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1 Semester - 2022 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
AEN121 | ADDITIONAL ENGLISH | Ability Enhancement Compulsory Course | 3 | 3 | 100 |
ENG122 | DEVELOPING ACADEMIC SKILLS - I | Ability Enhancement Compulsory Course | 3 | 2 | 50 |
EST131 | BRITISH LITERATURE: ANGLO SAXON TO EARLY VICTORIAN | Core Courses | 5 | 4 | 100 |
FRN121 | FRENCH | Ability Enhancement Compulsory Course | 3 | 3 | 100 |
HIN121 | HINDI | Ability Enhancement Compulsory Course | 3 | 3 | 100 |
JOU131 | INTRODUCTION TO JOURNALISM AND SOCIETY | Core Courses | 4 | 4 | 100 |
JOU151 | ESSENTIALS OF WRITING | Core Courses | 3 | 3 | 100 |
KAN121 | KANNADA | Ability Enhancement Compulsory Course | 3 | 03 | 100 |
PSY131 | BASIC PSYCHOLOGICAL PROCESSES - I | Core Courses | 5 | 5 | 100 |
SAN121 | SANSKRIT | Ability Enhancement Compulsory Course | 3 | 3 | 100 |
TAM121 | TAMIL | Ability Enhancement Compulsory Course | 3 | 3 | 100 |
2 Semester - 2022 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
AEN221 | ADDITIONAL ENGLISH | Ability Enhancement Compulsory Course | 3 | 3 | 100 |
ENG222 | DEVELOPING ACADEMIC SKILLS - II | Ability Enhancement Compulsory Course | 3 | 3 | 100 |
EST231 | BRITISH LITERATURE: LATE VICTORIAN TO THE PRESENT | Core Courses | 5 | 4 | 100 |
FRN221 | FRENCH | Ability Enhancement Compulsory Course | 3 | 3 | 100 |
HIN221 | HINDI | Ability Enhancement Compulsory Course | 3 | 3 | 100 |
JOU231 | CONTEMPORARY INDIA | Core Courses | 4 | 4 | 100 |
JOU232 | REPORTING AND EDITING | Core Courses | 4 | 4 | 100 |
KAN221 | KANNADA | Ability Enhancement Compulsory Course | 3 | 03 | 100 |
PSY231 | BASIC PSYCHOLOGICAL PROCESSES - II | Core Courses | 5 | 5 | 100 |
SAN221 | SANSKRIT | Ability Enhancement Compulsory Course | 3 | 3 | 100 |
TAM221 | TAMIL | Ability Enhancement Compulsory Course | 3 | 3 | 100 |
3 Semester - 2021 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
AEN321 | ADDITIONAL ENGLISH | Ability Enhancement Compulsory Course | 3 | 3 | 100 |
ENG322 | PROFESSIONAL COMMUNICATION - I | Ability Enhancement Compulsory Course | 3 | 2 | 100 |
EST331 | AMERICAN LITERATURES | Core Courses | 5 | 4 | 100 |
FRN321 | FRENCH | Ability Enhancement Compulsory Course | 3 | 3 | 100 |
HIN321 | HINDI | Ability Enhancement Compulsory Course | 3 | 3 | 100 |
JOU331 | MEDIA LAW, ETHICS AND ISSUES | Core Courses | 4 | 4 | 100 |
JOU351 | FUNDAMENTALS OF NEWSPAPER DESIGN AND LAYOUT | Core Courses | 2 | 2 | 100 |
KAN321 | KANNADA | Ability Enhancement Compulsory Course | 3 | 03 | 100 |
PSY331 | LIFE SPAN DEVELOPMENT | Core Courses | 5 | 5 | 100 |
PSY351 | PSYCHOLOGICAL STATISTICS AND EXPERIMENTS - I | Core Courses | 2 | 2 | 100 |
SAN321 | SANSKRIT | Ability Enhancement Compulsory Course | 3 | 3 | 100 |
TAM321 | TAMIL | Ability Enhancement Compulsory Course | 3 | 3 | 100 |
4 Semester - 2021 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
AEN421 | ADDITIONAL ENGLISH | Ability Enhancement Compulsory Course | 3 | 3 | 100 |
ENG422 | PROFESSIONAL COMMUNICATION - II | Ability Enhancement Compulsory Course | 3 | 2 | 100 |
EST431 | INTRODUCTION TO LITERARY THEORY | Core Courses | 5 | 4 | 100 |
FRN421 | FRENCH | Ability Enhancement Compulsory Course | 3 | 3 | 100 |
HIN421 | HINDI | Ability Enhancement Compulsory Course | 3 | 3 | 100 |
JOU431 | MEDIA RESEARCH | Core Courses | 4 | 4 | 100 |
JOU451A | BROADCAST JOURNALISM (TV AND RADIO) | Ability Enhancement Compulsory Course | 4 | 4 | 100 |
JOU451B | PHOTO AND DOCUMENTARY JOURNALISM | Ability Enhancement Compulsory Course | 4 | 4 | 100 |
KAN421 | KANNADA | Ability Enhancement Compulsory Course | 3 | 03 | 100 |
PSY431 | BASIC SOCIAL PSYCHOLOGY | Core Courses | 5 | 5 | 100 |
PSY451 | PSYCHOLOGICAL STATISTICS AND EXPERIMENTS - II | Ability Enhancement Compulsory Course | 2 | 2 | 100 |
SAN421 | SANSKRIT | Ability Enhancement Compulsory Course | 3 | 3 | 100 |
TAM421 | TAMIL | Ability Enhancement Compulsory Course | 3 | 3 | 100 |
5 Semester - 2020 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
EST531 | POSTCOLONIAL LITERATURES | Core Courses | 4 | 04 | 100 |
EST532 | INDIAN LITERATURES: THEMES AND CONCERNS | Core Courses | 5 | 4 | 100 |
JOU511 | SERVICE LEARNING | Skill Enhancement Course | 2 | 2 | 50 |
JOU531 | DEVELOPMENT JOURNALISM | Core Courses | 4 | 4 | 100 |
JOU551 | NEW MEDIA JOURNALISM | Core Courses | 4 | 4 | 100 |
JOU581 | INTERNSHIP | Skill Enhancement Course | 8 | 2 | 50 |
PSY531 | ABNORMAL PSYCHOLOGY | Core Courses | 4 | 4 | 100 |
PSY541B | SCHOOL AND EDUCATIONAL PSYCHOLOGY | Discipline Specific Elective | 4 | 4 | 100 |
PSY541C | SPORTS PSYCHOLOGY | Discipline Specific Elective | 4 | 4 | 100 |
PSY541D | CULTURAL PSYCHOLOGY | Discipline Specific Elective | 4 | 4 | 100 |
PSY541E | INTRODUCTION OF NEUROPSYCHOLOGY | Discipline Specific Elective | 4 | 4 | 100 |
PSY551 | PSYCHOLOGICAL RESEARCH METHODS AND ASSESSMENT-I | Core Courses | 2 | 2 | 100 |
6 Semester - 2020 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
EST631 | INTRODUCTION TO WORLD LITERATURES | Core Courses | 5 | 4 | 100 |
EST641A | CULTURAL STUDIES | Discipline Specific Elective | 4 | 04 | 100 |
EST641B | INTRODUCTION TO ENGLISH LANGUAGE TEACHING | Discipline Specific Elective | 4 | 04 | 100 |
EST641C | INTRODUCTION TO SHORT STORY | Discipline Specific Elective | 4 | 04 | 100 |
EST641D | INTRODUCTION TO FILM STUDIES | Discipline Specific Elective | 4 | 04 | 100 |
EST641E | ECOLOGICAL DISCOURSES AND PRACTICES | Discipline Specific Elective | 4 | 4 | 100 |
EST641F | REVISITING INDIAN EPICS | Discipline Specific Elective | 4 | 4 | 100 |
JOU611 | FILM APPRECIATION | Skill Enhancement Course | 2 | 2 | 50 |
JOU612 | ENVIRONMENTAL JOURNALISM | Skill Enhancement Course | 2 | 2 | 100 |
JOU613 | RESEARCH PAPER | Skill Enhancement Course | 2 | 2 | 50 |
JOU631 | INDIAN POLITY AND GOVERNMENT | Core Courses | 4 | 4 | 100 |
PSY631 | INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY | Core Courses | 4 | 4 | 100 |
PSY641A | POSITIVE PSYCHOLOGY | Discipline Specific Elective | 4 | 4 | 100 |
PSY641B | MEDIA PSYCHOLOGY | Discipline Specific Elective | 4 | 4 | 100 |
PSY641C | ARTIFICIAL INTELLIGENCE AND HUMAN-MACHINE INTERFACE | Discipline Specific Elective | 4 | 4 | 100 |
PSY641D | CONSUMER BEHAVIOUR | Discipline Specific Elective | 4 | 4 | 100 |
PSY641E | INTRODUCTION TO FORENSIC PSYCHOLOGY | Discipline Specific Elective | 4 | 4 | 100 |
PSY641F | HEALTH AND WELLBEING | Discipline Specific Elective | 4 | 4 | 100 |
PSY641G | COMMUNITY PSYCHOLOGY | Discipline Specific Elective | 4 | 4 | 100 |
PSY651 | PSYCHOLOGICAL RESEARCH METHODS AND ASSESSMENT-II | Ability Enhancement Compulsory Course | 2 | 2 | 100 |
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Introduction to Program: | |
BA Journalism, Psychology, English is a three- year triple major programme. The discipline of Journalism aims at nourishing students with skills and knowledge necessary for a career in journalism. Students get exposed to Developmental Psychology, Social Psychology, Abnormal Psychology and have elective options. Literature as an important cultural product of the society, offers insights into the worldviews of different societies. Students will be introduced to diverse literary and cultural texts and ideas. | |
Programme Outcome/Programme Learning Goals/Programme Learning Outcome: PO1: Exhibit journalistic skills in the form of reporting, editing, design in the print, broadcast and digital media.PO2: Demonstrate knowledge and understanding of theory and research in the domain of Journalism. PO3: Demonstrate awareness about contemporary socio-political and economic issues and challenges in the society. PO4: Reason critically, write cogently, construct and deconstruct ideas and arguments, and verbalise opinions and judgments. PO5: Participate in initiatives aimed at the welfare of the society. PO6: Work as a responsible journalist in accordance with Constitutional values. PO7: Work as a socially responsible media professional. PO8: Exhibit ethical standards in the chosen profession. PO9: Engage in lifelong learning and have the ability to adapt to changing needs in the field of media. PO10: Collaborate with other media professionals from different social and cultural backgrounds. PO11: Reflect critically about their role in addressing ecological issues and challenges to sustainable development. PO12: Demonstrate a coherent understanding and comprehensive knowledge of the fundamental process underlying human behavior in the multidisciplinary learning context. PO13: Demonstrate critical thinking, scientific inquiry, and sensitivity to diversity while applying psychological concepts to everyday life and real-world situations. PO14: Design, conduct and communicate basic psychological research following fundamental methods and ethical standards. PO15: Use the knowledge of psychology to enhance self-awareness, well-being, interpersonal relationships, career-decision making, and social responsibility in personal and professional domains. | |
Assesment Pattern | |
Students will have a combination of formative and summative assessments that help them to consistently and systematically build on their acquired learning. | |
Examination And Assesments | |
The students will have a mix of written tests, oral assessments, submissions, demonstrations etc. which attempt to assess the level of learning outcome attained. |
AEN121 - ADDITIONAL ENGLISH (2022 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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The Additional English course is offered as a second language course and seeks to introduce the students to the nuances of English literature in its varied forms and genres. The students who choose Additional English are generally proficient in the English language. Hence, instead of focusing on introducing them to language, challenging texts in terms of ideas, form, and technique are chosen. Additional English as a course is designed for students in place of a regional language. Non-Resident Indians (NRIs), foreign nationals and students who have not taken Hindi, Kannada, Tamil or French at the Plus 2 or Class XII levels are eligible to choose Additional English. The course is taught for students from different streams, namely, BA, BSc, BCom, and BBA in the first year and for BA, BSc and BCom (Regular) in the second year. The first year syllabus is an attempt by the Department of English, Christ University to recognize and bring together the polyphonic Indian and Indian sub-continental voices in English in English translation for the Additional English students of the first year. This effort aims to familiarize the students with regional literatures in translation, Indian Writing in English (IWE) and literatures from Pakistan, Nepal and Srilanka, thereby, enabling the students to learn more about Indian culture and ethos through writings from different regions of the country. We have tried to represent in some way or the other the corners of India and the Indian sub-continent in this microcosmic world of short stories, poems and essays
There is a prescribed text bookfor the first year students, compiled by the Department of English, Christ University and intended for private circulation. The first semester has a variety of writing from India, Pakistan and Nepal. The various essays, short stories and poems deal with various socio-economic, cultural and political issues that are relevant to modern day India and the Indian sub-continent and will enable students to comprehend issues of identity-politics, caste, religion, class, and gender. All of the selections either in the manner of their writing, the themes they deal with or the ideologies that govern them are contemporary in relevance and sensibility, whether written by contemporary writers or earlier writers. An important addition to this syllabus is the preponderance of North-Eastern writing which was hitherto not well represented. Excerpts from interviews, autobiographical writings, sports and city narratives are added to this section to introduce students to the varied genres of literature. The objectives of this course are to expose students to the rich literary and cultural diversity of Indian literatures to sensitise students on the social, political, historical and cultural ethos that has shaped the nation- INDIA to enable to grasp and appreciate the variety and abundance of Indian writing, of which this compilation is just a passing glance to learn and appreciate India through association of ideas in the texts and the external contexts (BhashaUtsav will be an intrinsic help in this endeavour)
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Course Outcome |
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CO1 CO 2: iv) Understand the cultural, social, religious and ethnic diversities of India v) it will be able to be analytical and critical of the pluralistic society they live in through the activities and assignments conducted vi) be aware of the dynamics of gender, identity, communalism and politics of this vast nation through its literature. |
Unit-1 |
Teaching Hours:10 |
Poetry
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1. Keki N Daruwala “Migrations”
2. Kamala Das “Forest Fire”
3. Agha Shahid Ali “Snow on the Desert”
4. Eunice D Souza “Marriages are Made” | |
Unit-2 |
Teaching Hours:15 |
Short Stories
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1. Rabindranath Tagore “Babus of Nayanjore”
2. Ruskin Bond “He said it with Arsenic”
3. Bhisham Sahni “The Boss Came to Dinner”
4. N. Kunjamohan Singh “The Taste of Hilsa”
5. Mohan Thakuri “Post Script” | |
Unit-3 |
Teaching Hours:20 |
Essays
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1. Mahatma Gandhi “What is True Civilization?” (Excerpts from Hind Swaraj)
2. Ela Bhatt “Organising for Change”
3. Sitakant Mahapatra “Beyond the Ego: New Values for a Global Neighborhood
4. B R Ambedkar “Waiting for A Visa”
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Text Books And Reference Books: Contemporary knowledge of the soci-political situation in the sub-continent The text book copy "Reading Diversity" | |
Essential Reading / Recommended Reading On-line resources to appreciate the text through the Comprehension Questions | |
Evaluation Pattern CIA 1: Classroom assignment for 20 marks keeping in mind the objectives and learning outcomes of the course. CIA 2: Mid-semester written exam for 50 marks CIA 3: Collage, tableaus, skits, talk shows, documentaries, Quizzes or any proactive creative assignments that might help students engage with India as a cultural space. This is to be done keeping in mind the objectives and learning outcomes of the course. Question Paper Pattern Mid Semester Exam: 2 hrs Section A: 4x5= 20 Section B: 2x15=30 Total 50
End Semester Exam: 2 hrs Section A: 4 x 5 = 20 Section B: 2 x 15= 30 Total 50 | |
ENG122 - DEVELOPING ACADEMIC SKILLS - I (2022 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Academic Skills are a blend of theoretical ability to recognize the nuances of language aspects and hands-on training to exercise the acquired knowledge in reasoning, reading and writing. Academic Skills focus on developing research skills through careful reading and critical writing that are considered foundational and crucial in textual scholarship and knowledge production. The participants of this course will determine their areas of interest in conceptualizing their seminal work and constructing a reasoned argument. This course prompts the participants to take their learning-receptive skills and productive skills in a purpose-driven and practice-oriented mode on a contextual basis. The course deals with receptive skills (reading) and productive skills (writing). In fact listening and speaking skills are not directly involved but act as a higher cognitive process. This course facilitates the participants with varied practices, tasks, exemplars, sample papers to practice with context-driven reading material. It runs for one full academic year with specific learning outcomes which are two-fold – conceptual grasp and textual application. The whole course and its structure involve Bloom’s taxonomy of knowledge, comprehension, application, analysis, evaluation and synthesis. Objectives To enable the learner • acquire higher order receptive and productive skills • develop reading skills at the higher education level • be aware of functional grammar to improve research writing skills • grasp and apply the mechanics in academic writing skills • use study skills for research-based knowledge dissemination (writing a paper or presentation)
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Course Outcome |
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CO1: Awareness of different approaches to knowledge, a critical and creative bent of mind that leads to a content-based investigation. CO2: Working knowledge of different purposes of writing, especially persuasive (argumentative), analytical, and informative writings paves the way for research-based reading and writing. CO3: Application of functional grammar and mechanics that enhance conceptual clarity, communicative style, and style of writing
CO4: Hands-on experience in a research culture which is discipline-specific in nature CO5: Experiential learning through participatory learning and service learning CO6: Awareness of problem-based learning and need-based learning |
Unit-1 |
Teaching Hours:6 |
Basic skills
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To enable learners to fine tune their expressions through better choice of words and sentence structures with clarity of idea. • Expanding vocabulary, spelling nuances, refreshing grammar, avoiding common errors and pitfalls, learning sentence structures, and use of punctuation (mechanics). • Use of dictionary • Use of Word document tools • Use of Library resources • Concept mapping- mind mapping
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Unit-2 |
Teaching Hours:6 |
Reading skills
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To enable students to develop appropriate reading comprehension skills through nuanced understanding of reading techniques. • Previewing • Reading for Main Ideas • Using Contexts for Vocabulary • Skimming/Scanning for Details • Making Inferences • Restating • Phrasing
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Unit-3 |
Teaching Hours:6 |
Study Skills
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To enable students to use basic study skills to organize knowledge received and to streamline their ideas into appropriate academic discourse.
• Understanding the text • Critical thinking • Mnemonics o Introduction to the need for mnemonics? o Memory organisation through pegging practices o Word, acronym, models, note cards, images, etc
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Unit-4 |
Teaching Hours:10 |
Language skills
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to enable students to understand and appreciate different kinds of literature and express their understanding in the form of short paragraphs or essays • Language focus • Literary appreciation- language devices-literary devices • Grammar-university grammar (functional grammar) • Sentence structure • Vocabulary • Use of Formal and informal language
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Unit-5 |
Teaching Hours:6 |
Listening Skills
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To enable students to listen to lectures and take notes and organize these to discuss or write about concepts or show application of knowledge • Listening Skills • Concept Building • Approaches to LS • Features of LS • Function • Importance of LS at university level education • Practical sessions
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Unit-6 |
Teaching Hours:7 |
Critical Reading
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To enable students to develop the art of critical reading through close reading formulas
• Pre-reading • Annotating • Outlining • Summarizing • Finding oppositions • Inventoring • Identifying thesis and related arguments
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Unit-7 |
Teaching Hours:4 |
portfolio organisation
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Set of hours for application Exemplars (Self Study Learning, Portfolio Building, teaching on Formative and Summative assessment mode, Problem Based Learning modules and project Submission) | |
Text Books And Reference Books:
1. Langan, J. (1995). English Skills With Reading (3rd Ed.). McGraw Hill. New York. 2. Osmond, A. (2013). Academic Writing and Grammar for Students. Sage. Los Angeles. 3. Robitaille, J. and Connelly, R. (2002). Writer’s Resource: From Paragraph to Essay. Thomson Heinle. Australia. Please note that the teacher in charge will also be bringing in authentic material to the class apart from the books mentioned in the reference.
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Essential Reading / Recommended Reading Please note that the teacher in charge will also be bringing in authentic material to the class apart from the books mentioned in the reference. (through google classroom)
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Evaluation Pattern
CIA (weightage) = 50 marks
ESE (weight) = 50 marks
CIA I – 20 MARKS- Tasks done in the portfolio based on Unit I CIA II- 50 Marks- Tasks done in the portfolio based on Unit I and II CIA III- 20 Marks- Tasks done in the portfolio based on Unit III Internal Assessment Breakup: CIA I -10 Marks CIA II- 25 Marks CIA III- 10 Marks Attendance- 5 Marks End Sem- 50 Marks Portfolio Submission
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EST131 - BRITISH LITERATURE: ANGLO SAXON TO EARLY VICTORIAN (2022 Batch) | |
Total Teaching Hours for Semester:75 |
No of Lecture Hours/Week:5 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description: This course will serve as an introductory course for British Literature. The course will locate the texts in their respective socio-political and historical contexts. The selection aims to introduce different genres of British literature.
Course Objectives
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Course Outcome |
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CO1: Students will be able to discern the socio-political, religious, cultural, and linguistic aspects of the UK through English literary texts CO2: Students will be able to analyse and critique texts as products of a historical, political and cultural processes CO3: Students will be able to identify different forms, genres and subgenres in literature
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Unit-1 |
Teaching Hours:5 |
The Anglo-Saxon Period and The Medieval Period
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Emergence of English language, History of England from 42 BC to Norman Conquest- salient features Impact of Norman rule on English social structure, English language in the medieval period,mystery, morality plays and miracle plays, feudalism | |
Unit-2 |
Teaching Hours:20 |
The Renaissance Period and after
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Protestantism, Bible translation, religious literature, humanism, English Renaissance, Baroque and Rococo Styles | |
Unit-3 |
Teaching Hours:25 |
Reformation, Restoration and after
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Metaphysical Poetry, Epic conventions, Mock epic, Puritanism, Restoration, Rise of the novel, the English novel in the eighteenth century, Gunpowder plot, Oliver Cromwell,
Dissolving the parliament, Periodical essays, empiricism, Influence of French culture through restoration, the enlightenment | |
Unit-4 |
Teaching Hours:25 |
Romantic and early Victorian Age
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Romanticism, notion of literary creation and poets, closet drama, the French Revolution, Victorian morality, industrial revolution, utilitarianism, rise of nation-states, impact of colonialism on England, emergence of universal education in England | |
Text Books And Reference Books: Chaucer: The Prioress from Prologue to The Canterbury Tales William Shakespeare: Sonnet 116 ‘O that this too solid flesh would melt” Soliloquy by Hamlet in Hamlet Act 1 Scene 2 ‘To Be or Not To Be’ Soliloquy by Hamlet in Hamlet Act 3 Scene 1
Francis Bacon: “Of Truth” John Donne: “Canonization”
John Milton: Excerpt from Satan’s speech in Book 1, Paradise Lost John Dryden: First three stanzas of “Mac Flecknoe” Alexander Pope: Belinda’s Boudoir from The Rape of the Lock Addison and Steele: “Character of Will Wimble” Oliver Goldsmith: “Beau Tibbs”
Oliver Goldsmith: She Stoops to Conquer / Christopher Marlowe: Dr. Faustus William Wordsworth: “Lines Written in Early Spring” S.T. Coleridge: “Christabel” Shelley: “Ode to the Westwind” Keats: “La Belle Dame Sans Merci” Charles Lamb: “Dream Children” Mary Shelley: Frankenstein | |
Essential Reading / Recommended Reading Abrams, M.H. A Glossary of Literary Terms. 8th Ed. New York: Wardworth, 2005. Print. Ferguson, Margaret, Mary Jo Salter and Jon Stallworthy. Eds. The Norton Anthology of Poetry. 4th Ed. New York: WW Norton, 1996. Print Gordden, Malcom, and Michael Lapidge. The Cambridge Companion to Old English Literature. Rpt Cambridge: CUP, 2006. Print. Gupta, Ambika Sen. Selected College Poems. Rpt. Hyderabad: Orient Longman, 1999. Herman, Daniel. The Cambridge Companion to Narrative. Cambridge: CUP, 2007. Print. John, Eileen, and Dominic McIver Lopes. Philosophy of Literature: Contemporary and Classic Readings. Oxford: Blackwell, 2004. Print Maxwell, Richard, and Katie Trumpener. The Cambridge Companion to Fiction in the Romantic Period. Cambridge: CUP, 2008. Print Sampson, George.The Concise Cambridge History of English Literature, 3rd Ed. Cambridge: CUP, 2005. Print Ramarao, Vimala. Ed.Explorations. Vol I. Bangalore: Prasaranga, Bangalore University, 2004. Print
Shingle, Michael. Daniel Defoe Robinson Crusoe. New York: WW Norton, 1994. Print | |
Evaluation Pattern CIA I
CIA III will be a moddle test on the Novel
These are suggested examples of CIAs. However, during the course of teaching, there could be other suggestions, and CIAs could be slightly modified based on class dynamics and calibre of students.
Selected Texts chosen to be taught may be revised / used as extended reading which may be tested in CIA 1, 2 or 3. Example : only 1 soliloquy may be taught.
Mid Semester Examination CIA II: 2 Hours
Section A: Short Notes – 5x3 marks= 15 (5 questions out of 7) Section B: Essay Questions – 2x10 marks = 20 (2 questions out of 3) Section C: Long Essay Questions – 1x15 marks = 15 (1 question out of 2)
Total: 50 Marks
End Semester Examination: 3 Hours
Section A: Short Notes – 10x3 marks = 30 (10 questions out of 12) Section B: Essay Questions – 4x10 marks = 40 (4 questions out of 6) Section C: Long Essay Questions – 2x15 marks = 30 (2 questions out of 4)
Total: 100 Marks | |
FRN121 - FRENCH (2022 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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French as a second language in the UG program. The method Génération A1 consists of a student's book and an activity book, both included in the digital manual. It consists of 6 units preceded by an initial section of 'Welcome'. The structure of each unit marks a real learning journey.
Course Objectives · To develop linguistic competencies and sharpen oral and written communicative skills · To familiarize learners to certain aspects of francophone civilization. · To enable learners to engage in simple everyday situations |
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Course Outcome |
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CO1: To train the students in correct pronunciation of French. CO2: To enable students to write correct sentences with appropriate grammar structure and vocabulary. CO3: To familiarise students with the culture and expressions in French. CO4: To enhance oral and written comprehension in French. CO5: To make them proficient in reading, writing, listening and speaking skills in French. |
Unit-1 |
Teaching Hours:10 |
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I discover
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Lexicon – Countries and nationalities, domestic animals, days of the week Grammar -Subject pronouns, verbs ‘to be’ and ‘to have’, definite and indefinite articles Speech acts – Greeting, asking how one is
Lesson 2: Hello, my name is Agnes. Lexicon – Months of the year, numbers 0-69, the family Grammar – Formation of the feminine / plural, possessive adjectives Speech acts -Introducing oneself and others, asking and saying dates
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Unit-2 |
Teaching Hours:5 |
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Les fables de la Fontaine
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La cigale et la fourmis (The grasshopper and the ant) | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
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Culture: Physical and Political France
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Unit-4 |
Teaching Hours:5 |
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Les fables de la Fontaine
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Le renard et le corbeau (The fox and the crow) | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
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Video Workshop: How cute he is!
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Unit-6 |
Teaching Hours:5 |
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Visual text
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A French movie | ||||||||||||||||||||||
Text Books And Reference Books: 1. Cocton, Marie-Noelle. Génération A1. Paris : Didier, 2016 2. De Lafontaine, Jean. Les Fables de la Fontaine. Paris, 1668 | ||||||||||||||||||||||
Essential Reading / Recommended Reading French websites like Bonjour de France, Fluent U French, Learn French Lab, Point du FLE etc | ||||||||||||||||||||||
Evaluation Pattern
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HIN121 - HINDI (2022 Batch) | ||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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Course Description The detailed text book “Samakaleen Hindi Kavitha” edited by Dr.N Mohanan is an anthology of contemporary Hindi Poems written by representative poets of Hindi Literature. From the medieval poetry ' Kabir Ke Dohe and Sur ke pad 'is also included. The poets reflect on the social, cultural and political issues which are prevalent in our society since the medieval period. Hindusthani sangeeth-parampara eva kalakar is one of the module. Since translation is a significant area in language and literature, emphasis is being given on it in the syllabus.Bharath ki pramukh sanskruthik kalayein Yakshagana,Kathakali,Ram Leela,Krishna Leela etc. included in the syllabus to enrich cultural values among students. Course Objectves: Students will be exposed to read, analyse and appreciate poems by learning poetry. Through translation, students will be able to develop translation skills while translating from other language articles. Students will be able to analyses critically the different cultural art forms by learning about the Famous cultural art forms of India. |
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Course Outcome |
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CO1 : Improve the analytical skills through critical analysis of the poems. CO2: Analyze the different aspects of Hindustani musical traditions and musicians. CO3: Enhance the translation skills. CO4: Improve the basic research skills while doing the CIAs. |
Unit-1 |
Teaching Hours:15 |
Samakaleen Hindi Kavitha (Collection of contemporary Hindi Poems),Kabir Ke Dohe and Sur Ke Pad.
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’ Samakaleen Hindi Kavitha (Collection ofcontemporary Poems) Edited By: Mahendra Kulashreshta Rajpal and Son’s, New Delhi
Level of knowledge: Analytical
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Unit-2 |
Teaching Hours:10 |
Translation-Theory and Practice
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Translation-Practice English to Hindi and vice- versa. | |
Unit-3 |
Teaching Hours:10 |
Bharath ki pramukh sanskruthic kalayen-
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Ramleela,Krishnaleela,Yakshagaana,kathakali. | |
Unit-4 |
Teaching Hours:10 |
Hindusthani Sangeeth-parampara evam pramukh kalakar
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Utbhav,Vikas aur paramparaein Pramukh Sangeethkar-1.Bhimsen Joshi 2.Gulam Ali 3.Pandit Ravishankar 4. Bismillah Khan. | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
1. A Hand Book of Translation Studies By: Das Bijay Kumar. 2. Saral Subodh Hindi Vyakaran, By: Motilal Chaturvedi. Vinod pustak mandir, Agra-2 3. Anuvad Evam Sanchar – Dr Pooranchand Tantan, Rajpal and Son’s, Kashmiri 4. Anuvad Vignan By: Bholanath Tiwar 5. Anuvad Kala By: N.E Vishwanath Iyer.
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Evaluation Pattern CIA-1(Digital learning-Editing of Hindi article in Hindi Wikipedia )-20 marks CIA-2(Mid semester examination)-50 marks CIA-3(Digital learning-article creation in Hindi Wikipedia)-20 marks End sem examination-50 marks | |
JOU131 - INTRODUCTION TO JOURNALISM AND SOCIETY (2022 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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This course offers the student an introduction to the profession of journalism as a whole. It begins with a brief overview of the history of journalism, acquainting students with basic theories and introducing them to the basic elements of Indian society. The development of the newspaper, particularly as it relates to India and a general overview on the practice of journalism in other countries - Europe, America, China and Middle-East. |
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Course Outcome |
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CO1: Exhibit awareness about the history of journalism and the role of the press during the freedom movement. CO2: Apply theories of media to a real-life context CO3: Analyse the elements that constitute the Indian society and examine the contemporary challenges |
Unit-1 |
Teaching Hours:20 |
History of Journalism
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Print History – Renaissance, Reformation and Scientific Revolution. History of Journalism in India and the west - Pioneers of English and Indian language journalism in India National Movement and Press | |
Unit-2 |
Teaching Hours:20 |
Media Theories
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Normative theories of the press, magic bullet theory,two Step flow theory, multi step flow theory, uses and gratification theory , cultivation theory, limited effects theory. all powerful media theory, diffusion of innovation, propaganda model | |
Unit-3 |
Teaching Hours:10 |
Forms and Functions of Media
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Print journalism, broadcast journalism, photojournalism, documentary, online, new media and mobile journalism. Functions, principles and scope of journalism Globalisation, Media and it’s impact on society | |
Unit-4 |
Teaching Hours:10 |
Introduction to Indian Society
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Caste - caste structure, caste and education, caste and occupation, caste and journalistic profession, Religion, tradition and practices, colonialism and impact of colonialism. Contemporary challenges - urban-rural divide, access to education and health, gender issues, ecological concerns | |
Text Books And Reference Books:
1. Briggs, A., & Burke, P. (2009). A social history of the media: From Gutenberg to the Internet. Polity. 2. Parthasarthy, R. (1989). Journalism in India. New Delhi: Sterling Publishers Private Limited. 3. Rasmussen, A. B. (2010). The Death and Life of American Journalism. By Robert McChesney and John Nichols. Ahaheder. dk. 4. Rao, S. (Ed.). (2018). Indian Journalism in a New Era: Changes, Challenges, and Perspectives. Oxford University Press. 5. Robin, J. (2000). India's Newspaper Revolution: Capitalism Politics and the Indian-language Press 1977-99. | |
Essential Reading / Recommended Reading
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Evaluation Pattern The course shall not have a regular CIA- MSE -ESE model. Instead, the student will be given a series of assignments spread across the semester, leading to a final portfolio/article/content collective on submission model. The teaching facilitator will consider the level of intelligibility in the class and the learning needs of the students and decide what assignment to be given on a regular basis. Sample Assignment: ● Poster Presentation on history of Journalism ● Application of Media Theories for analysis of Contemporary issues *Rubrics for each activity will be provided by the concerned faculty offering the course. ** Keep duplicate copies of all work submitted in this course. Save all returned, graded work until the semester is over. | |
JOU151 - ESSENTIALS OF WRITING (2022 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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Writing is a fundamental skill for a student of Journalism. This course is meant for those journalism students who have a reasonable command over their writing in English, and need guidance and support for a reflective and journalism-specific writing process. The course is designed to address the cognitive aspects of writing, matching to different journalistic demands. |
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Course Outcome |
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CO1: Demonstrate the purpose of writing CO2: Follow the prewriting process CO3: Identify right and rich sources CO4: Organise Ideas CO5: Write grammatically correct articles CO6: Avoid legal and grammatical pitfalls in writing CO7: Choose and deploy the type of writing that matches different journalistic contexts |
Unit-1 |
Teaching Hours:7 |
Understanding Writing
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Distinguishing Journalistic Writing from other forms of Writing; Understanding Context and Audience; The Prewriting Process: Source Identification, Search Engine Optimisation, Diversifying sources, Eliminating Irrelevant and Misleading Sources, identifying key points, choosing style, organising ideas | |
Unit-2 |
Teaching Hours:7 |
Ensuring Grammatical Precision
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Punctuation, Preposition, Tenses, Correctness of Usage, Factual Accuracy; Fairness; Clarity; Right Attribution | |
Unit-3 |
Teaching Hours:7 |
Writing Leads
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Types of Leads: Straight Leads, Question Leads, Punch Leads, Direct Quotation Lead, Contrast Lead, Freak Lead, Descriptive Lead, Bullet Lead; Organising Paragraphs, Working on Transitions, Reviewing, Re-Writing, Writing Headlines, Upstyle, Downstyle, Types of Headlines: Banner Headlines, End-to-End Headlines, Hammers, Kickers, Tripods, Side Saddles | |
Unit-4 |
Teaching Hours:7 |
Types of Writing
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Descriptive, Narrative, Argumentative, Persuasive; Pitfalls to avoid: Contempt of Court, Trespassing, Sedition, Libel, Invasion of Privacy, Breach of Contract, Plagiarism, Fabrication, Lapses in Ethics, Bias, Bad Taste, Blunders and Bloopers | |
Unit-5 |
Teaching Hours:7 |
Writing across journalistic platforms
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Newspaper, Magazine, Online, Mobile | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading The Hindu | The Deccan Herald |The New Indian Express | Scroll.in | Article-14.com | The Print | The Wire | The Quint | Mojo | The Frontline | The Guardian | Washington Post | Aljazeera | Huffington Post | Twitter | |
Evaluation Pattern There will be a series of assignments that the students ought to submit. All have to be submitted in the specified, compatible format. The dates would be announced at least five days before the date of submission. Assignments will be on grammar, writing letters to the editor, different forms of journalistic writing, news reporting, interviewing and tweeting. | |
KAN121 - KANNADA (2022 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:03 |
Course Objectives/Course Description |
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The course is taught in the I Semester for BA/B.Sc. students. The selected Poems (Vachanas & Keerthanas ) from Medieval Literature & Modern Kannada ( Navodaya) literature are prescribed. Texts will help students to understand the writings of Poets as well as story writers. Short stories of Sara Abubakar, Ravindranath Tagore, and K.P. Poornachandra Tejaswi & Folk tales are prescribed. The syllabus will extend the concerns of family, family relationship, social justice and marginalization. Students should be able to comprehend and respond with grammatical accuracy to spoken and written Kannada as well as to demonstrate cultural awareness.
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Course Outcome |
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CO1: to understand the values in Medieval Kannada Literature. CO2: to appreciate the aesthetic aspects of music in Keerthana CO3 : to understand the art of developing short stories
CO4: to imbibe the cultural aspects in Modern Kannada Stories CO5 : improves reading, writing and speaking skills |
Unit-1 |
Teaching Hours:15 |
Kannada Sahitya Samakshama
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1. Vachanagalu (a) Devaradasimayya (b) Basavanna (c) Allamaprabhu (d) Akkamahadvi (e) Gajesha Masaniyya (f) Aydakki Lakkamma 2. Keerthanegalu (a) Purandaradasa (b) Kanakadasa 3. B.M.Srikantiah- Kariheggadeya Magalu 4. Mumbai Jataka- G.S. Shivarudrappa
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Unit-2 |
Teaching Hours:15 |
Selected Short Stories
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1. Chappaligalu- Sa Ra Abubakar 2. Mandannana Marriage- Poornachandra Tejaswi 3. Giliya Kathe- Ravindranatha Tagore 4. Dheerakumara- Janapada Kathe
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Unit-3 |
Teaching Hours:15 |
Language Skills
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1. Translation ( Passages from English to Kannada & Kannada to English) 2. Usage of alphabets in different contexts: 3. l & L 4. a & H 5. n & N 6. Hrasva and Deergha alphabets 7. Ottaksharas
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Text Books And Reference Books:
1. Basavannanavara vachanagalu: L. Basavarjaju
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Essential Reading / Recommended Reading 1. A comparative study of Sarana and Dasa literature, P. S Srinivasa,University of Madras (1981) 2. Sharanara Anubhava Sahitya- H. Thipperudraswamy 3. Vachana Kammata: (Ed) K. Marulasiddappa and K. R. Nagaraj 4. Basavanna: M. Chidananda Murthy 5. Kanaka Kirana: Ka.Ta. Chikkanna 6. Kannada Sanna Kathegalu: G.H. Nayak | |
Evaluation Pattern CIA-1 Wikipedia - Knowledge of regional language - Typing skills (20 Marks) CIA-2 Mid Semester Exams (50 Marks) CIA-3 Texting Self introduction in Sand box (20 Marks) End Semester Exams ( 50 Marks) | |
PSY131 - BASIC PSYCHOLOGICAL PROCESSES - I (2022 Batch) | |
Total Teaching Hours for Semester:75 |
No of Lecture Hours/Week:5 |
Max Marks:100 |
Credits:5 |
Course Objectives/Course Description |
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This course is an introduction to the study of basic psychological processes offered to the first-semester undergraduate students of psychology. It is an introductory paper that gives an understanding of the field of psychology, scope, and multiple perspectives and disciplines that provide a holistic picture of human behaviour. Students will learn the key concepts, classic examples, and modern and practical applications of fundamental psychological theories, methods, and tools. Emphasis is on the basic psychological processes of personality, learning, consciousness, motivation and emotion. This course allows them to learn the basics and demonstrate the skills that a student needs to move on to the more specific and in-depth psychology courses that follow. |
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Course Outcome |
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CO1: Explain fundamental concepts, principles, theoretical perspectives, and arguments from across a range of psychology content domains like learning, personality, motivation and emotion to various situations and contexts. CO2: Critically evaluate the different schools of thought in psychology CO3: Define the basic biological process that influences behavior CO4: Analyze methods of scientific inquiry, evidence-based thinking, and critical thinking skills to psychological phenomena and examples of psychological science |
Unit-1 |
Teaching Hours:15 |
History and Schools of Thought
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In this unit, we will examine the history of Western psychological theorizing from its beginnings in ancient Greece, through to the schools and perspectives of psychology including Structuralism, Functionalism, Psychodynamic, Biological, Behavioristic, Gestalt, Cognitive, Cross-cultural, Humanistic and Evolutionary. The aim is both to build a familiarity with psychology’s intellectual origins and to foster an awareness of its many false steps, dead-ends, and alternative pathways to gain a better appreciation of the social, cultural, and, above all, psychological influences on the theorizing of psychologists. Students will be able to define psychology and understand what psychologists do and identify the major fields of study and theoretical perspectives within psychology and know their similarities and differences. In the end, students will be ale to gain a better appreciation of why contemporary psychology takes the shape it does, describe the evolution of psychology and the major pioneers in the field, identify the various approaches, fields, and subfields of psychology along with their major concepts and important figures and describe the value of psychology and possible careers paths for those who study psychology | |
Unit-2 |
Teaching Hours:15 |
Biological basis of behaviour
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Explain the biological perspective of psychology as it applies to the role of the nervous system and endocrine system in regard to behaviour and mental processes. Identify and describe the important structures of these systems. It is an introductory survey of the relationship between human behaviour and brain function. Discuss the interaction between biological factors and experience, methods and issues related to biological advances, develop an understanding of the influence of behaviour, cognition, and the environment on the bodily systems, and develop an appreciation of the neurobiological basis of psychological function and dysfunction. Laboratory Demonstration: Biofeedback/ EEG/ Eye-tracking | |
Unit-3 |
Teaching Hours:15 |
Learning
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This unit introduces students to the principles of learning and how those principles can be used to modify human behaviour. Explain the behavioural perspective of psychology and relate classical and operant conditioning concepts to student-generated scenarios. The course emphasizes the application of learning theories and principles. Topics include reinforcement, extinction, punishment, schedules of reinforcement, stimulus discrimination, prompting and fading, stimulus-response chaining, generalization, modelling, rule-governed behaviour, problem-solving, latent learning, observational learning, insight learning, concept learning, general case instruction, and stimulus equivalence.
Laboratory Demonstration: Trial and Error learning, Habit Interference, Maze Learning | |
Unit-4 |
Teaching Hours:15 |
Personality
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This unit is an introduction to the psychological study of human personality, broadly speaking and more specifically in terms of how we may understand individual differences in personality and the personalities of individual persons. Personality psychologists use empirical methods of behavioural and clinical science to understand people in biological, social, and cultural contexts. Students will learn the strengths and weaknesses of the major personality theories, as well as how to assess, research and apply these theories. As much as possible, application to real-life situations will be discussed. Students would be able to identify the various perspectives that are common in the area of personality psychology and critically evaluate each in terms of its explanatory and predictive power, discuss theories and perspectives of personality development: psychoanalytic, humanistic, trait, and social-cognitive, understand classic and current empirical measurement tools and approaches to investigation for personality assessment in psychological and clinical science and develop an understanding of the concept of individual differences with the goal to promote self-reflection and understanding of self and others. Laboratory Demonstration: Sentence completion test, NEO-PI, Type A/B | |
Unit-5 |
Teaching Hours:15 |
Motivation and Emotion
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The unit will explain how behaviour is energized and directed by the complex mixture of motives and emotions and describe the various theories that have been developed to explain motivation and emotion. Unit aims to explain motivation, how it is influenced, and major theories about motivation. We will describe hunger and eating in relation to motivation, obesity, anorexia, and bulimia; sexual behaviour and research about sexuality; and explain theories of emotion and how we express and recognise emotion Laboratory Demonstration: Level of motivation, Achievement motivation, | |
Text Books And Reference Books: Weiten, W. (2014). Psychology: Themes and Variations (Briefer Version, 9th edition). Belmont, CA: Wadsworth/Cengage Learning. | |
Essential Reading / Recommended Reading King, L. A. (2010). Experience Psychology. McGraw-Hill. Gazzaniga, Heatherton, Halpern (2015). Psychological Science, 5th Edition, Norton. Feldman.S.R.(2009).Essentials of understanding psychology ( 7th Ed.) Tata Mc Graw Hill. | |
Evaluation Pattern CIA CIA (Continuous Internal Assessment)-Total Marks- 50 CIA-1: Activity-based Individual Assignment- 10 Marks ESE Pattern ESE (End Semester Examination) Total Marks- 50 , 02 HOURS Question paper pattern | |
SAN121 - SANSKRIT (2022 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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Janakiharana of Kumaradasa is the first Sanskrit mahakavya, so far as the extant literature goes, to deal solely with the whole of the Ramayana story. Its further interest is that it was produced in Ceylon, showing thereby the wider world over which Sanskrit had its sway. After manuscripts of the full text of the poem in twenty cantos had to come to light in South India, what is now presented was the first systematc and critical study to be undertaken to the author and the text and its position vis-a-vis other Mahakavyas. In addition to the above study and the critical edition of the cantos which were at that time unpublished the examination of the large number of extra-verses found in some MSS of the text and showing them as interpolations. |
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Course Outcome |
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CO1: To understand the theme of epics CO2: To develop new perspectives.. CO3: To appreciate the styles and thoughts of individual poets. CO4: To focus on the poetical, artistic, cultural and historical aspects of the poetic works. CO5: To enhance translation and interpretation skills.
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Unit-1 |
Teaching Hours:35 |
Janaki Haranam
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Selected shlokas 1-60 shlokas Janakiharana of Kumaradasa is the first Sanskrit mahakavya, so far as the extant literature goes, to deal solely with the whole of the Ramayana story. Its further interest is that it was produced in Ceylon, showing thereby the wider world over which Sanskrit had its sway. After manuscripts of the full text of the poem in twenty cantos had to come to light in South India, what is now presented was the first systematc and critical study to be undertaken to the author and the text and its position vis-a-vis other Mahakavyas. In addition to the above study and the critical edition of the cantos which were at that time unpublished the examination of the large number of extra-verses found in some MSS of the text and showing them as interpolations. | |
Unit-2 |
Teaching Hours:5 |
Grammar
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Sandhi prakaranam Swarsandhi and vyajanasandhi lakara´s
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Unit-3 |
Teaching Hours:5 |
Language skills
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Translate the given passage from english to sanskrit write an aritcle in sanskrit on the topic given | |
Text Books And Reference Books: Books for References: - 1) Janakiharanam of Kumaradasa edited by C K Swaminathan 2) Janakiharanam edited by G.R. Nandargikar 3) Sanskrit Grammar Translation from English to Sanskrit by M.R. Kale Sanskrit Grammar Kannada version by Satish Hegde. | |
Essential Reading / Recommended Reading Ramayana of Valmiki Champu Ramayana of Bhoja | |
Evaluation Pattern
CIA 1 Wikipedia assignments CIA 2 Mid semester examinations CIA 3 Wikipedia assignments | |
TAM121 - TAMIL (2022 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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Poems of Bharatiyar and Bharatidasan and poems by women poets with feminine sensibilities will initiate the students into the modern period with all its complexities. The short stories by Ambai offers a matured vision of life through a varied characters and situatins. A new concept, Cultural Studies, will take the students beyond prescribed syllabus to include music, theatre, painting and films out of whcih the art form of music is taken up for the first semester. |
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Course Outcome |
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CO1: To make the students experience the impact made by Bharathiyar and Bharathidasan during the 20th century and to bring them to the realities of 21st century. CO2: They will also learn, on their own, about the nuances of music and a unique aesthetic experience it offers |
Unit-1 |
Teaching Hours:10 |
Modern Poetry- Bharathiyar
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1. Kannan yen sevagan 2. Kannan yen kozhandhai 3. Kannan yen vilayatu pillai 4. Kannan yen kadhalan 5. Kannan yen kadhali
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Unit-2 |
Teaching Hours:10 |
Bharathi dasan
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1. Kadal 2. Kundram 3. Nyaairu 4. Aal 5. Chittrur | |
Unit-3 |
Teaching Hours:10 |
Contemporary Cultural Issues
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Prose including reference to contemporary literary issues 1. Oru karupu silanthi udan oru iravu- Ambai Cultural studies, Indian festivals | |
Unit-4 |
Teaching Hours:10 |
Penniya kavithaigal
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1.Ottadai -Thamarai 2. Kapinaani thozhudhal- Ponmani vairamutu 3. Yendhan tozha- Subhathra 4. Kadal konda pen puram- Andal priya dharshini 5. Pen- P. Kalpana '
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Unit-5 |
Teaching Hours:2 |
Grammer- Language skills
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Pira mozhi chorkal | |
Unit-6 |
Teaching Hours:3 |
Common topic
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Isai | |
Text Books And Reference Books:
Malliga, R et al (ed).Thamilppathirattu I.Bangalore: Prasaranga,2011 ‘Oru Karuppuchilanthiyudan Or Iravu’ by Ambai,
published by Kalachuvadu Publications, Nagercoil, 2014
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Essential Reading / Recommended Reading
Varadarajan, Mu. Thamil Ilakkia Varalaru . New Delhi:Sahitya Akademi, 2008 Sivathambi, Ka.Thamil Sirukathaiyin Thorramum Valarchiyum.Coimbatore: NCBH, 2009 Ragunathan,C.Bharathi: Kalamum Karuthum, Chennai:NCBH, 1971
Ramakrishnan S 100 Sirantha Sirukathaigal, Chennai: Discovery Books, 2013
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Evaluation Pattern With a total of 100 marks, 50 marks will come from Continuous Internal Assessment (CIA) and the remaining 50 marks will come from end semester exanination. While the end semester examination will be fully theory based the CIA will consist of assignments, theatre production, book review and other activities | |
AEN221 - ADDITIONAL ENGLISH (2022 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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The second semester has a variety of writing from India, Pakistan and Srilanka. The various essays, short stories and poems deal with various socio-economic, cultural and political issues that are relevant to modern day India and the Indian sub-continent and will enable students to comprehend issues of identity-politics, caste, religion, class, and gender. All of the selections either in the manner of their writing, the themes they deal with or the ideologies that govern them are contemporary in relevance and sensibility, whether written by contemporary writers or earlier writers. Excerpts from interviews, autobiographical writings, sports and city narratives are added to this section to introduce students to the varied genres of literature. The objectives of this course are to expose students to the rich literary and cultural diversity of Indian literatures to sensitise students on the social, political, historical and cultural ethos that has shaped the nation- INDIA to enable to grasp and appreciate the variety and abundance of Indian writing, of which this compilation is just a passing glance
to learn and appreciate India through association of ideas in the texts and the external contexts (BhashaUtsav will be an intrinsic help in this endeavour)
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Course Outcome |
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CO1 CO 2: iv) Understand the cultural, social, religious and ethnic diversities of India v) it will be able to be analytical and critical of the pluralistic society they live in through the activities and assignments conducted vi) be aware of the dynamics of gender, identity, communalism and politics of this vast nation through its literature. |
Unit-1 |
Teaching Hours:10 |
Poetry
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1. Jayanta Mahapatra “Grandfather”
2. Meena Alexander “Rites of Sense”
3. K.Satchidanandan “Cactus”
4. Jean Arasanayagam “Nallur” | |
Unit-2 |
Teaching Hours:15 |
Short Stories
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1. Temsula Ao “The Journey”
2. A. K Ramanujan “Annaya’s Anthropology”
3. Sundara Ramswamy “Waves”
4. Ashfaq Ahmed “Mohsin Mohalla”
5. T.S Pillai “In the Floods” | |
Unit-3 |
Teaching Hours:20 |
Essays
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1. Salman Rushdie “Gandhi Now”
2. Amartya Sen “Sharing the World”
3. Suketu Mehta “Country of the No”
4. Rahul Bhattacharya “Pundits From Pakistan” (An Excerpt) | |
Text Books And Reference Books: The textbook "Reading Diversity" | |
Essential Reading / Recommended Reading Online references for Comprehension Questions in the textbook | |
Evaluation Pattern Evaluation Pattern CIA 1: Classroom assignment/test for 20 marks keeping in tune with the course objectives and learning outcomes. CIA 2: Mid-semester written exam for 50 marks CIA 3: Collage, tableaus, skits, talk shows, documentaries, Quizzes or any proactive creative assignments that might help students engage with India as a cultural space. This is to be done keeping in tune with the course objectives and learning outcomes.
Mid Semester Exam: 2 Hrs Section A: 4x5= 20 Section B: 2x15=30 Total 50 End Semester Exam: 2 hrs Section A: 5 x 5 = 25 Section B: 5 x 15= 75 Total 100
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ENG222 - DEVELOPING ACADEMIC SKILLS - II (2022 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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This course introduces the learners to six important areas: Principles of Writing, Features of Writing, Essay Organization, Précis Writing, Academic Presentation and Research Writing. The course design gives more weightage to productive skills based on their rudimentary receptive skill acquisition occurred in semester one. The participants of this course will exercise their textual scholarship and translate their areas of interest into meaningful writing. This course directs the learners to produce basic academic presentations which should be career-oriented and of social relevance. Bloom’s taxonomy of knowledge, comprehension, application, analysis, evaluation and synthesis becomes the substructure of this course instruction.
Objectives
• To acquire critical and creative thinking
• To develop the taste for theory of knowledge
• To be aware of professional and research driven presentation skills
• To apply the mechanics in academic writing skills
• To use research skills to take a position in writing (writing a paper or presentation)
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Course Outcome |
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CO1: Awareness of different approaches to knowledge, a critical and creative bent of mind that leads to a content-based investigation. CO2: Working knowledge of different purposes of writing, especially persuasive (argumentative), analytical, and informative writings paves the way for research-based reading and writing. CO3: Application of functional grammar and mechanics that enhance conceptual clarity, communicative style, and style of writing CO4: Hands-on experience in a research culture which is discipline-specific in nature CO5: Experiential learning through participatory learning and service learning CO6: Awareness of problem-based learning and need-based learning |
Unit-1 |
Teaching Hours:6 |
Principles of Academic Writing
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• Cohesion • Clarity • Logical Order • Consistency • Unity • Conciseness • Completeness | |
Unit-2 |
Teaching Hours:8 |
Features of Academic Writing & Essay Organisation
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