CHRIST (Deemed to University), Bangalore

DEPARTMENT OF ENGLISH AND CULTURAL STUDIES

School of Arts and Humanities

Syllabus for
Master of Arts (English with Communication Studies)
Academic Year  (2021)

 
1 Semester - 2021 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
MEL111A TECHNICAL WRITING Skill Enhancement Course 3 3 50
MEL111B MASS COMMUNICATION AND JOURNALISTIC WRITING Skill Enhancement Course 3 3 50
MEL131 BRITISH LITERATURE FROM ENGLISH RENAISSANCE TO POSTMODERNISM Core Courses 4 4 100
MEL132 INDIAN LITERATURES IN ENGLISH AND TRANSLATION Core Courses 4 4 100
MEL133 LITERARY CRITICISM AND THEORY-I Core Courses 4 4 100
MEL134 LINGUISTICS AND APPLIED LINGUISTICS Core Courses 4 4 100
MEL135 AUDIO VISUAL STUDIES: APPROACHES Core Courses 4 4 100
MEL136 RESEARCH METHODOLOGY-I Core Courses 2 2 50
2 Semester - 2021 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
MEL211 SPEECH AND ACCENT Skill Enhancement Course 3 2 50
MEL231 AMERICAN LITERATURES: VOICES FROM THE NATION Core Courses 4 4 100
MEL232 POSTCOLONIAL LITERATURES: CONCEPTS AND APPROACHES Core Courses 4 4 100
MEL233 LITERARY CRITICISM AND THEORY-II Core Courses 4 4 100
MEL234 CULTURAL STUDIES: FIELDS, ISSUES, METHODS Core Courses 4 4 100
MEL235 THEATRE FOR COMMUNICATION Core Courses 4 4 100
3 Semester - 2020 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
MEL311 NET TRAINING Skill Enhancement Course 3 3 50
MEL331 INDIAN LITERATURES IN TRANSLATION Core Courses 4 4 100
MEL332 POSTCOLONIAL LITERATURES Core Courses 4 4 100
MEL333 CULTURAL STUDIES : EXPLORING IDENTITIES Core Courses 4 4 100
MEL334 GENDER STUDIES Core Courses 4 4 100
MEL335 MEDIA CRITICISM Discipline Specific Elective 4 4 100
MEL336 INTERNSHIP Skill Enhancement Course 4 4 100
4 Semester - 2020 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
MEL411 SOCIAL INNOVATION AND ENTREPRENEURSHIP Skill Enhancement Course 3 3 50
MEL431 INDIAN LITERATURES IN ENGLISH Core Courses 4 4 100
MEL432 WORLD LITERATURES Core Courses 4 4 100
MEL433 FILM STUDIES : PERSPECTIVES Core Courses 4 4 100
MEL441A TRANSLATION STUDIES Core Courses 4 4 100
MEL441B READING THE CITY Core Courses 4 4 100
MEL441C CHILDREN'S LITERATURE Core Courses 4 4 100
MEL441D BHAKTI POETRY Core Courses 4 4 100
MEL441E CULTURAL POLITICS OF FOOD IN INDIA Core Courses 4 4 100
MEL481 DISSERTATION Core Courses 4 4 100
      

    

Department Overview:

The Department of English in consonance with its mission statement is committed to promoting an intellectual climate through artistic creation, critical mediation and innovative ideation. The Department inculcates among its students a critical reading of the self, the society and the imagined with the aim of moulding them into responsible and socially sensitive citizens. The Department facilitates their holistic development by building emotional, academic, social, professional and global competencies. The Department aspires to create a nuanced understanding of canonical and non-canonical literary and cultural texts, their social milieu for an engaged and enduring understanding of life. The Department offers the following core courses: English Studies and MA English with Communication Studies; two full time Research Programmes namely: MPhil and PhD

Mission Statement:

Vision Towards critically reading Self, Society and the Imagined Mission The Department of English aspires to promote an intellectual climate through artistic creation, critical mediation and innovative ideation in a culture of reciprocal transformation.

Introduction to Program:

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

Program Objective:

Programme outcomes: By the end of the programme students should be able to: PO1. Disciplinary Knowledge: ● Exhibit competence in the discipline ● Analyze seminal pieces of work in the area ● Apply disciplinary principles to conduct academic inquiry ● Evaluate aspects of social reality using the principles of the discipline PO2.Critical Thinking: ● Recognize and examine the social structures underlying our society and how they shape our existence ● Reflect upon lived experiences with reflexivity ● Analyze and engage with their social surroundings, problematize and raise questions based on academic inquiry PO3. Research Skills ● Exhibit problem solving skills, reflective thinking ● Apply analytical and scientific thinking ● Demonstrate technical skills in terms of handling data, working with various research related software ● Conceptualize, design, and execute research project/s PO4. Communication and social Interaction: ● Communicate effectively across media in varied contexts ● Collaborate as members or leaders in teams in multidisciplinary settings ● Work in multicultural spaces PO5. Effective Citizenship: ● Act with an informed awareness of issues ● Engage with the community effectively using expertise drawn from the discipline ● Undertake initiatives that encourage equity and growth for all PO6. Ethics: ● Recognize and respect different value systems including one?s own, ● Take cognizance of the moral implications of our decisions ● Use ethical values aligned with the values of the University in academic initiatives PO7. Environment and Sustainability: ● Demonstrate awareness of local, regional, national, and global needs ● Engage with socio-cultural contexts ● Focus on the concerns of the environment and sustainability PO8. Self-directed and Life-long Learning: ● Engage in lifelong learning ● Work on strategies for career enhancement ● Adapt to changing professional and societal needs Programme specific Outcomes By the end of the four semesters the programme will prepare students to carry out independent and scholarship/original contribution that informs research, teaching and service in English departments. The students will have: o Core knowledge methods and scholarship o Specialization knowledge, methods and scholarship o Critical thinking and creative synthesis o Research methods, methodology and publication o Become independent learners o Hands on experience through internships and service learning

Assesment Pattern

CIA - 50

ESE - 50

Examination And Assesments

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

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

 

Research Requirements

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

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

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

MEL111A - TECHNICAL WRITING (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:50
Credits:3

Course Objectives/Course Description

 

Course Description

 

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

 

Course Objectives

 

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

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

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

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

·       To create technical documents with rhetorical and professional competencies.

Course Outcome

Students will be proficent in the drafting of technical documents using the appropriate technical jargon 

Unit-1
Teaching Hours:6
Introduction to Technical Writing
 

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

 

·       Professional Writing

·       Introduction to technical writing

Unit-2
Teaching Hours:14
The Technical Writing Process: Planning and Structure
 

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

 

·       Scope, creation of documentation plan and documentation schedule

·       Audience or end users

·       Tools, techniques, templates/ style guides/checklists

·       Participants in planning-process

·       Structure

·       Ethical and legal considerations

Unit-3
Teaching Hours:10
The Technical Writing Process: Writing, reviewing and publishing
 

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

 

·       Writing style or methods

a.      Technical Language, Instructions, Grammar and Punctuation Review

·       Review and revision

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

Unit-4
Teaching Hours:6
Graphics, Page Design and Layout in Technical Writing
 

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

 

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

·       Page-design and layout and best practices.

Unit-5
Teaching Hours:9
Technical Writing Project
 

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

 

·       Apply the technical writing planning and structuring strategies

·       Apply the technical writing, and reviewing strategies

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

·       Develop a technical document

Text Books And Reference Books:

·       Laplante, P. A. (2018). Technical Writing: A Practical Guide for Engineers, Scientists, and Nontechnical Professionals. CRC Press.

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

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

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

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

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

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

Essential Reading / Recommended Reading

·       Laplante, P. A. (2018). Technical Writing: A Practical Guide for Engineers, Scientists, and Nontechnical Professionals. CRC Press.

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

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

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

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

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

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

Evaluation Pattern

End Semester: Technical Writing Project Submission

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

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

 

Rubrics for assessment can include but not limited to:

 

·       Writing Style for instructions

·       Coherence, and clarity in instructions

·       Grammar, Usage Mechanics, Spelling

 

MEL111B - MASS COMMUNICATION AND JOURNALISTIC WRITING (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:50
Credits:3

Course Objectives/Course Description

 

Course Description

 

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

 

Course Objectives

 

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

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

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

 

Course Outcome

Course Outcomes

 

On completion of the course students will be able to:

·       Demonstrate conceptual and theoretical knowledge of Journalism and Mass Communication.

·       Understand the dynamics within the news industry.

·       Write journalistic pieces on a range of topics-politics, economy and society.

 

Unit-1
Teaching Hours:15
Communication
 

·       Definitions, process, elements, function, barriers

·       Kinds of communication- intra/inter-personal, group, mass.

·       Communication, society & socialization.

·       Models of communication: Aristotle, Harold Laswell, Frank Dance.

·       Media Effects Theories: News Framing; Media Priming; Social-Cognitive theory of mass communication; Uses and Gratifications.

Unit-2
Teaching Hours:15
Mass Media Communication
 

·       History of newspapers-world/India.

·       Newspapers in India post-independence. Iconic individuals and their contributions to Indian journalism. Philosophy & Editorial stands of select newspapers-TOI, The Hindu, Hindustan Times, Indian Express. Regional newspapers and their relevance. Milestones in Indian journalism.

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

Unit-3
Teaching Hours:15
News Reporting
 

·       Aspects of beat reporting- research, reading & recording of information.

·       Cultivating news sources.

·       Reporting Techniques-Investigative, interpretative, depth reports, human interest.

·       Conducting interviews.

·       Reporting different domains-Politics, economy, crime, sports, law, lifestyle.

·       Legal & ethical issues while reporting.

Text Books And Reference Books:

·       Berlo, D. K. (1960). The Process of Communication. Canada:Holt, Rinehart & Winston Pub.

·       McQuail, D. (1994). Mass Communication Theory. New Delhi: Sage Publication.

·       Harris, J. (1981).  The Complete Reporter.  NY, USA: Macmillan Pub.

·       Kamath, M.V. (1980). Professional Journalism. New Delhi: Vikas Publications.

·       Alexander, L. (1982). Beyond the Facts: A guide to the art of the Feature writing. USA:

Gulf Publishing Company.

Essential Reading / Recommended Reading

·       Berlo, D. K. (1960). The Process of Communication. Canada:Holt, Rinehart & Winston Pub.

·       McQuail, D. (1994). Mass Communication Theory. New Delhi: Sage Publication.

·       Harris, J. (1981).  The Complete Reporter.  NY, USA: Macmillan Pub.

·       Kamath, M.V. (1980). Professional Journalism. New Delhi: Vikas Publications.

·       Alexander, L. (1982). Beyond the Facts: A guide to the art of the Feature writing. USA:

Gulf Publishing Company.

Evaluation Pattern

One comprehensive current affairs test based on news reading (online or offline content)-20 marks (Individual)

 

Portfolio-A collection of articles written by the student. One article every week by each student on either Google classroom or LMS. Each article would represent the different journalistic styles discussed in class-80 marks (Individual).

The evaluation though is for 80 marks it will be reflected for 50 marks

MEL131 - BRITISH LITERATURE FROM ENGLISH RENAISSANCE TO POSTMODERNISM (2021 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description

 

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

 

Course Objectives

 

·       To become familiar with the narrative forms and themes of early and contemporary British literature

·       To study early and contemporary British literature within the cultural context of its production and reception

·       To enable a critical understanding of the intellectual history of England

·       To develop and apply critical skills for reading, thinking, and writing about several genres

·       To explore what a literary or cultural text conveys (its themes, its view of the world)

·       To examine how a literary or cultural text conveys that knowledge (its aesthetic form, its selection/omission of detail)

Course Outcome

Course Learning Outcomes

 

Students will demonstrate:

·       The ability to read complex texts, closely and accurately.

·       The ability to comprehend both traditional and contemporary schools/methods of critical theory and apply them to literary texts to generate relevant interpretations.

·       The knowledge of literary history of particular periods of British literature.

·       The ability to effectively conduct independent research.

·       The ability to write clear, grammatically correct prose for a variety of purposes besides literary analysis.

Unit-1
Teaching Hours:10
English Renaissance and Elizabethan Period
 

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

 

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

 

·       ‘Songs and Sonnets’ (excerpts of poems by Wyatt and Surrey) SLB

·       Excerpts from Utopia, Thomas More SLB

·       Excerpts from Apologie for Poetry Philip Sydney SLC

·       Selections from “Amoretti”Edmund Spenser SLB

·       Dr. Faustus (Select monologues) Christopher Marlowe SLC

·       The Tempest William Shakespeare SLC

·       “Of Revenge” Francis Bacon SLC

·       “On his Blindness”John Milton  SLC

·       “To His Coy Mistress”Andrew Marvell SLC

Unit-2
Teaching Hours:10
The Restoration Age to Enlightenment
 

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

 

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

 

·       Macflecknoe (Part I) John Dryden SLC

·       The Pilgrim’s Progress (Chapter one and final Chapter) John Bunyan - SLB

·       Samuel Pepys Excerpts from the Diary SLC

·       Preface to Epistle to Dr. Arbuthnot Alexander Pope SLC

·       Daniel Defoe Journal of the Plague Year- Excerpts SLC

·       Jonathan Swift excerpts from The Travels SLB

·       Oliver Goldsmith -The Village Schoolmaster SLC

·       William Blake- The Tyger SLC

 

Additional Reading (SLA)

·       Part I of Hind and the Panther by John Dryden

·       Richardson Pamela

·       Thomas Gray Elegy

Unit-3
Teaching Hours:10
The Romantic Age
 

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

 

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

 

·       William Wordsworth: Selections from Lucy poems SLC

·       Lord Byron: She Walks in Beauty SLC

·       Percy Bysshe Shelley: “The Skylark” SLC

·       William Hazlitt: Excerpts from “The spirit of the Age” SLC

·       John Keats: “Ode upon a Grecian Urn” SLC

·       Coleridge: “Kubla Khan” SLC

·       Selection of one Gothic short story -Aphra Behn SLB

·       Jane Austen: Emma SLB

·       Charles Lamb - Dream Children- A Reverie SLC

 

Additional Reading (SLA)

·       Excerpts from Preface to Lyrical Ballads

·       Michael – W Wordsworth

·       Coleridge On the Construction of the Church and the State

·       Keats - The Nightingale

·       William Hazlitt- The English Poets (Excerpts)

Jane Austen- Pride and Prejudice

Unit-4
Teaching Hours:10
The Victorian Age
 

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

 

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

 

·       Alfred Tennyson: Excerpts from “In Memoriam” SLC

·       Robert Browning: My Last Duchess SLC

·       Elizabeth Barrett Browning: “The Cry of the Children” SLC

·       Annie Besant: Excerpts from White Slavery in London SLC

·       Charles Dickens: Christmas Carol SLC

·       Christina Rossetti: “Goblin Market” SLB

·       Oscar Wilde: The Importance of Being Earnest- SLC

 

Additional Reading (SLA)

·       Tennyson Tithonus

·       Elizabeth Browning How do I Love Thee?

·       D G Rossetti The White Ship

·       The Rise of the Novel

·       George Eliot Mill on the Floss

 

·       Hardy Jude the Obscure

 

Unit-5
Teaching Hours:15
The Age of Modernism
 

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

 

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

 

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

·       Thomas Hardy – The Convergence of the Twain SLC

·       Joseph Conrad – Preface to “The Nigger and the Narcissus” SLC

·       W. B. Yeats -- “The Second Coming” SLC

·       Virginia Woolf – A Haunted House SLC

·       Wilfred Owen - Dulce et Decorum Est SLB

·       James Joyce- The Sisters SLC

·       DH Lawrence – The Odour of Chrysanthemums SLC

·       TS Eliot – The Waste Land (Excerpts) SLC

·       WH Auden- Unknown Citizen SLC

·       Doris Lessing- To Room Nineteen SLC

·       Angela Carter- The Werewolf SLC

·       Adrian Henri- Where ‘Er you walk SLC

 

Additional Reading (SLA)

·       G M Hopkins God’s Grandeur

·       T S Eliot Four Quartets

·       Virginia Woolf (Selections from the Common Reader)

·       James Joyce Portrait of the Artist as a Young Man

·       D H Lawrence Lady Chatterly’s Lover

·       Katherine Mansfield- The Garden Party

·       GK Chesterton- Upon this Rock

Unit-6
Teaching Hours:5
Contemporary British Writing
 

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

 

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

 

          Salman Rushdie: English is an Indian Literary Language SLC

          Monica Ali: Brick Lane SLC

          Carol Ann Duffy- Medusa SLC

          Kazuo Ishiguro: Never Let Me Go SLB

          Buchi Emecheta- Second Class Citizen SLB

 

 

References

 

·       Nayar, K Pramod. A Short History of English Literature, 2018

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

 

Text Books And Reference Books:

References

 

·       Nayar, K Pramod. A Short History of English Literature, 2018

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

Essential Reading / Recommended Reading

Recommended Reading

 

·       Attridge, Derek. The Rhythms of English Poetry, 1982

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

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

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

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

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

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

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

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

Evaluation Pattern

CIA I and III can be either written analysis/presentation of a movement or dominant idea of the time, literary quiz or debates or seminar/panel discussions.

 

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

 

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

 

MEL132 - INDIAN LITERATURES IN ENGLISH AND TRANSLATION (2021 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description

 

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

 

Course Objectives

 

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

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

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

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

Course Outcome

Course Outcomes

 

·       Students will be able to discern the historical, socio-cultural and political incidents in India and its impact on various literatures.

·       Students could get a comprehensive understanding of Bhasha Literatures through translated works.

·       Academic engagement with the process of translation and the problems associated with it will give students a better understanding of the category of Indian literatures.

·       This course is also intended to give a better understanding of the literatures written in various linguistic and socio- cultural contexts in India.

Unit-1
Teaching Hours:15
Reading Indian Literatures: Approaches
 

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

  • “The Anxiety of Indianness” - Meenakshi Mukherjee
  • “Towards the Concept of a New Nationhood: Languages and Literatures in India” - U. R. Ananthamurthy
  • “Why Comparative Indian Literature?” - Sisir Kumar Das
  • P.P Raveendran: “Genealogies of Indian Literature” Economic and Political Weekly. Vol 41. No. 25. June 24-26, 2006.Pp 2558-2563
  • “On Interpretation” - Suresh Joshi (Gujrati; Chintamayi Manasa)
Unit-2
Teaching Hours:15
Reading Literary Types
 

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

 

Poetry: (SLC)

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

·       Jayanta Mahapatra: The Abandoned British Cemetery at Balasore

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

·       Kamala Das: An Introduction

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

·       Arun Kolatkar - “The Butterfly”

 

Short story: (SLC)

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

·       PudumaiPithan - Teaching (Tamil Short story)

·       Anjum Hasan - Sisters

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

·       Shashi Taroor - The Five Dollar Smile and Other Stories

 

Novel:

·       Amitav Ghosh: The Shadow Lines (SLC)

·       Anees Salim: Vanity Bagh- SLB

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

·       Aravind Adiga: The White Tiger- SLB

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

·       Buddadeva Bose: It Rained All Night- SLB

 

Plays:

·       Vijay Tendulkar: Ghashiram Kotwal- SLB

·       Purva Ramesh- OK Tata bye bye - SLC

·       Mahesh Dattani- Mango Souffle - SLB

·       K.A. Gunasegaran- Scapegoats - SLC

·       Girish Karnad- Tughlaq- SLB

Unit-3
Teaching Hours:15
Bhasha Literatures in Translation
 

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

 

Poems: (SLC)

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

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

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

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

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

·       K S Nonkynrih - Requiem (Khasi)

·       Dina Nath Nadim: The Moon (Kashmiri)

 

Short Stories:( SLC)

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

·       Gopinath Mohanty: Tadpa [Tadpa: Oriya]

·       Uday Prakash - Mohandas (Hindi- Novella)

·       Sharan Kumar Limbale - Dalit Brahmin (Marathi)

·       K R Meera - Angel’s Beauty Spot

 

Novels:

·       Bhisham Sahni: Tamas -SLC

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

·       Bama translated by Lakshmi Holmstrom: Karukku -SLC

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

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

·       S. L. Bhyrappa: Avarana - SLB

Unit-4
Teaching Hours:15
Indian Literatures Today
 

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

 

·       TD Ramakrishnan: Francis Itty Kora SLC

·       Benyamin: Goat Days- SLB

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

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

·       Jeet Thayyil - Narcopolis SLB

·       Perumal Murugan - One Part Woman SLC

·       Gopinath Mohanty - Paraja SLB

Text Books And Reference Books:

 

Texts prescribed 

Essential Reading / Recommended Reading

Recommended Reading

 

·       Devy, G.N, “Indian Literary Criticism: Theory and Interpretation” Hyderabad: Orient Longman, 2002.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Evaluation Pattern

Evaluation pattern

 

CIA I and III can be either written analysis/presentation of a selected work or prominent idea of an author or debates or seminar/ panel discussions.

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

 End-semester: Written Exam - 100 marks.

MEL133 - LITERARY CRITICISM AND THEORY-I (2021 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description 

 

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

 

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

 

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

 

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

 

Course Objectives

 

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

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

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

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

·       Persuade students to think creatively and interpret critically.

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

 

Course Outcome

Course Outcomes

 

At the end of this semester, the students will

·       Understand the arguments that surround the study of literary criticism and theory.

·       Read and interpret seminal essays closely.

·       Construct their own arguments around key issues like Literature and value, Literature and Method, Literature and the Reader-Critic.

·       Critically discuss and respond to ideas (Orally and/or in the written format) expressed by canonical thinkers.

 

Unit-1
Teaching Hours:12
Literature and Value
 

The unit will look at how, over the years, different thinkers have studied the ‘use value’ of literature. Questions like: ‘How exactly does the poet contribute to society?’, ‘What is the purpose of literature?’, ‘What is the connection of literature to reality?’ will be dealt with in this unit.

 

·       Plato - Republic Book 10 / Book 7 / Ion

·       Horace

·       David Hume: Of the Standard of Taste

·       Karl Marx. Capital Vol 1- Part 1 (Commodities and Money)- Chapter 1 (Commodities) - Section 4: The Fetishism of Commodities and the Secret Thereof.

·       Sri Aurobindo: The Power of the Spirit (Chapter 5 of The Future Poetry)

 

Suggested readings for Unit 1

 

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

·       Extracts from Kant’s Critique of Judgement.

·       Tagore: The Poet’s Religion from Creative Unity

 

Unit-2
Teaching Hours:12
Literature and Artist
 

Who is a poet / author? What makes this person different from other individuals? Are all poets original? Where and how do they get inspiration from? This unit will study what writers and poets have had to say about the creative process and about cultivating an authentic voice.

 

·       Charles Baudelaire, “The Painter of Modern Life” III. An Artist, Man Of The World, Man Of Crowds, And Child

·       Wordsworth: Preface to the Lyrical Ballads

·       Shelley: Defense of Poetry

·       Matthew Arnold: Preface to the Poems

·       Tagore: The Creative Ideal from ‘Creative Unity’

·       Eliot - Tradition and the Individual talent

·       Rilke: Letters to a Young Poet – Letter 1

 

Suggested readings for Unit 2

 

  • Sir Philip Sidney (for Self -study - often prescribed for undergraduate studies)
  • Wimsatt and Beardsley: The Intentional Fallacy
  • Orwell: Why I Write
  • Freud: Creative Writers and Day-dreaming
  • Barthes: Death of the Author.
Unit-3
Teaching Hours:12
Literature and Method
 

Is the reading of literature a subjective enterprise? Are there specific ways in which books have to be read? Are there, hidden within the text, suggestions of how it must be approached? Is the appreciation of art a craft that can be developed by following the rules of reading? These will be the issues taken up for deliberation in this Unit.

 

·       Aristotle - From Poetics

·       Excerpts from Bharatmuni, Bhartrhari, Anandavardhana, Kuntaka, Abhinavagupta from Neerja Gupta’s Student’s Handbook of Indian Aesthetics.

·       Eichenbaum: Theory of the “Formal Method”

·       Brooks: The Language of Paradox

·       Viktor Shklovsky: Art as Technique

·       Benjamin: Work of Art in the age of Mechanical Reproduction

 

Suggested readings for Unit 3

 

  • Dryden: Preface to the Fables

·       Pope: Essay on Criticism

 

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

 

Unit-4
Teaching Hours:12
Literature and the Textual Principle
 

The unit looks at critical thinkers and creative writers who share their thoughts on what constitutes the literary principle. How is a literary canon formed? What should the markers of a ‘great’ piece of work be? Are writers the best people to talk about the nature of their work? Can the literary principle be deduced from the study of canonical texts? These issues will be discussed in this Unit.

 

·       F R Leavis: The Great Tradition

·       Kundera: Dialogue on the Art of the Novel

·       Henry James: Art of Fiction

·       Poe: The Poetic Principle

·       Ohmann: The Shaping of the Canon

·       Raja Rao: The Ultimate Word

 

Suggested readings for Unit 4

 

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

  • Terry Eagleton:  The Nature of Fiction
  • Coetzee: What is a Classic?
  • Sartre: What is Literature - chap 2 - Why Write?
  • Fish: Is there a text in this Class? / Interpreting the Variorum
  • Kurt Vonnegut: Palm Sunday
  • Tolstoy: What is Art?
Unit-5
Teaching Hours:12
Literature and the Practice of Criticism
 

An interesting aspect of literary criticism is the reception of great writers by the succeeding generations. The readers are sometimes canonical poets / writers themselves who share their expectations from the poets who have preceded them. Sometimes, the reader-critic brings into focus not what the text talks about but what the text is silent about. This Unit will look at the directions mapped out in the area of analysing the merit of a writer / text.

 

·       Johnson: Lives of Poets / Preface to Shakespeare

·       Eliot: Metaphysical poets

·       Achebe: Racism in Conrad

·       Showalter: Feminist Criticism in the Wilderness

·       Sharankumar Limbale: Introduction from Towards an Aesthetic of Dalit Literature.

·       Susan Sontag: Against Interpretation

 

Suggested readings for Unit 5 

 

·       Dryden: Preface to the Fables

·       Christopher Caudwell: Illusion and Reality

·       Meenakshi Mukherjee: Reality and Realism

·       Ian Watt: The Rise of the Novel

·       Raymond Williams: Realism and the Contemporary Novel

·       Kolodny: Dancing through the Minefield

·        Barbara Christian: Race for theory

 

Text Books And Reference Books:

Texts prescribed

Essential Reading / Recommended Reading

Recommended Reading

 

·       Cambridge History of Literary Criticism – Volumes 1 – 7

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

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

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

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

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

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

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

·       Routledge Critical Thinkers Series. 

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

Evaluation Pattern

CIA 1: Written submissions for 20 marks

Mid Semester: Written examination for 50 marks

CIA 3: Written / Oral Presentations for 20 marks

End Semester: Written exam for 100 marks

MEL134 - LINGUISTICS AND APPLIED LINGUISTICS (2021 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description

 

The course aims at providing a comprehensive understanding of theories, methodologies of linguistics, applied linguistics and English Language Learning through which the foundation of linguistics is made acquainted with the learners. The principles of linguistics and fundamentals of Education with respect to English will be dealt with. Language learning and Language theories are focused in this paper in an attempt to help the learner to trace their relevance in linguistics. Concepts of research in Linguistics and Applied linguistics will be familiarised to encourage students’ progress in research.

 

Course Objectives

 

·       To introduce the core concepts of Linguistics and Applied Linguistics

·       To develop intellectual skills that are essential for advanced degrees in the discipline.

·       To comprehend the basic structure of Language.

·       To be able to analyse linguistic data from different languages.

·       To understand the fundamental theories of Language Acquisition and Learning.

Course Outcome

Learning Outcomes

 

·       The learners will be able to

·       Explain the basic concepts of language and linguistics research.

·       Understand research areas related to language.

·       Establish a relationship between linguistics and language teaching.

·       Interpret the linguistic data through the course of language teaching.

·       Identify the grammatical and phonemic components of the tongue.

·       Recognize the components of sound science and sound knowledge.

·       Analyse the morphological organizations

Unit-1
Teaching Hours:5
Language and Linguistics
 

This unit will introduce the students to the discipline of Linguistics. Fundamentals of language use and typology will be discussed.

·       Introduction

·       Design Features of Human Language

·       Functions of Language

·       Approaches in the study of language

·       Language families

·       Important branches of linguistics

 

Unit-2
Teaching Hours:10
Phonetics and Phonology
 

This unit will familiarise the students with basic principles of Phonetics and Phonology. Phonemic analysis will help the students to identify phonemes from various world languages.

  • Speech organs and production

·       Articulation process

  • IPA and transcription
  • Segmental and Suprasegmental Phonetics
  • Phoneme Vs Allophone
  • Distinctive Feature
  • Identification of phonemes: phonetic similarity, minimal pair, Free variation, Contrastive Vs Complementary distribution
  • Phonemic Analysis- Data sets

 

Unit-3
Teaching Hours:5
Introduction to Morphology
 

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

  • Concepts of morpheme, morph, allomorph, zero allomorph
  • conditions on allomorphs
  • Lexeme and word;
  • Types of morphemes—free and bound; root, stem, base, suffix, infix, prefix, portmanteau morpheme, suppletive, replacive; affixes vs. clitics; Level 1 and 2 affixes
  • word-formation process
  • Identifying morphemes- Data set
Unit-4
Teaching Hours:5
Syntax
 

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

  • The native speaker: grammaticality and acceptability
  •  The Poverty of the Stimulus, Universal Grammar, Principal and Parameter
  • Basic syntactic units: word, phrase, sentence
  • Constituents and Constituency tests
  • Fundamentals of argument structure and thematic roles
  • Phrase structure
  • The structure of sentences
Unit-5
Teaching Hours:5
Semantics and Pragmatics
 
  • Types of meaning
  • Sense and reference; connotation and denotation; sense relations (homonymy, hyponymy, antonymy, synonymy, etc.).
  • Ambiguity, sentence meaning and truth conditions, contradictions, entailment, presupposition and implicature
  • Language use in context; communication
  • Sentence-meaning and utterance meaning
  • Speech acts; deixis; Gricean maxims

 

Unit-6
Teaching Hours:5
Introduction to Applied Linguistics
 

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

  • Historical linguistics
  • Sociolinguistics
  • Psycholinguistics
Unit-7
Teaching Hours:13
Language Acquisition and Learning Theories
 

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

  • L1 and L2
  • Theories of language learning (Krashen’s model, Chomsky, Piaget, Vygotsky)
  • Language acquisition and learning
  • Interlanguage and Fossilization
  • Error stages
  • Acculturation and Accommodation Theories
  • Variable competence Theory
  • Discourse Theory
  • Markedness
  • Aptitude and Attitude
Unit-8
Teaching Hours:8
Concepts in Language Learning and Education
 

The unit aims to explain the issues related to language learning, teaching and education, especially looking at English language.

·       Language learning and language acquisition

·       English as a second language (ESL) and foreign Language (EFL)

·       Vygotsky’s zone of proximal development

·       Individual differences, motivation, aptitude in Second language learning

·       Competence Vs Performance

·       Language proficiency: Fluency Vs Accuracy

·       Learning environment

Unit-9
Teaching Hours:4
Introduction to Research in Linguistics and Applied Linguistics
 

The unit will introduce the process of doing research in the areas of linguistics and applied linguistics.

Text Books And Reference Books:

texts prescribed

Essential Reading / Recommended Reading
  • Akmajian, A., R.A. Demers, A.K. Farmer, & R.M. Harnish. (2001). Linguistics: An Introduction to Language and Communication. Cambridge, Massachusetts: The MIT Press.
  • Aronoff, M., & Fudeman, K. (2011). What is morphology? (Vol. 8). John Wiley & Sons.
  • Cruse, A. (2011). Meaning in language: An introduction to semantics and pragmatics.
  • Dörnyei, Z. (2005) The Psychology of the Language Learner: Individual Differences in Second Language Acquisition, Mahwah, NJ: Lawrence Erlbaum Associates.
  • Ellis, R. (1991). Understanding Second Language Acquisition. Oxford:OUP.
  • Fromkin, V., Rodman, R. & Hyams., N. (2010). An Introduction to Language. 7th ed. Boston: Thomson Heinle.
  • Haegeman, L. 1991. (rev. Ed.). Introduction to Government and Binding Theory. Oxford: Blackwell.
  • Katamba, F. (Ed.). (2004). Morphology: Morphology: its relation to semantics and the lexicon (Vol. 5). Taylor & Francis.
  • Ladefoged, P., & Maddieson, I. (1996). The sounds of the world's languages (Vol. 1012). Oxford: Blackwell.
  • Ouhalla, J. (1999). Introducing transformational grammar: From principles and parameters to minimalism. Edward Arnold (Publishers) Limited.
  • Richards Jack C. and Rodgers Theodore S. (1986). Approaches and Methods in Language Teaching. Cambridge University Press.
  • Richards, J.C. and Rogers,T. 2001. Approaches and Methods in Language Teaching.
  • Prakasam, V. &Anvita, A. (1985). Semantic Theories and Language Teaching. New Delhi, Allied Publishers.
Evaluation Pattern

CIA 1 - 20 marks - Testing IPA/ transcription/phonemic analysis

CIA 2 - 50 marks - Written exam based on units 1, 2 and 3

CIA 3- 20 marks- Case Study

ESE - 100 marks- Written exam based on all the units

MEL135 - AUDIO VISUAL STUDIES: APPROACHES (2021 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description

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

 

Course Objectives

 

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

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

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

 

Course Outcome

Course Outcomes

 

·       Students will be able to demonstrate an understanding of core ideas of analysing audio-visual texts and performances

·       Students will be able to critically analyse the core ideas underlying audio-visual texts and performances

·       Students will be able to analyse audio-visual texts using select methodological framework

Unit-1
Teaching Hours:15
Defining the aim and scope: Fundamentals
 

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

·       Representations

·       Vision and Visuality

·       Sound and Aurality

·       Scopic Regimes

·       Soundscapes

·       Visual culture

·       Ways of seeing

·       Ideology

·       Power

·       Discursive practices

·       Multimodes

·       Sites of production

·       Sites of interpretation

Readings

·       The visual culture reader by Nicholas Mirzoeff

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

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

Unit-2
Teaching Hours:15
Narrativising visual images
 

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

Readings

·       Berger, J. (2008). Ways of seeing. Penguin uK.

       Snyder, J., & Allen, N. W. (1975). Photography, vision, and representation. Critical inquiry, 2(1), 143-169.

Painting, photographs, posters

      Advertisements

      Introduction to graffiti, bumper stickers and digital arts

      Artefacts

Unit-3
Teaching Hours:15
Narrativising auditory images
 

This unit will familiarise the students with contemporary narratives centering around

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

 

      Modes of hearing

      Histories of sound and technologies

      Sound space

 

Readings

 

  • Mark M. Smith (ed.), 2004. Hearing History. University Georgia Press
  • Veit Erlmann (ed.), 2004. Hearing Cultures: Essays on Sound, Listening and Modernity. Berg Press
  • Timothy D. Taylor, 2001. Strange Sounds: Music, Technology, and Culture. Routledge Press
Unit-4
Teaching Hours:15
Audio and Visual Images: Methodologies & Approaches
 

 

·       Content analysis

·       Semiotics

·       Cultural studies

·       Postcolonial

·       Psychoanalysis

·       Anthropology

·       Discourse Analysis

·       Postmodern

·       Audience Approach

Text Books And Reference Books:

·       Sturken and Cartwright, “Media in Everyday Life” | PoL 223–264

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

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

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

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

·       Sound, pp. 187-193, 208-210

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

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

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

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

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

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

Essential Reading / Recommended Reading

Texts prescribed 

Evaluation Pattern

·      

CIA 1: Proposal for the project

CIA 2: Mid semester centralised

CIA 3:  Rationale for the project

End Semester: submission of the final portfolio

MEL136 - RESEARCH METHODOLOGY-I (2021 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

Course Description

 

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

 

Course Objectives

·       To introduce students to the fundamentals of research

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

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

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

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

 

Course Outcome

Course Outcomes

From the perspective of one’s program of study, this course poses a real-world test helping to make a realistic transition from coursework to dissertation. A successful completion of the course is marked by the student’s ability to do the following:

·       Apply the theoretical and methodological understanding and skills into devising researchable ideas and specific research questions and hypotheses

·       Utilize various sources to gather data for a research paper

·       Organize ideas, write annotated bibliographies, and thesis statement

·       Conduct a focused review of the relevant literature and create appropriate conceptual framework

·       Think through and articulate a chapter-by-chapter outline of the intended dissertation

·       Communicate research ideas and their appropriate theoretical and methodological issues effectively and efficiently.

Unit-1
Teaching Hours:7
Fundamentals, Philosophy and Theory of Research
 

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

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

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

Unit-2
Teaching Hours:3
Writing Research Proposals
 

Components/Elements of Writing Research Proposals

Unit-3
Teaching Hours:20
Research: Design & Writing
 

·       Design

·       Research Problem

·       Abstract

·       Introduction

·       Identification of a Research Gap and Rationale

·       Research Questions

·       Literature Review

·       Theoretical and Methodological framework

·       Formulation of Thesis or Hypothesis

·       Data Collection & Analysis

·       Discussion - Inferences and implications

·       Protocols for Submission

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

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

Text Books And Reference Books:

·       Kothari C.R., Research Methodology Methods and Techniques, New Age International,New Delhi, (Reprint 2011) 

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

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

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

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

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

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

Essential Reading / Recommended Reading

·       Kothari C.R., Research Methodology Methods and Techniques, New Age International,New Delhi, (Reprint 2011) 

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

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

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

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

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

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

Evaluation Pattern

Preparing a research Proposal

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

MEL211 - SPEECH AND ACCENT (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:50
Credits:2

Course Objectives/Course Description

 

Course Description

 

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

 

Course Objectives

 

·       To introduce the International Phonetic Alphabet (IPA)

·       To acquaint the learners with segmental features of English

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

·       To enable Dictionary assisted learning of English pronunciation

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

 

 

Course Outcome

Learning Outcomes

 

·       Learners will be acquainted with IPA scripts and symbols

·       Learners will be equipped to use a dictionary (physical or online or apps) to facilitate    

·       self-learning

·       Learners will be able to distinguish English consonant and vowel sounds from other languages.

·       Learners will have knowledge of syllable structure, stress and intonational patterns in English.

·       Learners will be aware of Mother Tongue (MT) interferences and the ways to overcome such interferences.

 

Unit-1
Teaching Hours:7
Introduction to Phonetics
 

 

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

 

·       Speech Production

·       Organs of Speech

·       Manner and Place of Articulation

·       IPA Chart

·       Phonetic Transcription

·       Dictionary Assisted Learning

Unit-2
Teaching Hours:10
Segmental Features of English
 

This unit will familiarize the students with the segmental properties of English language.

 

·       English Vowels (monophthongs, diphthongs and triphthongs)

·       English Consonants

·       English Diphthongs

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

Unit-3
Teaching Hours:15
Suprasegmental Features of English
 

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

 

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

·       Syllable Structure in English

·       Accent

·       Word Stress

·       Strong and Weak forms of structure words

·       Phonemic Stress

·       Intonation Patterns

Unit-4
Teaching Hours:13
Mother Tongue Interferences and Accent Neutralization
 

For a speaker to eliminate MT/L1 interferences, s/he has to be aware of such interferences. Features of Indian English varieties will be discussed so that the learners know the extent of MT/L1 influence in the variety of English they speak.

 

·       Mother Tongue Interferences

·       Interferences in Segmental level

·       Interferences in Suprasegmental level

·       Syllable Structure in Indian English Varieties- Case Study

·       Minimizing Interferences

·       Accent Neutralization

Text Books And Reference Books:

·       Jones, D. (1922). An outline of English phonetics. BG Teubner.

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

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

·       Pierrehumbert, J. B. (1980). The phonology and phonetics of English intonation (Doctoral dissertation, Massachusetts Institute of Technology).

·       Roach, P. (2009). English Phonetics and Phonology Paperback with Audio CDs (2): A Practical Course. Cambridge university press.

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

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

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

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

Essential Reading / Recommended Reading

·       Jones, D. (1922). An outline of English phonetics. BG Teubner.

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

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

·       Pierrehumbert, J. B. (1980). The phonology and phonetics of English intonation (Doctoral dissertation, Massachusetts Institute of Technology).

·       Roach, P. (2009). English Phonetics and Phonology Paperback with Audio CDs (2): A Practical Course. Cambridge university press.

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

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

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

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

Evaluation Pattern

Students will be continuously assessed for their speaking skills and phonetic transcription.

Homework and class tests: Homework assignments will be distributed almost every week and will often include transcription of sound files. (10 marks)

Quizzes: Occasional dictation-style transcription quizzes will be held during most lectures. Best three quiz scores will be considered for evaluation. (10 marks)

Speaking Exercise 1: Each student’s skills at accurately producing various speech sounds will be tested individually. (20 marks)

Speaking Exercise 2: Students will be asked to speak on various topics for 5-10 minutes. Pronunciation, stress assignment and intonation will be assessed. (10 marks)

 

 

MEL231 - AMERICAN LITERATURES: VOICES FROM THE NATION (2021 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description

 

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

 

Course Objectives

 

The course intends to enable learners to:

·       Critically appreciate literary texts

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

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

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

Course Outcome

Learning Outcomes

 

By the end of the course, learners will be able to:

·       Demonstrate familiarity with fundamental terminology and concepts relevant to the analysis of American literature.

·       Apply critical thinking skills to understand texts.

·       Identify and appreciate the language of expression present in the various selections presented.

·       Formulate a thesis through readings and support it with evidence and argumentation.

Unit-1
Teaching Hours:10
Exploring Origins, Contact Zone and American Revolution (Native American ? 1820)
 

The unit introduces the learners to the history of Native America and the first stories of nation formation. The focus of this unit will be on the history of settlers, invaders and colonizers. The unit aims to help learners understand how the initial settlements, invasions and establishment of colonies shaped the nation formation. An overview of the entry of Columbus, John Smith and others will enable us to establish the history. The unit will focus on the Enlightenment period with specific reference to religion and science. The unit will also highlight the history and life in the original thirteen colonies, the American Revolution, the expansion of the nation, the origins of American democracy, and American Independence.

 

·                 “The Iroquois Creation Story”

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

·                 Excerpts from The Declaration of Independence

Unit-2
Teaching Hours:10
Creating an American Idiom and New Trajectories (1820- 1914)
 

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

 

·       Longfellow – “A Psalm of Life” (SLB)

·       Emerson – “Brahma”

·       Abraham Lincoln – “Gettysburg Address” (Audio text)

·       Walt Whitman – “One's Self I Sing”

·       Mark Twain - “The Celebrated Jumping Frog of Calaveras County”

Phyllis Wheatley - “On Being Brought from Africa to America

Unit-3
Teaching Hours:20
Modernism: Breaking/ Re-envisioning Traditions (1914-1945)
 

The unit will focus on the new forms in literature, African-American writers, key concepts and movements such as Modernism, Harlem Renaissance and the American Dream. The central theme will also be World War and its effects on the psyche of the people of the nation. The fundamental idea of modernism and its influence on literature will be highlighted.

 

·       Sandburg – “Cool Tombs”

·       Wallace Stevens – “Of Modern Poetry”

·       William Carlos Williams - “The Red Wheelbarrow” and “This is Just to Say”

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

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

·       Prudence Heward – “Rollande”, 1929 - SLB

·       William Faulkner – “A Rose for Emily”

·       Baz Luhrmann - The Great Gatsby

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

·       Woody Allen - Midnight in Paris – SLA

·       George Middleton - Tradition

 

Unit-4
Teaching Hours:20
Coming of Age Literature (1945 - present)
 

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

 

·       Allen Ginsberg – “A Desolation”

·       Gwendolyn Brooks – “Kitchenette Building”

·       Anne Sexton – “The Black Art”

·       Ernesto Cardenal - “Prayer for Marilyn Monroe”

·       Alejandra Pizarnik - “The Cage”

·       Alfredo Jaar – “A Logo for America”

·        Michael Kantor - B’Way Broadway - American Musical

·       Bob Dylan – “All along the Watchtower”

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

·        Barack Obama – 2008 Presidential Election Victory Speech

Text Books And Reference Books:

Texts prescribed

Essential Reading / Recommended Reading

·       The Norton Anthology of American Literature. 9th ed

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

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

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

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

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

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

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

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

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

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

·       American Literature; Its position in the present time, and prospects for the future

·       Sojourner Truth: Address to the first Annual Meeting of the American Equal Rights Association

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

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

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

·       Sherwood Anderson: From Winesburg, Ohio

·       John Dos Passos:  U.S.A

·       Elizabeth Bishop: In the waiting room

·       Adrienne Rich: Upper Broadway

·       Gary Snyder: Sixth-month song in the foothills

·       Vladimir Nabokov: Lolita

 

Evaluation Pattern

CIA I: The students are required to analyse any literary text based on Units 1 & 2 and write an analytical essay reviewing and examining the text closely with reference to the socio-political context. The text chosen could be either teacher’s selection list or student choice based on the class dynamics.

 

CIA II: Mid-semester exam

Short essays based on the texts 3x10 = 30 marks

Long essay may be based on a single text or comparison of texts with reference to an age, phenomenon, movement or any socio-political discourse. 1 x 20= 20 marks

 

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

 

End Semester Exam

Short Essay type 1- 4 x 10 = 40 (Short essays could be based on genre, context, concept / movement and the like, questions could also include comparison of texts)

Essay type 2- 3 x 20 = 60 (Socio-Political discourse-based questions)

MEL232 - POSTCOLONIAL LITERATURES: CONCEPTS AND APPROACHES (2021 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description

 

This course will look at issues, themes and debates in writing from Asia, Africa, South America and other formerly colonized spaces.   Postcolonial Literatures will also be looked at as writing which is an attempt at retrieving local, native and particular community histories freed from Euro-American versions of the same. The Texts therefore selected for this course will critically engage with a history of oppression, internal and external colonialism, racism, injustice and ethnicity. Postcolonial Literatures could also be looked at as literatures of emancipation, critique and transformation. Students learn to read this literature both formally and culturally, in relation to the charged and constantly changing social, political, religious, and linguistic landscape of post independent nation states. The question of identity is central to much postcolonial literature, especially since this literature often operates in contexts of individual and collective transformation. At stake is not simply a redefinition of selfhood, but also a re-imagining of political and cultural community and its relationship to a changing world. Accordingly, considerations of how texts balance literary concerns with wider political and ethical concerns will be explored. This course also leans towards in terms of theory and epistemology, the Global South as it is an exciting perspective through which to reflect on the infinite epistemic diversity of the world and the inherent impossibility of a general theory to understand it, but also to explore contemporary routes of conversations, critiques and coalitions towards a multi-epistemic world and a truly cosmo-political universe of coexistence, well-being and mutual understanding.

 

Course Objectives

 

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

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

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

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

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

 

 

 

Course Outcome

Course Learning Outcomes

 

Students will demonstrate:

Increased knowledge of postcolonial literatures and an enhanced awareness of debates surrounding the issues of postcolonial identities.

The ability to read complex texts, closely and politically.

The ability to comprehend both traditional and contemporary schools/methods of critical theory and apply them to literary texts to generate relevant interpretations.

The knowledge of  particular community histories

The ability to effectively conduct literary research.

 

The ability to write clear, grammatically correct prose for a variety of purposes besides literary analysis.

 

Unit-1
Teaching Hours:15
The Postcolonial Frame
 

This unit will introduce key concepts, thinkers, scholars, theorists, movements and discourses that will be the launch pad to contemporary debates, issues and narratives to Postcolonial understanding in the 21st century. The Unit will be a historical survey of Postcolonial theory from early Imperial turn to anti-colonial struggle to Gandhi and his resistance method, Fanon and the psychopathology of Colonialism, Aime Cesaire and Negritude to Edward Said, Orientalism and the Postcolonial moment. Facilitators are encouraged to bring in literary texts to augment the theories prescribed. 

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

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

The Fact of Blackness- Frantz Fanon SLC

Introduction to Orientalism- Edward Said SLC

Of Mimicry and Man: The Ambivalence of Colonial Discourse -Homi K. Bhabha SLB

 

The intimate Enemy- Ashis Nandy- SLC

Unit-2
Teaching Hours:15
Questioning Colonialism, Retrieving History
 

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

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

The Harp of India- Henry Derozio SLC

Rebel Sultans- Manu S Pillai (pp 1-20) SLC

Invention of Traditions- Eric Hobsbawm (Introduction)

History without a Cause? Grand Narratives, World History, and the Postcolonial Dilemma -Barbara Weinstein SLC

Tonight- Agha Shahid Ali (an English ghazal) SLC

 

The Mummy- 1999 (Movie) SLC

Unit-3
Teaching Hours:15
Nation and Cultural Identity
 

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

Key Concepts and Movements: Constructing the nation, locality, community, identity, Imagi- Nations, Imagined Communities, Cultural Identity, Aime Cesaire, nativism, writing Aboriginal, multinational citizenship, religion and spirituality, Postcolonial Subalternization, Continuing colonialism, postcolonial protest, orality and literature, folk, myth, history, ELIAC, Magic Realism, Decanonisation, Nation Languages, Postcolonial Englishes

Literature as History of Social Change- KN Panikkar

Literature/Identity: Transnationalism, Narrative and Representation - Arif Dirlik SLB

The Famished Road- Ben Okri SLC

Anwar’s Legacy- Rahul Maheshwari

 

Ulysses by the Merlion- Edwin Thumboo SLC

Unit-4
Teaching Hours:15
Gender and Queer
 

The Feminist critics have argued that the empire was always a ‘masculine adventure’. This has resulted in the effacement of woman in studies of colonialism. Feminist readings have foregrounded both the racial as well as the gendered contexts and problems of both European and native women in the colonial context. Imperialism also had a problematic relationship with other forms of sexuality. This unit will look at contemporary theorizations that have called into question the problematic linkage of caste and class configurations with that of national identity, gender roles and sexuality. 

 

Key Concepts and Movements:   Postcolonial feminism, gendered nation, national movements and women, gendered traditions and modernities, diasporas and women, marriage and family, Motherism, Motherhood, African feminism, motherland, mother tongue, patriarchy, fundamentalism, war, Islamic feminism, , body, desire, sexuality, subaltern women and life writing, queer, queering identities, queering borders

Veils and Sales:Muslims and the Spaces of Postcolonial Fashion Retail -Reina Lewis SLB

“Patriarchal Colonialism” and Indigenism: Implications for Native Feminist Spirituality and Native Womanism -M. A. Jaimes Guerrero SLB

Nampally Road- Meena Alexander SLC

Women at Point Zero- El Saadawi SLB

Parinayam(malayalam movie with subtitles) SLB

Kamasutra- Vatsyayna (Excerpts) SLC

 

Scent of Love- Hoshang Merchant SLC

 

Text Books And Reference Books:

 

Postcolonial Literature- An Introduction- Pramod k  Nayar

Essential Reading / Recommended Reading

 

Achebe, Chinua. "An Image of Africa: Racism in Conrad's Heart of Darkness." Massachusetts Review, Vol. 18, 1977.

Achebe, Chinua. Things Fall Apart. UK: Heinemann, 1958.

Bhabha, Homi K. The Location of Culture. London: Routledge, 1994.

Boehmer, Elleke. Colonial and Postcolonial Literature: Migrant Metaphors. Oxford: Oxford University Press, 1995.

Conrad, Joseph. Heart of Darkness. UK: Blackwood's Magazine, 1899.

Derozio, Henry Louis Vivian. “The Harp of India.” In Songs of the Stormy Petrel: Complete Works of Henry Louis Vivian Derozio. Ed. Abirlal Mukhopadhyay. Kolkata: Progressive Publisher, 2001. 

Derozio, Henry Louis Vivian. “To India - My Native Land.” In Songs of the Stormy Petrel: Complete Works of Henry Louis Vivian Derozio. Ed. Abirlal Mukhopadhyay. Kolkata: Progressive Publisher, 2001. 

Devi, Mahasweta. “Pterodactyl.” In Imaginary Maps: Three Stories. Tr. Gayatri Chakravorty Spivak. New York & London: Routledge, 1994.

Fanon, Frantz. The Wretched of the Earth. New York: Grove Press, 1963.

Foucault, Michel. “The Order of Discourse.” In Untying the Text: A Post-Structuralist Reader. Ed. Robert Young. Boston: Routledge & Keagan Paul Ltd., 1971. 

Lahiri, Jhumpa. Interpreter of Maladies. Boston: Houghton Mifflin, 1999.

Loomba, Ania. Colonialism/Postcolonialism. London: Routledge, 1998.

Rao, Raja. Kanthapura. London: New Directions, 1938.

Said, Edward. Orientalism. New York: Pantheon Books, 1978.

Spivak, Gayatri Chakravorty. "Can the Subaltern Speak?" In Marxism and the Interpretation of Culture. Ed. Cary Nelson and Lawrence Grossberg. Urbana: University of Illinois Press, 1988.  

Tagore, Rabindranath. Nationalism. San Fransisco: The Book Club of California, 1917.

Walcott, Derek. “A Far Cry from Africa.” Collected Poems, 1948-1984. New York: Noonday Press, 1986. 

 

Walcott, Derek. “North and South.” Collected Poems, 1948-1984. New York: Noonday Press, 1986.

 

Evaluation Pattern

CIA I and III can be either written analysis/presentation of a movement or dominant idea of the time, literary quiz or debates or seminar/ panel discussions.

Mid semester exam will be a written paper on the modules covered for 50 marks (5 questions out of 8, 10 marks each, open book or crib sheet exam)

 

End-semester: Submission of a Research Paper

MEL233 - LITERARY CRITICISM AND THEORY-II (2021 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description

 

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

 

Course Objectives

 

·        To identify, define and describe the key terms and ideas that contributed to the critical and theory-driven movements.

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

·        To interpret and demonstrate interconnectedness between the various genres of critical thinking in literature

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

Course Outcome

Course Outcomes

 

At the end of the course, the student will:

·        Understand the critical theoretical thinking of several prominent thinkers on literature

·        Apply multiple frames of thinking to a text

·        Develop the ability to respond to (orally/written) any one thinker or theoretical framework

Unit-1
Teaching Hours:10
Literature and Language
 

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

 

·       Saussure - “Course on General Linguistics”

·       Roman Jakobson - “Linguistics and Poetics”

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

·       Kristeva-Extracts from Desire and Language 

·       Toril Moi- “Introduction,” Revolution of the Ordinary: Literary Studies after Wittgenstein, Austin, and Cavell

 

Suggested Reading

·       Kristeva-Extracts from Desire and Language 

·       Toril Moi- Extracts from Revolution of the Ordinary: Literary Studies after Wittgenstein, Austin, and Cavell

Unit-2
Teaching Hours:10
Literature and Culture
 

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

 

·       Vladimir Propp “Morphology of the Folktales”

·       Claude Levi-Strauss - “The Effectiveness of Symbols” 

·       Roland Barthes - “Myth, Today”, Mythologies

·       Judith Butler- “Performative Acts and Gender Constitution”

·       Bakhtin - “From the Prehistory of Novelistic Discourse,” Rabelais and His World

 

Suggested reading: 

·       Langston Hughes- “The Negro Artist and the Racial Mountain”

Unit-3
Teaching Hours:10
Literature and Interpretation
 

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

 

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

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

·       Baudrillard- “Simulation and Simulacra”

·       Lyotard - “The Postmodern Condition”

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

 

Suggested reading: 

·       Jacques Lacan-“Seminar on The Purloined Letter”

Unit-4
Teaching Hours:10
Literature and Identities
 

This unit will critically analyse the numerous debates around issues of ‘identity’ relating to the question of geographical and cultural locations through the literary texts.

 

·       Frantz Fanon - “Algeria, Unveiled” 

·       Spivak - “Can the Subaltern Speak”

·       Lila Abu-Lughod- “Guest and Daughter,” Veiled Sentiments: Honour and poetry in a Bedouin Society

·       Bhabha - “Hybridity and Ambivalence,” Location of Culture

·       Irigaray - “The Bodily Encounter with the Mother”

 

Suggested reading:

·       Jamaica Kincaid - “A small place”

Unit-5
Teaching Hours:10
Literature and Society
 

This unit looks at the influence of socio-economic-political factors on the production and consumption of literature. It critiques the role of power and hegemony in the construction of the literary canon.

 

·       Excerpts from On Literature and Art by Marxs and Engels 

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

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

·       Gramsci- “Notes on Italian History”

·       Jameson- “The Political Unconscious:Narrative as a Socially Symbolic Act”

 

Suggested Reading

·       Habermas-Theory of Communicative Action

·       Jameson - “Postmodernism/Cultural Logic of Late Capitalism”

Unit-6
Teaching Hours:10
Literature and Its New Frontiers
 

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

 

·       Rita Felski “The Stakes of Suspicion,” Limits of Critique

·       Rosi Braidotti- Post-human knowledge 

·       Dipesh Chakravorthy- “The Climate of History”

·       Jodi Dean - “Net and Multiple Realities”

·       Sukanta Chaudhuri - “The bounds of the text,” The Metaphysics of Text

 

Suggested Reading

·       Donna Haraway - Cyborg Manifesto

·       Amitav Ghosh “The Great Derangement”

·       Rita Felski - Uses of Literature

Text Books And Reference Books:

Texts prescribed

Essential Reading / Recommended Reading

·       Cambridge History of Literary Criticism – Volumes 1 - 7

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

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

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

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

·       Sturrock,John. Structuralism and Since: from Levi-Strauss to Derrida. Oxford University Press, 1979.

·       Routledge Critical Thinkers Series.

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

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

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

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

·       Cuddon, John Anthony. Dictionary of Literary Terms and Literary Theory. John Wiley and Sons, 2012.

Evaluation Pattern

CIA 1: Written submissions for 20 marks

Mid Semester: Written examination for 50 marks

CIA 3: Written / Oral Presentations for 20 marks

End Semester: Written exam for 100 marks

MEL234 - CULTURAL STUDIES: FIELDS, ISSUES, METHODS (2021 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description

 

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

 

Course Objectives

 

·       To introduce students to cultural studies as an academic discipline.

·       To introduce theoretical debates and interventions in studying culture and power from within culturalstudies.

·       To help students analyse cultural artefacts, institutions, and practices.

Course Outcome

Course LearningOutcomes

 

Students will demonstrate:

·       Critical comprehension of key ideas and theoretical debates within the discipline of cultural studies.

·       Ability to investigate cultural phenomena and artefacts with empirical and analytical rigor.

Unit-1
Teaching Hours:6
Defining Culture: Cross-Disciplinary Mapping
 

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

 

·       Raymond Williams — “Culture” from Keywords

·       Clifford Geertz — “Thick Description: Toward an Interpretive Theory of Culture.”

·       James Clifford — “Partial Truths.”

·       Nivedita Menon — “Between the Burqa and the Beauty Parlour? Globalization, Cultural Nationalism, and Feminist Politics.”

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

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

Unit-2
Teaching Hours:6
Cultural Studies: Beginnings, Evolution and Contemporary Reassessments
 

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

 

·       Stuart Hall — “The Formation of Cultural Studies.”

·       Ien Ang — “On Cultural Studies, Again.”

·       Tony Bennett — “Towards a Pragmatics for Cultural Studies.”

·       Henry A Giroux — “Cultural Studies, Public Pedagogy, and the Responsibility of Intellectuals.”

·       M. Madhava Prasad — “Cultural Studies in India: Reason and a History.”

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

Unit-3
Teaching Hours:8
Nation, Culture, Identities
 

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

 

·       Etienne Balibar — “The Nation Form.”

·       Partha Chatterjee — “There is an Indian Ideology, But It’s Not This.”

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

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

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

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

Unit-4
Teaching Hours:8
Economies and Technologies of Culture
 

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

 

·       Theodor W. Adorno and Anson G. Rabinbach — “Culture Industry Reconsidered.”

·       Pierre Bourdieu — “The Field of Cultural Production, the Economic World Reversed.”

·       Bruno Latour — “On Actor Network Theory: A Few Clarifications.”

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

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

Martin Heidegger — “The Question Concerning Technology.”

Unit-5
Teaching Hours:8
Cultures of Consumption
 

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

 

·       George Ritzer — “An Introduction to Mcdonaldization.”

·       Zygmunt Bauman — “Consuming Life.”

·       Deepa S Reddy — “Work without Labor: Consumption and the Imagination of Work Futures in India.”

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

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

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

Unit-6
Teaching Hours:8
Space, Mobilities, Networks
 

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

 

·       Walter Benjamin — “The Arcades of Paris.”

·       Henri Lefebvre — “Space and the State.”

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

·       Manuel Castells — “Informationalism, Networks and the Network Society.”

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

·       Shilpa Phadke — “Unfriendly Bodies, Hostile Cities: Reflection on Loitering and Gendered Public Space.”

 

Unit-7
Teaching Hours:8
Digital Cultures: Data, Software, Virtuality
 

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

 

·       Christian Fuchs — “Hebert Marcuse and Social Media.”

·       Nick Seaver — “Algorithms as Culture.”

·       Alexander Galloway — “Gamic Action, Four Moments.”

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

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

·       Preeti Mudliar — “Broken Data: Repair in the Reproduction of Biometric Bodies.”

Unit-8
Teaching Hours:8
Governance, Institutions, and Regulation of Culture
 

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

 

·       Michel Foucault — “History, Discourse, and Discontinuity.”

·       Susan Pearce — “Collecting the Other, Within and Without.”

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

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

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

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

 

Text Books And Reference Books:

Texts prescribed 

Essential Reading / Recommended Reading

Will be informed on a timely basis 

Evaluation Pattern

Students are required to submit a project report taking any one of the units as primary by the endofthesemester.Theprojectcouldbeadetailedunderstanding,review,analysis,production (e.g., a documentary (short) written, shot, edited by the individual or an exhibition, designed, curatedbytheindividual)ofanyoftheculturaltexts.Theywillbegivenaframeworkinwhich they should submit the report. The report will be typed in Times New Roman, 12, double spaced with the author name and project initials mentioned on header. Plagiarism will not be tolerated.Properreferencingformatshouldbeused.It’sanindividualsubmission.Thestudent will be evaluated on selection of theme, rationale of the study, an argument to justify why the question should be handled in Cultural Studies, provide a review of literature with a critical approach wherein, the ideas should be shown as contested, and the student’s attempt to negotiate the constructedness with an argument of his/her own. The report should be bound and submitted 2 days prior to thedeadline.

 

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

 

CIA II - Mid Semester Examination: Section A (10X5=50 marks) – Centralised

 

CIA III: The student is required to provide a review of literature with a critical approach wherein, the ideas should be shown as contested, and the student’s attempt to negotiate the constructedness with an argument of his/her own. Academic format should be followed and will be an aspect for evaluation. (20 marks, 5 marks each for each criterion)

End Semester Examination: Submission of a project for100 marks

MEL235 - THEATRE FOR COMMUNICATION (2021 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description

 

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

 

Course Objectives

 

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

To ensure performance as an experiential mode of learning

To encourage theatrical creation, experimentation

 

To empower students as decision-makers in the learning process

 

Course Outcome

 The learner will be able to:

Handle the stage with a lot more ease and confidence

Realize the potential of theatre methodology in socio-cultural contexts

Pick up team management, time management and crisis management skills

Understand the complexities of theatre from an insider's perspective

Understand the artistic potential of theatre and its possibilities of application in different contexts.

Unit-1
Teaching Hours:10
Introduction to Actor?s Skill
 

 

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

Unit-2
Teaching Hours:5
Movement, Speech and Imagination
 

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

Unit-3
Teaching Hours:5
Script Reading
 

 

Play reading, Reading of role, Analysing a role, Identifying objectives.

Unit-4
Teaching Hours:5
Character Analysis to Prepare the Actor
 

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

Unit-5
Teaching Hours:5
Working with others - Working on Stage
 

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

Unit-6
Teaching Hours:30
Theory in Theatre and Play production
 

Introduction of Stanislavski and Brecht. 

 

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

Text Books And Reference Books:

 

Oscar Brockett's the Essential Theatre and History of Theatre.

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

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

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

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

Banegal, Som. A Panorama of Theatre in India. Bombay: Popular Prakashan, 1968.

Robert Cohen, Acting Power (London: Mayfield, 1978) and Theatre, 4th edition (London: Mayfield, 1997).

Huberman, Pope, and Ludwig, the Theatrical Imagination (N.Y.: Harcourt, 1993).

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

Garff Wilson, Three Hundred Years of American Theatre and Drama (Englewood Cliffs, N.J.: Prentice-Hall, 1982).

Millie Barranger, Theatre: A Way of seeing, 3rd edition (Belmont, CA: Wadsworth, 1991).

Dennis J. Spore, the Art of Theatre (Prentice-Hall, 1993).

Marsh Cassady, Theatre: An Introduction (Lincolnwood, Il.: NTC Publishing: 1997).

Edwin Wilson, The Theatre Experience (7th edition (McGraw-Hill, 1998).

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

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

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

 

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

 

Essential Reading / Recommended Reading

 

Oscar Brockett's the Essential Theatre and History of Theatre.

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

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

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

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

Banegal, Som. A Panorama of Theatre in India. Bombay: Popular Prakashan, 1968.

Robert Cohen, Acting Power (London: Mayfield, 1978) and Theatre, 4th edition (London: Mayfield, 1997).

Huberman, Pope, and Ludwig, the Theatrical Imagination (N.Y.: Harcourt, 1993).

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

Garff Wilson, Three Hundred Years of American Theatre and Drama (Englewood Cliffs, N.J.: Prentice-Hall, 1982).

Millie Barranger, Theatre: A Way of seeing, 3rd edition (Belmont, CA: Wadsworth, 1991).

Dennis J. Spore, the Art of Theatre (Prentice-Hall, 1993).

Marsh Cassady, Theatre: An Introduction (Lincolnwood, Il.: NTC Publishing: 1997).

Edwin Wilson, The Theatre Experience (7th edition (McGraw-Hill, 1998).

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

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

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

 

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

 

Evaluation Pattern

CIA I: Solo Presentation – 25 Marks

Presenting short solo presentation and enabling peer evaluation 

CIA II: Scene Work - 25 Marks

Working on short group scenes and presenting it to invited audience 

End Semester: Play Performance – 50 Marks

The marks will be allocated by the teaching faculty and the invited guest faculty

 

 

Note: Students with learning disabilities are welcome to meet the facilitator in person and discuss the possibility of a more conducive learning environment and a case-specific evaluation practice.

MEL311 - NET TRAINING (2020 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:50
Credits:3

Course Objectives/Course Description

 

The National Eligibility Test, also known as UGC NET or NTA-UGC-NET, is the test for determining the eligibility for the post of Assistant Professor or Junior Research Fellowship in Indian universities and government colleges. This course aims to help students in preparation for paper II of the NET. It is based on the most recent syllabus published by the UGC for English (30) paper II. Considering the observed general pattern of the NET question papers and the proportion of questions from various topics, this course gives importance to British literature and American literature followed by the Indian and Commonwealth literature. It also covers critical theories, cultural studies and pedagogical concepts of English language.

Course Outcome

To have a comprehensive understanding of the literature and theories

 To confidently attempt the NET during the course of their Masters degree

Unit-1
Teaching Hours:9
British Literature
 

This unit covers British literature in its entirety considering the dominance of questions from this literature in the NET exam over the years. This unit deals with the whole range of periods starting right from the Old English period to the present time. All drama, poetry, fiction, short story and non- fictional prose works need to be covered across all time periods. The biography of all the poets, authors and dramatists should also be considered in preparation. There are quite a few questions based on chronology of works and events from British literature so it is suggested that the student gives enough importance to the years and dates.

British Literature

1.  The Old English/ Anglo Saxon Period (450- 1066)

2.  The Middle English Period (1066- 1500)

3.  The Age of Chaucer (1340- 1400)

4.  The Renaissance Period (1500- 1600)

5.  The Elizabethan Period (1558- 1603)

6.  The Jacobean Period (1603- 1625)

7.  The Caroline Period (1625- 1649)

8.  The Puritan Period (1649- 1660)

9.  The Restoration Period(1660- 1700)

10.  The Augustan Period (1700- 1785)

11.  The Romantic Period (1785- 1830)

12.  The Victorian Period (1830- 1901)

13.  The Modern Period (1890- 1918)

14.  The Inter- War Period (1918- 1939)

15.  The Post- War Period (1939- )

Unit-2
Teaching Hours:9
American Literature
 

Unit 2 covers all the important authors from the American literature. It is suggested that the student is aware of all the works of the below given authors. Focus needs to given on the general gist, important incidents and characters from all the available works.

American Literature

1.  American Transcendentalists (Emerson, Thoreau, Whitman)

2.  Edgar Allan Poe, Nathaniel Hawthorne, Herman Melville

3.  Fireside Poets- Henry Wordsworth Longfellow, William Cullen Bryant, John Greenleaf Whittier, James Russell Lowell, Oliver Wendell Holmes

4.  Mark Twain, Stephen Crane, Harriet Beecher Strowe

5.  O. Henry, Henry James, Emily Dickinson

6.  Thomas Baile, Cotton Mather, Benjamin Franklin, Thomas Jefferson

7.  Thomas Godfrey, Sinclair Lewis, William Faulkner, Scott Fitzgerald

8.  Nathaniel Parker Willis, Charles Fenno Hoffman, Thomas William Parsons

9.  James Ryder Randall, Gertrude Simmons Bonnin, Adrienne Rich

10.  John Steinbeck, Pearl S. Buck, John Updike, Saul Bellow

11.  Bayard Taylor, Sidney Lanier, Andre Gide

12.  William O Douglas, Richard Wright, Louis Fischer

13.  Ernest Hemingway, Tennessee Williams, Eugene O’Neill

14.  J D Salinger, Jack Kronac, Robert Penn Warner

15.  Arthur Miller, Robert Frost, Sylvia Plath

 

Unit-3
Teaching Hours:9
Indian Literature
 

The authors listed below have repeatedly appeared in the NET question papers over the years from Indian writing in English. It is important to know works from all genres by each of these authors and have a general idea about all their works.

Indian Literature

1.  Michael Madhusudhan Dutt

2.  Rabindranath Tagore

3.  Niradh C Choudhary

4.  Arundhati Roy

5.  Sri Aurobindo

6.  Sarojini Naidu

7.  Swami Vivekanand

8.  Raja Rao

9.  Kamala Das

10.  Anita Desai

11.  Girish Karnad

12.  Harindranath Chattopadhyaya

13.  Amrita Pritam

14.  Khushswant Singh

15.  Shashi Deshpande

16.  V S Naipaul

17.  R K Narayan

18.  Vijay Tendulkar

19.  Dr Sarvapalli Radhakrishnan

20.  Salman Rushdie

21.  Monohar Malgaonkar

22.  Toru Dutt

23.  Henry Louis Vivian Derozio

24.  Bhabani Bhattacharya

25.  Ruskin Bond

26.  Michael Madhusudan Dutt

27.  Sri Aurobindo

28.  Mulk Raj Anand

29.  Anees Jung

30.  Jawahar Lal Nehru

31.  Vikram Seth

32.  Nissim Ezekiel

33.  Arun Joshi

34.  A K Ramanujam

35.  G Parthasarathy

36.  Tom Moraes

37.  Keki N Daruwalla

38.  Romesh Chander Dutt

39.  Kashiprasad Ghose

40.  Manmohan Ghose

41.  GV Desani

42.  Bankim Chandra Chatterjee

43.  Arun Balkrishna Kolatkar

44.  Amitav Ghosh

45.  Kiran Desai

46.  Jayanta Mahapatra

47.  Pritish Nandy Borh

48.  Rohinton Mistry

49.  Shashi Tharoor

50.  Amartya Sen

51.  Shobhaa De

52.  T P Kailasam

53.  Upmanyu Chatterjee

54.  Lakhan Tebi

55.  Nayanthara Sehgal

56.  Prema Nandakumar

57.  Kamala Markandeya

58.  David Davidar

59.  Meena Alexander

Unit-4
Teaching Hours:9
Literary and Critical Theories
 

A good number of questions appear from the literary and critical theories. Clarity on the authors who propounded and followed these theories is needed. Questions are based on the concepts, theoretical terms and prominent works under each of these theories. It is suggested that the students are thorough with all the literary forms and terms.

Literary and Critical Theories

1.  Classical Theory

2.  Neo- classical Theory

3.  Romantic Theory

4.  Modernist Theory

5.  New Critical Theory

6.  Formalist Theory

7.  Russian Formalism

8.  Structuralism

9.  Post Structuralism

10.  Post Colonial Theory

11.  Archetypal Theory

12.  Psycho Analytical Theory

13.  Feministic Theory

14.  Marxism

15.  Reader Response Theory

16.  New Historicism

17.  Stylistics

18.  Important Critics and their Works

                                i.            I A Richards

                              ii.            Northrop Frye

                            iii.            F R Lewis

                            iv.            Jacques Derrida

                              v.            Michel Foucault

                            vi.            Roland Barthes

                          vii.            Louis Althusser

                        viii.            Raymond Williams

                            ix.            Edward Soja

                              x.            Wolfgang Iser

                            xi.            Homi K Bhabha

                          xii.            Irving Babbit

                        xiii.            Cleanth Brooks

                        xiv.            R P Blackmur

                          xv.            John Crowe Ransom

                        xvi.            Stephen Greenblatt

19.  Literary theory post World War II

20.  Rhetoric and Prosody

21.  Literary Forms and Terms

Unit-5
Teaching Hours:9
Other Literatures and Languages
 

The first part of the last unit covers European Literature and the other part covers commonwealth literature. The number of questions from these two topics is comparatively less. The other three topics (Linguistics, Cultural Studies and Research Methods) in this unit have gained prominence in the last three years post the revision of the NET syllabus.

1.  European Literature

                                i.            Classical Literature in Greek

                              ii.            Classical Literature in Latin

                            iii.            Writers in Renaissance Europe

                            iv.            German Literature

                              v.            Russian Literature

                            vi.            French Literature

2.  Other Commonwealth Literature

                                i.            Canadian Literature

                              ii.            African and Caribbean Literature

                            iii.            Australian Literature

                            iv.            Sri Lankan Literature

3.  English in India: history, evolution and futures

4.  English Language Teaching

5.  Language: Basic Concepts, Theories and Pedagogy.

6.  Cultural Studies

7.  Research Methods and Materials in English

Text Books And Reference Books:

Course materials

Essential Reading / Recommended Reading

Open sources

Evaluation Pattern

Continuous tests 

MEL331 - INDIAN LITERATURES IN TRANSLATION (2020 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description

 

This course is offered in third semester course for the M A programme. The course attempts to offer an exposure to the various language (Bhasha) literatures of India in Translation. The multi-lingual, multi-ethnic and multi-religious entity that India encompasses make it almost a task to know all the languages and the literatures written in all of these languages. This course is an endeavour to include literatures of as many of these different languages which are available in translation. This is done without repeating the themes and concerns dealt with in the texts. Each of these texts are selected keeping in mind the myriad socio-political concerns within a region expressed in a language which is not accessible to all. Hence translation theories which are specific to the Indian languages and practice are also included to compliment the reading of the texts. The syllabus is in four Modules broadly divided as the Early Translations, Translations and Freedom Struggle, Dalit Translations and Contemporary Translations. This broad, general categorisation is done to avoid any kind of affiliations in foregrounding ideologies or polarities. In compiling a syllabus under this title there is the danger of leaning towards discourses like Post Colonial studies, Indology, Genre Studies, Aesthetics of Indian Literatures and Translation Studies. This course is a blend of all these discourses and many more that evolves during the deliberations in class.

 

Course Objectives

 

To sensitise students to the literary works available in Bhasha literatures.

To expose students to the variety of Indian literatures and the nuanced selections of translations

 

•To appreciate and acknowledge the aesthetics of Indian Bhasha literatures and to be an informed reader of translations.

 

Course Outcome

Course Outcomes

 

Students will be able to discern the historical, socio-cultural and political incidents in India and its impact on various literatures.

Students can also be aware of writing in bhashas and the nuances of translation.

 

This will give a better understanding of the literatures written in various languages of India.

 

Unit-1
Teaching Hours:15
Early Translations
 

This module is to introduce students to some of the earliest forms of literature available in Indian languages and translated for a larger reading public. This encompasses a vast literary period from Vedic literature to medieval representations.  The texts are largely poems or hymns as a popular genre of the time.

Rig Veda, Mandala 10, hymn CXXIX (129). Creation. A. L. Basham's Version

Tirukkural - Chapter: 79 - On Friendship

Basavanna - Select Vachanaas

Vidyapati - Select Poems

Bhima Bhoi - Select Poems

Kabirdas - Select Dohas (any 10)

 

Mirza Ghalib- Ghazal, Temple lamp

Unit-2
Teaching Hours:15
Translations and Freedom Struggle
 

The spurt of translations from Indian languages and from other languages to Indian languages led to the spirit of nationalism. It is important to read the nationalistic spirit and the literatures that influenced nation building. This module can be approached from a postcolonial perspective.

Anandmath- Bankim Chandra Chatterjee (novel)

Hind Swaraj or the Indian Home Rule (chapters 06 & 13) M.K Gandhi

Sadaat Hasan Manto- “The Price of Freedom” (Short Story)

Mother of 1084- Mahasweta Devi (novel)

Unit-3
Teaching Hours:15
Dalit Translations
 

While Dalits have contributed to the literature that emanated from India from an early age, the Dalit literary movement gained momentum breaking the millennia old shackles in the twentieth century. The movement, spread across India, has resulted in the development of a new aesthetic and has produced self-narratives that are reflective of the oppression that the Dalits face in their everyday life.

Baby Kamble, The Prison We Broke (Novel) Trans. By Maya Pandit

“Deities” - K U Uma Devi (Poem From Tamil)

“Damlai Piaral” - R L Thanmawia (Mizo Christian Hymn)

“For a Fistful of Self-Respect” - Kalekuri Prasad (Telugu Poem)

 

“Transitions” - Lal Singh Dil ( Poem from Punjabi)

Unit-4
Teaching Hours:15
Contemporary Translations
 

The recent burgeoning of quality literary works being published in the regional languages of India has brought the much deserved focus on Indian ‘Bhasha’ literature. This module includes texts from different parts of India that mirror the varied concerns and political, socio-cultural and economic milieus of the regions that they come from.

Suresh Joshi: “On Interpretation” (Gujrati; Chintamayi Manasa)

“The Land of the Half-Humans” - Thangjam Ibopishak (Manipuri Poem)

Poonachi: Or the Story of a Black Goat - Perumal Murugan (Tamil Novel)

Cobalt Blue -Sachin Kundalkar (Trans. By Jerry Pinto) (Marathi Novel)

 

“Interregnum” -Naiyer Masud (Urdu Short Story Trans. By Muhammad Umar Memon)

Text Books And Reference Books:

Devy, G.N, “Indian Literary Criticism: Theory and Interpretation” Hyderabad: Orient Longman, 2002.

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

Mehrotra, Arvind Krishna, “Illustrated History of Indian Literatures in English” New Delhi: Permanent Black, 2003.

Towards an Aesthetic of Dalit Literature: History, Controversies and Considerations, by Sharankumar Limbale. Translated by Alok Mukherjee. Orient Longman, 2004

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

Meenakshi Mukherjee, ‘Divided by a Common Language’, in The Perishable Empire (New Delhi: OUP, 2000) pp.187–203.

 

 

Essential Reading / Recommended Reading

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

 

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

Evaluation Pattern

CIA I - 20 marks (A written survey on any Indian language literature and history)

CIA II - Mid semester Exam (50 Marks) Written Exam

CIA II- 20 marks (Project/Presentations/ Discussions/Viva)

 

End Semester Exam (100 Marks)

MEL332 - POSTCOLONIAL LITERATURES (2020 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description

 

This course will look at issues, themes and debates in writing from Asia, Africa, South America and other formerly colonized spaces.   Postcolonial Literatures will also be looked at as writing which is an attempt at retrieving local, native and particular community histories freed from Euro-American versions of the same. The Texts therefore selected for this course will critically engage with a history of oppression, internal and external colonialism, racism, injustice and ethnicity. Postcolonial Literatures could also be looked at as literatures of emancipation, critique and transformation. Students learn to read this literature both formally and culturally, in relation to the charged and constantly changing social, political, religious, and linguistic landscape of post independent nation states. The question of identity is central to much postcolonial literature, especially since this literature often operates in contexts of individual and collective transformation. At stake is not simply a redefinition of selfhood, but also a re-imagining of political and cultural community and its relationship to a changing world. Accordingly, considerations of how texts balance literary concerns with wider political and ethical concerns will be explored. This course also leans towards in terms of theory and epistemology, the Global South as it is an exciting perspective through which to reflect on the infinite epistemic diversity of the world and the inherent impossibility of a general theory to understand it, but also to explore contemporary routes of conversations, critiques and coalitions towards a multi-epistemic world and a truly cosmo-political universe of coexistence, well-being and mutual understanding.

 

Course Objectives

 

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

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

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

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

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

 

 

 

Course Outcome

Course Learning Outcomes

 

Students will demonstrate:

Increased knowledge of postcolonial literatures and an enhanced awareness of debates surrounding the issues of postcolonial identities.

The ability to read complex texts, closely and politically.

The ability to comprehend both traditional and contemporary schools/methods of critical theory and apply them to literary texts to generate relevant interpretations.

The knowledge of  particular community histories

The ability to effectively conduct literary research.

 

The ability to write clear, grammatically correct prose for a variety of purposes besides literary analysis.

 

Unit-1
Teaching Hours:15
The Postcolonial Frame
 

This unit will introduce key concepts, thinkers, scholars, theorists, movements and discourses that will be the launch pad to contemporary debates, issues and narratives to Postcolonial understanding in the 21st century. The Unit will be a historical survey of Postcolonial theory from early Imperial turn to anti-colonial struggle to Gandhi and his resistance method, Fanon and the psychopathology of Colonialism, Aime Cesaire and Negritude to Edward Said, Orientalism and the Postcolonial moment. Facilitators are encouraged to bring in literary texts to augment the theories prescribed. 

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

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

The Fact of Blackness- Frantz Fanon SLC

Introduction to Orientalism- Edward Said SLC

Of Mimicry and Man: The Ambivalence of Colonial Discourse -Homi K. Bhabha SLB

 

The intimate Enemy- Ashis Nandy- SLC

Unit-2
Teaching Hours:15
Questioning Colonialism, Retrieving History
 

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

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

The Harp of India- Henry Derozio SLC

Rebel Sultans- Manu S Pillai (pp 1-20) SLC

Invention of Traditions- Eric Hobsbawm (Introduction)

History without a Cause? Grand Narratives, World History, and the Postcolonial Dilemma -Barbara Weinstein SLC

Tonight- Agha Shahid Ali (an English ghazal) SLC

 

The Mummy- 1999 (Movie) SLC

Unit-3
Teaching Hours:15
Nation and Cultural Identity
 

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

Key Concepts and Movements: Constructing the nation, locality, community, identity, Imagi- Nations, Imagined Communities, Cultural Identity, Aime Cesaire, nativism, writing Aboriginal, multinational citizenship, religion and spirituality, Postcolonial Subalternization, Continuing colonialism, postcolonial protest, orality and literature, folk, myth, history, ELIAC, Magic Realism, Decanonisation, Nation Languages, Postcolonial Englishes

Literature as History of Social Change- KN Panikkar

Literature/Identity: Transnationalism, Narrative and Representation - Arif Dirlik SLB

The Famished Road- Ben Okri SLC

Anwar’s Legacy- Rahul Maheshwari

 

Ulysses by the Merlion- Edwin Thumboo SLC

Unit-4
Teaching Hours:15
Gender and Queer
 

The Feminist critics have argued that the empire was always a ‘masculine adventure’. This has resulted in the effacement of woman in studies of colonialism. Feminist readings have foregrounded both the racial as well as the gendered contexts and problems of both European and native women in the colonial context. Imperialism also had a problematic relationship with other forms of sexuality. This unit will look at contemporary theorizations that have called into question the problematic linkage of caste and class configurations with that of national identity, gender roles and sexuality. 

 

Key Concepts and Movements:   Postcolonial feminism, gendered nation, national movements and women, gendered traditions and modernities, diasporas and women, marriage and family, Motherism, Motherhood, African feminism, motherland, mother tongue, patriarchy, fundamentalism, war, Islamic feminism, , body, desire, sexuality, subaltern women and life writing, queer, queering identities, queering borders

Veils and Sales:Muslims and the Spaces of Postcolonial Fashion Retail -Reina Lewis SLB

“Patriarchal Colonialism” and Indigenism: Implications for Native Feminist Spirituality and Native Womanism -M. A. Jaimes Guerrero SLB

Nampally Road- Meena Alexander SLC

Women at Point Zero- El Saadawi SLB

Parinayam(malayalam movie with subtitles) SLB

Kamasutra- Vatsyayna (Excerpts) SLC

 

Scent of Love- Hoshang Merchant SLC

 

Text Books And Reference Books:

 

Postcolonial Literature- An Introduction- Pramod k  Nayar

Essential Reading / Recommended Reading

 

Achebe, Chinua. "An Image of Africa: Racism in Conrad's Heart of Darkness." Massachusetts Review, Vol. 18, 1977.

Achebe, Chinua. Things Fall Apart. UK: Heinemann, 1958.

Bhabha, Homi K. The Location of Culture. London: Routledge, 1994.

Boehmer, Elleke. Colonial and Postcolonial Literature: Migrant Metaphors. Oxford: Oxford University Press, 1995.

Conrad, Joseph. Heart of Darkness. UK: Blackwood's Magazine, 1899.

Derozio, Henry Louis Vivian. “The Harp of India.” In Songs of the Stormy Petrel: Complete Works of Henry Louis Vivian Derozio. Ed. Abirlal Mukhopadhyay. Kolkata: Progressive Publisher, 2001. 

Derozio, Henry Louis Vivian. “To India - My Native Land.” In Songs of the Stormy Petrel: Complete Works of Henry Louis Vivian Derozio. Ed. Abirlal Mukhopadhyay. Kolkata: Progressive Publisher, 2001. 

Devi, Mahasweta. “Pterodactyl.” In Imaginary Maps: Three Stories. Tr. Gayatri Chakravorty Spivak. New York & London: Routledge, 1994.

Fanon, Frantz. The Wretched of the Earth. New York: Grove Press, 1963.

Foucault, Michel. “The Order of Discourse.” In Untying the Text: A Post-Structuralist Reader. Ed. Robert Young. Boston: Routledge & Keagan Paul Ltd., 1971. 

Lahiri, Jhumpa. Interpreter of Maladies. Boston: Houghton Mifflin, 1999.

Loomba, Ania. Colonialism/Postcolonialism. London: Routledge, 1998.

Rao, Raja. Kanthapura. London: New Directions, 1938.

Said, Edward. Orientalism. New York: Pantheon Books, 1978.

Spivak, Gayatri Chakravorty. "Can the Subaltern Speak?" In Marxism and the Interpretation of Culture. Ed. Cary Nelson and Lawrence Grossberg. Urbana: University of Illinois Press, 1988.  

Tagore, Rabindranath. Nationalism. San Fransisco: The Book Club of California, 1917.

Walcott, Derek. “A Far Cry from Africa.” Collected Poems, 1948-1984. New York: Noonday Press, 1986. 

 

Walcott, Derek. “North and South.” Collected Poems, 1948-1984. New York: Noonday Press, 1986.

 

Evaluation Pattern

CIA I and III can be either written analysis/presentation of a movement or dominant idea of the time, literary quiz or debates or seminar/ panel discussions.

Mid semester exam will be a written paper on the modules covered for 50 marks (5 questions out of 8, 10 marks each, open book or crib sheet exam)

 

End-semester: Submission of a Research Paper

MEL333 - CULTURAL STUDIES : EXPLORING IDENTITIES (2020 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description

 

This course is designed to provide contemporary intersectional and interdisciplinary perspectives on cultural phenomena and theories, with specific focus on India. The students will be provided epistemological and methodological frameworks to read, examine, understand, and analyse cultural phenomenon and ideological frameworks that specifically pertain to caste, identities, and regionalism.

 

Course Objectives

 

To introduce students to culture studies as a discipline

To help students engage with “culture” as an academic inquiry

To introduce theoretical interventions in studying culture from within culture studies

To help students analyze cultural artefacts using dimensions such as nation, identity, power as interconnected entities

 

To help students engage with cultural debates from India and the world

 

Course Outcome

Students will demonstrate:

Understand culture studies as a discipline and framework of academic investigation

Develop a theoretical understanding of cultural artefacts

Be able to understand and engage with debates in the formulations of ‘culture’

Develop a critical understanding of culture, culture studies, and other related dimensions

Unit-1
Teaching Hours:15
Studying Culture- Issues of Definition, Scope and Methods
 

 This module will help the students understand the basic ideas, concepts, debates and methods of culture studies as practiced in contemporary times while retaining the traditional grounding of the discipline. They would be introduced to the ideas and interrelations of myth and culture, popular articulations of culture, culture as industry, and the processes of coding and decoding cultural artefacts.



Fiske, J. (2010). Understanding popular culture. Routledge.

Barthes, Roland (1957). "Myth Today".

Williams, Raymond, (1958) "Culture is Ordinary" from The Everyday Life Reader.

Adorno, Theodor and Max Horkheimer. “The Culture Industry: Enlightenment as Mass Deception.” The Cultural Studies Reader. Simon During(ed). New York, London: Routlege, 1993, 29-43.

Hall, Stuart. “Encoding, decoding.” The Cultural Studies Reader. Simon During (ed). New York, London: Routlege, 1993, 90-103.

 

Miller, Toby. "What it is and what it isn't: Introducing... Cultural Studies." A companion to cultural studies (2001): 1-19. 

 

Unit-2
Teaching Hours:15
Culture and Nation
 

This module is designed to familiarise the students with the current debates around culture and nationality, construction of a nation, divergences and convergences between imagined communities and culture, with a specific focus on caste and nationality.

 

Vinod, M.J. and Deshpande, M. (2013). Contemporary Political Theory. New Delhi: PHI Learning.

Romila Thapar: From On Nationalism

Benedict Anderson: From Imagined Communities

Partha Chatterjee: “Whose Imagined Community?”

Volpp, L. (1996). Talking" culture": Gender, race, nation, and the politics of multiculturalism. Columbia Law Review, 96(6), 1573-1617.

 

Guru, Gopal. “Archaeology of Untouchability”. The Cracked Mirror. New Delhi: OUP, 2012.

 

Unit-3
Teaching Hours:30
Culture and Texts
 

This module, primarily based on the ocular models of culture will shed light on visualizing and conceptualizing culture. The module will also address various modes and text forms of culture and their connotations and ideological implications. 

 

Culture and texts: Ways and Modes of Seeing

Berger, J. (2008). Ways of seeing (Vol. 1). Penguin UK. (video edition) https://www.youtube.com/watch?v=0pDE4VX_9Kk

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Arnould, E. J., & Thompson, C. J. (2005). Consumer culture theory (CCT): Twenty years of research. Journal of consumer research, 31(4), 868-882.

Vilanilam, J. (1989). Television advertising and the Indian poor. Media, Culture & Society, 11(4), 485-497.

Twitter, YouTube and Social Media

 

Gill, R., & Pratt, A. (2008). In the social factory? Immaterial labour, precariousness and cultural work. Theory, culture & society, 25(7-8), 1-30.

Blackmore, S. (2000). The meme machine (Vol. 25). Oxford Paperbacks. (pp 1-66)

Marwick, A. E., & Boyd, D. (2011). I tweet honestly, I tweet passionately: Twitter users, context collapse, and the imagined audience. New media & society, 13(1), 114-133.

Banet-Weiser, S., & Miltner, K. M. (2016). #Masculinity So Fragile: culture, structure, and networked misogyny. Feminist Media Studies, 16(1), 171-174.

Fashion

 

Crane, D. (2012). Fashion and its social agendas: Class, gender, and identity in clothing. University of Chicago Press.

Sara Pendergrast: “Clothing, Headgear and Body Decorations in India”

Dhareshwar, V., & Niranjana, T. (1996). Kaadalan and the politics of resignification: Fas