|
|
|
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 | 2 | 50 |
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 |
| |
Department Overview: | |
The Department of Media Studies at Christ University Central Campus is one of the most vibrant and academically rigorous centres of media higher education in India with the passion of honing students’ skills, knowledge and attitude for effective leadership in local, national and global media platforms. Since its inception in 1991, the Department always strives to optimize the theoretical rigour and practical exposure of its students, through a constantly evolving curriculum, a plethora of activities and workshops, and exposure to key developments in the various fields of communication. The department offers two undergraduate programmes (CEP, JPE), one PG programme (MAMCS) and a PhD in Media Studies. While the undergraduate programmes lay a strong foundation, the PG programme enables the students to acquire an advanced disciplinary knowledge, sharpen media skills, and career-ready orientation. The PhD programme ensures that the students empowers students with plentiful opportunities and support to tackle real-life communication issues, deploy communication skills, gain socio-cultural sensitivity and build a strong base in the domain. | |
Mission Statement: | |
Vision: To excel in communication and media education by creating an open and collaborative environment that embraces innovation and integrity by providing both classroom and experiential learning. Mission: The Department of Media Studies combines communication and journalism to create a theoretical, professional, and applied approach to communication studies within a structured yet free environment to enhance students' personal and professional lives. | |
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 a | |
Program Objective: | |
Programme Objectives: To strike a balance between theory and skills in Communication and Media curriculum To lay stress on convergence studies in Communication and Media and give representation to Print Media, Broadcast Media, Social Media, Advertising, Public Relations/Corporate Communication and Social Marketing To ensure students gain communicative, critical and creative skill sets meant for media contexts To equip students to build their portfolio, establishing their competence to potential employers To hone students? skills, knowledge and attitude for effective leadership in varied media platforms Programme Specific Outcomes: At the end of the six semesters, students will be able to demonstrate basic knowledge and skills in print, broadcast, photography, digital and corporate communication contexts blend basic theoretical knowledge and practical skills and apply it in the domain of media studies employ communication skills in critical and creative ways, based on contextual requirement exhibit basic competencies that are relevant in varied professional media and communication platforms showcase a communication portfolio, based on their interest in the domain of media. | |
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 |
|
The Additional English course is offered as a second language course and seeks to introduce the students to the nuances of English literature in its varied forms and genres. The students who choose Additional English are generally proficient in the English language. Hence, instead of focusing on introducing them to language, challenging texts in terms of ideas, form, and technique are chosen. Additional English as a course is designed for students in place of a regional language. Non-Resident Indians (NRIs), foreign nationals and students who have not taken Hindi, Kannada, Tamil or French at the Plus 2 or Class XII levels are eligible to choose Additional English. The course is taught for students from different streams, namely, BA, BSc, BCom, and BBA in the first year and for BA, BSc and BCom (Regular) in the second year. The first year syllabus is an attempt by the Department of English, Christ University to recognize and bring together the polyphonic Indian and Indian sub-continental voices in English in English translation for the Additional English students of the first year. This effort aims to familiarize the students with regional literatures in translation, Indian Writing in English (IWE) and literatures from Pakistan, Nepal and Srilanka, thereby, enabling the students to learn more about Indian culture and ethos through writings from different regions of the country. We have tried to represent in some way or the other the corners of India and the Indian sub-continent in this microcosmic world of short stories, poems and essays
There is a prescribed text bookfor the first year students, compiled by the Department of English, Christ University and intended for private circulation. The first semester has a variety of writing from India, Pakistan and Nepal. The various essays, short stories and poems deal with various socio-economic, cultural and political issues that are relevant to modern day India and the Indian sub-continent and will enable students to comprehend issues of identity-politics, caste, religion, class, and gender. All of the selections either in the manner of their writing, the themes they deal with or the ideologies that govern them are contemporary in relevance and sensibility, whether written by contemporary writers or earlier writers. An important addition to this syllabus is the preponderance of North-Eastern writing which was hitherto not well represented. Excerpts from interviews, autobiographical writings, sports and city narratives are added to this section to introduce students to the varied genres of literature. The objectives of this course are to expose students to the rich literary and cultural diversity of Indian literatures to sensitise students on the social, political, historical and cultural ethos that has shaped the nation- INDIA to enable to grasp and appreciate the variety and abundance of Indian writing, of which this compilation is just a passing glance to learn and appreciate India through association of ideas in the texts and the external contexts (BhashaUtsav will be an intrinsic help in this endeavour)
|
|
Course Outcome |
|
Learning Outcome The students will become sensitive to cultural, social, religious and ethnic diversities and help them engage with their peers and all around them in a more understanding and ‘educated’ manner. it will also enable them through the activities conducted to become more proactive citizens/participants in society. aware of the dynamics of gender, identity, communalism and politics of this vast nation through its literature. |
Unit-1 |
Teaching Hours:10 |
Poetry
|
|
1. Keki N Daruwala “Migrations”
2. Kamala Das “Forest Fire”
3. Agha Shahid Ali “Snow on the Desert”
4. Eunice D Souza “Marriages are Made” | |
Unit-2 |
Teaching Hours:15 |
Short Stories
|
|
1. Rabindranath Tagore “Babus of Nayanjore”
2. Ruskin Bond “He said it with Arsenic”
3. Bhisham Sahni “The Boss Came to Dinner”
4. N. Kunjamohan Singh “The Taste of Hilsa”
5. Mohan Thakuri “Post Script” | |
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 |
|
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
|
|
Course Outcome |
|
By the end of the course the learner will be able to: Demonstrate knowledge of the structures, techniques, and types of critical thinking. Employ skills of Comprehension, Analysis, Logic and Argumentation. Dismantle and assemble the structure of an argument. Analyze the ethical, logical, factual and ideological underpinnings of an argument. Present ethically and critically-informed arguments. |
Unit-1 |
Teaching Hours:5 |
Introduction
|
|
| |
Text Books And Reference Books:
| |
Essential Reading / Recommended Reading
| |
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 |
|
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: |
|
Course Outcome |
|
Course outcomes Students are exposed to various forms, models, elements and nature of mass communication and hence they willbe able to pursue communication as a practice in the various platforms they interact and work. students would show the ability to practically apply and analyze various theories and models of mass communication to the media domain. |
Unit-1 |
Teaching Hours:10 |
Introduction to Communication
|
|
Meaning and Importance. Definitions, Concept and Elements of communication process. | |
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.
| |
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 |
|
Academic Skills are a blend of theoretical ability to recognize the nuances of language aspects and hands-on training to exercise the acquired knowledge in reasoning, reading and writing. Academic Skills focus on developing research skills through careful reading and critical writing that are considered foundational and crucial in textual scholarship and knowledge production. The participants of this course will determine their areas of interest in conceptualizing their seminal work and constructing a reasoned argument. This course prompts the participants to take their learning-receptive skills and productive skills in a purpose-driven and practice-oriented mode on a contextual basis. The course deals with receptive skills (reading) and productive skills (writing). In fact listening and speaking skills are not directly involved but act as a higher cognitive process. This course facilitates the participants with varied practices, tasks, exemplars, sample papers to practice with context-driven reading material. It runs for one full academic year with specific learning outcomes which are two-fold – conceptual grasp and textual application. The whole course and its structure involve Bloom’s taxonomy of knowledge, comprehension, application, analysis, evaluation and synthesis. Objectives To enable the learner • acquire higher order receptive and productive skills • develop reading skills at the higher education level • be aware of functional grammar to improve research writing skills • grasp and apply the mechanics in academic writing skills • use study skills for research-based knowledge dissemination (writing a paper or presentation)
|
|
Course Outcome |
|
Successful completion of the course will equip the participants in the following ways: • Awareness of different approaches to knowledge, critical and creative bent of mind that leads to content-based investigation. • Working knowledge of different purposes of writing, especially persuasive (argumentative), analytical, and informative writings paving the way for research-based reading and writing. • Application of functional grammar and mechanics that enhance conceptual clarity, communicative style and style of writing • Hands on experience in research culture which is discipline specific in nature • Experiential learning through participatory learning and service learning • Awareness of problem-based learning and need-based learning |
Unit-1 |
Teaching Hours:6 |
Basic skills
|
|
To enable learners to fine tune their expressions through better choice of words and sentence structures with clarity of idea. • Expanding vocabulary, spelling nuances, refreshing grammar, avoiding common errors and pitfalls, learning sentence structures, and use of punctuation (mechanics). • Use of dictionary • Use of Word document tools • Use of Library resources • Concept mapping- mind mapping
| |
Text Books And Reference Books:
1. Langan, J. (1995). English Skills With Reading (3rd Ed.). McGraw Hill. New York. 2. Osmond, A. (2013). Academic Writing and Grammar for Students. Sage. Los Angeles. 3. Robitaille, J. and Connelly, R. (2002). Writer’s Resource: From Paragraph to Essay. Thomson Heinle. Australia. Please note that the teacher in charge will also be bringing in authentic material to the class apart from the books mentioned in the reference.
| |
Essential Reading / Recommended Reading Please note that the teacher in charge will also be bringing in authentic material to the class apart from the books mentioned in the reference. (through google classroom)
| |
Evaluation Pattern
CIA (weightage) = 50 marks
ESE (weight) = 50 marks
CIA I – 20 MARKS- Tasks done in the portfolio based on Unit I CIA II- 50 Marks- Tasks done in the portfolio based on Unit I and II CIA III- 20 Marks- Tasks done in the portfolio based on Unit III Internal Assessment Breakup: CIA I -10 Marks CIA II- 25 Marks CIA III- 10 Marks Attendance- 5 Marks End Sem- 50 Marks Portfolio Submission
| |
EST131 - BRITISH LITERATURE: ANGLO SAXON TO EARLY VICTORIAN (2021 Batch) | |
Total Teaching Hours for Semester:75 |
No of Lecture Hours/Week:5 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
Course Description: This course will serve as an introductory course for British Literature. The course will locate the texts in their respective socio-political and historical contexts. The selection aims to introduce different genres of British literature.
Course Objectives
|
|
Course Outcome |
|
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
|
|
Emergence of English language, History of England from 42 BC to Norman Conquest- salient features Impact of Norman rule on English social structure, English language in the medieval period,mystery, morality plays and miracle plays, feudalism | |
Unit-2 |
Teaching Hours:20 |
The Renaissance Period and after
|
|
Protestantism, Bible translation, religious literature, humanism, English Renaissance, Baroque and Rococo Styles | |
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 |
|
French as a second language in the UG program. The method Génération A1 consists of a student's book and an activity book, both included in the digital manual. It consists of 6 units preceded by an initial section of 'Welcome'. The structure of each unit marks a real learning journey.
Course Objectives · To develop linguistic competencies and sharpen oral and written communicative skills · To familiarize learners to certain aspects of francophone civilization. · To enable learners to engage in simple everyday situations |
|
Course Outcome |
|
Enhancement of linguistic competencies and sharpening of written and oral communicative skills. Being aware of francophone civilization. Ability to engage in simple conversations in French. |
Unit-1 |
Teaching Hours:10 |
|||||||||||||||||||||
I discover
|
||||||||||||||||||||||
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
| ||||||||||||||||||||||
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
| ||||||||||||||||||||||
HIN121 - HINDI (2021 Batch) | ||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
|||||||||||||||||||||
Max Marks:100 |
Credits:3 |
|||||||||||||||||||||
Course Objectives/Course Description |
||||||||||||||||||||||
Course Description The detailed text book “Samakaleen Hindi Kavitha” edited by Dr.N Mohanan is an anthology of contemporary Hindi Poems written by representative poets of Hindi Literature. From the medieval poetry ' Kabir Ke Dohe and Sur ke pad 'is also included. The poets reflect on the social, cultural and political issues which are prevalent in our society since the medieval period. Hindusthani sangeeth-parampara eva kalakar is one of the module. Since translation is a significant area in language and literature, emphasis is being given on it in the syllabus.Bharath ki pramukh sanskruthik kalayein Yakshagana,Kathakali,Ram Leela,Krishna Leela etc. included in the syllabus to enrich cultural values among students. Course Objectves: Students will be exposed to read, analyse and appreciate poems by learning poetry. Through translation, students will be able to develop translation skills while translating from other language articles. Students will be able to analyses critically the different cultural art forms by learning about the Famous cultural art forms of India. |
||||||||||||||||||||||
Course Outcome |
||||||||||||||||||||||
At the end of the course, the student will be able to: CO1: Improve their writing skill in literary Hindi by doing asynchronous session assignments. ● CO2: Improve their analytical skills through critical analysis of the poems. ● CO3: To appreciate the different aspects of Hindustani music. ● CO4: To improve their basic research skills through creative and research oriented CIAs. |
Unit-1 |
Teaching Hours:15 |
Samakaleen Hindi Kavitha (Collection of contemporary Hindi Poems),Kabir Ke Dohe and Sur Ke Pad.
|
|
’ Samakaleen Hindi Kavitha (Collection ofcontemporary Poems) Edited By: Mahendra Kulashreshta Rajpal and Son’s, New Delhi
Level of knowledge: Analytical
| |
Text Books And Reference Books:
| |
Essential Reading / Recommended Reading
1. A Hand Book of Translation Studies By: Das Bijay Kumar. 2. Saral Subodh Hindi Vyakaran, By: Motilal Chaturvedi. Vinod pustak mandir, Agra-2 3. Anuvad Evam Sanchar – Dr Pooranchand Tantan, Rajpal and Son’s, Kashmiri 4. Anuvad Vignan By: Bholanath Tiwar 5. Anuvad Kala By: N.E Vishwanath Iyer.
| |
Evaluation Pattern CIA-1(Digital learning-Editing of Hindi article in Hindi Wikipedia )-20 marks CIA-2(Mid semester examination)-50 marks CIA-3(Digital learning-article creation in Hindi Wikipedia)-20 marks End sem examination-50 marks | |
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 |
|
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. |
|
Course Outcome |
|
|
Unit-1 |
Teaching Hours:15 |
Old , Medieval and Modern Kannada Literature
|
|
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 | |
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
| |
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 |
|
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
|
|
Course Outcome |
|
By the end of the course the learner will be able to: |
Unit-1 |
Teaching Hours:15 |
History and Schools of Thought
|
|
In this unit, we will examine the history of Western psychological theorizing from its beginnings in ancient Greece, through to the schools and perspectives of psychology including Structuralism, Functionalism, Psychodynamic, Biological, Behavioristic, Gestalt, Cognitive, Cross-cultural, Humanistic and Evolutionary. The aim is both to build a familiarity with psychology’s intellectual origins and to foster an awareness of its many false steps, dead-ends, and alternative pathways to gain a better appreciation of the social, cultural, and, above all, psychological influences on the theorizing of psychologists. Students will be able to define psychology and understand what psychologists do and identify the major fields of study and theoretical perspectives within psychology and know their similarities and differences. In the end, students will be ale to gain a better appreciation of why contemporary psychology takes the shape it does, describe the evolution of psychology and the major pioneers in the field, identify the various approaches, fields, and subfields of psychology along with their major concepts and important figures and describe the value of psychology and possible careers paths for those who study psychology | |
Unit-2 |
Teaching Hours:15 |
Biological basis of behaviour
|
|
Explain the biological perspective of psychology as it applies to the role of the nervous system and endocrine system in regard to behaviour and mental processes. Identify and describe the important structures of these systems. It is an introductory survey of the relationship between human behaviour and brain function. Discuss the interaction between biological factors and experience, methods and issues related to biological advances, develop an understanding of the influence of behaviour, cognition, and the environment on the bodily systems, and develop an appreciation of the neurobiological basis of psychological function and dysfunction. Laboratory Demonstration: Biofeedback/ EEG/ Eye-tracking | |
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
| |
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 |
|
Janakiharana of Kumaradasa is the first Sanskrit mahakavya, so far as the extant literature goes, to deal solely with the whole of the Ramayana story. Its further interest is that it was produced in Ceylon, showing thereby the wider world over which Sanskrit had its sway. After manuscripts of the full text of the poem in twenty cantos had to come to light in South India, what is now presented was the first systematc and critical study to be undertaken to the author and the text and its position vis-a-vis other Mahakavyas. In addition to the above study and the critical edition of the cantos which were at that time unpublished the examination of the large number of extra-verses found in some MSS of the text and showing them as interpolations. |
|
Course Outcome |
|
To develop linguistic skills To develop communication skills To analyse and appreciate the poem and literature To acquaint the students with the linguistic features, aesthetic sense and other specific key features of famous Sanskrit poetry. |
Unit-1 |
Teaching Hours:42 |
Janaki Haranam
|
|
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
|
|
Sandhis and lakaras | |
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 |
|
Poems of Bharatiyar and Bharatidasan and poems by women poets with feminine sensibilities will initiate the students into the modern period with all its complexities. The short stories by Ambai offers a matured vision of life through a varied characters and situatins. A new concept, Cultural Studies, will take the students beyond prescribed syllabus to include music, theatre, painting and films out of whcih the art form of music is taken up for the first semester. |
|
Course Outcome |
|
To make the students experience the impact made by Bharathiyar and Bharathidasan during the 20th century and to bring them to the realities of 21st century. They will also learn, on their own, about the nuances of music and a unique aesthetic experience it offers |
Unit-1 |
Teaching Hours:10 |
Modern Poetry- Bharathiyar
|
|
1. Kannan yen sevagan 2. Kannan yen kozhandhai 3. Kannan yen vilayatu pillai 4. Kannan yen kadhalan 5. Kannan yen kadhali
| |
Text Books And Reference Books:
Malliga, R et al (ed).Thamilppathirattu I.Bangalore: Prasaranga,2011 ‘Oru Karuppuchilanthiyudan Or Iravu’ by Ambai,
published by Kalachuvadu Publications, Nagercoil, 2014
| |
Essential Reading / Recommended Reading
Varadarajan, Mu. Thamil Ilakkia Varalaru . New Delhi:Sahitya Akademi, 2008 Sivathambi, Ka.Thamil Sirukathaiyin Thorramum Valarchiyum.Coimbatore: NCBH, 2009 Ragunathan,C.Bharathi: Kalamum Karuthum, Chennai:NCBH, 1971
Ramakrishnan S 100 Sirantha Sirukathaigal, Chennai: Discovery Books, 2013
| |
Evaluation Pattern With a total of 100 marks, 50 marks will come from Continuous Internal Assessment (CIA) and the remaining 50 marks will come from end semester exanination. While the end semester examination will be fully theory based the CIA will consist of 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 |
|
The second semester has a variety of writing from India, Pakistan and Srilanka. The various essays, short stories and poems deal with various socio-economic, cultural and political issues that are relevant to modern day India and the Indian sub-continent and will enable students to comprehend issues of identity-politics, caste, religion, class, and gender. All of the selections either in the manner of their writing, the themes they deal with or the ideologies that govern them are contemporary in relevance and sensibility, whether written by contemporary writers or earlier writers. Excerpts from interviews, autobiographical writings, sports and city narratives are added to this section to introduce students to the varied genres of literature. The objectives of this course are to expose students to the rich literary and cultural diversity of Indian literatures to sensitise students on the social, political, historical and cultural ethos that has shaped the nation- INDIA to enable to grasp and appreciate the variety and abundance of Indian writing, of which this compilation is just a passing glance
to learn and appreciate India through association of ideas in the texts and the external contexts (BhashaUtsav will be an intrinsic help in this endeavour)
|
|
Course Outcome |
|
The students will become more aware culturally, ethically, socially and politically as citizens the course will sensitize students towards cultural, social, religious and ethnic diversities and help them engage with their peers and all around them in a more understanding and ‘educated’ manner. it will also enable them through the activities conducted to become more proactive citizens/participants in society. aware of the dynamics of gender, identity, communalism and politics of this vast nation through its literature. |
Unit-1 |
Teaching Hours:10 |
Poetry
|
|
1. Jayanta Mahapatra “Grandfather”
2. Meena Alexander “Rites of Sense”
3. K.Satchidanandan “Cactus”
4. Jean Arasanayagam “Nallur” | |
Unit-2 |
Teaching Hours:15 |
Short Stories
|
|
1. Temsula Ao “The Journey”
2. A. K Ramanujan “Annaya’s Anthropology”
3. Sundara Ramswamy “Waves”
4. Ashfaq Ahmed “Mohsin Mohalla”
5. T.S Pillai “In the Floods” | |
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
| |
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 |
|
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. |
|
Course Outcome |
|
By the end of the course the learner will be able to: ● Understand what a story is and the rudimentary elements that make a story ● Decode how storytelling is strategically used in media contexts. ● Employ storytelling tools through theatre and written forms. |
Unit-1 |
Teaching Hours:15 |
Introduction to Storytelling
|
|
| |
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
| |
Evaluation Pattern
| |
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 |
|
|
|
Course Outcome |
|
By the end of the course the learner will be able to: |
Unit-1 |
Teaching Hours:10 |
Graphic design fundamentals
|
|
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. | |
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
| |
Evaluation Pattern Evaluation pattern: Submission-based Department level.
● Over all CIA - 50 Marks.
● End Semester Presentation, Viva Voce - 50 Marks.
Assignment Details :
| |
ENG222 - DEVELOPING ACADEMIC SKILLS - II (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
|
Academic Skills are a blend of theoretical ability to recognize the nuances of language aspects and hands-on training to exercise the acquired knowledge in reasoning, reading and writing. Academic Skills focus on developing research skills through careful reading and critical writing that are considered foundational and crucial in textual scholarship and knowledge production. The participants of this course will determine their areas of interest in conceptualizing their seminal work and constructing a reasoned argument. This course prompts the participants to take their learning-receptive skills and productive skills in a purpose-driven and practice-oriented mode on a contextual basis. The course deals with receptive skills (reading) and productive skills (writing). In fact listening and speaking skills are not directly involved but act as a higher cognitive process. This course facilitates the participants with varied practices, tasks, exemplars, sample papers to practice with context-driven reading material. It runs for one full academic year with specific learning outcomes which are two-fold – conceptual grasp and textual application. The whole course and its structure involve Bloom’s taxonomy of knowledge, comprehension, application, analysis, evaluation and synthesis. Objectives To enable the learner • acquire higher order receptive and productive skills • develop reading skills at the higher education level • be aware of functional grammar to improve research writing skills • grasp and apply the mechanics in academic writing skills • use study skills for research-based knowledge dissemination (writing a paper or presentation)
|
|
Course Outcome |
|
Successful completion of the course will equip the participants in the following ways: • Awareness of different approaches to knowledge, critical and creative bent of mind that leads to content-based investigation. • Working knowledge of different purposes of writing, especially persuasive (argumentative), analytical, and informative writings paving the way for research-based reading and writing. • Application of functional grammar and mechanics that enhance conceptual clarity, communicative style and style of writing • Hands on experience in research culture which is discipline specific in nature • Experiential learning through participatory learning and service learning • Awareness of problem-based learning and need-based learning |
Unit-1 |
Teaching Hours:6 |
Basic skills
|
|
To enable learners to fine tune their expressions through better choice of words and sentence structures with clarity of idea. • Expanding vocabulary, spelling nuances, refreshing grammar, avoiding common errors and pitfalls, learning sentence structures, and use of punctuation (mechanics). • Use of dictionary • Use of Word document tools • Use of Library resources • Concept mapping- mind mapping
| |
Text Books And Reference Books:
1. Langan, J. (1995). English Skills With Reading (3rd Ed.). McGraw Hill. New York. 2. Osmond, A. (2013). Academic Writing and Grammar for Students. Sage. Los Angeles. 3. Robitaille, J. and Connelly, R. (2002). Writer’s Resource: From Paragraph to Essay. Thomson Heinle. Australia. Please note that the teacher in charge will also be bringing in authentic material to the class apart from the books mentioned in the reference.
| |
Essential Reading / Recommended Reading Please note that the teacher in charge will also be bringing in authentic material to the class apart from the books mentioned in the reference. (through google classroom)
| |
Evaluation Pattern
CIA (weightage) = 50 marks
ESE (weight) = 50 marks
CIA I – 20 MARKS- Tasks done in the portfolio based on Unit I CIA II- 50 Marks- Tasks done in the portfolio based on Unit I and II CIA III- 20 Marks- Tasks done in the portfolio based on Unit III Internal Assessment Breakup: CIA I -10 Marks CIA II- 25 Marks CIA III- 10 Marks Attendance- 5 Marks End Sem- 50 Marks Portfolio Submission
| |
EST231 - BRITISH LITERATURE: LATE VICTORIAN TO THE PRESENT (2021 Batch) | |
Total Teaching Hours for Semester:75 |
No of Lecture Hours/Week:5 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
Course Description: This course will build on the previous course and continue the objectives of the previous course. The completion of this course should provide sufficientground to introduce literary theory in their fourth semester and postcolonial studies in the later semesters.
Course Objectives
|
|
Course Outcome |
|
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:30 |
Middle, Late Victorian Age and After
|
|
Darwin and the publication of Origin of Species, Victorian morality, utilitarianism, working class struggles, realism, naturalism, neorealism, Marxism | |
Unit-2 |
Teaching Hours:25 |
Early Twentieth Century
|
|
Modernism, The World Wars, The Boer war, Russian revolution, Surrealism, Cubism, Expressionism | |
Text Books And Reference Books: Alfred Lord Tennyson: “Ulysses” Robert Browning: “Porphyria’s Lover” Gerald Manley Hopkins: “TheWindhover” Charles Dickens: Great Expectations/David Copperfield/Tale of Two Cities Bernard Shaw: Pygmalion W B Yeats: “Easter 1916” T.S. Eliot: “The Love Song of J. Alfred Prufrock” James Joyce: “The Dead” Katherine Mansfield: “A Cup of Tea” Harold Pinter: The Birthday Party Adrien Mitchell: “The Question” Ted Hughes: “Hawk Roosting” Benjamin Zephaniah: “Dis Poetry” Neil Gaiman: Coraline | |
Essential Reading / Recommended Reading Abrams, M.H. A Glossary of Literary Terms. 8th Ed. New York: Wardworth, 2005. Print. Corcoran, Neil. The Cambridge Companion to Twentieth-CenturyEnglish Poetry. Cambridge: CUP, 2007. Print Davis, Alex, and Lee M Jenkins. The Cambridge Companion to Modernist Poetry. Cambridge: CUP, 2007. Print Ferguson, Margaret, Mary Jo Salter and Jon Stallworthy. Eds. The Norton Anthology of Poetry. 4th Ed. New York: WW Norton, 1996. Print Gupta, Ambika Sen. Selected College Poems. Rpt. Hyderabad: Orient Longman,1999. Print 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 Kaplan, Fred, and Monod, Sylvere. Hard Times. New York: WW Norton, 2002. Print Sampson, George. The Concise Cambridge History of English Literature, 3rd Ed. Cambridge: CUP, 2005. Print
Ramarao, Vimala,. Ed. Explorations. Vol II. Bangalore: Prasaranga, Bangalore. Print | |
Evaluation Pattern CIA I
1. A class test / presentation / exhibition/ performance based on the texts prescribed
CIA III
1. A moodle test on the play / short stories/ age
These are a few suggested 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.
Mid Semester Examination CIA II: 2 hrs
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 Pattern
Section A: Short Notes – 10x3 marks = 30 (10 questions out of12) 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
Notes:
| |
FRN221 - FRENCH (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
French as a second language in the UG program. The method Génération A1 consists of a student's book and an activity book, both included in the digital manual. It consists of 6 units preceded by an initial section of 'Welcome'. The structure of each unit marks a real learning journey.
Course Objectives · To develop linguistic competencies and sharpen oral and written communicative skills · To familiarize learners to certain aspects of francophone civilization. · To enable learners to engage in simple everyday situations |
|
Course Outcome |
|
Enhancement of linguistic competencies and sharpening of written and oral communicative skills. Being aware of francophone civilization. Ability to engage in simple conversations in French. |
Unit-1 |
Teaching Hours:10 |
|||||||||||||||||||||
Culture: A country of vacation
|
||||||||||||||||||||||
| ||||||||||||||||||||||
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 1. French websites like Bonjour de France, Fluent U French, Learn French Lab, Point du FLE etc. | ||||||||||||||||||||||
Evaluation Pattern
| ||||||||||||||||||||||
HIN221 - HINDI (2021 Batch) | ||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
|||||||||||||||||||||
Max Marks:100 |
Credits:3 |
|||||||||||||||||||||
Course Objectives/Course Description |
||||||||||||||||||||||
Course Description:
The text book ”Samakaleen Kahaniyam is a contemporary socio-political issues based story collection edited by Dr.Vanaja Published by Rajpal and sons, New Delhi. In this semester four visual texts/film appreciation and famous four film directors of India from different languages have been incorporated along with conversation writing and practices to improve the spoken skills of the students.
Course Objectives:
Students are exposed to the world of Hindi fiction particularly short stories. Film appreciation helps them to improve their writing and analytical skills and know more about the thematic and technical aspects of Cinema. The module ‘Film Directors’ will inspire students to achieve professionally and personally. Conversation practice enable them to use the correct form of language by which spoken communication skill will be enhanced.
|
||||||||||||||||||||||
Course Outcome |
||||||||||||||||||||||
By the end of the course the student should be able to: ● CO1: Improve their writing skill in literary Hindi by doing asynchronous session assignments. ● CO2: Improve their analytical skills through critical analysis of the short stories. ● CO3: Understand and appreciate the thematic and technical aspects of Hindi movies through visual text. ● CO4: Enhance the basic research skills through CIAs. |
Unit-1 |
Teaching Hours:15 |
Samakaleen Kahaniyam
|
|
The text book “ Samakaleen Kahaniyam ” is a story collection edited by Dr. Vanaja from contemporary writers of Hindi Literature. | |
Text Books And Reference Books:
1. Story Collection‘Samakaleen kahaniyam’ (Full Text) Edited By: Dr. Vanaja Published By: Rajpal and Sons Kashmiri Gate, New Delhi-6.
| |
Essential Reading / Recommended Reading 1. Sugam Hindi Vyakaran By: VamshidharDharmpalShastriShiksha Bharathi, New Delhi. 2. SaralSubodh Hindi Vyakaran, By:MotilalChaturvedi. Vinod pustak mandir , Agra-23. Cinema AurSamskritiMazoomRizaRahi 3.Bolchalki Hindi aursancharBy:Dr.MadhuDhavan.Vaniprakasan,New Delhi. | |
Evaluation Pattern CIA-1(Digital learning-Wikipedia) CIA-2(Midsemester examination) CIA-3(Digital learning-Wikipedia) End semester examination | |
KAN221 - KANNADA (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:03 |
Course Objectives/Course Description |
|
Course Description: The prescribed play AMRAPALI by Dr. Prabhushankar, and the selection of short stories, Essays and Academic science writings are the texts for Second semester Kannada The Legend of Amrapali originated in the Buddhist Jataka Tales some 1500 years ago. Amrapali is a great character in the Indian history. She was known as a dancer and also a philosophical thoughts oriented woman. A key goal of this course will be to familiarize students with the basic techniques of analysing written drama and its stages performances. The selected prose will extend the concerns of Environment, Current Marketing trend, Folk beliefs and social justice. Course Objectives: Students will be able to read drama scripts in Kannada and understand main ideas and details in different kinds of dramatic scripts. The Play improves listening comprehension of different types of spoken texts-for main ideas, details and speakers’ attitude and emotions. It helps in develop and use language learning strategies for all language skills. |
|
Course Outcome |
|
Students will develop skills in script analysis Analyze a play from a design perspective Analyze a play from a performance perspective, Dramatic play helps students develop both their fine and gross motor skills. Learn to analyse a variety of short stories/fiction To familiarize students with the basic parts of a short story. |
Unit-1 |
Teaching Hours:15 |
||
Text-1 AMRAPALI- DR. S. PRABHUSHANKARA
|
|||
Act-1 ( Scene-1 ) Pages 07-13 Act-1 ( Scene-2 ) Pages 13-19 Act-1 ( Scene-3 ) Pages 19-28 Act-1 ( Scene-4 ) Pages 20-42 Act-2 ( Scene-1 ) Pages 42-50 Act-2 ( Scene-2 ) Pages 50-58 Act-2 ( Scene-2 ) Pages 59-65 Act-2 ( Scene-2 ) Pages 66-70
| |||
Text Books And Reference Books: 1. Adhunika Kannada Nataka- K. Marulasiddappa 2. Kannada Sahitya Charithre- Rum Shri Mugali 3. Ranga prapancha- K.V. Akshara 4. Kannadada Hadu Padu: K.C. Shivareddy | |||
Essential Reading / Recommended Reading 1. Yajamanya Sankathana- T. Venkateshmuthy 2. Desheeya Chinthana- Chandrashekara Kambara 3. Yugadharma hagu Sahitya Darshana- Keerthinatha Kurthukoti | |||
Evaluation Pattern
| |||
PSY231 - BASIC PSYCHOLOGICAL PROCESSES - II (2021 Batch) | |||
Total Teaching Hours for Semester:75 |
No of Lecture Hours/Week:5 |
||
Max Marks:100 |
Credits:5 |
||
Course Objectives/Course Description |
|||
This course is conceptualised to help students understand basic cognitive processes as they affect the individual. The course introduces students about different cognitive concepts such as perception, memory, attention, intelligence, language and thought in the various manifestations of the study of mind and behaviour. It introduces the basic framework on how psychologists scientifically study and understand the cognitive processes through various quantitative and qualitative methods of inquiry. The course also takes through the various applications on how the human mind works in different situations and in our everyday life such as the applications of human memory in the use of Artificial Intelligence (AI) and modern machines. Students will have the opportunity to examine these concepts from multiple psychological perspectives and to reflect upon the applicability of these concepts. This course will help the learner learn about
|
|||
Course Outcome |
|||
By the end of the course the learner will be able to: |
Unit-1 |
Teaching Hours:15 |
Sensation and Perception
|
|
An introduction to the study of the human senses and perceptual processes. We will trace what happens to the physical stimulus as our sensory systems analyze it to produce complicated perceptions of the world around us. We will explore the fact that many complex perceptual phenomena draw upon explanations at the physiological, psychological, and cognitive levels. Topics on sensory perception in non-human animals may also be covered. Data gathered from psychophysical research and studies of both humans, and other animals will be discussed. The unit will review the mechanisms and principles of operation of vision, hearing, touch, taste and smell; Differentiate between sensation and perception; Explain the process of vision and how people see colour and depth; Explain the basics of hearing, taste, smell, touch, pain, and the vestibular sense; Define perception and give examples of gestalt principles and multimodal perception Laboratory Demonstration: Illusion experiment, Depth Perception, Colour Blindness test, Dexterity test | |
Unit-2 |
Teaching Hours:15 |
Memory and Forgetting
|
|
The unit is designed to provide a comprehensive account of modern experimental and theoretical approaches to the study of human memory. The course integrates experimental findings with neuropsychological and neurophysiological data and illustrates how basic concepts can illuminate phenomena such as organic and functional amnesia, childhood memory, and everyday forgetting. We will describe and differentiate the various types of learning and memory and the brain regions that underlie these different processes; Evaluate their understanding of course materials through tests and assignments; Discuss empirical research in the field of memory; Evaluate their own learning and understand how to improve their learning and memory in different settings. Laboratory Demonstration: Digit Span, Memory Drum | |
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. Baron, R.A and Misra, G. (2014). Psychology (Indian Subcontinent Edition).Pearson Education Ltd. | |
Evaluation Pattern CIA (CONTINUOUS INTERNAL ASSESSMENT)
End Semester Examination : Total Marks=100=50 Question paper pattern
| |
SAN221 - SANSKRIT (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
1. Jatakamala of Aryashura is the text prescribed and approved in the B.O.S. The selected chapters will be taught in the classroom. And also the selected portion from the Grammar. This book not only teaches the morals to the students but also to learn Sanskrit easily Students can make the sentences with simple words. It also makes the student to think how the same topic is thought by different students in different situations their understanding is really intelligent. The students can learn different qualities by studying this course. |
|
Course Outcome |
|
1. To acquaint the students with grammatical skills To acquaint students with decision making skills To acquaint the students with the linguistic features, aesthetic sense and other specific key features of famous Sanskrit prose. |
Unit-1 |
Teaching Hours:10 |
Jatakamala 1 vyaagree jaathakam and shibi jaathakam
|
|
1. Jatakamala of Aryashura is the text prescribed and approved in the B.O.S. The selected chapters will be taught in the classroom. And also the selected portion from the Grammar. This book not only teaches the morals to the students but also to learn Sanskrit easily Students can make the sentences with simple words. It also makes the student to think how the same topic is thought by different students in different situations their understanding is really intelligent. The students can learn different qualities by studying this course. | |
Text Books And Reference Books: 1. Jatakamala of Aryashura 2. 3. Sanskrit Grammar by M.R. Kale. | |
Essential Reading / Recommended Reading Samskruta sahithya parampare by Acharya Baladeva Upadyaya translated by Ramachandra shastri. | |
Evaluation Pattern CIA 1 Wikipedia assignments CIA 2 Mid semester examinations CIA 3 Wikipedia assignments | |
TAM221 - TAMIL (2021 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|