APPENDIX – M

MADURAI KAMARAJ UNIVERSITY

(University with Potential for excellence)

Revised Syllabus for

B.A. ENGLISH (SEMESTER)
CHOICE BASED CREDIT SYSTEM
REGULATIONS AND SYLLABUS
(This will come into effect from the academic year 2023-2024 onwards)

CONTENTS

1. Introduction
2. Value Additions to the revamped curriculum
3. Curriculum Design &Structure of Course
4. Learning and Teaching Activities
5. Template for UG Programme in English
6. Illustrative Template Semester wise
7. Different Types of Courses
7.1 Core Courses
7.2 Elective Courses (Generic / Discipline Centric)
7.3 Skill Development Courses
7.4 Institution-Industry-Interaction
8. Core Component Model Syllabus
 2

Introduction

The undergraduate programme BA English, aims for students to leveragetheir

knowledge of the English Language for analyzing literature, history, and its modern
aspectsthroughthecoresubjects.Inaddition,thecourseexplorestheintricaciesoftheEnglishLangua
geand its implementation in diverse fields. Moreover, the subjects in a BA English course
arecomposed by detail-oriented educators, providing a weighty syllabus related to diverse
aspects ofEnglishliteratureandthe languageworld.

The BA English subjects list‟s most significant and initial subject is theEnglish
Language. Initiating the three-year journey with the basics of English is necessary tofurther
understand the in-depth concepts, complex language, and intricacies of world literature.The
subject deals with a basic understanding of English grammar, with its origin,
evolution,advancement, and further change with the modern world. The English language is
also necessaryto proceed toward complex study slowly. It also narrates the history of English,
which can bevery engaging and insightful for English learners. The subject allows learning
the historicalbeginning and significance of English literature. Since the richness of English
literature isheavily reliant on its history; therefore, this subject gathers the core English
history modulescovering the details of literature from different regions of the world. English
literature alsoprojects societal and cultural changes through the centuries that are reflected
through its writtenworks. As a student proceeds ahead, fields and specifications clear a lot
better by possessing theknowledge andbase ofEnglishliterature,whichis initshistory.

A language‟s most significant trait is to communicate, and this BA courseEnglish

subject is added to the syllabus with the same intention. Communication in BA
Englishgrantsstudentsthedepthofusing Englishasacommunication
medium.Fundamentals,theories,and communication tools are provided to the students to
further enhance their English skills andmake them more accomplishable. Communication
subject also comprises the study of creativewriting and public relations, helping students get
enrolled in communication-based courses withthe rightfoundation.
 3

Under Graduate Programme

ProgrammeOutcomes:

PO1: Disciplinary Knowledge: Capable of demonstrating comprehensive knowledge and

understanding of one or more disciplines that form a part of an undergraduate programme of
study.
PO2: Critical Thinking: Capability to apply analytic thought to a body of knowledge;
analyse and evaluate evidence, arguments, claims, beliefs on the basis of empirical evidence;
identify relevant assumptions or implications; formulate coherent arguments; critically
evaluate practices, policies and theories by following scientific approach to knowledge
development.
PO3: Problem Solving: Capacity to extrapolate from what one has learned and apply their
competencies to solve different kinds of non-familiar problems, rather than replicate
curriculum content knowledge; and apply one‟s earning to real life situations.
PO4: Analytical Reasoning: Ability to evaluate the reliability and relevance of evidence;
identify logical flaws and holes in the arguments of others; analyze and synthesize data from
a variety of sources; draw valid conclusions and support them with evidence and examples
and addressing opposing viewpoints.
PO5: Scientific Reasoning:Ability to analyse, interpret and draw conclusions from
quantitative / qualitative data; and critically evaluate ideas, evidence, and experiences from
an open minded and reasoned perspective.
PO6: Self-directed & Lifelong Learning: Ability to work independently, identify and
manage a project. Ability to acquire knowledge and skills, including “learning how to
learn”,through self-placed and self-directed learning aimed at personal development, meeting
economic, social and cultural objectives.
PO7: Reflective Thing: Critical sensibility to lived experiences, with self awareness and
reflexivity of both self and society
PO8: Reading & Projects: Document their reading and interpretive practices in assignments,
translation works, and independent projects.
PO9: Confidence & Effectiveness: Confidently and effectively articulate their literary and
textual experiences.
PO 10: Social Skills & Empathetic Approach: Reorganize a professional and reflective
approach to leadership, responsibility, personal integrity, empathy, care and respect for
others, accountability and self regulation.
 4

B.A. ENGLISH

Programme Specific Outcomes:

PSO1: Acquire good knowledge and understanding, to solve specific theoretical & applied
problems in different area of English Language and Literature.

PSO2: Understand, formulate, develop mathematical arguments, logically and use

quantitative models to address issues arising in social sciences, businessand other context
/fields.

PSO3: To prepare the students who will demonstrate respectful engagement with other‟s
ideas, behaviors, beliefs and apply diverse frames of references to decisions and actions. To
create effective entrepreneurs by enhancing their critical thinking, problem solving, decision
making and leadership skill that will facilitate startups and high potential organizations.

PSO4: Developing a research framework and presenting their independent ideas effectively.
PSO5: Equipping their employability skills to excel in professions like teaching and exposing
them to various activities to empower them through communication skills.

PSO6: Enabling a holistic perspective towards the socio-political inequalities and

environmental issues

Mapping of Course Learning Outcomes (CLOs) with Programme Outcomes (POs) and
Programme Specific Outcomes (PSOs)can be carried out accordingly, assigning the
appropriate level in the grids:

POs PSOs
1 2 3 4 5 6 … 1 2 …
CLO1
CLO2
CLO3
CLO4
CLO5
 5

Highlights of the Revamped Curriculum:

 Student-centric, meeting the demands of industry & society, incorporating industrial
components, hands-on training, skill enhancement modules, industrial project, project with
viva-voce, exposure to entrepreneurial skills, training for competitive examinations,
sustaining the quality of the core components and incorporating application oriented content
wherever required.
 The Core subjects include latest developments in the education and scientific front, advanced
programming packages allied with the discipline topics, practical training, devising
mathematical models and algorithms for providing solutions to industry / real life situations.
The curriculum also facilitates peer learning with advanced mathematical topics in the final
semester, catering to the needs of stakeholders with research aptitude.
 The General Studies and Mathematics based problem solving skills are included as
mandatory components in the „Training for Competitive Examinations‟ course at the final
semester, a first of its kind.
 The curriculum is designed so as to strengthen the Industry-Academia interface and provide
more job opportunities for the students.
 The Industrial Statistics course is newly introduced in the fourth semester, to expose the
students to real life problems and train the students on designing a mathematical model to
provide solutions to the industrial problems.
 The Internship during the second year vacation will help the students gain valuable work
experience, that connects classroom knowledge to real world experience and to narrow down
and focus on the career path.
 Project with viva-voce component in the fifth semester enables the student, application of
conceptual knowledge to practical situations. The state of art technologies in conducting a
Explain in a scientific and systematic way and arriving at a precise solution is ensured. Such
innovative provisions of the industrial training, project and internships will give students an
edge over the counterparts in the job market.
 State-of Art techniques from the streams of multi-disciplinary, cross disciplinary and inter
disciplinary nature are incorporated as Elective courses, covering conventional topics to the
latest - Artificial Intelligence.
 6

ValueadditionsintheRevampedCurriculum:
Semester NewlyintroducedComponents Outcome/ Benefits
I FoundationCourse  Instillconfidenceamongstudents
To ease the transition of Createinterestforthesubject
learningfrom higher secondary to
highereducation,providinganovervi
ewofthepedagogyoflearningLiterat
ureandanalysingtheworldthroughth
eliterarylens
givesrisetoanewperspective.
I,II,III,IV SkillEnhancementpapers(Discipl  Industryreadygraduates
ine  Skilledhumanresource
centric
/Generic/Entrepreneurial)  Studentsareequippedwithessentialskillst
o
makethememployable

 Trainingonlanguageandcommunication
skillsenablethestudentsgain
knowledgeand
exposureinthecompetitiveworld.

 Discipline centric
skillwillimprovetheTechnical
knowhow ofsolvingreallife
problems.

III,IV,V& VI Electivepapers  Strengtheningthedomainknowledge

 IntroducingthestakeholderstotheState-
of Arttechniquesfrom the
streamsofmulti-
disciplinary,crossdisciplinaryandinterdi
sciplinarynature
 Emergingtopicsinhigher
education/industry/communicationnetw
ork/healthsectoretc.areintroducedwith
hands-on-training.
 7

IV ElectivePapers  Exposuretoindustrymouldsstudentsinto
solutionproviders
 GeneratesIndustryreadygraduates
 Employmentopportunitiesenhanced

VSemester Electivepapers  Self-learningisenhanced

 Applicationoftheconcepttorealsituationi
sconceivedresulting
intangibleoutcome

VISemester Electivepapers
 Enrichesthestudybeyondthe course.
 Developingaresearchframeworkand
presentingtheir
independentand
intellectualideaseffectively.

ExtraCredits:  Tocatertotheneedsofpeerlearners/resear
ForAdvancedLearners/Honorsdegree ch
aspirants
SkillsacquiredfromtheCourses Knowledge,ProblemSolving,Analytical
ability,ProfessionalCompetency,ProfessionalCommunic
ationandTransferrable Skill
 8

Credit Distribution for UG Programmes

Sem I Credit H Sem II Credit H Sem III Credit H Sem IV Credit H Sem V Credit H Sem VI Credit H
Part 1. 3 6 Part..1. 3 6 Part..1. 3 6 Part..1. 3 6 5.1 Core 4 5 6.1 Core 4 6
Language – Language – Language – Language – Course – Course –
Tamil Tamil Tamil Tamil \CC IX CC XIII
Part.2 3 6 Part..2 3 6 Part..2 English 3 6 Part..2 3 6 5.2 Core 4 5 6.2 Core 4 6
English English English Course – Course –
CC X CC XIV
1.3 Core 5 5 2..3 Core 5 5 3.3 Core Course 5 5 4.3 Core 5 5 5. 3.Core 4 5 6.3 Core 4 6
Course – CC I Course – CC – CC V Course – CC Course Course –
III VII CC -XI CC XV
Core Industry
Module
1.4 Core 5 5 2.4 Core 5 5 3.4 Core Course 5 5 4.4 Core 5 5 5. 4.Core 4 5 6.4 Elective 3 5
Course – CC Course – CC – CC VI Course – Course –/ -VII Generic/
II IV CC VIII Project Discipline
with viva- Specific
voce
CC -XII
1.5 Elective I 3 4 2.5 Elective II 3 4 3.5 Elective III 3 4 4.5 Elective 3 3 5.5 3 4 6.5 Elective 3 5
Generic/ Generic/ Generic/ IV Generic/ Elective V VIII
Discipline Discipline Discipline Discipline Generic/ Generic/
Specific Specific Specific Specific Discipline Discipline
Specific Specific
1.6 Skill 2 2 2.6 Skill 2 2 3.6 Skill 1 1 4.6 Skill 2 2 5.6 3 4 6.6 1 -
Enhancement Enhancement Enhancement Enhancement Elective Extension
Course Course Course SEC-4, Course VI Activity
SEC-1 SEC-2 (Entrepreneurial SEC-6 Generic/
Skill) Discipline
Specific
1.7 Skill 2 2 2.7 Skill 2 2 3.7 Skill 2 2 4.7 Skill 2 2 5.7 Value 2 2 6.7 2 2
Enhancement Enhancement Enhancement Enhancement Education Professional
-(Foundation Course –SEC- Course SEC-5 Course SEC-7 Competency
Course) 3 Skill
3.8 E.V.S. - 1 4.8 E.V.S 2 1 5.8 2
Summer
Internship
/Industrial
Training
23 30 23 30 22 30 25 30 26 30 21 30
Total – 140 Credits
 9

Choice Based Credit System (CBCS), Learning Outcomes Based

Curriculum Framework (LOCF) Guideline Based Credit and Hours
Distribution System - UG
First Year – Semester-I

Part List of Courses Credit No. of

Hours
Part-1 Language – Tamil 3 6
Part-2 English 3 6
Part-3 Core Courses & Elective Courses 13 14
Skill Enhancement Course SEC-1 2 2
Part-4 Foundation Course 2 2
23 30

Semester-II

Part List of Courses Credit No. of

Hours
Part-1 Language – Tamil 3 6
Part-2 English 3 6
Part-3 Core Courses & Elective Courses 13 14
Part-4 Skill Enhancement Course -SEC-2 2 2
Skill Enhancement Course -SEC-3 (Discipline / Subject Specific) 2 2
23 30
Second Year – Semester-III

Part List of Courses Credit No. of

Hours
Part-1 Language - Tamil 3 6
Part-2 English 3 6
Part-3 Core Courses & Elective Courses 13 14
Part-4 Skill Enhancement Course -SEC-4 (Entrepreneurial Based) 1 1
Skill Enhancement Course -SEC-5 (Discipline / Subject Specific) 2 2
E.V.S - 1
22 30

Semester-IV

Part List of Courses Credit No. of

Hours
Part-1 Language - Tamil 3 6
Part-2 English 3 6
Part-3 Core Courses & Elective Courses 13 13
Part-4 Skill Enhancement Course -SEC-6 (Discipline / Subject Specific) 2 2
Skill Enhancement Course -SEC-7 (Discipline / Subject Specific) 2 2
E.V.S 2 1
25 30
 10

Third Year
Semester-V
Part List of Courses Credit No. of
Hours
Part-3 Core Courses including Project / Elective Based 22 26
Part-4 Value Education 2 2
Internship / Industrial Visit / Field Visit 2 2
26 30

Semester-VI

Part List of Courses Credit No. of

Hours
Part-3 Core Courses including Project / Elective Based 18 28
Part-4 Extension Activity 1 -
Professional Competency Skill 2 2
21 30

Consolidated Semester wise and Component wise Credit distribution

Parts Sem I Sem II Sem III Sem IV Sem V Sem VI Total
Credits
Part I 3 3 3 3 - - 12
Part II 3 3 3 3 - - 12
Part III 13 13 13 13 22 18 92
Part IV 4 4 4 5 4 3 24
Total 23 23 23 24 26 21 140

*Part I, II, and Part III components will be separately taken into account for CGPA
calculation and classification for the under graduate programme and the other
components. Part IV has to be completed during the duration of the programme as per
the norms, to be eligible for obtaining the UG degree

5. Illustration for B.A. English Curriculum Design

 11

I-YEAR
FIRST SEMESTER

Sl. Course Credit Total

No Category Course Distribution Contact Marks

Credits
Hours/
L TP S Week CIA ESE Total
1 Part–I LANGUAGE
3 3 3 6 25 75 100
2 Part–II ENGLISH 3 3 3 6 25 75 100
3 Part–III INTRODUCTION TO
3 2 5 25 75 100
CORE1 LITERATURE 5
4 Part–III INDIANWRITINGINENGLISH
CORE2 3 2 5 5 25 75 100
5 Part–III SOCIAL HISTORY OF
ELECTIVE-I ENGLAND I 2 2 3 4 25 75 100
6 Part–IV SKILL ENHANCEMENT
1 1 2 2 25 75 100
COURSE I
SKILL ENHANCEMENT
COURSE (FOUNDATION 1 1 2 2
COURSE)
TOTAL 23 30

SECOND SEMESTER

Sl. Course Credit Total

Credits

No Category Course Distribution Contact Marks

Hours
LTP S /Week CIA ESE Total
1 PART I LANGUAGE
3 3 3 6 25 75 100
2 PARTII ENGLISH
3 3 3 6 25 75 100
3 PART III BRITISHLITERATURE–I
CORE3 3 2 5 5 25 75 100
4 PART III AMERICANLITERATURE
CORE4 3 2 5 5 25 75 100
5 PART III SOCIAL HISTORY OF
ELECTIVE II ENGLAND II 2 2 3 4 25 75 100
6 PART IV SKILL ENHANCEMENT
1 1 2 2 25 75 100
COURSE-SEC- 2
SKILL ENHANCEMENT
1 1 2 2 25 75 100
COURSE-SEC-3
TOTAL 23 30
 12

II YEAR
THIRD SEMESTER

Sl. Course Credit Total

NO Category Course Distribution Contact Marks

Credits
Hours
L T P S /Week CIA ESE Total
1 PARTI LANGUAGE 3 3 3 6 25 75 100

2 PARTII ENGLISH 3 3 3 6 25 75 100

3 PART III BRITISHLITERATURE-II 3 2 5 5 25 75 100

CORE5
4 PART III CHILDREN‟S LITERATURE 3 2 5 5 25 75 100
CORE 6
5 PART III HISTORY OF ENGLISH 2 2 3 4 25 75 100
ELECTIVE LITERATURE I
III
6 PART IV SKILL ENHANCEMENT 1 0 1 25 75 100
COURSE-SEC 4 1
(ENTREPRENEURIAL
SKILL)
SKILL ENHANCEMENT 1 1 2 2 25 75 100
COURSE SEC-5
EVS 1 0 1 25 75 100
TOTAL 22 30

FOURTH SEMESTER
Sl . Course Credit Total
NO Category Course Distribution Contac Marks
t
Credits

LTP S Hours/ CIA ESE Total

Week
1 PART I LANGUAGE 3 3 3 6 25 75 100

2 PART II ENGLISH 3 3 3 6 25 75 100

3 PART III WORLDLITERATUREINTRANSLATION 3 2 5 5 25 75 100

CORE7
4 PART III LANGUAGE AND LINGUISTICS 3 2 5 5 25 75 100
CORE8
5 PARTNON-HISTORY
III OF ENGLISH LITERATUE II 2 2 3 3 25 75 100
ELECTIV
E IV
6 SKILL ENCHANCEMENT COURSE 1 1 2 2 25 75 100
PART IV SEC-6
SKILL ENCHANCEMENT COURSE 1 1 2 2 25 75 100
SEC-7
EVS 1 0 2 1 25 75 100
TOTAL 25 30
 13

III YEAR
FIFTH SEMESTER
Sl.N Course Credit Total
O Category Course Distribution Contact Marks

Credits
Hours
L T P S /Week CIA ESE Total
1 PART IIICORE 9 WOMEN‟SWRITING 3 2 4 5 25 75 100

2 PARTIIICORE10 INTRODUCTION TO FOLK 3 2 4 5 25 75 100

LITERATURE
3 PART INDIANWRITINGIN 3 2 4 5 25 75 100
IIICORE11 TRANSLATION

4 PART PROJECT/ MYTH AND 3 2 4 5 25 75 100

IIICORE12 LITERATURE
5 PART III LITERARY FORMS 2 2 34 25 75 100
ELECTIVE V

6 PARTIII NON-LITERATURE AND 2 2 34 25 75 100

ELECTIVE VI ENVIRONMENT
7 PART IV VALUE EDUCATION 1 1 22 25 75 100
SUMMER - - 2 2
INTERNSHIP/INDUSTRIAL
TRAINING
TOTAL 26 30

SIXTHSEMESTER

Sl. Course Credit Total

NO Category Course Distribution Contact Marks
Credits

Hours
L TP S /Week CIA ESE Total
1 PART LITERARYCRITICISM 3 3 46 25 75 100
IIICORE13
2 PART 3 3 46 25 75 100
IIICORE14 NEW LITERATURES IN
ENGLISH
3 PART SHAKESPEARE 3 3 46 25 75 100
IIICORE15
4 PART III ENGLISH LANGUAGE 3 2 35 25 75 100
ELECTIVE TEACHING
VII
5 PARTIII JOURNALISM AND MASS 3 2 3 5 25 75 100
ELECTIVE COMMUNICATION
VIII
6 PPART IV EXTENSION ACTIVITY - - 1 25 75 100

PROFESSIONAL 1 1 2 2
COMPETENCY SKILL –
ENGLISH FOR
 14

COMPETITIVE
EXAMINATIONS
TOTAL 21 30
 15

MethodsofEvaluation
ContinuousInternalAssessmentTest
InternalEvaluation Assignments
25 Marks
Seminars
AttendanceandClassParticipation
ExternalEvaluation
EndSemesterExamination 75 Marks
Total 100 Marks
MethodsofAssessment
Recall(K1) Simpledefinitions,MCQ,Recallsteps,Conceptdefinitions
Understand/Compre MCQ,True/False,Shortessays,Conceptexplanations,Shortsummaryo
hend(K2) r
overview
Suggestidea/conceptwithexamples,Suggestformulae,
Application (K3)
Solveproblems,
Observe,Explain
Analyze(K4) Problem-
solvingquestions,Finishaprocedureinmanysteps,Differentiate
betweenvariousideas,Mapknowledge
Evaluate(K5) Longer essay/Evaluationessay,Critiqueorjustifywithprosandcons
Checkknowledgeinspecificoroffbeatsituations,Discussion,Debating
Create(K6)
orPresentations
 16

7A-MandatoryCoreAreasforB.AProgramme

C1.Introductiontoliterature(5credits)
I Year Sem C2. IndianWritinginEnglish(5credits)
C3.BritishLiteratureI(5credits)
ISemII
C4.AmericanLiteratureI(5credits)
C5. BritishLiterature-II(5credits)
II Year
C6.Children‟s Literature(5credits)
SemIIISemIV World LiteratureinTranslation(4credits)
Language and Linguistics(4credits)

C9.Women‟s Writing (4credits)

C10.Introduction to Folk Literature(4credits)
III Year C11. Indian Writing in Translation (4credits)
C12. Project / Myth and Literature (4 credits)
SemV C13.Literary Criticism(5credits)
C14. New Literatures in English (5 credits)
Sem VI C15. Shakespeare (4 credits)

B. Mandatory Electives for B.A Programme Semester I to V

Semester I to V Social History of England I

Social History of England II

History of English Literature I

History of English Literature II

Literary Forms

C. Suggested Non Mandatory Electives for B.A ProgrammeSemesterV &VI

(4creditseach)

Semester V and VI CNM1.Literature and Environment

CNM2.English Language Teaching

CNM3.Journalism and Mass Communication

CNM4.Film Studies
 17

D. (SKILLENHANCEMENT COURSES)

1. ENGLISH AND COMMUNICATION

2. PUBLIC SPEAKING
3. DIGITAL LITERACY AND CONCEPTS
4. ENTREPRENEURIAL SKILL
5. INTERVIEW SKILLS
6. ENGLISH FOR CAREER
7. ENGLISH FOR BUSINESS
8. ENGLISH FOR COMPETITIVE EXAMS
 18

B.A. ENGLISH
Core Component Model Syllabus
 19

FIRST YEAR - SEMESTER I

CORE I – INTRODUCTION TO LITERATURE

Subject Category L T P S Credits Inst. Marks

Code Hours CIA External Total
Core Y Y - - 5 5 25 75 100

Learning Objectives
LO1 Tointroducethedifferentformsofliterature
LO2 Toprovidelearnerswiththebackground knowledgeofliterature
LO3 Toenableleanerstounderstandthedifferentgenresofwriting
LO4 Toexaminethevariousthemes and formspresentinliterature
LO5 Tocreatetheabilityofcriticallyexaminingatext
Details
UNIT
Introduction:Poetry-Differentformsofpoetry-
I Sonnet,Ode,Elegy,Prose-ShortStory,Novel, Prosody, Metre

II John Milton – When I Consider How my light is spent

John Keats – Ode to Nightingale
Thomas Gray – Elegy Written in a Country Churchyard

III Francis Bacon – Of Studies

Stephen Leacock – The Financial Expert
Jerome K Jerome – Uncle Podger hangs a picture
IV Lamb‟s Tales from Shakespeare – A Midsummer Night‟s
Dream, Twelfth Night
V Jane Austen – Pride & Prejudice
 20

CourseOutcomes
CourseOutco Oncompletionofthiscourse,studentswill;
mes
Appreciate and analyse and thebasic elements
CO1 PO1
ofpoetry,includingmeter,rhyme,andtheme.
Gain knowledge of the elements of fiction
CO2 includingnarrativestructure,characteranalysisand PO1,PO2
comparisonbetweendifferentbut relatedtexts.
Explore the features of literary language
CO3 PO4,PO6
Uselibraryresourcestoresearchand
CO4 PO4,PO5,PO6
developargumentsaboutliteraryworks.
CO5 Workskillfullywithinateam, PO3,PO8
respectcoworkers,delegateworkand
contributetoagroupproject.

Text Books (Latest Editions)

1. An Introduction to the study of English Literature .W.H.Hudson.

2. Cecil, David. „The Poetry of Thomas Gray‟. Proceedings of the British Academy. London: 1954.

3. Jane Austen – Pride & Prejudice

4. https://www.bartleby.com/lit-hub/tales-from-shakespeare/twelfth-night-or-what-you-will/

References Books
(Latest editions, and thestyleasgivenbelowmust bestrictlyadheredto)
Austen, Jane. Pride and Prejudice. ed by Sicha, Frank, Jr [Boston, New York, etc. Ginn and
1. company, 1917] Pdf. Retrieved from the Library of Congress,
<www.loc.gov/item/18001222/>.

AUSTEN, Jane. Pride and Prejudice. London : Penguin Books Ltd, 1994. 299 s.
ISBN 0-14-062022-2
Henny Herawati et al., Introduction to Literature, Sanata Dharma University Press, October
2. 2021.

Janice Campbell., Introduction to Literature : Excellence in Literatire English, 4th Ed,

3. Everyday Education, LLC, January 2021.
 21

Web Resources
1. https://www.routledge.com/An-Introduction-to-Poetic-
Forms/Gill/p/book/9781032154015
2. https://www.poetryfoundation.org/poems/44750/sonnet-19-
when-i-consider-how-my-light-is-spent

https://www.poetryfoundation.org/poems/44479/ode-to-a-
nightingale

https://www.poetryfoundation.org/poems/44299/elegy-written-in-
a-country-churchyard

Mappingwith Programme Outcomes:

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

CO1 3 3 3 3 3 33 2 3 2

CO2 2 3 3 3 2 33 2 2 2

CO3 3 3 3 2 3 33 2 3 2

CO4 3 3 3 3 3 33 2 2 2

CO5 3 2 3 3 3 33 2 2 3

3 – Strong, 2 – Medium , 1 - Low

Mapping with ProgrammeSpecificOutcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 15 15

WeightedpercentageofCourseContributiontoPOs
3.0 3.0 3.0 3.0 3.0
 22

FIRST YEAR - SEMESTER I

CORE II - INDIANWRITINGINENGLISH

Subject Category L T P S Credits Inst. Marks

Code Hours CIA External Total
Core Y Y - - 5 5 25 75 100

Learning Objectives
Tofamiliarizethestudentswith theemergenceandgrowth
LO1
ofIndianWritinginEnglishinthecontextofcolonialexperience.
TohelpinunderstandingissuesconcerningIndianWritinginEnglishsuchastherepresent
LO2 ationofculture,identity,history,constructionsofnation,
(Post) nationalandgenderpolitics,cross-culturaltransformations.
To create literary sensibility and critical response to the literary texts written in
LO3
English
TocloselyexaminethevariousthemesandmethodologiesexistinginIndianWritinginEn
LO4
glish.
TohelplearnersapplytheideasencapsulatedinIndianAestheticstoliterarytexts
LO5
Details
UNIT
Introduction from K.R.SrinivasaIyengarand C.D.Narasimaiah
I
Rabindranath Tagore – Paper Boat
II Sarojini Naidu – The Village Song
Toru Dutt – The Lotus
AK Ramanujam – Still another View of Grace
R Parthasarathy – River Once
III Mahatma Gandhi –Steal and Atonement
Sri Aurobindo – Poetry from “Early Cultural Writings” (Page 123-24)
Vivekananda – Address at the final session (Complete works Vol I, Chapter I)
Ruskin Bond – The Eyes are not Here
IV
KA Abbas – Sparrows
RK Narayan – The Man-eater of Malgudi
V

CourseOutcomes
CourseO
Oncompletionofthiscourse,studentswill;
utcomes
Appreciate the historical trajectory of
CO1 various genresof Indian Writing in English PO1
from colonial times totillthepresent
Analyze Indian literary texts written in
CO2 English PO1,PO2
intermsofcolonialism,postcolonialism,regi
onalism,andnationalism
 23

CO3 Explore PO4,PO6

theroleofEnglishasamediumforpoliticalawa
keningandtheuseofEnglishinIndiaforcreativ
ewriting
Analyze how the sociological, historical,
CO4 PO4,PO5,PO6
cultural andpoliticalcontextimpacted
thetextsselectedforstudy
Evaluate critically the contributions of PO3,PO8
CO5 major IndianEnglishpoetsanddramatists
Text Books
(LatestEditions)
1. K.R.Srinivasa Iyengar, Indian Writing in English
2 Sarojini Naidu-Select Poems. Turunbull, H.G, Dalway,
Bombay: Oxford University Press, 1930
3 R.K.Narayan: The Man-Eater of Malgudi. Library of
South Asian Literature – Orient paper backs 2010.
4 Gandhi, Mahatma, 1869-1948. The Collected Works of
Mahatma Gandhi. New Delhi :Publications Division, Ministry of
Information and Broadcasting, Govt. of India, 20002001.
ReferencesBooks
(Latesteditions, and thestyleasgivenbelowmust bestrictlyadheredto)
1. Indian Poetry in English Ed.by MakarandParanjape
2. Contemporary Indian Poetry in English Ed. By Saleem
Peeradina
3. Dhananjay Kanse. Modern Indian Writing in English:
Translation. A Multilingual Anthology (Worldview critical
editions) Jan 2016.
4. Dr.A.K.Sharma: Fiction and Indian Writing in English
Web Resources
Poems https://www.poemhunter.com/a-k-

1. ramanujan/poems/

2. https://www.poetrybyheart.org.uk/poems/paper-boats

3. https://allpoetry.com/Village-Song

MappingwithProgrammeOutcomes:

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10
 24

CO1 3 3 3 3 3 33 2 3 2

CO2 2 3 3 3 2 33 2 2 2

CO3 3 3 3 2 3 33 2 3 2

CO4 3 3 3 3 3 33 2 2 2

CO5 3 2 3 3 3 33 2 2 3

3 – Strong, 2 – Medium , 1 - Low

MappingwithProgrammeSpecificOutcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 2 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 14 15

Weightedpercentage
3.0 3.0 3.0 2.8 3.0
ofCourseContributiontoPOs
 25

FIRST YEAR - SEMESTER II

CORE III – BRITISH LITERATURE-I

Subjec Category L T P S Credits Inst. Marks

t Code Hours CIA External Total
Core Y Y - - 5 5 25 75 100

LearningObjectives
LO1 TointroduceBritishIdentity,Periodsandotherrelatedforms.
Toincreasetheabilityforstudentstointellectuallyassesstheworks of British
LO2
writers
ToenableleanerstounderstandthatBritishliteratureisatthefoundationofEnglish-
LO3
speakingpeoples'culture.
TocloselyexaminethevariousthemesandmethodologiespresentinBritishliterat
LO4
ure
LO5 Tocreateanaptitudeofcriticalprobingthroughthetext
Details
UNIT
Thomas Gray – Elegy Written in a Country Churchyard
I
Alexander Pope – On Solitude
Robert Burns – A Red, Red Rose
John Donne – Canonization
Charles Lamb – Dissertation upon a Roast Pig
II
Oliver Goldsmith – A City Night- Piece
Sir Richard Steele – The Spectator Club
Joseph Addison –Household Superstitions
III
John Webster – The White Devil
IV
Christopher Marlowe – Dr. Faustus

V Jonathan Swift –Gulliver‟s Travels

 26

CourseOutcomes
Course
Oncompletionofthiscourse,studentswill;
Outcom
es
Demonstrate knowledge of the major social,
political,philosophical,andscientificeventsforming
CO1 thebackdropforthedevelopmentofearlyBritish PO1
Literature.
Synthesize,integrate,andconnectinformationby
CO2 writingessaysusingtechniquesofcriticismandevaluation. PO1,P
O2
Readanddiscussthethemes,approaches,styles,andcontributionstothedevelopm
entofBritishliteraturefromtheMedievalPeriodtotheendoftheeighteenth-
CO3 century PO4,P
O6
DistinguishbetweenthecharacteristicsofBritishliterarymovementsindiscussin
CO4 gandwritingaboutBritishliterature. PO4,P
O5,PO
6
CO5 Critically appreciate literatureusingstandard PO3,P
literaryterminologyandotherliteraryconventions. O8
TextBooks (LatestEditions)

1. The collected works of Charles Lamb and Mary Lamb by Charles Lamb, Mary
Lamb.
2. The Spectator Club – Critical Appreciation by Richard Steele

3.
MARLOWE,Christopher.Dr.Faustus.BOOKONDEMANDLTD,2021.
ReferencesBooks
(Latest editions, and thestyleasgivenbelowmust bestrictlyadheredto)
A Critical History of English Literature – David Daiches
1.
1.
2. Swift, Jonathan, et al. Gulliver‟s Travels. Oxford University Press, 2019.
Web Resources
Ranger, Paul, “Technical Features.” By Oliver pp51-58.,
1.
http://doi.org/10.1007/978-1-349-07664-2 _5.
 27

Mappingwith Programme Outcomes:

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

CO1 3 3 3 3 3 3 3 2 3 2

CO2 2 3 3 3 2 3 3 2 2 2

CO3 3 3 3 2 3 3 3 2 3 2

CO4 3 3 3 3 3 3 3 2 2 2

CO5 3 2 3 3 3 3 3 2 2 3

3 – Strong, 2 – Medium , 1 - Low

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 2 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 14 15

Weightedpercentage
3.0 3.0 3.0 2.8 3.0
ofCourseContributiontoPOs
 28

FIRST YEAR - SEMESTER II

CORE IV - AMERICANLITERATURE

Subjec Category L T P S Credits Inst. Marks

t Code Hours CIA External Total
Core Y Y - - 5 5 25 75 100

Learning Objectives
LO1 ToidentifythegrowthanddevelopmentofAmericanliterature.
LO2 Tocriticallyexaminehowvariousgenresdevelopedandprogressed.
LO3 LearnaboutprominentwritersandfamousworksinAmericanliterature.
TocloselyexaminethevariousthemesandmethodologiespresentinBritishliter
LO4
ature
LO5 To createanaptitudeofcriticalprobingthroughthetext
Details
UNIT
Background: The First Frontier (Settlement of America) –The Puritans
I
and the spread of Puritanism in America – Romanticism: Optimist and
Pessimist – The Flowering of New England – The Transcendentalists –
Writers of the South – Indian thought in Emerson, Thoreau and Whitman
– Sacred Writings of the East.
Walt Whitman – O Captain, My Captain!
II
Robert Frost – Birches
Edgar Allan Poe – The Raven
Emily Dickinson – Because I Could not stop for Death
Martin Luther King Jr. – I have a Dream
III
Ralph Waldo Emerson – Self Reliance
IV Tennessee Williams – The Glass Menagerie

Nathaniel Hawthorne – The Scarlet Letter

V

CourseOutcomes
CourseOu
Oncompletionofthiscourse,studentswill;
tcomes
AnalyzeanddiscussworksofAmericanliteraturefromarange of
genres (e.g. poetry, nonfiction, slave
CO1 narrative,captivitynarrative, PO1
literaryfiction,genrefiction,sermon,public
proclamations,letters,etc.).
Identify relationships between moments in
Americanhistory,colonialism,andcultureandtheirrepresentati PO1,PO2
CO2
oninworks ofAmericanliterature.

ArticulatewaysthatAmericanliteraturereflectscomplexhistori
CO3 calandculturalexperiences. PO4,PO6
 29

Produce a mix of critical, creative, and/or

CO4 PO4,PO5,
reflectiveworksaboutAmericanliteratureto1865.
PO6
Analyze and describe about American literature PO3,PO8
usingstandardliteraryterminologyandotherliteraryconvention
CO5 s.

Text Books(LatestEditions)

American Literature of the 19th Century – Ed. Fisher Samuelson and

1.
Reninger Baid

A Brief History of American Literature by Richard Gray

2.

Tennsessee Williams: The Glass Menagerie

3.

References Books
(Latesteditions,and thestyleasgivenbelowmustbestrictlyadheredto)
Dickinson,Emily,andJohannaBrownell.EmilyDickinson:Poems.Chartw
1.
ellBooks,2015.
Poe,EdgarAllan,etal.
2.
PoetryforYoungPeople:EdgarAllenPoe.SterlingPub.Co.,1995.
WebResources

https://www.britannica.com/topic/The-Glass-Menagerie-play-by-
1.
Williams

https://www.poetryfoundation.org/poems/48860/the-raven
2.
 30

Mapping with Programme Outcomes:

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

CO1 3 3 3 3 3 3 3 2 3 2

CO2 2 3 3 3 2 3 3 2 2 2

CO3 3 3 3 2 3 3 3 2 3 2

CO4 3 3 3 3 3 3 3 2 2 2

CO5 3 2 3 3 3 3 3 2 2 3

3 – Strong, 2 – Medium , 1 - Low

MappingwithProgrammeSpecificOutcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 2 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 14 15

Weightedpercentage
3.0 3.0 3.0 2.8 3.0
ofCourseContributiontoPOs
 31

SECOND YEAR - SEMESTER III

CORE V – BRITISH LITERATURE-II

Subject Category L T P S Credit Inst. Marks

Code s Hours CIA External Total
Core Y Y - - 5 5 25 75 100

Learning Objectives
TohelplearnersanalyzeBritishLiteraturewrittenfromthelate18th
LO1
Centurytothepresent.
To guide them in interpretingliterature as itrelates to its
LO2
historical,cultural,and/orpoliticalcontext.
To help them infer relationships between variousmovements(such
LO3 asRomanticism,Victorianism,Modernism,
and/orPostmodernism)andtheliteratureoftheperiod.
LO4 Tocloselyexamineliteraryworksusingcriticalperspectives.
Tohelpthem with
LO5
applyingappropriateformalconventionswhenwritingaboutliterature.
Details
UNIT
Alfred Lord Tennyson – Ulysses
I
Robert Browning – My Last Duchess
T.S.Eliot – The Waste Land – The Burial of the Dead
W.H.Auden – The Unknown Citizen
Mathew Arnold – Dover Beach
G.K.Chesterton – Piece of Chalk
II
William Hazlitt – Indian Jugglers
R.B. Sheridan – The School for Scandal
III
Thomas Hardy – The Return of the Native
IV
James Joyce – The Dead
V
Somerset Maugham – The Verger

CourseOutcomes
CourseOu
Oncompletionofthiscourse,studentswill;
tcomes
Exhibit anunderstandingofand appreciation
CO1 forkeyworks in British literature, as evidenced PO1
in daily workandcoursediscussions.
Demonstrateanunderstandingofperiodization,t
CO2 PO1,PO2
heme,genre,motif,andso on,inBritishliterature.
Establish an understanding that historical,
CO3 cultural,spiritual,andethicalissues,amongother PO4,PO6
s,shapehumanexperiencesandimpactmotivatio
ns.
Respond to literature
CO4 PO4,PO5,PO6
onimportantthematicconsiderationshavingtodo
 32

with literary and historical milieu, culture,

humanresponsibility,morality,ethics,andthema
nnerandcausesbywhichhumansinteractwithone
another.
AnalyzeandexpressaboutBritishliteratureusing PO3,PO8
standardliterarylexiconandotherliteraryconven
CO5 tions.

TextBooks(LatestEditions)

1. Renard,Virginie.
TheGreatWarandPostmodernMemory:TheFirstWorldWarin Late
20 Th -Century British Fiction (1985-2000). Peter Lang
AG,InternationalerVerlagDerWissenschaften,2013.

2 The School of Scandal and other plays by R,B.Sheridan

3 The return of the native by Native by Thomas Hardy, New York

and London, Harper & Brothers publishers
References Books
(Latesteditions, andthestyleasgivenbelowmustbestrictlyadheredto)
1. The Dead, James Joyee – Analysis : www.eng-literature.com
2. Five Centuries of English Verse William Stebbing
Winged words by David Greens
3.
Web Resources
https://www.poetryfoundation.org/poems/43768/my-last-duchess
1.
https://fullreads.com/essay/the-indian-jugglers/;
2.
https://essays.quotidiana.org>piece-...“A Piece of Chalk by
3.
G.K.Chesterton-Quotidiana
 33

MappingwithProgrammeOutcomes:

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

CO1 3 3 3 3 3 3 3 2 3 2

CO2 2 3 3 3 2 3 3 2 2 2

CO3 3 3 3 2 3 3 3 2 3 2

CO4 3 3 3 3 3 3 3 2 2 2

CO5 3 2 3 3 3 3 3 2 2 3

3 – Strong, 2 – Medium , 1 - Low

Mapping withProgrammeSpecificOutcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 15 15

Weightedpercentage
3.0 3.0 3.0 3.0 3.0
ofCourseContributiontoPOs
 34

SECOND YEAR - SEMESTER IV

CORE VI –CHILDREN’S LITERATURE

Subject Category L T P S Credits Inst. Hours Marks

Code CIA External Total
Core Y Y - -5 5 25 75 100

Learning Objectives

To introduce and familiarize various genres and aspects of Children‟s

LO1
Literature

LO2 To promote ethical values through children‟s literature and appreciate the
world of other cultures
To gain comprehensive knowledge of Children‟s Literature by close
LO3
reading
LO4 To appreciate the works of various writers of Children‟s Literature

LO5 To critically analyze Children‟s literature through discussion and Writing

Details
UNIT
Background Study:
I 1. Introduction: The World of Children‟s Literature Studies by Peter Hunt.
2. Essentials: What is Children‟s Literature? What is Childhood? By Karin
Lesnik-Oberatein (From Understanding Children‟s Literature Eidted by
Peter Hunt)

II Poetry
1. Edward Lear – The Owl and the Pussy Cat
2. Shel Silverstein – Invitation
3. Robert Louis Stevenson – My Shadow
4. Naomi Shihab Nye – Mystery
Fantasy Fiction
III
J.K. Rowling – Harry Potter and the Philosopher‟s Stone

Realistic Fiction
IV
1. R.K.Narayan – Swami and Friends

V Short Story
1. Mark Twain – The celebrated jumping Frog of Calaveras County
2. Hans Christian Andersen – The Princess and the Pea
3. Nathaniel Hawthrone – The Snow Image

CourseOutcomes
 35

CourseOutcom
Oncompletionofthiscourse,studentswill;
es

Recognize the various genres of Children‟s

CO1 PO1
Literature

Acquire values through their reading of the works of

CO2 Children‟s Literature PO1,PO2
Appreciate and
CO3 c r i t i c i z e thesimilaritiesanddifferencesin PO4,PO6
culturalimaginations.
Recognize the themes and artistic style employed in
CO4 Children‟s Literature PO4,PO5,PO6
Critically evaluate the different approaches to
PO3,PO8
Children‟s Literature in various countries.
CO5
Text Books
(LatestEditions)
Angelou, Maya, The Complete Poetry. Random House 2015. An Anthology
1. of American Literature

2. Understanding Children‟s Literature – Peter Hunt, 2nd ed.

3. The Owland and Pussycat: Edward Lear, Jan Brett.

4. The snow – Image and other Twice – Told Tales by Nathaniel Hawthorne:
Boston: Ticknor Reed and Fields.

References Books
(Latesteditions,andthestyleasgivenbelowmustbestrictlyadheredto)
1. Lukens, J.Rabecca. A Critical handbook of Children‟s Literature

2. The Ownland Pussy cat; the Duck and the Kangaroo by Edward Lear; with
original Illustrations by William Foster – Scholar‟s Choice edition
3. Hunt, Peter, Defining Children‟s Literature

4. A critical study of R.K.Narayan‟s Swami and friends and the Guide” Ruby
Roy
Web Resources

https://fdocuments.in/document/childrens-literature-55845ad6244ac.html
1.
.
2. https://www.insaneowl.com/swami-and-friends-by-r-k-narayan-book-
summary-and-analysis/
 36

Mapping with Programme Outcomes:

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10
CO1 3 3 3 3 3 3 3 2 3 2
CO2 2 3 3 3 2 3 3 2 2 2
CO3 3 3 3 2 3 3 3 2 3 2
CO4 3 3 3 3 3 3 3 2 2 2
CO5 3 2 3 3 3 3 3 2 2 3
3 – Strong, 2 – Medium , 1 - Low

MappingwithProgrammeSpecificOutcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3
CO2 3 3 3 2 3
CO3 3 3 3 3 3
CO4 3 3 3 3 3
CO5 3 3 3 3 3
Weightage 15 15 15 14 15
Weightedpercentage
3.0 3.0 3.0 2.8 3.0
ofCourseContributiontoPos
 37

SECOND YEAR - SEMESTER IV

CORE VII – WORLD CLASSICS IN TRANSLATION

Subject Category L T P S Credits Inst. Marks

Code Hours CIA External Total
Core Y Y - - 5 5 25 75 100

Learning Objectives
Tofamiliarize the students with the ancient world classic literature
LO1
Toexpose students to the socio economic and cultural aspects
LO2 reflected in different countries through various texts
LO3 Toenablethemtodevelopacomparativeperspectivetostudythetexts
Togain knowledge on the parallel growth of literature from ancient
LO4
to modern periods
Tocritically appreciate the aesthetic and diverse aspects of world
LO5
classics

Details
UNIT
Thiruvalluvar – Thirukkural – IniavaiKooral – Chapter 10
I Dante – Paradiso , Canto XXI: The Seventh Sphere, Saturn
Johann Wolfgang Von Goethe – The Violet
Victor Hugo – Tomorrow at Dawn
Ovid – Pyramus&Thisbe
II Alexander Pushkin – The Gypsies
Horace – Satires
Gabriel Okara – The Mystic Drum
Walter Benjamin – Unpacking My Library
III Montaigne – Of Friendship
Luigi Pirandello – Six Characters in search of an Author
IV
Herman Hesse–Siddartha
V
 38

CourseOutcomes

CourseOu
Oncompletionofthiscourse,studentswill;
tcomes
Gainanexposureto
CO1 PO1
someClassicsinWorldLiterature,bothinthemeandform.
Be able to identify elements of universal literary meritsas well as
CO2 critically compare some of the great works oftheEastandtheWest. PO1,PO2

Gain an understanding of the works in

CO3 theircultural/historicalcontextsandoftheenduringhumanvalueswhichuni PO4,PO6
tethedifferentliterarytraditions.
Payattentiontocriticalthinkingandwritingwithinaframeworkofculturaldi PO4,PO5,
CO4
versity PO6
Appreciate and examine the literary, cultural and human significance PO3,PO8
of the works of the diverseliterarytraditions.
CO5
Text Books (Latest Editions)

1.
Six characters in search of an author by Lungi Pirandello.
Tomorrow at Dawn by Victor Hugo; A poem Analysis by Study Cargi
2.
ReferencesBooks
(Latesteditions,andthestyleasgivenbelowmust bestrictlyadheredto)
1. Benjamin Walter and Martin Jay. Unpacking My Library 2010.
2. Bercovici Konrad. The Story of the Gypsies. Pickle Partners Publishing 2017.
WebResources
.https://www.coursehero.com/lit/Illuminations/unpacking-my-library-summary/
1.
 39

MappingwithProgrammeOutcomes:

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

CO1 3 3 3 3 3 3 3 2 3 2

CO2 2 3 3 3 2 3 3 2 2 2

CO3 3 3 3 2 3 3 3 2 3 2

CO4 3 3 3 3 3 3 3 2 2 2

CO5 3 2 3 3 3 3 3 2 2 3

3 – Strong, 2 – Medium , 1 - Low

MappingwithProgrammeSpecificOutcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 2 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 14 15

Weightedpercentage
3.0 3.0 3.0 2.8 3.0
ofCourseContributiontoPOs
 40

THIRD YEAR - SEMESTER V

CORE VIII – LANGUAGE& LINGUISTICS

Subje Category L T P S Credits Inst. Marks

ct Hours CIA External Total
Code
Core Y Y - - 5 5 25
75 100

LearningObjectives
To help learners gain knowledge of origin, growth and development of English
LO1 Language
Tohighlight the impact of various socio,political, cultural and historical events on
LO2 English Language
Tohelpthem gainknowledgeofthescientific study of Englishlanguage and linguistics
LO3
Toenable thestudents to acquire a foundation of linguistic concepts.
LO4 Toinformthemaboutthevariousexternallinguisticinfluencesthathavecontributedtothema
kingofthelanguage
Toexpose students to the analysis of literary texts using linguistic and discourse
LO5 analytical tools
Details
UNIT

I Descent of English Language from the Indo European family

Old, Middle & Modern English
II Influence – Greek, Latin, Scandinavian, French, Indian

III Growth of Vocabulary

IV Change of Meaning

V Phonology – Vowels, Consonants & Diphthongs

CourseOutcomes
Course Oncompletionofthiscourse,studentswill;
Outcom
es
Comprehend the essential link between language and culture. Gainin-
depth understandingon thegrowth of PO1
theEnglishlanguageundertheinfluenceofvariousotherlanguages
CO1 including Latin and French, besides beingmentoredinthestructuralnitty-
grittiesofthelanguage.
Gain extensive insight into the history of
Englishliterature,whilelayingspecialemphasisonvariousliterary
movements, genres and writers that are PO1,PO2
CO2 heldtobetherepresentativesoftheirtimes.
 41

Evaluatethewaysocio-culturalandhistorical
PO4,PO6
CO3 phenomenainfluencetheliteraryproductionofaparticularperiod
Familiarizethemselveswiththesocio-culturalambience and the discursive
frameworks of variousages PO4,PO5,P
CO4 O6
Apply critical thinking, PO3,PO8
CO5 independentjudgment,interculturalsensitivityandregional,nationalandglo
balperspectives to identify and solve problems in EnglishLanguage and
Linguistics
Text Books (Latest Editions)

1. John Lyons, Language & Linguistics

2. T.Balasubramanian, A text book of English Phonetics for Indian students
References Books
(Latesteditions,andthestyleasgivenbelowmust bestrictlyadheredto)
1. Modern Applied Linguistics: A introduction N.Krishnaswamy, S.K.Verma CIEFL,
Hyderabad and N.Nagarajan, National College, Trichy
2. Mark Hancock, English Pronouncing Dictionary
3. Charles F.Mayer, Introducing English Linguistics

Mapping with Programme Outcomes:

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

CO1 3 3 3 3 3 3 3 2 3 2

CO2 2 3 3 3 2 3 3 2 2 2

CO3 3 3 3 2 3 3 3 2 3 2

CO4 3 3 3 3 3 3 3 2 2 2

CO5 3 2 3 3 3 3 3 2 2 3

3 – Strong, 2 – Medium , 1 - Low

MappingwithProgrammeSpecificOutcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

 42

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 15 15

Weightedpercentage
3.0 3.0 3.0 3.0 3.0
ofCourseContributiontoPOs
 43

THIRD YEAR - SEMESTER V

CORE IX –WOMEN’S WRITING

Subject Category L T P S Credit Inst. Marks

Code s Hours CIA External Total
Core Y Y - - 4 5 25 75 100

Learning Objectives
LO1 To identify the origin and development of feminism as a genre.
Toenablethemgainspecializedknowledgerelatedtoworksofauthors
LO2
of national andinternationalacclaim.
Tofamiliarizethemwiththestyle,dictionandcoherenceofauthorsand
LO3
theirworks.
To enable the students to recognize feminism as a social
LO4
movement and critical tool to express the unspoken female
experiences
Toenhancetheirability tothinkhistorically
LO5
andanalyticallyaboutpeople,language,literature,cultureandsociety
.
Details
UNIT
Feminist movements
I
Kamala Das – Introduction
II
ImtiazDharkar - Purdah
Maya Angelou – Still I Rise
Margaret Atwood – Journey to the Interior
Anne Bradstreet – Prologue
Judith Wright – Eve to the Daughter
Virginia Woolf – A Room of One‟s Own Chapter III
III
Shakespeare‟s Sister
Alice Walker – “The Black Writer and the Southern Experience”
from In Search of a Mother’s Garden
Mahasweta Devi - Bayen
IV
Doris Lessing – The Grass is Singing or
V
Sandra Cisneros - The House on Mango Street
Ambai - In a forest, A deer (Short Story)

CourseOutcomes

Course Oncompletionofthiscourse,studentswill;
Outcomes
Recognize the background , origin and special
CO1 features of women‟s writing with reference to PO1
western society
Integrateknowledgeofthediversityofculturesth
CO2 rough the works of various Women writers PO1,PO2
 44

Analyse various perspectives of women issues

as expressed in the works of women writers
CO3 representing women‟s voices. PO4,PO6

Identify how the significant others of the

CO4 society contributed to the clear understanding PO4,PO5,PO6
of womanhood and authorship
CO5 Analyse and examine the major socio cultural PO3,PO8
and socio economic constraints in defining
women as equal human being through the
works of women writers

Toequipthemwiththeabilitytousethisknowledgetoanalyzeproblemsinbothotheracademicsetting
s andwork contexts.

TextBooks(LatestEditions)

1. Barnes, Jonathan, and Professor of Ancient Philosophy Jonathan Barnes.

Aristotle: A Very Short Introduction. Oxford Paperbacks, 2000.
2. Purdah and other poems by Imtaiz Dharker
3. In a forest, A deer Stories by Ambai translated from Tamil by Lakshmi Holmstrom, Oxford
ReferencesBooks
(Latesteditions,andthestyleasgivenbelowmustbestrictlyadheredto)
Walters, Margaret, Feminism, A very short Introduction
1.
Feminism is for everybody passionate politics by Bell hooks.
2.
Tomalin,Claire.CharlesDickens.PenguinUK, 2012.
3.
Web Resources

1. https://www.jetir.org/papers/JETIRFC06031.pdf

2. https://www.poemhunter.com/poem/an-introduction-2/
 45

Mapping with Programme Outcomes:

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

CO1 3 3 3 3 3 3 3 2 3 2

CO2 2 3 3 3 2 3 3 2 2 2

CO3 3 3 3 2 3 3 3 2 3 2

CO4 3 3 3 3 3 3 3 2 2 2

CO5 3 2 3 3 3 3 3 2 2 3

3 – Strong, 2 – Medium , 1 – Low

MappingwithProgrammeSpecificOutcome:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 2 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 14 15

Weightedpercentage
3.0 3.0 3.0 2.8 3.0
ofCourseContributiontoPOs
 46

THIRD YEAR - SEMESTER V

CORE X –INTRODUCTION TO FOLK LITERATURE

Subject Category L T P S Credit Inst. Marks

Code s Hours CIA External Total
Core Y Y - - 4 5 25 75 100

LearningObjectives
Tofamiliarizelearnerswiththe different theories and forms of folk
LO1
literature
LO2 Tohelpthemanalyzethe role of oral traditioninliterature.
Toenableleanerstoappreciateoral and folk arts
LO3
Tocloselyexaminethevariousthemesandmethodologiesexistingin
LO4
ContemporaryIndianWritinginEnglish.
Tohelptheminunderstandinghowandonwhatgroundswomen‟swriti
LO5
ngcanbe consideredas aseparategenre.
Details
UNIT
Definition , Origin and development
I Characteristics of Folk Literature
Techniques of Folk Literature

Major Forms of Folk Literature

II Myths, Legends, Folk Songs, Ballad, Folk Drama, Folk Tales,
Proverbs and Riddles, Folk Arts

Folk scholars of the world: Max Muller, V.J. Propp, Stith Thompson,
III Levi Strauss, Alan Dundes

Approaches to the Study Of Folklore:

1. Historical2. Anthropological 3. Psychological

IV Folksong: John Keats

1. La Belle Dame Sans Merci (With reference to Femme Fatale:
Adaptation of a folk ballad)
2. Eve of St.Agnes (Superstition about a maiden‟s dream)
Folktale:
The Soothsayer‟s Son from Tales of the Sun: Or, Folklore of Southern
India.

V GirishKarnad - Hayavadana

CourseOutcomes
 47

CourseOu
Oncompletionofthiscourse,studentswill;
tcomes

CO1 Identify the fundamental characteristics and

functions of folklore PO1

Get acquaint with the famous folk scholars of

PO1,PO2
CO2 the world

CO3 Enhance knowledge of various folk forms PO4,PO6

CO4 Interpret and analyze folklore from various

theoretical perspectives PO4,PO5,PO6
Recognize the role of theories and
methodologies in folklore studies and how
PO3,PO8
CO5 they have been adapted in famous literary
works
TextBooks(LatestEditions)

Hayavadana by Girish Karnad, Oxford 1997

1.
ReferencesBooks
(Latesteditions,andthestyleasgivenbelowmust bestrictlyadheredto)
1. Tradition and Innovation in Folk Literature by Wolfgang Mieder
2. A. Aarne. The Types of the Folktale, 2nd ed. Ed. By S. Thompson
3. Alan Dundes – Interpreting Folklore, Bloomington: Indiana, Univ
Press.
WebResources
1. Tales of the Sun: Or, Folklore of Southern India (gutenberg.org)
https://www.gutenberg.org/files/37002/37002-h/37002-h.htm

Folk literature | Definition, Characteristics, Examples, Significance, &

Facts | Britannica
Folk literature - Oral Tradition, Legends, Myths | Britannica

MappingwithProgrammeOutcomes:

PS01 PS02 PS03 PS04 PS05 Average

CO1 3 3 2 2 2 2.4
CO2 3 3 3 2 2 2.6
CO3 3 3 3 2 2 2.6
CO4 3 3 2 2 2 2.4
CO5 3 3 2 2 2 2.4
Total (T) 12.4
Mean(T/5) 2.4
Key: Strongly Correlated – 3 Moderately Correlated - 2 Weakly Correlated - 1

3 – Strong, 2 – Medium , 1 - Low

 48

MappingwithProgrammeSpecificOutcomes:

PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 2 3

CO3 3 3 3 3 3
CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 14 15

Weightedpercentage
3.0 3.0 3.0 2.8 3.0
ofCourseContributiontoPOs
 49

THIRD YEAR - SEMESTER V

CORE XI – INDIANWRITINGINTRANSLATION

Subject Category L T P S Credits Inst. Marks

Code Hours CIA External Total
Core Y Y - - 4 5 25 75 100

Learning Objectives
To introduce the students to the polyphony of modern Indian writing in
LO1
translation
To make them identify the multifaceted nature of cultural identities in the
LO2
various Indian literatures through indigenous literary traditions.
To compare literary texts produced across Indian regional landscapes to seek
LO3
similarities and differences in thematic and cultural perspectives.
To explore images in literary productions that express the writers sense of
LO4
their society.
To encourage the students to explore texts outside of the suggested reading
LO5
lists to realize the immense treasure trove of translated Indian literary works.
Details
UNIT
P.K. Kalyani - Introduction
I
Bharathiyar – KaatruVeliyidai
II
Ilangoadigal - The Book of Vanci. – Silappathikaaram
Rabindranath Tagore - Far Below Flowed Jumna, Fruit Gathering,
fromThe Gardener.
ArunKolatkar - An Old Woman
P.Sivakami – Land:Women‟s Breadth and Speech
III
Nirad C Chaudari – Vanishing Landmarks
IV GirishKarnad – The Wedding Album

V M.K Indira – Phaniyamma

CourseOutcomes
CourseOutcom
Oncompletionofthiscourse,studentswill;
es
Recognize the multifaceted nature of cultural identities
CO1 in the various Indian literatures through indigenous PO1
literary traditions
CO2 Compare literary texts produced across Indian regional PO1,PO2
landscapes to seek similarities and differences in
thematic and cultural perspectives.
Learn to explore images in literary productions that
CO3 express the writers‟ sense of their society. PO4,PO6
 50

Explore texts outside of the suggested reading lists to

CO4 realize the immense treasure trove of translated Indian PO4,PO5,PO6
literary works.
Be familiar with concepts such as modernism, PO3,PO8
regionalism, the contemporary representations of
CO5 history, class, and gender in modern Indian writing in
translation

TextBooks(LatestEditions)

ModernIndianWritinginTranslation,EditedbyDhananjayKapse,2016
1.
ShortFictionfromSouthIndia,EditedbySubashreeKrishnaswamyandK.Srilata,2007
2.
3. Translation studies by P.K.Kalyani: Creative Books, 2001.
4. Phaniyamma by M.K. Indira: South Asia Books. 1994.

ReferencesBooks
(Latesteditions,andthestyleasgivenbelowmustbestrictlyadheredto)
AClutchofIndianMasterpieces,EditedbyDavidDavidar,2016.
1.
Changing the Terms: Translatingin the Postcolonial Era, Edited by Sherry
2. SimonandPaulSt.Pierre,2000

100Great IndianPoemsbyAbhayK.Bloomsbury,2019
3.
WebResources
1. ModernIndianWritinginTranslation-Course(nptel.ac.in).

MappingwithProgrammeOutcomes:

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

CO1 3 3 3 3 3 3 3 2 3 2

CO2 2 3 3 3 2 3 3 2 2 2

CO3 3 3 3 2 3 3 3 2 3 2

CO4 3 3 3 3 3 3 3 2 2 2

CO5 3 2 3 3 3 3 3 2 2 3

3 – Strong, 2 – Medium , 1 - Low

 51

MappingwithProgrammeSpecificOutcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3
CO5 3 3 3 3 3

Weightage 15 15 15 15 15

Weightedpercentage
3.0 3.0 3.0 3.0 3.0
ofCourseContributiontoPOs
 52

THIRD YEAR - SEMESTER V

CORE XII – MYTH AND LITERATURE

Subj Category L T P S Credits Inst. Marks

ect Hours CIA External Total
Cod
e
Core Y Y - - 4 5 25 75 100
Learning Objectives
LO1 To help students at theoriginandsourcesofmythsinliterature.
Providethemwitha
LO2
uniqueapproachofinterpretingcriticalanalysisthathasgivenrisetoaneedofunderstandingthe
concept'Myth'inrelationtoman'slife
LO3 GetanIn-depthstudyofthetheoreticalapproaches
Helpthemgaininsighttomyth,ritual,philosophy,methodsandcontemporaryissuesinreligiou
LO4
sstudiesfromancienttimestomoderntimes
Help them tounderstand the definition of symbolism withits
LO5
differenttypesanddimensions.
Details
UNI
T
Defining a Myth, Creation Myth
I World Mythology as related to Greek, Roman, Indian, American and Scandinavian.
The Greek storytellers: Homer, Aeschylus,
Roman Mythmakers: Vigil, Ovid.
II Shelly - Prometheus Unbound
W B Yeats – Sailing to Byzantium

III Albert Camus - The Myth of Sisyphus

Volga -The Liberation of Sita

Greek and Roman Mythology

IV
a. The story of cupid and Psyche
b. The story of Orpheus and Eurydice

Sir James George Frazer: The Golden Bough : Chapter XXXVIII. The Myth of Osiris (The
Storyof Osiris)

Indian Mythology
V
1. Stories from The Ramayana
a. The Burning of Lanka
2. Stories from The Mahabharatha
a. Kurukshetra _ The Battle and the deceptionof Bheema
3. Stories from Puranas, Epics & Vedas
a. The Story of Nala&Damayanthi
 53

CourseOutcomes
CourseOutcom
Oncompletionofthiscourse,studentswill;
es
Understandtheoriginandsourcesofmythsinliterature

CO1
Developanin-
CO2 depthknowledgeofthetheoreticalapproachesofmyth,ritual,philosophy,methodsandcontempo
issues in religious studies from ancienttimestomoderntimes.
CO3 Gain insight to the basic idea of Vedic Epic
andPuranicMythologyandalsotheconnectionamongFire,Rain,Stars,Holy
PO4,PO6
Drink,Supernaturalbirth,Mountains&Rivers,Holyplaces&Festivals
CO4 Understandsymbolism withits differenttypesanddimensions.
PO4,PO5,PO
CO5 Developin-depthpsychologicaldevotiontotheperspectives of Indian Mythology in Literature, PO3,PO8
Art,andMusic
TextBooks(LatestEditions)

1.
Bauman, Richard. A Genre@ in Folklore, Cultural Performance, and PopularEntertainments: A
Communications-Centered Handbook. Oxford: OxfordUniversityPress,1991.
2. The Story of Cupid and Psyche as related by Apuleius. Louis C Purser
3. Ramayana Stories: The Burning of Lanka – Om Books Editorial Team

ReferencesBooks
(Latesteditions,andthestyleasgivenbelowmust bestrictlyadheredto)
Myths and Legends: An illustrated guide to their origins and meaning. Philip Wilkinson
1.
2. Eller,Cynthia.TheMythoftheMatriarchalPrehistory:WhyanInventedPastWon'tGive Womena
Future.Boston:BeaconPress,2000.
3. Grimm,JakobandWilhelmGrimm.A PrefacestotheFirstand SecondEditions@of theNursery
andHouseholdTales,in MariaTatar,TheHardFactsoftheGrimms=FairyTales.Princeton:Princeton
UniversityPress,1987(originallypublished1812-1819):203-222.
WebResources
1.
Myth and literature | Myth: A Very Short Introduction | Oxford Academic (oup.com)
Classical Mythology (Clas 215) (duke.edu)
Bascom,William.A. TheFormsofFolklore: ProseNarratives@inJournalofAmericanFolklore78,1965:3-20.

MappingwithProgrammeOutcomes:

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

CO1 3 3 3 3 3 33 2 3 2
 54

CO2 2 3 3 3 2 33 2 2 2

CO3 3 3 3 2 3 33 2 3 2

CO4 3 3 3 3 3 33 2 2 2

CO5 3 2 3 3 3 33 2 2 3

3 – Strong, 2 – Medium , 1 - Low

MappingwithProgrammeSpecificOutcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 2 3
CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 14 15

Weightedpercentage
3.0 3.0 3.0 2.8 3.0
ofCourseContributiontoPos
 55

THIRD YEAR - SEMESTER VI

CORE XIII –LITERARYCRITICISM

Subject Category L T P S Credits Inst. Marks

Code Hours CIA External Total
Core Y Y - - 4 5 25 75 100

Learning Objectives
To introduce various theoretical concepts from ancient of modern criticism
LO1
LO2 Toequiplearnerswithideasrelatedtothetheoryandcriticismofliterarytexts.
Tofamiliarizelearnerswithwesternliterarytheoryandcriticismwith
LO3
anemphasisonthemost prominent theorists,texts,schools,andideas
LO4 Tohelpthemthinkcriticallyaboutarangeofliterarytheories.
Toemphasizelearnersonthecarefulreadingofprimarytheoreticaltextsaswelltohistori
LO5 calandsocialcontexts.
Details
UNIT
Introduction – From Aristotle to Postcolonial
I
Philip Sidney – An Apology for Poetry
II
Mathew Arnold – A Study of Poetry
III
S T Coleridge – BiographiaLiteraria – Chapter I
IV
T S Eliot – Tradition and Individual Talent
V
CourseOutcomes
CourseOut
Oncompletionofthiscourse,studentswill;
comes
Demonstrate familiarity with the history of
literarytheoryintheWest,
includingprominenttheoristsandcritics, important schools and
CO1 PO1
movements, and thehistorical and cultural contexts important
to thosetheories
CO2 Demonstrateanunderstandingofkeyconceptsinliterary
PO1,PO2
Theory
Understand
CO3 themeaning,significance,andvalueofspecificliterarytheoretical PO4,PO6
works.
Analyze specific literary theories in order to
CO4 distinguishthemfromothertheoriesandtoidentifythestructureand PO4,PO5,PO6
logic oftheirarguments.
CO5 Use literary theoretical concepts to develop your PO3,PO8
owninterpretationsofliterarytexts.
TextBooks(LatestEditions)

A History of English
1. Criticism.GeorgeSaintsbury.AtlanticPublishers&Distributors,2017
CriticalApproachestoLiteratureDavidDaichesNewDelhi:OrientLongman,2016
2.
 56

3. Beginning Theory: A Introduction to Literary and Cultural Theory . 4 th ed. Peter Barry
ReferencesBooks
(Latest editions, and the styleasgivenbelowmust bestrictlyadheredto)
B.Rajan&A.GGeorge,MakersofLiteraryCriticism,NewDelhi:AsiaPublishingHous
1.
e,2015
S.RamaswamiTheEnglishCriticalTradition.MacmillanIndiaLimited,2015
2.
D.J.Enright&E.DEnglishCriticalTexts,edsD.J.Enright&E.D.Kolkata:OxfordUniv
3.
ersityPress,Chickera,2017
WebResources
1. www.ksu.edu/english/eiselei/engl795.
MappingwithProgrammeOutcomes:
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10
CO1 3 3 3 3 3 3 3 2 3 2
CO2 2 3 3 3 2 3 3 2 2 2
CO3 3 3 3 2 3 3 3 2 3 2
CO4 3 3 3 3 3 3 3 2 2 2
CO5 3 2 3 3 3 3 3 2 2 3
3 – Strong, 2 – Medium , 1 – Low
MappingwithProgrammeSpecificOutcomes:
CO /PO PSO1 PSO2 PSO3 PSO4 PSO5
CO1 3 3 3 3 3
CO2 3 3 3 3 3
CO3 3 3 3 2 3
CO4 3 3 3 3 3
CO5 3 3 3 3 3
Weightage 15 15 15 14 15
Weightedpercentage
3.0 3.0 3.0 2.8 3.0
ofCourseContributiontoPOs
 57

THIRD YEAR - SEMESTER VI

CORE – XIV– NEW LITERATURES IN ENGLISH

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
Core Y Y - - 4 5 25 75 100

Learning Objectives
To provide learners with an appreciation of writing and literature from
LO1
global and personal perspectives

To help learners cultivate a more complex understanding of their own

LO2 culture(s), linguistic/communication practices, and perspectives in relation
to others.
LO3 To help them engage in imagination, critical inquiry and self‐reflection
To help them explore significant texts from diverse cultures and people in
LO4
history
Tohelplearnersunderstandhowanauthor'sownideologyshapesrealityin their
LO5
respective works

Details
UNIT
Derek Walcott (African) – A Far Cry from Africa
I YasminGoonarantne (South Asia / Sri Lanka) – Big Match
Judith Wright (Australian) – The Company of Lovers
E.J. Pratt (Canadian) – The Dying Eagle
Allen Curnow (New Zealand) – House and Land
1. NgugiwaThinong‟o (African): “The Language of African Literature‟.
II Chapter 1 from Decolonizing the minds” The Politics of Language in
African Literature, pp 4-34
2. Aung San Suukyi (Burmese)” Freedom from Fear”
http://www.uscampaignforburma.org/assk/sakharovessay.html.
Wole Soyinka (Africa) - The Lion and the Jewel
III
Guan Moye (Mo Yan/ Chinese) – Red Sorghum
IV
Short Stories
V Amy Hempel (Caribbean) – In the Cemetery Where Al Jolson Is Buried
Katherine Mansfiled (New Zealand): The Doll‟s House
CourseOutcomes
CourseOutcom
Oncompletionofthiscourse,studentswill;
es
Associate and recount the impact of colonial rule
throughout the world and how English permeated all
CO1 PO1
colonies
Explore the literatures from various colonies
especially after the end of colonial rule expressing a
CO2 cultural longing for their past and challenging the PO1,PO2
colonial intervention
 58

Compare, discuss and explain interconnections and

functions of post-colonial literature and its contexts
CO3 including comparative and interdisciplinary issues PO4,PO6

Critically evaluate arguments and assumptions about

CO4 postcolonial literature. PO4,PO5,PO6
Examine culture and its relationship with individual PO3,PO8
memories and familial relationships, and how these
CO5 emerge as powerful narratives of race and history
TextBooks(LatestEditions)

The Doll‟s House and other Stories Katherine Mansfield

1.
Reg Sorghum: Moyan
2.
3. The Collected stories: Amy Hempel
ReferencesBooks
(Latesteditions,andthestyleasgivenbelowmustbestrictlyadheredto)
Major voices in New Literature in English: Bishun Kumar Neha Arora
1.
Jo Donell, Margaret. An Anthology of Commonwealth Verse: Blackie and
2. Sons. Pub 1984
Rutherford, Anna and Donald Hannah, Commonwealth Short Stories,
3.
Macmillan: UK, 1979
Walsh, William , Commonwealth Literature. OUP, UK, 1973
4.
WebResources
a. http://gardenofpraise.com/leaders.htm
1. b. http://www.pitara.com/magazine/people.asp

MappingwithProgrammeOutcomes:
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

CO1 3 3 3 3 3 33 2 3 2

CO2 2 3 3 3 2 33 2 2 2

CO3 3 3 3 2 3 33 2 3 2

CO4 3 3 3 3 3 33 2 2 2

CO5 3 2 3 3 3 33 2 2 3
 59

3 – Strong, 2 – Medium , 1 - Low

MappingwithProgrammeSpecificOutcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 15 15

Weighted percentage of
3.0 3.0 3.0 3.0 3.0
Course Contributionto Pos
 60

THIRD YEAR - SEMESTER VI

CORE XV – SHAKESPEARE

Subject Category L T P S Credits Inst. Marks

Code Hours CIA External Total
Core Y Y - - 4 5 25 75 100

Learning Objectives
LO1 To make the students understand the socio cultural aspects of Elizabethan age.

LO2 TofacilitatelearnerswithadeeperunderstandingofShakespeare‟splays

LO3 ToprovidelearnerswithanoverviewofShakespeare‟shistoricalandpoliticalcontexts
Toenable
LO4
thelearnersgainanappreciationofShakespeare‟sdramaticpracticethroughclosereadi
ngs oftheplays themselves
Tofacilitatethe learners toanalyze plot, characters, themes and stage craft of his
LO5
plays
Details
UNIT
General Studies
I
Shakespeare‟s Comedy
Shakespeare‟s Theatre and Audience
Fools and Clowns of Shakespeare
Tragedies of Shakespeare
Soliloquies of Shakespeare
Heroines of Shakespeare
Villains of Shakespeare
Sonnets of Shakespeare
II Sonnet – 2,17,28,56 and 121

III The Merchant of Venice – Detailed

IV Macbeth – Non detailed

V The Tempest – Non detailed

CourseOutcomes
CourseOu Oncompletionofthiscourse,studentswill;
tcomes
Demonstrateanunderstandingofthehistorical,culturalandpolitica
CO1 PO1
lcontextsoftheplaysdiscussed
Show evidence of wider reading and a knowledge
CO2 PO1,PO2
ofShakespearescholarship.
Articulateideasthat identify,analyzeandcommunicateprinciples
and concepts of the plays
CO3 PO4,PO6
Understand the distinctiveness of Shakespeare‟s works with
CO4 special reference to the immortal characters he created, his PO4,PO5,PO6
 61

intuitive understanding of human nature and the greatness of

his craftmanship
Analyze and appreciate the literary expertise of Shakespeare PO3,PO8
and his relevance to the current society
CO5
TextBooks(LatestEditions)
A.C.Bradley‟s Criticism on Shakespeare‟s Drama, Theatre and techniques.
1.
2. Macheth. William Shakespeare : A Critical Evaluation Dr.S.Sen

Frye,
Northrop.“TheArgumentofComedy.”InEnglishInstituteEssays.NewYork,NY:Col
3.
umbiaUniversityPress,1949,pp.58-73;repr.inShakespeare:
Modern Essays in Criticism. Edited by Edward Dean. New York:
OxfordUniversityPress,1969[1957]
ReferencesBooks
(Latest editions,andthestyleasgivenbelowmust bestrictlyadheredto)
Habicht, Werner. “Shakespeare and the German Imagination.” In
1. Shakespeare:WorldViews.EditedbyHeatherKerr,RobinEaden,andMadgeMitton.
Cranbury,NJ:AssociatedUniversityPresses,1996
Harris, Diana. “The Diva and the Donkey: Hoffman‟s Use of Opera in
2. AMidsummerNight’sDream”MS.

Jackson, Russell. “A Shooting Script for the Reinhardt-DieterleDream: the

3. WarwiththeAmazons,Bottom‟sWife,andotherMissing „Scenes.‟”Shakespeare
Bulletin16/4(Fall, 1998)
WebResources
1. Reinhardt,MaxandWilliamDieterle.(1935):VHS, laserdisc

MappingwithProgrammeOutcomes:

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10
CO1 3 3 3 3 3 3 3 2 3 2
CO2 2 3 3 3 2 3 3 2 2 2
CO3 3 3 3 2 3 3 3 2 3 2
CO4 3 3 3 3 3 3 3 2 2 2
CO5 3 2 3 3 3 3 3 2 2 3
3 – Strong, 2 – Medium , 1 - Low

MappingwithProgrammeSpecificOutcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3
 62

CO3 3 3 3 2 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 14 15

Weightedpercentage
3.0 3.0 3.0 2.8 3.0
ofCourseContributiontoPOs
 63

FIRST YEAR - SEMESTER I

ME 1– SOCIAL HISTORY OF ENGLAND-I (ELECTIVE)

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
Core Y Y - - 3 4 25
75 100
Learning Objectives
LO1 To acquaint the students with background study of social conditions in
England

LO2 To introduce students to some of the major historical development of England

LO3 To facilitate the students to focus on chronological narrative of events as on

major issues trends, events and crisis of the period
To make the students aware of the relation between socio political and socio
LO4
religious events and literary works
LO5 To expose the students various trends and movements of England.
Details
UNIT
Landmarks in Early English History
I The Norman Conquest – Feudal System – Crusades – Magna Carta – Hundred Years
War –1348 – Black Death – 1381- Peasants Revolt – Lollards Movement – Wars of
Roses
The Renaissance
The Reformation
II The Dissolution of the Monasteries
Colonial Expansion
III The Tudor Navy and The Armada
The Elizabethan Age &Theatre
IV The Origin and Growth of Political Parties in England
Age of Queen Anne
V Coffee House Life in London.
Course Outcomes
CourseOutcomes
On completion of this course, students will;
Gain knowledge of various features of social and political
history of England
CO1 PO1
CO2 Awareness of the relation between socio- religious events
PO1,PO2
and socio- political works
Compare history with Literature
CO3 PO4,PO6
Enable to assess the emergence, reasons, development and
CO4 PO4,PO5,PO6
the impact of social movements
Assess the overall emergence of English society as a nation. PO3,PO8

CO5
 64

TextBooks(LatestEditions)
1. Asa Briggs - Social History of England

Louise Creighton – Social History of England

2.

G.M. Trevelyan: Social History of England

3.

ReferencesBooks
(Latesteditions,andthestyleasgivenbelowmustbestrictlyadheredto)
1. Julia Crick and Elisabeth Van Houts Ed. - Social History of England (900-1200)

2. Keith Wrightson - Social History of England (1500-1750)

Francois Bedarida: A Social History of England 1851-1990, 2nded
3.
WebResources
https://www.literpretation.com/post/social-history-of-enland-6#:
1.
https://gacbe.ac.insematerial
2.
 65

MappingwithProgrammeOutcomes:

Mapping of Course Outcomes to Program Specific Outcomes

PSO1 PSO2 PSO3 PSO4 PSO5 AVERAGE
CO1 3 3 3 2 1 2.4
CO2 3 3 3 1 1 2.2
CO3 3 3 3 1 1 2.2
CO4 3 3 3 1 1 2.2
CO5 3 3 3 3 2 2.8
TOTAL 11.8
MEAN T/5 : 2.36

KEY: Strongly correlated 3 Moderately Correlated – 2 Weakly Correlated – 1

MappingwithProgrammeSpecificOutcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 2 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 14 15

Weightedpercentage
3.0 3.0 3.0 2.8 3.0
ofCourseContributiontoPos
 66

FIRST YEAR - SEMESTER II

ME 2– SOCIAL HISTORY OF ENGLAND-II (ELECTIVE)

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
Core Y Y - - 3 4 25
75 100
Learning Objectives
Define the social history of England in a political perspective.
LO1
Interpret literary and cultural texts of historical, geographical, and cultural contexts. Explain
LO2 socio-political history with literary and cultural texts

Identify main trends in the social history of England and their influence on literature
LO3
Analyze the critical ideas, values and themes that appear in literary and cultural texts of various
LO4 genres
LO5 To critically analyze the influence of history and cultural diversity on literature and
language.
Details
UNIT
The union of England and Scotland
I The Agrarian Revolution
The Industrial Revolution

II The Methodist movement

Other Humanitarian Movements
III The American War of Independence
England and Ireland
French Revolution&Effects of the French Revolution
IV The Reform Bills
The Victorian Age
Development of Education in the Victorian England
V Means of transport and Communication
World Wars I & II
CourseOutcomes`
CourseOutcom
Oncompletionofthiscourse,studentswill;
es
Recognize the milestones of British History from 18th century till
the modern age and can relate how these movements influence the
CO1 English society and Literatures of that period PO1

CO2 Identify the various revolutions and movements of English society

leading to form a crucial opinion for the benefit of humanity PO1,PO2

Examine the causes and consequences of the war of Americans and

CO3 French PO4,PO6

Evaluate the effects of the revolutions and their impacts in

CO4 PO4,PO5,PO6
literature in a better perspective
 67

Analyze the reforms and the development of education, transport PO3,PO8

and communication in the modern era.
CO5
TextBooks(LatestEditions)
1. Asa Briggs - Social History of England

Louise Creighton – Social History of England

2.

G.M. Trevelyan: Social History of England

3.

ReferencesBooks
(Latesteditions,andthestyleasgivenbelowmustbestrictlyadheredto)
1. Julia Crick and Elisabeth Van Houts Ed. - Social History of England (900-1200)

2. Keith Wrightson - Social History of England (1500-1750)

Francois Bedarida: A Social History of England 1851-1990, 2nded

3.
WebResources
https://archive.org/stream/draketudornavywi02corbuoft/draketudornavywi02corbuoft_djvu.tt
1. https://archive.org/details/clublifeoflondon02timbuoft
https://www.britannica.com/biography/Anne-queen-of-Great-Britain-and-Ireland
 68

MappingwithProgrammeOutcomes:

Mapping of Course Outcomes to Program Specific Outcomes

PSO1 PSO2 PSO3 PSO4 PSO5 Average
CO1 3 3 2 2 3 2.6
CO2 2 2 3 2 3 2.4
CO3 3 3 3 2 2 2.6
CO4 3 3 3 3 2 2.8
CO5 2 3 2 3 3 2.6

Total (T) 13/5

Mean 2.6
(T/5)
Key: Strongly Correlated – 3 Moderately Correlated – 2 Weakly Correlated - 1
MappingwithProgrammeSpecificOutcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 2 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3
CO5 3 3 3 3 3

Weightage 15 15 15 14 15

Weightedpercentage
3.0 3.0 3.0 2.8 3.0
ofCourseContributiontoPos
 69

SECONDYEAR - SEMESTER III

ME 3 – HISTORY OF ENGLISH LITERATURE - I

Subject Category L T P S Credits Inst. Marks

Code Hours CIA External Total
Core Y Y - - 3 4 25
75 100

LearningObjectives
TohelpstudentswithasurveyofthehistoryofEnglishliteraturefromOldEnglishtime
LO1
stotheModernperiod.
To facilitatethem understandthemajorliterarymovementsandauthors of England
LO2
To enable students develop a comprehensive understanding of the Ages and
LO3
their characteristics
To identify the influence of social and cultural events through the works of the
LO4
writers
LO5 Toprovidetheman understanding
ofcertainlinguisticprocessesthathavecontributedtothedevelopmentoftheEnglishL
iterature
Details
UNIT
I PROSE

EarlyProse- Sidney,Bacon,TheAuthorizedVersionoftheBible
BeginningofModern EnglishProse- Addison, Steele,Johnson

POETRY
II
14thCentury -Chaucer
Elizabethan&JacobeanPoetry- Characteristicswithreferenceto Spenser,Donne
AgeofMilton - Milton
Neo-classical - CharacteristicswithreferencetoDryden,Pope
EARLYDRAMA
III Early Drama -Mystery, Miracle, Morality, Interludes
Elizabethan &Jacobean Drama - Characteristics with reference to the University
Wits
LATERDRAMA
IV Restoration Drama – Characteristics with reference to Congreve, Wycherley
Anti-sentimental comedy - Characteristics with reference to Goldsmith,
Sheridan
NOVEL
V 18thCenturyNovel - Defoe, Fielding

CourseOutcomes

CourseOutc
Oncompletionofthiscourse,studentswill;
omes
 70

Gain extensive insight into the history of

Englishliterature,whilelayingspecialemphasisonvarious
CO1 PO1
literary movements, genres and writers that are
heldtobe therepresentativesoftheirtimes.
Evaluatetheway socio-culturaland
CO2 historicalphenomenainfluencetheliteraryproductionofa PO1,PO2
particularperiod
Familiarizethemselveswiththesocio-culturalambience
CO3 and the discursive frameworks of variousages PO4,PO6

Developacriticalappreciationof
CO4 PO4,PO5,PO6
theliterarystalwartsofthe respective periods
Gainin-depth understandingon thegrowth of PO3,PO8
theEnglishlanguageundertheinfluenceofvariousotherlan
CO5 guages including Latin and French, besides
beingmentoredinthestructuralnitty-
grittiesofthelanguage.
TextBooks(LatestEditions)

W.H.Hudson–AnOutlineHistoryof EnglishLiterature
1.
2. Compton&Rickett-A Historyof EnglishLiterature
3. TheRoutledgeHistoryof LiteratureinEnglish byRonald Carterand JohnMcRae
ReferencesBooks
(Latesteditions,andthestyleasgivenbelowmust bestrictlyadheredto)
1. Historyof EnglishLiteraturebyEdward Albert
2. ACriticalHistoryof EnglishLiteraturebyDavidDaiches
3. TheConciseCambridgeHistoryofEnglishLiteraturebyGeorgeSampson

WebResources

1. https://iac-cheyyar.com>pdf

MappingwithProgrammeOutcomes:

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10
CO1 3 3 3 3 3 3 3 2 3 2
CO2 2 3 3 3 2 3 3 2 2 2
CO3 3 3 3 2 3 3 3 2 3 2
CO4 3 3 3 3 3 3 3 2 2 2
CO5 3 2 3 3 3 3 3 2 2 3
3 – Strong, 2 – Medium , 1 - Low
 71

Mapping with Programme SpecificOutcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 15 15

Weightedpercentage
3.0 3.0 3.0 3.0 3.0
ofCourseContributiontoPos

SECOND YEAR - SEMESTER IV

ME 4 – HISTORY OF ENGLISH LITERATURE - II(ELECTIVE)

Subject Category L T P S Credits Inst. Marks

Code Hours CIA External Total
Core Y Y - - 3 4 25
75 100

LearningObjectives
TohelpstudentswithasurveyofthehistoryofEnglishliteraturefromOldEnglishtime
LO1
stotheModernperiod.
To facilitatethem understandthemajorliterarymovementsandauthors of England
LO2
To enable students develop a comprehensive understanding of the Ages and
LO3
their characteristics
To identify the influence of social and cultural events through the works of the
LO4
writers
LO5 Toprovidetheman understanding
ofcertainlinguisticprocessesthathavecontributedtothedevelopmentoftheEnglishL
iterature
Details
UNIT
I PROSE
RomanticAge- Lamb,Hazlitt
VictorianAge- Ruskin, Arnold
TheTwentieth Century - Orwell,Huxley

POETRY
II Romantic Poetry - Wordsworth,Coleridge,Shelley
Victorian Poetry - Tennyson,Browning
 72

TheTwentiethCentury - Hopkins, T.S. Eliot,Yeats

DRAMA
III RevivalofDrama – OscarWilde
TheTwentiethCentury – Variousdramaticmovementswithreferenceto
Shaw,T.S.Eliot,Beckett

NOVEL
IV RomanticAge – JaneAusten,Walter Scott,
VictorianAge - Dickens,Hardy
TheTwentieth Century - H.G.Wells,Golding

TheNovelsince2000 - Irvin Welsh, Doris Lessing

V Poetrysince2000 – SeamusHeaney,EdwinMorgan
Dramasince2000 - DavidHare,DavidEdgar
CourseOutcomes

CourseOutc
Oncompletionofthiscourse,studentswill;
omes
Gain extensive insight into the history of
Englishliterature,whilelayingspecialemphasisonvarious
CO1 PO1
Literary movements, genres and writers that are
heldtobe therepresentativesoftheirtimes.
Evaluatetheway socio-culturaland
CO2 historicalphenomenainfluencetheliteraryproductionofa PO1,PO2
particularperiod
Familiarizethemselveswiththesocio-culturalambience
CO3 and the discursive frameworks of variousages PO4,PO6

Developacriticalappreciationof
CO4 PO4,PO5,PO6
theliterarystalwartsofthe respectiveperiods.
Gainin-depth understandingon thegrowth of PO3,PO8
theEnglishlanguageundertheinfluenceofvariousotherlan
CO5 guages including Latin and French, besides
beingmentoredinthestructuralnitty-
grittiesofthelanguage.
TextBooks(LatestEditions)

W.H.Hudson–AnOutlineHistoryof EnglishLiterature
1.
2. Compton&Rickett-A Historyof EnglishLiterature
3. TheRoutledgeHistoryof LiteratureinEnglish byRonald Carterand JohnMcRae
ReferencesBooks
(Latesteditions,andthestyleasgivenbelowmust bestrictlyadheredto)
1. Historyof EnglishLiteraturebyEdward Albert
2. ACriticalHistoryof EnglishLiteraturebyDavidDaiches
3. TheConciseCambridgeHistoryofEnglishLiteraturebyGeorgeSampson
 73

Web Resources

1. https://www.megaessays.com/viewpapers/38903.html

Mapping with Programme Outcomes:

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10
CO1 3 3 3 3 3 3 3 2 3 2
CO2 2 3 3 3 2 3 3 2 2 2
CO3 3 3 3 2 3 3 3 2 3 2
CO4 3 3 3 3 3 3 3 2 2 2
CO5 3 2 3 3 3 3 3 2 2 3
3 – Strong, 2 – Medium , 1 - Low
 74

MappingwithProgrammeSpecificOutcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 15 15

Weightedpercentage
3.0 3.0 3.0 3.0 3.0
ofCourseContributiontoPos

SECOND YEAR - SEMESTER V

ME5– LITERARY FORMS (ELECTIVE)

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
Core Y Y - - 3 3 25
75 100

Learning Objectives
LO1 To enable the students to identify the different genres of English Literature
To
LO2
helpthemrecognizethemainelementsofdifferentliterarygenresandassesstheirsig
nificance
Tohelpthemanalyze
LO3
differentgenresofliterature,particularlyshortstories,novels,drama,andpoetry
To make learners understand the rise and fall of literary movements and their
LO4
relationships to socio-political and socio-religious events
To enable learners to understand the literary terms while analyzing and
LO5
interpreting the works of literature.
Details
UNIT
I UNIT I
POETRY

Subjective Poetry – The Lyric, The Sonnet, The Elegy, The Ode
Narrative Poetry – Ballad, Epic, Satire, Dramatic Monologue

II PROSE I
 75

The Essay – Definition, Characteristics, Development

Types – Personal and Impersonal Essay

PROSE II
III
The Aphoristic Essay, The Periodical Essay, The Reviewers
The Short Story, Autobiography, Biography, Criticism.

DRAMA
IV
Tragedy, Comedy – Characteristics, Development, Types,
Melodrama, Farce, Masque

NOVEL
V The Characteristics, Development
Types – The Picaresque Novel, Epistolary Novel
The Gothic Novel, The Science Fiction,
The Stream of Consciousness Novel.

CourseOutcomes
CourseOutco Oncompletionofthiscourse,studentswill;
mes
Recognize the types of poetry and its distinguishing
CO1 PO1
features. To classify the poets according to their work
of art. To explore the nature and significance of
poetic techniques with examples
Define the characteristics and the development of
CO2 essay. To acquire knowledge about the elements of PO1,PO2
personal and impersonal essays
Distinguish the defining elements of Autobiography,
CO3 PO4,PO6
Biography and short story. To learn the rules of
criticism
Comprehend the origin, growth and development of
CO4 Drama. To classify the drama and dramatists PO4,PO5,PO6
according to specific characteristic features of Drama
CO5 Recognize various types of novels with suitable PO3,PO8
examples. To learn the various techniques employed
by the novelists. To explore the ways and manner the
novels have changed over the years

TextBooks(LatestEditions)

1 Literary Terms – M.H. Abrams.

The Typical Forms of English Literature. A.H. Upham

2.
Introduction to the Study of Literature – W. H. Hudson.
3
A Background to the Study of English Literature – Bir Jadish Prasad.
4
 76

ReferencesBooks
(Latesteditions,andthestyleasgivenbelowmustbestrictlyadheredto)
1. 1. Dictionary of Literary Terms & Literary Theory- J.A.Cuddon
2. Introduction to Movements, Ages and Literary Forms – Dr. R.N. Singh
3. Oxford Dictionary of Literary Terms – Chris Baldick
4.The Book of Literary Terms – Lewis Turco
WebResources

https://www.encyclopedia.com/humanities/culture-magazines/origins-novel-england
https://www.uv.es/fores/The_Routledge_Dictionary_of_Literary_Terms.pdf
https://literacyideas.com/elements-of-poetry/
https://www.englishliterature.info/2020/04/origin-and-early-growth-of-drama.html

MappingwithProgrammeOutcomes:
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

CO1 3 3 3 3 3 33 2 3 2

CO2 2 3 3 3 2 33 2 2 2

CO3 3 3 3 2 3 33 2 3 2

CO4 3 3 3 3 3 33 2 2 2

CO5 3 2 3 3 3 33 2 2 3

3 – Strong, 2 – Medium , 1 – Low

MappingwithProgrammeSpecificOutcomes:
CO /PO PSO1 PSO2 PSO3 PSO4 PSO5
CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 2 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 14 15

Weightedpercentage
3.0 3.0 3.0 2.8 3.0
ofCourseContributiontoPos
 77

THIRD YEAR - SEMESTER V

NME1 – LITERATURE AND ENVIRONMENT
Subject Code Category L T P S Credits Inst. Marks
Hours CIA External Total
Core Y Y - - 3 5 25 75 100

Learning Objectives
To enable the learners to understand and address the connection between
LO1
ecology, culture and literature.
LO2 To introduce a few basic concepts and principles of Ecocriticism.
To help them explore various representations of the environment through
LO3
literature and to sensitize the learners on grave ecological concerns.
To apply Ecocriticism to the reading of literary texts.
LO4
To expose the learners to recent critical theories.
LO5
Details
UNIT
Definitions – Ecology, Eco Criticism, Deep Ecology, Niche, Symbiosis,
I
Tinai, Home, Oikos and Oikopoetics
CheryllGlotfelty – “Introduction” The Eco criticism Reader: Landmarks in
II
Literary Ecology. Ed. CheryllGlotfelty and Harold Fromm
Sangam Poetry - Home and Kurunji (Tr. by A.K.Ramanujan)
III
Wordsworth - Nutting
Keats - On Grasshopper and Cricket
D H Lawrence – Snake
Gary Snyder – Second Shaman Song
WislawaSzymborska – Conversation with a Stone

Arundathi Roy – The Greater Common Good

IV
Rachel Carson – A Fable for Tomorrow
AmitavGhosh – The Hungry Tide or Inez Barnay – Neem Dreams
V
CourseOutcomes
CourseOutcom
Oncompletionofthiscourse,studentswill;
es
Demonstrate complex and various representations of
CO1 Nature in Green
Studies.
Discuss different generic and formal modes of
CO2 construction, including strategies for representing
ecological disaster and apocalypse.
Utilize the skills to reflect upon and critique both the
CO3 real world environmental crisis and representations of PO4,PO6
related issues by thinking with important
contemporary theoretical concepts.
Apply appropriate critical strategies to analyze the PO4,PO5,PO6
CO4 ideological dimensions of representations of nature
and ecology in literature.
 78

Formulate secondary critical reading material, PO3,PO8

assessing the scholarly arguments that might
CO5 contribute to their intellectual projects
TextBooks(LatestEditions)
1. The Eco criticism Reader: Landmarks in Literary Ecology. Ed.
CheryllGlotfelty and Harold Fromm
AmitavGhosh – The Hungry Tide
2.
Inez Barnay – Neem Dreams
Carson, Rachel. Silent Spring
3.
ReferencesBooks
(Latesteditions,andthestyleasgivenbelowmustbestrictlyadheredto)
Devall, Bill and George Sessions. Deep Ecology: Living as if Nature
1. Mattered
Garrard, Greg. Ecocriticism: A New Critical Idiom
NirmalSelvamonyEcocritism
Garrard, Greg. The Oxford Handbook of Ecocriticism

2. Contemporary Contemplations on Eco Literature by Suresh Fredrick

WebResources
1. What is Deep Ecology?: https://www.schumachercollege.org.uk/learning-
resources/what-is-deep-ecology WangariMaathai Speech:
https://www.youtube.com/watch?v=dZap_QlwlKw WangariMaathai Tribute
Film: https://www.youtube.com/watch?v=koMunNH1J3Y Rachel Carson Video
Silent Spring Chapter I https://www.youtube.com/watch?v=32Lj2DHaT4I
Walden A Documentary: https://www.youtube.com/watch?v=ZpS5yxy8O0w
 79

MappingwithProgrammeOutcomes:
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

CO1 3 3 3 3 3 3 3 2 3 2

CO2 2 3 3 3 2 3 3 2 2 2

CO3 3 3 3 2 3 3 3 2 3 2

CO4 3 3 3 3 3 3 3 2 2 2

CO5 3 2 3 3 3 3 3 2 2 3

3 – Strong, 2 – Medium , 1 - Low

MappingwithProgrammeSpecificOutcomes:
CO /PO PSO1 PSO2 PSO3 PSO4 PSO5
CO1 3 3 3 3 3

CO2 3 3 3 2 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 14 15

Weightedpercentage
3.0 3.0 3.0 2.8 3.0
ofCourseContributiontoPos
 80

THIRD YEAR - SEMESTER V

NME 2– ENGLISH LANGUAGE TEACHING

Subject Category L T P S Credits Inst. Hours Marks

Code CIA External Total
Core Y Y - - 3 5 25 75 100

LearningObjectives
To provide introduction to teaching and learning India
LO1
LO2 To familiarize the essential components and concepts of language teaching

LO3 To become familiar with the methods to teach LSRW skills

To expose learners to various approaches, methods and techniques of teaching

LO4 English literature. (prose, poetry, drama, grammar and composition)

To help the learner understand the role of technology in teaching English

LO5
Details
UNIT
Language Acquisition and Language Learning materials – Brian Tomlinson
I
Second Language Acquisition – Origin of some traditional teaching methods
and approaches
II Teaching LSRW skills
Grammar Translation – Direct Method – Audio-Lingualism – The Structural
III
Approach – The Communicative Approach – Humanistic Approaches
Testing and Evaluation
IV
Language Teaching and Lesson Planning
V

CourseOutcomes
CourseO
Oncompletionofthiscourse,studentswill;
utcomes
Demonstrate a thorough knowledge of the place of English in India PO1
CO1
Critically evaluate the issues connected with English Language
CO2 Teaching.Understandthecriticalnuancesofteachinglanguage. PO1,PO2
Exhibit the skill of teaching LSRW skills
CO3 .Identifythevarietyofmaterialsavailableforlanguagelearningandteac PO4,PO6
hing
Identify and describe the different methods of teaching English
CO4 language. Understandtheappropriatewaysofassessinglanguageskills PO4,PO5,PO
6
 81

CO5 Display a working knowledge of the use of technology in ELT PO3,PO8

TextBooks(LatestEditions)

1 English Language Teaching: Principles and Practice – Dr. V. Saraswathi

2 A Handbook of Teaching English - Ed. ShardhaKaushik
3 Task Based Language Learning and Teaching- Rod Ellis, OUP
4 A Course in Language Teaching: Practice & Theory – Penny Ur

5 AslamMohammed,TeachingofEnglish,ChandPublishers,2017

6 The Routledge Handbook of Language Testing Edited By Glenn Fulcher, Luke Harding
ReferencesBooks
(Latesteditions,andthestyleasgivenbelowmustbestrictlyadheredto)
1. Approaches and Methods: Jack C. Richards and Allan T. Rogers
2. Paragraph Practice – Kathleen E Sullivan. Macmillan, New York. 1971
WebResources
1. Computer-Assisted Language Learning (CALL) in the EFL Classroom and
itsImpactonEffectiveTeaching-
learningProcessinSaudiArabia|AzamHashmi|InternationalJournalofAppliedLingui
sticsandEnglishLiterature(aiac.org.au)
MappingwithProgrammeOutcomes:
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10
CO1 3 3 3 3 3 33 2 3 2
CO2 2 3 3 3 2 33 2 2 2
CO3 3 3 3 2 3 33 2 3 2
CO4 3 3 3 3 3 33 2 2 2
CO5 3 2 3 3 3 33 2 2 3
3 – Strong, 2 – Medium , 1 - Low
MappingwithProgrammeSpecificOutcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 2 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 14 15

Weightedpercentage
3.0 3.0 3.0 2.8 3.0
ofCourseContributiontoPos
 82

THIRD YEAR - SEMESTER VI

NME 3– JOURNALISM ANDMASS COMMUNICATION
Subject Category L T P S Credits Inst. Marks
Code Hours CIA External Total
CNM Y Y - - 3 5 25 75 100

LearningObjectives
Toimpart
LO1
thebasicknowledgeofMasscommunication&Journalismandrelatedareasofstudie
s.
To be acquainted with the principles of journalism and the importance of press
LO2 laws.
To understand the nuances of news and media
LO3
To develop the learner into competent and efficient Media &
LO4
EntertainmentIndustryreadyprofessionals.
LO5 To train students to write for the newspaper, magazine and the Web
Details
UNIT
Definition: Principles and Ethics of Journalism
I Print Journalism

Freedom of Press – Press Laws – Defamation – Libel – Contempt of court –

Slanders – Copyright Law – Press Regulation Act – Law of Privileges
II
Reporting News – Role and Responsibilities of Reporter – Role and Duties of
III
Editor
Leads - Types of News – Straight Interpretive – Investigative – Scoop – Sting
IV
– Headlines – Editorial – Feature Writing – Personal Column – Reviews –
Interviews and Press Conferences
V Electronic and New Media
Electronic Media – Radio, Television
Emergence of New Age Media
Role and Responsibilities
CourseOutcomes
CourseOutco
mes Oncompletionofthiscourse,studentswill;
Acquire the knowledgeoftheoriginanddevelopment
CO1 oftheprint,electronicand web media.
PO1
CO2 enhancetheknowledge
PO1,PO2
ofgrowthofprint,electronicandweb
CO3 analyzethesignificanceofspeechcommunication.
PO4,PO6
Exercise their knowledge in producing a creative PO4,PO5,PO6
CO4 journal
 83

CO5 Analyze the social issues relevant to the society and PO3,PO8
sensitize through their professional
skills in this field

TextBooks(LatestEditions)
D.S.Mehta,MassCommunicationandJournalisminIndia,AlliedPublishersLtd,Ne
1. wDelhi.
M.V.Kamath – Professional Journalism
2
Richard Rudin and Trevor Ibbotson- An Introduction to Journalism
3
ReferencesBooks
(Latesteditions,andthestyleasgivenbelowmust bestrictlyadheredto)
Robert Fine,The Big Book of Social Media: Case Studies, Stories,
1. Perspectives2010.Publisher:YorkshirePublishing
2. FrankWebster,TheoriesofInformationSociety,2002,PublishedbyRoutledge.
WebResources
MediaandCommunication|Peer-
1. reviewedOpenAccessJournal(cogitatiopress.com)

MappingwithProgrammeOutcomes:
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

CO1 3 3 3 3 3 33 2 3 2

CO2 2 3 3 3 2 33 2 2 2

CO3 3 3 3 2 3 33 2 3 2

CO4 3 3 3 3 3 33 2 2 2

CO5 3 2 3 3 3 33 2 2 3

3 – Strong, 2 – Medium , 1 - Low

MappingwithProgrammeSpecificOutcomes:
CO /PO PSO1 PSO2 PSO3 PSO4 PSO5
CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 15 15
 84

Weightedpercentage
3.0 3.0 3.0 3.0 3.0
ofCourseContributiontoPos

THIRD YEAR - SEMESTER VI

NME4 - FILMSTUDIES

Subject Category L T P S Credits Inst. Marks

Code Hours CIA External Total
CNM Y Y - - 4 4 25 75 100
Learning Objectives
LO1 Tohelpstudentslookcloselyintotherelationbetween filmandliterature.
LO2 Introducelearnerstothevariousways
inwhichliteratureandthemovingimagediverge.
Helpthelearnersunderstandhoweachformmakestheirownclaimstothenarrative.
LO3
LO4 Helplearnerstointerpretelementaryconceptsofcinema,cinemahistoryandpracticea
ndthebasicsofadaptationtheory.
Helplearnersgainperspectiveonliterature’s relationshipwithcinema
LO5
Details
UNIT
I Introduction,Visual Language,
FilmicVisual:Mise-en-Sceneism
Cinematography- Colour, Lighting, Camerawork
II Screenwriting,One-line,plot,characterization,one-linesceneorder&treatment.
III Filmgenres
IV Criticalunderstandingoffilms- Auteurist,Formalist,Marxist, FeministandPost-
colonialPerspectives
V Writingfilmreviews
The course outcome is based on the Learning Objectives. Each course objective will
have a courseoutcome. This will elucidate what the student will acquaint once he
completes that particular
unit.TherewillbeequalnumberofLearningObjectivesandCourse outcomes.
Thebloomstaxonomyverbswillbegivenasaseparateannexureforyourreference.Eachcourse
outcomeshouldbemappedwiththe POs.
ThemappingofeachCOcanbedonewithanynumberofPOs.
CourseOutcomes
CourseOut
Oncompletionofthiscourse,studentswill;
comes
CO1 Gain insight to the various ways in which literatureand the
moving image diverge as well as
correspondthroughthetheoryofnarrativewhilebeingasource PO1
of long conflict through much of the history of filmstudies.
CO2 Familiarize withtheinter-dependenceof thetwo
 85

artformsthatcollectivelyandindividuallyre- PO1,PO2
present,effectivelyensuringthatthefruitionofthecollaboration
isoftenfarfromsimple.
Understandthepoliticsandprocessofadaptationofliteraryformsi
CO3
ntocinematicforms,howtheprocess PO4,PO6
ofsignificationinthemvaryandcollide.
Gain insight to the various ways in which literatureand the
CO4 moving image diverge as well as
correspondthroughthetheoryofnarrativewhilebeingasource PO1
of long conflict through much of the history of filmstudies.
CO5 Familiarize withtheinter-dependenceof thetwo
artformsthatcollectivelyandindividuallyre-
PO1,PO2
present,effectivelyensuringthatthefruitionofthecollaboration
isoftenfarfromsimple.
TextBooks(LatestEditions)
1. Mast, Gerald &Marshall Cohen, Film Theory and Criticism:
IntroductoryReadings.NewYork:OxfordUniversityPress,1994.
NicholsBill (ed), Movies and Methods: Vol. I: An Anthology. Calcutta:
2.
SeagullBooks,1985.

BillNichols(ed),MoviesandMethods:Vol.II:AnAnthology.Calcutta:SeagullBook
3.
s,1985.
ReferencesBooks
(Latesteditions,andthestyleasgivenbelowmust bestrictlyadheredto)
RobergeGaston,TheSubjectofCinema.Calcutta:SeagullBooks.1990.Print.
1.
Horton Andrew, „Film and Literature‟, Encyclopedia of World Literature in
2.
the20thCenturyVol2,LeonardSKlein(ed),NewYork:FrederikUngar,1982,93-
99.Print

MappingwithProgrammeOutcomes:

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10
CO1 3 3 3 3 3 33 2 3 2
CO2 2 3 3 3 2 33 2 2 2
CO3 3 3 3 2 3 33 2 3 2
CO4 3 3 3 3 3 33 2 2 2
CO5 3 2 3 3 3 33 2 2 3

MappingwithProgrammeSpecificOutcomes:
CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3
 86

CO5 3 3 3 3 3

Weightage 15 15 15 15 15

Weightedpercentage
3.0 3.0 3.0 3.0 3.0
ofCourseContributiontoPos
 87

ENGLISHAND COMMUNICATION (SEC- I)

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
Core Y Y - - 2 2 25
75 100

Learning Objectives
Toprovidethestudentswithanabilitytobuildandenrich theircommunicationskills.
LO1
To enable the learners to demonstrate effective communication skills - listening,
LO2
speaking, reading and writing
LO3 Tohelpthemthinkandwriteimaginativelyandcritically
LO4 To equip students to build self- confidence with a focus on self- presentation
To facilitate the learners to learn personal and professional development
LO5
Details
UNIT
Grammar
Articles
I Parts of Speech
Tenses
Active Passive Voice
Punctuation, Capitalization, Contractions and Collocations
Proof Reading
Verbal & Non Verbal
Greetings
II
Formal & Informal
Message Writing
III Agenda
Minutes

Letters – Formal & Informal

Email
IV
Reportwriting

Interview
V Presentation Skills
Resume

CourseOutcomes
CourseOutcome
Oncompletionofthiscourse,studentswill;
s
CO1 Identifythebasicprinciplesofcommunication PO1
Analyzethevarioustypesofcommunication PO1,PO2
CO2
Makeuseoftheessentialprinciplesofcommunication
PO4,PO6
CO3
 88

Identify the prominent methods and models ofCommunication.

PO4,PO5,PO6
CO4
Learnaboutthefourskillsoflanguageandgetfamiliarizedwiththem. PO3,PO8
CO5
TextBooks(LatestEditions)
Technical Communication: Principles and Practice, Second Edition by
Meenakshi Raman and Sangeeta Sharma, Oxford Publications.
1.

Effective Technical Communication by M Ashraf Rizvi, The McGraw-Hill

2. companies.

3. Understanding Body Language by Alan Pease.

ReferencesBooks
(Latesteditions,andthestyleasgivenbelowmustbestrictlyadheredto)
Communicative Grammar of English by Geoffrey Leech and Ian Svartik.
1.

WebResources
(1)Subject: ENGLISHCOMMUNICATIONSKILLS(THEORY|goigalajijuna-
Academia.edu
1.
MappingwithProgrammeOutcomes:
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10
CO1 3 3 3 3 3 33 2 3 2
CO2 2 3 3 3 2 33 2 2 2
CO3 3 3 3 2 3 3 3 2 3 2
CO4 3 3 3 3 3 33 2 2 2
CO5 3 2 3 3 3 33 2 2 3
3 – Strong, 2 – Medium , 1 - Low
MappingwithProgrammeSpecificOutcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3
CO2 3 3 3 2 3
CO3 3 3 3 3 3
CO4 3 3 3 3 3
CO5 3 3 3 3 3
Weightage 15 15 15 14 15
Weightedpercentage
3.0 3.0 3.0 2.8 3.0
ofCourseContributiontoPos
 89

PUBLIC SPEAKING SKILLS(SEC-II)

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
Core Y Y - - 2 2 25
75 100

LearningObjectives
Tohelpstudentsunderstandthegoalsandbenefitsofpublicspeaking
LO1
Tohelpthemrecognizecommunicationapprehensionandguidethemonhowtoredu
ceit
LO2
To familiarize them on how public speaking can be used to advocate or
createchange
LO3
Toenablelearnersrecognizethesocialandhistoricalcontextsofspeech,oratory,and
rhetoric
LO4
LO5 Tohelpthemthinkandspeakimaginativelyandcritically
Details
UNIT
I Definition , Need And Significance of Public Speaking

II Elements of Public Speaking

Types of Public Speaking(Ceremonial, Demonstrative, Informative and
Persuasive)

III Techniques for Effective Public Speaking

IV Methods of Public Speaking

Advantages and Disadvantages of Public Speaking

V Students Activity- Choose a topic and speak in front of the Class.

CourseOutcomes
CourseOutco
Oncompletionofthiscourse,studentswill;
mes
CO1 Demonstrate PO1
anunderstandingoftheprinciplesofpublicspeaking
Recognizebarrierstopublicspeakingandidentifyhowtoav
CO2 oidthem PO1,PO2
CO3 Understandhowtogiveeffectiveverbalandnonverbalfeedb PO4,PO6
ack
CO4 Learnaboutplanningspeechorganizationfortheintendeda PO4,PO5,PO6
udience
Practiceeffective PO3,PO8
CO5 groupdeliveryandspeechinformalcontext.
TextBooks(LatestEditions)
 90

Beebe, S. A., & Beebe, S. J. (2006). Public Speaking: An audience -centred

1.
approach (6th ed.). New York: Pearson
Fraleigh, D.M., &Tuman, J.S.(2009). Speak up! An illustrated guide to public
2.
speaking. New York: Bedford/St. Martins
 91

ReferencesBooks
(Latesteditions,andthestyleasgivenbelowmustbestrictlyadheredto)
1. Apple, W.,Streeter, L.A. & Krauss, R. M (1979). Effects of pitch and speech
rateon personal attributions. Journal of Personality and Social Psychology,
37, 715-727.
WebResources
1. LearningOutcomes|PublicSpeaking(lumenlearning.com)
lu03_public_speaking.pdf(indianhills.edu)

MappingwithProgrammeOutcomes:
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

CO1 3 3 3 3 3 33 2 3 2

CO2 2 3 3 3 2 33 2 2 2

CO3 3 3 3 2 3 33 2 3 2

CO4 3 3 3 3 3 33 2 2 2
CO5 3 2 3 3 3 33 2 2 3

3 – Strong, 2 – Medium , 1 - Low

MappingwithProgrammeSpecificOutcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3
CO2 3 3 3 3 3
CO3 3 3 3 2 3
CO4 3 3 3 3 3
CO5 3 3 3 3 3
Weightage 15 15 15 14 15
Weightedpercentage
3.0 3.0 3.0 2.8 3.0
ofCourseContributiontoPos
 92

DIGITAL LITERACY AND CONCEPTS (SEC - III)

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
NME Y Y - - 2 5 25
75 100
Learning Objectives
LO1 Tohelp thestudentstobeintroducedtodigitalliteracy
LO2 Toelaborateondigitalvalues,languageandculture
LO3 Toexploredigital literacyintermsofinformation,identityandlabeling
LO4 Todiscussteacher‟sengagementindigitalliteracy
LO5 Toanalyzesocio-economicfactorsindigitalliteracy
Details
UNIT
Introduction to Digital Literacy and its types.
I Digitizing Information.
Values and Ethics of Digital Literacy
II Significance of Digital Literacy
Characteristics of Digital Literacy
The role of Language in Digital Literacy

Digital Media and its Types

III Email, vlog, blog, twitter, Facebook, E-book.
Digital Literacy in Education
IV
V Challenges in Digital Literacy

The course outcome is based on the Learning Objectives. Each course objectivewill have
acourse outcome. This will elucidate what the student will acquaint once he completes
thatparticularunit.There willbe equalnumberofLearning
ObjectivesandCourseoutcomes.
Thebloomstaxonomyverbswillbegivenasaseparate
annexureforyourreference.Eachcourse outcomeshouldbemappedwiththePOs.
ThemappingofeachCOcanbedonewithanynumberofPOs.
CourseOutcomes
CourseOutcom
Oncompletionofthiscourse,studentswill;
es
CO1 Gainknowledgeofdigitalliteracy. PO1
CO2 Acquireskillsintext literaciesandlanguage. PO1,PO2
CO3 Acquireskillsininformationdigitalliteracy. PO4,PO6
CO4 Buildconfidenceinusingdigitalliteracy. PO4,PO5,PO6
CO5 Awareofthevarioustypessocio- PO3,PO8
economicfactorsindigitalliteracy.
TextBooks(LatestEditions)
1 Introduction toDigital Literacy(2ndEdition)-MarkBowles.
2 PopularCulture,NewMediaandDigitalLiteracyin EarlyChildhood–J.Marsh
3 DigitalLiteracy:DifferentCultures,DifferentUnderstandings– E.Helsper.
 93

ReferencesBooks
(Latesteditions,andthestyleasgivenbelowmustbestrictlyadheredto)
ImplementingMediaLiteracy:Empowerment,ParticipationandResponsibility
1.
–S.Livingston.
2. Literacy:Readingthewordandtheword –P.FreireandP.Macedo.
Media Literary in Schools: Practice, Production and Progression –
3.
A.BurnandJ.Durran.
4. Digital LiteracyforLearning–A.Martin andD.MadiganChangingLiteracies–
C.Lankshear.
MappingwithProgrammeOutcomes:
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

CO1 3 3 3 3 3 33 2 3 2

CO2 2 3 3 3 2 33 2 2 2

CO3 3 3 3 2 3 33 2 3 2
CO4 3 3 3 3 3 33 2 2 2

CO5 3 2 3 3 3 33 2 2 3

3 – Strong, 2 – Medium , 1 - Low

MappingwithProgrammeSpecificOutcomes:
CO /PO PSO1 PSO2 PSO3 PSO4 PSO5
CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 3 3
CO4 3 3 3 3 3

CO5 3 3 3 3 3
Weightage 15 15 15 15 15

Weightedpercentage
3.0 3.0 3.0 3.0 3.0
ofCourseContributiontoPos
 94

ENTREPRENEURIAL SKILLS (SEC-IV)

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
Core Y Y - - 2 2 25
75 100

Learning Objectives
To introduce learners to various qualities required for entrepreneurship
LO1
LO2 To discuss about various entrepreneurship models

LO3 To help them think creatively and innovatively

LO4 To enable them understand various schemes supporting entrepreneurship

LO5 To discuss the steps in venture development and new trends in entrepreneurship.
Details
UNIT
Introduction to entrepreneurship, Role of Entrepreneurship, The Entrepreneurial
I
Mindset, Characteristics of Entrepreneurship, Traits of Entrepreneurship
II Types of Entrepreneurship Skills: Business management skills, Teamwork and
leadership skills, Communication and listening, Customer service skills, Financial
skills, Analytical and problem-solving skills, Critical thinking skills.
III Introduction to various types of entrepreneurship, Strategic thinking and planning,
Technical skills, Time management and organizational behavior, Branding

IV Marketing and networking skills, how to improve entrepreneurial skills,

Entrepreneurial skills in the workplace, Introduction to import-export
V Entrepreneurial Imagination and Creativity, Environmental Protection and social
responsibility of entrepreneur, discuss on source of entrepreneurship, Meeting
with entrepreneurs.
CourseOutcomes
CourseOutcom
Oncompletionofthiscourse,studentswill;
es
Understand the foundation of Entrepreneurship
CO1 Development and its theories. PO1
Explore entrepreneurial skills and management function
CO2 of a company. PO1,PO2
Identify the type of entrepreneur and the steps involved
CO3 in an entrepreneurial venture. PO4,PO6
CO4 Understand various steps involved in starting a venture. PO4,PO5,PO6
CO5 Explore marketing methods & new trends in PO3,PO8
entrepreneurship.
ReferencesBooks
(Latesteditions,andthestyleasgivenbelowmustbestrictlyadheredto)
1. Allen, K. R. (1999) Launching New Ventures and Entrepreneurial Approach, 2nd
ed., Houghton Mifflin Company, New York
 95

WebResources
6 Must-Have Entrepreneurial Skills | HBS Online
1. MindTools | Home

MappingwithProgrammeOutcomes:
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

CO1 3 3 3 3 3 33 2 3 2

CO2 2 3 3 3 2 33 2 2 2

CO3 3 3 3 2 3 33 2 3 2

CO4 3 3 3 3 3 33 2 2 2

CO5 3 2 3 3 3 33 2 2 3

3 – Strong, 2 – Medium , 1 - Low

MappingwithProgrammeSpecificOutcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 15 15

WeightedpercentageofCourseContributiontoPos
3.0 3.0 3.0 3.0 3.0
 96

INTERVIEWSKILLS(SEC-V)

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
Core Y Y - - 2 2 25
75 100

Learning Objectives
LO1 Toenablestudentsunderstandtheinformationneededtoprepareforaninterview

LO2 Toenablethemtoresearchcompanyinformationbeforeheadingto aninterview

LO3 TofamiliarizethemwithhowtohandleInterviewQuestions

LO4 Toenablethemtousecomfortablevocabulary
LO5 Tohelpthemthinkandspeakimaginativelyandcritically
UNIT Details
I DefinitionofInterview-EssentialsofInterviewSkill
II NeedsandRequirementsofInterviewskills
III ResumePreparation-Do‟sandDon‟tsofaninterview
IV Bodylanguage-gesture-attitude-facialexpression-sound knowledge
V MockInterview-Conductingaroleplayforstudentsto understandtheskills
learntasaninterviewee.
CourseOutcomes
CourseOutcom
Oncompletionofthiscourse,studentswill;
es
UsetheSTARMethodtodescriberelevantexperiencesin a
CO1 way that reflects knowledge of the PO1
job/internshippositiondescriptionandemployer.
Identifyappropriateverbalandnon-verbalcommunication
skills/techniques for an interview (e.g.eyecontact,useof
CO2 fillerwords,handgestures,andverbalpace). PO1,PO2

Demonstrateprofessionalbehavior(s)including
CO3 preparedness, professional attire, and PO4,PO6
respectfulpresentation.
Develop confidence in relationship to
CO4 PO4,PO5,PO6
theirinterviewingskills.
CO5 Beabletoidentify,discuss, PO3,PO8
andimplementkeyjobinterviewskills.
TextBooks(LatestEditions)
1. Ros Jay (2002), Brilliant Interview, Prentice Hall
2. David Beckham (2013), The illustrated Book, Headline Publications
 97

ReferencesBooks
(Latesteditions,andthestyleasgivenbelowmustbestrictlyadheredto)
1. ElizabethHarrin,ebook,
OvercomingImposterSyndrome:Tenstrategiestostopfeelinglikeafraudatwork.
WebResources
TipsforaSuccessfulInterview(ung.edu)
1.
MappingwithProgrammeOutcomes:
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

CO1 3 3 3 3 3 33 2 3 2

CO2 2 3 3 3 2 33 2 2 2

CO3 3 3 3 2 3 33 2 3 2

CO4 3 3 3 3 3 33 2 2 2

CO5 3 2 3 3 3 33 2 2 3

3 – Strong, 2 – Medium , 1 - Low

MappingwithProgrammeSpecificOutcomes:
CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3
CO2 3 3 3 2 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 14 15

Weightedpercentage
3.0 3.0 3.0 2.8 3.0
ofCourseContributiontoPos
 98

ENGLISH FOR CAREERS(SEC-VI)

Subject Category L T P S Credits Inst. Marks

Code Hours CIA External Total
Core Y Y - - 2 2 25
75 100
Learning Objectives
Tohelpstudentsgainknowledgeaboutthejobsearch,application,andinterviewprocess
LO1
Help them to explore their global career path, while building vocabulary
LO2
andimprovinglanguageskillstoachieveprofessionalgoals.
Help them with strategies for identifying the jobs that match their interests andskills
LO3
Helpthemtounderstandthejob-
LO4
seekerslanguageformeetingnewpeople,makingsmalltalk,anddescribing
LO5 Toenable learnerstodescribethemselvesandtheirexperiencesinarésumé
Details
UNIT
I DefinitionofEnglish Language-Characteristic Features
II PurposesofEnglish Language
MajorRolesplayedbyEnglishLanguageinEducationandvariouscareerchoices
III
IV English language asaidentitytopopularculture
Themajordevelopmentshappeninginthecontemporary
V worldbyusingEnglishlanguage.
CourseOutcomes
Course Oncompletionofthiscourse,studentswill;
Outcomes
Attaincommunicativecompetencesothattheycanuselanguag
CO1 eaccuratelyandappropriately PO1
Understand the basic features of communication and
CO2 aimatimprovinglanguageskills PO1,PO2
Gain useful letter/report writing tools, tips
CO3 andtechniquestoeffectivelyapplytheskillstotheireverydayw PO4,PO6
orkplace correspondence.
Demonstrate the particulars of writing
CO4 PO4,PO5,PO6
effectiveemails,whilstimprovingpunctuationandgrammar.
Makesurethatthestyle,contentandmessage PO3,PO8
CO5 isconcise,correctandappropriate.
TextBooks(LatestEditions)
TheWaterfall.TheEnglishWritingsofRabindranathTagore.Ed.SisirKumarDas.Vol.II.Ne
1. wDelhi:SahityaAcademy,1966.163-208.Print

Geddes, Patrick. The Life and Work of J. C. Bose. London: Longman's Green
2. andCo.,1920.Print

ReferencesBooks
 99

(Latesteditions,andthestyleasgivenbelowmustbestrictlyadheredto)

1. Bose,D.M."J.C.Bose."Dr.D.M.BoseCentenaryCelebrationCommemorationVolume188
5-1985.Kolkata:BoseInstitute,1995.Print
WebResources
https://www.researchgate.net/publication/344172814_English_For_Career_Developm
ent?enrichId=rgreq-f03b840d2a167e34689a3348ec32dc12-
XXX&enrichSource=Y292ZXJQYWdlOzM0NDE3MjgxNDtBUzo5MzM3Nzg3MTc0Mz
1. c5NTdAMTU5OTY0MTYwMzU2NQ%3D%3D&el=1_x_2&_esc=publicationCoverPd
f

MappingwithProgrammeOutcome:

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

CO1 3 3 3 3 3 33 2 3 2

CO2 2 3 3 3 2 33 2 2 2

CO3 3 3 3 2 3 33 2 3 2

CO4 3 3 3 3 3 33 2 2 2

CO5 3 2 3 3 3 33 2 2 3

3 – Strong, 2 – Medium, 1 - Low

MappingwithProgrammeSpecificOutcomes:
CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 2 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 14 15

Weightedpercentage
3.0 3.0 3.0 2.8 3.0
ofCourseContributiontoPos
 100

ENGLISH FOR BUSINESS(SEC-VII)

Subject Code Category L T P S Credits Inst. Hours Marks

CIA External Total
Core Y Y - - 2 2 25
75 100

Learning Objectives
Tohelpstudentslearnstrategiesandpracticallanguagetodealwithreallifesituations.
LO1
To helpthemimprove onhowtospeakand writeinorderto
LO2 keepcommunication goingandalwaysappearprofessionalandcompetent
To enable them to use the language flexibly and express in the suitable languageforthecontext:
LO3 forexampleinsocial,professionaloracademic contexts
Tohelpthemstrengthen their understanding of native speakers in real life situations by
learningstrategies andthroughpractice,practice,practice!
LO4
To helpthemtoconsistentlydevelopacomprehensivevocabularythroughreal,authenticresources
LO5
Details
UNIT
I BusinessEnglishDefinitionandDifference
II Highlights/Significance/EssentialsofBusinessEnglish
III NeedsofBusinessEnglish
The role of Business English in English language Learning-Education as
IV aninstrumentalfactorinlearningBusinessEnglish.
V EconomicDevelopmentthroughBusinessEnglish

CourseOutcomes
CourseOutco
Oncompletionofthiscourse,studentswill;
mes
Strengthentheirlanguageskills:writing,reading,listening&speaking
CO1 PO1
Understandrealspeechpatternsandlearnpronunciationtechniquesinfluentsp
eech
CO2 PO1,PO2
ImprovetheirconfidenceandlearnhowtoconnectwithpeopleinEnglish
CO3 PO4,PO6
Develop a comprehensive vocabulary in order toimprove the way of doing
business in English andultimately,to moveyoutowardsEnglishproficiency. PO4,PO5,PO6
CO4

Learn how to run meetings, deliver presentations, deal with clients and PO3,PO8
interact with colleagues
CO5

TextBooks(LatestEditions)
 101

Nabila, H. (2015). English for Specific Business Purposes. University of

1. OranFacultyofLetters,Languages,andArtsDepartmentofAnglo-SaxonLanguagesSectionofEnglish.

Hutchinson,T.&Waters,A.(1987).Englishforspecificpurposes.Cambridge:Cambridge
2. UniversityPress.
ReferencesBooks
(Latesteditions,andthestyleasgivenbelowmustbestrictlyadheredto)
1. Strapasson, G. (2015). Needs Analysis And English For Business Purposes.Language Arts
English/Portuguese College Final course assignment - FederalUniversityofTechnology-
Paraná.Curitiba.2015.
WebResources
Englishlanguage skillsforthefuture|CambridgeEnglish
1.

MappingwithProgrammeOutcomes:
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

CO1 3 3 3 3 3 33 2 3 2

CO2 2 3 3 3 2 33 2 2 2
CO3 3 3 3 2 3 33 2 3 2

CO4 3 3 3 3 3 33 2 2 2

CO5 3 2 3 3 3 33 2 2 3
3 – Strong, 2 – Medium , 1 - Low

MappingwithProgrammeSpecificOutcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 2 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3
Weightage 15 15 15 14 15
Weightedpercentage
3.0 3.0 3.0 2.8 3.0
ofCourseContributiontoPos
 102

SEC VIII - PROFESSIONALCOMPETENCYCOURSE- ENGLISHLITERATUREFOR

COMPETITIVEEXAMINATIONS

I Marks
n
C s
C r t E
at e . x
T
Course Course Name e L T P O d t
C o
g i H I e
CodeYear/Sem t
o t o A r
a
r s u n
ester l
y r a
s l
ENGLISHLITERATUREFOR Core Y Y - - 2 2 25
COMPETITIVE 75 100
I YEAR/
ISEMESTE EXAMINATIONS
R
Learning Objectives
LO1 To build the knowledge of literary terms and theory in students.
LO2 To enable the students to specialize in the fundamentals of English literature
LO3 To improve the learning skills of students through various modes of testing.
LO4 To enhance the ability to succeed in competitive exams.
LO5 To provide an understanding of professional, ethical and social responsibilities.
Details

UNIT I - Literature of the Absurd, Aestheticism, Allegory, Beat Writers, Black Arts Movement,
Bloomsbury Group, Burlesque.
UNITII- CanonsofLiterature, Comedy, Confessional Poetry, Didactic Literature,
Dissociation of Sensibility, Dream Vision.
UNIT III – Elegy, Epithet, Expressionism, Figurative Language, Gender Criticism,
Great Chain of Being
UNITIV–Haiku, Heroic Couplet, Human rights literature, Irony, Imagism IvoryTower
UNITV–Jeremiad, Linguistics Criticism, Marxist Criticism, Modernism and Post Modernism, Myth

Course Outcomes
Course
On completion of this course, students will;
Outcomes
CO1 Remember the literary terms forms and theories PO2
CO2 Recognize the differentperiods ofEnglishliterature PO1, PO2
CO3 Identify the various trends and culture and its influence PO3, PO6
on English Literature
CO4 Aware of the social, political and cultural issues and its PO4, PO5, PO6
reflections in literature.
CO5 Interpret any literary piece of work PO7, PO8
TextBooks
(Latest Editions)
 103

AGlossaryofLiteraryTerms,Abrams,M.H
1.
(Publishers :HarcourtAsia PTE Ltd orThomsonAsia Pte Ltd)
2. The Post –Colonial Studies .The Key Concepts, BillAshcroft,
GriffithsandHelenTiffin(Routledge)
 104

ReferencesBooks
(Latesteditions, andthe style asgiven below mustbe strictlyadhered to)

1. ADictionaryofLiteraryTerms,Cuddon.A( Penguin)
The Post –Colonial Studies .The Key Concepts, BillAshcroft,
2.
GriffithsandHelenTiffin(Routledge)
WebResources
1. https://onlinecourses.nptel.ac.in/noc20_hs19/preview
2. http://www.luminarium.org/
3. https://poemanalysis.com/genre/absurd/
4. https://www.bl.uk/medieval-literature/articles/dream-visions
5. https://www.britannica.com/topic/Great-Chain-of-Being

MappingwithProgrammeOutcomes:

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

CO1 S S S S S S S M S M

CO2 M S S S M S S M M M

CO3 S S S M S S S M S M

CO4 S S S S S S S M M M

CO5 S M S S S S S M M S

MappingwithProgrammeSpecificOutcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 2 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 14 15

Weighted percentage
3.0 3.0 3.0 2.8 3.0
ofCourseContributiontoPo
s
105