अंतरी पेटवू ज्ञानज्योत

KAVAYITRI BAHINABAI CHAUDHARI

NORTH MAHARASHTRA UNIVERSITY, JALGAON

Structure and Syllabus

For

Faculty of Humanities

FOUR YEAR UG (HONORS / HONORS WITH RESEARCH) PROGRAMME

SYBA/ SYBCom /SYBSc/ - IInd YEAR

(Semester III & IV)

Subject : English

Under
National Education Policy 2020
(With effect from July -2025)

Page 1 of 32
Preface:
The Bachelor of Arts in English program is meticulously designed to provide a comprehensive and dynamic
understanding of the English language, literature, and associated cultural contexts. Through a meticulously
curated set of courses encompassing foundational language skills, literary analysis, research methodologies,
and interdisciplinary engagement, this program aims to equip students with the essential tools and critical
thinking abilities necessary to navigate the diverse and ever-evolving landscape of English studies. Guided
by the New Education Policy 2020, the program aims to equip the students with a diverse skill set enhancing
their employability and fostering an interdisciplinary learning experience.

By fostering a deep appreciation for the rich tapestry of literary forms, historical contexts, and linguistic
nuances, this program endeavours to cultivate a holistic understanding of the multifaceted dimensions of the
English language and its literary expressions. Through the integration of both theoretical knowledge and
practical application, students are encouraged to develop effective communication skills, critical analytical
abilities, and a profound awareness of the broader social, cultural, and historical influences shaping the
English literary tradition.

With an emphasis on fostering a spirit of interdisciplinary exploration, this program seeks to encourage
students to engage critically with various literary texts, theories, and cultural discourses, thus nurturing a
nuanced and well-rounded approach to the study of English literature and language. By emphasizing the
development of essential skills such as research, communication, and critical thinking, the program
endeavours to prepare students for a diverse range of career paths and academic pursuits, ensuring that they
emerge as well-rounded and informed contributors to the field of English studies and beyond.

PSO no. Programme Specific Outcomes

1 Language Proficiency: Demonstrate a comprehensive understanding of the English language, including
grammar, syntax, semantics, and pragmatics, to effectively communicate in both written and spoken
forms.
2 Literary Analysis: Analyse and interpret various literary works, including fiction, poetry, and drama,
through the application of critical theories and methodologies, demonstrating an understanding of cultural,
historical, and philosophical contexts.
3 Research and Writing Skills: Apply research methodologies and writing techniques to produce well-
structured academic papers, essays, and critical analyses that adhere to scholarly standards, incorporating
proper citation and referencing.
4 Cultural and Historical Awareness: Recognize and appreciate the cultural, historical, and social
contexts in which literary works are produced, understanding how these contexts influence the creation
and reception of literature.
5 Communication Skills: Effectively communicate and articulate ideas, opinions, and arguments about
literary texts and critical theories through various platforms, including presentations, discussions, and
academic writing.
6 Interdisciplinary Engagement: Demonstrate the ability to integrate interdisciplinary perspectives,
drawing from fields such as philosophy, history, sociology, and psychology, to enrich the analysis and
interpretation of literary texts and critical theories.

Six levels of cognitive learning according to the revised version of Bloom's Taxonomy
Cognitive 1 2 3 4 5 6
level
Cognitive Remembering Understanding Applying Analysing Evaluating Creating
task

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 SYBA/SYBCom/SYBSc English Programme Structure as per NEP Guidelines wef 2025-26

Course Paper Name of the course Cre Ho

Category Code (Title of the Paper) dits urs
DSC-7 ENG 211 An Introduction to Poetry in English -I 2 2

DSC-8 ENG 212 An Introduction to Drama in English -I 4 4

Second
Year DSC-9 ENG 213 Traditions in Indian Literature 2 2
BA/ Sem–III ( IKS)
BCom/ MIN-3 ENG 214 English for Competitive Exams- III 2 2
BSc
OE-3 ENG 215 Studies in English Literature and 2 2
Language-III
VSC-1 ENG 216 Practical Criticism-I 2 2

SEC-1 ENG 217 Introduction to Technical Writing-I 4 4

MIL-1 ENG 218 Reading Skills for Effective 2 3

Communication

Course Paper Name of the course Cre Ho

Category Code (Title of the Paper) dits urs
DSC-10 ENG 221 An Introduction to Poetry in English - II 2 2

DSC-11 ENG 222 An Introduction to Drama in English - II 4 4

Sem–IV OJT ENG 223 On Job Training/ Internship 4

MIN-4 ENG 224 English for Competitive Exams- IV 2 2

OE-4 ENG 225 Studies in English Literature and 2 2

Language-IV
VSC-2 ENG 226 Practical Criticism- II 2 2

SEC-2 ENG 227 Introduction to Technical Writing-II 2 2

MIL-2 ENG 228 Listening Skills for Effective 2 3

Communication
Note: The Assessment/Evaluation pattern and format is given at the end of the
syllabus.

Page 3 of 32
 SYBA (SEM-III)
DSC
ENG 211: An Introduction to Poetry in English -I
Credits: 2 Internal Examination: 20
Total Marks: 50 External Examination: 30
Hours Per Week : 2

Objectives of the Course:

1) To acquaint the students with the nature, features and elements of poetry.
2) To acquaint the students with the English poets and poetry.
3) To acquaint the students with different forms of poetry such as sonnet, lyric, ode, and
ballad.
4) To enable students to learn critical reading strategies to analyze and interpret poetic texts.
5) To enable the students to understand and analyses different thematic patterns, poetic
structures, poetic devices and stylistic peculiarities.
Outcomes of the Course:
After successful completion of this course students will be able to: Cognitive level
Recall and define the basic elements and features of poetry. 1
Describe and explain the contribution of major English poets and characteristics 2
of their poetry.
Identify, distinguish, and classify types of poetry such as the sonnet, lyric, ode, 3
and ballad.
Demonstrate skills in close reading and interpretation of the prescribed poems. 3&4
Analyze and evaluate thematic patterns, poetic forms, devices, and stylistic 4&5
choices in poetic texts.

Unit I:- Introduction to the basics of poetry (15 Hours)

1. Definition of poetry, nature and features of poetry
2. Elements of Poetry
3. Types of poetry: Sonnet, Lyric, Ode, Ballad

Unit II:- Types of poetry with texts (15 Hours)

1. SONNET: Emma Lazarus- “The New Colossus”
2. LYRIC: Rabindranath Tagore- “Where the Mind is Without Fear”
3. ODE: P. B. Shelley- “Ode to The West Wind”
4. BALLAD: John Keats- “La Bella Dame Sans Merci”

Recommended Books:
Abrams, M. H. A Glossary of Literary Terms. Prism Books, 1999.
Albert, Edward. History of English Literature. Oxford University Press, 1997.
Barua, K. A., editor. Whispering Reeds: An Anthology of English Poetry. Oxford University Press,
2015.
Cox, C. B., and A. E. Dyson, editors. Poems of This Century. Orient Longman, 1972.
Cuddon, J. A. A Dictionary of Literary Terms and Literary Theory. Wiley-Blackwell, 2013.
Page 4 of 32
Daiches, David. A Critical History of English Literature. Revised ed., Vintage, 1968.
English Poetry: A Kaleidoscope. Orient BlackSwan, 1989.
Fifteen Poets. Oxford University Press, 1974.
Goodman, W. R. A History of English Literature. Doaba House, 1994.
Hudson, W. H. An Introduction to the Study of English Literature. Macmillan, 1995.
Keegan, Paul, editor. The Penguin Book of English Verse. Penguin Books, 2001.
Lazarus, Emma. “The New Colossus”. https://www.poetryfoundation.org/poems/46550/the-new-
colossus
Mayhead, Robin. Understanding Literature. Cambridge University Press, 1965.
Narasimhaiah, C. D., editor. An Anthology of Commonwealth Poetry. Macmillan India, 2004.
Poetry Down the Ages, edited by M. Zama. Orient Longman, 2004.
Prasad, B. A Background to the Study of English Literature. Macmillan India, 1999.
Ramanan, G. M., editor. Modern English Poetry: A Selection. Orient BlackSwan, 2013.
Sachithanandan, V. Six English Poets. Macmillan India, 1987.
Thomas, Dylan. The Collected Poems of Dylan Thomas. New Directions, 1957.
Williams, H. M. Six Ages of English Poetry. Blackie & Son, 1967.
Wright, David, editor. The Penguin Book of English Romantic Verse. Penguin Books, 1968.

Page 5 of 32
 SYBA (SEM-III)
DSC
ENG 212: An Introduction to Drama in English -I

Credits: 4 Internal Examination: 40

Total Marks: 100 External Examination: 60
Hours Per Week : 4

Objectives of the Course:

1) To enable students to understand the origin, definitions, and nature of dramatic art.
2) To enable students to identify and explain key aspects of drama including plot, character,
setting, dialogue, conflict, and style.
3) To enable students to explore and analyze major and minor genres of drama and their
distinguishing features.
4) To enable students to understand and interpret the significance of various dramatic devices
and conventions.
5) To enable students to develop skills in the close reading and critical analysis of
representative plays.
6) To enable students to examine the socio-cultural contexts of dramatic texts and their impact
on audience and performance.

Outcomes of the Course:

After successful completion of this course students will be able to: Cognitive level
Recall the origin, definitions, and core characteristics of drama as a literary and
1
performative art form.
Understand the essential elements of drama such as theme, plot, characters,
2
dialogue, setting, and audience.
Identify and classify different dramatic genres and sub-genres along with their
3
key features and examples.
Apply critical reading strategies to interpret classical and modern dramatic
3, 4
texts.
Analyze dramatic structure and techniques (e.g., soliloquy, irony, stage
4
direction) used in British plays.
Evaluate thematic depth, cultural relevance, and stylistic nuances in plays like
5
Romeo and Juliet and Hayavadana.

Unit I: Nature and Scope of Drama (15 Hours)

1) Origin, Definitions and Nature of Dramatic Art
2) Aspects/ Elements: Theme, Plot ( Dramatic Structure : Freyteg’s analysis),
Characters, Setting, Dialogue Conflict, Style and Audience
Unit II: British Drama (15 Hours)
1) Romeo and Juliet by William Shakespeare
Unit III: Genres of Drama (15 Hours)

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 1) Major Genres : Comedy, Tragedy, Tragi-Comedy and Historical Play (Chronicles)
2) Minor Genres : Farce, Melodrama, Opera, Pantomime, Masque, Comedy of
Manners and Sentimental Comedy.
3) Dramatic Devices : Soliloquy, Aside, Irony, Stage Direction,
Poetic Justice (Nemesis) and Monologue.
Unit IV: Indian Drama (15 Hours)
1) Hayavadana By Girish Karnad

Recommended Books:
Abrahms, M. H. A Glossary of Literary Terms. Banglore: Prism Books Pvt. Ltd.1993.
Bonn, Julien D. ed. A Comprehensive Dictionary of Literature. Chandigarh: Abhishek
Publications, 2004.
Cuddon, J. A. A Dictionary of Literary Terms and Literary Theory (IVth edition). Delhi: Doaba
House, 1998.
Karnad, Girish. Hayavadana. OUP, 1976.
Luckhurst, Mary. A Companion to Modern British and Irish Drama (1880-2005). Blackwell
Publishing, 2006.
Rees, R. J. English Literature: An Introduction for Foreign Students. Delhi: Macmillan, 2000.
Shakespeare, William. Romeo and Juliet. OUP, 2000.
X. J. Kennedy and Dana Gioia. Literature: An Introduction to Fiction, Poetry, and Drama. New
York: Longman Publishers, 2007.
Yanni, Robert D. Literature: Reading Fiction, Poetry, Drama and Essay. New York: Mc Graw-Hill
Inc., 1990.

Page 7 of 32
 SYBA (SEM-III)
DSC (IKS)
ENG 213: Traditions in Indian Literature

Credits: 2 Internal Examination: 20

Total Marks: 50 External Examination: 30
Hours Per Week : 2

Objectives of the Course:

1) understand the literary, cultural, and philosophical foundations of Indian literature through
classical, medieval, and regional traditions.
2) To enable students to explore major literary forms, aesthetics, and narrative techniques in
Indian texts.
3) To enable students to examine the role of spirituality, devotion, and ethics in shaping
literary themes, especially in Bhakti and Buddhist traditions.
4) To enable students to recognize and appreciate the voices of women in traditional Indian
literature.
5) To enable students to develop analytical skills to interpret Indian literary texts in their
historical and cultural contexts.
Outcomes of the Course:
After successful completion of this course students will be able to: Cognitive level
Recall key concepts in Indian literary traditions such as Kavya, Rasa, and
1
Bhakti.
Explain classical aesthetic theories and literary genres in Sanskrit and regional
2
language and literature.
Identify and classify major Indian literary movements and representative texts
3
from various languages and periods.
Analyze devotional and ethical dimensions in Bhakti and Buddhist literary
4
works.
Interpret selected texts (e.g., Therigatha, Tukaram’s Abhangs) with attention
4, 5
to voice, form, and historical context.
Evaluate the significance of women’s contributions to Indian literary traditions
5
across languages and eras.

Unit 1: Classical Sanskrit Linguistics (10 Hours)

a. Introduction to Paninian Tradition of linguistic analysis
b. A Brief Overview of Ashaadhyayi
c. Relevance of Paninian Grammar in Modern Linguistics
Unit 2: Bhakti Movement and Literature. (10 Hours)
a. Introduction to Bhakti Movement and Literature.
b. Saint poetry of Maharashtra (Namdeo, Dnyaneshwar, Tukaram)
c. Text: Abhang of Tukaram : Trees, Creepers and the creatures of the Forest
(Vrukshavalli Amha Soyari Vanachare) from Says Tuka translated by Dilip Chitre.
(Section 7)

Page 8 of 32
Unit 3: Women Voices in Traditional Literature. (10 Hours)
a. Introduction to Therigatha (poetry by Budhist Nuns) and Poetry of Lopamudra
b. Introduction to Medieval Poetry : Akka Mahadevi (Kannada), Lal Ded (Kashmiri),
Soyarabai (Marathi)
c. Selection from Therigatha : A Woman well Set Free ! How Free I am. (Gatha by
Sumangalamata) from Women Writing in India 600 BC to the Present Vol. I.

Recommended Books:
Deleury, G. A. The Cult of Vithoba. Deccan College, 1960. archive.org,
https://ia800102.us.archive.org/7/items/in.ernet.dli.2015.505931/2015. 505931.The-Cult.pdf.
Desai, Chaitanya. “Panini’s Structure of Grammar: A Blueprint for Algorithmic Thinking”. 2025.
https://medium.com/@caitanyadesai/paninis-structure-of-grammar-a-blueprint-for-
algorithmic-thinking-80c0f0025277
Dods, Marcus, Translator. The City of God. Modern Libr., 1993.
G., Sreevidya. “Adaptability of Panini`s System of Grammar and Computational Linguistics”.
International Journal of Scientific Development and Research. Vol. 8, Issue.1, 2023: 34-
37.
https://docs.google.com/viewerng/viewer?url=https://ijsdr.org/papers/IJSDR2301008.pdf
Hāla. Poems on Life and Love in Ancient India: Hāla's Sattasaī. Translated by Peter Khoroche and
Herman Joseph Hugo Tieken, Motilal Banarsidass Publishers Private Limited, 2014.
Houben, Jan E.M. “Panini's Grammar and Its Computerization: A Construction Grammar
Approach”. https://sanskrit.uohyd.ac.in/Symposium/papers/houben.pdf
Keith, Arthur Berriedale. Sanskrit Drama: In Its Origin, Development, Theory and Practice.
Motilal Banarsidass Publishers (Pvt. Limited), 1998.
Krishnamoorthy, K. Kālidāsa. Sahitya Akademi, 1994.
Patnaik, Priyadarshi. Rasa in Aesthetics: An Application of Rasa Theory to Modern Western
Literature. DK Printworld, 2020.
Pollock, Sheldon I., editor. A Rasa Reader: Classical Indian Aesthetics. Translated by Sheldon I.
Pollock, Columbia University Press, 2016.
Pollock, Sheldon. The Language of the Gods in the World of Men: Sanskrit, Culture, and
Power in Premodern India. University of California Press, 2006.
Ramanujan, A. K. The Collected Essays of A. K. Ramanujan. Edited by Vinay Dharwadker,
OUP India, 2004.
Ramanujan, A. K., editor. Poems of Love and War: From the Eight Anthologies and the Ten Long
Poems of Classical Tamil. Translated by K. Ramanujan, Columbia University Press, 2011.
Roebuck, Valerie J., editor. The Dhammapada. Translated by Valerie J. Roebuck, Penguin
Publishing Group, 2010.
Shaw, Sarah, translator. The Jātakas: Birth Stories of the Bodhisatta. Penguin Books, 2006.
Tharu, Susie, and Lalita K. Women Writing in India. vol. I, Oxford Paperback India, 1997. 3 vols.
Tukārāma. Says Tuka: Selected Poetry of Tukaram. Translated by Dilip Chitre, Paperwall Media &
Pub, 2013.
Warder, Anthony Kennedy. Indian Kāvya Literature. Motilal Banarsidass, 1989.
Zelliot, Eleanor, and Maxine Berntsen. The Experience of Hinduism: Essays on Religion in
Maharashtra. Edited by Eleanor Zelliot and Maxine Berntsen, Sri Satguru Publications,
1992.
Zelliot, Eleanor, and Rohini Mokashi-Punekar, editors. Untouchable Saints: An Indian
Phenomenon. Manohar, 2005.

Page 9 of 32
 SYBA (SEM-III)
MIN
ENG 214: English for Competitive Exams- III

Credits: 2 Internal Examination: 20

Total Marks: 50 External Examination: 30
Hours Per Week : 2

Objectives of the Course:

1) To enable students to recall basic structures of simple, compound, and complex sentences, as
well as rules for voice change and types of clauses
2) To enable students to explain the functions of different sentence types and clauses and
distinguish between confusing vocabulary items.
3) To enable students to construct grammatically correct sentences using appropriate structure
and vocabulary.
4) To enable students to identify errors in sentence construction, voice usage, and clause
application.
5) To enable students to assess the appropriateness of word usage in different sentence contexts.
6) To enable students to develop error-free, coherent sentences by synthesizing learned grammar
and vocabulary.

Outcomes of the Course:

After successful completion of this course students will be able to: Cognitive level
Recall basic structures of simple, compound, and complex sentences, as well 1
as rules for voice change and types of clauses
Explain the functions of different sentence types and clauses and distinguish 2
between confusing vocabulary items.
Construct grammatically correct sentences using appropriate structure and 3
vocabulary.
Identify errors in sentence construction, voice usage, and clause application. 4
Assess the appropriateness of word usage in different sentence contexts. 5
Develop error-free, coherent sentences by synthesizing learned grammar and 6
vocabulary.

Unit 1: Synthesis (10 Hours)

1. Simple Sentence (S+V+O+C)
2. Compound Sentence
3. Complex Sentence
Unit 2: Change the Voice (10 Hours)
1. Active Voice
2. Passive Voice
3. Various sentence types and method of Change the Voice
Unit 3: Clauses (10 Hours)
1. Noun Clause
2. Adjective Clause
3. Adverb Clause
Page 10 of 32
Recommended Books:
Jayakaran, I. New English Grammar and Composition. Apple Books, Delhi, 2002.
Lewis, Norman. Word Power Made Easy. Penguin Books India Pvt, New Delhi, Limited, 2015.
Murphy, Raymaond. Essential English Grammar. Cambridge University Press, New Delhi, 2000.
Thomson, Audrey J., and Agnes V. Martinet. A Practical English Grammar. Oxford University
Press, New York, 1993.
Wren, Martin &. High School English Grammar & Composition (Self Practice Book). S. Chand
Publishing, New Delhi, 2016.

Page 11 of 32
 SYBCom and SYBSc (SEM-III)
OE
ENG 215: Studies in English Literature and Language-III
Credits: 2 Internal Examination: 20
Total Marks: 50 External Examination: 30
Hours Per Week : 2

Objectives of the Course:

1) Introduce students to major short stories in world literature representing varied human
experiences.
2) Enhance literary appreciation through close reading and interpretation of selected prose
texts.
3) Strengthen understanding of grammar components essential for effective communication.
4) Train students to form and transform different types of questions and reported speech
accurately.
5) Develop written composition skills through grammatically correct sentence structures and
expressions.

Outcomes of the Course:

After successful completion of this course students will be able to: Cognitive level
Recall and summarize plot, characters, and central themes in short stories in
1
English.
Explain the moral and philosophical dimensions of the prescribed stories. 2
Identify grammatical structures such as Wh-questions, Yes-No questions, and
3
question tags.
Apply rules of reported speech in transforming direct to indirect speech and
3, 4
vice versa.
Construct grammatically correct questions and responses for real-life
4
communication scenarios.
Develop interpretative responses to literature through written and oral
5
expression.

Unit – I- Literary Texts (15 Hours)

1. Katherine Mansfield: The Doll’s House
2. G. D. Maupassant: The Necklace
3. Leo Tolstoy: How Much Land Does a Man Need

Unit – II- Grammar and Composition (15 Hours)

1. Question- WH-question, Yes-No question, Question Tag
2. Direct and Indirect Speech

Recommended Book:
Green, David. Contemporary English Grammar Structures and Compositions. MacMillan India
Ltd. 2000.
Mansfield, Katherine. “The Doll’s House”.
https://www.cusd80.com/cms/lib/AZ01001175/Centricity/Domain/9955/dolls%20house.p
df
Popular Short Stories. Oxford University Press India, 2017.
Shakti Batra. Sidhu, P.S. A Choice of Short Stories. Oxford University Press India, 1997.
Sidhu, C.D. An Intensive Course in English. Orient Longman, 1976.
Page 12 of 32
 SYBA (SEM-III)
VSC
ENG 216: Practical Criticism-I

Credits: 2 Internal Examination: 20

Total Marks: 50 External Examination: 30
Hours Per Week : 2

Objectives of the Course:

1) To enable students to understand the definition, history, and theoretical foundation of
practical criticism.
2) To enable students to learn the principles of close reading by analyzing poems independent
of biographical and historical context.
3) To enable students to identify and interpret key formal elements of poetry such as stanza
forms, rhyme schemes, and metrical patterns.
4) To enable students to explore and examine major poetic devices including imagery,
metaphor, tone, and sound patterns.
5) To enable students to develop critical thinking and analytical writing skills through practice
with unseen texts.
6) To enable students to cultivate sensitivity to language, tone, and voice for deeper engagement
with literary texts.
Outcomes of the Course:
After successful completion of this course students will be able to: Cognitive level
Define practical criticism and describe its historical development and key
1
principles.
Identify and classify formal poetic structures such as stanza forms, rhyme,
2
meter, and rhythm.
Analyze poetic devices like metaphor, imagery, and sound patterns in
3
unfamiliar texts.
Interpret tone, voice, and speaker in poetry using learned critical tools. 4
Apply close reading skills to independently evaluate and write about unseen
5
poems.

Unit 1: Introduction to Practical Criticism (15 Hours)

a. Definition, history, and purpose of Practical Criticism
b. Structure: Stanza forms, line breaks, enjambment.
c. Rhyme and Rhythm: Meter (iambic pentameter, trochee), rhyme schemes, syllabic
patterns.
Unit 3: Devices used in Poetry (15 Hours)
a. Imagery and its types (visual, auditory, tactile).
b. Ambiguity, Metaphor, simile, personification, synecdoche, Alliteration, assonance,
consonance, onomatopoeia, metonymy, Symbolism and allegory.
c. Tone, Voice and Persona (Identifying tone, Speaker etc.)
*Practice analyzing unseen poems using learned frameworks.

Recommended Books:
Abrams, M. H., and Geoffrey Galt Harpham. A Glossary of Literary Terms. 12th ed., Cengage
Learning, 2023.
Page 13 of 32
Baldick, Chris. The Oxford Dictionary of Literary Terms. 5th ed., Oxford UP, 2023.
Brooks, Cleanth. The Well Wrought Urn: Studies in the Structure of Poetry. 75th Anniversary ed.,
Harcourt Brace, 2022.
Cuddon, J. A., and Matthew Birchwood. A Dictionary of Literary Terms and Literary Theory. 6th
ed., Wiley-Blackwell, 2023.
Eagleton, Terry. How to Read a Poem. 2nd ed., Wiley-Blackwell, 2020.
Forster, E. M. Aspects of the Novel. Edited by Oliver Stallybrass, Penguin Classics, 2021.
Furniss, Tom, and Michael Bath. Reading Poetry: An Introduction. 3rd ed., Routledge, 2022.
Greene, Roland, et al., editors. The Princeton Encyclopedia of Poetry and Poetics. 5th ed.,
Princeton UP, 2022.
Lodge, David. The Art of Fiction. Vintage Classics, 2018.
Richards, I. A. Practical Criticism: A Study of Literary Judgment. Routledge, 2017 (Reprint of
1929 ed.).
Rimmon-Kenan, Shlomith. Narrative Fiction: Contemporary Poetics. 3rd ed., Routledge, 2023.
Toolan, Michael. Narrative: A Critical Linguistic Introduction. 3rd ed., Routledge, 2020.
Wood, James. How Fiction Works. 10th Anniversary ed., Picador, 2018.

Page 14 of 32
 SYBA (SEM-III)
SEC
ENG 217: Introduction to Technical Writing-I

Credits: 4 Internal Examination: 40

Total Marks: 100 External Examination: 60
Hours Per Week : 4

Objectives of the Course:

1) To enable students to understand the scope, nature, and significance of technical writing in
various communication contexts.
2) To enable students to learn the essential characteristics, structure, and functions of technical
writing.
3) To enable students to identify the principles of ethical communication in technical contexts.
4) To enable students to explore different forms of modern technical communication such as
SMS, email, and social media platforms.
5) To enable students to analyze the origin, features, and functions of various digital platforms
used for technical writing.
6) To enable students to apply technical writing skills to real-world formats like emails, web
content, and social media messages.

Outcomes of the Course:

After successful completion of this course students will be able to: Cognitive level
Define the meaning, scope, and evolution of technical writing as a distinct form
1
of communication.
Describe the key characteristics and ethical considerations of technical writing. 2
Identify different types of technical writing platforms such as SMS, email,
3
WhatsApp, Twitter, and websites.
Analyze the origin, structure, and features of digital media forms used for
4
technical communication.
Differentiate between types and functions of text across technical platforms like
4
emails, tweets, and social media posts.
Apply learned principles to draft short technical communications in formats like
5
SMS, email, and social media posts.

I Introduction to Technical Writing

(15 Hours)
A) Meaning, Scope and Nature of Technical Writing
B) Development of Technical Writing
II A) Characteristics of a Technical Writing (15 Hours)
B) Ethics of Technical Writing
III Forms of Technical Writing (15 Hours)
A) SMS/ Text Messaging - a)Origin b) Characteristics c)types
B) E-mail a) Origin b) Characteristics c) Elements of E-mail
C) Social Media: Facebook a) Origin b) Characteristics

Page 15 of 32
 IV Forms of Technical Writing (15 Hours)
A) WhatsApp a) Origin b) Characteristics
B) Twitter a) Origin b) Characteristics c) types
C) Websites a) Origin b) Characteristics c) types

Recommended Books:
Dey, Susmita. Business Communication. Reliable Publication, Mumbai, 1999.
Raman, Minakshi and Sangeeta Sharma. Technical Communication: Principles and Practices.
Oxford University Press, New Delhi, 2004.
Rao, Nageshwar and Rajendra Rao. Communication Skills. Mumbai: Himalaya Publishing House,
2012.
Rizvi, M. Ashraf. Effective Technical Communication. New Delhi: Tata McGraw Hill Education
Private Limited, 2012.
Thorat and Lokhandwala. Enriching Oral and Written Communication. Orient Blackswan,
Hyderabad, 2009.
UrmilaRai and Rai. Business Communication. Himalaya Publication, New Delhi, 1999.

Page 16 of 32
 SYBA/SYBCom/SYBSc (SEM-III)
MIL
ENG 218: Reading Skills for Effective Communication
--------------------------------------------------------------------------------------
Credits : 2 Total Marks : 50
Internal Exam : 20 Marks External Examination: 30

Lectures Per Week : 1 Hour Theory + 2 Hours Practical = 3 Hours/ Week

Objectives of the Course:

1) Understand the significance of reading as a communication skill and explore various
reading methods.
2) Apply skimming, scanning, prediction, and inferencing strategies to academic and real-
world texts.
3) Analyze texts critically to identify author’s tone, bias, and purpose.
4) Recognize and overcome common reading barriers such as limited vocabulary and low
retention.
5) Evaluate and summarize literary and functional texts using structured techniques.
6) Develop interpretation and comprehension skills across different genres and text types.

Outcomes of the Course:

After successful completion of this course students will be able to: Cognitive level
Identify and explain the purpose of different reading strategies. 1&2
Apply skimming, scanning, and prediction to extract global and specific 3
meanings from texts.
Draw inferences and comprehend implicit meanings in diverse reading 4
materials.
Analyze an author’s style, tone, and intent in literary and argumentative texts. 4
Summarize content effectively from descriptive, narrative, or informative 5
texts.
Interpret and respond to poetry, advertisements, reports, and character sketches 6
with clarity.
Unit: I Essential Reading Skills and Strategies: (Theory) (Credit 01) (15 Hours)

1. Reading: Importance and Methods

2. Skimming for Global Understanding
3. Scanning for Specific Information
4. Prediction Techniques
5. Drawing Inferences from Context
6. Critical Reading: Understanding Author’s Purpose and Bias
7. Common Problems in Reading (lack of vocabulary, attention, prior knowledge)
8. Summarisation Techniques and Practice

Unit: II Reading Comprehension of Different Text Types: (Practical) (Credit 01) (30 Hours)

1. Reading and Interpreting Argumentative Texts

2. Understanding Descriptive Texts (places, scenes, events)
3. Appreciation and Interpretation of Poetry
Page 17 of 32
 4. Reading Character Sketches: Personality and Development
5. Engaging with Functional Texts (advertisements, notices, instructions)
6. Analysing Informative Texts (reports, articles, factual writing)

Note:
• In Practical, a teacher will teach items from above and ask the students to do the practical
individually or by group in the class. Journal of Practical Unit must be maintained by the
students.
• Theory unit (Unit No.01) is only for University (External) Examination (30 Marks)
• Practical Unit(Unit No.02) is only for College (Internal) Examination. (20 Marks)
• The College (Internal) Examination will be based on the Practical Unit. (Journal for 10
marks and Oral Examination for 10. Marks)

Recommended Books:
Anderson, Neil J. Active Skills for Reading. 2nd ed., Boston: Cengage Heinle, 2007.
Grabe, William. Reading in a Second Language: Moving from Theory to Practice. (Cambridge):
Cambridge University Press, 2009.
Hamlin, Daniel. Essential Reading Skills. New York: New Readers Press, 2010.
Moreillon, Judi. Collaborative Strategies for Teaching Reading Comprehension. ALA Editions,
Chicago: American Library Association, 2007.
Mikulecky, Beatrice S., and Linda Jeffries. Reading Power 1. 2nd ed., Harlow: Pearson Longman,
2004.
Wallace, Mike, and Alison Wray. Critical Reading and Writing for Postgraduates. 4th ed.,
London: SAGE Publications Ltd, 2021.

Page 18 of 32
 SYBA (SEM-IV)
DSC
ENG 221: An Introduction to Poetry in English - II
Credits: 2 Internal Examination: 20
Total Marks: 50 External Examination: 30
Hours Per Week : 2

Objectives of the Course:

1) To enable students to understand the historical and cultural contexts of American, Indian,
and English poetry.
2) To enable students to recognize and explain the formal and thematic aspects of different
poetic traditions.
3) To enable students to identify various types of poetry, including narrative poetry, elegy,
satire, and dramatic monologue.
4) To enable students to develop close reading and interpretative skills through the analysis of
prescribed poems.
5) To enable students to analyze and critically evaluate poetic devices, themes, tone, and
stylistic elements in diverse poetic forms.
Outcomes of the Course:
After successful completion of this course students will be able to: Cognitive level
Recall major features and historical contexts of American, Indian, and English 1
poetry traditions.
Explain the evolution, characteristics, and key contributors of these poetic 2
traditions.
Identify and distinguish types of poetry such as narrative, elegy, satire, and 3
dramatic monologue.
Apply close reading techniques to interpret poetic meaning, form, and tone. 3, 4
Analyze and evaluate poetic structure, thematic depth, and use of literary 4, 5
devices in the prescribed poems.

Unit I:- Introduction to Poetry in English (15 Hours)

1. A Brief Survey of English Poetry
2. A Brief Introduction to American Poetry
3. A Brief Introduction to Indian English Poetry
4. Types of Poetry: Narrative, Elegy, Satire, Dramatic Monologue

Unit II:- Types of poetry with texts (15 Hours)

1. NARRATIVE: Nissim Ezekiel- “The Night of the Scorpion”
2. ELEGY: Theodore Roethke- “Elegy For Jane”
3. SATIRE: W. H. Auden- “Unknown Citizen”
4. DRAMATIC MONOLOGUE: Robert Browning- “My Last Duchess”

Recommended Books:
Abrams, M. H. A Glossary of Literary Terms. Delhi: Prism,1999.
Barua, K.A. (ed.), Whispering Reeds An Anthology of English Poetry. Delhi: OUP, 2015.

Page 19 of 32
Cox and Dyson. Poems of This Century. Bombay: Orient Longman, 1972.
Cuddon, J. A. A Dictionary of Literary Terms and Literary Theory. Wiley-Blackwell, 2013.
Daiches, David. A Critical History of English Literature. Revised ed., Vintage, 1968.
E Albert. History of English Literature. Oxford Univ. Press, 1997.
English Poetry: A Kaleidoscope. Orient Black Swan 1989.
Fifteen Poets. Calcutta: Oxford University Press, 1974.
Goodman, W.R, A History of English Literature, Delhi: Doaba House, 1994.
Hudson, W.H. An Introduction to the Study of English Literature. Delhi: Macmillan Press 1995.
Keegan, Paul. Ed. The Penguin Book of English Verse Penguin Books Ltd. (1964) 2001.
Mayhead Robin: Understanding Literature. Cambridge Univ. Press, 1965.
Narasimhaiah, C.D. An Anthology of Commonwealth Poetry. McMillan India Ltd, 2004.
Poetry Down the Ages. edited by M. Zama. Orient Longman, 2004.
Prasad, B. A Background To The Study of English Literature. New Delhi: Macmillan India Ltd.
1999.
Ramanan, G. M (ed). Modern English Poetry: A Selection. Hyderabad: Orient Blackswan, 2013.
Sachithanandan,V. Six English Poets. Delhi: Macmillan India Ltd., 1987.
The Collected Poems of Dylan Thomas (New Directions Publishing Corporation, 1957)
Williams, H. M. Six Ages of English Poetry. London: Blackie & Son Ltd., 1967.
Wright, David. The Penguin Book of English Romantic Verse. England: Penguin Books Ltd., 1968.

Page 20 of 32
 SYBA (SEM IV)
DSC
ENG 222: An Introduction to Drama in English - II
Credits: 4 Internal Examination: 40
Total Marks: 100 External Examination: 60
Hours Per Week : 4

Objectives of the Course:

1) To enable students to understand the socio-political and cultural contexts that shaped
American and African drama.
2) To enable students to identify key movements like realism, expressionism, and resistance
theatre in global drama traditions.
3) To enable students to analyze major themes and techniques used by Arthur Miller and Wole
Soyinka in their representative plays.
4) To enable students to interpret dramatic texts with attention to character, structure, and
symbolism.
5) To enable students to evaluate the role of drama as a tool for social critique and identity
formation.

Outcomes of the Course:

After successful completion of this course students will be able to: Cognitive level
Describe the historical and cultural developments in American and African
1
drama.
Explain key dramatic trends like realism, expressionism, and postcolonial
2
resistance in global contexts.
Interpret the impact of historical events such as wars and colonization on
3
dramatic expression.
Analyze the major themes, characters, and dramatic techniques in All My Sons
4
and The Lion and the Jewel.
Compare American and African playwrights’ approaches to drama and social
4
issues.
Critically assess how drama reflects and reshapes societal values and
5
ideologies.
Develop arguments and presentations based on close reading and contextual
6
analysis of dramatic texts.

Unit I: Background to American Drama (15 Hours)

1) Colonial influences and early theatre
2) Rise of realism and expressionism in 20th-century American drama
3) Influence of the American Dream, the Great Depression, and World Wars
4) Key playwrights: Eugene O’Neill, Tennessee Williams, Arthur Miller, Lorraine Hansberry

Unit II: American Drama (15 Hours)

All My Sons by Arthur Miller

Unit III: Background to African Drama (15 Hours)

1) Ritual and festival drama in precolonial Africa
2) Theatre as resistance under colonial rule
3) Post-independence drama and nation-building
4) Major African dramatists: Wole Soyinka, Ngũgĩ wa Thiong’o, Athol Fugard, Ama Ata
Aidoo
Page 21 of 32
Unit IV: African Drama (15 Hours)
The Lion and the Jewel by Wole Soyinka

Recommended Books:
Abrams, M. H., and Geoffrey Galt Harpham. A Glossary of Literary Terms. 11th ed., Cengage
Learning, 2015.
Bigsby, C. W. E. A Critical Introduction to Twentieth-Century American Drama. Volume 1: 1900–
1940. Cambridge University Press, 1982.
Brockett, Oscar G., and Franklin J. Hildy. History of the Theatre. 10th ed., Pearson Education,
2008.
Esslin, Martin. The Theatre of the Absurd. 3rd ed., Methuen, 2001.
Fugard, Athol, John Kani, and Winston Ntshona. Sizwe Bansi Is Dead. Theatre Communications
Group, 1993.
Miller, Arthur. All My Sons. Penguin Classics, 2000.
Ogunba, Oyin. Yoruba Drama and Theatre: A Study of Traditional Plays and Modern Theatre.
University Press Ltd., 1978.
Soyinka, Wole. Myth, Literature and the African World. Cambridge University Press, 1976.
Soyinka, Wole. The Lion and the Jewel. Oxford University Press, 1963.

Page 22 of 32
 SYBA (SEM-IV)
OJT
ENG 223: On Job Training/ Internship

Credits: 4 Internal Examination: 40

Total Marks: 100 External Examination: 60

A separate guideline will be issued by the university

Page 23 of 32
 SYBA (SEM-IV)
MIN
ENG 224: English for Competitive Exams- IV

Credits: 2 Internal Examination: 20

Total Marks: 50 External Examination: 30
Hours Per Week : 2

Objectives of the Course:

1) To enable students to identify various figures of speech, degrees of comparison, punctuation

marks, and idiomatic expressions.
2) To enable students to interpret the use and meaning of idioms, phrases, and figures of speech
in given contexts.
3) To enable students to use degrees of comparison, punctuation, and idioms accurately in
writing and speech.
4) To enable students to distinguish between correct and incorrect punctuation and idiomatic
usage in given passages.
5) To enable students to justify the use of a particular figure of speech or idiom in enhancing
textual meaning.
6) To enable students to compose creative content or responses using figures of speech, idiomatic
expressions, and well-punctuated sentences.

Outcomes of the Course:

After successful completion of this course students will be able to: Cognitive level
Identify various figures of speech, degrees of comparison, punctuation marks, 1
and idiomatic expressions.
Interpret the use and meaning of idioms, phrases, and figures of speech in 2
given contexts.
Use degrees of comparison, punctuation, and idioms accurately in writing and 3
speech.
Distinguish between correct and incorrect punctuation and idiomatic usage in 4
given passages.
Justify the use of a particular figure of speech or idiom in enhancing textual 5
meaning.
Compose creative content or responses using figures of speech, idiomatic 6
expressions, and well-punctuated sentences.

Unit 1: Figures of Speech (10 Hours)

1. Simile, Metaphor, Metonymy
2. Alliteration, Personification, Hyperbole
3. Antithesis, Climax, Irony, Paradox
Unit 2: Degree (10 Hours)
1. Positive Degree
2. Comparative Degree
3. Superlative Degree
Unit 3: Punctuation Marks (10 Hours)
Page 24 of 32
 1. Punctuation marks and their uses
2. Errors in using punctuation marks

Recommended Books:
Hewings, Martin. Advanced English Grammar. Cambridge University Press, Cambridge, 2007.
Krohn, Robert. English Sentence Structure. University of Michigan Press, Ann Arbor, 1971.
Murphy, Raymond. Intermediate English Grammar with Answers. Cambridge University Press,
New Delhi, 1999.
Murphy, Raymond, and William R. Smalzer. Grammar in Use Intermediate Without Answers with
Audio CD: Reference and Practice for Intermediate Students of English. Edited by
William R. Smalzer, Cambridge University Press, New Delhi, 2000.
Plag, Ingo. Word-Formation in English. Cambridge University Press, New York, 2018.
Swan, Michael. Practical English Usage. Oxford University Press, New Delhi, 2016.

Page 25 of 32
 SYBCom and SYBSc (SEM- IV)
OE
ENG 225: Studies in English Literature and Language-IV

Credits: 2 Internal Examination: 20

Total Marks: 50 External Examination: 30
Hours Per Week : 2

Objectives of the Course:

1) Understand and appreciate diverse literary texts from Indian and Western traditions.
2) Identify themes, narrative techniques, and character development in short stories.
3) Recognize and classify different methods of word formation in English.
4) Analyze the structure and function of words created through various morphological
processes.
5) Enhance vocabulary and linguistic awareness through applied language exercises.
Outcomes of the Course:
After successful completion of this course students will be able to: Cognitive level
Recall the plots, characters, and settings of selected literary texts. 1
Explain the moral, social, and thematic concerns reflected in the short stories. 2
Analyze the narrative techniques used by short story writers in English. 4
Identify and categorize major and minor types of word formation in English. 2
Apply word formation rules to generate new and context-appropriate
3
vocabulary.
Compare the use of different word formation processes in real-world
4
communication.
Create examples of words using prefixation, suffixation, blending, clipping, and
6
acronym formation.

Unit – I- Literary Text: (15 Hours)

1. Rabindranath Tagore: Living or Dead?
2. Anton Chekov: The Bet
3. O. Henry: The Romance of a Busy Broker

Unit – II Word Formation: (15 Hours)

1. Major Word Formation: Prefixation, Suffixation, Compound
2. Minor Word Formation: Reduplicative, Clipping, Blending, Acronym

Recommended Book:
Green, David. Contemporary English Grammar Structures and Compositions. Macmillan India Ltd.,
New Delhi, 2008.
Mohanty, Jatin. Ten Short Stories. Universities Press (India) Ltd., Hyderabad, 2014.
Quirk, Randolph, and Sidney Greenbaum. A University Grammar of English. 2nd ed., Pearson
Education Limited, Harlow, 2006.
Popular Short Stories. Oxford University Press, New Delhi, 2011.
Sidhu, C. D. An Intensive Course in English. Orient Longman, Hyderabad, 2010.
Yule, George. The Study of Language. 7th ed., Cambridge University Press, Cambridge, UK, 2017.

Page 26 of 32
 SYBA (SEM-IV)
VSC
ENG 226: Practical Criticism-II

Credits: 2 Internal Examination: 20

Total Marks: 50 External Examination: 30
Hours Per Week : 2

Objectives of the Course:

1. To enable students to understand the nature and scope of practical criticism as applied to
prose.
2. To enable students to identify key elements of narrative prose including point of view, voice,
and plot structure.
3. To enable students to distinguish between styles, diction, and figurative language in prose
writing.
4. To enable students to analyze character types and the use of narrative techniques in fiction
and non-fiction.
5. To enable students to apply critical reading frameworks to interpret selected prose texts.

Outcomes of the Course:

After successful completion of this course students will be able to: Cognitive level
Define and explain the practical criticism of prose. 1&2
Distinguish between narrative perspectives such as first-person and third-
2
person narration.
Identify and describe plot structures (linear, episodic, nonlinear) in various
2
prose forms.
Apply critical frameworks to interpret prose passages from fiction and non-
3
fiction.
Analyze the function of diction, tone, and stylistic features in prose texts. 4
Evaluate the role of characterization, foils, and stereotypes in narrative
5
development.
Develop independent interpretations of prose texts using close reading
6
techniques.

Unit 1: Introduction to Prose Analysis. (15 Hours)

a. Scope of Practical Criticism in prose: Fiction (short stories, novels) vs. non-fiction
(essays, speeches).
b. Point of view (first-person, third-person omniscient/limited) Focalization and
narrative voice.
c. Plot structure (linear, nonlinear, episodic).

Unit 2 : Style, Diction and Characters. (15 Hours)

a. Diction: Formal vs. informal, jargon, dialect. Use of Figurative language in prose
(metaphor, hyperbole).
b. Characterization, Foils, stereotypes, and archetypes.
*Practice analyzing passages from novels, essays or speech using learned frameworks.

Page 27 of 32
Recommended Books:

Abrams, M. H., and Geoffrey Galt Harpham. A Glossary of Literary Terms. 12th ed., Cengage
Learning, 2023.
Baldick, Chris. The Oxford Dictionary of Literary Terms. 5th ed., Oxford UP, 2023.
Brooks, Cleanth. The Well Wrought Urn: Studies in the Structure of Poetry. 75th Anniversary ed.,
Harcourt Brace, 2022.
Cuddon, J. A., and Matthew Birchwood. A Dictionary of Literary Terms and Literary Theory. 6th
ed., Wiley-Blackwell, 2023.
Eagleton, Terry. How to Read a Poem. 2nd ed., Wiley-Blackwell, 2020.
Forster, E. M. Aspects of the Novel. Edited by Oliver Stallybrass, Penguin Classics, 2021.
Furniss, Tom, and Michael Bath. Reading Poetry: An Introduction. 3rd ed., Routledge, 2022.
Greene, Roland, et al., editors. The Princeton Encyclopedia of Poetry and Poetics. 5th ed.,
Princeton UP, 2022.
Lodge, David. The Art of Fiction. Vintage Classics, 2018.
Richards, I. A. Practical Criticism: A Study of Literary Judgment. Routledge, 2017 (Reprint of
1929 ed.).
Rimmon-Kenan, Shlomith. Narrative Fiction: Contemporary Poetics. 3rd ed., Routledge, 2023.
Toolan, Michael. Narrative: A Critical Linguistic Introduction. 3rd ed., Routledge, 2020.
Wood, James. How Fiction Works. 10th Anniversary ed., Picador, 2018.

Page 28 of 32
 SYBA (SEM-IV)
SEC
ENG 227: Introduction to Technical Writing-II

Credits: 2 Internal Examination: 20

Total Marks: 50 External Examination: 30
Hours Per Week : 2

Objectives of the Course:

1) Understand the origin, characteristics, and types of emerging technical writing formats.
2) Recognize and analyze the utility of digital platforms such as Google Classroom, LinkedIn,
and Google Docs in professional communication.
3) Develop skills in designing effective brochures, flyers, blogs, posters, and presentations.
4) Apply principles of digital safety by identifying precautions in cyber communication.
5) Evaluate the effectiveness of various digital forms of communication for specific
professional and academic purposes.
Outcomes of the Course:
After successful completion of this course students will be able to: Cognitive level
Recall the origin and types of various technical writing forms. 1
Describe characteristics of communication tools like Google Classroom, 2
LinkedIn, and Google Docs.
Apply design principles to create brochures, blogs, and posters. 3
Analyze different technical writing forms for effectiveness and 4
appropriateness.
Evaluate cyber safety practices in digital communication. 5
Create original technical documents using appropriate format and digital 6
tools.

I Forms of Technical Writing (15 Hours)

A) Google Classroom- a)Origin b) Characteristics c)types
B) Posters- a)Origin b) Characteristics c)types
C) Linkedin- a)Origin b) Characteristics c)types
D) Cyber Security- importance & precautions
II Forms of Technical Writing (15 Hours)
A) Brochures, Flyers –Origin, types and characteristics
B) Blogging- Origin, types and characteristics
C) Google docs- Origin, types and characteristics
D) Graphics and PPT- Origin, types and characteristics
Recommended Books:
Bailey, Stephen. Academic Writing. London: Routledge. 2003.
Elizabeth Tebeaux and Sam Dragga. The Essentials of Technical Communication. Oxford
University Press, New Delhi, 2020.
Kieran, Morgan. Technical Writing Process. Better On Paper Publications, 2015.
Murphy Teressa and Roden Martin. Writing and Speaking for Technical Professionals:
Communication Skills for Success. Discovery Press, 2009
Raman, Minakshi and Sangeeta Sharma. Technical Communication: Principles and Practices.
Oxford University Press, New Delhi, 2004.
Shelton, James. Handbook for Technical Writing. NTC. 1994
Writing Skills Success. 4th Edition. New York. LE LLC. 2009.

Page 29 of 32
 SYBA/SYBCom/SYBSc-(SEM-IV)
MIL
ENG 228: Listening Skills for Effective Communication
-----------------------------------------------------------------------------------------
Credits : 2 Total Marks : 50
Internal Exam : 20 Marks External Examination: 30

Lectures Per Week : 1 Hour Theory + 2 Hours Practical = 3 Hours Per Week

Objectives of the Course:

1. Understand the role and significance of listening in academic, social, and professional
contexts.
2. Differentiate between hearing and listening, recognizing their psychological and
physiological aspects.
3. Identify various barriers to effective listening and explore strategies to overcome them.
4. Apply appropriate techniques for active, passive, interpretive, and accent listening.
5. Develop the ability to comprehend spoken content from multiple sources including speeches,
podcasts, and dialogues.
6. Practice effective note-making strategies for summarizing oral content clearly and
accurately.
Outcomes of the Course:
After successful completion of this course students will be able to: Cognitive level
Define the concept of listening and explain its significance in communication. 1
Differentiate between hearing and listening through examples and discussion. 2
Identify listening barriers and demonstrate strategies to overcome them. 3
Apply active, passive, interpretive, and accent listening techniques in various 3
contexts.
Comprehend spoken material such as conversations, podcasts, and lectures for 4
tone, content, and purpose.
Make structured notes using methods like Cornell, bullet points, and mind 5
maps based on listening inputs.

Unit: I Building Listening Skills (Theory) (Credit 01) (15 Hours)

1. Introduction to Listening
• Definition and importance
• Role in communication
2. Hearing vs Listening
• Psychological and physiological distinctions
• Examples and discussion
3. Barriers to Listening
• Physical, psychological, semantic, and environmental barriers
• Strategies to overcome them
4. Effective Listening Techniques
• Tips and strategies
• Role of body language and attention
5. Types of Listening
Page 30 of 32
 • Active Listening: Engaged and responsive
• Passive Listening: Receiving without response
• Interpretive Listening: Decoding implied meanings
• Accent Listening: Understanding varied speech patterns

Unit: II Listening Comprehension And Note-Taking (Practical) (Credit 01) (30 Hours)
1. Listening Comprehension
• Listening to conversations, talks, lectures, podcasts, speeches, and directions
• Understanding tone, intention, and content
2. Listening for Specific Information
• Identifying key points and main ideas
• Listening with a purpose
3. Narrative Listening
• Understanding stories and incidents
• Recognizing plot elements and narrative structure
4. Note-making Techniques
• Cornell method, mind maps, bullet points
• Summarizing oral information

Note:
• In Practical, a teacher will teach items from above and ask the students to do the practical
individually or by group in the class. Journal of Practical Unit must be maintained by the
students.
• Theory unit (Unit No.01) is only for University (External) Examination (30 Marks)
• Practical Unit(Unit No.02) is only for College (Internal) Examination. (20 Marks)
• The College (Internal) Examination will be based on the Practical Unit. (Journal for 10
marks and Oral Examination for 10. Marks)

Recommended Books:
Dunkel, Patricia. Listening and Notetaking Skills. Heinle Cengage Learning, Boston, 1991.
Markstein, Linda, and Louise Hirasawa. Developing Listening Skills. Cambridge University Press,
Cambridge, 2010.
“TED Talks.” TED Conferences, www.ted.com/talks.
BBC Learning English. BBC Learning English, www.bbc.co.uk/learningenglish.
NPR. National Public Radio, www.npr.org.
YouTube Educational Channels. YouTube, www.youtube.com/education.

Page 31 of 32
 Internal Examination/ Evaluation for all papers
Except MIL English course I &II
Internal Evaluation Scheme: for 4 Credits (40 Marks)
Sr. No. For Internal Marks
1 Test I 15
2 Test II 15
3 Attendance 05
4 (Any One of the following): Seminar/ Classroom Presentation/ 05
Individual Assignment/ Group Assignment/ Group Discussion/ Quiz
Total 40
Internal Evaluation Scheme: for 2 Credits (20 Marks)
Sr. No. For Internal Marks
1 Test I 10
2 (Any One of the following): Individual Assignment/Group 5
Assignment/ Group Discussion/ Quiz/ Seminar/ Classroom Presentation
3 Attendance 5
Total 20

University Exam Question Paper Format (4 Credit)

Examination Pattern: 4 Credit theory courses will be of 100 marks comprising of 40 marks internal
and 60 marks external examination.
Time: 2 Hours Total Marks: 60
Question Description Marks
Q. 1 Answer the following questions in two to three sentences (6 out of 8) 12
Q. 2 Answer the following questions in brief (4 out of 5) 12
Q. 3 Answer the following questions in brief (4 out of 4) 12
Q. 4 Short Answer Type Questions (2 out of 3) 12
Q. 5 Long Answer Type Questions (1 out of 2) 12
University Exam Question Paper Format (2 Credit)
Examination Pattern: 2 Credit theory courses will be of 50 marks comprising of 20 marks internal
and 30 marks external examination.
Time: 1:30 Hours Total Marks: 30
Question Description Marks
Q. 1 Attempt any 4 out of 5 questions 8
Q. 2 Attempt any 4 out of 5 questions 12
Q. 3 Attempt any 2 out of 3 questions 10

Chairman
BoS English
KBCNMU, Jalgaon

Page 32 of 32