Department of
ENGLISH






Syllabus for
Master of Arts (English with Communication Studies)
Academic Year  (2018)

 
1 Semester - 2018 - Batch
Paper Code
Paper
Hours Per
Week
Credits
Marks
MEL101 READING AND REFLECTING ON POETRY 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 COMMUNICATION - I 4 4 100
2 Semester - 2018 - Batch
Paper Code
Paper
Hours Per
Week
Credits
Marks
MEL202 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 - 2017 - Batch
Paper Code
Paper
Hours Per
Week
Credits
Marks
MEL331 INDIAN LITERATURES IN TRANSLATION 4 4 100
MEL332 WORLD LITERATURES 4 4 100
MEL333 CRITICAL AESTHETICS 4 4 100
MEL334 INTRODUCTION TO POST COLONIAL STUDIES 4 04 100
MEL335 THEATRE IN PRACTICE 4 4 100
MEL381 INTERNSHIP 0 4 100
4 Semester - 2017 - Batch
Paper Code
Paper
Hours Per
Week
Credits
Marks
MEL432 CONTEMPORARY INDIAN WRITING IN ENGLISH 4 4 100
MEL433 CULTURAL DEBATES 4 4 100
MEL434 FILM STUDIES 4 4 100
MEL441B WRITING FOR CINEMA 4 4 100
MEL441C POPULAR CULTURE 4 4 100
MEL441E CREATIVE WRITING 4 4 100
MEL481 DISSERTATION / PROJECT 4 4 100
        

  

Assesment Pattern

Internal assessment - 50%

End Sem exam 50%

Examination And Assesments

Written exam, Portfolio, Research papers, Dissertation, Performances, Internship

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 concurrently functions as a service department across the University and as a core Department under the Deanery of Humanities and Social Sciences. As a service department it offers English as a language to Undergraduate students of the Deaneries of Humanities and Social Sciences, Sciences, Commerce and Management. Additional English is offered in lieu of a second language to foreign students who have no prior knowledge of any Indian language or foreign language offered in the University and to Indian and NRI students who have not had a regional language in their school days. 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:
? By the end of the four semesters the programme will prepare students to carry out independent and scholarship/original contribution that informs research, teaching and service in English departments. ? The students will have ? o Core knowledge methods and scholarship o Specialization knowledge, methods and scholarship o Critical thinking and creative synthesis o Research methods, methodology and publication o Become independent learners o Hands on experience through internships and service learning

MEL101 - READING AND REFLECTING ON POETRY (2018 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 aspires to critically engage with poetry as a narrative mode, its historicity and the politics of versification. As the paper is intended to add value to the core literature papers of this semester, the prescribed readings and the mode of assessment endeavour to embed as well as extend the study of poetry within and beyond the syllabus.

 

Course Objectives

·         To do close readings and textual analysis of seminal texts / excerpts

·         To appreciate prosody and it’s pivotal role in meaning making

·         To appreciate  the power of the image and thereby its centrality to poetry

·         To appraise the role of poetry in building identity, personal, public, regional  and national

Learning Outcome

Learning Outcomes

A student should be able to engage critically with poetry within a time frame and also beyond a context. Poetry, though not always easily accessible, must be appreciated for its relevance, both social and personal, and revived as a versatile mode of narration. The appreciation of Poetry will lead to an informed assessment of the intellectual might of this form of writing, empowering the reader through an awareness of the politics and philosophy of form and content

Students should be equipped to assess the poetic merit of a verse.

Unit-1
Teaching Hours:10
Introduction
 

Introduction

The unit will engage with the intricacies of form at a basic level , in terms of meter and line and its impact on meaning making , both through a culture specific context and as a mode of reading hitherto unseen texts

·         Basic prosody and scansion. Stress patterns, rhythm variations: Iambic, Spondee, Anapestic, Dactylic and Pyrrhic, enjambment.

·         Feet and Metres, syllabic structures

·         Blank and Free Verse

Use of the above devices

 

The Epic

·         Classical :  Excerpts from Homer’s Illiad , Ovid’s Metamorphoses  Dante’s  Divine Comedy

·         (The invocation of the Muses , the epic simile , conventions of description , numbers catalogues etc)

·         British Epics : Fragments from Beowulf

·         Excerpts from Milton’s Paradise Lost.  Spenser’s Faerie Queene ,

·         American epic narratives  excerpts from Whitman’s Leaves of Grass

·         Mock Epics :  Rape of the Lock  Alexander Pope

Unit-2
Teaching Hours:9
The Ballad
 

The ballad necessitates an understanding of cultural context as it engages with folk traditions and could be employed as didactic or instructional mode. Modern musicians and writers often employ the ballad form to register protest or critique social injustice. The unit will look into original folk and popular ballads the song lyric down the ages and ballads as didactic and community builders. Troubadours and scopes, meter and rhythm, the refrain or burden, from lyre and lute to guitars

·         Ballad of Lord Randall ( anon )

·         The daemon Lover ( anon )

·         Annabel Lee, The Raven / Edgar Allen Poe

·         Lochinvar Walter Scott

·         The Charge of the Light Brigade Tennyson ,

·         The Highwayman Alfred Noyes

·         From Song of Haiwatha   HWLongfellow

·         Hurricane ,  Blowin’ in the Wind , Bob Dylan

Unit-3
Teaching Hours:9
The Sonnet
 

The Sonnet: in its brevity and concise structure the sonnet emerges as a concentrated mode of persuasion, often used therefore as a tool for debate. This section traces the evolution of this form in various cultural contexts.

·         (Stanzaic structures , the sestet , octave , quatrain , couplet  arrangement and later innovations . rhyme scheme and logic of the scheme)

·         The Italian Sonnet : Petrarch

·         The English Renaissance love-sonnet: Wyatt, Surrey, Sidney, Spenser, Shakespeare

·         Contemporary sonnets : Vikram Seth from  The Golden Gate

Unit-4
Teaching Hours:9
Odes
 

Odes: As a mode of public declamation and as an occasional verse the Ode often memorializes a society’s sense of values and valour . Thus it becomes a tool of critical insight into a culture.

·         (Pindaric, Horatian, irregular Ode: strophe, antistrophe and epode. Terzarhima )

·         Keats: Ode to a Nightingale

·         Shelley: To The West Wind

Unit-5
Teaching Hours:8
Light Verse and Experimentation
 

Humour and popular culture offer a non confrontational mode of engagement with politics and cultural practice. This section locates poetry in contemporary society, an increasingly digital, commercial world.

·         Limericks, Rondeau ,Nursery Rhymes  ( political writing and satire )

·         Nonsense verse: Edward Lear , Ogden Nash

·         Advertising Jingles, Film songs

·         OST lyrics from Musicals (adaptations such as Oliver! Cats, Les Miserables, West Side Story).

·         Forms from the World that have influenced and been appropriated by British and American Writers. Haiku, ghazal , couplets, koans , riddles etc .

Text Books And Reference Books:

A compiled copy would be provided

Essential Reading / Recommended Reading

Required Reading / Recommended Reading 

 

§  Eagleton, Terry. How to Read a Poem, Blackwell Publishing Ltd, 2007

§  Fry, Stephen. The Ode less Travelled: Unlocking the Poet Within, Hutchinson, 2005

§  Polonsky, Mark. The Poetry Reader's Toolkit: A Guide to Reading and Understanding Poetry,

§  McGraw-Hill, 1998

§  Schakel, Peter, Jack Ridl. Approaching Poetry: Perspectives and Responses New York:

§  St. Martin’s Press, 1997

§  Tom Furniss, Mike Bath. Reading Poetry: An Introduction, 2nd Edition, Pearson, 2007.

§  Palgraves’s Golden Treasury

§  Norton Anthologies

§  Oxford Book of Modern Verse

Evaluation Pattern

Every module will require a journal entry (Analytic and historic). Journals may be maintained in a scrapbook mode, perhaps digital, a combination of analytical writing supported with sample writing that is like the prescribed text but from other cultures, communities and even contemporary and as yet, uncelebrated. Students may include their own attempts at recreating the form or a device.

The journals could be individually maintained or collaborative, depending on the class dynamics and size (25 marks). The purpose of the journal would be to allow students to read in a context and also contextualize their reading in a contemporary manner, making the significance of poetry relevant and present.

 

End Semester: Portfolio Submission

 The portfolio mode allows for a learner to personalize and thereby own knowledge while also maintaining a sense of objectivity and accountability as they reflect on their work.

 A portfolio of  poetry of a certain form and genre with an exegetic essay written by the scholar .( For eg  Studying Keats’ Odes – an analysis of five of odes by John Keats , with an essay of about 2500 words that offer a critical perspective on these odes . (25 marks)  The portfolio must adhere to basic research guidelines: formatting, citation and academic processes that ensure academic integrity.

 

 Or

A portfolio of the scholar’s own poems with an exegetic essay locating the poems within a convention and mapping convergences and divergences.   The essay must use a theoretical /conceptual framework in its reflection. (25 marks)

 

 Or

Discovering and locating poetry and poets in non literary spaces such journalism, music, politics, film making, visual artists etc. The student must then provide a framework to read and critique such a body of work as well as apply this reading strategy to validate the poetic merit of this work. Supporting material must be provided using data such as photographs .or digital evidence. (25 marks)

 

MEL131 - BRITISH LITERATURE I: CRITICAL READINGS (2018 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 (2018 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 (2018 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 (2018 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 COMMUNICATION - I (2018 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.

MEL202 - GENRE STUDIES: PROSE (2018 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 (2018 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 (2018 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 (2018 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

·         Bakhtin: from Discourse in the Novel

·         J.L.Austin: Performative Utterances

·         Wolfgang Iser: Interaction Between Text and Reader

 

·         JSTOR :Dr. Louise M. Rosenblatt : The Poem as Event (for Reader-Response Theory)

Unit-4
Teaching Hours:4
Texts and Contexts
 

The reader who creates meaning is a construct of history and location

·         New Historicism and Cultural Materialism: Internet Encyclopedia

 

·         Edward Said: From Orientalism

Unit-5
Teaching Hours:6
New Directions
 

This unit looks at newer theories that have left critics questioning the future of theory

·         Ecocriticism

·         Trauma Theory

·         Chaos Theory

·         Against Theory: William Deresiewicz: The Business of Theory

 

·         JSTOR: Evolutionary Paradigm for Literary Study: Dr. Joseph Carroll

Unit-6
Teaching Hours:10
Application of Theory to Literary Texts
 

This unit is meant to help students read a text from different lenses

·         Psychoanalytical criticism of a novel / poem prescribed for study.

·         Marxist criticism of a novel / poem prescribed for study

·         Feminist criticism of a text prescribed for study.

·         Formalist reading of a poem

·         Critique of any prominent critic / school of criticism prescribed for study.

(Self – study: Glossary of Semiotics, Intertextuality, Aporia, Difference, Dialectical Materialism, False consciousness, Hermeneutics, Phenomenology, Alterity, Interpellation)

 (For Textual Analysis: Students can choose any text prescribed for study in the British, American or Indian Literature syllabi. They could take one text or multiple texts)

Text Books And Reference Books:

§  Introduction to The Norton Anthology of Theory and Criticism. Ed. Vincent Leitch. Norton, New York, 2010.

§  Yale University lectures on You Tube.

§  Internet Encyclopedia of Philosophy

 

§  Stanford Encyclopedia of Philosophy

Essential Reading / Recommended Reading

§  Leitch, Vincent and William Cain. Eds. The Norton Anthology of Theory and Criticism. Norton, New York, 2010. (Introduction)

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

§  Habib, M.A.R. A History of Literary Criticism and Theory: from Plato to the Present. Blackwell, 2005.

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

§  Sturrock,John. Structuralism and Since: from Levi-Strauss to Derrida. Oxford University Press, 1979.

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

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

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

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

 

§  Cuddon, John Anthony. Dictionary of Literary Terms and Literary Theory. John Wiley and Sons, 2012.

Evaluation Pattern

CIA I

Application of Psychoanalysis or Marxism to a literary text prescribed for study in British, American or Indian literatures.

CIA II

Written exams: Answer any 5 out of 7 questions. 10 marks for each answer.

CIA III

Application of Feminism or Formalism to a literary text prescribed for study.

End Semester Exam

Written examination: Any 5 out of 8. 20 marks for each answer.

 

 

MEL234 - ENGLISH LANGUAGE EDUCATION (2018 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 visualizes the paradigm of English language education as a wide platform that primarily is concerned with but not limited to issues of teaching and learning English. It is with this broad understanding that the present paper has been designed. The purpose of the paper is to view ELE not just as a skill focused paper but as a paper that would give equal importance to the various theories and notions in language education. Therefore, the paper is inclusive of issues that concern education in general and language education in specific. The paper starts with introducing the notions of language classrooms as shaping social identities, issues of gender neutrality and policies in education with specific focus on language education. It uses the notion of English language education as a base to discuss various aspects of language education from a theoretical as well as practical perspective basing theory on philosophies of education, learning and teaching. The Units are designed and graded in an attempt to attach equal importance to both theory and practice.

 

Course Objectives

The present course aims to:

·         familiarize learners with core theories of language education

·         provide a detailed historical overview of language teaching

·         make learners aware of the notions of alternate education and home-schooling

·         explore the role of language in Education and understand notions of language hegemony and hierarchy

·         discuss different aspects of the structure of education with specific focus on language

·         discuss measures, policies and changes in language education

·         provide opportunities for service learning by integrating it as a part of both theory and practise.

·         sensitize learners to issues of gender and equality in the language education

 

·         provide opportunities for practice teaching

Learning Outcome

Learning Outcomes

 By the end of this course learners will be able to

·         debate and discuss various educational process with a sound theoretical understanding

·         research on issues that impact language education

·         teach English as a skill based subject

·         create material based for teaching English

·         be sensitive to the use of gender biased language in education

·         critique current educational process and policies with specific focus on language

 

·         critically reflect on their roles and abilities as teachers and learners

Unit-1
Teaching Hours:5
Approaches and Methods in Language Teaching
 

 The unit is designed for giving learners a basic introduction to English Language Teaching and the various approaches and methods that have developed over a period of time. The unit is divided into two halves. The first half sets the historical background required to understand ELT as a discipline. The second half of the unit introduces the notion of curriculum and syllabus to the learners. As a major component of this paper is a project/text book that the learners would design, the second half of the unit is designed to provide the learners with the training required to design text books.

 

Introduction to ELT

·         ELT as a separate discipline. Composition of ELT as a discourse.

Tracing historical developments in Language Teaching

·         Grammar translation

·         direct method

·         audio-lingual method

·         situational language teaching

·         total physical response

·         the natural approach

·         the communicative approach

·         the silent way

·         suggestopedia

·         community language learning

·         task based language teaching.

 

·         Situating the position of English within India- Macaulay’s Minutes

Unit-2
Teaching Hours:10
Basic components of Syllabus, Curriculum design and Pedagogy
 

Syllabus, curriculum design

  • Processes in syllabus and curriculum design
  • Reading the National Curriculum Framework
  • Types of curriculum
  • Types of Syllabi
  • Framing a syllabus

 Content Design- Designing a Textbook

·         Selection and Grading

·         Tasks Design

·         Packaging the content

 

 

Unit-3
Teaching Hours:15
Service Learning
 

This unit is an integral component of the paper as it integrates theory into practice. It explores the notion of experiential learning and situates service learning within experiential learning.

 

Experiential Learning- Theories-

·         Kolbe’s Learning cycle,

·         Constructivism

·         Nodding’s Care in Education

·         Affect in teaching/learning

Defining Service Learning- Philosophy and Rationale

Service learning and Community Needs

Service Learning in India: Challenges and concerns

Designing Lesson Plans for Service learning

Issues and Challenges in Classroom teaching

Reflection as a tool in Service Learning: Maintaining reflective Journals

 

Educational Equality- Opportunities, Policies and Practicality

Unit-4
Teaching Hours:10
Skill Based Teaching
 

Receptive Skills: (reading and listening materials): reasons and strategies for reading; reading speed; intensive and extensive reading and listening; reading development; reasons and strategies for listening; listening practice materials and listening development.

Productive Skills: (speaking and writing): skimming, scanning, taking notes from lectures and from books; reasons and opportunities for speaking; development of speaking skills; information-gap activities; simulation and role-play; dramatization; mime-based activity; relaying instructions; written and oral communicative activities.

Vocabulary: choice of words and other lexical items; active and passive vocabulary; word formation; denotative, connotative meanings.

Grammar: teaching of word classes; morphemes and word formation; noun(s); prepositional and adjective phrases; verb phrases; form and function in the English tenses; semantics and communication.

 

Peer Teaching: Teaching skill oriented lessons as a part of peer teaching in the class. This could also be considered as CIA I

Unit-5
Teaching Hours:10
Testing and Assessment
 
  • Understanding Evaluation, Assessment and Testing, Content-based and Skill-based Testing
  • Validity, reliability, standardised testing
  • Alternative teaching and assessment practices
Unit-6
Teaching Hours:10
Language, pedagogy and education
 

The last unit of the paper deals with different concerns related to the notions of language, pedagogy and identity. It discusses various theoretical positions related to these areas. It also introduces learners to the different policies related to education with specific focus on language education. It also introduces the notion of home schooling and alternative education and provides a brief overview of gender roles and gender neutrality in language classroom.

 

Language, pedagogy and Social identities in pedagogic spaces- challenges and concerns

Introduction to alternative education and home schooling

Policies in Education

·         Kothari Commission

·         Right To education

·         No child Left behind

·         Recapitulating Language policies

Gender and Language- gender biases and gender neutrality in the language classroom

Understanding notions of classrooms as pedagogic spaces

·         Space as a notion in education

·         Role and impact of space in language classrooms

 

·         Negotiating space of the language classroom

Text Books And Reference Books:

§  Gabriel, S.L and Smithson, I. 1990. Gender in the Classroom

§  Richards, J.C. and Rogers,T. 2001. Approaches and Methods in Language Teaching.

§  Sadker, D.S. (Ed.) and Silber, E.S. (Ed). 2006. Gender in the Classroom: Foundations, Skills, Methods and Strategies AcrossCurrciulum.

§  Bailey, Richard W. Images of English. A Cultural History of the Language. Cambridge: CUP 1991.

§  Bayer, Jennifer. Language and social identity. In: Multilingualism in India. Clevedon: Multilingual Matters Ltd: 101-111. 1990.

§  Durairajan, G. (2015). Assessing Learners. A Pedagogic Resource. India: Cambridge University Press.

§  Ellis, R. Understanding Second Language Acquisition. Oxford:OUP. 1991.

§  Freire, P. (2014). Pedagogy of hope: Reliving pedagogy of the oppressed. Bloomsbury Publishing.

§  Richards Jack C. Curriculum Development in Language Teaching. India: Cambridge University Press. 2001.

§  Richards Jack C. and Rodgers Theodore S. Approaches and Methods in Language Teaching. Cambridge University Press.1986.

§  Widdowson, H G. Teaching Language as Communication. Oxford University Press.1978.

 

§  Ur, P. 1996. A Course in Language Teaching: Practice and Theory. Cambridge: Cambridge University Press.

Essential Reading / Recommended Reading

§  Gabriel, S.L and Smithson, I. 1990. Gender in the Classroom

§  Richards, J.C. and Rogers,T. 2001. Approaches and Methods in Language Teaching.

§  Sadker, D.S. (Ed.) and Silber, E.S. (Ed). 2006. Gender in the Classroom: Foundations, Skills, Methods and Strategies AcrossCurrciulum.

§  Bailey, Richard W. Images of English. A Cultural History of the Language. Cambridge: CUP 1991.

§  Bayer, Jennifer. Language and social identity. In: Multilingualism in India. Clevedon: Multilingual Matters Ltd: 101-111. 1990.

§  Durairajan, G. (2015). Assessing Learners. A Pedagogic Resource. India: Cambridge University Press.

§  Ellis, R. Understanding Second Language Acquisition. Oxford:OUP. 1991.

§  Freire, P. (2014). Pedagogy of hope: Reliving pedagogy of the oppressed. Bloomsbury Publishing.

§  Richards Jack C. Curriculum Development in Language Teaching. India: Cambridge University Press. 2001.

§  Richards Jack C. and Rodgers Theodore S. Approaches and Methods in Language Teaching. Cambridge University Press.1986.

§  Widdowson, H G. Teaching Language as Communication. Oxford University Press.1978.

 

§  Ur, P. 1996. A Course in Language Teaching: Practice and Theory. Cambridge: Cambridge University Press.

Evaluation Pattern

CIA I for this paper will be based on the decision take by the teacher. It could be a research based paper or a test.

 

CIA II or the Mid Sem is a submission of the Srujana Teaching Report- 50 Marks

Srujana is a significant component of the paper and the teacher in charge of the paper needs to coordinate with the coordinator for Srujana for the smooth functioning of the process. A cluster of 4-5 can be assigned to a particular faculty member who would be in charge of approving the lesson plans and the Srujana reports. The Centre for Social Action, of which Srujana is a part, would also review the reports at an interval of every three months.

For CIA II all report would have to submit to the paper in charge along with the lesson plans of the respective reports. The submissions would include comments and suggestions on the reports by the faculty in charge and, the feedback by the CSA. All the students should have finished two round of teaching by the time they appear for the Mid semester exam.

The Mid semester exam will comprise of a compilation of the two lesson plans that the students would have used for their classes. These lessons plans will have to be in the format that the tutor would have provided. All lesson plans need approval of the teacher in charge of the group prior to the actual teaching. The self- analysis report would be a reflection report on the learners teaching experiences in Srujana.  Unit II of the syllabus familiarizes the learners with the format of the report and the theory behind reflection. The learners are expected to adhere to the theory and the guidelines provided.

The learners would have to submit signed and approved copies of the lesson plan along with the self analysis report. Both of these would be evaluated for 50 Marks.

 

CIA III - The first draft of the text book or the project that the learners seek to undertake would comprise the CIA III

The learners should have designed the first two Units of the text book. The draft will be accompanied by a report that states the aims, objectives, grade and rationale of the text book. The learners will be graded on the report and the two draft units that they design.

 

End Semester Exam - The end semester is divided into two parts- 50 marks would be allotted to the submission of the text book and 50 marks would be a written test for two hours.

 

 

MEL235 - MASS COMMUNICATION - II (2018 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 plays a vital role in our lives and is increasingly influencing our thoughts and actions. It would be a gross misunderstanding if we assume that media does all it does in the best interests of the common masses. At the same time, it would be erroneous to conclude that it always operates as a mouthpiece of the high and mighty. It is a complex set of forces with overlapping and conflicting interests. This course aims to give a critical grounding for the postgraduate student to read varied media practices.

Course Objectives

       To introduce the student to the critical approaches to media criticism

       To enable the student to see the politics of media representation

       To give an overview of some of the trends and debates in Mass Communication

       To enable critical consumption of media produce

Learning Outcome

 

Learning Outcomes

       Awareness about the key debates in Media Studies

       Ability to critically debate contemporary media issues

       Ability to decode politics of representation

       Ability to demonstrate a theoretical base in mass communication

 

Unit-1
Teaching Hours:20
Introduction to Critical Media Studies
 

This unit hopes to give a theoretical lens to the student to approach the mass media.

       Introduction: An Appeal to Students (extract from Thinking Critically About Media and Politics by Donald Lazere)

       Thinking Critically about Mass Media (extract from Thinking Critically About Media and Politics by Donald Lazere)

       An Introduction to Political Economy of Communications (extract from Political Economy of Communications in India by Pradip Ninan Thomas)

       Political Economy of Communications in the New India: 1986 to Present (extract from Political Economy of Communications in India by Pradip Ninan Thomas)

Unit-2
Teaching Hours:20
Media Representation
 

 

This unit aims to showcase how the politics of representation happens in the media.

 

       Barbie: The Bitch Still has Everything by Shirley R Steinberg (Extract from Media/Cultural Studies by Rhonda Hammer and Douglas Kellner)

 

       Sensuous Encounters: Law, Affect, and the Media Event by Lawrence Liang (Extract from No Limits, edited by Ravi Sundaram)

 

       On Representing the Musalman by Shahid Amin (From Sarai Reader: Media/Crisis)

 

Unit-3
Teaching Hours:20
Media Trends and Tensions
 

This unit aims to highlight some of the developing trends and tensions in contemporary media.

       Introduction (extract from the Content Trap by Bharat Anand)

       The Rise of Behavioural Addiction (extract from Irresistible by Adam Alter)

       The Addict in All of Us (extract from Irresistible by Adam Alter)

       Refusing to Die by Sashi Kumar (an extract from The Frontline magazine)

       Twitter: The Troll Kingdom by Jeff Joseph Paul Kadicheeni

Text Books And Reference Books:

 

References

Alter, Adam. Irresistible: Why We Can't Stop Checking, Scrolling, Clicking and Watching. The Bodley Head, 2017.

Anand, Bharat Narendra. The Content Trap: a Strategist's Guide to Digital Change. Random House, 2016.

Hammer, Rhonda, and Douglas Kellner. Media/Cultural Studies: Critical Approaches. Peter Lang, 2009.

Patterson, Thomas E. Informing the News: the Need for Knowledge-Based Journalism. 2013.

“Refusing to Die.” Frontline, 12 Sept. 2017, www.frontline.in/cover-story/refusing-to-die/article9855103.ece.

“Sarai Reader 04: Crisis/Media.” Omeka RSS, archive.sarai.net/items/show/3.

Thomas, Pradip. Political Economy of Communications in India: the Good, the Bad and the Ugly. SAGE, 2010.

“Twitter: the Troll Kingdom.” Http://Www.thehoot.org/, www.thehoot.org/media-watch/digital-media/twitter-the-troll-kingdom-9810.

Essential Reading / Recommended Reading

 

References

Alter, Adam. Irresistible: Why We Can't Stop Checking, Scrolling, Clicking and Watching. The Bodley Head, 2017.

Anand, Bharat Narendra. The Content Trap: a Strategist's Guide to Digital Change. Random House, 2016.

Hammer, Rhonda, and Douglas Kellner. Media/Cultural Studies: Critical Approaches. Peter Lang, 2009.

Patterson, Thomas E. Informing the News: the Need for Knowledge-Based Journalism. 2013.

“Refusing to Die.” Frontline, 12 Sept. 2017, www.frontline.in/cover-story/refusing-to-die/article9855103.ece.

“Sarai Reader 04: Crisis/Media.” Omeka RSS, archive.sarai.net/items/show/3.

Thomas, Pradip. Political Economy of Communications in India: the Good, the Bad and the Ugly. SAGE, 2010.

“Twitter: the Troll Kingdom.” Http://Www.thehoot.org/, www.thehoot.org/media-watch/digital-media/twitter-the-troll-kingdom-9810.

Evaluation Pattern

Evaluation Pattern

CIA I: Class test

CIA II (MSE): Centralised two-hour exam on the I and II units

CIA III: Group Assignment

 

ESE: Centralised Exam with 5x20= 100 marks model.

 

MEL331 - INDIAN LITERATURES IN TRANSLATION (2017 Batch)

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

Course Objectives/Course Description