Department of
MEDIA-STUDIES






Syllabus for
Bachelor of Arts (Communication and Media, English, Psychology)
Academic Year  (2020)

 
1 Semester - 2020 - Batch
Paper Code
Paper
Hours Per
Week
Credits
Marks
CNM111 CRITICAL THINKING 4 4 100
CNM131 INTRODUCTION TO MASS COMMUNICATION 4 4 100
ENG122 DEVELOPING ACADEMIC SKILLS - I 3 2 50
EST131 BRITISH LITERATURE: ANGLO SAXON TO EARLY VICTORIAN 5 4 100
FRN121 FRENCH 3 3 100
HIN121 HINDI 3 3 50
KAN121 KANNADA 3 03 100
PSY131 BASIC PSYCHOLOGICAL PROCESSES - I 5 5 100
SAN121 SANSKRIT 3 3 100
TAM121 TAMIL 3 3 100
2 Semester - 2020 - Batch
Paper Code
Paper
Hours Per
Week
Credits
Marks
CNM211 STRATEGIC STORYTELLING 3 3 100
CNM231 PRINT MEDIA 5 5 100
ENG222 DEVELOPING ACADEMIC SKILLS - II 3 2 50
EST231 BRITISH LITERATURE: LATE VICTORIAN TO THE PRESENT 5 4 100
FRN221 FRENCH 3 3 100
HIN221 HINDI 3 3 50
KAN221 KANNADA 3 03 100
PSY231 BASIC PSYCHOLOGICAL PROCESSES - II 5 5 100
SAN221 SANSKRIT 3 3 100
TAM221 TAMIL 3 3 100
3 Semester - 2019 - Batch
Paper Code
Paper
Hours Per
Week
Credits
Marks
AEN321 ADDITIONAL ENGLISH 3 3 100
CNM051 SERVICE LEARNING 2 2 50
CNM311 SOFTWARE FOR MEDIA 2 2 100
CNM331 PHOTOGRAPHY 4 4 100
EST331 AMERICAN LITERATURES 5 4 100
FRN321 FRENCH 3 3 100
HIN321 HINDI 3 2 50
KAN321 KANNADA 3 03 100
PSY331 LIFE SPAN DEVELOPMENT 5 5 100
PSY351 PSYCHOLOGICAL STATISTICS AND EXPERIMENTS - I 2 2 50
4 Semester - 2019 - Batch
Paper Code
Paper
Hours Per
Week
Credits
Marks
AEN421 ADDITIONAL ENGLISH 3 3 100
CNM051 SERVICE LEARNING 2 2 50
CNM431 SOCIAL MEDIA 4 4 100
CNM432 BROADCAST 4 5 100
EST431 INTRODUCTION TO LITERARY THEORY 5 4 100
FRN421 FRENCH 3 3 100
HIN421 HINDI 3 2 50
KAN421 KANNADA 3 03 100
PSY431 BASIC SOCIAL PSYCHOLOGY 5 5 100
PSY451 PSYCHOLOGICAL STATISTICS AND EXPERIMENTS - II 2 2 50
5 Semester - 2018 - Batch
Paper Code
Paper
Hours Per
Week
Credits
Marks
CNM511 INTERNSHIP 36 2 100
CNM531 UNDERSTANDING FILMS 4 4 100
CNM541A ADVERTISING 4 4 50
CNM541B PUBLIC RELATIONS AND CORPORATE COMMUNICATIONS 4 4 100
EST531 POSTCOLONIAL LITERATURES 4 04 100
EST532 INDIAN LITERATURES: THEMES AND CONCERNS 5 4 100
PSY531 ABNORMAL PSYCHOLOGY 4 4 100
PSY541A INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY 4 4 100
PSY541B SCHOOL AND EDUCATIONAL PSYCHOLOGY 4 4 100
PSY541C SPORTS PSYCHOLOGY 4 4 100
PSY541D CULTURAL PSYCHOLOGY 4 4 100
PSY541E INTRODUCTION OF NEUROPSYCHOLOGY 4 4 100
PSY551 PSYCHOLOGICAL RESEARCH METHODS AND ASSESSMENT-I 2 2 50
6 Semester - 2018 - Batch
Paper Code
Paper
Hours Per
Week
Credits
Marks
CNM631 MEDIA RESEARCH 4 4 100
CNM641B MASS COMMUNICATION AND RIGHTS 4 4 100
EST631 INTRODUCTION TO WORLD LITERATURES 5 4 100
EST641A CULTURAL STUDIES 4 04 100
EST641B ENGLISH LANGUAGE TEACHING 4 04 100
EST641C INTRODUCTION TO SHORT STORY 4 04 100
EST641D INTRODUCTION TO FILM STUDIES 4 04 100
EST641E ECOLOGICAL DISCOURSES AND PRACTICES 4 4 100
EST641F REVISITING INDIAN EPICS 4 4 100
PSY632 HEALTH AND WELLNESS 4 4 100
PSY641A POSITIVE PSYCHOLOGY 4 4 100
PSY641B MEDIA PSYCHOLOGY 4 4 100
PSY641C ARTIFICIAL INTELLIGENCE AND HUMAN-MACHINE INTERFACE 4 4 100
PSY641D CONSUMER BEHAVIOUR 4 4 100
PSY641E INTRODUCTION TO FORENSIC PSYCHOLOGY 4 4 100
PSY651 PSYCHOLOGICAL RESEARCH METHODS AND ASSESSMENT-II 2 2 50
        

  

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.  

Department Overview:
The Department of Media Studies at the Undergraduate level aims to provide a firm foundation for the students to either directly get into communication and media professions or make a foray into higher studies. The programmes are a combination of theory and practice. Two programmes: BA Journalism with Psychology and English (JPE) and BA Communication and Media with Psychology and English (CEP), provide the students with a set of options to choose from, depending on their objectives. The Department ensures that there's plenty of scope for furthering one's learning by offering MA , M Phil and PhD in in Media and Communication Studies.
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:
CEP is a three-year rigorous programme that introduces the students to the domains of Communication and Media Studies, English Studies and Psychology. The media courses aim at equipping students with skills, knowledge, and attitudes that help them aspire for leadership roles in the media domain. English Studies introduces literatures, criticism and critical theories written in and translated into English. Reading and analyzing literature empowers the student to connect with the other two disciplines of Media and Psychology culturally and critically. The discipline of Psychology introduces students to the fundamental processes underlying human behavior. As a multidisciplinary programme, the student is enabled to consume, produce and share knowledge with critical rigour and ethical sensitivity in varied professional and socio-political contexts.
Program Objective:
Programme Objectives: To provide diverse pedagogical practices that are learning and learner-centric To create a blend of rigorous theoretical and practical orientation like seminars, symposiums, fests, field visits and internships To ensure interactions with local, national and global experts and practitioners in the form of workshops and guest lectures To enhance exposure to a wide variety of contemporary media platforms and applications, literatures from different parts of the world and cutting edge psychological research and practice 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.

CNM111 - CRITICAL THINKING (2020 Batch)

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

Course Objectives/Course Description

 

Course Description: 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. 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

Learning Outcome

At the end of the course, students 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

  • Analyse the ethical, logical, factual and ideological underpinnings of an argument

  • Present ethically and critically-informed arguments

Unit-1
Teaching Hours:5
Introduction
 

What, Why, and How of Critical Thinking, Values, Value assumptions, Ethics, Ethics in Argumentation, Ethical Decision-Making

Unit-2
Teaching Hours:15
Critical Thinking - Methods and Processes
 

Logic and Reasoning- Deductive and Inductive Reasoning, Premise of Contention, Validity and Truth; Statistics - Statistical Evidence, Problems with Statistics and Surveys; Evidence - Verifying Source, Context and Desired Outcomes; Reasoning Errors - Reasoning by Analogy, Cause-Effect Reasoning, False Cause, Slippery Slope, Attacking the Person Instead of the Argument, Appealing to Tradition, Stereotyping, Generalising.

Unit-3
Teaching Hours:20
The idea of India
 

Introductory lectures on 1. History 2. Economy 3. Politics 4. Identity and Culture 5. Gender 6. Ecology 7. Class 8. Caste 9. Religion 10. Nation and Nationalism

Unit-4
Teaching Hours:20
Classroom Practice - Debate
 

Constructing the arguments – Selecting evidence – Organising Evidence – Addressing counter arguments 

Text Books And Reference Books:

 

Fisher, Alec, Critical Thinking: An Introduction, Cambridge University Press, 2017.

Ruth Matthews and Jo Lally, The thinking teacher’s tool kit, Continuum international publishing group, 2010.

Power and Contestation: India Since 1989 ( Introduction: The Conjuncture of the 1990s)

Essential Reading / Recommended Reading

Merlilee H Salmon, Introduction to Logic and Critical Thinking, New York Brooks/cole Publishing Company 2007.

Hurley, Patrick J., Concise Introduction to Logic, 2006

John D. Ramage, John C. Bean, June Johnson, Writing arguments: a rhetoric with readings, Boston : Allyn and Bacon, c2001, 5th ed.

Evaluation Pattern

Testing pattern for Continuous Internal Assessment and exams

Learning Outcome of the Assignment: Recall, Understand, Apply, Analyse, Evaluate or Create

 

Components

Details of the assignment

Marks (%)

CIA 1:

A written exam

Based on the lectures and discussions

To test the listening, recalling, understanding and analysing skills of the students

10

CIA 2 (Mid Semester)

Students should do critical analyses of media content. This has to be done on a weekly basis for over a period of four to five weeks.

To test:

logic, application of critical thinking methods, clarity, coherence and conviction in arguments, subject depth, supply of evidence, awareness and response to counter-arguments

25

CIA 3:

Students ought to build a portfolio over the first two months of the course and submit it for evaluation

To test:

logic, application of critical thinking methods, clarity, coherence and conviction in arguments, subject depth, supply of evidence, awareness and response to counter-arguments

10

End Semester Examination:

Topics based on Module III will be given to the students on a random basis, at least a week in advance. Students have to debate as per the facilitator’s instructions.



To test:

logic, application of critical thinking methods, clarity, coherence and conviction in arguments, subject depth, supply of evidence, awareness and response to counter-arguments

50

Attendance

 

5




CNM131 - INTRODUCTION TO MASS COMMUNICATION (2020 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:
● Fully exposed to the rudiments and basics of mass communication as a subset of human communication.
● Be acquainted with the contents and characteristics of various types of media of mass communication.
● Exposed to various forms, models, elements and nature of mass communication.

Learning 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.
Need for communication- Evolution of Communication-Different milestones in
communication from smoke signals to smartphones.
Variables of Communication-Emotional and Cultural. Different forms of communication
Verbal, nonverbal, written communication.

Unit-2
Teaching Hours:10
Communication Process
 

Levels of communication - Intrapersonal, interpersonal, group, mass media communication.
Models: Aristotle- SMR, SMCR, Shannon and Weaver, Lasswell, Osgood, Dance, Schramm,
Gerbner, Newcomb, convergent and gatekeeping, communication and socialization.

Unit-3
Teaching Hours:15
Brief introduction to Communication Theories
 

Powerful effects Theory-Magic Bullet Theory, Two-step flow- opinion leaders, Limited
Effects theory into effects theory all over again. Press theories- Authoritarian, Libertarian,
Soviet Communist and Social Responsibility. New press theories- Democratic and
participatory press theory, and Developmental press theory.

Unit-4
Teaching Hours:15
Functions of Communication
 

Surveillance Function, Correlation Function, Entertainment Function, Cultural Transmission,
Status Conferral/ Conferment of Status, Enforcement of Norms, Dysfunctions of Mass
Communication.
Communication and Research, market – driven media content – effects, skyvision, cultural
integration and cultural pollution.

Unit-5
Teaching Hours:10
Mass Communcation
 

Nature and process of mass communication, media of mass communication, characteristics
and typology of audiences.Ownership patterns of mass media, ethical aspects of mass media.

Text Books And Reference Books:

Keval J Kumar: Introduction to Mass communication.
● Baran, S.J. (2002).Introduction to Mass Communication. New York: McGraw Hill.
● Berko, W. & W. (1989). Communicating. New Jersey: Prentice Hall.

Essential Reading / Recommended Reading

Bitner, R. (1989). Mass Communication: An Introduction. New Jersey: Prentice Hall.
● Defleur, M.L. & Dennis E (1994).Understanding Mass Communication. Boston:
Houghton Mifflin.
● Hybels, S. & Weaver I. (2001). Communicating Effectively. Boston: McGraw Hill.
● C. S . Rayadu. (2010). Communication, Himalaya Publishing House, Mumbai.

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 (2020 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)

 

 

Learning 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

 

 

Unit-2
Teaching Hours:6
Reading skills
 

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

                                                                       

Unit-3
Teaching Hours:6
Study Skills
 

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

 

 

 

Unit-4
Teaching Hours:10
Language skills
 

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

 

Unit-5
Teaching Hours:6
Listening Skills
 

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

 

 

Unit-6
Teaching Hours:7
Critical Reading
 

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

 

Unit-7
Teaching Hours:4
portfolio organisation
 

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.

 

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 (2020 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

 

  • To introduce  students to the socio-political, religious, cultural, and linguistic aspects of the UK through English literary texts
  • To help students understand texts as products of a historical, political and cultural processes
  • To enable students to identify different forms, genres and subgenres in literature
  • To sensitize students to human values through an exposure to socio-historical concerns of subjectivity, identity, community and nationhood.
  • To sharpen critical appreciation and analytical writing skills through an introduction to models of literary criticism

Learning 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

Unit-3
Teaching Hours:25
Reformation, Restoration and after
 

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
 

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

  1. group presentations on topics relevant to British literature/Art and literary movements
  2. an exhibition/display based on different eras, movements and literary and non-literary genres

 

CIA III will be a moddle test on the Novel

 

These are suggested examples of CIAs. However, during the course of teaching, there could be other suggestions, and CIAs could be slightly modified based on class dynamics and calibre of students.

 

Selected Texts chosen to be taught may be revised / used as extended reading which may be tested in CIA 1, 2 or 3. Example : only 1 soliloquy may be taught.

 

Mid Semester Examination CIA II: 2 Hours

 

Section A: Short Notes – 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 (2020 Batch)

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

Course Objectives/Course Description

 

French as second language for the UG program

Learning Outcome

Enhancement of linguistic competencies and sharpening of written and oral communicative skills.

 

Unit-1
Teaching Hours:5
Chapter 1- I Discover
 

Lesson 1: Good Morning, How are you?

Unit-2
Teaching Hours:5
Chapter 1 - I discover
 

Lesson 2: Hello, My name is Agnes.

Unit-3
Teaching Hours:5
Chapter 2- Culture : Physical and Political france
 

Lesson 1: Who is it?

Unit-4
Teaching Hours:5
Chapter 2- Culture: Physical and Political France
 

Lesson 2: In my bag , I have......

Unit-5
Teaching Hours:5
Les Fables de la Fontaine
 

1. La cigale et la fourmis

Unit-6
Teaching Hours:5
Visual Text
 

A French Film 

Unit-7
Teaching Hours:5
Chapter 3- Viideo Workshop: He is cute!
 

Lesson 1 : How is he?

Unit-8
Teaching Hours:5
Les Fables de la Fontaine
 

2. Le renard et le corbeau

Unit-9
Teaching Hours:5
Chapter 3- Video Workshop: He is cute
 

Lesson 2: Hello?

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. Thakker, Viral. Plaisir d’écrire. New Delhi : Langers International Pvt. Ltd., 2011

2. French websites like Bonjour de France, Fluent U French, Learn French Lab, Point du FLE etc.

Evaluation Pattern

 

Assessment Pattern

CIA (Weight)

ESE (Weight)

CIA 1 – Assignment & MOODLE Testing (Quiz)

10%

 

CIA 2 –Mid Sem Exam

25%

 

CIA 3 – Role Play / Theatre and DELF Pattern: Reading & Writing

10%

 

Attendance

05%

 

End Sem Exam

 

50%

Total

50%

50%

 

HIN121 - HINDI (2020 Batch)

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

Course Objectives/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:

  • to impart the knowledge of poetics
  • to acquire translation skills
  • to expose students to veriety of texts to interact with them
  • to help students develop a taste to appreciate works of literature through the organisation of language
  • to help students understand the relationship between the world around them and the text
  • to improve their oral and written skills
  • to expose them to the world of music

Learning Outcome

Students will be exposed to the world of poetry and Music. Through translation and cultural studies, students can understand different languages, literature and culture. Grammar portions will help the students to develop their language proficiency.

Unit-1
Teaching Hours:20
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

 

Unit-2
Teaching Hours:10
Translation-Theory and Practice
 

                                                                                            

                                      

                                          

                                           

         

Translation-Practice                English to Hindi and vice- versa.

Unit-3
Teaching Hours:10
Bharath ki pramukh sanskruthic kalayen-
 

Ramleela,Krishnaleela,Yakshagaana,kathakali.

Unit-4
Teaching Hours:5
Hindusthani Sangeeth-parampara evam pramukh kalakar
 

Utbhav,Vikas aur paramparaein

Pramukh Sangeethkar-1.Bhimsen Joshi 2.Gulam Ali 3.Pandit Ravishankar 4. Bismillah Khan.

Text Books And Reference Books:

  1. 'Samakaleen Hindi Kavitha’ (Collection of Poems) Edited By: Dr.N Mohanan,  Rajpal and Son’s,New Delhi.
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 (2020 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.  

Learning Outcome

  • Develops analytical and critical bent of mind to compare and analyse the various literature they read and discuss in class.
  • Develops a more humane and service oriented approach to all forms of life around them.
  • Ability to communicate effectively in speech and in writing.
  • Ability to use better language to communicate effectively.

Unit-1
Teaching Hours:20
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, Kari Heggadeya Magalu

Unit-2
Teaching Hours:15
Prose- Selected Short Stories
 

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
Grammar- Folk Art forms
 

1. Differences in Prounounciation ( L-l) (A-H) 

2. Change of meanings

3. Report Writing

4. Folk Art forms of Karnataka ( Dollu Kunitha, Pooja Kunitha, Goravara Kunitha, Patada Kunitha ) 

Text Books And Reference Books:

       1. Adipurana- Pampa

       2. Yashodhara Charite- Janna

       3. Harishchandra Kavya- Raghavanka

       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 (2020 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

  • The world of Psychology with a brief historical sketch of the science of psychology, multiple perspectives and recent trends in the field.
  • The biological basis of behaiour
  • The fundamental processes underlying human behaviour such as learning, motivation, emotion, personality
  • Ethics in studying human behaviour and using them in academic assignments. Students will have an opportunity to develop skills such as writing, making presentations and using technology for academic purposes and teamwork.

Learning Outcome

By the end of the course the learner will be able to:

  • 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.
  • Critically evaluate the different schools of thought in psychology
  • Define the basic biological process that influence behaviour
  • Analyse methods of scientific inquiry, evidence-based thinking, and critical thinking skills to psychological phenomena and examples of psychological science
  • Write assignments and make presentations demonstrating basic knowledge of APA (American Psychological Association) style.

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 gain a better appreciation of why contemporary psychology takes the shape it does.

  1. Describe the evolution of psychology and the major pioneers in the field
  2. Identify the various approaches, fields, and subfields of psychology along with their major concepts and important figures
  3. 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.

  1. The interaction between biological factors and experience
  2. Methods and issues related to biological advances
  3. To develop an understanding of the influence of behaviour, cognition, and the environment on the bodily systems.
  4. To develop an appreciation of the neurobiological basis of psychological function and dysfunction. 

Laboratory Demonstration: Biofeedback/ EEG/ Eye-tracking

Unit-3
Teaching Hours:15
Learning
 
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
 

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.

  1. 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.
  2. Theories and perspectives of personality development: psychoanalytic, humanistic, trait, and social-cognitive.
  3. Understand classic and current empirical measurement tools and approaches to investigation for personality assessment in psychological and clinical science
  4. To 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
 

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.

  1. Explain motivation, how it is influenced, and major theories about motivation
  2. Describe hunger and eating in relation to motivation, obesity, anorexia, and bulimia
  3. Describe sexual behaviour and research about sexuality
  4. 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.

Baron, R.A and Misra, G. (2014). Psychology (Indian Subcontinent Edition).Pearson Education Ltd.

Evaluation Pattern

 CIA (CONTINUOUS INTERNAL ASSESSMENT)    

  •  CIA I –Written Assignment /Individual Assignment  - Total Marks 20     
  •  CIA II – Mid Semester Examination                        - Total marks 50                          
  •  CIA III –Activity-based Assignment                        - Total marks 20
  •   CIA I + II + III                                                      = 90 /100 = 45/50 
  •   Attendance                                                            = 5 marks 
  •  Total                                                                      = 100 = 50 

End Semester Examination : Total Marks=100=50

Question paper pattern

  •  Section A        Brief, concepts, definitions, applications               2 marks x 10 = 20
  •  Section B         Short Answers: Conceptual/Application                5 marks x 4   = 20
  •  Section C        Essay Type: Descriptive/Conceptual                       15 marks x 3 = 45
  •  Section D        Compulsory: Case Study (Application)                    15 X 1           = 15

SAN121 - SANSKRIT (2020 Batch)

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

Course Objectives/Course Description

 

The I semeste B.A/B.Sc students are prescribed wih the text " Ruthusamharam"

Strotra shithya 

Learning Outcome

The students will have exposure for the  style of poetry. Ruthusamhara is the work based on the nature which makes the students to understand about changes in nature

Unit-1
Teaching Hours:30
test
 

poery Buddhacharitham III canto, up to 52 stanzas.

Level of Knowledge: Conceptual/ descriptive/ Analytical.

Unit-1
Teaching Hours:35
Ruthusamharam
 

Ruthusamharam

Strotra sahithya 

Unit-2
Teaching Hours:5
Grammar
 

Grammar

Grammer- Sandhis and lakaras                                                          

 Level of Knowledge:  Analytical /Conceptual

Unit-3
Teaching Hours:5
. Language component.
 

language component.

Translation from Sanskrit to english                                                     

Level of Knowledge:  Analytical/. Conceptual

Composition to write in Sanskrit                                                              

Level of Knowledge:  Analytical/. Conceptual

Comprehension in Sanskrit                                                                     

Level of Knowledge:  Analytical/. Conceptual

Text Books And Reference Books:

Ruthusamharam

 Strotra sahitya : Madhurashtaka and Geeta govinda                                    

                            M.S. Subbalakshmi , Balamurali Krishna 

Essential Reading / Recommended Reading

1) Ruthusamharam- Shivaprasad Dvivedi

2) Ruthusamharam- Dr. K . Narayanabhatta

3) sanskrit grammar Translation from English to Sanskrit by M.R.Kale

4) Sanskrt Grammar Kannada version by Hegde. 

Evaluation Pattern

CIA 1  Wikipedia  assignment   Evaluated for 20 marks

CIA 2 Midsemester examination   Evaluated for 50 marks

CIA 3  Wikipedia assignment   Evaluated for 20 marks

          End semester   Evaluated for 50 marks

 

TAM121 - TAMIL (2020 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.

Learning 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:15
Modern Poetry
 

Poems of Bharathiyar, Bharathidasan and women poets

Unit-2
Teaching Hours:5
Practical Grammar
 

2  Grammar as reflected in the poems

Unit-3
Teaching Hours:15
Contemporary Cultural Issues