CHRIST (Deemed to University), Bangalore

DEPARTMENT OF ENGLISH AND CULTURAL STUDIES

School of Business and Management

Syllabus for
Master of Arts (English with Communication Studies)
Academic Year  (2023)

 
1 Semester - 2023 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
MEL111B MASS COMMUNICATION AND JOURNALISTIC WRITING Skill Enhancement Courses 3 3 50
MEL111C TECHNICAL WRITING Skill Enhancement Courses 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 - 2023 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
MEL211 SPEECH AND ACCENT Skill Enhancement Courses 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
MEL235D THEATRE FOR COMMUNICATION Core Courses 4 4 100
MEL236 RESEARCH METHODOLOGY-II Discipline Specific Elective Courses 2 0 0
3 Semester - 2022 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
MEL341 POSTMODERN LITERATURES:TOWARDS CRITICAL POST HUMANISM Core Courses 4 4 100
MEL342 POSTCOLONIAL LITERATURES:TOWARDS DECOLONIALITY Core Courses 4 4 100
MEL343 LANGUAGE AND LITERATURE: TEACHING METHODS AND APPROACHES Core Courses 4 4 100
MEL346 GENDER STUDIES Core Courses 4 4 100
MEL347 DEVELOPING MEDIA SKILLS Core Courses 4 4 100
MEL348 DEVELOPING NARATIVES Core Courses 4 4 100
MEL349A INTRODUCTION TO INDIAN PHILOSOPHY Discipline Specific Elective Courses 3 0 50
MEL349B NET TRAINING Discipline Specific Elective Courses 3 3 50
MEL381 INTERNSHIP Core Courses 4 4 100
4 Semester - 2022 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
MEL441 WORLD LITERATURES Core Courses 4 4 100
MEL442 CREATIVE WRITING Core Courses 3 3 100
MEL443 LANGUAGE AND LITERATURE:TESTING AND ASSESSMENT Core Courses 4 4 100
MEL444 LANGUAGE,COGNITIVE ABILITIES AND DISORDERS Core Courses 4 4 50
MEL445 THE CULTURAL AND THE URBAN:INTERFACES AND INTERSECTIONS Core Courses 4 4 100
MEL446 CULTURES OF THE EVERYDAY:CONFLICTS,NEGOTIATIONS,AND POWER IN MANAGING Core Courses 4 4 100
MEL447 SOUND AS POPULAR CULTURE Core Courses 4 4 100
MEL448 FILM AND FILM CULTURE Core Courses 4 4 100
MEL449A SOCIAL INNOVATION AND ENTREPRENEURSHIP Discipline Specific Elective Courses 3 2 100
MEL449B SERVICE LEARNING Discipline Specific Elective Courses 3 3 50
MEL481 DISSERTATION Core Courses 4 4 100
    

    

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.

Programme Outcome/Programme Learning Goals/Programme Learning Outcome:

PO1: Core knowledge methods and scholarship

PO2: Specialization knowledge, methods and scholarship

PO3: Critical thinking and creative synthesis

PO4: Research methods, methodology and publication

PO5: Become independent learners

PO6: 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.

MEL111B - MASS COMMUNICATION AND JOURNALISTIC WRITING (2023 Batch)

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

Course Objectives/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 linkedto news writing and news dissemination.

 

Course Objectives

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

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

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

 

Course Outcome

CO1: Demonstrate conceptual and theoretical knowledge of Journalism and Mass Communication.

CO2: Understand the dynamics within the news industry.

CO3: Write journalistic pieces on a range of topics-politics, economy and society.

Unit-1
Teaching Hours:15
Communication
 

·         Definitions,process,elements,function,barriers

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

·         Communication,society&socialization.

·         Modelsofcommunication:Aristotle,HaroldLaswell,FrankDance.

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

Unit-2
Teaching Hours:15
Mass Media Communication
 

 

Historyofnewspapers-world/India.

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

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

Unit-2
Teaching Hours:15
Communication
 

Definitions,process,elements,function,barriers

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

Communication,society&socialization.

·         Modelsofcommunication:Aristotle,HaroldLaswell,FrankDance.

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

Unit-3
Teaching Hours:15
News Reporting
 

·         Aspectsofbeatreporting- research, reading &recordingofinformation.

·         Cultivatingnewssources.

·         ReportingTechniques-Investigative,interpretative,depthreports,humaninterest.

·         Conductinginterviews.

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

·         Legal&ethicalissueswhilereporting.

Text Books And Reference Books:

Berlo,D.K.(1960).TheProcessofCommunication.Canada:Holt,Rinehart& WinstonPub.

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

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

Essential Reading / Recommended Reading

Kamath,M.V.(1980).ProfessionalJournalism.NewDelhi:VikasPublications.

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

Evaluation Pattern

Thiscoursedoesnot havea CIA-1,2, 3 pattern. It isan overallportfolio-based submission course.

If need be, a VIVA may be used.

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

MEL111C - TECHNICAL WRITING (2023 Batch)

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

Course Objectives/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

CO1: To understand and analyse the technical-writing process for producing the technical documents

CO2: To identify the legal and ethical considerations in technical content-creation.

CO3: To correspond in professional environments equipped with skills in content creation, copyedit as well as content review.

CO4: To demonstrate the adequate skills for adopting the appropriate graphics/visuals, instructions/language and layout for technical documents.

CO5: To create technical documents with rhetorical and professional competencies

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.

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).

 

MEL131 - BRITISH LITERATURE FROM ENGLISH RENAISSANCE TO POSTMODERNISM (2023 Batch)

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

Course Objectives/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 Outcome

CO1: The ability to read complex texts, closely and accurately.

CO2: The ability to comprehend both traditional and contemporary schools/methods of critical theory and apply them to literary texts to generate relevant interpretations.

CO3: The knowledge of literary history of particular periods of British literature.

CO4: The ability to effectively conduct independent research.

CO5: 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.

 Sonnet 116 

The Tempest William Shakespeare

Indian Adaptation of a Shakespeare play as filmic Text

“Of Revenge” Francis Bacon 

“On his Blindness”John Milton 

“To His Coy Mistress”Andrew Marvell 

·        

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

Preface to Epistle to Dr Arbuthnot Alexander Pope

Daniel Defoe Journal of the Plague Year- Excerpts

Oliver Goldsmith -The Village Schoolmaster

William Blake- The Tyger 

·        

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 

Lord Byron: She Walks in Beauty 

John Keats: “Ode upon a Grecian Urn”

Coleridge: “Kubla Khan” 

·        

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

Robert Browning: My Last Duchess

Elizabeth Barrett Browning: “The Cry of the Children”

Annie Besant: Excerpts from White Slavery in London 

Charles Dickens: Christmas Carol

Oscar Wilde: The Importance of Being Earnest  

·        

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

W. B. Yeats -- “The Second Coming” 

TS Eliot – The Waste Land (Excerpts) 

WH Auden- Unknown Citizen 

Virginia Woolf – A Haunted House 

James Joyce- The Sisters 

DH Lawrence – The Odour of Chrysanthemums 

Doris Lessing- To Room Nineteen 

Angela Carter- The Werewolf 

·        

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.

Carol Ann Duffy- Medusa 

Monica Ali: Brick Lane 

 

Text Books And Reference Books:

·        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

·         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 (2023 Batch)

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

Course Objectives/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

CO1: Students will be able to discern the historical, socio-cultural and political incidents in India and its impact on various literatures.

CO2: Students could get a comprehensive understanding of Bhasha Literatures through translated works.

CO3: 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.

CO4: 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:

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

Essential 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

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 (2023 Batch)

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

Course Objectives/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

CO1: The students would develop a broad overview of discussions around World ? Author ?Text - Reader.

CO2: The students would develop an understanding of the discussions that surround the production and consumption of literary texts.

CO3: The students would develop an understanding of the seminal essays of literary criticism.

CO4: The students would develop the ability to engage with literature creatively and interpret it critically.

CO5: The students would be able to express their ideas coherently in both the written and the oral formats.

Unit-1
Teaching Hours:15
The beginnings of literary criticism
 

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

 

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

Plato: Republic - Books 3, 5, 7

Aristotle’s Poetics: Books I-III

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

 

Unit-2
Teaching Hours:15
The Humanist Tradition: From Medieval to Victorian Criticism
 

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

 

Dante: The Letter to Can Grande

Sir Phillip Sydney: An Apology for Poetry

Samuel Johnson: From Preface to Shakespeare

William Wordsworth: Preface to Lyrical Ballads

Matthew Arnold: Sweetness and Light from Culture and Anarchy

 

Unit-3
Teaching Hours:15
Literary Criticism in the 20th century
 

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

 

Formalism and New Criticism : from Internet Encyclopedia of Philosophy

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

Cleanth Brooks: The Language of Paradox

Wimsatt and Beardsley: Intentional and Affective Fallacies 

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

 

Unit-4
Teaching Hours:15
Structuralism and Post-structuralism
 

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

Saussure: Course on General Linguistics. From the Norton Anthology

Roland Barthes: Elements of Semiology

Foucault: What is an Author?

Derrida: Structure, Sign and Play.

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

 

Text Books And Reference Books:

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

Suggested readings for Unit 2

 

 

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

 Suggested readings for Unit 3

 

  • Dryden: Preface to the Fables

·         Pope: Essay on Criticism

  • Johnson: Lives of Poets / Preface to Shakespeare
  • I A Richards: Practical Criticism
  • Wellek and Warren: The Function of Literature
  • Arnold: The Function of Criticism
  • Suggested readings for Unit 4

     

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

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

Suggested readings for Unit 5 

 

·         Dryden: Preface to the Fables

·         Christopher Caudwell: Illusion and Reality

·         Meenakshi Mukherjee: Reality and Realism

·         Ian Watt: The Rise of the Novel

·         Raymond Williams: Realism and the Contemporary Novel

·         Kolodny: Dancing through the Minefield

·          Barbara Christian: Race for theory

Essential 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 (2023 Batch)

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

Course Objectives/Course Description

 

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

Course Outcome

CO1: Familiarity with concepts of Linguistics and Applied Linguistics

CO2: Developed intellectual skills essential for advanced degrees in the discipline.

CO3: Comprehension of the basic structure of Language.

CO4: Ability to analyse linguistic data from different languages.

Unit-1
Teaching Hours:10
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-1
Teaching Hours:10
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-1
Teaching Hours:10
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-1
Teaching Hours:10
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-1
Teaching Hours:10
Language and Linguistics
 

ThisunitwillintroducethestudentstothedisciplineofLinguistics.Fundamentalsoflanguage useandtypologywillbe discussed.

       Introduction

       DesignFeaturesofHumanLanguage

       FunctionsofLanguage

       Approachesinthestudyoflanguage

       Language families

       Important branchesoflinguistics

 

Unit-1
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- D

Unit-1
Teaching Hours:10
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

 

Text Books And Reference Books:
  • Akmajian, A., R.A. Demers, A.K. Farmer, & R.M. Harnish. (2001). Linguistics: AnIntroduction to Language and Communication. Cambridge, Massachusetts: The MITPress.
  • Aronoff, M., & Fudeman, K. (2011). What is morphology? (Vol. 8). John Wiley &Sons.
  • Cruse,A.(2011).Meaninginlanguage: Anintroductionto semanticsandpragmatics.
  • Dörnyei, Z. (2005) The Psychology of the Language Learner: Individual DifferencesinSecond LanguageAcquisition,Mahwah,NJ: LawrenceErlbaumAssociates.
  • Ellis,R.(1991).UnderstandingSecondLanguageAcquisition.Oxford:OUP.
  • Fromkin,V.,Rodman,R.&Hyams.,N. (2010).AnIntroductiontoLanguage.7thed.Boston:ThomsonHeinle.
Essential Reading / Recommended Reading
  • Haegeman,L.1991.(rev.Ed.).IntroductiontoGovernmentandBindingTheory.Oxford:Blackwell.
  • Katamba,F.(Ed.).(2004).Morphology:Morphology:itsrelationtosemanticsandthe lexicon(Vol.5).Taylor&Francis.
  • Ladefoged,P.,&Maddieson,I.(1996).Thesoundsoftheworld'slanguages(Vol.1012).Oxford:Blackwell.
  • Ouhalla,J.(1999).Introducingtransformationalgrammar:Fromprinciplesandparameterstominimalism.EdwardArnold(Publishers)Limited.
  • RichardsJackC.andRodgersTheodoreS.(1986).ApproachesandMethodsinLanguage Teaching.Cambridge UniversityPress.
  • Richards, J.C. andRogers,T.2001.ApproachesandMethodsinLanguageTeaching.
  • Prakasam,V.&Anvita,A.(1985).SemanticTheoriesandLanguageTeaching.NewDelhi,AlliedPublishers.
Evaluation Pattern

CIA1-20marks-TestingIPA/transcription/phonemicanalysisCIA2-50marks -Writtenexambasedonunits1,2and3

CIA3-20 marks-CaseStudy

ESE-100marks-Writtenexambasedonalltheunits

MEL135 - AUDIO VISUAL STUDIES: APPROACHES (2023 Batch)

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

Course Objectives/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

CO1: Students will be able to demonstrate an understanding of core ideas of analysing audio-visual texts and performances

CO2: Students will be able to critically analyse the core ideas underlying audio-visual texts and performances

CO3: Students will be able to analyse audio-visual texts using select methodological framework

Unit-1
Teaching Hours:10
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

Unit-2
Teaching Hours:12
Narrativising visual images
 

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

Unit-3
Teaching Hours:12
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

Unit-4
Teaching Hours:11
Audio and Visual Images: Methodologies & Approaches
 

 

  Content analysis

·         Semiotics

·         Cultural studies

·         Postcolonial

·         Psychoanalysis

·         Anthropology

·         Discourse Analysis

·         Postmodern

·         Audience Approach

Text Books And Reference Books:

·         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.

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

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

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

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

Essential Reading / Recommended Reading

·         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.

Evaluation Pattern

CIA 1: Portfolio

CIA 2: Mid-semester centralised

CIA 3: Portfolio

End Semester: submission of the final portfolio

MEL136 - RESEARCH METHODOLOGY-I (2023 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

CO1: Apply the theoretical and methodological understanding and skills into devising researchable ideas and specific research questions and hypotheses

CO2: Utilize various sources to gather data for a research paper

CO3: Organize ideas, write annotated bibliographies, and thesis statement

CO4: Conduct a focused review of the relevant literature and create appropriate conceptual framework

CO5: Think through and articulate a chapter-by-chapter outline of the intended dissertation

CO6: 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 (2023 Batch)

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

Course Objectives/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

CO1: Learners will be acquainted with IPA scripts and symbols

CO2: Learners will be equipped to use a dictionary (physical or online or apps) to facilitate self-learning

CO3: Learners will be able to distinguish English consonant and vowel sounds from other languages.

CO4: Learners will have knowledge of syllable structure, stress and intonational patterns in English.

CO5: 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.

 

       SpeechProduction

       OrgansofSpeech

       MannerandPlaceofArticulation

       IPAChart

       PhoneticTranscription

       DictionaryAssistedLearning

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 Interference 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).


Essential Reading / Recommended Reading

  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. Homeworkandclasstests:Homeworkassignmentswillbedistributedalmost everyweekand will often include transcription of sound files. (10 marks)

Quizzes: Occasional dictation-style transcription quizzes will beheld duringmostlectures. Best three quiz scores will be considered for evaluation. (10 marks)

SpeakingExercise1:Eachstudent’s skills at accuratelyproducingvariousspeechsoundswill be tested individually. (20 marks)

SpeakingExercise2:Studentswillbeaskedtospeakonvarioustopicsfor5-10minutes. Pronunciation, stress assignment and intonation will be assessed. (10 marks)


 

 

 

 

 

 

 

 

 

MEL231 - AMERICAN LITERATURES: VOICES FROM THE NATION (2023 Batch)

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

Course Objectives/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

CO1: Demonstrate familiarity with fundamental terminology and concepts relevant to the analysis of American literature.

CO2: Apply critical thinking skills to understand texts.

CO3: Identify and appreciate the language of expression present in the various selections presented.

CO4: 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 ofthe nation. Racism would be discussed. The focus will be on Civil war and other major movements with regards to philosophy and literature - Transcendentalism, Romanticism and Dark Romanticism.

 

·         Longfellow – “APsalmofLife”(SLB)

·         Emerson– “Brahma”

·         AbrahamLincoln–“GettysburgAddress”(Audiotext)

·         WaltWhitman–“One'sSelfISing”

·         MarkTwain- “TheCelebratedJumpingFrogofCalaverasCounty”

·         PhyllisWheatley-“OnBeingBroughtfromAfricatoAmerica”

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:

·         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”

Essential Reading / Recommended Reading

·         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 requiredtoanalyse 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.

 

CIAII:Mid-semesterexam

Shortessaysbased onthetexts3x10 =30 marks

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

 

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

 

EndSemesterExam

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

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

MEL232 - POSTCOLONIAL LITERATURES: CONCEPTS AND APPROACHES (2023 Batch)

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

Course Objectives/Course Description

 

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

 

Course Objectives

 

 

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

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

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

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

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

Course Outcome

CO1: Increased knowledge of postcolonial literatures and an enhanced awareness of debates surrounding the issues of postcolonial identities.

CO2: The ability to read complex texts, closely and politically.

CO3: The ability to comprehend both traditional and contemporary schools/methods of critical theory and apply them to literary texts to generate relevant interpretations.

CO4: The knowledge of particular community histories

CO5: The ability to effectively conduct literary research.

CO6: The ability to write clear, grammatically correct prose for a variety of purposes besides literary analysis.

Unit-1
Teaching Hours:15
Introduction
 

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

·         What is postcolonialism? SLC

·         Commonwealth Literature SLC

·         The Fact of Blackness- Frantz Fanon SLB

Unit-2
Teaching Hours:10
Colonial Discourses
 

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

 

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

·         Colonial Discourse Analysis: Edward Said- Orientalism SLC

·         Joseph Conrad- Heart of Darkness SLC

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

·         Chinua Achebe- Things Fall Apart SLB

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

 

Unit-3
Teaching Hours:15
Decolonisation and the Discourse of Nationalism and History
 

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

 

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

 

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

·         Indian Critic of Nationalism: Rabindranath Tagore SLC

·         African Critic of Nationalism: Frantz Fanon SLC

·         Gandhi (kannada short story) - Besagarahalli Ramanna SLC

 

 

Unit-4
Teaching Hours:10
Cultural Hybridity and Cosmopolitanism
 

This unit will explore the concepts ofSubject, Subalternization and third space. 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 achanging world. Accordingly, textsthat balance literaryconcerns withwider political and ethical concerns, including diasporic literature will be explored here.

 

KeyConceptsandMovements:Constructingthenation, 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 spaces


·         HomiBhabhaand theconceptofCulturalHybriditySLC

·         JhumpaLahiri- SelectionsfromInterpreterofMaladiesSLC

·         GayatriSpivak-Answeringthequestion“CantheSubalternSpeak?” SLC

Unit-5
Teaching Hours:10
Cultural and Gendered Representations
 

The Feminist critics have argued that the empire was always a ‘masculine adventure’. This has resulted in the effacement of women 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

 

·         Talpade- Essay and basic Introduction to Indigenous Feminism

·         Sultana’s Dream - Rokheya Hossain SLC

 

Recommended Reading

Literature as History of Social Change- KN Panikkar

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

·         Mahavamsa, Dipavamsa and the Sinhalese Bhuddist narrative in Srilanka

·           Chief Dan George’s speech “A Lament for Confederation:” (Canada’s former first nation chief)

·           Songlines of Aboriginal Australia


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

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

·           Partition graphic narratives from -This side that side

·           Andrea Levy - from Six Stories and an Essay

·           Sam Selvon - one or two chapters from Lonely Londeners

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

·           Buchi Emecheta - Joys of Motherhood

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

·         CosmopolitanismSLC

·         Derek Walcott- Selections from Caribbean Poetry:

·         Mahasweta Devi- Pterodactyl

·         Jean Rhys- “Let Them Call It Jazz"

·         Edwin Thumboo- Ulysses by the Merlion

·         Hanif Khureshi - My Son, the Fanatic

·         Sudheesh Mishra- Fiji

·         Nampally Road- Meena Alexander

·         Women at Point Zero- El Saadawi

·         Parinayam (Malayalam movie with subtitles)

·         Kamasutra- Vatsyayna (Excerpts)

·         Scent of Love- Hoshang Merchant

·         Our Sister Killjoy - Ama Ata Aidoo

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

·         The Harp of India -Henry Derozio SLC

·         Kanthapura- Raja Rao SLC

Text Books And Reference Books:

Literature as History of Social Change- KN Panikkar

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

·         Mahavamsa, Dipavamsa and the Sinhalese Bhuddist narrative in Srilanka

·           Chief Dan George’s speech “A Lament for Confederation:” (Canada’s former first nation chief)

·           Songlines of Aboriginal Australia


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

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

·           Partition graphic narratives from -This side that side

·           Andrea Levy - from Six Stories and an Essay

·           Sam Selvon - one or two chapters from Lonely Londeners

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

·           Buchi Emecheta - Joys of Motherhood

Essential Reading / Recommended Reading

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

·         CosmopolitanismSLC

·         Derek Walcott- Selections from Caribbean Poetry:

·         Mahasweta Devi- Pterodactyl

·         Jean Rhys- “Let Them Call It Jazz"

·         Edwin Thumboo- Ulysses by the Merlion

·         Hanif Khureshi - My Son, the Fanatic

·         Sudheesh Mishra- Fiji

·         Nampally Road- Meena Alexander

·         Women at Point Zero- El Saadawi

·         Parinayam (Malayalam movie with subtitles)

·         Kamasutra- Vatsyayna (Excerpts)

·         Scent of Love- Hoshang Merchant

·         Our Sister Killjoy - Ama Ata Aidoo

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

·         The Harp of India -Henry Derozio SLC

·         Kanthapura- Raja Rao SLC

 

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.

 

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

 

End-semester:CentralizedExamfor100marks

MEL233 - LITERARY CRITICISM AND THEORY-II (2023 Batch)

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

Course Objectives/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

CO1: Understand the critical theoretical thinking of several prominent thinkers on literature

CO2: Apply multiple frames of thinking to a text

CO3: Develop the ability to respond to (orally/written) any one thinker or theoretical framework

Unit-1
Teaching Hours:15
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.

 

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

 

 

I   . A Glance at the History o f Linguistics .

II   . Subject Matter and Scope of Linguistics ; Its Relations

 

 

with Other Sciences

III    . Object of Linguistics

 

 

. Definition of Language

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

. Place o f Language In Human Facts ; Semiology

 

 

(2)         Roman Jakobson - “Linguistics and Poetics”

 

 

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

Unit-2
Teaching Hours:15
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.

 

(1)  Vladimir Propp “Morphology of the Folktales”

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

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

Unit-3
Teaching Hours:15
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.

 

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

2.       ·          Lyotard - “The Postmodern Condition”

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

Unit-4
Teaching Hours:15
Literature and Its New frontiers
 

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

studies.

 

 

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

2.       Rosi Braidotti- Post-human knowledge

3.       Jodi Dean - “Net and Multiple Realities”

Text Books And Reference Books:

RitaFelski“TheStakesofSuspicion,”LimitsofCritique Dipesh Chakravorthy- “The Climate of History”

 

Kristeva-ExtractsfromDesireandLanguage

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

ClaudeLevi-Strauss-“TheEffectivenessofSymbols”

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

Sukanta Chaudhuri-“Theboundsofthetext,”TheMetaphysicsofText

Essential Reading / Recommended Reading

Text Books And Reference Books:

·                   Kristeva-Extracts from Desire and Language

·                   Toril Moi- Extracts from Revolution of the Ordinary: Literary Studies after

Wittgenstein, Austin, and Cavell

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

·                   Jacques Lacan-“Seminar on The Purloined Letter”

·                   Jamaica Kincaid - “A small place”

·                   Habermas-Theory of Communicative Action

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

·                   Donna Haraway - Cyborg Manifesto


·                   Amitav Ghosh “The Great Derangement”

·                   Rita Felski - Uses of Literature

Excerpts from On Literature and Art by Marxs and Engels

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

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

·                   Gramsci- “Notes on Italian History”

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

·                   Cambridge History of Literary Criticism – Volumes 1 - 7

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

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

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

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

Blackwell, 2005.

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

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

University Press, 1979.

·                   Routledge Critical Thinkers Series.

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

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

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

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

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

and Sons, 2012.

 

 

 

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 (2023 Batch)

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

Course Objectives/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 Outcome

CO1: Critical comprehension of key ideas and theoretical debates within the discipline of cultural studies.

CO2: Ability to investigate cultural phenomena and artefacts with empirical and analytical rigor.

Unit-1
Teaching Hours:6
Unit 1 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.”

 

Unit-2
Teaching Hours:8
Unit 2 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.”
  • M. Madhava Prasad — “Cultural Studies in India: Reason and a History.”

 

Unit-3
Teaching Hours:6
Unit 3 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.”

 

Unit-4
Teaching Hours:10
Unit 4 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.” 
  • Martin Heidegger — “The Question Concerning Technology.”

 

Unit-5
Teaching Hours:8
Unit 5 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.”

 

Unit-6
Teaching Hours:10
Unit 6 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.”
  • Manuel Castells — “Informationalism, Networks and the Network Society.”
  • Shilpa Phadke — “Unfriendly Bodies, Hostile Cities: Reflection on Loitering and Gendered Public Space.”
Unit-7
Teaching Hours:6
Unit 7 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.



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

 

Unit-8
Teaching Hours:6
Unit 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.”

 

Text Books And Reference Books:

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.

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.”

Essential Reading / Recommended Reading

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Christian Fuchs — “Hebert Marcuse and Social Media.”

Evaluation Pattern

Students are required to submit a project report taking any one of the units as primary by the end of the semester. The project could be a detailed understanding, review, analysis, production (e.g., a documentary (short) written, shot, edited by the individual or an exhibition, designed, curated by the individual) of any of the cultural texts. They will be given a framework in which 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. Proper referencing format should be used. It’s an individual submission. The student 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 the deadline.

 

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

 

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

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

 

CIA III: Submission of Analysis (20 Marks)

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

 

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

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

 

MEL235D - THEATRE FOR COMMUNICATION (2023 Batch)

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

Course Objectives/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

CO1: Handle the stage with a lot more ease and confidence

CO2: Realize the potential of theater methodology in socio-cultural contexts

CO3: Pick up team management, time management and crisis management skills

CO4: Understand the complexities of theater from an insider's perspective

CO5: Understand the artistic potential of theater 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
 

Playreading,Readingofrole,Analysingarole,Identifyingobjectives.

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

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

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 Theater and Play production
 

IntroductionofStanislavskiandBrecht.

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.

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

·         Acting On Stage and Off by Barton, Robert.

·         BackwardsandForwards: ATechnicalManualforReadingPlaysbyDavidBall

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

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

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

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

Essential Reading / Recommended Reading

·         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).

·         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 Performance – 10 Marks = Practical

Presenting short monologue performance and engaging in peer evaluation

 

 

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

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

 

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

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

 

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

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

MEL236 - RESEARCH METHODOLOGY-II (2023 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:0
Credits:0

Course Objectives/Course Description

 

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

 

Course Objectives

 

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

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

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

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

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

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

Course Outcome

CO1: Able to identify their specific area of research

CO2: Apply the theoretical and methodological understanding and skills into devising researchable ideas and specific research questions and hypotheses,

CO3: Utilize various sources to gather data for a research paper

CO4: Organize ideas, write annotated bibliographies, and thesis statements,

CO5: Conduct a focused review of the relevant literature and create appropriate conceptual framework

CO6: Think through and articulate a chapter-by-chapter outline of the intended dissertation,

CO7: Communicate research ideas and their appropriate theoretical and methodological issues effectively and efficiently

Unit-1
Teaching Hours:5
Research Methods and Writing
 

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

·         Selecting Research Topics

·         Writing Abstracts

·         Preparing Literature Review,

·         Formulating Research Objectives and Rationale

·         Developing/ Formulating Research Questions

·         Finding Research Gap Drawing up the theoretical and Methodological Outline

·         Developing a Thesis statement / Hypothesis

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

·         Research Design and Characteristics

·         Protocols for submitting research articles

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

·         Referencing and Citation - MLA & APA (SLA)

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

Unit-2
Teaching Hours:25
Research Areas: Approaches, Concerns and Possibilities
 

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

 

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

Text Books And Reference Books:

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

·         Srivastava, Raju. Research Methodology 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) 

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

Evaluation Pattern

 Students should prepare 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 have worked 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.

 

MEL341 - POSTMODERN LITERATURES:TOWARDS CRITICAL POST HUMANISM (2022 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 introduce students to the basic concepts and themes of Postmodernism and contemporary media/ cyber culture. We will read some of the major literature of postmodernism, along with significant essays in theories of the postmodern. The way postmodern literature explores the tensions between the dream of utopia on the one hand and the spectre of apocalypse on the other will be one of the chief themes we investigate in this course. Other themes will include the phantasmagoria of contemporary culture and the society of the spectacle, the culture industry, the emergence of radical new forms of consciousness and technology, and the ways in which postmodern culture re-imagines the Other through such categories as gender, race, the machine, and the Posthuman. We will then consider the question of what it means to be human in a culture mediated by the image. This paper will also situate the Humanities and the learning of it in the context of the pandemic and other global crisis as it challenges our existing ways of thinking, including how we inhabit the world, how we connect with others, what we eat, and where and how we work. The magnitude of imagining new worlds and of thinking analytically and creatively about matters that were not on our radar just a few years before is something at which the Humanities excel and the paper will help to explore that.

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

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

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

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

Course Outcome

CO 1: Read complex texts, closely and accurately using reading methods introduced in class

CO 2 : Analyse texts in terms of form and language, meaning and formal innovations

CO 3 : Identify theoretical and philosophical concepts associated with the Texts under study to make relevant interpretation

CO 4: Apply critical thinking and sound reasoning to a written critique or an essay

CO5: Write clear, grammatically correct structured essay providing sound argumentation and reliable evidence.

CO 6 : Conduct independent research.

Unit-1
Teaching Hours:15
Introduction to Postmodernism
 

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

Unit-2
Teaching Hours:15
Pandemic Literature
 

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

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

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

Unit-3
Teaching Hours:15
Environmental Precarity
 

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

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

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

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

Unit-4
Teaching Hours:15
PostHumanism
 

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

David Cronenberg, The Fly (film)

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

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

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

Text Books And Reference Books:

“On Fear and The Risk Society,” An Interview with Ulrich Beck Board of Studies 2023-2024 99

“The Culture Industry,” Theodor Adorno and Max Horkheimer

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

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

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

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

Essential Reading / Recommended Reading

PostHumanism- Pramod Nayar

Norton Anthology- PostModernism

Evaluation Pattern

Evaluation Pattern CIA1- Response paper (1 each, 2 pp.). This is a two-page paper due on the first week that discusses some aspect of the course’s themes based on the readings.

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

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

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

MEL342 - POSTCOLONIAL LITERATURES:TOWARDS DECOLONIALITY (2022 Batch)

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

Course Objectives/Course Description

 

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

Course Objectives

The main objectives of the course are to:

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

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

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

Course Outcome

CO1: Identify case-studies suited to the approaches learnt and to apply a relevant theoretical lexicon to their analysis of literary and cinematic texts or other objects of study.

CO2: Write a clear well ?structured essay providing sound argumentation and reliable evidence.

CO3: Generate ideas or proposals independently or in collaboration in response to challenges posed through self-directed research activities.

Unit-1
Teaching Hours:15
Introduction to Decoloniality
 

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

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

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

Unit-2
Teaching Hours:15
Theories of Decolonisation
 

                              

The epistemic decolonial turn -Ramón Grosfoguel

Interview on decolonialiy - Walter D. Mignolo

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

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

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

 

Unit-3
Teaching Hours:15
Indian Decolonisation
 

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

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

 Rebel Sultans - Introduction- Manu S. Pillai

 

Unit-4
Teaching Hours:10
Asia commons- a New perspective
 

                  

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

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

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

Unit-5
Teaching Hours:5
Analysis of Texts
 

·         Analysis of texts (Facilitator identified)

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

Text Books And Reference Books:

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

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

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

 

Essential Reading / Recommended Reading

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

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

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

 

Evaluation Pattern

Response paper (1 each, 2 pp.). This is a two-page paper due on the first week that discusses some aspect of the course’s themes based on the readings.

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

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

MEL343 - LANGUAGE AND LITERATURE: TEACHING METHODS AND APPROACHES (2022 Batch)

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

Course Objectives/Course Description

 

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

 

Course Objectives

 

●       Introduce the teaching learning contexts of language and literature

●       Expose the students to various educational philosophies

●       Aquaint learners with the skills essential for English language teaching

●       Initiate teaching of English language in a classroom setting

Course Outcome

CO1: Distinguish between language and literature teaching

CO2: Demonstrate an understanding of different models of curriculum Differentiate Develop strategies for language and literature teaching

CO3: Demonstrate an understanding of different models of curriculum

CO4: Differentiate between learning outcomes and objectives

CO5: Design learning outcomes and objectives at different levels

Unit-1
Teaching Hours:10
English language and literature teaching and learning contexts
 

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

 

●       Purpose of teaching English language and literature

●       English Curriculum and syllabus (different boards)

●       Taba-Tyler models

●       Bloom’s Taxonomy and Anderson’s taxonomy

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

Unit-2
Teaching Hours:10
Approaches and Methods
 

This module will expose the learners to various educational philosophies. It will introduce the learners to various methods and approaches in teaching both literature and language. This is the main component of the course and would include a practical component. The learners will be exposed to tools and techniques to handle various teaching and learning contexts.

 

Part 1 - Approaches

 

●       Behaviorism (Skinner and Pavlov) , Cognitivism ( Chomsky), positivism , constructivism ( Krashen, Piaget and Vygotsky), humanism ( Carl Rogers, Del Hymes’ communicative competence, Theory of Multiple Intelligences, Gardner) progressivism

●       Waldorf method of education

●       Jiddu Krishnamurti philosophy of Education


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

●       Grammar Translation

●       Direct Method

●       Total Physical Response

●       Suggestopedia

●       Audio- Lingual Method

●       Oral- Situational Method

●       Task based language teaching

●       Content Based Instruction

●       Communicative Language Teaching

●       CLIL

●       Multiple intelligence

Unit-3
Teaching Hours:10
Skills for English teachers
 

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

 

●       LSRW skills

●       Vocabulary

●       Grammar

●       Classroom managementstrategies

●       Classroom instructional strategies

●       Peer collaboration

●       Critical thinking and problem solving skills

Unit-4
Teaching Hours:30
Practice Teaching
 

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

 

●       Designing a lesson plan

●       Designing language tasks

●       Self- Evaluation and Peer- Evaluation reports

●       Strategies for classroom management

●       Peer- teaching

Classroom based teaching 

Text Books And Reference Books:

Bailey, RichardW. 1991. ImagesofEnglish. ACulturalHistoryoftheLanguage.Cambridge. CUP.

 

Bayer,Jennifer.Languageandsocialidentity.In:MultilingualisminIndia.Clevedon: Multilingual Matters Ltd: 101-111. 1990.

 

Durairajan,G.(2015).AssessingLearners. APedagogicResource.India: Cambridge University Press.


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

 

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

 

Essential Reading / Recommended Reading

Richards,J.C.2001.CurriculumDevelopmentinLanguageTeaching.Cambridge:CUP

 

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

 

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

Evaluation Pattern

CIA1- 20marks- Awrittenassignment basedonUnits1and2. CIA 2 - 50 marks - Written test based on units 1, 2 and 3

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

 

ESE-100marks-aportfoliooftheirpractiseteaching 

MEL346 - GENDER STUDIES (2022 Batch)

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

Course Objectives/Course Description

 

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

 

Course Objectives



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

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

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

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

 

Course Outcome

CO1: Basic understanding of concepts, theories, movements and contexts of Gender Studies

CO2: Display a sensitivity towards experiential aspects and contemporary issues of gender in real life contexts through assignments and projects which address grassroot level gender issues

CO3: Ability to apply concepts and frameworks from gender studies to individual research papers/ projects in interdisciplinary fields with an intersectional understanding of gender concerns

Unit-1
Teaching Hours:10
Doing Gender
 

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

 

 Theoretical Framework:

·         Dani Cavallaro: “Why the Body?”

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

·         Michel Foucault: Excerpts from History of Sexuality

 

Literary Texts:

·         Excerpts from Vachanas of Devara Dasimmaiah and Akka Mahadevi

·         Kalki Subramaniam: “Phallus I Cut”

Unit-2
Teaching Hours:20
From Equity to Identity Politics: Feminist Trajectories, Women?s Writing and Contemporary Femininities
 

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

 

 Theoretical Framework: Introduction to major feminist movements, intersectionality and contemporary approaches to feminism

·         Introducing Feminism: A Graphic Guide

·         Simone de Beauvoir: Chapter 1, The Second Sex

·         Helene Cixous: “The Laugh of the Medusa”

·         Geetanjali Gangoli: Indian Feminisms: Law, Patriarchies and Feminisms in India

·         Bell hooks: Excerpts – Feminist Theory: From Margin to Centre

·         Vandana Shiva: Videos on Eco-feminism (Youtube) ( self reading/ viewing)

·         Donna Haraway: Excerpts from The Cyborg Manifesto

·         Kim Toffoletti: Cyborgs and Barbie Dolls: Feminism, Pop Culture and the Posthuman Body ( self reading)

 

 Literary Texts

·         Ismat Chugtai: “Lihaaf”

·         Imtiaz Dharker: Purdah 2



·         Olga Broumas: “Circe”, “Red Riding Hood”

·         Mahasweta Devi: “Breast-Giver”

·         Volga: Excerpts from The Liberation of Sita

             

Visual Texts

·         Persepolis: Marjorie Satrapi

 

 

Unit-3
Teaching Hours:10
Hegemonic & Subversive Masculinities
 

This unit will introduce students to the concept of Masculinities, theoretical frameworks for concerns of masculinities and the intersectional elements of race, class, caste and ethnicity in studies of masculinities

 

 

Theoretical Framework: Introduction to studies in Masculinities, Hegemonic and Subversive Masculinities, Alpha-male, Adonis Complex, Men and violence

·         Rahul Roy & Anupama Chatterjee: A Little Book on Men

·         Stephen M. Whitehead: “Materializing Male Bodies”

·         Peter F. Murphy: Feminism and Masculinities

·         Radhika Chopra: “Invisible Men: Masculinity, Sexuality and Male Domestic Labour”

 

Literary Texts

·         James Baldwin: Giovanni’s Room 

 

Visual Text

·         Barry Jenkins: Moonlight

 

Unit-4
Teaching Hours:20
Gender Performativity: Towards Multiple Ontologies of Gender
 

This unit will introduce students to queer theory and textualities across the gender spectrum 

 

 

Theoretical Framework 

·         Ruth Vanita & Saleem Kidwai: Excerpts from Same Sex Love in India

·         Judith Butler: Excerpts from Gender Trouble

·         Sara Ahmed: “Orientations: Towards a Queer Phenomenology”

·         Emi Koyama: The Trans-feminist Manifesto and Other Essays on Transfeminism

 

Literary Texts

·         Shyam Selvadurai: The Funny Boy

·         Laxmi Narayan Tripathi: Red Lipstick: The Men in my Life

 

Visual Texts

·         Santosh Sivan: Navarasa 

·         Tom Hooper: The Danish Girl 

Text Books And Reference Books:

·         Brinda Bose, “The Desiring Subject: Female Pleasures and Feminist Resistance in Deepa Mehta’s Fire.” in Indian Journal of gender studies (volume 7 Number 2 July – December 2000 Special Issue: Feminism and the Politics of Resistance) Ed. Rajeswari Sunder Rajan. Print.

·         Butler, Judith. Undoing Gender. New York: Routledge, 2004. Print.

·         Chandra Talpade Mohanty, “Cartographies of Struggle: Third World Women and The Politics of Feminism.” In Feminism Without Borders: Decolonizing Theory, Practicing Solidarity, Duke UP: 2004. Pp: 43-84. Print.

·         David; Kaplan, Cora. Genders. Glover, London, Routledge: 2000. Print

·         Eagleton, Mary (Ed). A Concise Companion to Feminist Theory, Oxford, Blackwell Publishing: 2003. Print.

·         Jain, Jasbir (ed). Women in Patriarchy, New Delhi, Rawat Publications: 2005. Print.

·         Kimmel, Michael, and Amy Aronson (eds). Men and Masculinities: A Social, Cultural, and Historical Encyclopedia. Santa Barbara, CA: ABC-Clio Press, 2003. Print.

·         Spivak, Gayatri Chakravorty. “Three Women’s Text and a Critique of Imperialism”, in Henry Louis Gates, Jr. Ed., “Race”, Writing and Difference Chicago: Chicago University Press: 1985. Print.

·         Whitehead, Stephen M., and Frank J. Barrett. (eds). The Masculinities Reader, Cambridge: Polity Press, 2001. Print.

Essential Reading / Recommended Reading

·         Cavallaro, Dani. The Body for Beginners. Orient Longman: 2001. Print.

·         Collins, Patricia Hill. Black Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment. Routledge: 2000. Print.

·         Featherstone M., Hepworth M., and Turner, B. (eds).The Body: Social Process and Cultural Theory. London, Sage: 1991. Print.

·         Illich, Ivan. Gender. New York: Pantheon Books: 1982. Print.

·         Kumar, Radha. The History of Doing: An Illustrated Account of Movements for Women’s Rights and Feminism in India, 1800-1990. New Delhi: Kali for Women: 1993. Print.

·         Moi, Toril. “‘I Am Not a Woman Writer’: About Women, Literature and Feminist Theory Today”, Feminist Theory 9.3 (December 2008), 259-71. Print.

·         Ratheesh Radhakrishnan: “PE Usha, Hegemonic Masculinities and the Public Domain in Kerala: On the Historical Legacies of the Contemporary”. Inter-Asia Cultural Studies, 6:2, 187-208, 2005. DOI: 10.1080/146493705000659

·         Showalter, Elaine. "Toward a Feminist Poetics," Women's Writing and Writing About Women. London: Croom Helm, 1979.

Evaluation Pattern

CIA I: Individual Presentations with written abstracts based on discourses of the body (20 Marks)

 

CIA II: Mid-semester Exam for 50 marks (10x5 =50 marks – Answer any 5 out of 8 questions)

CIA III:  Research Paper/ Presentation in Seminar or Workshop/ Content Creation for gender sensitization (20 Marks)

End-semester Examination: 20x5= 100 (Answer any 5 out of 8 questions).

MEL347 - DEVELOPING MEDIA SKILLS (2022 Batch)

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

Course Objectives/Course Description

 

The course hopes to enable the student with basic grounding in mass communication and media theory to build her media skill set and thereby gain a rounded media perspective. The student will be exposed to the technicalities of designing, photography and videography.

 

Course Objectives

 

 

•                     To build on the knowledge gained through the Mass Communication courses of the previous semesters

•                     To enable a basic understanding of audio-visual skills

•                     To ensure the creation of visual narratives

 

Course Outcome

CO1: After the completion of this course, the student will have a basic understanding of the camera, AV software, and editing to create a visual narrative.

Unit-1
Teaching Hours:15
Basics of media
 

Understanding Media. Types of media and their characteristics.Pre-production procedures - GeneratingIdea,Developingtheideausingmindmapping/moodboardconcept,Design


thinking, Importance of research, Screenwriting, preparing digital storyboard, Casting, budget.

Unit-2
Teaching Hours:15
Visual Media
 

Visual Grammar - Photography –Aesthetics – Sensing light and color – Color theory - Introduction to different types of camera, film and digital Formats, lenses, Different file formats, ISO, Aperture, Shutter, White balance, new trends in Photography. Storytelling through visuals.

 

Unit-3
Teaching Hours:15
Real-time project
 

Field-Reporting based on the assigned instructions

•                     Real-time field reporting by shooting video/taking pictures

•                     Conducting the on-camera interview (PTC)

•                     Composing interesting shots based on pre-defined objectives

•                     Creative storytelling through media

Unit-4
Teaching Hours:15
Basics of Editing
 

Editing in camera, types ofediting, Time code, finding the right cut, parallel narratives, long format and short format editing principles, elements of mixed media editing, Transitions- sound effects and visual effects

Text Books And Reference Books:

•                     Michael Rabiger, Directing the Documentary.


•                     Hugh W Badly, The techniques of documentary film production

•                     Joseph Marshelli, 5c’s of Cinematography

Essential Reading / Recommended Reading

•                     Michael Rabiger, Directing the Documentary.


•                     Hugh W Badly, The techniques of documentary film production

•                     Joseph Marshelli, 5c’s of Cinematography

Evaluation Pattern

CIAI(deptlevel)– Storyboarding

CIAII(dept level) –Submissionofa3 minutes’visualstory(Photoessay) CIA III (dept level) -PSA for 60 seconds

Endsemesterexam-Project-10minutes’documentaryfilm

 

MEL348 - DEVELOPING NARATIVES (2022 Batch)

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

Course Objectives/Course Description

 

Narratives have a significant influence on how we exist, perceive and analyse the world around us. By narratives we refer to the idea of how an event, object or concept is told to an audience. Historically, narratives have been studied with reference to the content, medium, manner leading towards an understanding of the implication of them. The paper does not restrict itself to an investigation of literary storytelling, rather, it encompasses a wider or diverse forms and modes cutting across disciplines. The course offers a detailed understanding of the history, theories and emerging concepts and methodologies and contributes to the need for having a structured engagement with contemporary studies within the larger scope of audio visual studies. 

Course Objectives

 The course is designed to 

  • Provide a historical orientation to narratives, their modes and forms, methods of analysis across time 

  • Introduce specific and relevant analytical frameworks for analysing transmedia narratives

  • Enable students to identify and apply theoretical frameworks for analysing select transmedia narratives 

Course Outcome

CO1: Critically read narratives of different forms and media using specific frameworks

CO2: Locate narratives in the historical and cultural context

CO3: Interpret and analyse the narratives of various modes and forms using select theoretical frameworks

Unit-1
Teaching Hours:10
Unit 1 Narratology ? The foundation
 

 

The module will provide the foundation for acquainting students with the history, basic concepts, forms and types of narratives and understanding its constituent elements, including, the aspects of the distinction between a story and plot, author and characterisation and conflict.

Unit-2
Teaching Hours:25
Unit 2: Visual narratives ? narrativizing visuals
 

This module has two components. One deals with the conceptual basis and theoretical foundations and the other focusses on hands-on-learning 

Unit-3
Teaching Hours:6
Unit 3: Narratives of theatre and drama - from script to stage/screen - visualising the narrative
 

This module has to be conducted with faculty from Theatre Studies. The mode of teaching will be open to the faculty in question. The students will be introduced to the idea of script, the performance of script, their adaptations, variations and the process of converting or translating the ideas included in a script into a performance.

          

Unit-4
Teaching Hours:6
Unit 4: Narrativising for Media
 

To be conducted in the mode: Workshop                   

 

This module has to be conducted with Media Studies. The students will explore diverse modes of storytelling and writing for the media. 

Unit-5
Teaching Hours:8
Unit 5: Conducting Visual Narrative research
 

The students will be introduced to the idea of visual/transmedia narrative approach to conduct research.

Text Books And Reference Books:
  1. Bal, M., & Van Boheemen, C. (2009). Narratology: Introduction to the theory of narrative. University of Toronto Press.
  2. Fludernik, M. (2009). An introduction to narratology. Routledge.
  3. Cohn, N. (Ed.). (2016). The visual narrative reader. Bloomsbury Publishing.
  4. Jewitt, C., & Leeuwen, T. V. (2000). The handbook of visual analysis. The Handbook of Visual Analysis, 1-224.
  5. Excerpts from Gerard Gennette’s Narrative Discourse. Genette, G. (1983). Narrative discourse: An essay in method (Vol. 3). Cornell University Press.
  6. Bach, Hedy. (2006). Composing a visual narrative enquiry. In D. J. Clandinin (Ed.), Handbook of narrative inquiry: Mapping a methodology. Sage Publications.
  7. Advertisements – Stern, B. B. (1991). Who talks advertising? Literary theory and narrative “point of view”. Journal of advertising, 20(3), 9-22.
  8. Introduction to graffiti, bumper stickers and digital arts- Duncan, A. K. (2016). From the street to the gallery: A critical analysis of the inseparable nature of graffiti and context. In Understanding Graffiti (pp. 129-137). Routledge.
  9. Khurana, S. (2017). ‘Art Participolis’: Neoliberal Governance and Urban Art Policy in Delhi. Subversions: A Journal of Emerging Research in Media and Cultural Studies, 5, 1-20.
  10. Rajan, B. (2021). Sari, femininity, and wall art: A semiotic study of guessWho’s street art in Bengaluru. Tripodos, (50), 111-130.
  11. Semiotics and structure of visual analysis: Cullum-Swan, B. E. T. S., & Manning, P. (1994). Narrative, content, and semiotic analysis. Handbook of qualitative research, 463-477.
  12. Evans, K. (1999). Visual Narratives in Indian Art: Scenes from the Mahābhārata on the Hoysala Temples. South Asian Studies, 15:1, 25-40.
  13. Manghani, S. (2016). ‘A people’s biennale’: a democracy of visual culture?. In India’s Biennale Effect (pp. 225-244). Routledge India.
  14. Foucault - Yar, M. (2003). Panoptic Power and the Pathologisation of Vision: Critical Reflections on the Foucauldian Thesis. Surveillance & Society, 1(3), 254-271.
  15. Goldfischer, E. (2018). “Peek-A-Boo, We See You Too”: Homelessness and visuality in New York City. Environment and Planning D: Society and Space, 36(5), 831-848.
  16. Jain, K. (2021). Gods in the Time of Democracy. Duke University Press.
  17. Banksy: Blanché, U. (2016). Banksy: Urban art in a material world. Tectum Wissenschaftsverlag.
  18. Mattick, P. (1998). The Andy Warhol of Philosophy and the Philosophy of Andy Warhol. Critical Inquiry, 24(4), 965-987.Clandinin, D., J. (2006). (Ed.), Handbook of narrative inquiry: Mapping a methodology. Sage Publications.
  19. Pauwels, L., & Mannay, D. (Eds.). (2019). The SAGE handbook of visual research methods. Sage.
  20. Cullum-Swan, B. E. T. S., & Manning, P. (1994). Narrative, content, and semiotic analysis. Handbook of qualitative research, 463-477.
Essential Reading / Recommended Reading

Johan Huizinga, “Nature and Significance of Play as a Cultural Phenomenon” Noah Wardrip-Fruin, Michael Mateas, Steven Dow, Serdar Sali, “Agency Reconsidered”

Jahn, Manfred. 2005. Narratology: A Guide to the Theory of Narrative. English Department, University of Cologne

Ownby, T. (2013). Critical visual methodology: Photographs and narrative text as a visual autoethnography. Online Journal of Communication and Media Technologies, 2, 1-24.

Somigli, L. (1998). The superhero with a thousand faces: Visual narratives on film and paper. Play It Again, Sam: Retakes on Remakes, 279-94.

Ellis, Elizabeth (2012). From Plot to Narrative: A Step-By-Step Process of Story Creation and Enhancement. Parkhurst Brothers, Inc.: Little Rock.

Charles Ramírez Berg, “A Taxonomy of Alternative Plots in Recent Films: Classifying the ‘Tarantino Effect’”

Bill Nichols, “How Can We Define Documentary Film?”

Patricia Aufderheide, Peter Jaszi, and Mridu Chandra, “Honest Truths: Documentary Filmmakers on Ethical Challenges in Their Work”  Jeremy Butler, “Narrative Structure: Television Stories” Bob Levy, “Format, Genre and Concept”

Henry Jenkins, “Transmedia Storytelling 101” Henry Jenkins, “Transmedia Storytelling 202” 

Evaluation Pattern

CIA I can be a submission in the form of an argumentative essay (they can take any film and trace the difference brought about by the shifting of the approach of film studies to film and film culture). 

CIA III presentation on essays which have implemented any of these concepts to analyze films

CIA II Mid semester will be a written exam for 50 marks

End-semester: Submission

Students can work with any visual narrative and analyze it with regard to the production aspect, as an audio-visual text through different lenses and the reception aesthetics. The compilation will have 5 parts. The first part will be on the production aspect, the next three through theories, concepts and the different ideologies and the last with reference to reception. The submission will be in the form of individual soft bound books on different films released during the semester when the course is offered. 

MEL349A - INTRODUCTION TO INDIAN PHILOSOPHY (2022 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:50
Credits:0

Course Objectives/Course Description

 

This paper attempts to study the uniquely dialogic and contemplative tradition of Indian Philosophy (Darsana), which in the words of poet-thinker Dilip Naik, is “rigorously rational without centralizing reason as sovereign or autonomous.” By so doing, we will be attempting to understand an ever-ever land from a time prehistoric.

 

Course Objectives:

 

[To introduce students to the Indic Traditions]

 

§  To introduce students to the art of thinking for themselves.

§  To enable students to study the how humans have reflected upon the riddles of human existence.

§  To encourage students to understand the course through some of the important philosophers, their thoughts, their times and climes.

§  To equip students with skills necessary for being a thinker in the field of philosophy.

§  To encourage students to become the citizens of the world by exposing them to ideas and events (literary and otherwise) that shape our world.

§  To develop the interest of the students in reading, appreciating and critiquing the philosophies and societies of the world with genuine empathy.

§  To develop their skills of thinking, reading, understanding and writing the Self and the world – logos redeemed by pathos.

+

Course Outcome

CO1: Students will be able to develop a better understanding of the Self and the world through an empathetic reading of philosophers, philosophies and contexts

CO2: Students will be able to understand Philosophy as a discipline better through an acute awareness of the various disciplinary currents and crosscurrents

CO3: Students will be able to think originally with an acute awareness of various schools of thought

CO4: Students will be able to demonstrate mature abilities of interpretation, discrimination and synthesis through the course of this course.

Unit-1
Teaching Hours:5
An Introduction to Philosophy
 

Key Questions and problems:

§  What is Darsana?

§  What is Philosophy?

§  Dharma and Religion

§  The Non-translatables

§  The notion of time in Indian Philosophy

Tentative Texts:

§  Excerpts from The Cultural Heritage of India

§  Excerpts from S. N. Dasgupta and Bimal Krishna Matilal’s works

§  Select chapters from Chandradhar Sharma’s A Critical Survey of Indian Philosophy

§  Select chapters from M. Hiriyanna’s Outlines of Indian Philosophy

§  Select chapters from M. Hiriyanna’s The Essentials of Indian Philosophy

 

Unit-2
Teaching Hours:15
The Astika Schools
 

§  Nyaya Darsana

§  Vaisesika Darsana

§  Sankhya Darsana

§  Yogadarsana

§  Mimamsa Darsana

§  Vedanta Darsana

Unit-3
Teaching Hours:15
The Nastika Schools
 

§  Jaina Darsana

§  Bauddha Darsana

§  Charvaka Darsana

§  Ajivika Darsana

Unit-4
Teaching Hours:10
Mystical Philosophy: An Introduction
 

§  Sudhir Kakar The Analyst and the Mystic: Psychoanalytic on Religion and Philosophy

§  Chapters from Sarvapalli Radhakrishnan’s Eastern Religions and Western Thought

§  Chapters from William James’ The Varieties of Religious Experience: A Study in Human Nature

Text Books And Reference Books:

·         The Cultural Heritage of India: Ramakrishna Mission Institute for Culture

·         A History of Indian Philosophy – S. N. Dasgupta

·         The Story of Philosophy – Will Durant

·         From Socrates to Sartre: The Philosophic Quest – T. Z. Lavine

·         A Critical Survey of Indian Philosophy – Chandradhar Sharma

·         Outlines of Indian Philosophy – M. Hiriyanna

Essential Reading / Recommended Reading

·         The Analyst and the Mystic: Psychoanalytic on Religion and Philosophy – Sudhir Kakar

·         Eastern Religions and Western Thought – Sarvapalli Radhakrishnan

·         The Varieties of Religious Experience: A Study in Human Nature – William James


·         Indian Philosophy – Sarvapalli Radhakrishnan

Evaluation Pattern

§  CIA I: (20 Marks)

Students may have to submit an analytic essay on any of the thinkers/philosophers, philosophical schools, ideas and contexts of their choice.

Parameters of Evaluation:

1.      Analytic and not Descriptive– 5 marks

2.      Comparative in nature – 5 marks

3.      Contemporary relevance – 5 marks

4.      Inventiveness in the use of language and grammatical correctness – 5 marks

 

 

§  CIA II (50 Marks)

Assignments .

 

 

 

§  CIA III (20 Marks)

Students have to make a presentation any of the thinkers/philosophers, philosophical schools, ideas and contexts of their choice.

1.      Analytic – 5 marks

2.      Comparative in nature – 5 marks

3.      Contemporary relevance – 5 marks

4.      Inventiveness in presenting and arguing philosophically – 5 marks

 

 

§  End-Semester Examination (50 Marks)

Department level cumulative marks will be submitted to the office at the end of the semester.

MEL349B - NET TRAINING (2022 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 Fellowshipin 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 theobserved generalpatternofthe 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 criticaltheories, culturalstudies and pedagogicalconcepts of English language.

Course Outcome

CO1: To have a comprehensive understanding of the literature and theories

CO2: To confidently attempt the NET during the course of their Masters degree

Unit-1
Teaching Hours:10
Unit 1
 

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:10
Unit 2
 

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:10
Unit 3
 

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.      ArundhatiRoy

5.      Sri Aurobindo

6.      Sarojini Naidu

7.      Swami Vivekanand

8.      Raja Rao

9.      Kamala Das

10.    Anita Desai

11.    Girish Karnad

12.    HarindranathChattopadhyaya

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.    VikramSeth

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.    KiranDesai

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.    PremaNandakumar

57.    Kamala Markandeya

58.    David Davidar

59.    Meena Alexander

Unit-4
Teaching Hours:10
Unit 4
 

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.    ArchetypalTheory

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:20
Unti 5
 

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.           RussianLiterature

vi.        French Literature Other Commonwealth Literature

i.                                                  Canadian Literature


ii.                                                    African and Caribbean Literature

iii.                                                     AustralianLiterature

iv.                                                   Sri Lankan Literature

1.      English in India: history, evolution and futures

2.      English Language Teaching

3.      Language: Basic Concepts, Theories and Pedagogy.

4.      Cultural Studies

5.      Research Methods and Materials in English

Text Books And Reference Books:

-

Essential Reading / Recommended Reading

-

Evaluation Pattern

Short test through the course

MEL381 - INTERNSHIP (2022 Batch)

Total Teaching Hours for Semester:240
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description

 

The course aims at introducing internships to the students. It helps them get practical experience in learning through the various kinds of jobs they select according to their interests and gain professional experience. This course also aims to aid students in choosing their careers according to their internship experiences.

Course Outcome

CO1: Experiential knowledge of workplace

Unit-1
Teaching Hours:240
Internship
 

MA English students have to undertake an internship of not less than 30 working days or 240 hours at any of the following: reputed research centers: recognized educational institutions; print, television, radio organizations; HR, PR firms; theatre groups/organizations; or any other approved by the Department.

 

 

 

The internship is to be undertaken during the second semester break. The internship is a mandatory requirement for the completion of the MA programme. However the Report and Viva will be conducted during Semester III and the marks will appear in the mark sheet of Semester III.

 

 

 

The students will have to give an internship proposal with the following details: organization where the student proposes to do the internship; reasons for the choice, nature of the internship, period of internship, relevant permission letters, if available, name of the mentor in the organization, email, telephone and mobile numbers of the person in the organization with whom CHRIST (Deemed to be University) could communicate matters related to internship. Typed proposals will have to be given at least a month before the end of the second semester.

 

 

 

The coordinator of the programme in consultation with the HOD will assign faculty members from the department as guides at least two weeks before the end of the second semester. The students will have to be in touch with the guides during the internship period either through person meetings, over the phone or through internet. At the place of internship the students are advised to be in constant touch with their mentors.

 

 

 

At the end of the required period of internship the candidates will submit a report in not less than 1500 words. The report should be submitted within first 10 days of reopening of the university for the III semester.

 

 

 

Apart from a photocopy of the letter from the organization stating the successful completion of internship, the report shall have the following parts.

 

o          Introduction to the place of internship

 

o          Reasons for the choice of the place and kind of internship

 

o          Nature of internship

 

o          Objectives of the internship

 

o          Tasks undertaken

 

o          Challenges Faced

 

o          Learning outcome

 

o          Suggestions, if any

 

o          Conclusion

 

 

 

A photocopy of the portfolio, if available may be given along with the report. However, the original output, if available should be presented during the internship report presentation.

 

 

 

Report Format

 

 

 

•         12 font size

 

•         Times New Roman font

 

•         One and half line spaced

 

•         Name, register no, and programme name, date of submission on the left-hand top corner of the page

 

•         Below that in the centre title of the report ‘Report of internship undertaken at ____ from ____ (date, month in words, year); no separate cover sheet to be attached.

 

 

 

Within 20 days from the day of re-opening, the department must hold a presentation by the students. Students should preferably be encouraged to make a PowerPoint presentation of their report. A minimum of 10 minutes should be given for each of the presenter. The maximum limit it left to the discretion of the evaluation committee. If the first year students are present they could also be made the audience.

Text Books And Reference Books:

Guidelines for internship: A manual for students, faculty and site supervisors. (2002). Peterborough, Ont.: Sir Sandford Fleming College.

•           Internship program: A vital working experience. (1974). Washington, D.C.: The Administration.

•           Clowes, K. (2015). Put college to work: How to use college to the fullest to discover your strengths and find a job you love before you graduate. Fresno, CA: Quill Driver Books.

•           Cooper, D. L. (2002). Learning through supervised practice in student affairs. New York: Brunner-Routledge.

•           Hall, B. L., Etmanski, C., & Dawson, T. (2014). Learning and teaching community-based research: Linking pedagogy to practice. Toronto: University of Toronto Press.

•           McDonald, B. A. (1983). VES 495 Teaching Internship. Student Manual. S.l.: Distributed by ERIC Clearinghouse.

•           McDonald, B. A. (1983). VES 496 Professional Internship. Student Manual. S.l.: Distributed by ERIC Clearinghouse.

 

•           Snowden, M. (1997). Internship program: Student reports. Lismore, N.S.W.: Southern Cross University.

Essential Reading / Recommended Reading

Guidelines for internship: A manual for students, faculty and site supervisors. (2002). Peterborough, Ont.: Sir Sandford Fleming College.

 

•           Internship program: A vital working experience. (1974). Washington, D.C.: The Administration.

 

•           Clowes, K. (2015). Put college to work: How to use college to the fullest to discover your strengths and find a job you love before you graduate. Fresno, CA: Quill Driver Books.

 

•           Cooper, D. L. (2002). Learning through supervised practice in student affairs. New York: Brunner-Routledge.

 

•           Hall, B. L., Etmanski, C., & Dawson, T. (2014). Learning and teaching community-based research: Linking pedagogy to practice. Toronto: University of Toronto Press.

 

•           McDonald, B. A. (1983). VES 495 Teaching Internship. Student Manual. S.l.: Distributed by ERIC Clearinghouse.

 

•           McDonald, B. A. (1983). VES 496 Professional Internship. Student Manual. S.l.: Distributed by ERIC Clearinghouse.

 

•           Snowden, M. (1997). Internship program: Student reports. Lismore, N.S.W.: Southern Cross University.

Evaluation Pattern

End Semester Examinations – 100 marks

o          PPT – 30 marks

o          Presentation- 40 marks,

 

o          Report Submission- 30 marks

MEL441 - WORLD LITERATURES (2022 Batch)

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

Course Objectives/Course Description

 

Literature as a repository of human experience walks hand-in-hand with time, which passes but doesn’t pass away. However, our understanding of literature, time and the world presupposes an attempt at asking some of the following fundamental questions: What is life? What is time? What is literature and what is its role in a world which is incredibly diverse – culturally, demographically, ethnically, geographically, linguistically, racially, religiously, socially and biologically? What is the role of literature in the context of other modes of thinking and expression? Can literature be universal? If so, then what could be the possible hallmarks of its universality? If the word “literature” is thought of as subsuming all the literatures of the world, then what is the need for having disciplines like “Comparative Literature” and “World Literature”? Is our world that unified that one can think of a common literature by the name “World Literature”? If so, then what is “World Literature”? Is it a discipline or a method of study; and how can it be theorized? Thus, this course will attempt at creating a dialogic space in the intersection of these questions, not for developing any kind of rigid definition or sets of definitions, but for a better understanding of the human race, its rises and falls through the undulating whisper of time.         

 

Course Objectives

·         To introduce students to the philosophy behind “World Literature”.

·         To enable students to study the elements of “World Literature” in a rapidly changing world.

·         To encourage students to understand the course through some of the important texts, contexts and periods of the world.

·         To equip students with skills necessary for being a scholar in the field of “World Literature”.

Course Outcome

CO1: Theorize ?World Literature? as a discipline through an acute awareness of the various disciplinary currents and crosscurrents.

CO2: Demonstrate the importance of translation (theory and practice) as an activity in the understanding of ?world Literature?.

CO3: Critically analyse the important texts and contexts of the world.

Unit-1
Teaching Hours:15
The Beginning: A Little Learning: Essays
 

This unit focuses on opening a window on the theoretical dimension of World Literature as a discipline.

·         David Damrosch: “Reading Across Time”, “Reading Across Cultures” and “Reading in Translation” (from How to Read World Literature?)

·         Abhai Maurya: “”Evolution of the Concept of World Literature” (from Confluence: Historico-Comparative and Other Literary Studies)

·         Vilashinin Coppan, "World Literature and Global Theory: Comparative Literature for the New Millennium" from World Literature: A Reader, Ed. Theo D'hean, Cesar Dominguez and Mads Rosendahl Thomsen, Routledge, 2013

·         Ipshita Chanda, "World Literature": A View from Outside the Window, Contextualising World Literature, Ed. Jean Bessiere, Gerald Gillespie, PIE Peter Lang, 2015

·         Martin Puchner, "Introduction: Earthrise Map and Timeline of the Written Word" from The Written World: How Literature Shapes History" Granta Publicaitons, 2017

Unit-2
Teaching Hours:15
Let?s Overhear: Poetry
 

The unit, through an eclectic representation, strives to find a direction toward human truth an understanding of human existence.

·         Arun Kolatkar (India: Asia): “Heart of Ruin”

·         Kofi Awoonor (Ghana: Africa): “This Earth, My Brother”

·         Sophia De Mello Breyner (Portugal: Europe): “I Feel the Dead”

·         Claribel Alegria (El Salvador: Latin America): “Documentary”

·         Maria Elena Cruz Varela (Cuba: The Caribbean): “Love Song for Difficult Times”

Unit-3
Teaching Hours:15
A Hyphenated World: Stories
 

It is difficult for human beings to merely live life without turning the events of life into stories. Through the included stories, this unit tries to understand the ruthless mixture of human motives.

·         Georgi Gulia (USSR): “The Old Man and the Spring”

·         Rabindranath Tagore (Asia): “The Hungry Stones”

·         Gloria Kembabazi Muhatane (Africa): “The Gem and Your Dreams”

·         Juan Carlos Onetti (Latin America): “Welcome, Bob”

·         Merle Collins (Caribbean): “The Walk”

Unit-4
Teaching Hours:15
The Hues of Life: Novel and Drama
 

Life is a kaleidoscope. This unit attempts to explore the uninterrupted drama of life through two of the potent mediums of human expression - Novel and Drama.

·         Gabriel Garcia Marquez: Love in the Time of Cholera

Or

·         Haruki Murakami: The Wind-Up Bird Chronicle

Or

·         Milan Kundera: The Unbearable Lightness of Being

Or

·         Sandor Marai: Embers

·         Aristophanes: The Frogs

Or

·         Sophocles: Oedipus Rex

Text Books And Reference Books:

 

·         Bassnett, Susan. Comparative Literature: A Critical Introduction. USA: Wiley- Blackwell, 1993

·         ---------------------. Translation Studies. UK: Routledge, 2003.

·         ---------------------. Translation and World Literature. UK: Routledge, 2018.

·         ---------------------. Translation. UK: Routledge, 2013.

·         ---------------------. Reflections on Translation. UK. Multilingual Matters, 2011.

·         ---------------------. Post-Colonial Translation: Theory and Practice. UK: Routledge,1998.

·         Damrosch, David – How To Read World Literature?

·         Grossman, Edith. Why Translation Matters. India: Orient Blackswan, 2011.

·         Hornstein, Lillian Herlands and Percy, G. D. The Reader’s Companion to World Literature. USA: Penguin, 2002.

·         N. Magill, Frank. Masterpieces of World Literature. USA: Collins Reference, 1991.

·         Puchner, Martin and Akbari, Suzanne. The Norton Anthology of World Literature. USA: W W Norton & Co Inc, 2018.

·         Totosy, Steven De Zepetnek and Mukherjee, Tutun. Companion to Comparative Literature, World Literatures and Comparative Cultural Studies. India: CUPIPL, 2012.

·         Walder, Dennis. Literature in the Modern World. UK: OUP, 2003.

·         Puchner, Martin. The Written World: How Literature Shaped History. UK: Granta Books, 2017.

Essential Reading / Recommended Reading

·         Bassnett, Susan. Comparative Literature: A Critical Introduction. USA: Wiley- Blackwell, 1993

·         ---------------------. Translation Studies. UK: Routledge, 2003.

·         ---------------------. Translation and World Literature. UK: Routledge, 2018.

·         ---------------------. Translation. UK: Routledge, 2013.

·         ---------------------. Reflections on Translation. UK. Multilingual Matters, 2011.

·         ---------------------. Post-Colonial Translation: Theory and Practice. UK: Routledge,1998.

·         Damrosch, David – How To Read World Literature?

·         Grossman, Edith. Why Translation Matters. India: Orient Blackswan, 2011.

·         Hornstein, Lillian Herlands and Percy, G. D. The Reader’s Companion to World Literature. USA: Penguin, 2002.

·         N. Magill, Frank. Masterpieces of World Literature. USA: Collins Reference, 1991.

·         Puchner, Martin and Akbari, Suzanne. The Norton Anthology of World Literature. USA: W W Norton & Co Inc, 2018.

·         Totosy, Steven De Zepetnek and Mukherjee, Tutun. Companion to Comparative Literature, World Literatures and Comparative Cultural Studies. India: CUPIPL, 2012.

·         Walder, Dennis. Literature in the Modern World. UK: OUP, 2003.

·         Puchner, Martin. The Written World: How Literature Shaped History. UK: Granta Books, 2017.

Evaluation Pattern

CIA I- Students have to submit an analytic essay on one of the texts/contexts/authors/movements of their choice. The assignment must adhere to the nuances of contemporary research.

CIA II (50 Marks) – A position paper on a text or group of texts based a theme.

CIA III (20 Marks) - Students have to prepare an anthology of “World Literature” with a proper introduction/ translate poems/stories/essays/excerpts/novella with a proper introduction.

End-Semester Examination- Submission (100 Marks)

MEL442 - CREATIVE WRITING (2022 Batch)

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

Course Objectives/Course Description

 

An introduction to the craft of creative writing, this paper offers an engagement with literary conventions as well as the writing techniques and tools essential to effective composition and editing.

Course Outcome

CO 1: To engage with writing as a verbal visual craft

CO 2 : To develop a visual verbal vocabulary

CO 3 : to locate writing in a regional context and situate it in a global discourse

Unit-1
Teaching Hours:45
Topics
 

1)Narrativising Time: calibrating time through alternate modes of expression.

Instructions: Write a paragraph that captures the passage of time. Do not use conventional markers and instruments that mark the passage of time like calendars, watches, clocks.

Tip: Observe objects and their relation with time. Describe the changes you notice.

2) Writing about Space:

Instructions: Using your bodily experience, in a few lines describe being caged, then describe being alone in a vast open desert like space. Avoid conventional words that describe space like measurements or volumes.

Tip: Observe and describe the effect spatiality has on you in terms of feelings and perceptions.

3) Ekphrasis: Describing a work of visual art:

Choose a famous work of art and narrativise it.

Tip: avoid historical, biographical or compositional facts. Study the work and imagine the moments or situations that preceded what is depicted.

4)Pecha Kucha (Sequencing):

Instructions: using 20 slides with a six second transition per slide, narrativise the story that will lead to the LAST slide being the painting chosen by you for the previous exercise.

Tip: keep slides minimal. Avoid heavy text or images. Use a visual colour palette and design mode that aligns, complements or contrasts with your last slide (the painting). Choose a font, background colour and images to suit your narrative tone. Be sensitive to cultural moorings and milieu.

5) Perspectives/ Point of View

Instructions: Choose a popular legend or fairy tale or nursery rhyme. Retell it from the point of view of a minor character or object. Example: retell Cinderella from the point of view of the slipper or the coach man.

Tip: the plot must remain the same but the perspective will define the tone and telling thereof.

 

6) Analogy

Instructions: Write a brief analogy: 2-5 lines only. You may use a metaphor, simile, conceit, anecdote etc.

Tip: Try to find culture specific and contextual examples. feel free to draw from your own cultural and linguistic experiences. Provide adequate translation and context. Write in English only.

 

7)Artistic Manifesto

Instructions: write a page describing your emerging idea of artistic writing from your experiences with the writing exercises you have hitherto done.

Tip:  You may feel the need to align your style and voice within a tradition. Describe and appraise that tradition and locate yourself within it.

 

8 a) Material Memory:

Instructions: Find any household artefact or family heirloom of emotional value and trace its significance within your family.

Tip: trace its ownership, try to find to the source, have a conversation with someone who has a story about it, happy or otherwise. Observe the artefact and the response it evokes in the narrator. Try to supplement your writing with a photo or illustration.

8 b) Cultural expression:

Instructions: In conversation with your family, identify a favourite proverb, insult, threat, joke that has been repeated over the years. What does it mean? What is its intention? How do some of its elements capture the sense of region and community. For example, the donkey is often vilified as a beast of stubbornness and stupidity in Tamil folklore. It is also an affectionate term of rebuke by elders and is inoffensive yet stinging. It is a character often central to proverb and folktale alike as well as good natured insults.

9) Ballad: Story poems with clear conventions

Instructions: write a ballad using the conventions discussed in class.

10) Haiku:

Instructions: Write a sequence of haiku reflecting a season.

Tip: The haiku must have a seasonal marker (kigo), cutting word (kiregi) and adhere to the conventions of Imagism, avoiding primary speech cohesion.

 

11) Proposal for ESE Portfolio:

Instruction: Defend your choice of form. Mention why you are choosing it and what literary significance it enjoys.

12) Review of Literature:

Instructions: Select upto 5 pieces of writing by well known authors who are renowned for their contribution to that form. Write a brief review of their work, its impact on your imagination and how you intend to align yourself in their tradition.

13) Final Submission

Instructions: Draft your Final Submission. Have a friend review it. Edit and experiment with presentation.

14) Conceptualise the design and layout of your final submission. Write a paragraph on your design concept. Even if you choose to submit an unadorned manuscript, validate this decision.

Text Books And Reference Books:

Amis, Kingsley, ed, The New Oxford Book of Light Verse , Oxford University Press,, London, 1978.

Bradley, Margaret. Ed, More Poetry Please! JM Dent & Sons,Great Britain,1988.

 

Fry, Stephen , The Ode less Travelled , Random House , UK

Lowenstein Tom, ed Classic Haiku: The Great Japanese Poetry from Basho, Buson, Issa, Shiki and their followers, Duncan Baird Publishers, London

 

Palgrave, Francis Turner Palgrave's Golden Treasury with Additional Poems, Oxford University Press, London, 1908

Reid, Ian, The Critical Idiom: The Short Story, Methuen& Co. London

 

Stepp, Carl Sessions. Writing as Craft and Magic, Oxford University Press, New York,2007

Thayil, Jeet, ed,60 Indian Poets, Penguin Random House , India ,2008

Essential Reading / Recommended Reading

Will be provided by the instructor

Evaluation Pattern

This course has 10 internal assignments which are graded continuously for 50 marks.

Students will be graded for compliance with assignment instructions.

The End Semester Assessment will be a portfolio submission (50 marks).

There is no CIA or Mid Semester examination.

MEL443 - LANGUAGE AND LITERATURE:TESTING AND ASSESSMENT (2022 Batch)

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

Course Objectives/Course Description

 

This course focuses on helping the learners understand the various approaches and methods used in assessment and evaluation. Learning will be provided hands-on training to use various strategies and use appropriate rubrics for assessment.

Course Objectives:

       To enable learners to be able to understand various testing tools for each of the skills and elements of language assessment

       To enable learners to be able to develop test items to assess different skills

 

 

Course Outcome

CO1: Talk and theorize what language testing and assessment is

CO2: Define standardized tests and assessments

CO3: Design different language tests

CO4: Develop a test project on any of the LSRW skills/ GV elements

Unit-1
Teaching Hours:14
Basic concepts of Language testing and assessment
 

What is a test?

Assessment and Teaching

Informal and Formal Assessments

Formative and Summative Assessments

Norm-referenced and Criterion referenced tests

A short reading of language testing: Historical background

Views on Intelligence in testing

Traditional and alternative assessment methods

 

Unit-2
Teaching Hours:10
Principles of Language Assessment
 

Practicality

Reliability

Validity

Authenticity

Washback

Applying principles of assessment to classroom tests

 

Unit-3
Teaching Hours:13
Designing classroom language tests
 

Test types

-Aptitude tests

-Proficiency tests

-Placement tests

-Diagnostic tests

-Achievement tests

Drawing test specifications

-Test types & test items

Scoring, Grading and giving Feedback

 

 

Unit-4
Teaching Hours:13
Understanding Standard Tests
 

What is standardization?

Developing a Standardized test

Standardized language proficiency testing

Developing rubrics for assessment

Unit-5
Teaching Hours:10
Developing a test (Students can choose any one option based on the skills/elements)
 

-Assessing listening

-Assessing speaking

-Assessing reading

-Assessing writing

-Assessing grammar

-Assessing vocabulary

 

Text Books And Reference Books:

Alderson, J. Charles. (2000). Language Testing and Assessment (Part 1) Language Teaching, 34

Brown, D. Brown. (2003). Language Assessment- Principles and Classroom Practice, Pearson ESL

 

Alderson, J.C., Clapham, C. & Wall, D. (1995). Language test construction and evaluation Cambridge: Cambridge University Press.

Alderson, C. (2006). Diagnosing foreign language proficiency : the interface between learning and assessment. London: Continuum.

Bachman, L. & Palmer, A. (2010) Language assessment in practice : developing language assessments and justifying their use in the real world. Oxford: Oxford University Press.

Bachman, L. F. & Dombach, B. (2017). Language assessment for classroom teachers. Oxford: Oxford University Press.

Bailey, K. (1998). Learning about language assessment : dilemmas, decisions, and directions. Boston, MA: Heinle & Heinle.

Brown, H. D. (2004). Language assessment : principles and classroom practicesNY: Longman

Carr, N. T. (2011). Designing and analyzing language tests. Oxford Oxford University Press.

Coombe, C, Davidson, P, O'Sullivan, B & Stoynoff, S (2012). Cambridge Guide to Second Language Assessment. Cambridge: CUP. CORE.

Davidson, F. & Lynch, T. (2002). Testcraft : a teacher's guide to writing and using language test specifications. New Haven: Yale University Press. (online)

 

Essential Reading / Recommended Reading

Alderson, J. Charles. (2000). Language Testing and Assessment (Part 1) Language Teaching, 34

Brown, D. Brown. (2003). Language Assessment- Principles and Classroom Practice, Pearson ESL

 

Alderson, J.C., Clapham, C. & Wall, D. (1995). Language test construction and evaluation Cambridge: Cambridge University Press.

Alderson, C. (2006). Diagnosing foreign language proficiency : the interface between learning and assessment. London: Continuum.

Bachman, L. & Palmer, A. (2010) Language assessment in practice : developing language assessments and justifying their use in the real world. Oxford: Oxford University Press.

Bachman, L. F. & Dombach, B. (2017). Language assessment for classroom teachers. Oxford: Oxford University Press.

Bailey, K. (1998). Learning about language assessment : dilemmas, decisions, and directions. Boston, MA: Heinle & Heinle.

Brown, H. D. (2004). Language assessment : principles and classroom practicesNY: Longman

Carr, N. T. (2011). Designing and analyzing language tests. Oxford Oxford University Press.

Coombe, C, Davidson, P, O'Sullivan, B & Stoynoff, S (2012). Cambridge Guide to Second Language Assessment. Cambridge: CUP. CORE.

Davidson, F. & Lynch, T. (2002). Testcraft : a teacher's guide to writing and using language test specifications. New Haven: Yale University Press. (online)

 

Evaluation Pattern

Evaluation: (can it be 60-40 spread)

CIA 1: 20 marks can be asked based on conceptual understanding from unit 1

CIA 2:  Questions can be asked based on conceptual understanding from unit 1,2, 3

CIA 3: Conceptual questions can be asked based on conceptual understanding of unit 4

End Sem Exam: Develop a test on any of the skills/elements, administer and assess them (submission based- 100 marks)

 

MEL444 - LANGUAGE,COGNITIVE ABILITIES AND DISORDERS (2022 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:50
Credits:4

Course Objectives/Course Description

 

This course explores the relationship between language and brain. It also discusses the foundational concepts in the study of language from the perspective of cognitive science. By addressing topics from aphasia and thought disorder due to focal brain damage to psychiatric thought disorder (delusions) and different types of language disorders, the course gives a comprehensive understanding of cognitive science.

 

Course Objectives

       To introduce the core concepts of Neurolinguistics

       To understand the anatomy of brain and language areas

       To assess the role of brain in language production and comprehension

       To explore how language is  represented and processed using brain imaging methods

       To demonstrate an understanding of Aphasia and language disorders

Course Outcome

CO1: Address the fundamental questions regarding human language

CO2: Evaluate the role of the brain in developing and employing language

CO3: Determine the relationship between language and thought

CO4: Demonstrate an understanding of Aphasia and language disorders

Unit-1
Teaching Hours:10
Introduction
 

       Behaviourism, Cognitivism

       Cognitive foundation of language

       Biological foundation of language

       Models and frameworks in neurolinguistics

Unit-2
Teaching Hours:20
Brain and Language
 

       Development of theories about brain and language

       Anatomy of Human Brain

       Language Faculty, Language Area in Brain

       Plasticity and Lateralization

       Localization

       Split Brain

       Critical Period Hypothesis

       Dissociation of Language and Cognition

       Development of Language in Species

       Language and ageing

       Language development in deaf children

 

Unit-3
Teaching Hours:5
Aphasia
 

       Aphasia as evidence of the brain’s representation of language

       Types and Causes of Aphasia

       Broca’s Aphasia, Agrammatism

       Wernicke’s Aphasia

Clinical research in neurolinguistics

Unit-4
Teaching Hours:15
Auditory, Speech, Writing and Reading Disorders
 

       Disorders: Types and Symptoms

       Receptive and Expressive disorder

       Normativist and Neutralist

       Cortical deafness, Auditory agnosia, pure word deafness

       Language Delay, Language Disorder, Language Impairment

       Specific Language Impairment

       Language Learning Disability

       Oral Written Language Impairment

Unit-5
Teaching Hours:5
Language and Psychosis
 

       Thought disordered speech

       Cognitive impairment and thought disordered speech

       Neurological model of thought disorder

Unit-6
Teaching Hours:5
Investigating Brain
 

       Methods of Past: Autopsy, Wada test, Cerebral Angiography

       Modern Methods of Neurolinguistic Research: CT, EEG, MEG, INtracranial EEG

MRI

       Dynamic recording: PET, rCBF, SPECT, fMRI

Text Books And Reference Books:

       Ahlsén, E. (2006). Introduction to neurolinguistics. John Benjamins Publishing.

       Bishop, D. V. M. (1987). The causes of specific developmental language disorder (“developmental dysphasia”). Journal of child psychology and psychiatry, 28(1), 1-8.

       Caplan, D. (1987). Neurolinguistics and linguistic aphasiology: An introduction. Cambridge University Press.

       David Kemmerer. Cognitive Neuroscience of Language. Psychology Press, 2015.

       Ellis, A. (1984). Reading, writing and dyslexia: A cognitive analysis. London: Lawrence Erlbaum Associates.

       Geschwind, N. (1972). Language and the brain. Scientific American, 226(4), 76-83.

       Goodglass, Harold. 1993. Understanding Aphasia. Academic Press.

       Lahey, Margaret; Bloom, Lois (1988). Language Disorders and Language Development. New York: Macmillan.

       Menn, Lise. 2011. Chapter 2, How Brains Work, and Chapter 6, Analyzing Aphasic Speech and Communication, in Psycholinguistics: Introduction and Applications. Plural Publishing.

Essential Reading / Recommended Reading

       Ahlsén, E. (2006). Introduction to neurolinguistics. John Benjamins Publishing.

       Bishop, D. V. M. (1987). The causes of specific developmental language disorder (“developmental dysphasia”). Journal of child psychology and psychiatry, 28(1), 1-8.

       Caplan, D. (1987). Neurolinguistics and linguistic aphasiology: An introduction. Cambridge University Press.

       David Kemmerer. Cognitive Neuroscience of Language. Psychology Press, 2015.

       Ellis, A. (1984). Reading, writing and dyslexia: A cognitive analysis. London: Lawrence Erlbaum Associates.

       Geschwind, N. (1972). Language and the brain. Scientific American, 226(4), 76-83.

       Goodglass, Harold. 1993. Understanding Aphasia. Academic Press.

       Lahey, Margaret; Bloom, Lois (1988). Language Disorders and Language Development. New York: Macmillan.

       Menn, Lise. 2011. Chapter 2, How Brains Work, and Chapter 6, Analyzing Aphasic Speech and Communication, in Psycholinguistics: Introduction and Applications. Plural Publishing.

Evaluation Pattern

CIA 1 - 20 marks - Assignment based on Units 1 and 2.

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

CIA 3- 20 marks- Group assignment based on units 3, 4 and 5

ESE - 50 marks- Written test based on all the units

MEL445 - THE CULTURAL AND THE URBAN:INTERFACES AND INTERSECTIONS (2022 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 is a field research-based course designed to provide a theoretical and empirical understanding of city as a cultural space and the ways in which this cultural space relates to other attributes of a city, namely, ecological, political, and socio-economic. The empirical investigation will be centered on Bengaluru. One of the objectives of the course is to encourage researched knowledge on Bengaluru. The course will provide the learners with a grounding on various schools of thoughts about the city and acquaint them with epistemological and methodological issues around Urban Studies.

 

Course Objectives

 

·       To provide learners with the theoretical grounding of studying and researching on cities within cultural and urban studies as an academic discipline.

·       To train learners in doing empirical research and analysis on various aspects of the cities. The course will introduce the students to both quantitative and qualitative methods for researching the urban space.

·       To enable learners to develop complex framework of research and analysis of urban, urbanization, and urbanism within the discipline of Cultural Studies.

Course Outcome

CO1: Define, describe, summarize, and interpret concepts and theories of city, urban, urbanization, and urbanism.

CO2: Contrast, connect, and correlate various concepts and theories of city, urban, urbanization, and urbanism empirical data collected from the field.

CO3: Reframe old concepts or create new concepts through research and analysis of empirical data collected from the field.

Unit-1
Teaching Hours:10
Defining City
 

This unit introduces the multiple conceptualizations of a city and the urban condition. Students will be given a background on urban planning, urban governance, and urban settlements, and other assemblages that constitute the urban at a global, national and local scales.

 

Georg Simmel- “The Metropolis and Mental Life”

Lewis Mumford- “The Culture of Cities.”

Saskia Sassen- “Locating cities on global circuits”

                        “The City: A Collective Good?”

Kevin Lynch-“ City Form”

Narendar Pani- “Imaginations of Bengaluru”

Unit-2
Teaching Hours:8
Urban Studies: Mapping the Field
 

This unit provides a critical evaluation of Urban Studies as a field and as an emerging discipline both globally as well as in India since its inception and continuing evolution. The unit will cover various disciplinary and interdisciplinary reflections, theorization, and practices as well as institutionalization of urban studies.

 

Sujata Patel- “Urban Studies: An Exploration in Theories and Practices.”

Ananya Roy- “The 21st century Metropolis: New Geographies of Theory.”

Gautam Bhan- “Notes on a Southern Urban Practice”

Michael Dear- “Los Angeles and the Chicago School: Invitation to a Debate”

Karen Coelho and Ashima Sood- “Urban studies in India across the millennial turn: Histories and futures.”

Unit-3
Teaching Hours:6
City and Economy
 

This unit dwells on the political economy of the city and covers multiple aspects of production, consumption, and distribution of commodities, services, and labour within the city space. The unit will trace the development of the political economy of the city historically and will discuss contemporary issues such as gig economy and precarity. The unit will also cover issues around migration.

 

Partha Mukhopadhyay, Marie-Hélène Zérah and Eric Denis- “Subaltern Urbanization: Indian Insights for Urban Theory.”

Ramon Ribera-Fumaz-“From Urban Political Economy to Cultural Political Economy.”

Leonard Nevarez –“Urban Political Economy”

Gautam Bhan-“From the basti to the ‘house’: Socio-spatial readings of housing policy in India”

Ravi Sundaram- “Media Urbanism.”

Jamie Peck and Adam Tickell- “Neoliberalizing Space”

 

Unit-4
Teaching Hours:6
Urban Political Ecology
 

This unit will be an introduction to thinking about the city at the interface of urban studies and political ecology. Issues of climate change and its impact on urban ecology will be the focus of this module. The unit will also focus on issues such as urban farming and ecological commons.

 

Diane Pataki- “Grand Challenges in Urban Ecology.”

Harini Nagendra- “Street Trees in Bangalore- Density, Diversity, Composition and Distribution.”

Michael Hebbert and Vladimir Jankovic- “Cities and Climate Change: The Precedents and Why They Matter”

Stephen Graham- “Life Support: The Political Ecology of Urban Air”

Unit-5
Teaching Hours:6
City, Rights, and Justice
 

This unit studies the city as a site for politics, socio-political mobilization, resistance and insurrectionary practices. The unit will focus on issues of class, caste, race, and gender along with studying movements around housing, municipal services, and grassroots democracy.

 

Readings:

 

Solomon Benjamin- “Governance, economic settings and poverty in Bangalore”                      

David Harvey- “The Right to the City.”

Naveen Bharathi, Deepak Malghan and Andaleeb Rahman- “Isolated by Caste: Neighbourhood-Scale Residential Segregation in Indian Metros”

Brenda Parker- “Material Matters: Gender and the City.”

Merlyna Lim- “Seeing Spatially: People, Networks and Movements in Digital and Urban Spaces.”

 

Unit-6
Teaching Hours:6
City and its Built Environment
 

This unit will look at the city through its infrastructure and logistical practices and other aspects of the built-environment. It will acquaint the students with concepts such as splintering urbanism, logistical city, and with the multi-scalar operation of built environments that govern the city.

 

Readings:

 

Marc Augé- “From Places to Non-Places.”

Colin McFarlane- Infrastructure, Interruption, and Inequality: Urban Life in the Global South.”
Brian Larkin- “The Politics and Poetics of Infrastructure.”

Sneha Annavarapu- “Risky Routes, Safe Suspicions: Gender, Class, and Cabs in Hyderabad, India.”

Rashmi Sadana- "Regarding Others: Metro Crowds, Metro Publics, Metro Mobs."

 

Unit-7
Teaching Hours:8
City, Public, and Public Culture
 

This unit will cover issues of representation of a city through various media and also artistic and cultural expressions using the medium of the city itself. The unit will specially focus on public art, composition of an urban cultural consumer, and also policy perspectives around management of urban culture.

 

Jane Rendell-“Public Art: Between Public and Private”

Robert George Harland-“Graphic Objects and their Contribution to the Image of the City”

Nilufer E. Bharucha-“Fictional and Cinematic Representations of the Journey of Bombay to Mumbai.”

Sarai Reader 2002: The Cities of Everyday Life (Excerpts to be selected in discussion with the students based on research interests)

Kevin Hetherington-“Rhythm and Noise: The City, Memory and the Archive.”

 

 

Unit-8
Teaching Hours:10
Fieldwork
 

This unit is a practical unit which will be spread across the first half of the semester where students will be taken into the field and given practical experience of doing fieldwork through various methods such as ethnography, survey, and audio-visual methods.

Text Books And Reference Books:

Pedagogical Note for Instructors:

 

The readings prescribed in the Units give the range of issues that each unit tackles. The instructor is at a liberty to choose (not less than 2 readings) from each unit depending on the thematic emphasis on urbanism the instructor may want to pursue during the semester. This is not applicable to Unit 1 where all readings should be completed.

 

 

 

 

 

Unit 1

                                                                                                                         10 hrs

Defining City

 

This unit introduces the multiple conceptualizations of a city and the urban condition. Students will be given a background on urban planning, urban governance, and urban settlements, and other assemblages that constitute the urban at a global, national and local scales.

 

Georg Simmel- “The Metropolis and Mental Life”

Lewis Mumford- “The Culture of Cities.”

Saskia Sassen- “Locating cities on global circuits”

                        “The City: A Collective Good?”

Kevin Lynch-“ City Form”

Narendar Pani- “Imaginations of Bengaluru”

 

 

Unit 2                                                                                                             8 hrs

Urban Studies: Mapping the Field

 

This unit provides a critical evaluation of Urban Studies as a field and as an emerging discipline both globally as well as in India since its inception and continuing evolution. The unit will cover various disciplinary and interdisciplinary reflections, theorization, and practices as well as institutionalization of urban studies.

 

Sujata Patel- “Urban Studies: An Exploration in Theories and Practices.”

Ananya Roy- “The 21st century Metropolis: New Geographies of Theory.”

Gautam Bhan- “Notes on a Southern Urban Practice”

Michael Dear- “Los Angeles and the Chicago School: Invitation to a Debate”

Karen Coelho and Ashima Sood- “Urban studies in India across the millennial turn: Histories and futures.”

 

 

Unit 3                                                                                                             6 hrs

City and Economy

 

This unit dwells on the political economy of the city and covers multiple aspects of production, consumption, and distribution of commodities, services, and labour within the city space. The unit will trace the development of the political economy of the city historically and will discuss contemporary issues such as gig economy and precarity. The unit will also cover issues around migration.

 

Partha Mukhopadhyay, Marie-Hélène Zérah and Eric Denis- “Subaltern Urbanization: Indian Insights for Urban Theory.”

Ramon Ribera-Fumaz-“From Urban Political Economy to Cultural Political Economy.”

Gautam Bhan-“From the basti to the ‘house’: Socio-spatial readings of housing policy in India”

Ravi Sundaram- “Media Urbanism.”

 

 

Unit 4                                                                                                             6 hrs

Urban Political Ecology

 

This unit will be an introduction to thinking about the city at the interface of urban studies and political ecology. Issues of climate change and its impact on urban ecology will be the focus of this module. The unit will also focus on issues such as urban farming and ecological commons.

 

Diane Pataki- “Grand Challenges in Urban Ecology.”

Harini Nagendra- “Street Trees in Bangalore- Density, Diversity, Composition and Distribution.”

Michael Hebbert and Vladimir Jankovic- “Cities and Climate Change: The Precedents and Why They Matter”

Stephen Graham- “Life Support: The Political Ecology of Urban Air”

 

 

Unit 5                                                                                                             6 hrs

City, Rights, and Justice

 

This unit studies the city as a site for politics, socio-political mobilization, resistance and insurrectionary practices. The unit will focus on issues of class, caste, race, and gender along with studying movements around housing, municipal services, and grassroots democracy.

 

Readings:

 

Solomon Benjamin- “Governance, economic settings and poverty in Bangalore”         

David Harvey- “The Right to the City.”

Naveen Bharathi, Deepak Malghan and Andaleeb Rahman- “Isolated by Caste: Neighbourhood-Scale Residential Segregation in Indian Metros”

Brenda Parker- “Material Matters: Gender and the City.”

Merlyna Lim- “Seeing Spatially: People, Networks and Movements in Digital and Urban Spaces.”

 

 

Unit 6                                                                                                             6 hrs

City and its Built Environment

 

This unit will look at the city through its infrastructure and logistical practices and other aspects of the built-environment. It will acquaint the students with concepts such as splintering urbanism, logistical city, and with the multi-scalar operation of built environments that govern the city.

 

Readings:

 

Marc Augé- “From Places to Non-Places.”

Colin McFarlane- Infrastructure, Interruption, and Inequality: Urban Life in the Global South.”
Brian Larkin- “The Politics and Poetics of Infrastructure.”

Sneha Annavarapu- “Risky Routes, Safe Suspicions: Gender, Class, and Cabs in Hyderabad, India.”

Rashmi Sadana- "Regarding Others: Metro Crowds, Metro Publics, Metro Mobs."

 

Unit 7                                                                                                             8 hrs

City, Public, and Public Culture

 

This unit will cover issues of representation of a city through various media and also artistic and cultural expressions using the medium of the city itself. The unit will specially focus on public art, composition of an urban cultural consumer, and also policy perspectives around management of urban culture.

 

Jane Rendell-“Public Art: Between Public and Private”

Robert George Harland-“Graphic Objects and their Contribution to the Image of the City”

Nilufer E. Bharucha-“Fictional and Cinematic Representations of the Journey of Bombay to Mumbai.”

Sarai Reader 2002: The Cities of Everyday Life (Excerpts to be selected in discussion with the students based on research interests)

Kevin Hetherington-“Rhythm and Noise: The City, Memory and the Archive.”

 

 

 

 

 

 

 

 

Unit 8                                                                                                             10 hrs

Fieldwork

 

This unit is a practical unit which will be spread across the first half of the semester where students will be taken into the field and given practical experience of doing fieldwork through various methods such as ethnography, survey, and audio-visual methods.

 

 

Essential Reading / Recommended Reading

Note Pedagogical Instructions

Evaluation Pattern

Evaluation Pattern

 

Students are required to submit a research paper based on fieldwork on any properly defined urban aspect of Bengaluru. They will be free to choose specific methods such as ethnography, interview, grounded theory etc. Methodologies can be qualitative, quantitative or mixed. Students are free to develop a creative project (documentary, podcast, short feature films or other creative object. In these cases, the project has to accompany an exegesis about the project and how it furthers the understanding of city spaces. Theywill have to use a style manual (Chicgo, APA or MLA in consultation with the instructor) inwhich they should submit the report. Plagiarism will not be tolerated.It’sanindividualsubmission. CIA I and CIA III are designed as stages in the completion of the research papers which will have to be submitted for the End Semester Examination.

 

CIA I: For CIA 1, the student will be asked to submit the proposal for the research paper. The student should have completed a pilot study of the chosen field. It will be evaluated on the selection of theme, rationale of the study, theoretical and methodological framework, (20 marks).

 

CIA II - Mid Semester Examination:  (10X5=50 marks) – Centralised. These will be written examination to test conceptual understanding of the units.

 

CIA III: The student is required to submit a draft which will include literature review, completely worked out methodological section, preliminary data analysis and findings. (20 marks)

 

End Semester Examination: Submission of a project for 50 marks + 50 Marks (Viva-Voce)- Total- 100 Marks

MEL446 - CULTURES OF THE EVERYDAY:CONFLICTS,NEGOTIATIONS,AND POWER IN MANAGING (2022 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 introduces the students to the complexities of everyday life as conceptualized within the broader discipline of Cultural Studies and allied fields. The course provides a wide range of topics in order to understand the multiple manifestations of what is understood as everyday life at the global, national, and local level. This course combines rigorous theoretical framework to analyze everyday life with the requirements of empirical research work. Fieldwork is an integral component of the course.

 

Course Objectives

 

·       To introduce learners to the theorizations of everyday life in various aspects of socio-cultural practices.

·       To acquaint learners to the diverse areas in which theories and methods of everyday life can be analytically applied.

·       To enable learners to develop complex framework of analysis of everyday practices within the discipline of Cultural Studies.

Course Outcome

CO1: Define, describe, summarize, and interpret concepts and theories of the everyday.

CO2: Contrast, connect, and correlate various concepts and theories of everyday with textual, audio-visual, and empirical data.

CO3: Reframe the concepts through analytically criticizing textual, audio-visual, and empirical data on the basis of readings prescribed in the syllabus.

Unit-1
Teaching Hours:8
Conceptualizing Everyday Life
 

This unit introduces the background, thinkers and main debates around everyday life.

 

Michel de Certeau- General Introduction to The Practice of Everyday Life.

Henri Lefebvre- “Work and Leisure in Everyday Life.”

Raymond Williams- “Culture is Ordinary.”