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1 Semester - 2021 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
AEN121 | ADDITIONAL ENGLISH | Ability Enhancement Compulsory Course | 3 | 3 | 100 |
CNM111 | CRITICAL THINKING | Skill Enhancement Course | 4 | 4 | 100 |
CNM131 | MASS COMMUNICATION | Core Courses | 4 | 4 | 100 |
ENG122 | DEVELOPING ACADEMIC SKILLS - I | Ability Enhancement Compulsory Course | 3 | 2 | 50 |
EST131 | BRITISH LITERATURE: ANGLO SAXON TO EARLY VICTORIAN | Core Courses | 5 | 4 | 100 |
FRN121 | FRENCH | Ability Enhancement Compulsory Course | 3 | 3 | 100 |
HIN121 | HINDI | Ability Enhancement Compulsory Course | 3 | 3 | 100 |
KAN121 | KANNADA | Ability Enhancement Compulsory Course | 3 | 03 | 100 |
PSY131 | BASIC PSYCHOLOGICAL PROCESSES - I | Core Courses | 5 | 5 | 100 |
SAN121 | SANSKRIT | Ability Enhancement Compulsory Course | 3 | 3 | 100 |
TAM121 | TAMIL | Ability Enhancement Compulsory Course | 3 | 3 | 100 |
2 Semester - 2021 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
AEN221 | ADDITIONAL ENGLISH | Ability Enhancement Compulsory Course | 3 | 3 | 100 |
CNM211 | STRATEGIC STORYTELLING | Skill Enhancement Course | 3 | 3 | 50 |
CNM251 | SOFTWARE FOR MEDIA | Skill Enhancement Course | 4 | 4 | 100 |
ENG222 | DEVELOPING ACADEMIC SKILLS - II | Ability Enhancement Compulsory Course | 3 | 3 | 100 |
EST231 | BRITISH LITERATURE: LATE VICTORIAN TO THE PRESENT | Core Courses | 5 | 4 | 100 |
FRN221 | FRENCH | Ability Enhancement Compulsory Course | 3 | 3 | 100 |
HIN221 | HINDI | Ability Enhancement Compulsory Course | 3 | 3 | 100 |
KAN221 | KANNADA | Ability Enhancement Compulsory Course | 3 | 03 | 100 |
PSY231 | BASIC PSYCHOLOGICAL PROCESSES - II | Core Courses | 5 | 5 | 100 |
SAN221 | SANSKRIT | Ability Enhancement Compulsory Course | 3 | 3 | 100 |
TAM221 | TAMIL | Ability Enhancement Compulsory Course | 3 | 3 | 100 |
3 Semester - 2020 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
AEN321 | ADDITIONAL ENGLISH | Ability Enhancement Compulsory Course | 3 | 3 | 100 |
CNM051 | SERVICE LEARNING | Skill Enhancement Course | 2 | 2 | 50 |
CNM311 | SOFTWARE FOR MEDIA | Skill Enhancement Course | 2 | 2 | 100 |
CNM351 | PHOTOGRAPHY | Core Courses | 4 | 4 | 100 |
ENG322 | PROFESSIONAL COMMUNICATION - I | Ability Enhancement Compulsory Course | 3 | 2 | 100 |
EST331 | AMERICAN LITERATURES | Core Courses | 5 | 4 | 100 |
FRN321 | FRENCH | Ability Enhancement Compulsory Course | 3 | 3 | 100 |
HIN321 | HINDI | Ability Enhancement Compulsory Course | 3 | 3 | 100 |
KAN321 | KANNADA | Ability Enhancement Compulsory Course | 3 | 03 | 100 |
PSY331 | LIFE SPAN DEVELOPMENT | Core Courses | 5 | 5 | 100 |
PSY351 | PSYCHOLOGICAL STATISTICS AND EXPERIMENTS - I | Ability Enhancement Compulsory Course | 2 | 2 | 50 |
SAN321 | SANSKRIT | Ability Enhancement Compulsory Course | 3 | 3 | 100 |
TAM321 | TAMIL | Ability Enhancement Compulsory Course | 3 | 3 | 100 |
4 Semester - 2020 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
AEN421 | ADDITIONAL ENGLISH | Ability Enhancement Compulsory Course | 3 | 3 | 100 |
CNM051 | SERVICE LEARNING | Ability Enhancement Compulsory Course | 2 | 2 | 50 |
CNM452 | BROADCAST MEDIA | Core Courses | 4 | 4 | 100 |
CNM471 | SOCIAL MEDIA | Core Courses | 4 | 4 | 100 |
ENG422 | PROFESSIONAL COMMUNICATION - II | Ability Enhancement Compulsory Course | 3 | 2 | 100 |
EST431 | INTRODUCTION TO LITERARY THEORY | Core Courses | 5 | 4 | 100 |
FRN421 | FRENCH | Ability Enhancement Compulsory Course | 3 | 3 | 100 |
HIN421 | HINDI | Ability Enhancement Compulsory Course | 3 | 3 | 100 |
KAN421 | KANNADA | Ability Enhancement Compulsory Course | 3 | 03 | 100 |
PSY431 | BASIC SOCIAL PSYCHOLOGY | Core Courses | 5 | 5 | 100 |
PSY451 | PSYCHOLOGICAL STATISTICS AND EXPERIMENTS - II | Ability Enhancement Compulsory Course | 2 | 2 | 50 |
SAN421 | SANSKRIT | Ability Enhancement Compulsory Course | 3 | 3 | 100 |
TAM421 | TAMIL | Ability Enhancement Compulsory Course | 3 | 3 | 100 |
5 Semester - 2019 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
CNM531 | READING FILMS | Core Courses | 4 | 4 | 100 |
CNM541A | ADVERTISING | Discipline Specific Elective | 4 | 4 | 50 |
CNM541B | PUBLIC RELATIONS AND CORPORATE COMMUNICATIONS | Discipline Specific Elective | 4 | 4 | 100 |
CNM581 | MEDIA INTERNSHIP | Core Courses | 0 | 2 | 50 |
EST531 | POSTCOLONIAL LITERATURES | Core Courses | 4 | 04 | 100 |
EST532 | INDIAN LITERATURES: THEMES AND CONCERNS | Core Courses | 5 | 4 | 100 |
PSY531 | ABNORMAL PSYCHOLOGY | Core Courses | 4 | 4 | 100 |
PSY541A | INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY | Discipline Specific Elective | 4 | 4 | 100 |
PSY541B | SCHOOL AND EDUCATIONAL PSYCHOLOGY | Discipline Specific Elective | 4 | 4 | 100 |
PSY541C | SPORTS PSYCHOLOGY | Discipline Specific Elective | 4 | 4 | 100 |
PSY541D | CULTURAL PSYCHOLOGY | Discipline Specific Elective | 4 | 4 | 100 |
PSY541E | INTRODUCTION OF NEUROPSYCHOLOGY | Discipline Specific Elective | 4 | 4 | 100 |
PSY551 | PSYCHOLOGICAL RESEARCH METHODS AND ASSESSMENT-I | Ability Enhancement Compulsory Course | 2 | 2 | 50 |
6 Semester - 2019 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
CNM631 | MEDIA RESEARCH | Core Courses | 4 | 4 | 100 |
CNM641A | MASS COMMUNICATION, CULTURE AND ETHICS | Discipline Specific Elective | 4 | 4 | 100 |
CNM641B | MASS COMMUNICATION AND RIGHTS | Discipline Specific Elective | 4 | 4 | 100 |
EST631 | INTRODUCTION TO WORLD LITERATURES | Core Courses | 5 | 4 | 100 |
EST641A | CULTURAL STUDIES | Discipline Specific Elective | 4 | 04 | 100 |
EST641B | INTRODUCTION TO ENGLISH LANGUAGE TEACHING | Discipline Specific Elective | 4 | 04 | 100 |
EST641C | INTRODUCTION TO SHORT STORY | Discipline Specific Elective | 4 | 04 | 100 |
EST641D | INTRODUCTION TO FILM STUDIES | Discipline Specific Elective | 4 | 04 | 100 |
EST641E | ECOLOGICAL DISCOURSES AND PRACTICES | Discipline Specific Elective | 4 | 4 | 100 |
EST641F | REVISITING INDIAN EPICS | Discipline Specific Elective | 4 | 4 | 100 |
PSY632 | HEALTH AND WELLBEING | Core Courses | 4 | 4 | 100 |
PSY641A | POSITIVE PSYCHOLOGY | Discipline Specific Elective | 4 | 4 | 100 |
PSY641B | MEDIA PSYCHOLOGY | Discipline Specific Elective | 4 | 4 | 100 |
PSY641C | ARTIFICIAL INTELLIGENCE AND HUMAN-MACHINE INTERFACE | Discipline Specific Elective | 4 | 4 | 100 |
PSY641D | CONSUMER BEHAVIOUR | Discipline Specific Elective | 4 | 4 | 100 |
PSY641E | INTRODUCTION TO FORENSIC PSYCHOLOGY | Discipline Specific Elective | 4 | 4 | 100 |
PSY651 | PSYCHOLOGICAL RESEARCH METHODS AND ASSESSMENT-II | Ability Enhancement Compulsory Course | 2 | 2 | 50 |
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Introduction to Program: | |
The Communication and Media programme is a three-year rigorous orientation aimed at equipping students with skills, knowledge, and attitude that enable them to aspire for leadership roles in the domain of media and communication. In the first semester, ?Introduction to Mass Communication? has been designed to help students understand the varied conceptions, practices, problems and possibilities of mass communication. ?Critical Thinking? is aimed at introducing the students to different aspects of critical thinking, its methods and processes and go on to provide a platform for practice. In the second semester, the core course on ?Print Media Production? will introduce students to the basic computer skills needed for page layout, graphic design and web design. The other key aim is to enable the student to pick up effective reporting, interviewing and editing skills meant for the print media. The skill enhancement course for the second semester - Strategic Storytelling - hopes to enable the students to move beyond automated execution of media roles and responsibilities and creatively make an effective difference. Broadcast Media is a core course in the third semester, which will provide students with hands-on training in producing and editing broadcast programmes. The skill enhancement course for the semester Software for Media - will teach them the varied audio, video software and production techniques. ?Social Media? will introduce the students to the fast-emerging domain and equip them to understand the medium, its dynamics and produce media content for varied audience groups. Understanding Films is a course where the domain of cinema as an important media of communication would be analysed. At the end of the second year, students will be required to do an internship in either print/radio/television/cinema/ social media and provide a detailed report. In the fifth semester, students would be doing an elective course either on ?Advertising? or Public Relations. In the sixth semester, Media Research is introduced as a core course. For the discipline specific-electives, this semester offers Mass Communication, Culture and Ethics as one choice and Mass Communication and Rights as the other choice. The electives are aimed at strengthening the theoretical base of the students in the domain of media and communication. | |
Programme Outcome/Programme Learning Goals/Programme Learning Outcome: PO1: Demonstrate foundational knowledge in the domains of print media, visual media, digital media and advertising and public relationsPO2: Apply different media and communication skills like reporting, editing, designing, producing multimedia content that are informed by critical thinking and storytelling approaches PO3: Practice media with a social outlook that is driven by the ethical, legal, professional and cultural sensibilities of the time and spaces we inherit PO4: Apply basic theoretical and research-driven approaches in the domains of Media and Communication, English Literature and Psychology PO5: Utilize the acquired knowledge and skills from the domains of Media and Communication, English Literature and Psychology to pursue higher education PO6: Demonstrate a coherent understanding and comprehensive knowledge of the fundamental process underlying human behavior in the multidisciplinary learning context PO7: Demonstrate scientific inquiry and sensitivity to diversity while applying psychological concepts to everyday life and real-world situations PO8: Use the knowledge of psychology to enhance self-awareness, well-being, interpersonal relationships, career-decision making, and social responsibility in personal and professional domains PO9: Demonstrate an understanding of literatures in English and translation and appreciate the role that historical context plays in the creation and interpretation of literary works PO10: Apply critical and theoretical approaches to the reading and analysis of literary and cultural texts in multiple genres PO11: Develop critical thinking and imagination through fiction and nonfiction and to familiarize students with cultural diversity PO12: Analyze the role that intersections among race, gender, class, sexuality, and/or national or global history play in literary studies PO13: Design, conduct and communicate basic psychological research following fundamental methods and ethical standards | |
Assesment Pattern | |
Most of the assessments are formative, building on the learning contexts enabled by the curriculum. Feedback is ensured in most of the contexts. Assessment models are chosen to assess and ensure the learning outcomes. | |
Examination And Assesments | |
Continuous assessments would be carried out for all courses. Considering the learning requirements of the students, a variety of evaluation practices will be put to use. Assessments like regular written exams, viva voce, online submissions, demonstration-based assessments, etc. would be used. |
AEN121 - ADDITIONAL ENGLISH (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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The Additional English course is offered as a second language course and seeks to introduce the students to the nuances of English literature in its varied forms and genres. The students who choose Additional English are generally proficient in the English language. Hence, instead of focusing on introducing them to language, challenging texts in terms of ideas, form, and technique are chosen. Additional English as a course is designed for students in place of a regional language. Non-Resident Indians (NRIs), foreign nationals and students who have not taken Hindi, Kannada, Tamil or French at the Plus 2 or Class XII levels are eligible to choose Additional English. The course is taught for students from different streams, namely, BA, BSc, BCom, and BBA in the first year and for BA, BSc and BCom (Regular) in the second year. The first year syllabus is an attempt by the Department of English, Christ University to recognize and bring together the polyphonic Indian and Indian sub-continental voices in English in English translation for the Additional English students of the first year. This effort aims to familiarize the students with regional literatures in translation, Indian Writing in English (IWE) and literatures from Pakistan, Nepal and Srilanka, thereby, enabling the students to learn more about Indian culture and ethos through writings from different regions of the country. We have tried to represent in some way or the other the corners of India and the Indian sub-continent in this microcosmic world of short stories, poems and essays
There is a prescribed text bookfor the first year students, compiled by the Department of English, Christ University and intended for private circulation. The first semester has a variety of writing from India, Pakistan and Nepal. The various essays, short stories and poems deal with various socio-economic, cultural and political issues that are relevant to modern day India and the Indian sub-continent and will enable students to comprehend issues of identity-politics, caste, religion, class, and gender. All of the selections either in the manner of their writing, the themes they deal with or the ideologies that govern them are contemporary in relevance and sensibility, whether written by contemporary writers or earlier writers. An important addition to this syllabus is the preponderance of North-Eastern writing which was hitherto not well represented. Excerpts from interviews, autobiographical writings, sports and city narratives are added to this section to introduce students to the varied genres of literature. The objectives of this course are to expose students to the rich literary and cultural diversity of Indian literatures to sensitise students on the social, political, historical and cultural ethos that has shaped the nation- INDIA to enable to grasp and appreciate the variety and abundance of Indian writing, of which this compilation is just a passing glance to learn and appreciate India through association of ideas in the texts and the external contexts (BhashaUtsav will be an intrinsic help in this endeavour)
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Course Outcome |
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CO1 CO 2: Understand the cultural, social, religious and ethnic diversities of India they will be able to be analytical and critical of the pluralistic society they live in through the activities and assignments conducted be aware of the dynamics of gender, identity, communalism and politics of this vast nation through its literature. |
Unit-1 |
Teaching Hours:10 |
Poetry
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1. Keki N Daruwala “Migrations”
2. Kamala Das “Forest Fire”
3. Agha Shahid Ali “Snow on the Desert”
4. Eunice D Souza “Marriages are Made” | |
Unit-2 |
Teaching Hours:15 |
Short Stories
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1. Rabindranath Tagore “Babus of Nayanjore”
2. Ruskin Bond “He said it with Arsenic”
3. Bhisham Sahni “The Boss Came to Dinner”
4. N. Kunjamohan Singh “The Taste of Hilsa”
5. Mohan Thakuri “Post Script” | |
Unit-3 |
Teaching Hours:20 |
Essays
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1. Mahatma Gandhi “What is True Civilization?” (Excerpts from Hind Swaraj)
2. Ela Bhatt “Organising for Change”
3. Sitakant Mahapatra “Beyond the Ego: New Values for a Global Neighborhood
4. B R Ambedkar “Waiting for A Visa”
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Text Books And Reference Books: Contemporary knowledge of the soci-political situation in the sub-continent The text book copy "Reading Diversity" | |
Essential Reading / Recommended Reading On-line resources to appreciate the text through the Comprehension Questions | |
Evaluation Pattern CIA 1: Classroom assignment for 20 marks keeping in mind the objectives and learning outcomes of the course. CIA 2: Mid-semester written exam for 50 marks CIA 3: Collage, tableaus, skits, talk shows, documentaries, Quizzes or any proactive creative assignments that might help students engage with India as a cultural space. This is to be done keeping in mind the objectives and learning outcomes of the course. Question Paper Pattern Mid Semester Exam: 2 hrs Section A: 4x5= 20 Section B: 2x15=30 Total 50
End Semester Exam: 2 hrs Section A: 4 x 5 = 20 Section B: 2 x 15= 30 Total 50 | |
CNM111 - CRITICAL THINKING (2021 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Critical Thinking is one of the key competencies required in media practice. It is a call for a reflection on thinking about one’s own ways of thinking and rationally works upon it. The first two units concentrate on the ‘how to think’ aspects. The third unit gives a historic context to some of the contemporary Indian socio-political issues. The IV unit invites students to ethically and rationally employ critical thinking skills on given topics. The learning acquired through this course could be transformed to multifarious contexts. Course Objectives: To train students to ● reason well, improve analytical abilities and make logical decisions ● build their arguments based on a premise ● take a logical stand on contemporary issues, belief systems and ethical positioning
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Course Outcome |
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CO1: By the end of the course the learner will be able to demonstrate knowledge of the structures, techniques, and types of critical thinking.
CO2: By the end of the course the learner will be able to employ skills of Comprehension, Analysis, Logic and Argumentation CO3: By the end of the course the learner will be able to dismantle and assemble the structure of an argument CO4: By the end of the course the learner will be able to analyze the ethical, logical, factual and ideological underpinnings of an argument CO5: By the end of the course the learner will be able to present ethically and critically-informed arguments |
Unit-1 |
Teaching Hours:5 |
Introduction
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Unit-2 |
Teaching Hours:15 |
Critical Thinking - Methods and Processes
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Unit-3 |
Teaching Hours:20 |
The Idea of India (Introductory lectures)
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Unit-4 |
Teaching Hours:20 |
Classroom Practice - Debate
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Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern Assessment Outline:Guidelines for academic progression (Promotion criteria): The students will be promoted to the second year if they exhibit logic, application of critical thinking methods, clarity, coherence and conviction in arguments, subject depth, and supply of evidence, awareness and response to counter-arguments. | |
CNM131 - MASS COMMUNICATION (2021 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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This course introduces the students to the definition, elements, processes, theories and functions of communication. The objective is to initiate a basic understanding of the communication process. At the end of the course, the student should be: |
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Course Outcome |
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CO1: Relate to the meaning, need and process of communication through definitions, concepts, terms imbibed in class
CO2: Demonstrate an understanding of the various models and theories of communication and mass communication.
CO3: Apply communication theories to real life situations.
CO4: Analyse the influence of communication and mass communication on society. |
Unit-1 |
Teaching Hours:10 |
Introduction to Communication
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Meaning and Importance. Definitions, Concept and Elements of communication process. | |
Unit-2 |
Teaching Hours:10 |
Communication Process
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Levels of communication - Intrapersonal, interpersonal, group, mass media communication. | |
Unit-3 |
Teaching Hours:15 |
Brief introduction to Communication Theories
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Powerful effects Theory-Magic Bullet Theory, Two-step flow- opinion leaders, Limited | |
Unit-4 |
Teaching Hours:15 |
Functions of Communication
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Surveillance Function, Correlation Function, Entertainment Function, Cultural Transmission, | |
Unit-5 |
Teaching Hours:10 |
Mass Communcation
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Nature and process of mass communication, media of mass communication, characteristics | |
Text Books And Reference Books: Keval J Kumar: Introduction to Mass communication. | |
Essential Reading / Recommended Reading Bitner, R. (1989). Mass Communication: An Introduction. New Jersey: Prentice Hall. | |
Evaluation Pattern CIA I - Written Assignment/Objective Test CIA III - Group Presentation Mid semester Exam- Written exam End Semester Exam- Assessment to be done at the Department Level. The final exam will be a project submission where students can apply the theories they learn as part of the course.
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ENG122 - DEVELOPING ACADEMIC SKILLS - I (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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Academic Skills are a blend of theoretical ability to recognize the nuances of language aspects and hands-on training to exercise the acquired knowledge in reasoning, reading and writing. Academic Skills focus on developing research skills through careful reading and critical writing that are considered foundational and crucial in textual scholarship and knowledge production. The participants of this course will determine their areas of interest in conceptualizing their seminal work and constructing a reasoned argument. This course prompts the participants to take their learning-receptive skills and productive skills in a purpose-driven and practice-oriented mode on a contextual basis. The course deals with receptive skills (reading) and productive skills (writing). In fact listening and speaking skills are not directly involved but act as a higher cognitive process. This course facilitates the participants with varied practices, tasks, exemplars, sample papers to practice with context-driven reading material. It runs for one full academic year with specific learning outcomes which are two-fold – conceptual grasp and textual application. The whole course and its structure involve Bloom’s taxonomy of knowledge, comprehension, application, analysis, evaluation and synthesis. Objectives To enable the learner • acquire higher order receptive and productive skills • develop reading skills at the higher education level • be aware of functional grammar to improve research writing skills • grasp and apply the mechanics in academic writing skills • use study skills for research-based knowledge dissemination (writing a paper or presentation)
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Course Outcome |
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CO1: Awareness of different approaches to knowledge, critical and creative bent of mind that leads to content-based investigation. CO2: Working knowledge of different purposes of writing, especially persuasive (argumentative), analytical, and informative writings paving the way for research-based reading and writing. CO3: Application of functional grammar and mechanics that enhance conceptual clarity, communicative style and style of writing CO4: Hands on experience in research culture which is discipline specific in nature CO5: Experiential learning through participatory learning and service learning CO6: Awareness of problem-based learning and need-based learning
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Unit-1 |
Teaching Hours:6 |
Basic skills
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To enable learners to fine tune their expressions through better choice of words and sentence structures with clarity of idea. • Expanding vocabulary, spelling nuances, refreshing grammar, avoiding common errors and pitfalls, learning sentence structures, and use of punctuation (mechanics). • Use of dictionary • Use of Word document tools • Use of Library resources • Concept mapping- mind mapping
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Unit-2 |
Teaching Hours:6 |
Reading skills
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To enable students to develop appropriate reading comprehension skills through nuanced understanding of reading techniques. • Previewing • Reading for Main Ideas • Using Contexts for Vocabulary • Skimming/Scanning for Details • Making Inferences • Restating • Phrasing
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Unit-3 |
Teaching Hours:6 |
Study Skills
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To enable students to use basic study skills to organize knowledge received and to streamline their ideas into appropriate academic discourse.
• Understanding the text • Critical thinking • Mnemonics o Introduction to the need for mnemonics? o Memory organisation through pegging practices o Word, acronym, models, note cards, images, etc
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Unit-4 |
Teaching Hours:10 |
Language skills
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to enable students to understand and appreciate different kinds of literature and express their understanding in the form of short paragraphs or essays • Language focus • Literary appreciation- language devices-literary devices • Grammar-university grammar (functional grammar) • Sentence structure • Vocabulary • Use of Formal and informal language
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Unit-5 |
Teaching Hours:6 |
Listening Skills
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To enable students to listen to lectures and take notes and organize these to discuss or write about concepts or show application of knowledge • Listening Skills • Concept Building • Approaches to LS • Features of LS • Function • Importance of LS at university level education • Practical sessions
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Unit-6 |
Teaching Hours:7 |
Critical Reading
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To enable students to develop the art of critical reading through close reading formulas
• Pre-reading • Annotating • Outlining • Summarizing • Finding oppositions • Inventoring • Identifying thesis and related arguments
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Unit-7 |
Teaching Hours:4 |
portfolio organisation
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Set of hours for application Exemplars (Self Study Learning, Portfolio Building, teaching on Formative and Summative assessment mode, Problem Based Learning modules and project Submission) | |
Text Books And Reference Books:
1. Langan, J. (1995). English Skills With Reading (3rd Ed.). McGraw Hill. New York. 2. Osmond, A. (2013). Academic Writing and Grammar for Students. Sage. Los Angeles. 3. Robitaille, J. and Connelly, R. (2002). Writer’s Resource: From Paragraph to Essay. Thomson Heinle. Australia. Please note that the teacher in charge will also be bringing in authentic material to the class apart from the books mentioned in the reference.
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Essential Reading / Recommended Reading Please note that the teacher in charge will also be bringing in authentic material to the class apart from the books mentioned in the reference. (through google classroom)
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Evaluation Pattern
CIA (weightage) = 50 marks
ESE (weight) = 50 marks
CIA I – 20 MARKS- Tasks done in the portfolio based on Unit I CIA II- 50 Marks- Tasks done in the portfolio based on Unit I and II CIA III- 20 Marks- Tasks done in the portfolio based on Unit III Internal Assessment Breakup: CIA I -10 Marks CIA II- 25 Marks CIA III- 10 Marks Attendance- 5 Marks End Sem- 50 Marks Portfolio Submission
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EST131 - BRITISH LITERATURE: ANGLO SAXON TO EARLY VICTORIAN (2021 Batch) | |
Total Teaching Hours for Semester:75 |
No of Lecture Hours/Week:5 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description: This course will serve as an introductory course for British Literature. The course will locate the texts in their respective socio-political and historical contexts. The selection aims to introduce different genres of British literature.
Course Objectives
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Course Outcome |
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CO1: Awareness of the production, dissemination and reception of literary material in England across different eras and the contemporary debates and trends they stimulate and cognizance of classical forms, genres and styles of literature |
Unit-1 |
Teaching Hours:5 |
The Anglo-Saxon Period and The Medieval Period
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Emergence of English language, History of England from 42 BC to Norman Conquest- salient features Impact of Norman rule on English social structure, English language in the medieval period,mystery, morality plays and miracle plays, feudalism | |
Unit-2 |
Teaching Hours:20 |
The Renaissance Period and after
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Protestantism, Bible translation, religious literature, humanism, English Renaissance, Baroque and Rococo Styles | |
Unit-3 |
Teaching Hours:25 |
Reformation, Restoration and after
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Metaphysical Poetry, Epic conventions, Mock epic, Puritanism, Restoration, Rise of the novel, the English novel in the eighteenth century, Gunpowder plot, Oliver Cromwell,
Dissolving the parliament, Periodical essays, empiricism, Influence of French culture through restoration, the enlightenment | |
Unit-4 |
Teaching Hours:25 |
Romantic and early Victorian Age
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Romanticism, notion of literary creation and poets, closet drama, the French Revolution, Victorian morality, industrial revolution, utilitarianism, rise of nation-states, impact of colonialism on England, emergence of universal education in England | |
Text Books And Reference Books: Chaucer: The Prioress from Prologue to The Canterbury Tales William Shakespeare: Sonnet 116 ‘O that this too solid flesh would melt” Soliloquy by Hamlet in Hamlet Act 1 Scene 2 ‘To Be or Not To Be’ Soliloquy by Hamlet in Hamlet Act 3 Scene 1
Francis Bacon: “Of Truth” John Donne: “Canonization”
John Milton: Excerpt from Satan’s speech in Book 1, Paradise Lost John Dryden: First three stanzas of “Mac Flecknoe” Alexander Pope: Belinda’s Boudoir from The Rape of the Lock Addison and Steele: “Character of Will Wimble” Oliver Goldsmith: “Beau Tibbs”
Oliver Goldsmith: She Stoops to Conquer / Christopher Marlowe: Dr. Faustus William Wordsworth: “Lines Written in Early Spring” S.T. Coleridge: “Christabel” Shelley: “Ode to the Westwind” Keats: “La Belle Dame Sans Merci” Charles Lamb: “Dream Children” Mary Shelley: Frankenstein | |
Essential Reading / Recommended Reading Abrams, M.H. A Glossary of Literary Terms. 8th Ed. New York: Wardworth, 2005. Print. Ferguson, Margaret, Mary Jo Salter and Jon Stallworthy. Eds. The Norton Anthology of Poetry. 4th Ed. New York: WW Norton, 1996. Print Gordden, Malcom, and Michael Lapidge. The Cambridge Companion to Old English Literature. Rpt Cambridge: CUP, 2006. Print. Gupta, Ambika Sen. Selected College Poems. Rpt. Hyderabad: Orient Longman, 1999. Herman, Daniel. The Cambridge Companion to Narrative. Cambridge: CUP, 2007. Print. John, Eileen, and Dominic McIver Lopes. Philosophy of Literature: Contemporary and Classic Readings. Oxford: Blackwell, 2004. Print Maxwell, Richard, and Katie Trumpener. The Cambridge Companion to Fiction in the Romantic Period. Cambridge: CUP, 2008. Print Sampson, George.The Concise Cambridge History of English Literature, 3rd Ed. Cambridge: CUP, 2005. Print Ramarao, Vimala. Ed.Explorations. Vol I. Bangalore: Prasaranga, Bangalore University, 2004. Print
Shingle, Michael. Daniel Defoe Robinson Crusoe. New York: WW Norton, 1994. Print | |
Evaluation Pattern CIA I
CIA III will be a moddle test on the Novel
These are suggested examples of CIAs. However, during the course of teaching, there could be other suggestions, and CIAs could be slightly modified based on class dynamics and calibre of students.
Selected Texts chosen to be taught may be revised / used as extended reading which may be tested in CIA 1, 2 or 3. Example : only 1 soliloquy may be taught.
Mid Semester Examination CIA II: 2 Hours
Section A: Short Notes – 5x3 marks= 15 (5 questions out of 7) Section B: Essay Questions – 2x10 marks = 20 (2 questions out of 3) Section C: Long Essay Questions – 1x15 marks = 15 (1 question out of 2)
Total: 50 Marks
End Semester Examination: 3 Hours
Section A: Short Notes – 10x3 marks = 30 (10 questions out of 12) Section B: Essay Questions – 4x10 marks = 40 (4 questions out of 6) Section C: Long Essay Questions – 2x15 marks = 30 (2 questions out of 4)
Total: 100 Marks | |
FRN121 - FRENCH (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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French as a second language in the UG program. The method Génération A1 consists of a student's book and an activity book, both included in the digital manual. It consists of 6 units preceded by an initial section of 'Welcome'. The structure of each unit marks a real learning journey.
Course Objectives · To develop linguistic competencies and sharpen oral and written communicative skills · To familiarize learners to certain aspects of francophone civilization. · To enable learners to engage in simple everyday situations |
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Course Outcome |
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CO 1: To familiarize students with communicative French CO 2: To equip students with proper comprehensive skill of listening and writing CO 3: To make students read, write, speak and listen to French lessons CO 4: To make students speak and read French texts CO 5: To enable students to learn French words. |
Unit-1 |
Teaching Hours:10 |
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I discover
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Lexicon – Countries and nationalities, domestic animals, days of the week Grammar -Subject pronouns, verbs ‘to be’ and ‘to have’, definite and indefinite articles Speech acts – Greeting, asking how one is
Lesson 2: Hello, my name is Agnes. Lexicon – Months of the year, numbers 0-69, the family Grammar – Formation of the feminine / plural, possessive adjectives Speech acts -Introducing oneself and others, asking and saying dates
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Unit-2 |
Teaching Hours:5 |
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Les fables de la Fontaine
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La cigale et la fourmis (The grasshopper and the ant) | ||||||||||||||||||||||
Unit-3 |
Teaching Hours:10 |
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Culture: Physical and Political France
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Unit-4 |
Teaching Hours:5 |
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Les fables de la Fontaine
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Le renard et le corbeau (The fox and the crow) | ||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
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Video Workshop: How cute he is!
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Unit-6 |
Teaching Hours:5 |
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Visual text
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A French movie | ||||||||||||||||||||||
Text Books And Reference Books: 1. Cocton, Marie-Noelle. Génération A1. Paris : Didier, 2016 2. De Lafontaine, Jean. Les Fables de la Fontaine. Paris, 1668 | ||||||||||||||||||||||
Essential Reading / Recommended Reading French websites like Bonjour de France, Fluent U French, Learn French Lab, Point du FLE etc | ||||||||||||||||||||||
Evaluation Pattern
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HIN121 - HINDI (2021 Batch) | ||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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Course Description The detailed text book “Samakaleen Hindi Kavitha” edited by Dr.N Mohanan is an anthology of contemporary Hindi Poems written by representative poets of Hindi Literature. From the medieval poetry ' Kabir Ke Dohe and Sur ke pad 'is also included. The poets reflect on the social, cultural and political issues which are prevalent in our society since the medieval period. Hindusthani sangeeth-parampara eva kalakar is one of the module. Since translation is a significant area in language and literature, emphasis is being given on it in the syllabus.Bharath ki pramukh sanskruthik kalayein Yakshagana,Kathakali,Ram Leela,Krishna Leela etc. included in the syllabus to enrich cultural values among students. Course Objectves: Students will be exposed to read, analyse and appreciate poems by learning poetry. Through translation, students will be able to develop translation skills while translating from other language articles. Students will be able to analyses critically the different cultural art forms by learning about the Famous cultural art forms of India. |
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Course Outcome |
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CO1 : Improve the analytical skills through critical analysis of the poems. CO2: Analyze the different aspects of Hindustani musical traditions and musicians. CO3: Improve the basic research skills while doing the research based CIAs. CO4: Enhance the bilingual translation skills. |
Unit-1 |
Teaching Hours:15 |
Samakaleen Hindi Kavitha (Collection of contemporary Hindi Poems),Kabir Ke Dohe and Sur Ke Pad.
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’ Samakaleen Hindi Kavitha (Collection ofcontemporary Poems) Edited By: Mahendra Kulashreshta Rajpal and Son’s, New Delhi
Level of knowledge: Analytical
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Unit-2 |
Teaching Hours:10 |
Translation-Theory and Practice
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Translation-Practice English to Hindi and vice- versa. | |
Unit-3 |
Teaching Hours:10 |
Bharath ki pramukh sanskruthic kalayen-
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Ramleela,Krishnaleela,Yakshagaana,kathakali. | |
Unit-4 |
Teaching Hours:10 |
Hindusthani Sangeeth-parampara evam pramukh kalakar
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Utbhav,Vikas aur paramparaein Pramukh Sangeethkar-1.Bhimsen Joshi 2.Gulam Ali 3.Pandit Ravishankar 4. Bismillah Khan. | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
1. A Hand Book of Translation Studies By: Das Bijay Kumar. 2. Saral Subodh Hindi Vyakaran, By: Motilal Chaturvedi. Vinod pustak mandir, Agra-2 3. Anuvad Evam Sanchar – Dr Pooranchand Tantan, Rajpal and Son’s, Kashmiri 4. Anuvad Vignan By: Bholanath Tiwar 5. Anuvad Kala By: N.E Vishwanath Iyer.
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Evaluation Pattern CIA-1(Digital learning-Editing of Hindi article in Hindi Wikipedia )-20 marks CIA-2(Mid semester examination)-50 marks CIA-3(Digital learning-article creation in Hindi Wikipedia)-20 marks End sem examination-50 marks | |
KAN121 - KANNADA (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:03 |
Course Objectives/Course Description |
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Selections from Old Kannada, Medieval Kannada and Modern Kannada Literature are introduced for I Semester BA/ BSc. courses in the syllabus. This will enrich the students' Language and Communication skills, and also their critical and analytical skills. This will help them to enhance their social sensitivity. The rhythm of poetry helps the students to acquire natural speech rhythm. |
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Course Outcome |
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CO 1: understand different genres of Kannada Literature CO2: expose students to significant developments in poetry CO3: develop the art of constructing stories CO4 : communicate in Kannada orally & in writing CO5 : summarize the events of a story in a concise manner |
Unit-1 |
Teaching Hours:15 |
Old , Medieval and Modern Kannada Literature
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1. Raghavanka- Harishchandra Kavya. Selected chapter( Purada Punyam Purusha Roopinde Pooguthide) 2. Vachanas- Devara Dasimayya, Basavanna, Akkamahadevi, Aydakki Lakkamma, Gajesha Masanaiah. Keerthanegalu: Purandaradasa, Kanakadasa 3. Modern Kannada poetry: Mumbai Jataka- Dr. G.S. Shivarudrappa, Kari Heggadeya Magalu- B.M.Sri | |
Unit-2 |
Teaching Hours:10 |
Prose- Selected Short Stories
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1. Dheera Kumara- A Folk tale 2. Mandannana Marriage- (An episode in Novel Karvalo) K. P. Poornachandra Tejaswi 3. Gili Kathe-(Translation) - Ravindranath Tagore | |
Unit-3 |
Teaching Hours:10 |
Kannada Grammar
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1. Differences in Prounounciation ( L-l) (A-H) 2. Change of meanings 3. Translation: English to Kannada
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Unit-4 |
Teaching Hours:10 |
Folk Art forms of Karnataka
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1.Folk Art forms of Karnataka 1. Dollu Kunitha 2.Pooja Kunitha 3.Goravara Kunita 4. Patada Kunitha | |
Text Books And Reference Books: 1. Adipurana- Pampa (Selected Episode) 2. Yashodhara Charite- Janna (Selected Episode) 3. Harishchandra Kavya- Raghavanka (Selected Episode) 4. Shree Sahitya- B M Shreekantaiah 5. Janapada Kathegalu- Jee sham paramashivaiah | |
Essential Reading / Recommended Reading 1. Pampa Ondu Adhyayana- G S Shivarudrappa 2. Vachana Chandrike- L Basavaraju 3. Purandara Sahitya Darshana- S K Ramachandra Rao 4. Kanakadasa- Basrur Subba Rao 5. Samagra Kannada Sahitya Charithre- Ed. G.S Shivarudrappa
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Evaluation Pattern CIA-1 Written Assignments- 20 Marks CIA-2 Mid Semsester Examination- 50 Marks CIA-3 Translation Assignment- English to Kannada -20 Marks Attendance -05 Marks End Semester Examination- 50 Marks | |
PSY131 - BASIC PSYCHOLOGICAL PROCESSES - I (2021 Batch) | |
Total Teaching Hours for Semester:75 |
No of Lecture Hours/Week:5 |
Max Marks:100 |
Credits:5 |
Course Objectives/Course Description |
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This course is an introduction to the study of basic psychological processes offered to the first-semester undergraduate students of psychology. It is an introductory paper that gives an understanding of the field of psychology, scope, and multiple perspectives and disciplines that provide a holistic picture of human behaviour. Students will learn the key concepts, classic examples, and modern and practical applications of fundamental psychological theories, methods, and tools. Emphasis is on the basic psychological processes of personality, learning, consciousness, motivation and emotion. This course allows them to learn the basics and demonstrate the skills that a student needs to move on to the more specific and in-depth psychology courses that follow. This course will help the learner to learn about
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Course Outcome |
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CO1: Explain psychological concepts, including fundamental concepts, principles, theoretical perspectives, overarching themes, and arguments from across a range of psychology content domains like learning, personality, motivation, emotion, and consciousness to various situations and contexts. CO2: Critically evaluate the different schools of thought in psychology. CO3: Define the basic biological process that influence behavior. CO4: Analyze methods of scientific inquiry, evidence-based thinking, and critical thinking skills to psychological phenomena and examples of psychological science. CO5: Write assignments and make presentations demonstrating basic knowledge of APA (American Psychological Association) style. |
Unit-1 |
Teaching Hours:15 |
History and Schools of Thought
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In this unit, we will examine the history of Western psychological theorizing from its beginnings in ancient Greece, through to the schools and perspectives of psychology including Structuralism, Functionalism, Psychodynamic, Biological, Behavioristic, Gestalt, Cognitive, Cross-cultural, Humanistic and Evolutionary. The aim is both to build a familiarity with psychology’s intellectual origins and to foster an awareness of its many false steps, dead-ends, and alternative pathways to gain a better appreciation of the social, cultural, and, above all, psychological influences on the theorizing of psychologists. Students will be able to define psychology and understand what psychologists do and identify the major fields of study and theoretical perspectives within psychology and know their similarities and differences. In the end, students will be ale to gain a better appreciation of why contemporary psychology takes the shape it does, describe the evolution of psychology and the major pioneers in the field, identify the various approaches, fields, and subfields of psychology along with their major concepts and important figures and describe the value of psychology and possible careers paths for those who study psychology | |
Unit-2 |
Teaching Hours:15 |
Biological basis of behaviour
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Explain the biological perspective of psychology as it applies to the role of the nervous system and endocrine system in regard to behaviour and mental processes. Identify and describe the important structures of these systems. It is an introductory survey of the relationship between human behaviour and brain function. Discuss the interaction between biological factors and experience, methods and issues related to biological advances, develop an understanding of the influence of behaviour, cognition, and the environment on the bodily systems, and develop an appreciation of the neurobiological basis of psychological function and dysfunction. Laboratory Demonstration: Biofeedback/ EEG/ Eye-tracking | |
Unit-3 |
Teaching Hours:15 |
Learning
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This unit introduces students to the principles of learning and how those principles can be used to modify human behaviour. Explain the behavioural perspective of psychology and relate classical and operant conditioning concepts to student-generated scenarios. The course emphasizes the application of learning theories and principles. Topics include reinforcement, extinction, punishment, schedules of reinforcement, stimulus discrimination, prompting and fading, stimulus-response chaining, generalization, modelling, rule-governed behaviour, problem-solving, latent learning, observational learning, insight learning, concept learning, general case instruction, and stimulus equivalence.
Laboratory Demonstration: Trial and Error learning, Habit Interference, Maze Learning | |
Unit-4 |
Teaching Hours:15 |
Personality
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This unit is an introduction to the psychological study of human personality, broadly speaking and more specifically in terms of how we may understand individual differences in personality and the personalities of individual persons. Personality psychologists use empirical methods of behavioural and clinical science to understand people in biological, social, and cultural contexts. Students will learn the strengths and weaknesses of the major personality theories, as well as how to assess, research and apply these theories. As much as possible, application to real-life situations will be discussed. Students would be able to identify the various perspectives that are common in the area of personality psychology and critically evaluate each in terms of its explanatory and predictive power, discuss theories and perspectives of personality development: psychoanalytic, humanistic, trait, and social-cognitive, understand classic and current empirical measurement tools and approaches to investigation for personality assessment in psychological and clinical science and develop an understanding of the concept of individual differences with the goal to promote self-reflection and understanding of self and others. Laboratory Demonstration: Sentence completion test, NEO-PI, Type A/B | |
Unit-5 |
Teaching Hours:15 |
Motivation and Emotion
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The unit will explain how behaviour is energized and directed by the complex mixture of motives and emotions and describe the various theories that have been developed to explain motivation and emotion. Unit aims to explain motivation, how it is influenced, and major theories about motivation. We will describe hunger and eating in relation to motivation, obesity, anorexia, and bulimia; sexual behaviour and research about sexuality; and explain theories of emotion and how we express and recognise emotion Laboratory Demonstration: Level of motivation, Achievement motivation, | |
Text Books And Reference Books: Weiten, W. (2014). Psychology: Themes and Variations (Briefer Version, 9th edition). Belmont, CA: Wadsworth/Cengage Learning. | |
Essential Reading / Recommended Reading King, L. A. (2010). Experience Psychology. McGraw-Hill. Gazzaniga, Heatherton, Halpern (2015). Psychological Science, 5th Edition, Norton. Feldman.S.R.(2009).Essentials of understanding psychology ( 7th Ed.) Tata Mc Graw Hill. | |
Evaluation Pattern CIA (CONTINUOUS INTERNAL ASSESSMENT)
End Semester Examination : Total Marks=100=50 Question paper pattern
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SAN121 - SANSKRIT (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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Janakiharana of Kumaradasa is the first Sanskrit mahakavya, so far as the extant literature goes, to deal solely with the whole of the Ramayana story. Its further interest is that it was produced in Ceylon, showing thereby the wider world over which Sanskrit had its sway. After manuscripts of the full text of the poem in twenty cantos had to come to light in South India, what is now presented was the first systematc and critical study to be undertaken to the author and the text and its position vis-a-vis other Mahakavyas. In addition to the above study and the critical edition of the cantos which were at that time unpublished the examination of the large number of extra-verses found in some MSS of the text and showing them as interpolations. |
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Course Outcome |
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CO1: To appreciate the styles and thoughts of individual poets CO2: To focus on the poetical, artistic, cultural and historical aspects of the poetic works CO3: To understand the theme of epics CO4: To analyze and appreciate poetic language. CO5: To understand the grammar of the language. |
Unit-1 |
Teaching Hours:42 |
Janaki Haranam
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Selected shlokas 1-60 shlokas Kumāradāsa is the author of a Sanskrit Mahākāvya called the Jānakī-haraṇa or Jānakī’s abduction. Jānakī is another name of Sita, wife of Rama. Sita was abducted by Ravana when she along with Rama, exiled from his kingdom, and Lakshmana was living in a forest which incident is taken from Ramayana ('Rama’s Journey'), the great Hindu epic written by Valmiki. The Sinhalese translation of his work, Jānakī-haraṇa, gave credence to the belief that Kumāradāsa was King Kumāradhātusena (513-522 A.D.) of Sri Lanka but scholars do not make any such identification even though the poet at the end of his poem says that his father, Mānita, a commander of the rearguard of the Sinhalese King Kumāramaṇi, died in battle on the day he was born and that his maternal uncles, Megha and Agrabodhi, brought him up. Rajasekhara, who lived around 900 A.D., in his Kāvyamīmāmsā refers to the poet as born blind - मेधाविरुद्रकुमारदासादयः जात्यन्धाः. There is also a tradition that this poem was written by Kalidasa. Kumāradāsa came after Kalidasa and lived around 500 A.D., later than Bhāravi but before Māgha. While writing Jānakī-haraṇa, he certainly had before him Raghuvaṃśa of Kalidasa.[1] | |
Unit-1 |
Teaching Hours:42 |
Grammar
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Sandhis and lakaras | |
Unit-2 |
Teaching Hours:3 |
grammar
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Samasa prakaranam | |
Text Books And Reference Books: Books for References: - 1) Janakiharanam of Kumaradasa edited by C K Swaminathan 2) Janakiharanam edited by G.R. Nandargikar 3) Sanskrit Grammar Translation from English to Sanskrit by M.R. Kale Sanskrit Grammar Kannada version by Satish Hegde. | |
Essential Reading / Recommended Reading Ramayana of Valmiki Champu Ramayana of Bhoja | |
Evaluation Pattern
CIA 1 Wikipedia assignments CIA 2 Mid semester examinations CIA 3 Wikipedia assignments | |
TAM121 - TAMIL (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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Poems of Bharatiyar and Bharatidasan and poems by women poets with feminine sensibilities will initiate the students into the modern period with all its complexities. The short stories by Ambai offers a matured vision of life through a varied characters and situatins. A new concept, Cultural Studies, will take the students beyond prescribed syllabus to include music, theatre, painting and films out of whcih the art form of music is taken up for the first semester. |
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Course Outcome |
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CO1: Recall and categorize the concepts of literature. CO2: Understand the true essence of the texts, and inculcate them in their daily lives. CO3: Recognize and apply the moral values and ethics in their learning. CO4: Comprehend the concepts in literature and appreciate the literary text. |
Unit-1 |
Teaching Hours:10 |
Modern Poetry- Bharathiyar
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1. Kannan yen sevagan 2. Kannan yen kozhandhai 3. Kannan yen vilayatu pillai 4. Kannan yen kadhalan 5. Kannan yen kadhali
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Unit-2 |
Teaching Hours:10 |
Bharathi dasan
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1. Kadal 2. Kundram 3. Nyaairu 4. Aal 5. Chittrur | |
Unit-3 |
Teaching Hours:10 |
Contemporary Cultural Issues
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Prose including reference to contemporary literary issues 1. Oru karupu silanthi udan oru iravu- Ambai Cultural studies, Indian festivals | |
Unit-4 |
Teaching Hours:10 |
Penniya kavithaigal
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1.Ottadai -Thamarai 2. Kapinaani thozhudhal- Ponmani vairamutu 3. Yendhan tozha- Subhathra 4. Kadal konda pen puram- Andal priya dharshini 5. Pen- P. Kalpana '
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Unit-5 |
Teaching Hours:2 |
Grammer- Language skills
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Pira mozhi chorkal | |
Unit-6 |
Teaching Hours:3 |
Common topic
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Isai | |
Text Books And Reference Books:
Malliga, R et al (ed).Thamilppathirattu I.Bangalore: Prasaranga,2011 ‘Oru Karuppuchilanthiyudan Or Iravu’ by Ambai,
published by Kalachuvadu Publications, Nagercoil, 2014
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Essential Reading / Recommended Reading
Varadarajan, Mu. Thamil Ilakkia Varalaru . New Delhi:Sahitya Akademi, 2008 Sivathambi, Ka.Thamil Sirukathaiyin Thorramum Valarchiyum.Coimbatore: NCBH, 2009 Ragunathan,C.Bharathi: Kalamum Karuthum, Chennai:NCBH, 1971
Ramakrishnan S 100 Sirantha Sirukathaigal, Chennai: Discovery Books, 2013
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Evaluation Pattern With a total of 100 marks, 50 marks will come from Continuous Internal Assessment (CIA) and the remaining 50 marks will come from end semester exanination. While the end semester examination will be fully theory based the CIA will consist of Wikipedia entries, assignments, theatre production, book review and other activities | |
AEN221 - ADDITIONAL ENGLISH (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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The second semester has a variety of writing from India, Pakistan and Srilanka. The various essays, short stories and poems deal with various socio-economic, cultural and political issues that are relevant to modern day India and the Indian sub-continent and will enable students to comprehend issues of identity-politics, caste, religion, class, and gender. All of the selections either in the manner of their writing, the themes they deal with or the ideologies that govern them are contemporary in relevance and sensibility, whether written by contemporary writers or earlier writers. Excerpts from interviews, autobiographical writings, sports and city narratives are added to this section to introduce students to the varied genres of literature. The objectives of this course are to expose students to the rich literary and cultural diversity of Indian literatures to sensitise students on the social, political, historical and cultural ethos that has shaped the nation- INDIA to enable to grasp and appreciate the variety and abundance of Indian writing, of which this compilation is just a passing glance
to learn and appreciate India through association of ideas in the texts and the external contexts (BhashaUtsav will be an intrinsic help in this endeavour)
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Course Outcome |
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CO1 CO 2: Understand the cultural, social, religious and ethnic diversities of India they will be able to be analytical and critical of the pluralistic society they live in through the activities and assignments conducted be aware of the dynamics of gender, identity, communalism and politics of this vast nation through its literature. |
Unit-1 |
Teaching Hours:10 |
Poetry
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1. Jayanta Mahapatra “Grandfather”
2. Meena Alexander “Rites of Sense”
3. K.Satchidanandan “Cactus”
4. Jean Arasanayagam “Nallur” | |
Unit-2 |
Teaching Hours:15 |
Short Stories
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1. Temsula Ao “The Journey”
2. A. K Ramanujan “Annaya’s Anthropology”
3. Sundara Ramswamy “Waves”
4. Ashfaq Ahmed “Mohsin Mohalla”
5. T.S Pillai “In the Floods” | |
Unit-3 |
Teaching Hours:20 |
Essays
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1. Salman Rushdie “Gandhi Now”
2. Amartya Sen “Sharing the World”
3. Suketu Mehta “Country of the No”
4. Rahul Bhattacharya “Pundits From Pakistan” (An Excerpt) | |
Text Books And Reference Books: The textbook "Reading Diversity" | |
Essential Reading / Recommended Reading Online references for Comprehension Questions in the textbook | |
Evaluation Pattern Evaluation Pattern CIA 1: Classroom assignment/test for 20 marks keeping in tune with the course objectives and learning outcomes. CIA 2: Mid-semester written exam for 50 marks CIA 3: Collage, tableaus, skits, talk shows, documentaries, Quizzes or any proactive creative assignments that might help students engage with India as a cultural space. This is to be done keeping in tune with the course objectives and learning outcomes.
Mid Semester Exam: 2 Hrs Section A: 4x5= 20 Section B: 2x15=30 Total 50 End Semester Exam: 2 hrs Section A: 5 x 5 = 25 Section B: 5 x 15= 75 Total 100
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CNM211 - STRATEGIC STORYTELLING (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:50 |
Credits:3 |
Course Objectives/Course Description |
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This course has been conceptualized in order to help students understand that stories are universal and all around us. From the personal to the political domain, stories work upon us, even telling us who we are for us and others. Storytelling tools can be strategically employed deftly depending upon the concern, context and the target audience to create an impact. However, it is a nuanced art which requires specialised and rigorous orientation. This course attempts to provide such an understanding to the communication professionals of tomorrow. |
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Course Outcome |
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CO1: At the end of the course, the student will be able to understand what a story is and the rudimentary elements that make a story CO2: At the end of the course, the student will be able to decode how storytelling is strategically used in media contexts CO3: At the end of the course, the student will be able to employ storytelling tools through theatre and written forms |
Unit-1 |
Teaching Hours:15 |
Introduction to Storytelling
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Unit-2 |
Teaching Hours:15 |
Storytelling as Performance
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Unit-3 |
Teaching Hours:15 |
Storytelling and the Media
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Text Books And Reference Books: 1. Kobre, Kenneth. Videojournalism: Multimedia Storytelling. Focal Press: China, 2012. Print. Abbott, H Porter. 2. The Cambridge Introduction to Narrative. Cambridge University Press: Cambridge, 2002. Print. 4. Field, Syd. The Screenwriter’s Workbook. Random House Inc.: New York, 2006. Print. | |
Essential Reading / Recommended Reading
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Evaluation Pattern
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CNM251 - SOFTWARE FOR MEDIA (2021 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Outcome |
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CO1: CO 1: Generate content for different Print/Digital platforms and also design and publish content for different media platforms. |
Unit-1 |
Teaching Hours:10 |
Graphic design fundamentals
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The distinction between art and design – Elements and Principles of Graphic design. Geometrical and organic shapes, Texture, value, tone, negative space etc. Basics of Raster and vector graphics - its advantage and application areas, various vector/Bitmap graphic software, different file types used in graphic design. Studying the importance of UI/UX. Discovering the UI area. | |
Unit-2 |
Teaching Hours:10 |
Study of tools
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Image editing theory, Bitmap/Vector, drawing tools, Shape and transform tools, Layers in Illustrator, Pen tool, Bezier curves, Pathfinder, Coloring, Gradients. Image mode, Image size, canvas size, Image resolution, size and resolution, Cropping, Levels, Curves, Contrast adjustment, filters, Effects. | |
Unit-3 |
Teaching Hours:10 |
Layout Design and Formatting Text
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Working with text, advanced options of text, Organizing illustrations with layers. Working with Symbols, icons, and customised fonts, working with transparency and blending modes, Gradient Tool. Formatting texts. Importance of space, colour, texture, pattern in the design layout. Colour Psychology- How space affects visual aesthetics. | |
Unit-4 |
Teaching Hours:15 |
Application-oriented designs
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Designing a simple report cover, Creating a greeting card.Using photographs in a motivational poster, Letterhead and data merge, Creating a three-panel brochure for a student business, Slideshow presentation, Business card design. | |
Unit-5 |
Teaching Hours:15 |
Application-oriented designs 2
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Preparing icons with meaning for mobile/desktop – – Principles of web design – types of websites – Tools used to create memes for social media apps/sites. Ethics to be followed by graphic designers. | |
Text Books And Reference Books: 1. Gary David Bouton, CorelDRAW X7, McGraw Hill Education 2. Adobe Photoshop CS6 Bible, Wiley Publication 3. http://product.corel.com/help/CorelDRAW/540229932/Main/EN/User-Guide/CorelDRAW-X7.pdf | |
Essential Reading / Recommended Reading
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Evaluation Pattern Evaluation pattern: Submission-based Department level.
● Over all CIA - 50 Marks.
● End Semester Presentation, Viva Voce - 50 Marks.
Assignment Details :
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ENG222 - DEVELOPING ACADEMIC SKILLS - II (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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This course introduces the learners to six important areas: Principles of Writing, Features of Writing, Essay Organization, Précis Writing, Academic Presentation and Research Writing. The course design gives more weightage to productive skills based on their rudimentary receptive skill acquisition occurred in semester one. The participants of this course will exercise their textual scholarship and translate their areas of interest into meaningful writing. This course directs the learners to produce basic academic presentations which should be career-oriented and of social relevance. Bloom’s taxonomy of knowledge, comprehension, application, analysis, evaluation and synthesis becomes the substructure of this course instruction.
Objectives
• To acquire critical and creative thinking
• To develop the taste for theory of knowledge
• To be aware of professional and research driven presentation skills
• To apply the mechanics in academic writing skills
• To use research skills to take a position in writing (writing a paper or presentation)
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Course Outcome |
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CO1: Different approaches to knowledge, critical and creative bent of mind, that leads to content-based investigation
CO2: Working knowledge of the different purposes of writing: persuasive (argumentative), analytical, and informative writings, paving the way for research-based reading and writing CO3: Awareness of academic presentation with conceptual clarity and leading to informed stances in writing CO4: Presentation of one?s academic writing CO5: Reciprocity and Reflective skills, propelling the participants to realise the value of participatory learning and service learning CO6: Integration of problem-based learning and need-based learning |
Unit-1 |
Teaching Hours:6 |
Principles of Academic Writing
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