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

Psychology

Psychology is one of the major subjects offered at the undergraduate level as part of the dual triple major programme. It is an undergraduate full time course aimed at introducing students to the fundamental processes underlying human behavior and familiarize them with a few emerging fields and branches of psychology.

Psychology is one of the major subjects offered at the undergraduate level as part of the double major programme. It is a three year full time course aimed at introducing students to the fundamental processes underlying human behavior and familiarize them with a few emerging fields and branches of psychology such as Developmental Psychology, Social Psychology, Abnormal Psychology, Industrial Psychology & Consumer Behaviour, Health Psychology and Positive Psychology. The course also includes two papers of Practical, Statistics and Group Research Projects. The course is part of PSENG (Psychology, Sociology, English) , PSECO (Psychology, Sociology, Economics), CEP (Communicative English, English, Psychology) , JPENG (Journalism , Psychology, English) and PEP (Performing Arts, English, Psychology).

English Studies

Literature is an important cultural product of a society or a nation. Hence, the study of literature offers insights into the worldviews of different societies. This course begins with traditional British literature to the present. The course also introduces students to other literatures namely American world, postcolonial and also the Indian literature in translation. The course also introduces students to interdisciplinary studies in culture and gender helping them to gain insights from other disciplines like history, anthropology, sociology etc

Programme Outcome/Programme Learning Goals/Programme Learning Outcome:

PO2: Social Interaction: ● Function as a collaborating member/leader in teams in multidisciplinary settings

PO3: Effective Citizenship: ● Act with an informed awareness of issues ● Engage in initiatives that encourage equity and growth for all

Programme Specific Outcome:

PSO2: Environment and Sustainability: ● Demonstrate awareness of local, regional, national, and global needs ● Engage with their socio-cultural contexts along with environmental needs and concerns

PSO3: Self-directed and Life-long Learning: ● Engage in lifelong learning ● Work on career enhancement and adapt to changing professional and societal needs

Programme Educational Objective:

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-2 hourS; Department level

CIA-3: Individual Assignment- 10 Marks

Attendance- 5 Marks

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)

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”

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”

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”

The text book copy "Reading Diversity"

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

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)

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

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

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

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

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

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

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)

1.      Langan, J. (1995). English Skills With Reading (3^rd 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.

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

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.

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

Chaucer: The Prioress from Prologue to The Canterbury Tales.

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

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

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

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 or Christopher Marlowe: Dr. Faustus

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

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

1. For all texts, Norton Editions are to be treated as the official prescribed editions.
2. For critical material The Cambridge Companion Series of CUP, Case Book Series of Macmillan and Palgrave, and Norton series of WW Norton are officially prescribed.

Abrams, M.H. A Glossary of Literary Terms. 8^th Ed. New York: Wardworth, 2005. Print.

Ferguson, Margaret, Mary Jo Salter and Jon Stallworthy. Eds. The Norton Anthology of Poetry. 4^th 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, 3^rd 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

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 – 5x3marks= 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

The Portfolio is a practical course. Students are expected to display their understanding of the literary history, terminologies and major literary movements chronologically in writing. A portfolio is a written submission of analytical work of a selected literary period in a given format. This will demonstrate how students have developed their critical and analytical skills from the literary texts and supporting materials.    

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, feudalis.

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

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 enlightenmen.