
ii. Muslim advent
iii. Location and geo-physical features.
Government and Politics in Pakistan
Political and constitutional phases:
a. 1947-58
b. 1958-71
c. 1971-77
d. 1977-88
e. 1988-99
f. 1999 onward
Contemporary Pakistan
d. Economic institutions and issues
e. Society and social structure
f. Ethnicity
g. Foreign policy of Pakistan and challenges
h. Futuristic outlook of Pakistan

Recommended Books
1. Burki, Shahid Javed. State & Society in Pakistan, The MacMillan Press Ltd 1980.
2. Akbar, S. Zaidi. Issue in Pakistan’s Economy. Karachi: Oxford University
Press, 2000.
3. S. M. Burke and Lawrence Ziring. Pakistan’s Foreign policy: An Historical analysis.
Karachi: Oxford University Press, 1993.
4. Mehmood, Safdar. Pakistan Political Roots & Development.
Lahore, 1994.
5. Wilcox, Wayne. The Emergence of Bangladesh, Washington: American Enterprise,

111
 Institute of Public Policy Research, 1972.
6. Mehmood, Safdar. Pakistan Kyun Toota, Lahore: Idara-e-Saqafat- e-Islamia, Club
Road, nd.
7. Amin, Tahir. Ethno - National Movement in Pakistan, Islamabad: Institute of Policy
Studies, Islamabad.
8. Ziring, Lawrence. Enigma of Political Development. Kent England: Wm Dawson &
sons Ltd, 1980.
9. Zahid, Ansar. History & Culture of Sindh. Karachi: Royal Book Company, 1980.
10. Afzal, M. Rafique. Political Parties in Pakistan, Vol. I, II & III. Islamabad: National
Institute of Historical and cultural Research, 1998.
11. Sayeed, Khalid Bin. The Political System of Pakistan. Boston: Houghton Mifflin, 1967.
12. Aziz, K. K. Party, Politics in Pakistan, Islamabad: National Commission on Historical
and Cultural Research, 1976.
13. Muhammad Waseem, Pakistan Under Martial Law, Lahore: Vanguard, 1987.
14. Haq, Noor ul. Making of Pakistan: The Military Perspective. Islamabad: National
Commission on Historical and Cultural Research, 1993.

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 Annexure-C
Islamic Studies (Compulsory)

Course Objectives
1. To provide Basic information about Islamic Studies
2. To enhance understanding of the students regarding Islamic Civilization
3. To improve Students skill to perform prayers and other worships
4. To enhance the skill of the students for understanding of issues related
to faith and religious life.
Detail of Courses
Introduction to Quranic Studies
1. Basic Concepts of Quran
2. History of Quran
3. Uloom-ul-Quran
Study of Selected Text of Holy Quran
1. Verses of Surah Al-Baqarah Related to Faith (Verse No-284-286)
2. Verses of Surah Al-Hujurat Related to Adab Al-Nabi (Verse
No-1- 18)
3. Verses of Surah Al-Muminoon Related to Characteristics of
faithful (Verse No-1-11)
4. Verses of Surah Al-Furqan Related to Social Ethics (Verse
No.63- 77)
5. Verses of Surah Al-Inam Related to Ihkam (Verse No-152-154)
Study of Selected Text of Holy Quran
1. Verses of Surah Al-Ahzab Related to Adab al-Nabi (Verse
No.6, 21, 40, 56, 57, 58.)
2. Verses of Surah Al-Hashr (18,19,20) Related to thinking,
Day of Judgment
3. Verses of Surah Al-Saff Related to Tafakur, Tadabbur (Verse
No- 1,14)
Seerat of Holy Prophet (PBUH) I
1. Life of Holy Prophet (PBUH) in Makkah
2. Important Lessons Derived from the life of Holy Prophet
(PBUH) in Makkah
Seerat of Holy Prophet (PBUH) II
1. Life of Holy Prophet (PBUH) in Madina
2. Important Events of Life Holy Prophet (PBUH) in Madina
3. Important Lessons Derived from the life of Holy Prophet
(PBUH) in Madina
Introduction to Sunnah
1. Basic Concepts of Hadith
2. History of Hadith
3. Kinds of Hadith
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 4. Uloom –ul-Hadith
5. Sunnah & Hadith
6. Legal Position of Sunnah
Selected Study from Text of Hadith Introduction to Islamic Law & Jurisprudence
1. Basic Concepts of Islamic Law & Jurisprudence
2. History & Importance of Islamic Law & Jurisprudence
3. Sources of Islamic Law & Jurisprudence
4. Nature of Differences in Islamic Law
5. Islam and Sectarianism
Islamic Culture & Civilization
1. Basic Concepts of Islamic Culture & Civilization
2. Historical Development of Islamic Culture & Civilization
3. Characteristics of Islamic Culture & Civilization
4. Islamic Culture & Civilization and Contemporary Issues
Islam & Science
1. Basic Concepts of Islam & Science
2. Contributions of Muslims in the Development of Science
3. Quran & Science
Islamic Economic System
1. Basic Concepts of Islamic Economic System
2. Means of Distribution of wealth in Islamic Economics
3. Islamic Concept of Riba
4. Islamic Ways of Trade & Commerce
Political System of Islam
1. Basic Concepts of Islamic Political System
2. Islamic Concept of Sovereignty
3. Basic Institutions of Governance in Islam
Islamic History
1. Period of Khilafat-E-Rashida
2. Period of Umayyads
3. Period of Abbasids
Social System of Islam
1. Basic Concepts of Social System of Islam
2. Elements of Family
3. Ethical Values of Islam
Reference Books
1. Hameed ullah Muhammad, “Emergence of Islam” , IRI, Islamabad
2 Hameed ullah Muhammad, “Muslim Conduct of State”
3 Hameed ullah Muhammad, ‘Introduction to Islam
4. Maulana Muhammad Yousaf Islahi,”
5 Hussain Hamid Hassan, “An Introduction to the Study of
Islamic Law” leaf Publication Islamabad, Pakistan.
6 Ahmad Hasan, “Principles of Islamic Jurisprudence” Islamic
Research
Institute, International Islamic University, Islamabad (1993)
7 Mir Waliullah, “Muslim Jurisprudence and the Quranic Law of
114
 Crimes”
Islamic Book Service (1982)
8 H. S. Bhatia, “Studies in Islamic Law, Religion and Society”
Deep & Deep Publications New Delhi (1989)
9 Dr. Muhammad Zia-ul-Haq, “Introduction to Al Sharia Al
Islamia” Allama Iqbal Open University, Islamabad (2001)

115
 ANNEXURE - D

Note: One course will be selected from the following six courses of Mathematics.

COMPULSORY
MATHEMATICS COURSES
FOR BS (4 YEAR)
(FOR STUDENTS NOT MAJORING IN
MATHEMATICS)
1. MATHEMATICS I (ALGEBRA)
Prerequisite(s): Mathematics at secondary level
Credit Hours: 3+0
Specific Objectives of the Course: To prepare the students, not majoring in mathematics,
with the essential tools of algebra to apply the concepts and the techniques in their respective
disciplines.
Course Outline:
Preliminaries: Real-number system, complex numbers, introduction to sets, set operations,
functions, types of functions. Matrices: Introduction to matrices, types, matrix inverse,
determinants, system of linear equations, Cramer’s rule.
Quadratic Equations: Solution of quadratic equations, qualitative analysis of roots of a
quadratic equations, equations reducible to quadratic equations, cube roots of unity, relation
between roots and coefficients of quadratic equations.
Sequences and Series: Arithmetic progression, geometric progression, harmonic progression.
Binomial Theorem: Introduction to mathematical induction, binomial theorem with rational
and irrational indices. Trigonometry: Fundamentals of trigonometry, trigonometric identities.
Recommended Books
1. Dolciani MP, Wooton W, Beckenback EF, Sharron S, Algebra 2 and Trigonometry,
1978, Houghton & Mifflin, Boston (suggested text)
2. Kaufmann JE, College Algebra and Trigonometry, 1987, PWS- Kent Company, Boston
3. Swokowski EW, Fundamentals of Algebra and Trigonometry (6th edition), 1986, PWS-
Kent Company, Boston

2. MATHEMATICS II (CALCULUS)
Prerequisite(s): Mathematics I (Algebra) Credit Hours: 3+0

Specific Objectives of the Course: To prepare the students, not

majoring in mathematics, with the essential tools of calculus to apply
the concepts and the techniques in their respective disciplines.
Course Outline
Preliminaries: Real-number line, functions and their graphs, solution of equations involving
absolute values, inequalities. Limits and Continuity: Limit of a function, left-hand and right-
hand limits, continuity, continuous functions.
116
Derivatives and their Applications: Differentiable functions, differentiation of polynomial,
rational and transcendental functions, derivatives.
Integration and Definite Integrals: Techniques of evaluating indefinite integrals, integration
by substitution, integration by parts, change of variables in indefinite integrals.
Recommended Books
1. Anton H, Bevens I, Davis S, Calculus: A New Horizon (8th edition), 2005, John Wiley,
New York
2. Stewart J, Calculus (3rd edition), 1995, Brooks/Cole (suggested text)
3. Swokowski EW, Calculus and Analytic Geometry, 1983, PWS-Kent Company, Boston
4. Thomas GB, Finney AR, Calculus (11th edition), 2005, Addison- Wesley, Reading,
Ma, USA
3. MATHEMATICS III (GEOMETRY)
Prerequisite(s): Mathematics II (Calculus) Credit Hours: 3+0
Specific Objectives of the Course: To prepare the students, not majoring in mathematics,
with the essential tools of geometry to apply the concepts and the techniques in their
respective disciplines.
Course Outline
Geometry in Two Dimensions: Cartesian-coördinate mesh, slope of a line, equation of a line,
parallel and perpendicular lines, various forms of equation of a line, intersection of two lines,
angle between two lines, distance between two points, distance between a point and a line.
Circle: Equation of a circle, circles determined by various conditions, intersection of lines and circles, locus of a
point in various conditions.
Conic Sections: Parabola, ellipse, hyperbola, the general-second-degree equation

Recommended Books
1. Abraham S, Analytic Geometry, Scott, Freshman and Company,
1969
2. Kaufmann JE, College Algebra and Trigonometry, 1987, PWS-
Kent Company, Boston
3. Swokowski EW, Fundamentals of Algebra and Trigonometry (6th
edition), 1986, PWS-Kent Company, Boston
4. COURSE FOR NON-MATHEMATICS MAJORS IN SOCIAL SCIENCES
Title of subject: MATHEMATICS
Discipline : BS (Social Sciences).
Pre-requisites : SSC (Matric) level Mathematics
Credit Hours : 03 + 00
Minimum Contact Hours: 40
Assessment : written examination;
Effective : 2008 and onward
Aims : To give the basic knowledge of Mathematics
and prepare the students not majoring in
mathematics.
117
 Objectives : After completion of this course the student should
be able to:
● Understand the use of the essential tools of basic mathematics;
● Apply the concepts and the techniques in their respective
disciplines;
● Model the effects non-isothermal problems through different
domains;

Contents
Algebra
Preliminaries: Real and complex numbers, Introduction to sets, set operations, functions,
types of functions. Matrices: Introduction to matrices, types of matrices, inverse of matrices,
determinants, system of linear equations, Cramer’s rule. Quadratic equations: Solution of
quadratic equations, nature of roots of quadratic equations, equations reducible to quadratic
equations. Sequence and Series: Arithmetic, geometric and harmonic progressions.
Permutation and combinations: Introduction to permutation and combinations, Binomial
Theorem: Introduction to binomial theorem. Trigonometry: Fundamentals of trigonometry,
trigonometric identities. Graphs: Graph of straight line, circle and trigonometric functions.
Statistics
Introduction: Meaning and definition of statistics, relationship of statistics with social science,
characteristics of statistics, limitations of statistics and main division of statistics. Frequency
distribution: Organisation of data, array, ungrouped and grouped data, types of frequency
series, individual, discrete and continuous series, tally sheet method, graphic presentation of
the frequency distribution, bar frequency diagram histogram, frequency polygon,
cumulative frequency curve. Measures of central tendency: Mean median and modes,
quartiles, deciles and percentiles. Measures of dispersion: Range, inter quartile deviation
mean deviation, standard deviation, variance, moments, skewness and kurtosis.
Recommended Books
1. Swokowski. E. W., ‘Fundamentals of Algebra and Trigonometry’, Latest Edition.
2. Kaufmann. J. E., ‘College Algebra and Trigonometry’, PWS- Kent Company,
Boston, Latest Edition.
3. Walpole, R. E., ‘Introduction of Statistics’, Prentice Hall, Latest Edition.
4. Wilcox, R. R., ‘Statistics for The Social Sciences’,
5. MATHEMATICS FOR CHEMISTRY
Credit Hours: 3
Prerequisites: Mathematics at Secondary level
Specific Objectives of Course:
To prepare the students not majoring in mathematics with the essential tools of Calculus to
apply the concepts and the techniques in their respective disciplines.

Course Outline
Preliminaries: Real Numbers and the Real Line, Functions and their graphs: Polynomial
Functions, Rational Functions, Trigonometric Functions, and Transcendental Functions.
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 Slope of a Line, Equation of a Line, Solution of equations involving absolute values,
Inequalities. Limits and Continuity: Limit of a Function, Left Hand and Right Hand Limits,
Continuity, Continuous Functions. Derivatives and its Applications: Differentiation of
Polynomial, Rational and Transcendental Functions, Extreme Values of Functions.
Integration and Indefinite Integrals: Integration by Substitution, Integration by Parts,
Change of Variables in Indefinite Integrals. Least-Squares Line.

Recommended Books
1. Thomas, Calculus, 11th Edition. Addison Wesley publishing company, 2005.
2. H. Anton, I. Bivens. Davis, Calculus, 8th edition, John Wiley & Sons, Inc. 2005.
3. Hughes-Hallett, Gleason, McCallum, et al, Calculus Single and Multivariable, 3rd
Edition. John Wiley & Sons, Inc. 2002.
4. Frank A. Jr, Elliott Mendelsohn, Calculus, Schaum’s Outline Series, 4th
edition, 1999.
5. E. W. Swokowski, Calculus and Analytic Geometry PWS Publishers, Boston, 1983.
6. John H. Mathews, Numerical Methods for Mathematics Science and Engineering,
Prentice-Hall, Second Edition 1992.
6. MATHEMATICS FOR PHYSICS Contents
1. Preliminary calculus.
● Differentiation
Differentiation from first principles; products; the chain
rule; quotients; implicit differentiation; logarithmic
differentiation; Leibnitz’ theorem; special points of a
function; theorems of differentiation.
● Integration
Integration from first principles; the inverse of differentiation;
integration by inspection; sinusoidal function; logarithmic
integration; integration using partial fractions; substitution
method; integration by parts; reduction formulae; infinite and
improper integrals; plane polar coordinates; integral
inequalities; applications of integration.
2. Complex numbers and hyperbolic functions
● The need for complex numbers
● Manipulation of complex numbers
Additions and subtraction; modulus and argument;
multiplication; complex conjugate; division
● Polar representation of complex numbers Multiplication and
division in polar form
● de Moivre’s theorem
Trigonometric identities; finding the nth roots of unity;
solving polynomial equations
● Complex logarithms and complex powers
● Applications to differentiation and integration
● Hyperbolic functions
Definitions; hyperbolic-trigonometric analogies; identities of

119
 hyperbolic functions; solving hyperbolic equations; inverses of
hyperbolic functions; calculus of hyperbolic functions
3. Series and limits
● Series
● Summation of series
Arithmetic series; geometric series; arithmetico-geometric
series; the difference method; series involving natural numbers;
transformation of series
● Convergence of infinite series
Absolute and conditional convergence; convergence of a series
containing only real positive terms; alternating series test
● Operations with series
● Power series
Convergence of power series; operations with power series
● Taylor series
Taylor’s theorem; approximation errors in Taylor series;
standard MacLaurin series
● Evaluation of limits
4. Partial differentiation
● Definition of the partial derivative
● The total differential and total derivative
● Exact and inexact differentials
● Useful theorems of partial differentiation
● The chain rule
● Change of variables
● Taylor’s theorem for many-variable functions
● Stationary values of many-variable functions
● Stationary values under constraints
5. Multiple integrals
● Double integrals
● Triple integrals
● Applications of multiple integrals
Areas and volumes; masses, centers of mass and centroids;
Pappus’ theorems; moments of inertia; mean values of
functions
● Change of variables in multiple
integrals Change of variables in double
integrals;
6. Vector algebra
● Scalars and vectors
● Addition and subtraction of vectors
● Multiplication by a scalar
● Basis vectors and components
● Magnitude of a vectors
● Multiplication of vectors
Scalar product; vector product; scalar triple product; vector
triple product
● Equations of lines and planes
120
 Equation of a line; equation of a
plane
● Using vectors to find distances
Point to line; point to plane; line to line; line to plane
● Reciprocal vectors
7. Matrices and vector spaces
● Vectors spaces Basic vectors; the inner product; some useful
inequalities
● Matrices
● The complex and Hermitian conjugates of a matrix
● The determinant of a matrix Properties of determinants
● The inverse of a matrix
● The rank of a matrix
● Simultaneous linear equations
N simultaneous linear equations in N unknowns
● Special square matrices
Diagonal; symmetric and antisymmetric; orthogonal;
Hermitian; unitary normal
● Eigenvectors and eigenvalues
Of a normal matrix; of Hermitian and anti-Hermitian matrices;
of a unitary matrix; of a general square matrix
● Determination of eigenvalues and eigenvectors Degenerate
eigenvalues
8. Vector calculus
● Differentiation of vectors Composite vector expressions;
differential of a vector
● Integration of vectors
● Space curves
● Vector functions of several arguments
● Surfaces
● Scalar and vector fields
● Vector operators
● Gradient of a scalar field; divergence of a vector field; curl
of a vector field
● Vector operator formulae
● Vector operators acting on sums and products; combinations
of grad, div and curl
● Cylindrical and spherical polar coordinates
● Cylindrical polar coordinates; spherical polar coordinates.

121
 ANNEXURE - E

Statistics-I
Credit 3 (2-1)
Definition and importance of Statistics in Agriculture, Data Different types of data and
variables.
Classification and Tabulation of data, Frequency distribution, stem-and- Leaf diagram,
Graphical representation of data Histogram, frequency polygon, frequency curve.
Measure of Central tendency, Definition and calculation of Arithmetic mean, Geometric
mean, Harmonic mean, Median quantiles and Mode in grouped and ungrouped data.
Measure of Dispersion, Definition and Calculation of Range, quartile deviation, Mean
deviation, Standard deviation and variance, coefficient of variation.
Practical
Frequency Distribution
a.
Stem-and-Leaf diagram
b.
Various types of Graphs
c.
Mean, Geometric mean Harmonic Mean,
d.
Median, Quartiles Deviation, mean Deviation.
e.
Standard Deviation, Variance, Coefficient of variation,
f.
Skewness and kenosis
g.
Recommended Books
1. Introduction to Statistical Theory Part- I by Sher Muhammad and Dr. Shahid Kamal
(Latest Edition)
2. Statistical Methods and Data Analysis by Dr. Faquir Muhammad
3. A. Concise Course in A. Level Statistic with world examples by J. Crawshaw and J.
Chambers (1994)
4. Basic Statistics an Inferential Approach 2nd Ed. (1986) Fran II. Dietrich-II and
Thomas J. Keans
Statistics-II
Credit 3 (2-1)

Sampling Probability and non-Probability Sampling, Simple random sampling stratified

random sampling Systematic sampling error, Sampling distribution of mean and difference
between two means. Interference Theory: Estimation and testing of hypothesis, Type—I and
type-II error, Testing of hypothesis about mean and difference between two means using Z-
test and t-test, Paired t-test, Test of association of attributes using X2 (chi-square) Testing
hypothesis about variance.

122
Practical
a. Sampling random sampling
b. Stratified random sampling.
c. Sampling distribution of mean
d. Testing of hypotheses regarding population mean
e. Testing of hypotheses about the difference between
population means
f. Chi-square test
g. Testing of Correlation Coefficient
h. Fitting of simple linear regression
i. One-way ANOVA
j. Two-way ANOVA

Recommended Books
1. Introduction to Statistical Theory Part-II by Sher Muhammad and Dr. Shahid Kamal
(Latest Edition)
2. Statistical Methods and Data Analysis by Dr. Faquir Muhammad
3. Principles and Procedures of Statistics A Bio-material approach, 2nd Edition, 1980 by
R. G. D Steal and James H. Taric
4. Statistical Procedures for Agricultural Research 2nd Edition (1980) by K. A.
Gomez and A. A. Gomez

123
 ANNEXURE - F

Introduction to Information and Communication Technologies

Course Structure: Lectures: 2 Labs: 1 Credit Hours:

3
Prerequisite: None Semester: 1

Course Description
This is an introductory course on Information and Communication Technologies. Topics
include ICT terminologies, hardware and software components, the internet and World Wide
Web, and ICT based applications.
After completing this course, a student will be able to:
● Understand different terms associated with ICT
● Identify various components of a computer system
● Identify the various categories of software and their usage
● Define the basic terms associated with communications and networking
● Understand different terms associated with the Internet and World Wide
Web.
● Use various web tools including Web Browsers, Email clients and search utilities.
● Use text processing, spreadsheets and presentation tools
● Understand the enabling/pervasive features of ICT
Course Contents
Basic Definitions & Concepts
Hardware: Computer Systems &
Components Storage Devices, Number
Systems
Software: Operating Systems, Programming and Application
Software Introduction to Programming, Databases and Information
Systems Networks
Data Communication
The Internet, Browsers and Search Engines
The Internet: Email, Collaborative Computing and Social
Networking The Internet: E-Commerce
IT Security and other issues
Project Week
Review Week
Text Books/Reference Books
1. Introduction to Computers by Peter Norton, 6th International Edition, McGraw-Hill
2. Using Information Technology: A Practical Introduction to Computer &
Communications by Williams Sawyer, 6th Edition, McGraw-Hill
3. Computers, Communications & information: A user's introduction by Sarah E.
Hutchinson, Stacey C. Sawyer
4. Fundamentals of Information Technology by Alexis Leon, Mathews Leon, Leon Press.

124
 Course Title: Introduction to Geography
Level: BS 1st
Course Code: GC102

Course Description
Analyses the physical structure of the earth’s surface, including landforms, weather, climate,
and biogeography. Emphasizes understanding of what makes each point on Earth unique and
how humans interact with physical systems in multiple ways.

Course Objectives
Students should be able to:
● Explain the causes of seasons
● Discuss the formation of major landforms.
● Discuss the function, temperature profile and composition of
the atmosphere.
● Discuss the hydrologic cycle, and the distribution and
allocation of water resources for humans.
● Analyze patterns and consequences of human environment
interaction.

Course Outline

UNIT 1: DEFINING GEOGRAPHY

1.1 Definition of Geography
1.2 Scope of Geography
1.3 Trends in evolution of Geography as a science
1.4 Geography and its relationships with other sciences

UNIT 2: GEOGRAPHY AND ITS MAJOR BRANCHES

2.1 Physical Geography
2.2 Human Geography
2.2.1 Economic Geography
2.2.2 Urban Geography
2.2.3 Population Geography

UNIT 3: PLANET EARTH

3.1 Earth within the solar system
3.2 Shape, size and movements of the earth
3.3 Location and time on earth
3.3.1 Latitude, longitude network
3.3.2 Local Time, Standard time
3.3.3 Time zones and International Date Line

UNIT 4: KNOWLEDGE OF DIFFERENT SPHERES ON AND AROUND

EARTH
4.1 Lithosphere and its main characteristics

125
 4.2 Hydrosphere and its main characteristics
4.3 Atmosphere and its main characteristics
4.4 Biosphere and its main characteristics

UNIT 5: RELATIONSHIP BETWEEN PHYSICAL ENVIRONMENT

AND MAN
5.1 Man-environment interaction
5.2 Introduction to theories of Environmental Determinism/Possibilism
5.3 Human activities in relationship with environment
5.4 Human activities and their impact on environment
5.5 Human activities, utilization of environmental resources
and concept of Sustainability

Suggested Readings
2. Modern Physical Geography By A.N. Strahler 2004
3. Human Geography: Culture, Society And space By H.J.D. Bliji 2002
4. Environment, Resources and
Conservation by S. Owen and P. Owen
1990

Introduction to Philosophy
Level: BS 2nd
Course Code: GC106

Course Description
The course introduces undergraduate students to some of the main concerns in philosophy
concentrating on the works of major thinkers such as Plato, Aristotle, Descartes, Hume, Kant,
Hegel, Marx, Kierkegaard, Husserl, Sartre, Foucault, and Derrida, to name a few The class
discussions will center on broad philosophical concerns: the nature of philosophy, the nature
and limits of human knowledge, the scope and limits of human freedom, the differences
between right and wrong conduct, the nature of good life, and the meaning and the
value of human existence. The students will thus be given introductory overview of
different areas of philosophy beginning with Plato. The topics for discussion will include:
Morality, Free Will, Metaphysics and Knowledge. The basic principles and methods of
logical reasoning will be introduced and students will be given opportunity to participate
actively in class discussions.

Course Objectives
● Understanding basic concepts of philosophy in the fields of
metaphysics, axiology, and epistemology.
● Understanding of philosophical terms.

Course Contents
1. A review of the history of philosophy
2. A discussion on the major problems and methods of philosophy
Studying the work of at least two philosopher from each of the following groups:
126
Greco-Roman Philosophers
Plato, Aristotle, Democritus, Pythagoras, Heraclitus,
Protagoras, Epicurus, Seneca, and Epictetus
Medieval Religious Philosophers
Avicenna, Averroes, St. Thomas Aquinas
Renaissance Philosophers
Machiavelli, Erasmus, Thomas More
Enlightenment and Sui Generis Philosophers Copernicus,
Descartes, Hobbes, Spinoza, Leibniz, Locke, Berkeley,
Hume, Kant
Idealists
Fichte, Schelling, Schiller, Hegel
Utilitarian Philosophers
Jeremy Bentham, J.S. Mill
Romantic Reactionaries
Rousseau, Schopenhauer, Kierkegaard,
Materialist Philosophers
Feuerbach, Marx
The Irrational Philosophers
Bergson, Freud
Phenomenologists and Existentialists
Husserl, Heidegger, Sartre, Camus, Fanon
Marxist Philosophers
Lukacs, Gramsci, Croce, Althusser
Linguists, Semiotician, Structuralist, and Deconstructionists
Saussure, Levi-Strauss, Lacan, Barthe, Foucault, Derrida

N.B. Since it is not likely for the teacher to discuss all philosophers in details, he/she is
supposed to give an outline of this long trajectory of philosophical concepts, and exercise his
discretion in making a proper selection of philosophers for class discussions. A choice of
philosophers that helps the students enhance their understanding of complex philosophical
concepts usually incorporated in literary texts would be very useful.
The course may be presented as an historically-ordered study of the writings of major
philosophers, or as a topically-ordered study of the ways in which ancient, modern, and
contemporary philosophers have approached the major issues of philosophy.

Suggested Readings
2. Adorno, T.W., Aesthetic Theory. Tr. By C. Lenhardt. London: Routledge & Kegan
Paul,1984
3. Ahmad, Absar, Concept of Self and Self-Identity in Contemporary Philosophy. Lahore:
Iqbal Academy,1986
4. Aldrich , Virgil., Philosophy of Art, New Jersey: Prentice Hall,1963
5. Anne, Bruce, Metaphysics: The Elements. Oxford: Basil Blackwell,1986
6. Aristotle, The Works of Aristotle, edited by W.D. Ross. Vol x. Politica, translated by
Benjamin Jowett. Oxford: Clarendon Press 1921
7. Ayer , A. J. , Central Questions of Philosophy London: Penguin Books,1973

127
8. Cairns, Huntington, Legal Theory from Plato to Hegel. Baltimore: John Hopkins Press.
1967.
9. Copleston, Frederick, A History of Philosophy. 9 vols New York: Image Books 1962
10. Frankena , William , K. Ethics Prentice Hall, Inc.
11. Hurley, Patrick, J, A Concise Introduction to Logic, Belmont: Wadsworth Publishing
Co. 1988
12. James Rachels [1995] the Elements of Moral Philosophy, McGraw Hill inc.
13. John F. Post [1991] Metaphysics: A Contemporary Introduction.
Paragon House NY
14. Russell, Bertrand, A History of Western Philosophy. London: George Allen and
Unwin, 1961
15. Russell, Bertrand, Problems of Philosophy. Oxford University Press, 1959
16. Passmore, J., A Hundred Years of Philosophy. Penguin Books, 1966

128
 ANNEXURE - G
List of General Courses

Course Title: Sociology

BS 1st
Course Code: SOC-109

Objectives:
The course is designed to introduce the students with sociological concepts
and the discipline. The focus of the course shall be on significant concepts
like social systems and structures, socio-economic changes and social
processes. The course will provide due foundation for further studies in the
field of sociology.

Course Outline:

Unit 1: Introduction
1. Definition, Scope, and Subject Matter
2. Sociology as a Science
3. Historical back ground of Sociology

Unit 2: Basic Concepts

1. Group, Community, Society
2. Associations
a. Non-Voluntary
b. Voluntary
3. Organization
a. Informal
b. Formal
4. Social Interaction
a. Levels of Social Interaction
b. Process of Social Interaction
i. Cooperation
ii. Competition
iii. Conflict
iv. Accommodation
v. Acculturation and diffusion
vi. Assimilation
vii. Amalgamation

129
Unit 3: Social Groups
1. Definition & Functions
2. Types of social groups
a. In and out groups
b. Primary and Secondary group
c. Reference groups
d. Informal and Formal groups
e. Pressure groups

Unit 4: Culture
1. Definition, aspects and characteristics of Culture
a. Material and non material culture
b. Ideal and real culture
2. Elements of culture
a. Beliefs
b. Values
c. Norms and social sanctions
3. Organizations of culture
a. Traits
b. Complexes
c. Patterns
d. Ethos
e. Theme
4. Other related concepts
a. Cultural Relativism
b. Sub Cultures
c. Ethnocentrism and Xenocentrism
d. Cultural lag

Unit 5: Socialization & Personality

1 Personality, Factors in Personality Formation
2 Socialization, Agencies of Socialization
3 Role & Status

Unit 6: Deviance and Social Control

1 Deviance and its types
2 Social control and its need
3 Forms of Social control
130
 4 Methods & Agencies of Social control

Unit 7: Collective Behavior

1 Collective behavior, its types
2 Crowd behavior
3 Public opinion
4 Propaganda
5 Social movements
6 Leadership

Suggested Readings:

1. Brown, K. (2004). Sociology. UK: Polity Press

2. Frank, N. M. (2003). International Encyclopedia of Sociology.
U.S.A: Fitzroy Dearborn Publishers
3. Gidden, A. (2002). Introduction to Sociology. UK: Polity Press.
4. Henslin. J. M. (2004). Sociology: A Down to Earth Approach.
Toronto: Allen and Bacon.
5. Kerbo, H. R. (1989). Sociology: Social Structure and Social
Conflict. New York: Macmillan Publishing Company.
6. Koening, S. (1957). Sociology: An Introduction to the Science of
Society. New York: Barnes and Nobel.
7. Lenski, G., & Lenski, J. (1982). Human Societies. (4th ed.) New
York: McGraw-Hill Book Company.
8. Leslie, G. et al. (1973). Order and Change: Introductory Sociology
Toronto: Oxford University Press.
9. Macionis, J. J. (2005). Sociology (10th ed.) South Asia: Pearson
Education
10. Macionis, J. J. (2006). Sociology. (10th ed.) New Jersey: Prentice-
Hall
11. Tischler, H. L. (2002). Introduction to Sociology (7th ed.) New York:
The Harcourt Press.

Course Title: Psychology

Level: BS 1st
Course Code: PSY-106

Objectives:

131
To enable the students understand the scope, function and importance of
Psychology. In addition to enable the students relate Psychology to
learning.

Contents:

Unit 1:
1. Basic concepts of psychology
2. scope of psychology
Unite 2:
1. school of thoughts
2. brain and behavior
Unit 3:
1. nervous system
2. mnemonics
Unit 5:
1. learning and theories of learning
2. mnemonics
Unite 6:
1. conditioning
2. memory
Unite 7:
1. types and theories of memory
2. perception and types
Unit 8:
1. creativity
2. emotions and theories
Unit 9:
1. motivation
2. personality and theories related to personality
Unit 10:
1. child psychology
2. stress
Unit 11:
1. thinking and theories of thinking
2. intelligence
Unit 12:
1. concept formation, and depression.
2. Practical work. Reaction to stress in
conflicting situation / Learning experiment by
using memory drum.

Reference Materials:

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 1. Introduction to psychology by james W. kalat. Wadsworth publishing,
9th edition (January 1, 2010). ISBN-10:0495810762
2. Psychology by David G. Myers, worth publishers; 9th edition (January
10, 2009). ISBN-10: 1429215976
3. Introduction to psychology by rod plotnik and haig, wadsworth
publishing; 9th edition (feb 25, 2010). ISBN-10:0495903442

Course Title: Political Science

Level: BS 2nd
Course code: POL.SC-155
Sr.N Course CH
o Course Name Code
74 Political Science POL.SC-155 03

Objectives:
The objective of this course is to introduce the students with the
fundamentals of the subject of Political Science. It mainly emphasizes on the
functional aspects of the politics in a society. The students are to be enabled
to understand the various forms of state and government, functioning of the
political system and study its various components and actors influencing this
functioning. Along with this, the emphasis is also on the process of election
and kinds of representation. The students are to be enabled to understand
the philosophical discourses of different political ideologies, and emerging
trends in politics.

Contents:

Unit 1: Definition, Nature, Scope and Sub-fields of Political

Science.
Unit 2: Relationship of Political Science with other social
sciences.
Unit 3: Approaches to the study of Political Science:
Traditional and behavioural approach.
Unit 4: State: its origin and evolution; Western and Islamic
concepts of State.
Unit 5: Nation and Sovereignty.
Unit 6: Basic concepts of Political Science: Power, Authority,
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 Legitimacy.
Unit 7: Organs of Government: Legislature, Executive,
Judiciary.
Unit 8: Forms of State: Unitary, Federation, Confederation.
Unit 9: Forms of Government: democracy, Authoritarian,
Parliamentary, Presidential.
Unit 10: Political System: Definition, Characteristics and
Functions.
Unit 11: Constitution: Definition, sources, kinds and
amendments.
Unit 12: Law: Definition, Sources, kinds; rule of law, its
relationship with Morality, individual Liberty and Rights
& Duties.
Unit 13: Political Ideologies: Liberalism, Fascism, Nazism,
Socialism, Marxism, Nationalism etc.

Note: Sub-fields of Political Science include: Political Philosophy/Theory;

Comparative Politics; International Relations; Public Administration/ Public
Policy; Local Government, etc.

Recommended Readings:
1. Shively, W. Phillips. Power & choice: An introduction to political science. Rowman &
Littlefield, 2018.
2. Morrow, James D. Game theory for political scientists. No. 30: 519.83. Princeton
University Press,, 1994.
3. Quinton, Anthony Meredith, and A. R. M. Murray. "An Introduction to Political
Philosophy." (1955).
4. Mouffe, Chantal. On the political. Routledge, 2011.
5. Cohen, Bernard Cecil. Press and foreign policy. Vol. 2321. princeton university press,
2015.
6. Kissinger, Henry, and Vera Wellings. American foreign policy. Royal Victorian
Institute for the Blind Tertiary Resource Service., 1977.
7. Dicey, Albert Venn. The law of the constitution. Vol. 1. OUP Oxford, 2013.
8. Bagehot, Walter. The english constitution. Vol. 3. Kegan Paul, Trench, Trübner, 1900.
9. Story, Joseph. Commentaries on the Constitution of the United States. Vol. 2. Little,
Brown, 1858.
10. Berger, Arthur Asa. Political parties: A sociological study of the oligarchical
tendencies of modern democracy. Routledge, 2017.

134
 11. Dalton, Russell J., and Martin P. Wattenberg, eds. Parties without partisans: Political
change in advanced industrial democracies. Oxford University Press on Demand,
2002.

Course Title: Gender Studies

Level: BS 2nd
Course Code: Soc-255 Credit Hours: 03

Course Objectives:

The concepts about gender relations will be learnt. The historical movements and feminist
perspectives about gender relations will be explored. The course will provide understanding
about globalization and its role towards changing gender relation in various societies around
the world. Special emphasis shall be given to Muslim and Pakistani societies. Specific areas
of gender discrimination (both for men and women) will also be learnt.

Course Outline:

1. Introduction
 Definition, Concepts and Importance
 Gender Studies in International Setting
 Gender Studies in Pakistani Perspective
 Feminism

2. Major Feminist Perspectives

 Liberal Feminism
 Radical Feminism
 Marxist Feminism
 Theological Feminism

2. Gender and Human Rights

 Definition and Nature of Human Rights
 Collective Rights
 Ethnic Minority Rights
 Fundamental Rights
 Property Rights

3. Gender and Politics

 Gender and Third World Politics
 Women Political Leaders, Past and Present
 Women in the Legislatures and Executive of the Law
 Power and Patriarchy
 Women in Pakistani Political Setup

135
 Women Participation in Local Government System

4. Gender and Education

 Gender and education
 Gender, Origin and development of education
 Gender Education and religion
 Gender Education and polity
 Gender Education and economy
 Gender Education and social mobility
 Gender and Forms of education

5. Gender and Population

 Population composition
 Sex Composition
 Gender Roles and Family Size
 Gender and Reproductive Role
 Gender and Youth problem
 Gender and Population Issues
 Changing Perspective of Gender Roles in Population

6. Gender and Development

 Gender Roles
 Access to Resources
 Gender Disparity
 Problems of Gender Development
 The role of Development Aid in Gender development
 The role of non-government organizations in Gender development
 Journey from WID to GAD

Suggested Readings:

1. Beauvoir, S. D. (2007). The Second Sex, Vintage.

2. Bornsterin, K. (1995). Gender Outlaw: On Men, Women and Rest of US, Vintage.
3. Butler, J. (2004). Undoing Gender, Routledge.
4. Butler, J. (2006). Gender Trouble: Feminism and the Subversion of Identity, Routledge.
5. Faucault, M. (1990). The History of Sexuality: An Introduction, Vintage.
6. Jane, P. (2008). 50 Key Concepts in Gender Studies, New Delhi. Sage Publication.
7. Johan, Z. S. (2008). The Kaleidoscope of Gender, New Delhi, Sage Publication.
8. Kapadia, K. (2002). The Violence of Development. London, Zed Books.
9. Kathy, D., Mary, S. E., and Judith, L. (2008). Handbook of Gender and Women’s
Studies, New Delhi, Sage Publication.
10. Mary, H. (2008). What is Gender? (Sociological Approaches). New Delhi, Sage
Publication.
11. Mead, M. (2001). Male and Female, Harper Perennial.
12. Mirza, J. (2002). Between Chadar and the Market. Karachi, Oxford University Press.
136
13. Radtke, H. L., and Henderikus, J. S. (1994-95). Power and Gender. London, Sage
Publication.
14. Rege, S. (2008). Sociology of Gender (The Challenge of Feminist Sociology
knowledge). New Delhi, Sage Publication.
15. Ronnie, V. (2008). Social and Gender Analysis in Natural Resource Management, New
Delhi, Sage Publication.
16. Shaista, I. (2000). From Purdah to Parliament. Karachi, Oxford University Press.
17. Sharlene, N. H. B. (2008). Handbook of Feminist Research. New Delhi, Sage
Publication.
18. Sharukh Rafiq, S. (2000). 50 Years of Pakistan's Economy. Oxford University Press.
Social Policy and Development Centre (2000). Social Development in Pakistan.

Course Title: Mass Communication

Level: BS 3rd
Course code: MC-108
Course objectives

This course is aimed at introducing the students with basic concept of

communication and mass communication. This course further enables the
students to understand the communication process and distinguish among
various mass media.

Outcomes

1. Analyze critically mass media and mass media messages;

2. Understand the economic and social imperatives affecting message
content, delivery and effects;
3. Understand the influences of media content on cultural perceptions;
4. Understand the characteristics of contemporary mass media,
including the influence and roles of media history, media law and
ethics, governmental regulation, and evolving technology.
2. Upon completion of Communication 1307, students should be able to
1. Critically analyze and discuss media message content;
2. Identify economic and cultural influences affecting mass media
messages.
3. Discuss the juxtaposition of factual information and entertainment
demands on media content in light of economic and technological
imperatives.
4. Understand media history and technology and their effects on
contemporary messages.
5. Develop an increased understanding and awareness of media
influences on perceptions of multiculturalism and diversity;
6. Understand the evolving roles of social media messages on politics,
behavior, and culture.
137
7. Understand the effects of globalization and consolidation on the
media.

Unit 1:
1. Overview of the subject
2. Significance/importance of Communication and Mass Communication
3. Assignment on different definitions of communication
Unit 2:
1. Definition, nature and scope of mass communication
2. Functions of Mass Communication
Unit 3:
1. History of communication
2. Mass communication,Types of communication.
Unit 4:
1. Levels of Communication and Mass Communication
2. Functions of communication & mass communication
Unit 5:
1. Essentials of Communicaiton (7 C’s of Communication)
2. Elements of Communicaiton.
3. Encoding, decoding process and mechanism in communication and mass
communication
4. Activity, make groups of students to identify the elements of
communication process
Unit 6:
1. Models of Communication an Introduction
2. Lasswell’s of Model of Communicaiton
Unit 7:
1. Shanon & Waver models of Communication
2. Osgood model of Communication
3. Assignment on types of feedback
Unit 8:
1. Compentency in Communication
2. Characteristics and Essential of effective communication

Unit 9:
1. Audience, Types of audience
2. Uses and gratification theory of Communication
3. Identify your audience according to the medium
Unit 10:
1. Writing in Mass Communicaiton
2. Print Media Writing
138
 3. Broad Cast/ Online media writing
Unit 11:
1. Advertisement and types of advertisement
2. Adventisement agency structure
3. History of advertisement
Unit 12:
1. Public Relation and functions of Public relation
2. Press release writing
3. Qualities/responsiblities of PRO
Unit 13:
1. Barriers of communication, types and levels of barriers of communication,
2. Ethics of Journalism/Journalist
3. Activity to write down function of communication in class
Unit 14:
1. Four theories of Press( Normative theories)
2. Authoratarian, Libertarian, Social Responsibility Communist Theories
3. Presentation on different models
Unit 15:
1. Difference between Journalism and Mass Communication
2. Media of mass communication, print, radio, television, online media, folk
media, static media, film, etc
3. Assignment write down various types of media of mass
communication
Unit 16:
1. Feedback, Forms and Types of feedback, flow of feedback, criteria for
effective feedback
2. Communication technologies introduction, satellite, cable TV, Teletex,
videotext, fiber-optic
3. effects of information technologies

Recommended Books
1. Mass Communcation 2nd edition by Seema Hasssan
2. Vivian, John (2000). Media of Mass Communication 5th Ed.
London: Allyn and Bacon
3. Dennis, Defleur (2000). Understanding Mass Communication.
Boston: Houghton Mufflin o.

139
 4. Introduction to Mass Communication, Whatmore,Edward J.
(1995).California: Wadsworth Publishing
5. Briggs, Asa, and Peter Burke. A Social History of the Media: From
Gutenberg to the Internet, 2001.
6. Campbell, Richard, Bettina G. Fabos, and Christopher R. Martin.
(2007) Media and Culture: An Introduction to Mass
Communication,
7. Dunwoody, Sharon, Lee B. Becker, Douglas M. McLeod, and
Gerald M. Kosicki. (2005) The Evolution of Key Mass
Communication Concepts,
8. Ahuja, B.N. (1993) Theory and Practice of Journalism. New Delhi:
Surjeet Publications Shamsuddin, M. (1990) Iblagh Kay
Nazriyat .Islamabad: Muqtadira.
9. Dominick, J.R.(2006).Dynamics of Mass
Communication(8thed.)New York. McGraw-Hill
10. Murtaza, Matin-ur-Rehman (2000).Ta’araf-e-Iblagh-e-Amma.
Karachi: Department of Mass Communication, University of
Karachi
11. Gambol, Michael W. (1996). Introducing Mass Communication.
New York: McGraw Hill.
12. Mcquil, Denis (1994) Mass Communication Theory: an
introduction, London: Sage Publications

Course: Elementary Mathematics & Statistics

Level: BS 2nd
Course Code: GC105

Course Contents
1. a. Introduction to Set Theory
b. Types of Set
c. Builder Notation Form/Roaster Form
d. Basic Operations on Set (Union, Intersection)
e. Functions

140
 f. Types of Function
2. a. De Morgan’s Law
b. Distributive Law
c. Commutative Law
d. Associative Law
3. a. Introduction to Number Theory
b. Real Number System
c. Complex Number System
4. a. Linear Equations
b. Single Variable Equations
c. Multi Variable Equations
5. a. Matrices
b. Introduction to Matrices
c. Types of Matrices
7. a. Matrix inverse
b. Determinant
8. a. Quadratic Equations
b. Solution of a Quadratic Equation
c. Qualitative Analysis of Roots of a Quadratic Equation
9. a. Equation Reducible to Quadratic Equation
b. Cube Roots of Unity
c. Relation between Roots & Coefficient of Quadratic Equations
10. a Sequence & Series
b. Arithmetic Progression
c. Geometric Progression
d. Harmonic Progression
11. a. Trigonometry
b. Fundamentals of Trigonometry
c. Trigonometric Identities
12. a. Binomial Theorem
b. Introduction to Mathematical Induction
c. Binomial Theorem with Rational & Irrational Indices
13. a. Mean
b. Mode
c. Medium

141
Research Thesis Format
TITLE

 The title must be bold

 Capitalized and in
University Monogram center for the page.
 The font size for title
will be 16.

Session of student
2014-2018

Submitted:
Name of Student
Roll No. XYZ

142
 DEPARTMENT NAME
UNIVERSITY OF SWAT

The space between the lines must be All the headings of preliminary
APPROVAL SHEET page must be bold, capitalized
2.
Further, the page numbers of and centered in the page
preliminary page must be in including chapter headings.
roman numbers The font size of all
This thesis title “ investigating pedagogical approaches XYZ”preliminary
submitted by XYZ,
pages andRoll
chapter
No: XYZ in the partial fulfillment of the requirement for the degree of XYZ is
headings must be 14hereby
accepted.

____________________________________
Supervisor

____________________________________
External Examiner

____________________________________
Dead
Department/Center/institute

143
DEPARTMENT NAME
UNIVERSITY OF SWAT

144
FORWARDING SHEET
This thesis/project titled “investigating pedagogical approaches XYZ” has been submitted by
XYZ, Roll No: XYZ at NAME OF THE DEPARTMENT/CENTER/INSTITUTE, University
of Swat in partial fulfillment of the requirements for the degree of DEGREE NAME under my
guidance and supervision is forwarded for further necessary actions.

Supervisor Name
Supervisor

145
 ABSTRACT
The abstract must cover all the important areas of the study, it may be like a technical
summary of the research work.
Further the abstract must be in one paragraph

146
 ACKNOWLEDGEMENT
Here the researcher must mention the support and guidance of the people who have
supported him/her during the research project/thesis

147
 DECLARATION
Except where otherwise acknowledgement in the text, this thesis represents the
original work of the researcher. The materials contained herein have not been submitted either
whole or in part , for a degree at this or any other university.

Signature
Researcher Name

148
 TABLE OF CONTENTS
S# Contents Page No
Approval sheet ii
Forwarding sheet iii

1.1 Introduction 1
1.2 Statement of the problem 3

References ---

149
 LIST OF TABLE
S# Tables Page No
1.1 Students Enrollment 2
2.1 Comparison of students enrollment and teachers 56

4.26 Relationship between students’ attendance and their 65

achievement

150
 LIST OF ACRONYMS
HEC Higher Education Commission
UOS University of Swat
HED Higher Education Department

151
 Chapter 1
INTRODUCTION

This chapter shall comprise of the following;

1.1 Background of the study
1.2 Statement of the research problem
1.3 Research Objectives
1.4 Research Questions
1.5 Significance of the study
1.6 Delimitations

All these headings and sub-headings will be bold and the font size will 12

The page setting will be;

1. 1.5 lift
2. 1 right, top and bottom
3. All the headings will be started from 1.1, 1.2, 1.3 ………..
4. The font size for all the substantive materials will be 12
5. The space between the lines will be 2
6. Each paragraph may be indented to 5 inches

152
 Chapter 2
LITERATURE REVIEW
2.1 Introduction
2.2 theories etc

The page setting will be;

1. 1.5 lift
2. 1 right, top and bottom
3. All the headings will be started from 2.1, 2.2, 2.3 ………..
4. The font size for all the substantive materials will be 12
5. The space between the lines will be 2
6. Each paragraph may be indented to 5 inches

153
 Chapter 3
RESEARCH METHODOLOGY
This chapter will comprised;
3.1 Introduction
3.2 Research Design
3.3 Population
3.4 Sampling
3.5 Research Tools/scales
3.6 Data Analysis
3.7 Chapter Summary

The page setting will be;

1. 1.5 lift
2. 1 right, top and bottom
3. All the headings will be started from 3.1, 3.2, 3.3 ………..
4. The font size for all the substantive materials will be 12
5. The space between the lines will be 2
6. Each paragraph may be indented to 5 inches

154
 Chapter 4
RESULTS AND INTERPRETATION

The page setting will be;

1. 1.5 lift
2. 1 right, top and bottom
3. All the headings will be started from 4.1, 4.2, 4.3 ………..
4. The font size for all the substantive materials will be 12
5. The space between the lines will be 2
6. Each paragraph may be indented to 5 inches

155
 Chapter 5
SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATION
5.1 Summary
5.2 Findings
5.3 Conclusions
5.4 Recommendations

The page setting will be;

1. 1.5 lift
2. 1 right, top and bottom
3. All the headings will be started from 5.1, 5.2, 5.3 ………..
4. The font size for all the substantive materials will be 12
5. The space between the lines will be 2
6. Each paragraph may be indented to 5 inches

156
References

157
APPENDIX A

158
APPENDIX B

159
APPENDIX C

160