CHRIST (Deemed to University), Bangalore

DEPARTMENT OF ENGLISH AND CULTURAL STUDIES

School of Arts and Humanities

Syllabus for
Bachelor of Arts (Journalism, Psychology, English)
Academic Year  (2022)

 
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 - 3 3 100
ENG222 DEVELOPING ACADEMIC SKILLS - II - 3 3 100
EST231 BRITISH LITERATURE: LATE VICTORIAN TO THE PRESENT - 5 4 100
FRN221 FRENCH - 3 3 100
HIN221 HINDI - 3 3 100
JOU231 CONTEMPORARY INDIA - 4 4 100
JOU232 REPORTING AND EDITING - 4 4 100
KAN221 KANNADA - 3 03 100
PSY231 BASIC PSYCHOLOGICAL PROCESSES - II - 5 5 100
SAN221 SANSKRIT - 3 3 100
TAM221 TAMIL - 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 - 3 3 100
ENG422 PROFESSIONAL COMMUNICATION - II - 3 2 100
EST431 INTRODUCTION TO LITERARY THEORY - 5 4 100
FRN421 FRENCH - 3 3 100
HIN421 HINDI - 3 3 100
JOU431 MEDIA RESEARCH - 4 4 100
JOU451A BROADCAST JOURNALISM (TV AND RADIO) - 4 4 100
JOU451B PHOTO AND DOCUMENTARY JOURNALISM - 4 4 100
KAN421 KANNADA - 3 03 100
PSY431 BASIC SOCIAL PSYCHOLOGY - 5 5 100
PSY451 PSYCHOLOGICAL STATISTICS AND EXPERIMENTS - II - 2 2 100
SAN421 SANSKRIT - 3 3 100
TAM421 TAMIL - 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 - 5 4 100
EST641A CULTURAL STUDIES - 4 04 100
EST641B INTRODUCTION TO ENGLISH LANGUAGE TEACHING - 4 04 100
EST641C INTRODUCTION TO SHORT STORY - 4 04 100
EST641D INTRODUCTION TO FILM STUDIES - 4 04 100
EST641E ECOLOGICAL DISCOURSES AND PRACTICES - 4 4 100
EST641F REVISITING INDIAN EPICS - 4 4 100
JOU611 FILM APPRECIATION - 2 2 50
JOU612 ENVIRONMENTAL JOURNALISM - 2 2 100
JOU613 RESEARCH PAPER - 2 2 50
JOU631 INDIAN POLITY AND GOVERNMENT - 4 4 100
PSY631 INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY - 4 4 100
PSY641A POSITIVE PSYCHOLOGY - 4 4 100
PSY641B MEDIA PSYCHOLOGY - 4 4 100
PSY641C ARTIFICIAL INTELLIGENCE AND HUMAN-MACHINE INTERFACE - 4 4 100
PSY641D CONSUMER BEHAVIOUR - 4 4 100
PSY641E INTRODUCTION TO FORENSIC PSYCHOLOGY - 4 4 100
PSY641F HEALTH AND WELLBEING - 4 4 100
PSY641G COMMUNITY PSYCHOLOGY - 4 4 100
PSY651 PSYCHOLOGICAL RESEARCH METHODS AND ASSESSMENT-II - 2 2 100
    

    

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

 

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)

  

 

Course Outcome

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
 

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
 

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
 

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”

 

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

 

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)

 

 

Course Outcome

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
 

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

 

 

Unit-2
Teaching Hours:6
Reading skills
 

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

                                                                       

Unit-3
Teaching Hours:6
Study Skills
 

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

 

 

 

Unit-4
Teaching Hours:10
Language skills
 

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

 

Unit-5
Teaching Hours:6
Listening Skills
 

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

 

 

Unit-6
Teaching Hours:7
Critical Reading
 

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

 

Unit-7
Teaching Hours:4
portfolio organisation
 

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.

 

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) 

 

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

 

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

 

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

 

  • To introduce  students to the socio-political, religious, cultural, and linguistic aspects of the UK through English literary texts
  • To help students understand texts as products of a historical, political and cultural processes
  • To enable students to identify different forms, genres and subgenres in literature
  • To sensitize students to human values through an exposure to socio-historical concerns of subjectivity, identity, community and nationhood.
  • To sharpen critical appreciation and analytical writing skills through an introduction to models of literary criticism

Course Outcome

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

Unit-1
Teaching Hours:5
The Anglo-Saxon Period and The Medieval Period
 

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
 

Protestantism, Bible translation, religious literature, humanism, English Renaissance, Baroque and Rococo Styles

Unit-3
Teaching Hours:25
Reformation, Restoration and after
 

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
 

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

  1. group presentations on topics relevant to British literature/Art and literary movements
  2. an exhibition/display based on different eras, movements and literary and non-literary genres

 

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

 

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

Course Outcome

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
I discover
 

Lesson 1: Good Morning, how are you?

 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

 

Unit-2
Teaching Hours:5
Les fables de la Fontaine
 

La cigale et la fourmis (The grasshopper and the ant)

Unit-3
Teaching Hours:10
Culture: Physical and Political France
 

 

Lesson 1: Who is it?

Lexicon - Professions

Grammar – Formation of the feminine, interrogative /negative phrases, it is

Speech acts – Asking and answering politely

   
 

Lesson 2: In my bag, I have......

Lexicon – Some objects, identity card

Grammar – First group verbs, verbs ‘to go’ and ‘to come’

Speech acts – Asking personal information

 

 

Unit-4
Teaching Hours:5
Les fables de la Fontaine
 

Le renard et le corbeau (The fox and the crow)

Unit-5
Teaching Hours:10
Video Workshop: How cute he is!
 

 

Lesson 1: How is he?

Lexicon – The physical aspect, character

Grammar – The formation of the feminine, contracted articles, tonique pronouns, there

                    is/are, interrogative adverbs

Speech acts – Describing the physical aspects and the character

   
 

Lesson 2: Hello?

Lexicon – Prepositions of place, numbers from 70

Grammar – Numbers, prepositions of place, second group verbs, verb ‘to do’

Speech acts – Speaking on the phone                                                                              

 

Unit-6
Teaching Hours:5
Visual text
 

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

Assessment Pattern

CIA (Weight)

ESE (Weight)

CIA 1 – Assignments / Letter writing / Film review

10%

 

CIA 2 –Mid Sem Exam

25%

 

CIA 3 – Quiz / Role Play / Theatre / Creative projects 

10%

 

Attendance

05%

 

End Sem Exam

 

50%

Total

50%

50%

HIN121 - HINDI (2022 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

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.

Course Outcome

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.
 

’  Samakaleen Hindi Kavitha (Collection ofcontemporary Poems)  Edited By: Mahendra Kulashreshta Rajpal and Son’s, New Delhi

 

Level of knowledge: Analytical

 

Unit-2
Teaching Hours:10
Translation-Theory and Practice
 

                                                                                            

                                      

                                          

                                           

         

Translation-Practice                English to Hindi and vice- versa.

Unit-3
Teaching Hours:10
Bharath ki pramukh sanskruthic kalayen-
 

Ramleela,Krishnaleela,Yakshagaana,kathakali.

Unit-4
Teaching Hours:10
Hindusthani Sangeeth-parampara evam pramukh kalakar
 

Utbhav,Vikas aur paramparaein

Pramukh Sangeethkar-1.Bhimsen Joshi 2.Gulam Ali 3.Pandit Ravishankar 4. Bismillah Khan.

Text Books And Reference Books:

  1. 'Samakaleen Hindi Kavitha’ (Collection of Poems) Edited By: Dr.N Mohanan,  Rajpal and Son’s,New Delhi.
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.

                                                                 

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

 

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.

Course Outcome

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
 

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
 

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
 

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
 

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
  1. Rajan, N. (Ed.). (2007). 21st century journalism in India. SAGE Publications India.

  2. Khan, F. B. (2019). The game of votes: Visual media politics and elections in the digital era. SAGE Publishing India.

  3. Gowda, C. (2017). The way i see it: a Gauri Lankesh reader. Navayana Publishing Pvt. Ltd..

 

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

 

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. 

Course Outcome

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
 

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
 

Punctuation, Preposition, Tenses, Correctness of Usage, Factual Accuracy; Fairness; Clarity; Right Attribution

Unit-3
Teaching Hours:7
Writing Leads
 

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
 

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
 

 Newspaper, Magazine, Online, Mobile 

Text Books And Reference Books:
  1. Bighow Online Journalism Handbook | Bighow news. (n.d.). Www.Bighow.Com. Retrieved February 21, 2021, from https://bighow.com/journalism

  2. Hamp-Lyons, Liz, and Ben Heasley (2006). Study Writing: A Course in Writing Skills  for Academic Purposes. Cambridge: Cambridge UP. Print. 

  3. Knight, Robert M.(2010). Journalistic Writing: Building the Skills, Honing the Craft. Portland, Or.: Marion Street. Print. 

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

 

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.

 

Course Outcome

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
 

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

 

Unit-2
Teaching Hours:15
Selected Short Stories
 

1. Chappaligalu- Sa Ra Abubakar

2. Mandannana Marriage- Poornachandra Tejaswi

3. Giliya Kathe- Ravindranatha Tagore

4. Dheerakumara- Janapada Kathe

 

Unit-3
Teaching Hours:15
Language Skills
 

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

 

Text Books And Reference Books:

 

1.      Basavannanavara vachanagalu: L. Basavarjaju
2.      Akkana vachanagalu: L. Basavarajau
3.      Allamana Vachanagalu; L . Basavaraju
4.      Purandara Sahitya Darshana: (Volume 1-2-3-4) S.K. Ramachandra Rao
5.      Kanaka Sahitya Darshana-. D. Javaregowda
6.      Kannada Sanna Kathegala Olavu- Giraddi Govindaraja

 

 

 

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

 

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. 

Course Outcome

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
 

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
 

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
 
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
 

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
 

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 
CIA-2: Mid sem Exam-Case/Scenario-based Question- 25 Marks; Department level 
CIA-3: Individual Assignment- 10 Marks 
Attendance- 5 Marks 

ESE Pattern      ESE (End Semester Examination) Total Marks- 50 , 02 HOURS

Question paper pattern
Section A- (Short Answers) 02 marks x5Qs =10 Marks
Section B- (Essay Type) 10 marks x 3Qs = 30 Marks
Section C-(Compulsory: Case Study) 10 marks x 1Q =10 Marks

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

 

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.

Course Outcome

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.

Unit-1
Teaching Hours:35
Janaki Haranam
 

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
 

Sandhi prakaranam Swarsandhi and vyajanasandhi

lakara´s 

 

Unit-3
Teaching Hours:5
Language skills
 

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

 

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.

Course Outcome

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
 

1. Kannan yen sevagan

2. Kannan yen kozhandhai

3. Kannan yen vilayatu pillai

4. Kannan yen kadhalan

5. Kannan yen kadhali

 

Unit-2
Teaching Hours:10
Bharathi dasan
 

1. Kadal

2. Kundram

3. Nyaairu

4. Aal

5. Chittrur

Unit-3
Teaching Hours:10
Contemporary Cultural Issues
 

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
 

1.Ottadai -Thamarai

2. Kapinaani thozhudhal- Ponmani vairamutu

3. Yendhan tozha- Subhathra

4. Kadal konda pen puram- Andal priya dharshini

5. Pen- P. Kalpana '

 

 

Unit-5
Teaching Hours:2
Grammer- Language skills
 

Pira mozhi chorkal

Unit-6
Teaching Hours:3
Common topic
 

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

 

 

 

 

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

 

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

 

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)

 

Course Outcome

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
 

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
 

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
 

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.


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: 5 x 5 = 25

Section B: 5 x 15= 75

Total                   100

 

 

 

 

 

 

 

 

 

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

 

 

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)

 

Course Outcome

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
 

       Cohesion

       Clarity

       Logical Order

       Consistency

       Unity

       Conciseness

       Completeness

Unit-2
Teaching Hours:8
Features of Academic Writing & Essay Organisation