Department of
ENGLISH-STUDIES






Syllabus for
Master of Arts (English with Communication Studies)
Academic Year  (2019)

 
1 Semester - 2019 - Batch
Paper Code
Paper
Hours Per
Week
Credits
Marks
MEL111 LITERARY HISTORIES: READING THE CANON AND INSTITUTIONALISATION OF ENGLISH 3 2 50
MEL131 BRITISH LITERATURE I: CRITICAL READINGS 4 4 100
MEL132 AMERICAN LITERATURE: VOICES FROM THE NATION 4 4 100
MEL133 CRITICAL STUDIES 4 4 100
MEL134 LINGUISTICS 4 4 100
MEL135 MASS COMMUNICATIONS 4 4 100
2 Semester - 2019 - Batch
Paper Code
Paper
Hours Per
Week
Credits
Marks
MEL211 ADVANCED COMMUNICATION 3 2 50
MEL212 GENRE STUDIES: PROSE 3 2 100
MEL231 BRITISH LITERATURE II: MULTICULTURAL READINGS 4 4 100
MEL232 RESEARCH METHODOLOGY 4 4 100
MEL233 LITERARY THEORY 4 4 100
MEL234 ENGLISH LANGUAGE EDUCATION 4 4 100
MEL235 MASS COMMUNICATION - II 4 4 100
3 Semester - 2018 - Batch
Paper Code
Paper
Hours Per
Week
Credits
Marks
MEL311 INDIAN AESTHETICS 3 3 50
MEL312 GENRE STUDIES: DRAMA 3 3 50
MEL331 INDIAN LITERATURES IN TRANSLATION 4 4 100
MEL332 POSTCOLONIAL LITERATURES 4 4 100
MEL333 CULTURAL STUDIES : EXPLORING INDENTITIES 4 4 100
MEL334 GENDER STUDIES 4 4 100
MEL341A DEVELOPING MEDIA SKILLS 4 4 100
MEL341B THEATRE IN PRACTICE 4 4 100
4 Semester - 2018 - Batch
Paper Code
Paper
Hours Per
Week
Credits
Marks
MEL431 INDIAN LITERATURES IN ENGLISH 4 4 100
MEL432 WORLD LITERATURES 4 4 100
MEL433 FILM STUDIES : PERSEPCTIVES 4 4 100
MEL441A TRANSLATION STUDIES 4 4 100
MEL441B READING THE CITY 4 4 100
MEL441C CHILDREN'S LITERATURE 4 4 100
MEL481 DISSERTATION 4 4 100
        

  

Assesment Pattern

CIA - 50

ESE - 50

Examination And Assesments

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

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

 

Research Requirements

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

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

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

Department Overview:
The Department of English in consonance with its mission statement is committed to promoting an intellectual climate through artistic creation, critical mediation and innovative ideation. The Department inculcates among its students a critical reading of the self, the society and the imagined with the aim of moulding them into responsible and socially sensitive citizens. The Department facilitates their holistic development by building emotional, academic, social, professional and global competencies. The Department aspires to create a nuanced understanding of canonical and non-canonical literary and cultural texts, their social milieu for an engaged and enduring understanding of life. The Department offers the following core courses: English Studies and MA English with Communication Studies; two full time Research Programmes namely: MPhil and PhD
Mission Statement:
Vision Towards critically reading Self, Society and the Imagined Mission The Department of English aspires to promote an intellectual climate through artistic creation, critical mediation and innovative ideation in a culture of reciprocal transformation.
Introduction to Program:
The Masters programme in English with Communication Studies aspires to sustain and revive an academic interest in literary and cultural theories. The papers offered are as contemporarily relevant as possible, even eclectic. A conscious effort is made to ensure that theories are grounded in textual readings, wherever possible. Testing and evaluation patterns aim at fostering a culture of research rather than an exam driven system, which will enhance student reading and creativity. In keeping with practical demands, ELT, communication study papers and the internship component are skill based and endeavour to make the programme application oriented. The programme will offer one value added course per semester at the Postgraduate level for the first three semesters alone. Value added courses provide students an opportunity to develop discipline specific and inter-disciplinary skills.These courses will give the adequate training to the students to develop their own interests and aptitudes. The objective is to help them enhance and gain a nuanced understanding of their curriculum.
Program Objective:
Programme outcomes: By the end of the programme students should be able to: PO1. Disciplinary Knowledge: ● Exhibit competence in the discipline ● Analyze seminal pieces of work in the area ● Apply disciplinary principles to conduct academic inquiry ● Evaluate aspects of social reality using the principles of the discipline PO2.Critical Thinking: ● Recognize and examine the social structures underlying our society and how they shape our existence ● Reflect upon lived experiences with reflexivity ● Analyze and engage with their social surroundings, problematize and raise questions based on academic inquiry PO3. Research Skills ● Exhibit problem solving skills, reflective thinking ● Apply analytical and scientific thinking ● Demonstrate technical skills in terms of handling data, working with various research related software ● Conceptualize, design, and execute research project/s PO4. Communication and social Interaction: ● Communicate effectively across media in varied contexts ● Collaborate as members or leaders in teams in multidisciplinary settings ● Work in multicultural spaces PO5. Effective Citizenship: ● Act with an informed awareness of issues ● Engage with the community effectively using expertise drawn from the discipline ● Undertake initiatives that encourage equity and growth for all PO6. Ethics: ● Recognize and respect different

MEL111 - LITERARY HISTORIES: READING THE CANON AND INSTITUTIONALISATION OF ENGLISH (2019 Batch)

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

Course Objectives/Course Description

 

Course Description

 The course familiarises students with literary histories traced through the narratives of English departments, across the world.  Institutionalised histories of English and her literature, whether in England or, America, or, in India, albeit distinct in the socio-political histories, continue to provide a narrativised discourse that is interjected with notions of power, authority, canonisation and identities. A meta-analysis of the project of the English departments indicates a meandering trajectory, modifying its course depending on various socio-cultural effects. Literary histories trace the contestations that have occurred across all departments of English regarding the notions of “allegiance”, the idea of English as a national language, political implications of the Scottish independence, the intentional ambiguity that has sustained the discourses of English histories between English as a language of people, a label for identity, a tool for conquest, a vehicle for canonisation, or, ‘Englishness’ as a privilege of a class or nation/state.

 

The course will help students locate the particular histories and narrativised accounts of English and the departments of English in varied nation-states. This would allow the learners to find answers for some of the questions such as, does English provide the voice to the subalterns in colonised places, what role do the theorized accounts of the journey and implications of a language, located in the socio-political milieu of education across the world have for the education policies of the state, what implication does canonisation in the modern world have for the creation and obsolescence of genres, and, quite importantly, what role do translations play in the history of material production of the language/literature/identity of English.

 

Course Objectives

Through the critical reading of articles, this course will try to find answers to some pertinent questions, such as - will those who speak a global language as a mother tongue automatically be in a position of power compared with those who have to learn it as an official or foreign language? Will the emergence of a global language hasten the disappearance of minority languages and cause widespread language death? It will also try to underline some of the parameters of inquiry which must influence our understanding of English Literature, and identify several political, economic, demographic and social factors that contributed to the construction of English Literature.

       Introduce the students to the core concerns of literary histories traced through the initiation and changing trajectories of departments of English

       Instill basic understanding of the different socio-political influences of the constructions of literary histories.

       Introduce the learners to the basic theoretical frameworks for understanding canon formation, institutionalising and discourse of language in her diverse agencies. 

 

 

Learning Outcome

Learning Outcomes

By the end of the course students will be able to demonstrate:

·         A critical understanding of the language, literary history and institutional histories;

       Proficiency in theoretical underpinnings of English language departments;

       Their ability to apply the acquired knowledge and theories to understand ideologies underlying syllabus and curriculum

 

 

Unit-1
Teaching Hours:10
Origins, Genealogy and History
 

This unit discusses key essays by scholars regarding the initial movements, the backdrop with which English Studies started etching her history. This module however, focuses on the key moments in select areas, UK, America and India.

·         Applebee, A. N. (1974). Tradition and reform in the teaching of English: A history.Urbana: NCTE.

·         Sedgwick, A. (1834). A Discourse on the Studies of the University. J. Smith.

·         Williams, R. (1989). The future of English Literature. What I Came to Say, 147-156.

·         Baron, D. E. (1982). Grammar and good taste: Reforming the American language. Yale University Press.

 

·         Viswanathan, G.(1987). The beginnings of English literary study in British India. Oxford Literary Review,9(1), 2-26.

Unit-2
Teaching Hours:10
Ideologies and English Studies
 

·         Nussbaum, M. C. (2016). Not for profit: Why democracy needs the humanities. Princeton University Press.

·         Spivak, G. C. (1981). Reading the world: Literary Studies in the 80s. College English, 43(7), 671-679.

·         Arnold, M. (1895). The function of criticism at the present time. Macmillan. 

·         Franklin C. Introduction. Institutionalizing English literature: The culture and politics of literary study, 1750-1900.

·         Ngugiwa T. (1994). Introduction. Decolonising the mind: The politics of language in African literature. East African Publishers.

 

·         Susie T. (ed.). (1998). Government, binding and unbinding: alienation and the subject of literature. Subject to change, 1-32.  Orient Longman limited: India

Unit-3
Teaching Hours:10
Development of English education and English studies
 

·         Robert Irvine.”. The Edinburgh Introduction to Studying English Literature. Eds. D Cavanagh, A Gillis, M Keown, J Loxley &Rvr Stevenson (eds), Edinburgh University Press, pp.

·         Irvine, R. (2014). English literary studies: origin and nature. In D. Cavanagh (Ed.), Edinburgh Introduction to Studying English Literature. Edinburgh University Press.

·         Terry E. (2015). The rise of English studies. Literary theory: An introduction. Malden, Mass: Blackwell Publishing.

 

·         Gauri V. (1989).Masks of Conquest: Literary Study and British Rule in India

Unit-4
Teaching Hours:5
English Studies and Canon
 

1.      Hitt, J., Hirsch Jr, E. D., Lakiski, J., Pareles, J., Shatuck, R., &Spivak, G. C. (1989). Who needs the great works?.Harper's Magazine, 43-52.

2.      Banks, R. (2000). Who will tell the people?Harper’s Magazine, 300, 83-88.

 

3.      Banks, J. A. (1993). The canon debate, knowledge construction, and multicultural education. Educational researcher, 22(5), 4-14.

Unit-5
Teaching Hours:10
Curriculum: Subject to Change: India as a case study
 

·         Macaulay,T.B. (1835). Minute on Indian Education.

·         Gauri V. The beginnings of English literary studies in British India. Oxford Literary Review, 9.

·         Spivak, G. C. (1992). Fixing English: nation, language, subject. In S. R. Rajeswari  (Ed.).  Thelie of the land: English literary studies in India, 7-28. Delhi: Oxford University Press.

·         Pappu, R. (2005). English studies in india: the critical moments.

·         Poduval, S. (2006). Re-figuring culture: history, theory, and the aesthetic in contemporary India. SahityaAkademi.

 

·         Rajeswari Sunder Rajan. R. S. (1998). English studies via women’s studies. In S. Tharu (Ed.), Subject to change, 134-142. Orient Longman: India

Text Books And Reference Books:

Select essays from Antologies

Essential Reading / Recommended Reading

§  Baldick, C. (1983). The social mission of English criticism 1848-1932. Oxford: Clarendon Press.

§  Ghotra, B. (Ed.). (2005). English studies in India: past, present, and future. Jaipur: Book Enclave.

§  Graddol, D. (2000). The future of English: a guide to forecasting the popularity of the English language in the 21st Century. London: The British Council.

§  Graff, G. (2007). Professing literature: An institutional history. Chicago: Univ. of Chicago Press.

§  Gupta, S., Chaudhuri, S., Allen, R., &Chaterji, S. (2015). Reconsidering English studies in Indian higher education.Routledge Research in Higher Education.

§  Joshi, S. (1994). Rethinking English: Essays in literature, language, history. New Delhi: Trianka,

§  Rajeswari S. R. (Ed.). (1992). Thelie of the land: English literary studies in India. Delhi: Oxford University Press.

§  MacMurtry, J. (1985). English language, English literature: The creation of an academic discipline. London: Archon Books.

§  Marathe, S., Mohan R., & Robert B. (Eds.). (1993). Provocations: The teaching of English literature in India. Chennai: Orient Blackswan.

§  McArthur, T. (2003). The English languages. Cambridge: Cambridge University Press,.

§  Mohapatra, H. S. (2004). English in the wake of NAAC. The Hindu, 2 May.

§  Mukherjee, A. K. (2009). This gift of English: English education and the formation of alternative hegemonies in India. Delhi: Orient Blackswan.

§  Nagarajan, S. (1981). The decline of English in India: some historical notes. College English 43:7, 663-70.

§  Narasimhaiah, C.D. (2002). English studies in India: widening horizons. Delhi: Pencraft International.

§  Niranjana, T. (1990). History, really beginning: compulsions of Post-Colonial pedagogy. Economic and Political Weekly, 20-27.

§  Ohmann, R. M., & Wallace, W. D. (1996). English in America: A radical view of the profession, with a new introduction. Middletown, Conn.: Wesleyan University Press.

§  Palmer, D. J. (1990). The rise of English studies: an account of the study of the English language and literature from its origins to the making of the Oxford English School. London: University of Hull.

§  Poduval, S. (Ed.). (2005). Re-figuring culture: history, theory and the aesthetic in contemporary India. New Delhi: SahityaAkademi

§  Prasad, G.J.V. (2011). Writing India, writing English: literature, language, location. Delhi: Routledge India.

§  Rajan, P.K. (2000). “English Studies at the Crossroads”. The Hindu, 14 November.

§  Rajan, R. S. (1986). After ‘orientalism’: colonialism and English literary studies in India. Social Scientist, 14(7), 23-35.

§  Rajan, R. S. (2008). English literary studies, women’s studies and feminism in India. Economic and Political Weekly. 43(43), 66-71.

§  Singh, V.D. (2003). Many perspectives, one language. The Hindu, 28 January.

§  Tharu, S. (Ed.). (1998). Subject to change: teaching literature in the nineties. Delhi: Orient Longman.

§  Trivedi, H, Mukherjee, M. (Ed.). (2000). Interrogating Post-colonialism: theory, text and context.  Shimla: Indian Institute of Advanced Studies.

§  Viswanathan, G. (2015). Masks of conquest: literary study and British rule in India. Print.

 

 

Evaluation Pattern

CIA 1: Submission of assignment, critically analyzing the argument of any of the prescribed articles

CIA 2: Mid-Semester: Portfolio submission; organization of review, critical comments, response paper.

CIA 3:Student seminar - students present papers. Or, review syllabus of english departments and describe the department based on the curriculum.

 

ESE - Writing a 1000 word critical vision of an ideal English dept - social, cultural, political implications of such English dept, should indicate the reading done in the course - agree/disagree with the theoretical perspective encountered 

MEL131 - BRITISH LITERATURE I: CRITICAL READINGS (2019 Batch)

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

Course Objectives/Course Description

 

 

Course Description

 

This is a survey course that studies a selection of British texts and their contexts. Chronologically this paper introduces literature of medieval through early post French Revolution Britain, from the earliest written English poems, such as Beowulf to select texts of the Romantic era. Students learn to read this literature both formally and culturally, in relation to the charged and constantly changing social, political, religious, and linguistic landscape of pre-modern Britain. The syllabus attends to the early history of literary forms, to the developing idea of a vernacular literary canon, and to the category of the literary and canon itself. This paper actively engages students in the critical reading process-to read, comprehend, respond to, analyze, interpret, evaluate and appreciate a wide variety of fiction, nonfiction and poetic texts.

 

 

 

Course Objectives

 

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

 

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

 

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

 

??       Follow MLA style in formatting text and citing sources.

 

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

 

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

 

Learning Outcome

 

Students will demonstrate:

 

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

 

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

 

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

 

??       The ability to effectively conduct literary research.

 

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

 

Unit-1
Teaching Hours:15
Demons, Dragons and Heroes
 

 

This is a survey of medieval British literature from the 7th c. through the 15th c.    The unit 1 will help learners to describe the cultural hallmarks of the English Middle Ages that define it as a distinct period, while also pointing out the problematic of trying to separate it from the Renaissance or Early Modern period (usually identified with the sixteenth and seventeenth centuries in England). The learners will find significant continuities as well as differences between the medieval past and modernity, problematizing the notion of a sudden “Rebirth” of England. Instead of stereotypical notions of the Middle Ages as the nostalgic view of a simpler time of great faith and communal living with knights in shining armor and devout pilgrims, or the caricature of a barbaric and benighted time of reckless violence, superstition, and provincialism, the unit will reconstruct a more heterogeneous British Middle Age with both its riches  and its shortcomings, while uncovering the many ways in which the Middle Ages continue to shape and inform current ideas, values, beliefs, etc.

 

 

 

Key Concepts and Movements: Medieval Times, Anglo Saxon Literature, Literary forms- Heroic Poems, Elegy, Lais, Verse Romance, Allegorical Dream Vision, Estate Satires, Literary Confessions, Spiritual Autobiography, Miracle, Mystery and Morality Plays, Literary Devices – Alliteration, apposition, meter, end rhyme, Tropes- epithet, blazon, affected modesty topos, personification and Irony              

 

 

 

       NAEL Introduction to the Middle Ages (PP 3-28)

 

       Who is a medieval literature author? JStor article - SLB

 

       Excerpts- Caedmon’s hymn, Beowulf, Marie de France- Milun, Pearl Poet- Sir Gawain and the Green Knight

 

       Excerpts- Malory- MorteDarthur,

 

       Mary Hoffman from Women of Camelot,- SLB

 

       Article- King Arthur as Christian and Pagan - SLB

 

       Excerpts- William Langland- Piers Ploughman -The Prologue

 

       John Ball- When Adam delved and Eve span...

 

       Chaucer- Wife of Bath’s Prologue, Excerpt- The Franklin’s Tale

 

       Excerpts -Margery Kempe- The Book of Margery Kempe

 

       Excerpts- The Wakefield Second shepherds Play, Everyman - SLC

 

Unit-2
Teaching Hours:15
Renaissance
 

 

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

 

 

 

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

 

 

 

       Excerpts from Utopia, Thomas More

 

       Excerpts from Apologie for Poetry Philip Sydney

 

       Epithalamion , Edmund Spenser

 

       Dr. Faustus Christopher Marlowe- Select monologues - SLC

 

       Henry VIII William Shakespeare

 

       “Of Truth” Francis Bacon

 

       John Milton L’Allegro and Il Penseroso

 

       Andrew Marvell To His Coy Mistress

 

Unit-3
Teaching Hours:15
Neo Classical Age
 

 

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

 

 

 

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

 

 

 

       The Hind and the Panther (Part I with the introduction to the reader) John Dryden

 

       Excerpts from Hudibras Samuel Butler

 

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

 

       Samuel Pepys Excerpts from Diary

 

       Alexander Pope Preface to Epistle to Dr. Arbuthnot

 

       Daniel Defoe Journal of the Plague Year- Excerpts

 

       Jonathan Swift excerpts from The Travels

 

       Addison and Steele Essays from The Spectator( One) - SLC

 

       Oliver Goldsmith The Village Schoolmaster from  The Deserted Village

 

       R B Sheridan “The Rivals”- SLC

 

Unit-4
Teaching Hours:15
Romantic Age
 

 

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

 

 

 

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

 

 

 

??       William Blake: “The Tyger”/ “The Poison Tree”

 

??       Percy Bysshe Shelley: “Ode to the West Wind”

 

??        Preface to The Lyrical Ballads

 

??       William Wordsworth: “Tintern Abbey”

 

??       John Keats: “Hyperion”

 

??       Lord Byron: Excerpts from Childe Harolde’s Pilgrimage”

 

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

 

??       John Keats: “Ode upon a Grecian Urn”

 

??       Coleridge: “Kubla Khan”

 

??       Jane Austen: Pride and Prejudice -  SLC

 

 

 

Text Books And Reference Books:

 

The Norton Anthology of English Literature. 10th ed

 

Essential Reading / Recommended Reading

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

§  Bradley, A C. Shakespearean Tragedy

 

§  Wilson, F P. The English Drama

 

§  Tomlinson, T. B. A Study of Elizabethan and Jacobean Tragedy

 

§  Walker, Hugh. English Essays and Essayists

 

Evaluation Pattern

 

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

 

§  Mid-semester exam will be a written paper on the modules covered for 50 marks (5 questions out of 8, 10 marks each)

 

§  End semester exam: One Section: Five questions carrying 20 marks to be answered out of eight.

 

MEL132 - AMERICAN LITERATURE: VOICES FROM THE NATION (2019 Batch)

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

Course Objectives/Course Description

 

Course Description

 

The course offers a survey of American Literature from the Beginning to the Contemporary time period. It attempts to map out the socio-political and cultural domains of the Nation from its formative years to the struggle and shaping and forging of an American ethos across centuries. The syllabus has a vast representation from all forms of literature, thus giving learners the opportunity to have a dialogue with oral, written and audio-visual texts that zooms one’s vision to the intricate mixture of identities and aesthetic sensibilities of the ages; from ‘melting pot’ to ‘salad bowl’ culture. The uniqueness of the syllabus lies in the selection of the texts under each period which attempts to help the learners understand the nature and composition of literatures across times.

 

Course Objectives

The course intends to enable learners to:

·         Critically appreciate literary texts

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

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

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

 

                                                                                                

 

Learning Outcome

Learning Outcomes

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

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

·         Demonstrate critical thinking skills to understand texts.

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

 

·         Demonstrate the ability to formulate a thesis through readings and support it with evidence and argumentation.

Unit-1
Teaching Hours:5
Contact Zone and Exploring Origins (Native American ? 1700)
 

Unit Description

The unit introduces the learners to the history of Native America and the first stories of nation formation. The focus of this unit will be on the history of settlers, invaders and colonizers. The unit aims to help learners understand how the initial settlements, invasions and establishment of colonies shaped the nation formation. An overview of entry of Columbus, John Smith and others will enable to establish the history.

 

·         “The Iroquois Creation Story”

·         Bartolome De Las Casas –  Excerpt from An Account, Much Abbreviated, of the Destruction of the Indies- SLA

 

·         Roger Williams – Excerpt from A Key into the Language of America

Unit-2
Teaching Hours:5
Revolution: The Rise of Reason (1700-1820)
 

The unit will trace the period known as the Enlightenment period with specific reference to religion and science. The unit will also highlight the American Revolution, the expansion of the nation, democracy formation, the thirteen colonies and American Independence.

 

·         St. Jean De Crevecoeur - From Letters from an American farmer – “Letter X- On Snakes; and on the Humming Bird”

·         Thomas Paine – “In What the True Revelation Consists”

Thomas Jefferson – “First Inaugural Address” - SLA

Unit-3
Teaching Hours:20
Creating an American Idiom and New Trajectories (1820- 1914)
 

The unit will highlight the major changes with expansion of the nation. Racism would be discussed. The focus will be on Civil war and other major movements with regards to philosophy and literature- Transcendentalism, romanticism and dark romanticism.

 ·         Longfellow – “A Psalm of Life”

·         Emerson – “Brahma”

·         Edgar Allan Poe – “The Cask of Amontillado”  - SLC

·         Herman Melville - Moby Dick (Audio-visual text - 1956)

·         Frederick Douglass – Excerpt from The claims of the Negro Ethnologically Considered (Reference to Paul Laurence Dunbar – “Frederick Douglass” - SLA)

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

·         Emily Dickinson – “My Life had Stood a Loaded Gun”

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

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

 ·         Stephen Crane – “A Man Said to the Universe”

Unit-4
Teaching Hours:15
Modernism: Breaking/ Re-envisioning Traditions (1914 -1945)
 

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

 

·         Robert Frost – “Fire and Ice”

·         Sandburg – “Cool Tombs”

·         Wallace Stevens – “Of Modern Poetry”

·         William Carlos Williams -  “The red wheelbarrow” and “This is Just to Say” - SLC

·         Ezra Pound – “In a Station of the Metro”  and “A Pact” - SLC

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

·         E.E.Cummings – “The Grasshopper”

·          Faulkner – “A Rose for Emily”

·         Hemingway – “Hills Like White Elephants” - SLC

 

·         Langston Hughes – “Words Like Freedom”, (“Madam and Her Madam” - SLB

Unit-5
Teaching Hours:15
Coming of Age Literature (1945 - present)
 

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

 

 

·         Tennessee Williams – The Glass Menagerie

·         Allen Ginsberg – “A Desolation”

·         Arthur Miller – All My Sons

·         Gwendolyn Brooks – “Kitchenette Building”

·         Anne Sexton – “The Black Art”

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

·         William Kennedy – Iron Weed (Audio-visual text)

·         Bob Dylan – “All along the Watchtower”

 

·         Barack H. Obama - Nobel Lecture: “A Just and Lasting Peace”

Text Books And Reference Books:

Textbooks

The Norton Anthology of American Literature. 9th ed

Required Reading

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

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

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

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

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

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

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

 

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

Essential Reading / Recommended Reading

 

Recommended Reading

 

§  Anne Bradstreet: from Contemplations

§  Sarah Kemble Knight : The journal of Madame Knight

§  Philip Freneau : The Indian Student or Force of Nature

§  Washington Irving : From A History of New York

§  James Fenimore Cooper : From The Last of the Mohicans

§  William Apess: An Indian’s Looking-Glass for the White Man

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

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

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

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

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

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

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

§  Sherwood Anderson: From Winesburg, Ohio

§  John Dos Passos:  U.S.A

§  Elizabeth Bishop: In the waiting room

§  Sylvia Plath: Lady Lazarus

§  Robert Lowell: Skunk hour

§  Alice Walker: The child who favoured daughter

§  Adrienne Rich: Upper Broadway

§  Gary Snyder: Sixth-month song in the foothills

§  Vladimir Nabokov: Lolita

§  Ralph Ellison: Invisible Man

 

§  Thomas Pynchon: Entropy

Evaluation Pattern

Evaluation Pattern

 

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

 

CIA II: Mid-semester exam

Short essays based on the texts 3x10 = 30 marks

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

 

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

 

End Semester Exam

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

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

 

 

 

MEL133 - CRITICAL STUDIES (2019 Batch)

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

Course Objectives/Course Description

 

Course Description

The critic is perhaps the author’s simultaneous ‘Other’. Art has perennially been chased by certain philosophical questions like: What is the purpose of Art? What is the role of the Artist? Has Art changed the world? True to the mysterious nature of art, it has not been able to dislodge these questions. On the contrary, it thrives on continuously unpacking answers to these questions. In so doing, every age has come up with its individual answers to some of these questions. That leads us to the next set of questions: How has the nature and role of Art changed over the years? Does Art influence its intellectual and social environment or is Art a culmination, a product of its socio-political times?

In this semester, we will look at discussions around the nature and purpose of Art. Our context of study will be focused on major trends that emerged in Europe, from the classical times to the beginning of the 20th century.

 

Course Objectives

·         To introduce students to diverse perspectives in literary criticism.

  • To encourage students to read primary texts.
  • To enable students to critically evaluate the contributions and limitations of key thinkers

 

·         To enable students to critique the relevance of early principles of art evaluation to the contemporary times

Learning Outcome

Learning Outcomes

·         The student will have an overview of major thinkers and their contributions to the field of literary criticism.

·         The student will attempt to encounter thinkers by approaching their primary sources.

·         The student will develop the ability to question the relevance of some key critical positions.

·         The student will learn to summarise key arguments of an essay.

 

·         The students will learn to apply some of these principles to their reading of literature.

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

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

 

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

·         Plato: Republic - Books 3, 5, 7

·         Aristotle’s Poetics: Books I-III

 

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

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

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

 

·         Dante: The Letter to Can Grande

·         Sir Phillip Sydney: An Apology for Poetry

·         Samuel Johnson: From Preface to Shakespeare

·         William Wordsworth: Preface to Lyrical Ballads

 

·         Matthew Arnold: Sweetness and Light from Culture and Anarchy

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

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

 

·         Formalism and New Criticism : from Internet Encyclopedia of Philosophy

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

·         Cleanth Brooks: The Language of Paradox

·         Wimsatt and Beardsley: Intentional and Affective Fallacies

 

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

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

The unit looks at the directions paved by Formalisms – we move from unified notions of literature to a challenging of these positions

 

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

·         Saussure: Course on General Linguistics. From the Norton Anthology

·         Roland Barthes: Elements of Semiology

·         Foucault: What is an Author?

·         Derrida: Structure, Sign and Play.

 

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

Text Books And Reference Books:

Text Books

 

§  Leitch B. Vincent. Ed. The Norton Anthology of Theory and Criticism. W.W. Norton Company, 2010.

§  Yale University’s Open Yale Courses: Introduction to the theory of Literature: Dr. Paul H. fry’s Lecture Series

§  The Stanford Encyclopedia of Philosophy

 

§  The Internet Encyclopedia of philosophy

Essential Reading / Recommended Reading

§  Habib, M.A. R. A History of Literary Criticism: From Plato to the Present. Wiley – Blackwell, 2011.

§  Waugh, Patricia. Ed. Literary Theory and Criticism. Oxford University Press, 2006.

§  Lavine, T. Z. From Socrates to Sartre: The Philosophic Quest. Bantam Books, U.S.A., 1984.

§  Abrams, M.H.The Mirror and the Lamp: Romantic theory and the Literary Tradition. OUP. 1972

§  J.A. Cuddon: Dictionary of Literary Terms and Literary Theory

 

§  Jeremy hawthorn: A Glossary of Contemporary Literary Theory

Evaluation Pattern

CIA I:NET / SET like objective questions on syllabus covered. This could be an online test. 20 marks

CIA II:A written test. One section – 5 questions out of 7 – 10 marks each.

CIA III: A response paper that critiques formalism or an application of Formalism to the reading of a poem.

 

End Semester Exam: A written exam of 100 marks. 5 questions out of 8 carrying 20 marks each.  

MEL134 - LINGUISTICS (2019 Batch)

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

Course Objectives/Course Description

 

 

  • Introduce the students to the core concepts in Linguistics
  • Instill basic understanding of the different levels of analysis in Linguistics, including Phonology, Morphology, Syntax, Semantics and Pragmatics
  • Introduce the learners to the basic theories and concepts in Psycholinguistics - Language Acquisition and Production
  • Introduce learners to basic concepts and scholarship in Sociolinguistics – Specific attention towards multilingualism as a problem or resource, language minoritisation
  •  Introductory exposure to research protocols in Linguistics

 

 

Learning Outcome

  • Demonstrate a critical understanding of the scientific study of language;
  • Demonstrate proficiency in conceptualisation of phonetic, syntactic, and semantic aspects of language;
  • Demonstrate the ability to apply acquired knowledge and theories to diverse settings: policy framework evaluations, El or SL classrooms, language endangerment, or language conflicts
  • Demonstrate the ability to analyse and conduct independent analyses of linguistic phenomena

 

Unit-1
Teaching Hours:6
Introduction to Linguistics
 

Introduction to Linguistics: Brief history of the discipline; Major branches of linguistics; Introduction to the sub-systems of language; Relationship between language and communication; Communication: Definition, nature, requirements and types of communication

Unit-2
Teaching Hours:25
Essentials of Linguistics
 

Part 1: Definitions of major concepts, nature, properties, and functions of language

Part 2: Battle of Ideas: Often, courses introduce students to the concepts of syntax, semantics and pragmatics in a decontextualised manner, as separate courses. After introducing the individual components, this module will attempt to demonstrate the interrelatedness of the components, how the current research paradigms are reflecting on it and provide them a broad overview of the multiple dimensions of connecting the word and the world.

 

Part 1a. Phonetics

This module will familiarise the students with basic principles of Phonetics and introduce the social implications of accent, pitch and intonations.

·         Definition and branches - articulatory, acoustic and auditory phonetics

·         Speech: Formation, organs of speech and airstream mechanism (clicks ingressive sounds)

·         Stress, rhythm and intonation

·         Introduction to language families through tonal variations/qualities

 

Part 1b. Morphology-

·         Etymology

·         Morph, morpheme, and allomorph and their relationship.

·         Word: Definition and types; Processes of word formation

 

Part 1c. Syntax: 

·         Syntactic analysis

·         Phrase structure grammar

·          Transformational grammar

·         Acceptability and grammaticality of sentences.

 

Part 1d. Semantics:

·         Concept of meaning.

·         Different types of meanings.

·         Meaning Relations, Semantic ambiguity.

·         Pragmatics: Presupposition, implicature and entailment

 

Part 2: Essentials of Linguistics: The battle of syntax, semantics and pragmatics

This unit will conclude by orienting students to these four perspectives and their interrelations four essential aspects of language studies. Using contemporary research and studies, issues and examples, an attempt will be made to make the learner aware of the interconnectedness of the framework. E.g., learners will be exposed to question whether grammar is/is not a pragmatist’s concern.

 

·         Relationship between language and words

·         Relationship between language and grammar

·         Relationship between language and meaning (language change and language varieties)

·         Relationship between language and interpretation

 

Unit-3
Teaching Hours:7
Language in Society: Sociolinguistics
 

This unit will aim to provide a foundation for understanding the ‘place’ of a language in society. Students will be exposed to myriad range of social factors, including but not restricted to, class, gender, ethnicity and age, including language change and evolution.

 

·Language families (Indo European family, Austro Asiatic, Sino Tibetan, and Dravidian), the branching of languages and the relevance of analyzing languages, dialects through the lens of language families.

·   Relationships between language and social structure: Linguistic relativity

·      Introduction to Sociolinguistics: Language isolates, Language change, Language varieties, Languages in Contact.

·      Multilingual speech communities: dialects, pidgins and creoles, code-switching and code-mixing, language maintenance and shift:

·         Sociolinguistic variation: class, gender, region, age

·         Language change

·         Diaglossia

·  Social networks, style and register, politeness, cross-cultural communication

Unit-4
Teaching Hours:7
Language in Mind: Psycholinguistics
 

This unit will provide an understanding of the psychological and cognitive aspects of linguistics. Contemporary research will be discussed in class wherein, the innateness, universalisable aspects of issues such as ‘competence’ will be debated. For example, students will be made aware of the cognitive aspects of a bilingual language speaker and learner.

·         Introduction to psycholinguistics

·         Competence and performance

·         Language acquisition (e.g., FL, SL will be covered)

·         Language production

·         Bilingualism, Multilingualism

Unit-5
Teaching Hours:7
Concerns of Applied Linguistics: Language, Ideology and Identity
 

The attempt of this unit is to orient students to understand Linguistics within a multidisciplinary framework. This approach aims to relook at the course on Linguistics as a competency based course, increasing the opportunities for the graduating students to engage, not only with traditional concerns of Linguistics (phonetics, semantics, syntax and pragmatics), but also contribute, with their training, to practical, policy based concerns, such as contributing to policy formulations and research driven projects, service and entrepreneurships. Keeping in mind the relevance of three core concerns: discourse of language within sub-disciplines of linguistics, research-level/action-driven research potential of course modules and to build on the range of the course, not delimiting it to generic categories of Linguistics, this module aims to elaborate the socio-cultural-anthropological implications of linguistic analysis. Specifically, this module will aim to provide a foundation for understanding the ‘place’ of a language in society. Therefore, the module will discuss issues that deal with how ideologies operate and create language rights and policies, minoritisation, and discrimination. Students will also learn how languages are constitutive of the discourses of nation and identities.

·         Linguicism-linguistic discrimination

·         Language rights

·         Language planning

·         Future of endangered language, Language revitalization and maintenance (G N Devy, ref. 14)

·         Language and its ecological niche (ref. 15, 16)

·         Ethnicity and identity (ref. 17, 18)

·         Territories, nations and their languages ( ref. 19)

·         National languages

·         Linguistic minorities

·         Language and the media

 

Unit-6
Teaching Hours:8
Linguistic Research Methods
 

This unit will provide an introductory foundation for research in Linguistics. This will orient the students to the various methods, their scope, differential relevance for varied research projects and their limitations.

·         Linguistic Analysis: Contemporary approaches of linguistic analyses (data-based Corpus design). Varied theoretical and methodological approaches of data will be discussed.

·         Corpus Linguistics Methods

·         Field Linguistic Methods (ref. 20, 21)

·         Ethnography: the ‘observer's paradox’ (ref. 33)

·         Discourse Analysis: Hands-on experience in data collection and analysis of discursive data. Understanding how linguists, through discursive data, uncover meanings, interpretations, and ideologies. (ref. 29)

·         Language Advocacy: Creating a language revitalisation programme: assessing needs, goals, attitudes/The role of the researcher and external ‘expert’ (and case studies) (ref. 30,31,32)

 

Text Books And Reference Books:

Required Reading

 

§  Fromkin, V., Rodman, R. &Hyams., N. (2010). An Introduction to Language. 7th ed. Boston: Thomson Heinle.

§  Balasubramanian, T. (2000). A Textbook of English Phonetics: For Indian Students. Macmillan.

§  Ball, M. J. (Ed.). (2009). The Routledge handbook of sociolinguistics around the world. London: Routledge.

§  Chandler, Daniel. (2002). Semiotics: The Basics. New York.

§  Krishnaswamy, N, &Burde, A. S. (2004). The Politics of Indians' English : Linguistic colonialism and the expanding English empire. New Delhi: OUP.

§  Levinson S. (1983). Pragmatics. Cambridge, CUP.

§  Bourdieu, Pierre. 1991. Introduction. Language and Symbolic Power. Cambridge: Polity Press.

§  Woolard, K. A., &Schieffelin, B. B. (1994). Language Ideology. Annual Review of Anthropology 23:55-82.

§  May, Stephen. 2003. Rearticulating the case for minority language rights. Current Issues in Language Planning 4:95–125.

§  Bradley, David. 2002. Language attitudes: the key factor in language maintenance. In Bradley, David, and Bradley, Maya eds. Language Endangerment and Language Maintenance: An Active Approach. London: Routledge. Pp. 1-10.
Ladefoged, Peter. 1992. Another view of endangered languages. Language 68:809-11.

§  Choi, Jinny K. 2003. Language Attitudes and the Future of Bilingualism: The Case of Paraguay. International Journal of Bilingual Education and Bilingualism 6:81–94.

§  Patrick, Peter L. 2004. ‘Linguistic Human Rights: A Sociolinguistic Introduction.’ Dept. of Language and Linguistics, University of Essex. http://privatewww.essex.ac.uk/~patrickp/lhr/linguistichumanrights.htm
Whiteley, Peter. 2003. Do "Language Rights" serve indigenous interests? Some Hopi and other queries. American Anthropologist 4:712-22.

§  UN 2008. Draft resolution on linguistic rights http://www.linguistic-declaration.org/index-gb.htm

§  UNESCO International Expert Meeting, Paris, 10 – 12 March 2003. Safeguarding of Endangered Languages: Recommendations for Action Plans. http://www.unesco.org/culture/ich/doc/src/00117-EN.pdf

§  Mühlhäusler, Peter. 2000. Language planning and language ecology. Current Issues in Language Planning 1/3: 306–367.

§  Calvet, Jean-Louis. 2006. Towards an Ecology of World Languages. Cambridge: Polity Terralingua website http://www.terralingua.org/

§  Thieberger, N. 2002. Extinction in whose terms? In Language Endangerment and Language Maintenance: An Active Approach, eds. David Bradley and Maya Bradley. Pp. 310-28. London: RoutledgeCurzon.

§  Myhill, John. 1999. Identity, Territoriality and Minority Language Survival. Journal of Multilingual and Multicultural Development 20:34-50.

§  Blommaert, Jan. 2004. Rights in places. In Language Rights and Language Survival, eds. Jane Freeland and Donna Patrick. Manchester: St Jerome Press.

§  Abbi, Anvita, 2001. A manual of linguistic field work and structures of Indian languages. München: LINCOM EUROPA.

§  Himmelmann, Nikolaus P. 1998. Documentary and descriptive linguistics, Linguistics 36: 161-195.

§  Grenoble, Lenore A., and Whaley, Lindsay J. 2006. Saving Languages: An Introduction to Language Revitalization. Cambridge: Cambridge University Press

§  Hinton, Leanne. 2003a. Language revitalization. Annual Review of Applied Linguistics 23:44-57.

§  Hinton, Leanne. 2003b. How to teach when the teacher isn't fluent. In Nurturing Native Languages, eds. John Reyhner, Octaviana Trujillo, Roberto Luis Carrasco and Louise Lockard. 79-92. Flagstaff, Arizona: Northern Arizona University.

§  Amery, Rob. 2001. Language Planning and Language Revival. University of Sydney. http://cilp.arts.usyd.edu.au?Themes/CILP-LREvival.html.

§  Bentahila, A., and Davies, E. E. 1993. Language revival: Restoration or transformation? Journal of Multilingual and Multicultural Development 14:355-74.

§  Milroy, Lesley. 1982. Language and Group Identity. Journal of Multilingual and Multicultural Development 3:207-16.

§  Coupland, Nik and Jaworski, Adam (eds.) 2009. New Sociolinguistics Reader. Palgrave Macmillan.

§  Jaworski, A., &Coupland, N. (2014). The discourse reader. Routledge.

§  Sallabank, Julia. 2005. Prestige From the Bottom Up: A Review of Language Planning in Guernsey. Current Issues in Language Planning 6:44–63.

§  Harrison, K. D. (2007). When languages die: The Extinction of the world's languages and the erosion of human knowledge. Oxford: Oxford University Press.

§  Nettle, Daniel and Suzanne Romaine 2000 Vanishing Voices. Oxford: OUP.

§  Vine, T., Clark, J., Richards, S., & Weir, D. (Eds.). (2017). Ethnographic Research and Analysis: Anxiety, Identity and Self. Springer.

§  Gries, S. T. (2009).What is Corpus Linguistics?Language and Linguistics Compass, 3, 1–17, doi:10.1111/j.1749-818x.2009.00149.x

§  Labov, W. (1972). Some principles of linguistic methodology. Language in society, 1(1), 97-120.

Essential Reading / Recommended Reading

Recommended Reading

§  Matilal, B.K. (1990).The word and the world: India's contribution to the study of language. India: Oxford India Paperbacks.

§  Palmer, F. R. (1976). Semantics: A new outline. Cambridge, CUP.

§  Prakasam, V. &Anvita, A. (1985). A semantic theories and language teaching. New Delhi, Allied Publishers.

§  Saussure, F. D. (1966). A course in general linguistics. New York: McGraw-Hill.

§  Anderson, B. 1983. Imagined Communities. London: Verso.

§  Kramsch, Claire. 1998. Language and Culture. Oxford: Oxford University Press. (v. short)

§  Harris, R. and Rampton, B. (eds) 2003. The Language, Ethnicity, and Race Reader. London: Routledge.

§  Schiffman, H. F. 1996. Linguistic Culture and Language Policy. London: Routledge.

§  Sallabank, Julia. 2006. Guernsey French, identity and language endangerment. In The Sociolinguistics of Identity, eds. Tope Omoniyi and Goodith White. 131-56. London: Continuum

§  Thieberger, N. 1990. Language maintenance: why bother? Multilingua 9:333-258.

§  Walsh, Michael. 2005. Will Indigenous Languages Survive? Annual Review of Anthropology 34:293-315; DOI: 10.1146/annurev.anthro.34.081804.120629.

§  UNESCO, Ad Hoc Expert Group on Endangered Languages. 2003. Language Vitality and Endangerment: By way of introduction. UNESCO. http://portal.unesco.org/culture/en/ev.php-URL_ID=9105&URL_DO=DO_TOPIC&URL_SECTION=201.html

§  May, Stephen. 2003. Rearticulating the case for minority language rights. Current Issues in Language Planning 4:95–125.

§  Abley, Mark 2003 Spoken Here: Travels among Threatened Languages. New York: Heinemann

§  Crystal, David 2000 Language Death. Cambridge: CUP

§  Dalby, Andrew 2002 Language in Danger: How language loss threatens our future. London: Penguin.

§  Fishman, Joshua A. (ed.) 1991. Reversing Language Shift: Theoretical and Empirical Foundations of Assistance to Threatened Languages. Clevedon: Multilingual Matters.

§  Reyhner, Jon, Cantoni, Gina, St. Clair, Robert N., and Parsons Yazzie, Evangeline (eds.) 1999. Revitalizing Indigenous Languages. Flagstaff, AZ: Northern Arizona University (http://jan.ucc.nau.edu/~jar/books.html).

§  Holmes, Janet. 2008. An introduction to sociolinguistics. 3rd edn. London: Longman. ISBN: 9781405821315

Evaluation Pattern

CIA I: A Review of Literature (Unit I and Unit II 1.a, b) / Reflective Journal / review of an Article

CIA 3: Full length article (Research Article/Proposal - Language Policy/Advocacy)

Mid-semester written exam based on modules 1 to 3 for 50 marks (2 hours)

End-semester written exam based on all the modules for 100 marks (3 hours)

MEL135 - MASS COMMUNICATIONS (2019 Batch)

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

Course Objectives/Course Description

 

                                                                                    

Course Description

Media has emerged as a prime player in our socio-political and cultural sectors of our times and the career scope it offers for people with fine communication attributes and domain-specific skill sets as well has widened. Students of English Studies have a lot to gain when introduced to the basics of Print, Ad and PR media. This course aims to give a fundamental and practical grounding to the beginner.

 

Course Objective

 

  • To introduce the student to the basics of Mass Communication practice
  • To establish a basic skill base in Print Journalism, PR and Advertising        
  • To enable scope for reporting, editing, and Social Media Campaigning

Learning Outcome

Learning Outcome

 

  • Ability to demonstrate a conceptual base in mass communication
  • Ability to  exhibit a beginner’s skill base in print, PR, and Ad media

Unit-1
Teaching Hours:5
Understanding Mass Communication
 

This unit introduces to the students the rudiments of mass communication.

 

  • Six key elements of Mass Communication: Sender, message, receiver, channel, noise, feedback
  • Different forms of communication - Verbal, nonverbal, written communication
  • Levels of communication - Intrapersonal, interpersonal, group, and mass communication
  • Key concepts: Gatekeeping, Agenda-Setting, One-way Communication, Two-way Communication, Dumb Communication, Smart Communication, Selective Perception, Cognitive Dissonance, Media Ownership, User-generated Content
Unit-2
Teaching Hours:20
Print Media
 

This unit introduces the student to the basics of news, reporting and editing.

 

  • Definition and Importance of News
  • News Value: Timeliness, Prominence, Immediacy, Oddity, Controversy, Calamity, Human Interest, Utility, Educative, etc.
  • News Sources: Press Meets, Press Releases, Beats, Official Records, Online Sources, Unofficial Sources, Anonymous Sources, Unreliable Sources, etc.
  • News Angles: Distinguishing Information from News, Sensing Context and Audience, Identifying Important and Unique Angles, Building Focus-specific Report
  • News Gathering: Listening, Researching, Observing, Interviewing - Structured, Unstructured, and SemiStructured
  • Types of journalistic Writing: News Articles/ Column Writing/ Editorials / feature Writing / Longform and Interpretative Writing
  • Elements of Journalistic Writing: Leads, Headlines, Structure of a News Story,
  • Reporting: Qualities of a Good Reporter
  • Editing: Qualities of a Good Editor
  • Page layout and Design - using InDesign/ Quark Xpress
Unit-3
Teaching Hours:5
Print Media Practical
 

This unit aims to give an opportunity to the student to practically try out her learning from the II unit.

 

  • Reporting Assignments
  • Editing Assignments
  • Page Layout and Design Assignments
Unit-4
Teaching Hours:10
Public Relations
 

This unit is an introduction to the varied aspects involved in PR communication.

 

  • Differentiating PR from Publicity and Advertising
  • Role of PR organisations
  • Understanding the different Publics of an organisation
  • PR Tools: Press Releases, Newsletters, Utilising Public Events, Social Media Marketing
  • Crisis Communication
  • Media Positioning
  • Brand Building, Brand Sustenance
Unit-5
Teaching Hours:10
Advertising
 

This unit is an introduction to the varied aspects involved in advertising, with emphasis on copywriting.

 

  • Advertising’s Role in Integrated Marketing Communication
  • Types of Advertising: Print Ads in Newspapers, Magazines, Etc.; Industrial and Technical Advertising, Rural Advertising, Digital Advertising, Radio, Cinema, etc.
  • Launching an Ad Campaign - Identifying Target Audience, Choosing Platform, Planning, Executing
  • Copywriting
Unit-6
Teaching Hours:10
PR and Advertising Practical
 

This unit aims to give an opportunity to the student to practically try out her learning from the IV and V unit.

 

  • PR Campaign
  • Print Advertising
  • Social Media Campaign
Text Books And Reference Books:

Select modules and excerpts

Evaluation Pattern

 

 

The course shall not have a regular CIA- MSE -ESE model. Instead, the student will be given a series of assignments (at least 10) spread across the semester, leading to a final portfolio submission model. The teaching facilitator will consider the level of intelligibility in the class and the learning needs of the students, and decide what assignment to be given on a regular basis.

MEL211 - ADVANCED COMMUNICATION (2019 Batch)

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

Course Objectives/Course Description

 

Course Description

This course focuses on bettering and advancing the communication skills of learners. Students will be made familiar with professional writing and speaking skills in order to inform, to propose and to persuade. Students will also engage in analyzing a case study, developing PowerPoint presentations, making oral presentations, listening and reading strategies, writing e-mail messages, announcements, memos, letters, and reports. The course will also build on the Soft Skills of the students.

 

Course Objectives

·         to be familiar with professional language skills

·         to be able to improve formal writing by paying attention to Grammar, spelling, punctuation, syntax, and style

·         to master communication strategies

·         to master genres of writing for professional disciplines (e.g. e-mail messages, announcements, memos, letters, and reports)

·         to be able to speak professionally and confidently to affect a diverse audience

·         to be able to access and evaluate relevant information to guide decisions (Case Studies)

·         to be able to make effective and professional PowerPoint presentations

 

·         to develop the soft skills of the learners

Learning Outcome

 

Learning Outcomes:

Successful completion of the course will equip the participants in the following ways:

·         to evaluate the importance of communication in a formal setting

·         to analyze factors that contribute to failure or success in professional writing

·         to demonstrate professional writing skills for a diverse audience

·         to plan and deliver effective oral presentations

·         to use effective listening and reading strategies

·         to master soft skills

 

·         to comprehend diverse and Global Perspectives

Unit-1
Teaching Hours:2
Introduction to Communication Skills
 

Objective: To enable students to understand the basics of communication

 

·         Communication: what it is? Importance, kinds, Importance of English for communication purposes, Types of Communication, Skills in Communication, Barriers to Communication

Unit-2
Teaching Hours:4
Listening Skills
 

Objective: To help students practice active listening

 

·         Listening: what it is? Importance, Objectives, Purpose, Types of Listening, Active Listening, Note Taking Tips, Barriers to Good Listening, Listening Strategies

Unit-3
Teaching Hours:10
Speaking Skills
 

Objective: To help students understand the nuances of speaking

·         Pronunciation, Word stress (emphatic, contrastive, new information, rising intonation, falling intonation), Accent, Consonants, Vowels, Diphthongs, words often mispronounced, foreign words and phrases, relevance, fluency and organization of ideas, opening strategies, answering strategies, questioning strategies, debates, discussions

 

·         Building Vocabulary (Synonyms, Antonyms, Homonyms, Etymology of words, one-word substitutes, prefixes and suffixes, business vocabulary, idioms and phrases, word collocations)

Unit-4
Teaching Hours:5
Formal Oral Presentations
 

Objective: To aid students prepare and deliver effective presentations

 

·         Skill required to be an effective presenter, Features of a Presentation, Elements of a Presentation (Presenters Analysis, Audience Analysis and Presentation Design), Steps to a Successful Presentation, Planning out the Presentation, Considering Personal Aspects, Gaining confidence, Team Presentations, Seminar Presentations

Unit-5
Teaching Hours:7
Reading Comprehension
 

Objective: To help students comprehend and use strategies of reading

 

·         Importance of Reading, Types of Reading, Reading for facts, guessing meanings from context, Scanning, Skimming, inferring meaning, critical reading 

Unit-6
Teaching Hours:8
Formal Writing
 

Objective: To help students master professional writing

 

·         Letter writing: Informal, formal, business - Compiling a curriculum vitae/resume - Report writing: Investigative, narrative, business - / e-correspondence, cellphone, Technical report writing/ Portfolio writing – planning for writing – improving one’s writing, Project reports Memo reports and minutes of meetings, Job Application, Use of appropriate register, Summarizing, Précis writing, Punctuation.

Unit-7
Teaching Hours:5
Soft Skills
 

Objective: To make students comprehend soft skills required in formal communication

 

·         What are Soft Skills?, Importance of Soft Skills, Communicating Informally-Use of Informal Communication Opportunities, Speaking Persuasively, Negotiating Effectively, Managing Conflict, Participating in Meetings, Dealing with Office Politics, Group Discussions- Techniques, Qualities needed, Strategies,  Role Playing, Interpersonal Communication, Formal Telephonic Communication, Time Management, Stress Management, Teamwork, Problem Solving Skills, Negotiation Skills

Unit-8
Teaching Hours:4
Interview Skills
 

Objective: To prepare students for attending interviews and obtaining jobs

·         Meaning of Interview, Definition of an Interview, Nature of Interviews, Purposes of Holding Interviews, Essential Features of Interview, The Structure of an Interview, Chronology of the Interview, Types of Interviews, Preparation for Interviews, Important Non-verbal Aspects at the Time of Interview, Attending the Interview, Types of Questions asked by Interviewers, Open-ended Questions, Close-ended Questions, Neutral and Leading Questions, Mirror Questions, Probing Questions, Pauses

 

·

Text Books And Reference Books:

§  John Lannon. Technical Communication, 12th ed. Boston: Longman (2011).

§  Toogood, G. (1996). The articulate executive: Learn to look, act, and sound like a leader.

§  NY: McGraw-Hill.

§  Technical Communication by Meenakshi Raman &Sangeeta Sharma, Oxford University

§  Press 2009.

§  Advanced Communication Skills Laboratory Manual by Sudha Rani, D, Pearson Education 2011.

§  Technical Communication by Paul V. Anderson , 2007. Cengage Learning pvt.Ltd. New Delhi.

§  Business and Professional Communication: Keys for Workplace Excellence, Kelly M. Quintanilla & Shawn T. Wahl. Sage South Asia Edition. Sage Publications, 2011.

§  The Basics of Communication: A Relational Perspective, Stev Duck & David T. Mc Mahan. Sage South Asia Edition.Sage Publications, 2012.

§  English Vocabulary in Use series, Cambridge University Press 2008.

§  Management Shapers Series by Universities Press (India) Pvt Ltd., Himayatnagar, Hyderabad 2008.

§  Handbook for Technical Communication by David A. McMurrey& Joanne Buckley, 2012. Cengage Learning.

§  Communication Skills by LeenaSen, PHI Learning Pvt Ltd., New Delhi, 2009.

§  Handbook for Technical Writing by David A McMurrey& Joanne Buckely CENGAGE Learning 2008.

§  Job Hunting by ColmDownes, Cambridge University Press 2008.

§  Master Public Speaking by Anne Nicholls, JAICO Publishing House, 2006.

§  English for Technical Communication for Engineering Students, AyshaVishwamohan, Tata Mcgraw Hill 2009.

§  Books on TOFEL/ GRE/ GMAT/ CAT/ IELTS by Barron's/ DELTA/ Cambridge University Press.

§  International English for Call Contres by Barry Tomalin and Suhashini Thomas, Macmillan Publishers, 2009.

§  Effective Technical Communication, M. Ashraf Rizvi, Tata Mc. Graw-Hill Publishing Company Ltd.

§  A Course in English communication by MadhaviApte, Prentice-Hall of India, 2007.

§  Communication Skills by LeenaSen, Prentice-Hall of India, 2005.

§  Academic Writing- A Practical guide for students by Stephen Bailey, RontledgeFalmer, London & New York, 2004.

§  English Language Communication : A Reader cum Lab Manual Dr A Ramakrishna Rao, Dr G Natanam& Prof SA Sankaranarayanan, Anuradha Publications, Chennai

§  Body Language- Your Success Mantra by Dr. ShaliniVerma, S. Chand, 2006.

§  DELTA’s key to the Next Generation TOEFL Test: Advanced Skill Practice, New Age International (P) Ltd., Publishers, New Delhi.

§  Technical Report Writing Today by Daniel G. Riordan & Steven E. Pauley, Biztantra Publishers, 2005.

§  Communication Skills for Engineers by Sunita Mishra & C. Muralikrishna, Pearson Education, 2007.

§  An introduction to Professional English and Soft Skills by B. K. Das et al., Cambridge University Press (Facilitated by BPUT)

§  Technical Communication: Principles and Practice, Second Edition by Meenakshi Raman and Sangeeta Sharma, Oxford Publications.

§  Effective Technical Communication by M Ashraf Rizvi, The McGraw-Hill companies.

§  Understanding Body Language by Alan Pease.

§  Communicative Grammar of English by Geoffrey Leech and Ian Svartik.

§  Better English Pronunciation by J.D.O’Connor.

§  English Grammar by S.PitCorder

§  Effective Technical Communication, M. Ashraf Rizvi, Tata Mc. Graw-Hill Publishing Company Ltd.

§  A Course in English communication by MadhaviApte, Prentice-Hall of India, 2007.

§  Communication Skills by LeenaSen, Prentice-Hall of India, 2005.

§  Academic Writing- A Practical guide for students by Stephen Bailey, RontledgeFalmer, London & New York, 2004.

§  English Language Communication : A Reader cum Lab Manual Dr A Ramakrishna Rao, Dr G Natanam& Prof SA Sankaranarayanan, Anuradha Publications, Chennai

§  Body Language- Your Success Mantra by Dr. ShaliniVerma, S. Chand, 2006.

 

§  DELTA’s key to the Next Generation TOEFL Test: Advanced Skill Practice, New Age International (P) Ltd., Publishers, New Delhi. 

Essential Reading / Recommended Reading

§  John Lannon. Technical Communication, 12th ed. Boston: Longman (2011).

§  Toogood, G. (1996). The articulate executive: Learn to look, act, and sound like a leader.

§  NY: McGraw-Hill.

§  Technical Communication by Meenakshi Raman &Sangeeta Sharma, Oxford University

§  Press 2009.

§  Advanced Communication Skills Laboratory Manual by Sudha Rani, D, Pearson Education 2011.

§  Technical Communication by Paul V. Anderson , 2007. Cengage Learning pvt.Ltd. New Delhi.

§  Business and Professional Communication: Keys for Workplace Excellence, Kelly M. Quintanilla & Shawn T. Wahl. Sage South Asia Edition. Sage Publications, 2011.

§  The Basics of Communication: A Relational Perspective, Stev Duck & David T. Mc Mahan. Sage South Asia Edition.Sage Publications, 2012.

§  English Vocabulary in Use series, Cambridge University Press 2008.

§  Management Shapers Series by Universities Press (India) Pvt Ltd., Himayatnagar, Hyderabad 2008.

§  Handbook for Technical Communication by David A. McMurrey& Joanne Buckley, 2012. Cengage Learning.

§  Communication Skills by LeenaSen, PHI Learning Pvt Ltd., New Delhi, 2009.

§  Handbook for Technical Writing by David A McMurrey& Joanne Buckely CENGAGE Learning 2008.

§  Job Hunting by ColmDownes, Cambridge University Press 2008.

§  Master Public Speaking by Anne Nicholls, JAICO Publishing House, 2006.

§  English for Technical Communication for Engineering Students, AyshaVishwamohan, Tata Mcgraw Hill 2009.

§  Books on TOFEL/ GRE/ GMAT/ CAT/ IELTS by Barron's/ DELTA/ Cambridge University Press.

§  International English for Call Contres by Barry Tomalin and Suhashini Thomas, Macmillan Publishers, 2009.

§  Effective Technical Communication, M. Ashraf Rizvi, Tata Mc. Graw-Hill Publishing Company Ltd.

§  A Course in English communication by MadhaviApte, Prentice-Hall of India, 2007.

§  Communication Skills by LeenaSen, Prentice-Hall of India, 2005.

§  Academic Writing- A Practical guide for students by Stephen Bailey, RontledgeFalmer, London & New York, 2004.

§  English Language Communication : A Reader cum Lab Manual Dr A Ramakrishna Rao, Dr G Natanam& Prof SA Sankaranarayanan, Anuradha Publications, Chennai

§  Body Language- Your Success Mantra by Dr. ShaliniVerma, S. Chand, 2006.

§  DELTA’s key to the Next Generation TOEFL Test: Advanced Skill Practice, New Age International (P) Ltd., Publishers, New Delhi.

§  Technical Report Writing Today by Daniel G. Riordan & Steven E. Pauley, Biztantra Publishers, 2005.

§  Communication Skills for Engineers by Sunita Mishra & C. Muralikrishna, Pearson Education, 2007.

§  An introduction to Professional English and Soft Skills by B. K. Das et al., Cambridge University Press (Facilitated by BPUT)

§  Technical Communication: Principles and Practice, Second Edition by Meenakshi Raman and Sangeeta Sharma, Oxford Publications.

§  Effective Technical Communication by M Ashraf Rizvi, The McGraw-Hill companies.

§  Understanding Body Language by Alan Pease.

§  Communicative Grammar of English by Geoffrey Leech and Ian Svartik.

§  Better English Pronunciation by J.D.O’Connor.

§  English Grammar by S.PitCorder

§  Effective Technical Communication, M. Ashraf Rizvi, Tata Mc. Graw-Hill Publishing Company Ltd.

§  A Course in English communication by MadhaviApte, Prentice-Hall of India, 2007.

§  Communication Skills by LeenaSen, Prentice-Hall of India, 2005.

§  Academic Writing- A Practical guide for students by Stephen Bailey, RontledgeFalmer, London & New York, 2004.

§  English Language Communication : A Reader cum Lab Manual Dr A Ramakrishna Rao, Dr G Natanam& Prof SA Sankaranarayanan, Anuradha Publications, Chennai

§  Body Language- Your Success Mantra by Dr. ShaliniVerma, S. Chand, 2006.

 

§  DELTA’s key to the Next Generation TOEFL Test: Advanced Skill Practice, New Age International (P) Ltd., Publishers, New Delhi. 

Evaluation Pattern

CIA 1 & 3 can be given by the teacher handling the course depending on the learning requirements.

Mid Semester Exam & End Semester Exam:

 

Portfolio Building, teaching on Formative and Summative assessment mode and Project Submission.

MEL212 - GENRE STUDIES: PROSE (2019 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:2

Course Objectives/Course Description

 

Course Description

A genre is a broad term that translates from the French to mean 'kind' or 'type.' Prose as a genre, connotes spoken or written discourse that is not patterned into a metric structure or free verse. Prose exists on a variety of different levels as a spectrum, the one end of which is ordinary, colloquial speech and at the other end is distinguished written discourse, or what John Dryden called “that other harmony of prose.” This is an introductory course to help learners identify, examine and read the different types of writing that come under the umbrella genre called prose.

 

Course Objectives

This course will besides developing life skills:

·         Enable learners to recognize various prose types from given samples.

·         Enhance the level of critical thinking so that learners can interact with these prose writings.

·         Develop  the  learner’s  ability  to  critically  evaluate  the  cultural,  social,  economic,

·         Psychological and other issues discussed in these works.

 

·         Introduce the learners to the literary qualities of prose and encourage creative response.

Learning Outcome

Learning Outcomes

The learners will have the

·         The ability to appreciate how different texts are shaped by their language and style

·         Skills in researching, selecting and shaping information from different sources

 

·         The ability to analyse and compare written and spoken texts in close detail.

Unit-1
Teaching Hours:5
Introduction
 

·         What is prose?

·         Features of Prose Writing – Narrative, Expository, Descriptive, Persuasive

 

·         Types of Prose – Fictional Prose, Non-fictional Prose, Heroic Prose

Unit-2
Teaching Hours:15
Fictional Prose
 

·         Short Story

Origin, History, Structure

·         Novel

Origin, History, Structure, Forms

·         Narrative – Story, Plot

·         Character - Types of Characters: Flat and Round, Major and Minor Characters, Stock Characters, Stereotypes

·         Characterisation: Telling, Showing, Speech, Action

·         Point of View -Narrator, persona, Implied Author and Implied Reader,  Types of Narrators and Narratives

·         Setting - Place and Landscape

·         Time – Order, Duration and Frequency

·         Allegorical Prose

Legends, Fables, Myths – History, Structure

·         Prose Romance

Folk Tales, Fairy Tales

 

 

Unit-3
Teaching Hours:20
Non-fictional Prose
 

·         Essay

Origin and The Character-Writers

Types - Didactic, Periodical, Reflective, Narrative, Descriptive, Critical,

·         Biography

Trajectories, Pure and Impure Biography, Multimodal biographies

·         Autobiography

Trajectories, Objective and Subjective Autobiographies, Self Narratives, Memoirs

·         Letters, Diaries and Journal Entries

·         Textbooks and Notebooks

·         Reviews

·         Travelogues and Travel Memoir

·         Interviews and Speeches- Podcasts

·         Articles – Academic papers, Blogs, Listicles

·         Recipes

·         Technical and Scientific Writing

·         Advertisements

 

 

Unit-4
Teaching Hours:5
Prose Drama
 

       Introduction and Types

       Memes

       Intertextuality

 

 

Text Books And Reference Books:

§  Ways of Reading: Advanced Reading Skills for Students of English Literature

§  --Martin Montgomery, Alan Durant, Nigel Fabb, Tom Furniss, Sara Mills

§  Studying English Literature: A Practical Guide -Tory Young

§  An Introduction to Literary Studies – Mario Klarer

§  Beginning Theory- Peter Barry

§  What is Literature? – Jean Paul Sartre

§  What is Art? – Leo Tolstoy

§  Writing About Literature – Judith Woolf

§  Lectures on Literature – Vladimir Nabokov

§  The Mirror and the Lamp – M. H. Abrams

§  An Outline History of English Literature – W. H. Hudson

§  The Making of Literature – R. A. Scott James

§  How to Read Texts- Neil McCaw

§  The Norton Anthology of English Literature 7th edition- M.H. Abrams et al

§  The Norton Anthology of American Literature, 6th edition- Nina Baym et al

§  The Norton Anthology of Literature by women:the traditions in English- Sandra Gilbert, Susan Gubar

§  New worlds of Literature: writings from Americas many cultures- ed. Jerome Beaty and paul Hunter

§  Studying the novel- Jeremy Hawthorn

§  Narrative Fiction: contemporary Poetics- ShlomithRimmon- Kenan

§  The World of Theatre 2nd edition- Robert W Corrigan

§  An Anatomy of Drama- Martin Esslin

§  The Cambridge Illustrated History of British Theatre- Simon Trussler

§  Cinema studies: The key concepts 2nd edition- Susan Hayward

§  Film and Literature: An Introduction- Morris Beja

 

§  Coming to Terms: The Rhetoric of Narrative in Fiction and Films- Seymour Chatman

Essential Reading / Recommended Reading

§  Short stories of O Henry, Maupassant, Saki, Kate Chopin, Katherine Mansfield, Kamala Das and other international and national writers

§  Dracula- Bram Stoker

§  One Hundred Years of Solitude- Gabriel Garcia Marquez

§  God of Small Things – A Roy

§  The Prince and the Pauper- Mark Twain

§  Decameron- Boccaccio

§  Unaccustomed Earth JhumpaLahiri

§  Women of Camelot- Mary Hoffman

§  Yuganta- IrawatiKarve

§  Panchatantra- Vishnu sharma

§  Aithihyamala- KottarathilSankunni Menon

§  Grimms Fairy Tales

§  Of Studies- Francis Bacon

§  A Chronicle of the Peacocks- Intizar Husain

§  Grains Gone Wild- Paul Krugman

§  Nobel Prize Acceptance Speech- Martin Luther King Jr.

§  A Beautiful Mind- Sylvia Nasar

§  Joothan : A Dalit’s Life- Omprakash Valmiki

§  Technology With A Human Face- E.F.Schumacher

§  Emotional Intelligence- Daniel Goleman

§  Filming India- Mrinal Sen

§  On Good Resolutions- Robert Lynd

§  Religion And Civilization- Mushirul Hassan

§  “My Dungeon Shook: A letter to my nephew” - James Baldwin

§  Red lights and a Rose- Joel Carillet

§  The Art of the Essayist” – Arthur Christopher Benson

§  “Of Solitude” – Michel De Montaigne

§  Between Yes and No” – Albert Camus

§  “On History” – Bertrand Russell

§  “Pleasures” – Aldous Huxley

§  Select philosophical essays of Simone Weil, Iris Murdoch, Philippa Foot

§  Diary of Anne Frank

§  Letters of Swami Vivekananda to Sister Nivedita and Mary Hale ( 25 august 1898 and 28 August 1898)

§  Letters of  Sister Nivedita to Mrs Nell Hammond (May 22, 1898 and June 5, 1898)

§  Letters of Virginia Woolf and Vita Sackville

§  Letters from the collection, ‘My Dear Boy’ by Rick Norton

§  Open Letters from Martin Luther King Jr to the clergy, Siegfried Sassoon to the British Military Leadership and Emile Zola to the president of France

§  Letters from John keats to Fanny Brawne

§  Correspondence between Leo Tolstoy and Mahatma Gandhi

§  Correspondence between Mahatma Gandhi and Rabindranath Tagore

§  Hitler’s letter to Eva Braun in 1944 (after an attempt on his life)

§  Excerpts from Carnets: 1935-42 by Albert Camus

§  Excerpts from The Jail Notebook and Other Writing of Bhagat Singh

§  Excerpts from JidduKrishnamurti’s Notebook

§  Excerpts from the diaries of Franz Kafka

§  The Bald Soprano- Eugene Ionesco

§  Fighting indiscriminate Globalization- Vandana Shiva ( Interview)

§  Select Amar Chitra Katha

§  Bleach- Manga graphic novel

§  Select Memes

§  Select print and electronic advertisements

 

§  Select recipe books

Evaluation Pattern

CIA 1- could be evaluated in the given forms:

·               Powerpoint presentation on a relevant topic

·               Composing a text or changing the given text to another form

·               Story telling

·               Listening comprehensions of lectures, podcasts etc

(The Parameters for assessments will be provided to the teachers. The teachers will make worksheets based on the listening passage selected to be played to the students. Teachers will provide the text or cues for students to work on.)

CIA 2- MSE- Original Written submission of any literary type with reflection paper for 50 marks

CIA 3- Library work submission (Reflective papers on select representative text of each literary type)

End Semester Exam Portfolio Submission for 50 marks. The portfolio should have original 10 (ten) representative literary types of prose with a one page reflection paper on the choice of type, theme, rationale, hurdles, measures taken and the response to the final product. 

 

 

MEL231 - BRITISH LITERATURE II: MULTICULTURAL READINGS (2019 Batch)

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

Course Objectives/Course Description

 

 Literature can never be separated from the culture that produces it. This course is an introduction to British literature from the 19th century to the Contemporary times through a close reading of fiction, drama, poetry and other literary forms. Placing the texts in a social, historical and formal context, they will consider how the definition of ‘Englishness’ has shifted in the course of the century and has become more inclusive and complex, and how the changing position of Britain in the world is reflected in the literature. This course will examine how British authors have responded to historical and cultural change through the twentieth century to the twenty first, a history that has moved from the heights of colonialism at the end of the nineteenth century to contemporary multiculturalism, with all of its attendant ideological and geographical restructurings. The course will examine the politics of realism, the growth of modernism, and the response and contribution of the British writers to the increasingly postmodern and postcolonial experience of British culture. Cultural, historical, and theoretical context will be integrated into the discussion by means of lecture and secondary readings and resources, to situate close reading of the texts within the historical moment of their production and reception.
Course Objectives
   To become familiar with the narrative forms and themes of contemporary British literature
   To study contemporary British literature within the cultural context of its production and reception
    To participate in lively and informed discussions about/ around the reading
    To develop and apply critical skills for reading, thinking, and writing about several genres
   To explore what a literary or cultural text conveys (its themes, its view of the world)
    To examine how a literary or cultural text conveys that knowledge (its aesthetic form, its selection/omission of detail)

Learning Outcome

Students will demonstrate:
   The ability to read complex texts, closely and accurately.
   The ability to comprehend both traditional and contemporary schools/methods of critical theory and apply them to literary texts to generate relevant interpretations.
   The knowledge of literary history of particular periods of British literature.
   The ability to effectively conduct independent research.
   The ability to write clear, grammatically correct prose for a variety of purposes besides literary analysis.

 

Unit-1
Teaching Hours:15
Victorian Age
 

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

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

    Alfred Lord Tennyson: Excerpts from “In Memoriam”
    Robert Browning: Excerpts from“Sordello”
    Elizabeth Barrett Browning: “The Cry of the Children”
    Annie Besant: Excerpts from White Slavery in London
    Charles Dickens: Great Expectations
    Emily Bronte: Wuthering Heights
    Christina Rossetti: “Goblin Market”
    Oscar Wilde: The Importance of Being Earnest


 

 

 

 

 

Unit-2
Teaching Hours:15
Early Modernism: Alienation and Exile
 

The units 2 and 3 will seek to explore, define, and critique several key concepts that emerged in 20th Century British literature and were expressed in terms of sociology, history, and politics. Many of the Modernist British writers were ‘outsiders’ (Irish, immigrants, expatriates, exiles) - Joyce, Eliot, Lawrence, Conrad and others. It is then imperative to explore important terms such as. The unit will also survey several momentous periods from the end of the Victorian period through the First World War and the height of Empire to the first ‘modern’ revolutionary attempts to undermine British imperialism. The unit will go on to examine the years between the two World Wars, the post-War period and the slow dismantling of the imperial state.
Key Concepts and Movements: Modernism, Bildungsroman, Stream of consciousness novel, nationalism, imperialism, regionalism, post-industrialization, class, race and gender, world wars, rise of mystery thrillers, absurd drama, modernism in other art forms
   “The Twentieth Century and After” Norton Anthology of English Literature, pages 18271847
  Jenkins-- “Disraeli and Gladstone” and “The Edwardians”, “The First world war,”” The Second world War”, “Thatcherism”
    Thomas Hardy – The Convergence of the Twain
    Joseph Conrad – Preface to The Heart of Darkness and The Nigger and the Narcissus,”
    W. B. Yeats -- “The Second Coming”, “Leda and the Swan”
    Virginia Woolf – Mrs. Dalloway (Excerpts)
    Wilfred Owen - Dulce et Decorum Est
    James Joyce- Portrait of the Artist as a young Man (Excerpts)
    DH Lawrence – The Odour of Chrysanthemums
    Katherine Mansfield- The Garden Party
    GK Chesterton- Upon this Rock
    TS Eliot – The Waste Land (Excerpts), Tradition and Individual Talent

 

Unit-3
Teaching Hours:15
Late Modernism?A Project of Disrupture
 

George Orwell- Politics and the English Language
WH Auden- Unknown Citizen
Agatha Christie- The King of Clubs
Harold Pinter – The Dumb WaiterDoris Lessing- To Room Nineteen
Angela Carter- The Werewolf
Adrian Henri- Where ‘Er you walk
Tom Stoppard- Shakespeare in Love (Original Screenplay)
Adaptations of any one of J K Rowling's Harry Potter series

 

 

Unit-4
Teaching Hours:15
Postmodernism?Multicultural Fluidity
 

This unit introduces students to concerns of globalization, multiculturalism, diasporic identity and the postcolonial bulwark of writings which characterize postmodernity in the UK of the late 20th and early 21st centuries.
Key Concepts and Movements: The rise of conservatism and neoliberalism in the 1980s and ‘90s, the reappearance of armed resistance to British rule in Northern Ireland, and the moves toward devolution in Scotland and Wales.
Salman Rushdie: Midnight’s Children/ “English Is an Indian Literary Language.”
Monica Ali: Brick Lane
Ali Smith Girl Meets Boy/ Carol Ann Duffy- MedusaDeborah Levy Swimming Home
Julian Barnes The Sense of an Ending
Kazuo Ishiguro Never Let Me Go

I

Text Books And Reference Books:

 

Greenblatt, S.The Norton Anthology of English Literature, 10th ed. Vol.A. New York: (2012)
 Jenkins, Simon.  A Short History of England: The Glorious Story of a Rowdy Nation. (2011)

 

 

Essential Reading / Recommended Reading

 Attridge,Derek. The Rhythms of English Poetry, 1982
Baugh, Albert. A Literary History of England, 1967
 Brantlinger, Patrick. Rule of Darkness: British Literature and Imperialism, 1830-1914,   1988
 Conrad, Peter. Modern Times, Modern Places. 1998
 Doody, Margaret. The True Story of the Novel. 1996
Ellmann, Richard and Feidelson, Charles (ed.)The Modern Tradition: Backgrounds of Modern Literature, 1965
Pinsky, Robert. The Sounds of Poetry: A Brief Guide, 1998
Poovey, Mary. Making a Social Body: British Cultural Formation, 1830-1864, 1995
Watt, Ian. The Rise of the Novel, 1957

 

Evaluation Pattern

CIA I and III can be either written analysis/presentation of a movement or dominant idea of the time, literary quiz or debates or seminar/panel discussions.
Mid semester exam will be a written paper on the modules covered for 50 marks ( 5 questions out of 8, 10 marks each, open book or crib sheet exam)
End-semester exam- One Section: Five questions carrying 20 marks to be answered out of eight.

 

MEL232 - RESEARCH METHODOLOGY (2019 Batch)

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

Course Objectives/Course Description

 

Course Description

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

 

Course Objectives

·         To introduce students to the fundamentals of research

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

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

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

 

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

Learning Outcome

Learning Outcomes

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

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

·         Utilize various sources to gather data for a research paper,

·         Organize ideas, write annotated bibliographies,  and thesis statements,

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

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

 

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

Unit-1
Teaching Hours:20
The Philosophy of Research
 

Fundamentals of Research

  • Defining the ‘Construct’ of Research
  • Research in the Academia
  • Nature of Research -Translation, Documentation and Archiving
  • Interpretation and Validity

Nature of inquiry in Physical Sciences, Social Sciences and Humanities

  • Positivism, Post-positivism, Constructivism, Interpretivism

The Philosophy of Research in Literature.

 

  • Subjectivities, Identities, Vulnerabilities and  Biases
  • Criticism and Evolution of Research in literature ( Terry Eagleton and Gabriele Griffith)
Unit-2
Teaching Hours:30
The Process of Research: Theory and Practice
 

Reading for Research

·         Pre-reading, Pre-writing (Mind mapping, Concept mapping,  Analyzing and Synthesizing )

·         Language, Style and Types of Discourses (Scholarly, Narrative, Argumentative, Expository, Descriptive)

·         Contemporary fields of research

·         Genres of Academic writing: response paper, essay, reviews, annotated bibliography

Research Design

·         Thinking through the Research Issue

·         Background Reading

·         Methodology and Theoretical Framework

·         Data Collection

·         Data Analysis

·         The Writing Process

·         Dissemination

The Design component should look into the Research Problem – Topic Idea, C.A.R.S Model,Research Questions, Literature Review, The Object of research and Rationale,

Identification of a Research Gap

 

  • Research Proposal
  • Writing for research - abstract, introduction, literature review, theoretical and methodological framework, analysis, discussion, inferences and implications
  • Protocols for Submission
Unit-3
Teaching Hours:10
The Mechanics of Research
 

·         The Format (Presentation) of a  research paper

·         Procedures in Literary Research / Culture Studies/Film Studies/Language Studies

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

 

·         Referencing and citation  - MLA  & APA (SLA)

Text Books And Reference Books:

Specific texts chosen as primary texts for rsearch by each student

Essential Reading / Recommended Reading
  • Carter V. Good. “Fundamentals of Research: Methodology.”The Journal of Educational Research Vol. 31, No. 2 (Oct., 1937), pp. 138-139
  • Griffin, Gabriele. Research Methods for English Studies. Edinburgh University Press, 2014
  • James C. Raymond. “Rhetoric: The Methodology of the Humanities.”College English. Vol. 44, No. 8 (Dec., 1982), pp. 778-783
  • Paul Rico. “The Model of the Text: Meaningful Action Considered as a Text.” Interpretive Social Science: A Reader edited by Paul Rabinow, William M. Sullivan
  • Rens Bod and Julia Kursell. “Introduction: The Humanities and the Sciences.” Isis. Vol. 106, No. 2 (June 2015), pp. 337-340
  • Srivastava, Raju. Research Methodolgy in English Studies. Sublime publications, 2013
Evaluation Pattern

CIA 1:Annotated bibliography

For this assignment, each student will draft a 25-30 annotated bibliography of books and articles on the topic you chose for your dissertation.

The Annotated Bibliography is a list of the sources the student has found so far in his/her area of research.  The list is in alphabetical order as it would be on the Works Cited page, and includes a full citation for each source as it would appear on the Works Cited page.  However, in addition, an Annotated Bibliography includes an annotation for each source, which is basically a summary of the source and some commentary on why the source is useful to the project.

The purpose of the Annotated Bibliography is to motivate students to begin  their research early, to begin evaluating research sources, and to begin thinking about how they might fit together in his/her paper.  In addition, this assignment asks students to put together Works Cited page citations now, so that they are not scrambling to do them at the last minute.  

This assignment also helps give the instructor a clearer sense of where students are headed with his/her dissertation/project so that the instructor can better advise him/her and help him/her generate ideas.  It also allows the instructor to identify any problems with sources early on.

 

CIA 2:Literature Review

For this assignment, each student will compose a 10-12 source researched literature review of the assigned topic. Your paper must be typed per MLA format and submitted to me before your presentation.

A literature review is a survey of scholarly material relevant to a particular issue, area of research, or theory that provides a description, summary, and critical evaluation of each work. The purpose of a literature review is to offer a particular overview of significant literature published on a given topic. A literature review, framed to suit the needs of your project, demonstrates your familiarity with literature pertinent to your topic of research. As such, it serves as the foundational material from which your argument will emerge in the final paper you compose for this class. In addition to developing and enriching your knowledge about your research topic, writing a literature review affords you the opportunity to develop and practice three fundamental skills: Research, Analysis, and Synthesis.

 a. Research: The ability to find existing data by scanning the literature efficiently using the databases common to scholars in the university and the ability to identify a set of useful sources.

b. Analysis: The ability to identify significant findings, connections, or conclusions in and among the published literature on your topic.

c. Synthesis: The ability to articulate connections, patterns, common themes and areas of disagreement within a range of studies.

 

CIA 3: Portfolio assignment

Every student turns in a portfolio that contains final versions of the literature review, drafts of the research paper, plus a reflection on the dissertation writing experience. (Reflection on the Dissertation Writing Experience: This assignment is designed for the student to reflect on personal expectations, concerns, and questions related to the dissertation writing process.  Roughly, the students will answer the following question in an essay format:  What are your thoughts on the dissertation process, fears, and questions?  What is your current interest in the topic you selected? What resources can you use in the dissertation writing process? What are your strengths and weakness related to writing?)

 

End Semester Exam: Research Paper

Students should complete a research paper using up to two primary sources and a minimum of ten secondary sources, correctly documented utilizing MLA / APA style citations, with a Works Cited page.

 

 

MEL233 - LITERARY THEORY (2019 Batch)

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

Course Objectives/Course Description

 

Course Description

In continuation with the paper on Literary Studies (MEL 133), this paper begins with 20th century developments in Europe that are ‘transdiscursive’. Foucault used this term to describe certain works that began as part of a specific discourse but became legitimately relevant to other discourses like Marxism, for instance.

Following the works of these transdiscursive thinkers, the 20th century became a hotbed of radical ways of viewing the world. In this paper, we will look at several prominent thinkers who have had a dominating influence in shaping the ways in which the world and the text can be viewed and received.

Towards the latter part of the 20th century, several approaches to literature like postcolonial studies, gender studies and cultural studies have added dimensions of location, gender and caste to the classical questions on the nature and reception of art. The focus has shifted from what constitutes meaning to how meanings are produced. We conclude this paper with reflections on the future of literary theory.

 

Course Objectives

·         To make students familiar with key terms and ideas that contributed to the critical and theory-driven movements.

·         To encourage students to develop capabilities in interpreting/critiquing literary texts in relation to philosophical, intellectual, social and historical contexts.

 

·         To enable students to demonstrate capabilities in writing and analyzing texts based on familiarity with theoretical movements and arguments.

Learning Outcome

Learning Outcomes

·         The student will apply multiple frames of thinking to a text.

·         The student will develop the ability to write a response paper to any one thinker or theoretical framework.

 

·         Students will make use of theoretical tools in their research papers.

Unit-1
Teaching Hours:15
Concepts of Self, Other and Identity Politics
 

Following a text-centred approach that inaugurated the 20th century, we move to the reader and the artist and the idea of what constitutes the self

·         A Freudian Reading of Fiction: Key Terms and extracts from The Interpretation of Dreams:  The Material and Sources of Dreams / The Dream Work/ Creative Writers and Day Dreaming.

This is to be followed by application on the concepts and ideas on the select fiction of D.H. Lawrence or any other relevant material.

·         A Lacanian Reading of Literary Language: The Mirror Stage / The Agency of the Letter in the Unconscious.

 This would be followed by a Lacanian reading of the plays of Shakespeare – the unconscious / Real in Twelfth Night, for example.

·         The Ecriture Feminine of Literature: Approaches to Feminism: from the Stanford Encyclopedia of Philosophy.

The class is to conclude with an application of important feminist ideas like writing the body and identifying and encountering the Law of the Father.

·         Gender Studies and Queer theory: Internet Encyclopedia.

The classes would attempt a retake on literature from the past till contemporary times in terms of the problematics of gender.

·         Identity Politics: Stanford Encyclopedia.

 

A reading of identity politics in terms of how literature has evolved in contemporary times. This would provide a survey of the emergence of identity politics literature and would also problematize them in terms of theory

Unit-2
Teaching Hours:15
Marxism and Ideology
 

What drives Human consciousness? If for the psychoanalysts it was the irrational, for another school of theorists it was your social class that determined consciousness

·         Karl Marx and Engels: Excerpts from the Communist manifesto: The Norton Anthology

·         Walter Benjamin: Stanford Encyclopedia

·         Marxism and Critical Theory: Internet Encyclopedia

·         Althusser: From Ideology and Ideological State Apparatuses

 

(Self Study: Yale Open Courses Lecture 17: The Frankfurt School of Critical Theory and Lecture 18: the Political Unconscious)

Unit-3
Teaching Hours:10
Language, Text, Reader
 

This unit focusses attention of how meanings are produced and who owns meaning making

· &nbs