The Masters programme in English with Communication Studies aspires to sustain and revive an academic interest in literary and cultural theories. The papers offered are as contemporarily relevant as possible, even eclectic. A conscious effort is made to ensure that theories are grounded in textual readings, wherever possible. Testing and evaluation patterns aim at fostering a culture of research rather than an exam driven system, which will enhance student reading and creativity. In keeping with practical demands, ELT, communication study papers and the internship component are skill based and endeavour to make the programme application oriented. The programme will offer one value added course per semester at the Postgraduate level for the first three semesters alone. Value added courses provide students an opportunity to develop discipline specific and inter-disciplinary skills.These courses will give the adequate training to the students to develop their own interests and aptitudes. The objective is to help them enhance and gain a nuanced understanding of their curriculum.

Programme Outcome/Programme Learning Goals/Programme Learning Outcome:

PO2: Specialization knowledge, methods and scholarship

PO3: Critical thinking and creative synthesis

PO4: Research methods, methodology and publication

PO5: Become independent learners

Continuous internal assessment will have written assignments, oral presentations, performances

End Semester Exams will have centralised exams, portfolio submission, Dissertations, performances

Research Requirements

Research is an integral part of the programme. To foster the research culture it is mandatory for students to undertake research presentations at seminars and publications in various academic journals. Students will be awarded credits according to the merit of their efforts. Research presentations and publications are mandatory towards building their dissertation / project in the fourth semester.

Students in the first year are expected to make presentations at national / international seminars which will earn them 1/ 2 credits accordingly. Research publications in any recognized academic journals / books with ISSN / ISBN number will fetch 2 credits respectively.

Students in the second year are expected make presentations at national / international seminars which will earn them 1 credit. Research publications in any recognized academic journals / books with ISSN / ISBN number and UGC recognized journals will fetch 1 and 2 credits respectively.

The course is designed to provide students considerable input regarding areas related to communication, the news industry, the profession of reporting & the legal-ethical issues linkedto news writing and news dissemination.

Course Objectives

·         To enable students garner considerable knowledge regarding the communication process and the news industry.

·         To familiarize students with mass media theories essential for creating content for varied media platforms.

·         To inculcate in students the skill to write journalist pieces.

·         Definitions,process,elements,function,barriers

·         Kindsofcommunication- intra/inter-personal,group, mass.

·         Communication,society&socialization.

·         Modelsofcommunication:Aristotle,HaroldLaswell,FrankDance.

·         MediaEffectsTheories: NewsFraming;Media Priming;Social-Cognitive theoryof mass communication; Uses and Gratifications.

Historyofnewspapers-world/India.

Newspapers in India post-independence. Iconic individuals and their contributions to Indian journalism. Philosophy & Editorial stands of select newspapers-TOI, The Hindu,HindustanTimes, IndianExpress. Regional newspapers and their relevance. Milestonesin Indian journalism.

Broadcast media in India-AIR, DD & Satellite TV. Brief history, Broadcast Content, Pertinent Issues.

Definitions,process,elements,function,barriers

Kindsofcommunication- intra/inter-personal,group, mass.

Communication,society&socialization.

·         Modelsofcommunication:Aristotle,HaroldLaswell,FrankDance.

·         MediaEffectsTheories: NewsFraming;Media Priming;Social-Cognitive theoryof mass communication; Uses and Gratifications.

·         Aspectsofbeatreporting- research, reading &recordingofinformation.

·         Cultivatingnewssources.

·         ReportingTechniques-Investigative,interpretative,depthreports,humaninterest.

·         Conductinginterviews.

·         Reportingdifferentdomains-Politics,economy,crime,sports,law,lifestyle.

·         Legal&ethicalissueswhilereporting.

McQuail,D.(1994).MassCommunicationTheory.NewDelhi:SagePublication.

                       Harris,J.(1981).TheCompleteReporter.NY,USA:MacmillanPub.

 Alexander,L.(1982).BeyondtheFacts:AguidetotheartoftheFeaturewriting. USA:Gulf Publishing Company.

If need be, a VIVA may be used.

One comprehensive current affairs test of 20 marks (Individual), will be administered. Portfolio-Acollectionofarticleswrittenbythe student. Onearticleeveryweek byeach studenton either Google classroom or LMS. Each article would represent the differentjournalisticstylesdiscussed inclass-80 marks(Individual), withrubricsclearlystated.The current affairsquizof20andthe80marksportfolio represent 100marks. Thefinalmarks however will reflect50.

The course aspires to enable the learners to develop rhetorical and professional competencies to plan, draft, revise, edit and produce technical documents by employing the appropriate research methods as well as comprehending the ethical standards for the same. The focal point of the course will be on technical writing. However, oral communication of scientific and technical information will also form a vital component of the course. As the paper is intended to add value to the learners’ professional skills, the prescribed readings and the mode of assessment endeavour to embed as well as extend the course on technical writing within and beyond the syllabus.

Course Objectives

·       To understand and analyse the technical-writing process for producing the technical documents

·       To identify the legal and ethical considerations in technical content-creation.

·       To correspond in professional environments equipped with skills in content creation, copyedit as well as content review.

·         To demonstrate the adequate skills for adopting the appropriate graphics/visuals, instructions/language and layout for technical documents.

·         To create technical documents with rhetorical and professional competencies.

The unit will engage with the technical and/or scientific writing at a basic level, discuss technical writing process and related genres, critically analyze the need and scope for technical writing as a necessary professional skill, in the form of email, business letters, and other such correspondences.

·         Professional Writing

·         Introduction to technical writing

The unit will engage with the technical writing at the pragmatic level. The lessons will help the learners understand the nuances of planning which include project-scope, audience analysis, tools-selection, templates/style guides/checklists, also understanding the ethical and legal considerations in technical-writing. The learners will also identify and apply the strategies for planning of a technical-writing project.

·         Scope, creation of documentation plan and documentation schedule

·         Audience or end users

·         Tools, techniques, templates/ style guides/checklists

·         Participants in planning-process

·         Structure

·         Ethical and legal considerations

The unit will engage with the writing of technical writers. The lesson will help the learners understand the nuances of writing style, content-creation, language-skills, content-review and copy-editing skills. The learners will also identify and apply the strategies for creating, editing, and proofreading the technical documents.

·         Writing style or methods

a.       Technical Language, Instructions, Grammar and Punctuation Review

·         Review and revision

·         Review, copyedit and publish the technical documents: Needs and best practices

The unit will inform and assess the graphical aids (including tables and figures), page design and layout-related-techniques adopted in technical documents. The lesson will enhance the learner’s visual aid, page design and layout application skills for the technical and/or scientific content that they develop. 

·         Tables and figures (including charts and illustrations) and best practices.

·         Page-design and layout and best practices.

The unit will encourage the students to engage in creating a technical document applying the principles and strategies undertaken during the course lectures. The students will present the project in the written and/or verbal format.

·         Apply the technical writing planning and structuring strategies

·         Apply the technical writing, and reviewing strategies

·         Apply the strategies described for graphics, page design and layout

·         Develop a technical document

·         Alred, G. J., Brusaw, C. T., & Oliu, W. E. (2019). Handbook of technical writing. Bedford/St. Martins.

·         Sommers, N., & Hacker, D. (2014). A writer’s reference. Bedford/St. Martin’s.

·         Alred, G. J., Brusaw, C. T., & Oliu, W. E. (2019). Handbook of technical writing. Bedford/St. Martins.

·         Sommers, N., & Hacker, D. (2014). A writer’s reference. Bedford/St. Martin’s.

·         Kolln, M., & Gray, L. S. (2009). Rhetorical grammar. Longman.

·         Kristin R. Woolever - Writing for the Technical Professions (2008, Longman)

·         Pringle, A. S., & O'Keefe, S. (2003). Technical writing 101: A real-world guide to planning and writing technical documentation. Scriptorium Publishing.

·         Woolever, K. R. (1999). Writing for the technical professions. Longman.

·         The Project is a technical-document created by the students and it will apply all the aspects of technical-writing process (Planning, structuring, writing, and reviewing). This form of assessment allows for a learner to apply the course knowledge as they develop their technical writing skills (25Marks).

·         CIA1 and CIA2 will assess both practical and theoretical understanding of the topics discussed. The assignment could be individually maintained or collaborative, depending on the class dynamics and size. Could range from Quiz/oral presentation/written assignments (CIAI 15 marks and CIA II 10 marks).

The introductory course for the 1 semester students, British Literature from English Renaissance to Postmodernism is a chronological survey of the major forces and voices that have contributed to the development of a British English literary tradition and studies a selection of British texts and their contexts. It intends to cover the literary ground from the English Renaissance Period till the 21st century focusing on the emergence, evolution and progress of English language and literature through different ages and periods. The course will highlight major literary moments, movements and events in the context of the social, political, religious and economic changes that shaped England and its history from the late 15th century onwards. Students learn to read this literature both formally and culturally, in relation to the charged and constantly changing social, political, religious, and linguistic landscape of pre-modern and modern Britain. The syllabus attends to the early history of literary forms, to the developing idea of a vernacular literary canon, and to the category of the literary and canon itself. This paper actively engages students in the critical reading process-to read, comprehend, respond to, analyse, interpret, evaluate and appreciate a wide variety of fiction, nonfiction and poetic texts.

The unit focuses on Renaissance and marks a difference between the Italian Renaissance and the English Renaissance. The great age of English literary awakening, this period is also called Elizabethan Age. The new culture was refined by other European influences mainly Italian followed by French and Spanish. The evolution of the theatre, novels and religious poetry are results of Italian encounters. Reformation marks a break from this influence and the need to establish an English national character which was an antithesis to the Italian character. Unlike the medieval age, patriotism became the guiding force which desired to monopolize God and resulted in the triumph of Protestantism. The written works of England became as successful as their voyages, discoveries and political conquests in the sixteenth century. The emergence of English poetry intoxicated with the newness of metre and the freshness of vocabulary.

Key Concepts and Movements: Renaissance, Reformation, Humanism, Anglicanism, English Theatre, Greek Tragedy and Comedy, Bible Translations, Protestantism, The Dissolution of Monasteries, University Wits, Puritanism, Sonnets, Epic, Metaphysical poetry, Royal Society of London, Oliver Cromwell and British Commonwealth.

 Sonnet 116 

The Tempest William Shakespeare

Indian Adaptation of a Shakespeare play as filmic Text

“Of Revenge” Francis Bacon 

“On his Blindness”John Milton 

“To His Coy Mistress”Andrew Marvell 

·        

In continuation with the survey of British social history, this unit deals with the latter half of the seventeenth century after the restoration of the monarchy to Charles II. As is characteristic of the age, a new revival of classics (neoclassical) by the learned men of letters made it an Age of Reason. The spirit of inquiry popularized by the influence of Renaissance gave impetus to empirical experience. The intellectual vigour made people move away from orthodoxy and the literate middle class even the poor felt dogmatism to be dangerous. A ‘homogenous coterie audience’ gave rise to Comedy of Manners. The Church of England became very powerful with its sacrament. The emergence of the political parties due to the decline of confidence in the monarchy (James I being catholic) and the civil war had its impact on literature. The latter half of the seventeenth century saw the emergence of a new genre of writing called the novel. There was a need to respect private and individual life as is evident in the writings of diaries and letters.

Key Concepts and Movements: Reaction to Puritanism, Heroic couplet, prose allegories, Coffee houses of London, Restoration Comedy, town poetry, (high and low verse), mock-epic, The Rise of the Novel, travelogues, Journalistic writing, diaries, The Whigs and the Tories.

 Macflecknoe (Part I) John Dryden

Preface to Epistle to Dr Arbuthnot Alexander Pope

Daniel Defoe Journal of the Plague Year- Excerpts

Oliver Goldsmith -The Village Schoolmaster

William Blake- The Tyger 

·        

 In the aftermath of the French Revolution, ideas of equality, liberty and fraternity found echoes in literature and the arts across Europe. Romanticism thus emerged as a differential aesthetic which radically rethought the purpose and meaning of literature, emphasizing connections with nature and society. The transcendental and sublime were extensively explored by Romantic poets who highlighted imagination as a powerful approach to realizing the world in subjective terms. Poetic language and diction became more accessible and ushered in the spirit of democracy in Literature. The Gothic Novel and the Novel of Romance and Sensibility alike introduced more women writers into popular fiction.

Key Concepts and Movements:   Revolution and reaction, Spirit of the age, Romanticism as an aesthetic category, The Romantic Novel

William Wordsworth: Selections from Lucy poems 

Lord Byron: She Walks in Beauty 

John Keats: “Ode upon a Grecian Urn”

Coleridge: “Kubla Khan” 

·        

The Victorian Age marked the rise of British imperialism, material prosperity and global cosmopolitanism on the one hand and crisis of faith and fear of moral decadence on the other. Both colonial outreach and rise in scientific temper characterize the spirit of inquiry, quest and self-analysis evident in early and late Victorian literature. Darwin’s theory of evolution shook the foundation of Religion while asserting human agency, flux and change. Empiricism and Utilitarian ideologies transformed worldviews. Industrialization and large-scale urbanization, coupled by huge class divides, growing corruption and increasing poverty reflected themselves in realistic modes of writing. Much of Victorian literature gave expression to the stark contrast between private and public worlds and increasing mechanization of human relationships. Many Victorian writers thus retrieve the past to make sense of a changing world, be it classical or medieval

Key Concepts and Movements: Spirit of Quest, Industrialization, Cosmopolitanism, Urban Economy and Class Divide, Women in Victorian Times, Art for Art’s Sake

Robert Browning: My Last Duchess

Elizabeth Barrett Browning: “The Cry of the Children”

Annie Besant: Excerpts from White Slavery in London 

Charles Dickens: Christmas Carol

Oscar Wilde: The Importance of Being Earnest  

·        

The unit on early and late Modernism will seek to explore, define, and critique several key concepts that emerged in 20th Century British literature and were expressed in terms of sociology, history, and politics. Many of the Modernist British writers were ‘outsiders’ (Irish, immigrants, expatriates, exiles) - Joyce, Eliot, Lawrence, Conrad and others. The unit will also survey several momentous periods from the end of the Victorian period through the First World War and the height of the Empire to the first ‘modern’ revolutionary attempts to undermine British imperialism. The unit will go on to examine the years between the two World Wars, the post-War period and the slow dismantling of the imperial state.

 Key Concepts and Movements: Modernism, Bildungsroman, Stream of consciousness novel, nationalism, imperialism, regionalism, post-industrialization, class, race and gender, world wars, rise of mystery thrillers, absurd drama, modernism in other art forms

 “The Twentieth Century and After” Norton Anthology of English Literature, pages 1827-1847

W. B. Yeats -- “The Second Coming” 

TS Eliot – The Waste Land (Excerpts) 

WH Auden- Unknown Citizen 

Virginia Woolf – A Haunted House 

James Joyce- The Sisters 

DH Lawrence – The Odour of Chrysanthemums 

Doris Lessing- To Room Nineteen 

Angela Carter- The Werewolf 

·        

The unit introduces students to concerns of globalization, multiculturalism, diasporic identity and the postcolonial bulwark of writings which characterize postmodernity in the UK of the late 20th and early 21st centuries.

Key Concepts and Movements: The rise of conservatism and neoliberalism in the 1980s and ‘90s, the reappearance of armed resistance to British rule in Northern Ireland, and the moves toward devolution in Scotland and Wales.

Carol Ann Duffy- Medusa 

Monica Ali: Brick Lane 

Greenblatt, S. The Norton Anthology of English Literature, 10th ed. Vol.A. New York: (2012

·         Baugh, Albert. A Literary History of England, 1967

·         Brantlinger, Patrick. Rule of Darkness: British Literature and Imperialism, 1830-1914, 1988

·         Conrad, Peter. Modern Times, Modern Places. 1998

·         Doody, Margaret. The True Story of the Novel. 1996

·         Ellmann, Richard and Feidelson, Charles (ed.) The Modern Tradition: Backgrounds of Modern Literature, 1965

·         Pinsky, Robert. The Sounds of Poetry: A Brief Guide, 1998

·         Poovey, Mary. Making a Social Body: British Cultural Formation, 1830-1864, 1995

·         Watt, Ian. The Rise of the Novel, 1957

Mid semester exam will be a written paper on the modules covered for 50 marks (5 questions out of 6, (10 marks each)

End-semester exam- One Section: Five questions to be answered out of six. (20 marks each)

The course attempts to introduce the nuances of Indian Literatures within a limited time frame. Expository in nature, it familiarizes students with various Indian Writing in English and Bhasha literature in English translation. The multi-lingual, multi-ethnic and multi-religious entity that India is makes it next to impossible to know all the languages and their respective/corresponding literatures. However, this course attempts to engage with the Cultural and Linguistic plurality of India. A categorization of Indian Literatures into The Beginnings, Post-Independent Indian Literature and 21 Century Indian Literature has shaped the broader conceptual contours of the course. The texts have been selected keeping in mind the myriad socio-political concerns within a region expressed in languages which may not be familiar to all.  Hence translation theories, which are specific to the Indian languages and practice are included to enrich the reading of the texts. The syllabus has been classified into four modules: 1) Introductory Concepts 2) Prose, Poetry and Drama 3) Bhasha Literatures in Translation 4) Indian Literatures Today and Future. These broad, general categorizations are done to avoid any kind of affiliations in foregrounding ideologies or polarities. This course with its content intends to offer scope for deliberations on all discourses like Postcolonial Studies, Indology, Genre Studies, Aesthetics of Indian Literatures and Translation Studies.

Course Objectives

·         To introduce and sensitize students to concerns and problems in Indian Literatures.

·         To expose students to the nuanced engagement with Translation Studies.

·         To empower students to make critical and academic engagement with Indian literary works in English or in Translation.

·         To trace the historical, socio-cultural and political incidents in India and its impact on various Bhasha literatures.

This unit is designed to provide a proper foundation for students to understand and engage with Indian Literature. The selection of prose pieces in this unit do trace the trajectory of Indian literature and problematizes the category and nomenclature. A Historical overview and theoretical insight would enable students to place all the literary texts prescribed in context to engage with them. This unit will also provide a strong foundation to the beginnings of Indian literary tradition including the epics and other early literary and cultural products.

• “The Anxiety of Indianness” - Meenakshi Mukherjee
• “Towards the Concept of a New Nationhood: Languages and Literatures in India” - U. R. Ananthamurthy
• “Why Comparative Indian Literature?” - Sisir Kumar Das
• P.P Raveendran: “Genealogies of Indian Literature” Economic and Political Weekly. Vol 41. No. 25. June 24-26, 2006.Pp 2558-2563
• “On Interpretation” - Suresh Joshi (Gujrati; Chintamayi Manasa)

This unit is designed to provide a historical understanding of the emergence and development of different genres like Prose, Poetry, Novel and Drama. The focus of the selection here is on Indian Writing in English in all these genres. A selective choice of texts in this unit is meant for both classroom engagement and for self-study. It would enable students to engage with works from these genres with more clarity and confidence. Apart from the engagement with the genres the paper with the works included would provide a better insight into the social and cultural fabric of India.

Poetry: (SLC)

·         Rabindranath Tagore:  Gitanjali- (12,36,63), ‘The Time my journey takes is long’, ‘This is my prayer to Thee’, ‘Thou hast made me known to friends’

·         Jayanta Mahapatra: The Abandoned British Cemetery at Balasore

·         Nissim Ezekiel: Background, casually, Goodbye Party for Miss Pushpa T. S.

·         Kamala Das: An Introduction

·         Syed Ammanuddin: Don’t Call me Indo-Anglian

·         Arun Kolatkar - “The Butterfly”

Short story: (SLC)

·         Janice Pariat: Pilgrimage (Short story from Boats on Land)

·         PudumaiPithan - Teaching (Tamil Short story)

·         Anjum Hasan - Sisters

·         Sudha Murthy - Selections from Grandma’s bag of stories

·         Shashi Taroor - The Five Dollar Smile and Other Stories

Novel:

·         Amitav Ghosh: The Shadow Lines (SLC)

·         Anees Salim: Vanity Bagh- SLB

·         Pratibha Rai: Yajnaseni- The Story of Draupadi- SLC

·         Aravind Adiga: The White Tiger- SLB

·         Ruskin Bond: Delhi is Not Far/ The Flight of Pigeons - SLC

·         Buddadeva Bose: It Rained All Night- SLB

Plays:

·         Vijay Tendulkar: Ghashiram Kotwal- SLB

·         Purva Ramesh- OK Tata bye bye - SLC

·         Mahesh Dattani- Mango Souffle - SLB

·         K.A. Gunasegaran- Scapegoats - SLC

·         Girish Karnad- Tughlaq- SLB

History and development of the languages of a nation is essential to understand and respond to the nation and its culture. A detailed historical and cultural analysis of India through negotiation with bhasha literatures in English translation would definitely enrich the understanding of India and its culture. Since Bhasha literatures is a vast area the works selected in this module are highly representative in nature.

Poems: (SLC)

·         (From TheOxford Indian Ramanujan, ed., Molly Daniels, OUP, 2004).

·         Kapilar - Akananooru (pg. 82) Purananooru (pg. 356) (Tami)l

·         K Ayyappa Paniker - I Met Walt Whitman Yesterday: An Interview (Malayalam)

·         Debi Roy - Woman (Bengali) translated by Niranjan Mohanty

·         Himmat Khadoosrya - Numbers (Gujrati) Translated by K. M Sherrif and E. V Rarnakrishnan

·         K S Nonkynrih - Requiem (Khasi)

·         Dina Nath Nadim: The Moon (Kashmiri)

Short Stories:( SLC)

·         Ismat Chughtai: Tiny’s Granny [Nanhi Ki Naani: Urdu]

·         Gopinath Mohanty: Tadpa [Tadpa: Oriya]

·         Uday Prakash - Mohandas (Hindi- Novella)

·         Sharan Kumar Limbale - Dalit Brahmin (Marathi)

·         K R Meera - Angel’s Beauty Spot

Novels:

·         Bhisham Sahni: Tamas -SLC

·         MT Vasudevan Nair (translated by Gita Krishnankutty): Bhima: Lone warrior-SLB

·         Bama translated by Lakshmi Holmstrom: Karukku -SLC

·         Johny Miranda (translated by Sajai jose): Requiem for the Living - SLB

·         O.V. Vijayan - Saga of Dharmapuri - SLB

·         S. L. Bhyrappa: Avarana - SLB

This unit will explore the emergence of translated vernacular texts that articulate postcolonial conditions where the nation-state is rendered obsolete in the age of networked cultures, where the nation state has a reduced role to play because policies- economic, military and even political- are determined and decided by transnational bodies. The unit will also look at the emerging field of ‘toxic discourse’ like unorganised migrant labour, land claims, nature degradation, farmers and ‘postcolonial pastoral’ leading to global precarity as Judith Butler calls it.

·         TD Ramakrishnan: Francis Itty Kora SLC

·         Benyamin: Goat Days- SLB

·         Varma Sreejith R and Swarnalatha Rangarajan - The Politics of land, water and toxins: Reading the life narratives of three oikos-carers from Kerala (Routledge) SLC

·         Suhas Sundar and Deepak Sharma: Odayan (Graphic Novel) SLB

·         Jeet Thayyil - Narcopolis SLB

·         Perumal Murugan - One Part Woman SLC

·         Gopinath Mohanty - Paraja SLB

·         (From TheOxford Indian Ramanujan, ed., Molly Daniels, OUP, 2004).

·         Kapilar - Akananooru (pg. 82) Purananooru (pg. 356) (Tami)l

·         K Ayyappa Paniker - I Met Walt Whitman Yesterday: An Interview (Malayalam)

·         Debi Roy - Woman (Bengali) translated by Niranjan Mohanty

·         Himmat Khadoosrya - Numbers (Gujrati) Translated by K. M Sherrif and E. V Rarnakrishnan

·         K S Nonkynrih - Requiem (Khasi)

·         Dina Nath Nadim: The Moon (Kashmiri)

Short Stories:( SLC)

·         Ismat Chughtai: Tiny’s Granny [Nanhi Ki Naani: Urdu]

·         Gopinath Mohanty: Tadpa [Tadpa: Oriya]

·         Uday Prakash - Mohandas (Hindi- Novella)

·         Sharan Kumar Limbale - Dalit Brahmin (Marathi)

·         K R Meera - Angel’s Beauty Spot

·         Nandy,Ashis. The Intimate Enemy: Loss and Recovery of Self under Colonialism. OUP, Delhi.1983. Print.

·         Basu, Tapan, Ed. Volume 2. Translating Caste: Studies in Culture and Translation, Katha, New Delhi.2002. Print.

·         K.R.S. Iyengar, Indian Writing in English, Bombay, 1962

·         Ahmad, Aijaz. In Theory: Nations, Classes, Literatures. London: Verso, 1992. Print.

·         Raja Rao, Foreword to Kanthapura (New Delhi: OUP, 1989) pp.v–vi.

·         Salman Rushdie, ‘Commonwealth Literature does not exist’, in Imaginary Homelands (London: Granta Books, 1991) pp.61–70.

·         Mukherjee,Meenakshi. The Perishable Empire (New Delhi: OUP, 2000)

·         Said,Edward. Orientalism. Penguin Books (India 2001)

·         Mukherjee, Meenakshi. Early Novels in India. Sahitya Academy 2002.

·         Poduval,Satish, Ed. Refiguring Culture. Sahitya Academy 2005.

·         Prasad, JVG, Writing India, Writing English. Routledge, NewDelhi: 2011.

·         Naik, M.K. History of Indian English Literature, Sahitya Academy, New Delhi,1982.

·         Mukherjee, Meenakshi, The Perishable Empire, Oxford, New Delhi 2000. 

·         K.R.S. Iyengar, Indian Writing in English, Bombay, 1962

·         Krishnaswami, Subasree, Ed..Short fiction from South India, Oxford University Press. 2005.

·         Tiwari, Shubha.Ed.. Indian Fiction in English Translation. New Delhi, Atlantic, 2005. Print.

·         The Little Magazine. Vol- VIII issues 1, 2&3 Sahitya Academy. New Delhi.2009. Print.

·         The Little Magazine. Vol- VIII issues 4 &5 Sahitya Academy. New Delhi. 2009. Print.

·         Ahmad, Aijaz. In Theory: Nations, Classes, Literatures. London: Verso, 1992. Print.

·         Goswami, Indira. The Moth- eaten Howdah of the Tusker.Rupa 2004.

·         Grassman, Edith. Ed. Why Translation Matters, Orient Blackswan. New Delhi.2011. Print

·         Venuti, Lawrence. (2012). The Translation Studies Reader, 3rd ed. London: Routledge.

·         Mehrotra, Aravind Krishna, “The Oxford India Anthology of Twelve Modern Indian Poets”, OUP.1992.

·         Thayil, Jeet, “60 Indian Poets” Penguin Books.

·         Asaduddin, Mohammed, “The Penguin Classic Urdu Stories”, Penguin, Viking, 2006.

·         Vinay Dharwadkar, ‘Orientalism and the Study of Indian Literature’, in Orientalism and the Postcolonial Predicament: Perspectives on South Asia, ed. Carol A. Breckenridge and Peter van der Veer (New Delhi: OUP, 1994) pp.158–95.

·         Raja Rao, Foreword to Kanthapura (New Delhi: OUP, 1989) pp.v–vi.

·         Nandy, Ashish. The Intimate Enemy: Loss and Recovery of the Self Under Colonialism (Oxford India Paperback) New Delhi. 1983.

·         Salman Rushdie, ‘Commonwealth Literature does not exist’, in Imaginary Homelands (London: Granta Books, 1991) pp.61–70.

·         Bruce King, ‘Introduction’, in Modern Indian Poetry in English (New Delhi: OUP,2nd edn, 2005) pp.1–10

·         Rao, Raja. The Meaning of India: Vision Books. New Delhi, 2007. Print.

Mid semester exam will be a written paper on the modules covered for 50 marks (5 questions out of 6, 10 marks each, open book or crib sheet exam)

 End-semester: Written Exam - 100 marks.

Literary Criticism and Theory is a course that will be offered across two semesters. Part I of this paper will be offered in Semester 1. This is a paper that introduces students to the major assumptions, perceptions, arguments and discussions that surround the study of ‘Literature’.

 Literary Criticism and Theory – I traces the history of several ideas that connect the literary work to the world, the author and the reader. History is studied usually as a linear progression of events. The history (or herstory or history) of ideas, however, can be studied as a series of interwoven dialogues that may appear to be discontinuous and fissured. At the surface of Time, sometimes the debate may be around the author as the source of meaning. And at other times, the debate may be about how style contributes to meaning-making. As we look under the surface, we may be able to establish the connections that appear to have been lost simply because they were not foregrounded. And therefore, this paper foregrounds themes that are part of literary criticism in favour of a chronological study of contributions by thinkers and theorists.

The course will study how this cultural construct called ‘Literature’ has been received over the several years since Plato. It will look at what constitutes ‘value’; where is the location of meaning (in the writer? in the reader? in the written word?); what are the ways of reading a text; and, the contribution of canonical writes towards their understanding of what constitutes literature.

The course focuses largely on thinkers from the Euro-American canonical tradition. That tradition is undoubtedly at the centre. However, in every Unit, an attempt has been made to introduce foundational ideas about poetics that were at the heart of similar debates also in ‘India’.

Course Objectives

The course aims to demonstrate how discussions around Literature - its production and consumption - emerge from an intellectual climate that is in dialogue with its past. Towards this end, this paper will:

·         Provide a broad overview of discussions around World – Author –Text - Reader.

·         Encourage students to participate and engage with the discussions that surround the production and consumption of literary texts.

·         Enable students to read seminal essays from the primary sources.

·         Persuade students to think creatively and interpret critically.

·         Help students to express their ideas coherently in both the written and the oral formats.

 The unit is an introduction to early developments in the area of Western Literary Criticism and will look at issues related to literature and its criticism

•What is Literary criticism and literary theory?: Introductions from the Internet Encyclopedia of Philosophy and Norton Anthology.

•Plato: Republic - Books 3, 5, 7

•Aristotle’s Poetics: Books I-III

(Self-Study: Open Yale Courses - Dr. Paul H. Fry’s Lecture 1: Introduction-  SLB)

The unit is an overview of ideas around Art, Artist, World and Text as it developed from the Medieval to Renaissance and Enlightenment and Romantic and Victorian Theory and Criticism. All essays are from the Norton Anthology.

•Dante: The Letter to Can Grande

•Sir Phillip Sydney: An Apology for Poetry

•Samuel Johnson: From Preface to Shakespeare

•William Wordsworth: Preface to Lyrical Ballads

•Matthew Arnold: Sweetness and Light from Culture and Anarchy

The unit will focus on text-based approaches to literary studies – these were the first schools of literary thought that emerged in the 20th century

•Formalism and New Criticism : from Internet Encyclopedia of Philosophy

•T.S. Eliot: Tradition and the Individual Talent (Norton Anthology)

•Cleanth Brooks: The Language of Paradox

•Wimsatt and Beardsley: Intentional and Affective Fallacies 

(Self-study: Yale Open Courses: Dr. Paul H. Fry’s Lecture 6: the New Criticism and Western Formalisms and Lecture 7: Russian Formalism- SLB)

Structuralism and Post-structuralism. From Internet Encyclopedia of Philosophy.

•Saussure: Course on General Linguistics. From the Norton Anthology

•Roland Barthes: Elements of Semiology

•Foucault: What is an Author?

•Derrida: Structure, Sign and Play.

(Self-study: Yale open Courses Lecture 8 – Semiotics and Structuralism - SLB)

·         Edmund Burke: From A Philosophical inquiry into the origin of our ideas of the Sublime and the Beautiful: Introduction: On Taste. Part I - Section 7.  Part II - Sections I / II/ II / XXVII. Part IIi: Section V

·         Extracts from Kant’s Critique of Judgement.

·         Tagore: The Poet’s Religion from Creative Unity

Suggested readings for Unit 2

• Sir Philip Sidney (for Self -study - often prescribed for undergraduate studies)
• Wimsatt and Beardsley: The Intentional Fallacy
• Orwell: Why I Write
• Freud: Creative Writers and Day-dreaming
• Barthes: Death of the Author.

 Suggested readings for Unit 3

• Dryden: Preface to the Fables

·         Pope: Essay on Criticism

• Johnson: Lives of Poets / Preface to Shakespeare
• I A Richards: Practical Criticism
• Wellek and Warren: The Function of Literature
• Arnold: The Function of Criticism

• Suggested readings for Unit 4

   

  ·         Ghalib: Poetry as freedom (134 – 136) From G. N Devy

  • Terry Eagleton:  The Nature of Fiction
  • Coetzee: What is a Classic?
  • Sartre: What is Literature - chap 2 - Why Write?
  • Fish: Is there a text in this Class? / Interpreting the Variorum
  • Kurt Vonnegut: Palm Sunday
  • Tolstoy: What is Art?

Suggested readings for Unit 5 

·         Dryden: Preface to the Fables

·         Christopher Caudwell: Illusion and Reality

·         Meenakshi Mukherjee: Reality and Realism

·         Ian Watt: The Rise of the Novel

·         Raymond Williams: Realism and the Contemporary Novel

·         Kolodny: Dancing through the Minefield

·          Barbara Christian: Race for theory

·         Devy, G.N. Ed. Indian Literary Criticism. New Delhi: Orient Longman, 2002. 

·         Habib, M.A.R. A History of Literary Criticism and Theory: from Plato to the Present. Blackwell, 2005.

·         Leitch, Vincent and William Cain. Eds. The Norton Anthology of Theory and Criticism. Norton, New York, 2010.

·         Gupta, Neerja A. Students’ Handbook of Indian Aesthetics. Cambridge Scholars Publishing, 2017.

·         Limbale, Sharankumar. Introduction from Towards an Aesthetic of Dalit Literature: History, Controversies, and Considerations. Delhi: orient Longman, 2012.

·         Norton Anthology of English Literature – 8^th ed., Vol 2

·         Richter, David. Ed. The Critical Tradition: Classic Texts and Contemporary Trends. 3rded.Boston: Bedford / St. Martin’s, 2007.

·         Routledge Critical Thinkers Series. 

·         Zima, Peter V. The Philosophy of Modern Literary Theory. Athlone, London.1999.

Mid Semester: Written examination for 50 marks

CIA 3: Written / Oral Presentations for 20 marks

End Semester: Written exam for 100 marks

The course aims at providing a comprehensive understanding of theories, methodologies oflinguistics, applied linguistics and English Language Learning through which the foundationoflinguisticsismadeacquaintedwiththelearners.Theprinciplesoflinguisticsandfundamentals of Education with respect to English will be dealt with. Language learning andLanguage theories are focused in this paper in an attempt to help the learner to trace theirrelevance in linguistics. Concepts of research in Linguistics and Applied linguistics will befamiliarisedtoencouragestudents’progressinresearch.

This unit will aim to provide a foundation for understanding the various sub-disciplines of Applied Linguistics.

●       Historical linguistics

●       Sociolinguistics

●       Psycholinguistics

This unit will provide an understanding of the processes of how a child is able to acquire language in context. It will also highlight some of the theories related to language learning.

●       L1 and L2

●       Theories of language learning (Krashen’s model, Chomsky, Piaget, Vygotsky)

●       Language acquisition and learning

●       Interlanguage and Fossilization

●       Error stages

●       Acculturation and Accommodation Theories

●       Variable competence Theory

●       Discourse Theory

●       Markedness

●       Aptitude and Attitude

The unit will introduce the students to the basic structure of words. Data sets from different languages will be used to explain the concepts in the content provided.

●       Concepts of morpheme, morph, allomorph, zero allomorph

●       conditions on allomorphs

●       Lexeme and word;

●       Types of morphemes—free and bound; root, stem, base, suffix, infix, prefix, portmanteau morpheme, suppletive, replacive; affixes vs. clitics; Level 1 and 2 affixes

●       word-formation process

●           Identifying morphemes- Data set

This unit will provide an understanding of how human sentences are studied and analysed. It will look at the basic analysis of sentence structure.

●       The native speaker: grammaticality and acceptability

●         The Poverty of the Stimulus, Universal Grammar, Principal and Parameter

●       Basic syntactic units: word, phrase, sentence

●       Constituents and Constituency tests

●       Fundamentals of argument structure and thematic roles

●       Phrase structure

●       The structure of sentences

ThisunitwillintroducethestudentstothedisciplineofLinguistics.Fundamentalsoflanguage useandtypologywillbe discussed.

●       Introduction

●       DesignFeaturesofHumanLanguage

●       FunctionsofLanguage

●       Approachesinthestudyoflanguage

●       Language families

●       Important branchesoflinguistics

●       Segmental and Suprasegmental Phonetics

●       Phoneme Vs Allophone

●       Distinctive Feature

●       Identification of phonemes: phonetic similarity, minimal pair, Free variation, Contrastive Vs Complementary distribution

            Phonemic Analysis- D

●       Vygotsky’s zone of proximal development

●       Individual differences, motivation, aptitude in Second language learning

●       Competence Vs Performance

●       Language proficiency: Fluency Vs Accuracy

●       Learning environment

CIA3-20 marks-CaseStudy

ESE-100marks-Writtenexambasedonalltheunits

The course provides a foundation for Audio-visual studies. It is aimed at students who have a basic understanding of literary theory/ies and language studies. It will familiarise the students with the basic concepts, modes of visuality and aurality, performativity, methodologies for studying the varied visual and aural texts and aim for a practical hands-on training for undertaking a project for the said course.

Course Objectives

·         To introduce students to the study of audio-visual texts

·         To familiarise students with the contemporary engagements with audio-visual studies

·         To familiarise students with the methodologies for interpreting audio-visual texts.

The unit will provide a brief overview of the core ideas and concepts that would be used consistently throughout the course. These are core ideas that have been drawn from cinema studies, sociology, anthropology and technology of film and audio-visual production, and audio-visual culture.

·         Representations

·         Vision and Visuality

·         Sound and Aurality

·         Scopic Regimes

·         Soundscapes

·         Visual culture

·         Ways of seeing

·         Ideology

·         Power

·         Discursive practices

·         Multimodes

·         Sites of production

Sites of interpretation

The unit will familiarise the students with historical, anthropological and politico-economical aspects of visuality and aurality.

 This unit will familiarise the students with contemporary narratives centering around

Modes of hearing by focussing centrally on the issues of representation and narrativisation.

●       Modes of hearing

●       Histories of sound and technologies

●       Sound space

  Content analysis

·         Semiotics

·         Cultural studies

·         Postcolonial

·         Psychoanalysis

·         Anthropology

·         Discourse Analysis

·         Postmodern

·         Audience Approach

·         Bull, M ed. 2003. The Auditory Culture Reader. Berg Press

·         Hall, S. (1997). The work of representation. Representation: Cultural representations and signifying practices, 2, 13-74.

• Mark M. Smith (ed.), 2004. Hearing History. University Georgia Press
• Veit Erlmann (ed.), 2004. Hearing Cultures: Essays on Sound, Listening and Modernity. Berg Press
• Timothy D. Taylor, 2001. Strange Sounds: Music, Technology, and Culture. Routledge Press

·         Knowles, J. G., & Cole, A. L. (2008). Handbook of the arts in qualitative research: Perspectives, methodologies, examples, and issues. Sage.

·         Outhwaite, W., & Turner, S. (Eds.). (2007). The SAGE handbook of social science methodology. Sage.

·         Denzin, N. K., & Lincoln, Y. S. (Eds.). (2011). The Sage handbook of qualitative research. sage.

·         Audio Culture, pp. 40-46, 88-93, 94-109

·         The Auditory Culture Reader, pp. 137-163, 303-374

·         Hearing History, pp. 85-111, 267-278, 319-330

·         The Oxford Handbook of Sound Studies, pp. 39-78, 273-319, 526-543

·         Sound, pp. 187-193, 208-210

·         The Sound Studies Reader, pp. 105-116, 140-151, 186-196, 265-282, 329-335,

·         Marita Sturken and Lisa Cartwright, Practices of Looking: An Introduction to Visual Culture, 2nd ed. (PoL) (Oxford, 2009) | ISBN-13: 978-0195314403

·         Sturken and Cartwright, “Images, Power, and Politics” | PoL 9–48 Amelia Jones, “The Body and/in Representation” Sturken and Cartwright, “Viewers Make Meaning” | PoL 49–92

·         Carolyn Dean. “The Trouble with (the Term) Art.” Art Journal, 65.2 (2006): 24-32. -

·         Jonathan Crary. “Modernity and the Problem of the Observer.” In Techniques of the Observer. On Vision and Modernity in the Nineteenth Century, 1-24. Cambridge: MIT Press, 1990.

·         W.J.T. Mitchell. “There Are No Visual Media.” In the Visual Culture Reader, edited by Nicholas Mirzoeff, 7-14. London: Routledge, 2013.

CIA 2: Mid-semester centralised

CIA 3: Portfolio

End Semester: submission of the final portfolio

Course Description

The course introduces research skills relevant to postgraduate work in English language and literature. Topics centre on research practices, research tools, and dissertation preparation. The goal of the course is to equip students with both practical tools and guiding principles for issues like the identification of a research question, the use of relevant literature, the collection and analysis of data, the format and style of writing, and the methods and methodologies followed in the field of English literary studies.

Course Objectives

·       To introduce students to the fundamentals of research

·       To train students on the process of organizing and drafting a research paper/project,

·       To help students to identify, and use a wide variety of sources in the service of responsible research and scholarship,

·       To introduce students to different methods and methodologies pertaining to English literary studies

·       To prepare students to produce a paper using MLA documentation and manuscript styles.

·       Defining the ‘Construct’ of Research – Research Approaches - Nature of Research -Translation, Documentation and Archiving - Nature of inquiry in Physical Sciences - Social Sciences and Humanities - Positivism, Post-positivism, Constructivism, Interpretivism

·       Subjectivities, Identities, Vulnerabilities and Biases - Criticism and Evolution of Research in literature

·       Reading for Research, Pre-reading, Pre-writing (Mind mapping, Concept mapping, Analysing and Synthesizing), Language, Style and Types of Discourses (Scholarly, Narrative, Argumentative, Expository, Descriptive) - Contemporary fields of research, Genres of Academic writing: response paper, essay, reviews, annotated bibliography

Components/Elements of Writing Research Proposals

·       Design

·       Research Problem

·       Abstract

·       Introduction

·       Identification of a Research Gap and Rationale

·       Research Questions

·       Literature Review

·       Theoretical and Methodological framework

·       Formulation of Thesis or Hypothesis

·       Data Collection & Analysis

·       Discussion - Inferences and implications

·       Protocols for Submission

·       Ethics in research - Plagiarism and Consensus and Conflict of interest

·       Referencing and citation - MLA & amp; APA (SLA)

·       Carter V. Good. “Fundamentals of Research: Methodology. “The Journal of Educational Research Vol. 31, No. 2 (Oct. 1937), pp. 138-139

·       Griffin, Gabriele. Research Methods for English Studies. Edinburgh University Press, 2014

·       James C. Raymond. “Rhetoric: The Methodology of the Humanities.” College English. Vol. 44, No. 8 (Dec. 1982), pp. 778-783

·       Paul Rico. “The Model of the Text: Meaningful Action Considered as a Text.” Interpretive Social Science: A Reader edited by Paul Rabinow, William M. Sullivan

·       Rens Bod and Julia Kursell. “Introduction: The Humanities and the Sciences.” Isis. Vol. 106, No. 2 (June 2015), pp. 337-340

·       Srivastava, Raju. Research Methodolgy in English Studies. Sublime publications, 2013

·       Carter V. Good. “Fundamentals of Research: Methodology. “The Journal of Educational Research Vol. 31, No. 2 (Oct. 1937), pp. 138-139

·       Griffin, Gabriele. Research Methods for English Studies. Edinburgh University Press, 2014

·       James C. Raymond. “Rhetoric: The Methodology of the Humanities.” College English. Vol. 44, No. 8 (Dec. 1982), pp. 778-783

·       Paul Rico. “The Model of the Text: Meaningful Action Considered as a Text.” Interpretive Social Science: A Reader edited by Paul Rabinow, William M. Sullivan

·       Rens Bod and Julia Kursell. “Introduction: The Humanities and the Sciences.” Isis. Vol. 106, No. 2 (June 2015), pp. 337-340

·       Srivastava, Raju. Research Methodolgy in English Studies. Sublime publications, 2013

Students should prepare a research proposal based on which they should also complete a research paper using up to two primary sources and a minimum of ten secondary sources, correctly documented utilizing MLA / APA style citations, with a Works Cited page. The students are supposed to submit the complete proposal and the research paper that they will be working in the first and second semester to their respective guide in the third semester to be fine-tuned, to be properly shaped and to be published in reputed journals.

Although most Indian students are well versed in reading and writing English, their speaking and listening skills still lag behind. In today’s globalized world, where addressing the international audience is a requirement, it is necessary to have the desired speaking skill which is not impregnated with mother tongue/ first language (L1) influence. Although L1 interferences are natural and acceptable, it is desirable if a learner of English language can attain near-native fluency. This course will facilitate the students to improve their English- speaking skills, focusing on pronunciation, syllable structure, stress and intonation.

Course Objectives

●       To introduce the International Phonetic Alphabet (IPA)

●       To acquaint the learners with segmental features of English

●       To acquaint the learners with suprasegmental/prosodic features of English

●       To enable Dictionary assisted learning of English pronunciation

●       To minimize Mother Tongue interferences in the learners’ English Speech

This unit will engage with topics such as speech production and articulatory phonetics. International Phonetic Alphabet/ IPA helps the learners to understand the phonemes of all known languages and thereby, facilitates the learners to distinguish English sounds from others. This unit will also train the students to use a dictionary in order to enhance their pronunciation.

●       SpeechProduction

●       OrgansofSpeech

●       MannerandPlaceofArticulation

●       IPAChart

●       PhoneticTranscription

●       DictionaryAssistedLearning

●       English Consonants

●       English Diphthongs

●       Case study: Analysis of own speech to identify segmental errors.

Learners will be introduced to the concept of syllabification and other prosodic features such as stress and intonation. This will help the learners to use appropriate accent and tone while delivering a sentence.

●       Syllable Structure and Types of Syllables (Stress timed and syllable-timed language)

●           Syllable Structure in English

●       Accent

●       Word Stress

●       Strong and Weak forms of structure words

●       Phonemic Stress

●       Intonation Patterns

●           Syllable Structure in Indian English Varieties- Case Study

●       Minimizing Interferences

●       Accent Neutralization

●       Jones, D. (2006). English pronouncing dictionary. Cambridge University Press.

●       Ladefoged, P., & Johnson, K. (2014). A course in phonetics. Nelson Education.

●       Pierrehumbert, J. B. (1980). The phonology and phonetics of English intonation

(Doctoral dissertation, Massachusetts Institute of Technology).

●       Sethi, J., & Dhamija, P. V. (1999). A course in phonetics and spoken English. PHI Learning Pvt. Ltd.

●       Carr, P. (2019). English phonetics and phonology: An introduction. John Wiley & Sons.

●       Fromkin, V., Rodman, R., & Hyams, N. (2018). An introduction to language. Cengage Learning.

●       Ladefoged, P., & Johnson, K. (2014). A course in phonetics. Nelson Education.

The course offers a survey of American Literature from the Beginning to the Contemporary time period. It attempts to map out the socio-political and cultural domains of the Nation from its formative years to the struggle and shaping and forging of an American ethos across centuries. The syllabus has a vast representation from all forms of literature, thus giving learners the opportunity to have a dialogue with oral, written and audio-visual texts that zooms one’s vision to the intricate mixture of identities and aesthetic sensibilities of the ages; from ‘melting pot’ to ‘salad bowl’ culture. A conscious attempt is made to include texts from different parts of the continent and not just restricted to USA. A range of texts pertaining to different forms have been selected to factor in the eclectic nature together with the socio- cultural and historical specificity. The uniqueness of the syllabus lies in the selection of the texts under each period which attempts to help the learners understand the nature and composition of literatures across times.

Course Objectives

The course intends to enable learners to:

·         Critically appreciate literary texts

·         Systematically study the pattern in the historicity of America leading to Nation formation

·         Understand the uniqueness and singular identities that many writers of America have

·         Interact with the richness of culture and concepts that the various literatures represent

·                     Jan van der Straet, called Stradanus - Discovery of America: Vespucci Landing in America ca. 1587–89

·                     Excerpts from The Declaration of Independence

The unit will highlight the major changes that took place in America with the expansion ofthe nation. Racism would be discussed. The focus will be on Civil war and other major movements with regards to philosophy and literature - Transcendentalism, Romanticism and Dark Romanticism.

·         Longfellow – “APsalmofLife”(SLB)

·         Emerson– “Brahma”

·         AbrahamLincoln–“GettysburgAddress”(Audiotext)

·         WaltWhitman–“One'sSelfISing”

·         MarkTwain- “TheCelebratedJumpingFrogofCalaverasCounty”

·         PhyllisWheatley-“OnBeingBroughtfromAfricatoAmerica”

·         Zora Neal Hurston – “How it feels to be Colored me”

·         e.e.cummings – “I Carry Your Heart with Me”

·         Prudence Heward – “Rollande”, 1929 - SLB

·         William Faulkner – “A Rose for Emily”

·         Baz Luhrmann - The Great Gatsby

·         Dorothea Lange – “Migrant Mother”, California, 1936

·         Woody Allen - Midnight in Paris – SLA

·         George Middleton - Tradition

The unit will cover the post war effect on the nation. The American psyche that underwent a metamorphosis post world war and emerged as the superpower will be central to this unit. This unit has a wide range of texts to be discussed with specific reference to the contexts.

·         Allen Ginsberg – “A Desolation”

·         Gwendolyn Brooks – “Kitchenette Building”

·         Anne Sexton – “The Black Art”

·         Ernesto Cardenal - “Prayer for Marilyn Monroe”

·         Alejandra Pizarnik - “The Cage”

·         Alfredo Jaar – “A Logo for America”

·         Michael Kantor - B’Way Broadway - American Musical

·         Bob Dylan – “All along the Watchtower”

·         Hunter S Thompson – Excerpt from Generation of Swine: Tales of Shame and Degradation in the '80's

·         Barack Obama – 2008 Presidential Election Victory Speech

·         American Literature, Volume 1: Colonial and Early National Writing, (ed) Darrel Abel.

·         American Literature, Volume 2: Literature of the Atlantic Culture, (ed) Darrel Abel.

·         Recent American Literature to 1930, (ed) Heiney and Downs Lenthiel H, Volume 3; Barron’s Educational Series

·         Recent American Literature After 1930, (ed) Heiney and Downs, Lenthiel H. Volume 4; Barron’s Educational Series

·         Literary History of The United States. (ed) Spiller, Thorp, Johnson, Canby, Ludwig,

·         Third Edition: Revised; Amerind Publishing Co. Pvt. Ltd.

·         The Heath Anthology of American Literature, Volume 1, Second Edition; (ed) Lauter, Yarborough et al, Heath

·         The Harper American Literature, Compact Edition; (ed) McQuade, Atwan et al, Harper and Row

·         Herman Melville: The Paradise of Bachelors and The Tartarus of Maids

·         Sarah Margaret Fuller:“Woman in the Nineteenth Century”

·         Frances Ellen Watkins Harper: The Colored People in America and the “Woman Question”

·         Mariano Guadalupe Vallejo (1808-1890): An Account of the Gold Rush

·         Lydia Howard Huntley Sigourney (1791-1865): The suttee

·         Sherwood Anderson: From Winesburg, Ohio

·         John Dos Passos: U.S.A

·         Elizabeth Bishop: In the waiting room

·         Adrienne Rich: Upper Broadway

·         Gary Snyder: Sixth-month song in the foothills

·         Vladimir Nabokov: Lolita

CIAII:Mid-semesterexam

Shortessaysbased onthetexts3x10 =30 marks

Longessaymaybebasedonasingletextorcomparisonof textswithreferencetoanage, phenomenon, movement or any socio-political discourse. 1 x 20= 20 marks

CIA III: Students may base their assignment on Understanding America through Hollywood, through Television shows, Advertisements, Popular Culture, Paintings and the like and present their analysis in the formofanessayor presentation. The assignment is to be done in groups.

EndSemesterExam

ShortEssay type1-4x10=40(Shortessayscouldbebasedongenre,context,concept/ movement and the like, questions could also include comparison of texts)

Essaytype2-3x20=60(Socio-Politicaldiscourse-basedquestions)

The course on ‘Postcolonial Literatures: Concepts and Approaches’ will explore colonialism and anti-colonial resistance through the cultural legacies and literary imprints that they leave. It will also be an introduction to the specialised field of Postcolonial studies which started emerging during the 1980s and ever since then has come to occupy a significant position within the various humanities departments across the world. This course will also look at issues, themes and debates in writing from Asia, Africa, Australia, South America and other formerly colonized spaces. Postcolonial Literatures will also be looked at as writing which is an attempt at retrieving local, native and particular community histories freed from Euro- American versions of the same. This course will enable students to competently navigate the complex maze of theoretical terms and concepts that characterise postcolonial studies and explore the variety and richness of the literature that is today classified under the rubric of Postcolonialism.

Course Objectives

·         Ability to extend beyond basic comprehension of a text in order to evaluate and appraise its themes, motifs, characters, and structure.

·         Participate in theoretical discussions about the text and produce extended oral and written arguments regarding themes, motifs, characterization, etc.

·         Develop proficiency in written analysis demonstrating the ability to develop and expand upon ideas which support a clear and well formulated thesis.

·         Demonstrate awareness of rhetorical and grammatical conventions in all written assignments.

·         Understand the relevant social, historical, political and artistic contexts of these literary works.

Orientalism and the Postcolonial moment. Facilitators are encouraged to bring in literary texts to augment the theories prescribed.

Key Concepts and Movements: Colonialism, Imperialism, Neocolonialism, White Studies, decolonization, Settler colonialism, Race, Discourse, Anti-colonial Struggle, Mk Gandhi

·         Postcolonial Literature- An introduction- Pramod Nayar (pp1-35) SLB

·         What is postcolonialism? SLC

·         Commonwealth Literature SLC

·         The Fact of Blackness- Frantz Fanon SLB

The unit will discuss debates and conversations regarding colonial discourses and Imperialism and look at modes of representation and narratives where Europeans constructed the natives in politically significant ways. This unit will attempt to unpack literary figures, themes and representations that have enforced imperialist ideology, colonial dominance and continuing western hegemony.

·         Colonial Discourse Analysis: Michel Foucault - What is Discourse? SLC

·         Colonial Discourse Analysis: Edward Said- Orientalism SLC

·         Joseph Conrad- Heart of Darkness SLC

·         Colonialism: The African Perspective - The Image of Africa SLC

·         Chinua Achebe- Things Fall Apart SLB

·         Colonialism: The Australian Perspective- The Rabbit- Proof Fence (Film)- Philip Noyce 2002 SLC

The Unit will explore the myriad ways of contesting Colonialism, among which the most important tool for decolonising is nationalism and making use of history and historiography. The Unit will also look at how specific ‘Other histories’ were constructed, represented and the underpinning narratives formed. The essays prescribed will form the theoretical underpinning for understanding the texts.

Key Concepts and Movements: methods of questioning colonialism, History as a tool of decolonization, Cultural alienation, nationalism, making mimic men, cultural fundamentalism, importance of retrieving histories, Subaltern Studies, white histories, Other histories, race, space, memory, representation, fiction, identity

·         The Context of India - Anand Math- Bankim Chandra SLC

·         Indian Critic of Nationalism: Rabindranath Tagore SLC

·         African Critic of Nationalism: Frantz Fanon SLC

·         Gandhi (kannada short story) - Besagarahalli Ramanna SLC

·         HomiBhabhaand theconceptofCulturalHybriditySLC

·         JhumpaLahiri- SelectionsfromInterpreterofMaladiesSLC

·         GayatriSpivak-Answeringthequestion“CantheSubalternSpeak?” SLC

·           Our Nearest Great Country - Alfred Deakin (Of Sadhus and Spinners: Australian Encounters with India)

·           Stories from the anthology - Representation of Gandhi edited by C N Ramachandra

·           Partition graphic narratives from -This side that side

·           Andrea Levy - from Six Stories and an Essay

·           Sam Selvon - one or two chapters from Lonely Londeners

·           Brij Lal - Mr Tulsi’s store (any chapter from this book - Fiji diaspora)

·           Buchi Emecheta - Joys of Motherhood

·           Shashi Deshpande - Writing from the Margin; why i am a feminist

·         CosmopolitanismSLC

·         Derek Walcott- Selections from Caribbean Poetry:

·         Mahasweta Devi- Pterodactyl

·         Jean Rhys- “Let Them Call It Jazz"

·         Edwin Thumboo- Ulysses by the Merlion

·         Hanif Khureshi - My Son, the Fanatic

·         Sudheesh Mishra- Fiji

·         Nampally Road- Meena Alexander

·         Women at Point Zero- El Saadawi

·         Parinayam (Malayalam movie with subtitles)

·         Kamasutra- Vatsyayna (Excerpts)

·         Scent of Love- Hoshang Merchant

·         Our Sister Killjoy - Ama Ata Aidoo

·         A History of Impurity (Introduction), A History of Desire in India - Madhavi Menon

·         The Harp of India -Henry Derozio SLC

·         Kanthapura- Raja Rao SLC

·           Our Nearest Great Country - Alfred Deakin (Of Sadhus and Spinners: Australian Encounters with India)

·           Stories from the anthology - Representation of Gandhi edited by C N Ramachandra

·           Partition graphic narratives from -This side that side

·           Andrea Levy - from Six Stories and an Essay

·           Sam Selvon - one or two chapters from Lonely Londeners

·           Brij Lal - Mr Tulsi’s store (any chapter from this book - Fiji diaspora)

·           Buchi Emecheta - Joys of Motherhood

·         CosmopolitanismSLC

·         Derek Walcott- Selections from Caribbean Poetry:

·         Mahasweta Devi- Pterodactyl

·         Jean Rhys- “Let Them Call It Jazz"

·         Edwin Thumboo- Ulysses by the Merlion

·         Hanif Khureshi - My Son, the Fanatic

·         Sudheesh Mishra- Fiji

·         Nampally Road- Meena Alexander

·         Women at Point Zero- El Saadawi

·         Parinayam (Malayalam movie with subtitles)

·         Kamasutra- Vatsyayna (Excerpts)

·         Scent of Love- Hoshang Merchant

·         Our Sister Killjoy - Ama Ata Aidoo

·         A History of Impurity (Introduction), A History of Desire in India - Madhavi Menon

·         The Harp of India -Henry Derozio SLC

·         Kanthapura- Raja Rao SLC

CIA II - Mid semester exam will be a written paper on the modules covered for 50 marks (5 questions out of 6, 10 marks each, open book or crib sheet exam)

End-semester:CentralizedExamfor100marks

In continuation with the paper on Literary Studies (MEL 133), this paper will examine the primary positions and concerns in literary theory beginning with Structuralists and formalists and traversing through post-humanism. It includes Structuralism, post-structuralism, psychoanalysis, post-modernism, gender theory, race theory and queer theory, Marxism and post-humanism and the others. The course will deliberate on the critical theoretical thinking of several prominent thinkers on literature. They will further critically examine the dominating influence of these theorists in shaping the ways in which the world and the text can be viewed and received. Specifically, they will apply the theoretical premises and techniques to select literary works so as to understand these techniques as well as the nature of literature across literary texts at an application level. In doing so, the students will explore the multidisciplinary between the various theories and the literary texts. The paper highlights the shift in the journey of critical-literary thinking from what constitutes meaning to how meanings are produced. We conclude this paper with reflections on the future of literary theory.

Course Objectives

·         To identify, define and describe the key terms and ideas that contributed to the critical

and theory-driven movements.

·         To interpret/critique/respond to literary texts in relation to philosophical, intellectual, social and historical contexts.

·         To interpret and demonstrate interconnectedness between the various genres of

critical thinking in literature

·         To create analytical texts based on the readings of these theoretical movements and arguments

This unit will analyse the structural and post-structural understanding of language and its relation to literature. In doing so, this unit will expose the students to the theoretical and analytic traditions in literary studies.

(a) Saussure - “Course on General Linguistics” -

I   . A Glance at the History o f Linguistics .

II   . Subject Matter and Scope of Linguistics ; Its Relations

with Other Sciences

III    . Object of Linguistics

1  . Definition of Language

2  . Place o f Language l n the Facts Of Speech .

3  . Place o f Language In Human Facts ; Semiology

(2)         Roman Jakobson - “Linguistics and Poetics”

(3)     Derrida “ –Writing and Difference,” Structure Sign and Play in the Discourse of Human sciences

This unit analyses the tradition of critical theory in the study of cultural phenomena. By the end of the unit, the students are introduced to understand the multiple ways in which literary studies operate on culture and society.

(1)  Vladimir Propp “Morphology of the Folktales”

(2).         Roland Barthes - “Myth, Today”, Mythologies

(3).         Bakhtin - “From the Prehistory of Novelistic Discourse,” The Dialogic Imagination

This unit addresses multiple ways in which literary and cultural texts are interpreted. It analyzes the nature of reality and the location of meaning.

1.       ·          Lacan- “Desire and the Interpretation of Desire in Hamlet”

2.       ·          Lyotard - “The Postmodern Condition”

3.       ·          Gerard Genette - “Fictional Narrative, Factual Narrative,” Fiction and Diction

This unit will expose the learner to the emerging fields within the discipline of literary

studies.

1.       Wolfgang Iser - “The Reading process: A Phenomenological Approach”

2.       Rosi Braidotti- Post-human knowledge

3.       Jodi Dean - “Net and Multiple Realities”

Kristeva-ExtractsfromDesireandLanguage

·         TorilMoi- “Introduction,”RevolutionoftheOrdinary:LiteraryStudiesafter Wittgenstein, Austin, and Cavell

ClaudeLevi-Strauss-“TheEffectivenessofSymbols”

JudithButler-“PerformativeActsandGenderConstitution” Baudrillard- “Simulation and Simulacra”

Sukanta Chaudhuri-“Theboundsofthetext,”TheMetaphysicsofText

·                   Amitav Ghosh “The Great Derangement”

·                   Rita Felski - Uses of Literature

Excerpts from On Literature and Art by Marxs and Engels

·                   Michel Foucault - “What is Enlightenment,” The Foucault Reader

·                   Althusser- “Ideology and Ideological State Apparatuses: (Notes towards an Investigation),” Lenin and Philosophy

·                   Gramsci- “Notes on Italian History”

·                   Jameson- “The Political Unconscious:Narrative as a Socially Symbolic Act” Essential Reading / Recommended Reading

·                   Cambridge History of Literary Criticism – Volumes 1 - 7

·                   Leitch, Vincent and William Cain. Eds. The Norton Anthology of Theory and

Criticism. Norton, New York, 2010. (Introduction)

·                   Tyson, Lois. Critical theory Today: A user-friendly guide. Routledge, 2006.

·                   Habib, M.A.R. A History of Literary Criticism and Theory: from Plato to the Present.

Blackwell, 2005.

·                   Rice, Phillip and Patricia Waugh. Modern Literary Theory. Hodder Arnold, London. 1989.

·                   Sturrock,John. Structuralism and Since: from Levi-Strauss to Derrida. Oxford

University Press, 1979.

·                   Routledge Critical Thinkers Series.

·                   Zima, Peter V. The Philosophy of Modern Literary Theory. Athlone, London.1999.

·                   Klages, Mary. Literary Theory: A Guide for the Perplexed. A &C Black, 2006.

·                   Hall, Donald. Literary and Cultural Theory. Houghton Mifflin Company, 2001.

·                   Richter, David. Ed. The Critical Tradition: Classic Texts and Contemporary Trends. 3rded.Boston: Bedford / St. Martin’s, 2007.

·                   Cuddon, John Anthony. Dictionary of Literary Terms and Literary Theory. John Wiley

and Sons, 2012.

Mid Semester: Written examination for 50 marks CIA 3: Written / Oral Presentations for 20 marks End Semester: Written exam for 100 marks 

This course is designed to provide a foundational understanding of Cultural Studies as a discipline globally as well as in the Indian context. It will acquaint the learners of abiding epistemological and methodological issues and concerns of Cultural Studies since its inception along with familiarizing them with emerging fields and cutting-edge research in the discipline. 

This unit introduces the idea of “culture” as contested with various disciplinary inflections especially after the “Cultural Turn” in Humanities and Social Sciences globally as well as in India.

• Raymond Williams — “Culture” from Keywords
• Clifford Geertz — “Thick Description: Toward an Interpretive Theory of Culture.”
• James Clifford — “Partial Truths.”

This unit provides a critical evaluation of Cultural Studies as a discipline both globally as well as in India since its inception and continuing evolution. The unit covers the beginnings of Cultural Studies in the “Birmingham School,” its spread in the Anglophone academic institutions and the institutionalization of the discipline in the Indian academia. 

• Stuart Hall — “The Formation of Cultural Studies.”
• Ien Ang — “On Cultural Studies, Again.”
• Tony Bennett — “Towards a Pragmatics for Cultural Studies.”
• M. Madhava Prasad — “Cultural Studies in India: Reason and a History.”

This unit locates the study of culture within the discourse of nation-state and various identity claims on nationhood. The unit will provide a critical theoretical understanding of nation and within the Indian context examine the issue of nationalist ideologies, migration, caste, race, and queer lives embedded in the whole concept of national culture.

• Etienne Balibar — “The Nation Form.”
• Partha Chatterjee — “There is an Indian Ideology, But It’s Not This.”

This unit introduces the students to the issues of cultural production and technological innovations within cultural practices. This unit will give preliminary understanding of how culture is shaped by capital and how human and non-human entities create cultural fields as a result. 

• Theodor W. Adorno and Anson G. Rabinbach — “Culture Industry Reconsidered.”
• Pierre Bourdieu — “The Field of Cultural Production, the Economic World Reversed.”
• Bruno Latour — “On Actor Network Theory: A Few Clarifications.” 
• Martin Heidegger — “The Question Concerning Technology.”

This unit provides introductory ideas about consumption cultures. The unit also posits cultural consumption as work and labour in the contemporary times of globalization and neoliberalism.

• George Ritzer — “An Introduction to Mcdonaldization.”
• Zygmunt Bauman — “Consuming Life.”
• Deepa S Reddy — “Work without Labor: Consumption and the Imagination of Work Futures in India.”

This unit introduces the students to the analytical paradigms of space, mobility, and network to study cultural phenomena. The readings will provide students a rigorous understanding of cultural dimensions of border, gendered urban spaces, and migration with a strong critical theoretical background. 

• Walter Benjamin — “The Arcades of Paris.”
• Henri Lefebvre — “Space and the State.”
• Manuel Castells — “Informationalism, Networks and the Network Society.”
• Shilpa Phadke — “Unfriendly Bodies, Hostile Cities: Reflection on Loitering and Gendered Public Space.”

This unit introduces students to both digitalization of cultures as well as digital cultures. The unit provides an understanding of the issues involved in the study of digital and virtual cultures with special emphasis on data, bodies, algorithm and work cultures.

• Nick Seaver — “Algorithms as Culture.”
• Alexander Galloway — “Gamic Action, Four Moments.”
• Preeti Mudliar — “Broken Data: Repair in the Reproduction of Biometric Bodies.”

This unit introduces students to the myriad ways in which cultural lives of people are regulated through intricate network of public and private institutions and organizations. Students will get acquainted with conservation, museums, art galleries, and festivals as modes of governing and regulating national and regional culture and identities as well as culture as soft power in the realm of public diplomacy.

• Michel Foucault — “History, Discourse, and Discontinuity.”
• Susan Pearce — “Collecting the Other, Within and Without.”

Satish Deshpande — “After Culture: Renewed Agendas for Political Economy of India.”

Urmila Pawar and Meenakshi Moon — Excerpts from We Also Made History: Women in the Ambedkarite Movement.

Geeta Kapoor — Koci-Muziris Biennale: Site Imaginaries.”

Tapati Guha-Thakurta — “The production and Reproduction of a Monument: The Many Lives of Sanchi Stupa.

Olivier Roueff — “Elite Delights: The Structure of Art Gallery Network in India.”

Yudhishthir Raj Isar — “Cultural Diplomacy: India does it Differently.”

Simi Malhotra — “Popular Culture Studies in India: Issues and Problems.”

Ranabir Samaddar — “The Nation’s Two Subjects.”

 Sharmila Rege — “Understanding Popular Culture: The Satyashodhak and Ganesh Mela in Maharashtra.”

Ditilkeha Sharma — “Nations, Communities, Conflict and Queer Lives.”

Duncan Mcduie-Ra — “Let’s Stop Pretending There’s No Racism in India.”

Laurence Grossberg — “Cultural Studies vs. Political Economy: Is Anybody else Bored with the Debate?”

Anna Tsing — “Supply Chain Capitalism and the Human Condition.”

Anisha Datta — “Are you Neoliberal Fit? The Politics of Consumption under Neoliberalism.”

Nita Mathur — “Shopping Malls, Credit Cards, and Global Brands: Culture and Lifestyle of India’s New Middle Class.”

Rohit Varman and Russell W. Belk — “Weaving a Web: Subaltern Consumers, Rising Consumer Culture, and Television.”

Jonas Larsen, John Urry, and Kay Axhausen — “Mobilities.”

Sandro Mezzadra and Brett Neilson — “Between Inclusion and Exclusion: On the Topology of Global Space and Borders.”

Phoebe V Moore — “E(a)ffective Precarity, Control and Resistance in the Digitalised Workplace.”

Niimi Rangaswamy and Nithya Sambasivan — “Cutting Chai, Jugaad, and Here Pheri: Towards UbiComp for a Global Community.”

Christian Fuchs — “Hebert Marcuse and Social Media.”

CIA I: For CIA 1, the student will be asked to submit the proposal for the project. It will be evaluated on the selection of theme, rationale of the study, an argument to justify why the question should be handled in Culture Studies. Academic format should be followed and will be an aspect for evaluation. (20 marks, 5 marks each for each criterion)

CIA II - Submission of Literature Review for  Research Project (50 Marks)

Evaluation Pattern: Choice and Relevance of Sources (10 Marks), Review of Literature (20 Marks), Structure, Coherence and logical connection with research project (10 Marks)

CIA III: Submission of Analysis (20 Marks)

Evaluation Pattern: Argument, Analysis of texts/ contexts and Application of theoretical frameworks (10 Marks), Application of Methods and Methodology (5 Marks), Findings/ Conclusions (5 Marks)

End Semester Submission: The student will submit a hard copy of the research project with a plagiarism report on the day specified for submission by the Office of Examinations. A viva will be conducted to evaluate the student’s total engagement in the project and defence of arguments/ findings of the project.

Evaluation Pattern: Research Project (70 Marks), Viva (30 Marks)

The course introduces theatre as a complex network of varied skills and arts. It brings in least academically engaged theatrical forms and explores complexities and possibilities in such experimentations by creating new texts.

Course Objectives

·         To re-examine ideas of playwright, script, stage, audience and their interrelationships

·         To ensure performance as an experiential mode of learning

·         To encourage theatrical creation, experimentation

·         To empower students as decision-makers in the learning process

Introducing participants to basic skills required for exploring role as an actor - inclusive of three-dimensional learning through mind, body and voice. Understanding the dimensions and exploration of the three through guided facilitation - to be prepared for characters in relation to situations.

Using movement, speech and imagination to create scenic representation as per need of script and orientation of play. Imagining, Articulating, Sensing, Projecting, Improvising

Playreading,Readingofrole,Analysingarole,Identifyingobjectives.

Building a character, playing complexcharacter, understanding character growth, Acting ‘As if’.The session will orient the participants to understand characters through analysis and snippets of performances - based on characters who are identified/created

Reacting, Co-ordinating, Working in pairs, Working in groups, Stage positions and compositions. Blocking moves, entries and exits.

IntroductionofStanislavskiandBrecht.

Creation and showcasing of a performance/s as decided by course facilitator in consultation with the allocated batch of students.

·         Robert Cohen, Acting One, 5th edition (Boston: McGraw Hill, 2008).

·         Acting On Stage and Off by Barton, Robert.

·         BackwardsandForwards: ATechnicalManualforReadingPlaysbyDavidBall

·         Kenneth Cameron and Patti Gillespie, The Enjoyment of Theatre, 3rd edition, (Macmillan, 1992).

·         Oscar Brockett and Robert Findlay, Century of Innovation, 2nd edition (Boston: Allyn and Bacon, 1991).

·         Kambar, Chandrasekhar. The Shadow of the Tiger and Other Plays, Seagull Books Pvt. Ltd.

·         Karnad, Girish. Collected Plays (Volume One), New Delhi: Oxford University Press, 2005. ISBN: 019567311-5

·         Gerald Bordman, the American Musical: A Chronicle. (N.Y.: Oxford, 1978).

·         Spolin Viola. Improvisation for the Theatre, Evanston, Ill.: Northwestern University press, 1963

·         Banham, Martin, ed. The Cambridge Guide to Theatre. Cambridge: Cambridge University Press.

·         Elam, K. The Semiotics of Theatre and Drama, London: Zed Books, 1980.

·         Esslin, Martin. An Anatomy of Drama. New York: Hill & Wang, 1976.

Presenting short monologue performance and engaging in peer evaluation

CIA II: Scene Work – 30 Marks (15 = practical, 15 = theory)

Demonstrating tactical understanding an preparation by presenting rehearsed group scenes fro an audience

CIA III: Character/Production Development – 10 Marks = Theory

Applying techniques of script analysis and characterization through script annotations and production journal entries in preparation for a final performance

End Semester: Play Production – 50 Marks (25 = theory, 25 practical)

Demonstrate an understanding of collaborative theatre skills by presenting a final class production

This course is designed to provide an exposure/hands on experience to basic research skills in Language and Literature that the students have learned in Research Methodology 1. Students will be exposed to acquire research skills and research writing skills through Guest Lectures, Talks, Seminars and discussion. Moreover, Guest Lectures, Seminars, discussions will be organized in the emerging broader areas of English Language and Literature and other areas of inter-disciplinary subjects such as Psychology, Theatre studies, Performing Arts, Music, Sociology, etc., The purpose behind organizing such events is to expose students to various areas of research related to Language and Literature as well as other Inter-disciplinary subjects so as to help them identifying the specific area for their current as well as future research besides being familiar with practical tools and guiding principles to frame research questions, the use of relevant literature, to use suitable method for data collection, and analysis of data, to inculcate suitable format and style of writing, and to be acquainted with  the methods and methodologies used in the field of English language, literary studies, cultural studies and media and communication.

Course Objectives

•         To enhance and equip the fundamentals of research skills through Guest Lectures, Talks, Seminars, etc., by various subject experts,

•         To facilitate the students’ various areas of research related to Language and Literature as well as other Inter-disciplinary subjects

•         To train students on the processes of writing research paper/project

•         To introduce students to different methods and methodologies of research pertaining to English literary Studies

•         To introduce students to be familiar with various processes of data collection, methods of data interpretation and methods of organizing and developing the research contents

•         To prepare students to produce a research paper using the appropriate documentation and manuscript styles.

The unit offers a recap of the mechanics of research students have learnt during semester I. The intention is to help them work towards choosing a research topic and work towards a research paper worthy of publication.

·         Selecting Research Topics

·         Writing Abstracts

·         Preparing Literature Review,

·         Formulating Research Objectives and Rationale

·         Developing/ Formulating Research Questions

·         Finding Research Gap Drawing up the theoretical and Methodological Outline

·         Developing a Thesis statement / Hypothesis

·         Data Collection & Techniques (Questionnaire, Interview, Content Analysis), Logics of Enquiry – Data Analysis and Interpretations: Discussion, Inferences and Implications

·         Research Design and Characteristics

·         Protocols for submitting research articles

·         Ethics in research - Plagiarism and Consensus and Conflict of interest

·         Referencing and Citation - MLA & APA (SLA)

·         Developing and Proofreading the Contents: Drafting, Methods of organizing of ideas, Proof-reading, Editing

Guest Lectures, seminars, discussions and workshops will be arranged connected to the areas of research provided below. With an aim to introduce students to the established and emerging areas of research the focus will be directed towards helping them realize the diverse research possibilities, approaches, aspects and concerns. The emphasis is on helping students choose their research areas prudently with clear focus. Seminars and discussions are not be limited to the below mentioned areas alone but to include the latest possibilities:

·         Literature, Arts and Aesthetics, Audio-visual Studies, Language Studies, Theology, Comics and Graphics, Comparative Literature,  Linguistics, Computational linguistics, Creative Writing,  Critical theory,  Cultural Studies, Dalit Studies, Digital Humanities, Ecological Studies Electronic textualities, Psychology, Genre Studies, Gender Studies, Health humanities, Cinema, Epics, Mythology, Politics, Life writing studies, , Media and Communication, Sound Studies, Mythology, Narratology, NLT, Pandemic Studies, Partition Diaspora, Peace studies, Performance Studies, Philosophy, Popular Culture, Postcolonial Studies, Race Studies, South Asian Studies, Translation Studies, Visual arts, World Literatures

·         Srivastava, Raju. Research Methodology in English Studies. Sublime publications, 2013

·         Srivastava, Raju. Research Methodology in English Studies. Sublime publications, 2013

Course Description This course will introduce students to the basic concepts and themes of Postmodernism and contemporary media/ cyber culture. We will read some of the major literature of postmodernism, along with significant essays in theories of the postmodern. The way postmodern literature explores the tensions between the dream of utopia on the one hand and the spectre of apocalypse on the other will be one of the chief themes we investigate in this course. Other themes will include the phantasmagoria of contemporary culture and the society of the spectacle, the culture industry, the emergence of radical new forms of consciousness and technology, and the ways in which postmodern culture re-imagines the Other through such categories as gender, race, the machine, and the Posthuman. We will then consider the question of what it means to be human in a culture mediated by the image. This paper will also situate the Humanities and the learning of it in the context of the pandemic and other global crisis as it challenges our existing ways of thinking, including how we inhabit the world, how we connect with others, what we eat, and where and how we work. The magnitude of imagining new worlds and of thinking analytically and creatively about matters that were not on our radar just a few years before is something at which the Humanities excel and the paper will help to explore that.

Course Objectives: The main objectives of the course are to:

• To develop the student’s ability for analysis, synthesis and interpretation of representative works 

• To foster comprehensive knowledge of relevant critical theory with which to investigate the politics and aesthetics of the texts

• To develop research skills and sub skills appropriate to the field of study

What is Postmodernism? “Postmodernism, or The Cultural Logic of Late Capital,” Frederic Jameson

Totaro Rebecca. The Plague in Print: Essential Elizabethan Sources, 1558-1603. Duquesne University Press, 2010. [bubonic plague] [Google Scholar]

Hawthorne Nathaniel. “Minister’s Black Veil.” The Token and Atlantic Souvenir. Boston, 1832. [mask wearing] [Google Scholar]

Saramago José. Blindness. Harcourt Brace & Company, 1998. [“white blindness”] [Google Scholar] Coetzee J. M. “On the Moral Brink,” The New York Review of Books, October 28, 2010.

Kasmir S. (2018) Precarity. The Cambridge Encyclopedia of Anthropology Han C. (2018)

Precarity, Precariousness, and Vulnerability. Annual Review of Anthropology 47: 331-343, Selections pages 331-338 Board of Studies 2023-2024 100 Nally D. (2015)

Governing Precarious Lives: Land Grabs, Geopolitics, and 'Food Security'. The Geographical Journal 181: 340- 349,

Selections pp Das V and Randeria S. (2015) Politics of the Urban Poor: Aesthetics, Ethics, Volatility, Precarity. Current Anthropology 56: S3-S14

PostHumanism https://www.youtube.com/watch?v=0CewnVzOg5w Rosi Braidotti, “Posthuman Knowledge”

David Cronenberg, The Fly (film)

Harriet Ritvo, "Barring the Cross: Miscegenation and Purity in Eighteenth- and Nineteenth Century Britain"

Caroline Walker Bynum, "Why All the Fuss About the Body? A Medievalist's Perspective "

(The units are indicative and the reading list in class will be decided by the facilitator) 

“The Culture Industry,” Theodor Adorno and Max Horkheimer

“The Precession of Simulacra,” Jean Baudrillard https://web.stanford.edu/class/history34q/readings/Baudrillard/Baudrillard_Simulacra.html (Links to an external site.)

White Noise, Chapters 1-4, Don DeLillo “In Plato’s Cave,” Susan Sontag (pages 10-28 from On Photography. Read in advance of class).

Slide show: postmodern architecture and the photographs of Cindy Sherman, La Jetee, Chris Marker. https://www.nytimes.com/1981/11/22/arts/photography-view-cindy-sherman-a-playful-andpolitical-post-modernist.html

Alba: The Bioluminescent Bunny Jonathan Harris, "The Web's Secret Stories" Jonathan Harris, We Feel Fine & Universe

Norton Anthology- PostModernism

CIA2- Analytical papers (1 each, 4 pp.). The focus of this paper will be on a close reading of a particular scene or passage from one of the readings.

CIA3- Paper proposal with clear context, research questions, objectives, literature review and identification of the research gaps with a bibliography.

ESE- The final paper (1 each) will be a paper of 12-15 pages; students will be required to use secondary sources in their papers; The paper can take various forms. It might compare two or more texts covered in class, delineating a common theme; or it might elaborate or expand on the analytical paper, drawing on further research and engagement with scholarship; or it might track more broadly how representations of the postmodern have developed across time. The facilitator will work with students individually to help them select their topics. Due on the final day of class

Postcolonial theory explores the impact of European colonization upon the societies which it subjugated, recognizing that the cultural and political struggles which colonization set in motion continue to influence the present. Central concerns relate to the impact of European languages, institutions and epistemologies on colonized societies. When it came into being as an academic field, the foundational gesture of postcolonialism consisted in uncovering the link between Western knowledge systems, exemplified through Edward Said’s notion of “Orientalism,” and the maintenance of colonial power. As a historiographical method and mode of literary or cultural analysis, postcolonialism orients itself to the struggles of all sectors of colonial society, both elite and popular, in order to analyze colonialism and the opposition it engendered. Many early interventions in postcolonial theory were concerned with forms of resistance on the part of the colonized, and explored the struggles over racialized identity and gender, as well as representations of place and history in a colonial setting. The course traces the indebtedness of these ideas to traditions of anti-colonial thought expressed in the writings of Frantz Fanon and others. At the same time, it moves beyond what might be called a postcolonial canon to examine the manner in which the legacies of postcolonial theory are currently being challenged by paradigms such as settler colonial theory and decolonial theory. Decolonial theory for its part counters European accounts of modernity that is seen as fundamental to Western imperialism while orienting itself to the manner in which the European conquest replaced indigenous knowledge systems and practices. Throughout the course, these concerns will be treated in relation to works of expressive culture: cinema, literary texts and visual culture.

Course Objectives

The main objectives of the course are to:

• Develop the student’s ability for analysis, synthesis and interpretation of representative works

• Foster comprehensive knowledge of relevant critical theory with which to investigate the politics and aesthetics of the texts

 • Develop research skills and subskills appropriate to the field of study

·         A view from the gallery: Perspective of a colonized on post-imperial memories - Partha S Ghosh

·         Decolonizing History: Technology and culture in India, China and the west 1492 to the present day- Claude Alvares. Foreword by Rajni Kothari

·         India that is Bharat: The discovery of coloniality and the birth of decoloniality - J Sai Deepak

The epistemic decolonial turn -Ramón Grosfoguel

Interview on decolonialiy - Walter D. Mignolo

1.https://www.e-ir.info/2017/06/01/interview-walter-d-mignolo/

2.https://www.e-ir.info/2017/01/21/interview-walter-mignolopart-2-key-concepts/

Coloniality of Power, Eurocentrism, and Latin America - Anibal Quijano

 A virtual cosmopolis: Partha Mitter in conversation  with Keith Moxey  (JSTOR)

  India that is Bharat:  Christian colonial consciousness, the Hindu Religion, Caste, Tribe and Education -J Sai Deepak

 Rebel Sultans - Introduction- Manu S. Pillai

·         Memories of Post-Imperial Nations- Post-imperial Japan in translational perspective - Takashi Fujitani

·         Reviews of the Nay Science by Viswa Adluri and Joydeep Bagchi - Edward P Butler

https://internationaljournaldharmastudies.springeropen.com/articles/10.1186/s40613-016-0033-9

·         Analysis of texts (Facilitator identified)

(The units are indicative. The suggested essays could be changed on facilitator discretion)

·         Decolonizing History: Technology and culture in India, China and the west 1492 to the present day- Claude Alvares. Foreword by Rajni Kothari

·         India that is Bharat: The discovery of coloniality and the birth of decoloniality - J Sai Deepak

·         Decolonizing History: Technology and culture in India, China and the west 1492 to the present day- Claude Alvares. Foreword by Rajni Kothari

·         India that is Bharat: The discovery of coloniality and the birth of decoloniality - J Sai Deepak

Analytical papers (1 each, 4 pp.). The focus of this paper will be on a close reading of a particular scene or passage from one of the readings.

The final paper (1 each) will be a paper of 12-15 pages; Graduate students will be required to use secondary sources in their papers; The paper can take various forms. It might compare two or more texts covered in class, delineating a common theme; or it might elaborate or expand on the analytical paper, drawing on further research and engagement with scholarship; or it might track more broadly how representations of the postmodern have developed across time.  The facilitator will work with students individually to help them select their topics.  Due on the final day of class.

This course focuses on helping the learners understand the ways in which English language and literature needs to be taught across various levels and in different curriculum contexts. The purpose of this course is to establish the need for a proper planning and execution system in the teaching and learning context.

Course Objectives

●       Introduce the teaching learning contexts of language and literature

●       Expose the students to various educational philosophies

●       Aquaint learners with the skills essential for English language teaching

●       Initiate teaching of English language in a classroom setting

This module will cover the scope of an English teacher across various levels and in different contexts. This module will allow learners to identify and choose a teaching career based on the skill sets they are strong in. The unit will include components on curriculum, syllabus and objectives and outcomes that one should be aware of as teachers.

●       Purpose of teaching English language and literature

●       English Curriculum and syllabus (different boards)

●       Taba-Tyler models

●       Bloom’s Taxonomy and Anderson’s taxonomy

●       How to write objectives and learning outcomes for language and literature teaching

●       Structuralism ( Saussure), Post structuralism (, Modernism, Postmodernism Part 2 - Methods

●       Grammar Translation

●       Direct Method

●       Total Physical Response

●       Suggestopedia

●       Audio- Lingual Method

●       Oral- Situational Method

●       Task based language teaching

●       Content Based Instruction

●       Communicative Language Teaching

●       CLIL

●       Multiple intelligence

This module will help the learners understand the skills required in order to be an English teacher. The module will focus on helping the learners hone their skills in order to be better equipped in both the language and literature classrooms. In addition this module will introduce the learners to some classroom skills required in the teaching profession.

●       LSRW skills

●       Vocabulary

●       Grammar

●       Classroom managementstrategies

●       Classroom instructional strategies

●       Peer collaboration

●       Critical thinking and problem solving skills

This unit will help learners put theory into practice. They will have the opportunity to teach actual classes. The actual classroom teaching should be for 5 to 6 hours.

●       Designing a lesson plan

●       Designing language tasks

●       Self- Evaluation and Peer- Evaluation reports

●       Strategies for classroom management

●       Peer- teaching

Classroom based teaching 

Gabriel, S.LandSmithson, I.1990.Gender intheClassroom.Urbana:UniversityofIllinois Press.

Richards,J.C.andRogers,T.2001.ApproachesandMethodsinLanguage Teaching. Cambridge: CUP

Sadker,D.S.(Ed.)andSilber,E.S.(Ed).2006.Gender intheClassroom:Foundations,Skills, Methods and Strategies Across Currciulum. Routledge: NewYork.

Ur,P.1996.ACourseinLanguageTeaching:PracticeandTheory.Cambridge: CUP

CIA 3- 20 marks- independent submissions of lesson plan, materialgenerated and evaluation reports with rubric for their teaching is to be submitted.

ESE-100marks-aportfoliooftheirpractiseteaching 

 The course examines the idea of Gender as a social construct narrativised through cultural texts and practices, through a close examination of texts and contexts from literature, popular culture, critical gender theories and movements. There is an attempt to answer questions pertaining to how major social constructs of race, class, caste, age and ability intersect with gender. The theoretical framework for discussion of gender studies will be based on theories of the body, major movements in gender studies, femininity, masculinity and queer studies. Students will integrate readings and theoretical frameworks of gender to real life contexts through assignments based on experiential learning in the form of case studies, interviews and production of material for further reading and research. The course will involve interface with NGOs and public organizations working for individuals marginalized on the basis of gender.

Course Objectives

·         Help students understand biological, social and cultural dimensions of sex and gender and popular discourses of the body

·         Enable approaches to concerns of gender through intersectional and interdisciplinary perspectives through a close reading of literary and visual texts

·         Explore significant concepts, theories, movements and contexts in Gender Studies

·         Contextualize gender issues in experiential domains through research, content creation and application oriented assignments

The unit introduces students to primary concepts of sex and gender through the critical lens of ‘Biological Determinism’ and ‘Social Constructivism’, underlining the difference between the two. It will also introduce the body as an ideological construct and enable students to comprehend how the body is narrativised in various popular discourses to uphold normative constructions of binaries of sex and gender

 Theoretical Framework:

·         Dani Cavallaro: “Why the Body?”

·         Anne Fausto Sterling: “The Five Sexes: Why Male and Female are not Enough” (SL B)

·         Michel Foucault: Excerpts from History of Sexuality

Literary Texts:

·         Excerpts from Vachanas of Devara Dasimmaiah and Akka Mahadevi

·         Kalki Subramaniam: “Phallus I Cut”

This unit will give a historical overview of feminist concerns, movements and women’s writing apart from sensitizing students to the intersectional and inclusive nature of contemporary feminisms