Syllabus for
Master of Philosophy (English Studies)
Academic Year  (2017)

Examinations are a combination of formative and summative assessments. Expereinetial learning, research based assignments, dissertation, projects are used as tools of assessment.

To expose researchers to the ethical responsibilities of a social researcher

To make researchers aware of their responsibility towards research

To make researchers aware of the principles of ethical social science research

To help researchers be aware of their obligations to human dignity and confidentiality

To orient researchers to the current best practices of ethical research including but not restricted to the following themes:

●       Correct data reporting

●       Informed consent

●       Bias

●       Ethical practices to research communication and publication

a. Introduction: The History of Research Ethics, Research ethics-Individual and Institutional, Research Communication, Plagiarism and Publishing

b. Research ethics: The value of research and research ethics; Guidelines for research ethics

            1. The socio-cultural roles of research

2. The importance of the enforcement of research ethics standards: research faciticity and verifiability

c. Respect for individuals

Responsibilities towards issues such as -

Respecting human dignity, individuals’ privacy confidentiality, integrity, participants’ freedom and participation, free and informed consent, licences, children’s right, posthumous reputations, values and motives of others.

c. Obligations towards groups, communities and institutions

Respecting private interests, public administration, disadvantaged groups, preservation of cultural monuments, regard for other cultures and times.

d. Research communication and integrity

Awareness of research integrity, citation methods; verification and use of research materials, responsibilities towards correct reporting opinions of others (personal and quoted from elsewhere), obligation to convey research results, interdisciplinary discussions, participation in the social debate and responsibility, Creative commons

Research publications: citation, citation standards, self and other plagiarism

The student-supervisor relationship: Responsibilities of research institutions and the individual researcher, knowledge of funding of research, use of research results, right to publish.

Introduce effective ways of documenting reading for research

Meaning of research and scope of research methodology, Philosophy of research – ontological, epistemological and ethical considerations, Identification of problem area, Formulation of research questions, Typology of Research Designs

Development of research in English Studies, Historical perspectives, method and methodology, emergence of current trends, cross disciplinary research

Description: This module will enable research scholars to engage in focused research reading and documentation for research writing purposes

The research dissertation as a form of explorations and communication.  Conducting research: compiling working bibliography, evaluating sources, taking notes, and outlining. Abstract writing. Writing literature review. Writing/generating Ideas: writing Drafts, identifying arguments and purpose, abstracting, developing paragraphs and essays. Reviewing and reworking: coherence and cohesion, discovering one’s voice. Goal setting; monitoring and evaluating writing; being conscious of one’s writing.

Conducting research is both an intriguing and a challenging process that involves our understanding of different ethical issues, such as researcher’s responsibility, plagiarism, conflicts of interest, misreporting or false identification of research results, lack of informed consent, proper attribution of authorship and peer review publication processes.

Through this unit the participants will be exposed to both theoretical and methodological underpinnings of ethical research conduct. A critical overview of research ethics topics will be undertaken. Apart from lectures, the course will operate via workshops wherein participants will be required to engage in debates and discussions. They will be asked to work on their research areas from research design to publication keeping in mind the various ethical perspectives discussed during the course. Additionally, they will also be exposed to the contemporary challenges to research and publication in the age of the mechanical reproduction of knowledge wherein new technologies and social media trends on research ethics will be discussed. By the end of the course the participants will have a clear idea of research integrity, researcher bias, research responsibility and ethical practices of research communication

 Details are to be provided by CART; this might be centralised; as of now the hours are not included; once there is clarity allotted hours for other units will be reworked.

●       Griffin, Gabriele. ed. Research Methods for English Studies. Edinburgh: Edinburgh University Press, 2005. Print.

●       Whitla, William. The English Handbook: A Guide to Literary Studies. West Sussex: Blackwell, 2010. Print.

Babbie, E., & Benaquisto, L. (2010). Fundamentals of social research (2^nd Canadian ed.) Toronto, ON: Nelson Education. (eText)

Carroll, J. (2002). A handbook for deterring plagiarism in higher education. Editors’ Introductio n, 119. Retrieved from http://www.dl.icdst.org/pdfs/files/2dda0da2077bb90815adb8ee7891030c.pdf#page=121

LaFollette, Hugh, ed. Ethics in Practice: An Anthology. Cambridge: Blackwell,1997.

Pennycook, A. (1996). Borrowing others' words: Text, ownership, memory, and plagiarism. TESOL quarterly, 30(2), 201-230.

Links:

1.http://ethics.sandiego.edu/

2.http://www.bbc.co.uk/ethics/introduction/

●       Nagarajan, S. (1981). “The Decline of English in India: Some Historical Notes”. College English 43:7, November. 663-70.

●       Rajan, Rajeswari Sunder (1986). “After ‘Orientalism’: Colonialism and English Literary Studies in India”. Social Scientist 14:7, July. 23-35.

●       Niranjana, Tejaswini (1990). “ ‘History, Really Beginning’: compulsions of Post-Colonial Pedagogy”. Economic and Political Weekly October 20-27, 1990

●       Niranjana, Tejaswini, “Questions for Cultural Politics”, Tharu, Susie ed. (1998). Subject to Change: Teaching Literature in the Nineties. Delhi: Orient Longman

●        Srividya Natarajan, Nigel Joseph and S V Srinivas, “The Anatomy of a White Elephant: Notes on the Functioning of English Departments in India”, Tharu, Susie ed. (1998). Subject to Change: Teaching Literature in the Nineties. Delhi: Orient Longman

●       Spivak, Gayatri, “The Burden of English Studies”, Rajan, Rajeswari Sunder ed. (1992). The Lie of the Land: English Literary Studies in India. Delhi: Oxford University Press.

●       Poduval, Satish ed. (2005). Re-figuring Culture: History, Theory and the Aesthetic in Contemporary India. New Delhi: Sahitya Akademi

●       Prasad, G.J.V. (2011). Writing India, Writing English: Literature, Language, Location. Delhi: Routledge India.

●       Mukherjee, Alok K. (2009). This Gift of English: English Education and the Formation of Alternative Hegemonies in India. Delhi: Orient Blackswan

●       Writing, Reading, and Research : Richard Veit, Christopher Gould, Kathleen Gould, Cengage Learning. 2013

●       Doing a Research Project in English Studies: A Guide for Students: Louisa Buckingham

Routledge. 2016

 https://www.eecs.harvard.edu/~michaelm/postscripts/ReadPaper.pdf

http://advice.writing.utoronto.ca/researching/notes-from-research/

CIA 2 - 50 marks

CIA 3 - 20 marks

ESE - 100 marks

This course aims to introduce students to reading postcolonial Indian discourses through different literary and theoretical texts that deal with questions of identity and Indian-ness from nationality, nationalism, nationhood and partition, trans-historical negotiations with caste, gender, citizenship, belonging, and diasporic consciousness. The politics of location and displacement will further be analyzed to locate postcolonial voices of alterity, subalternity and Indian diaspora.

•  a comprehensive understanding of major themes and concerns of identity within and outside India through an inter-disciplinary approach to postcolonial subjectivities

• question the homogenized postcolonial subject of western discourse by an introduction to the poly valence of postcolonial India

 research through a combination of analytical and research writing skills

Stuart Hall: “Cultural Identity and Diaspora”

Abdul R. JanMohamed : “Worldliness – Without – World, Homelessness – As – Home: Toward a Definition of

the Specular Border Intellectual”

Sudesh Mishra: Diaspora and the Difficult Art of Dying

Jhumpa Lahiri: Unaccustomed Earth

Kim D. Butler: Defining Diaspora, Redefining Discourse

Arjun Appadurai: Modernity at Large: Cultural Dimensions of Globalization

Content :

1. Situating postcolonial studies

2. Orientalism and Eurocentrism

Required Reading:

Ashcroft et al. (eds) The Post-colonial Studies Reader. London: Routledge, 1995.

Ashcroft et al. The Empire Writes Back. London:Routledge, 1989.

Gandhi, Leela. Postcolonial Theory: A Critical Introduction. St. Leonards: Allen & Unwin, 1998.

Innes, CL. The Cambridge Introduction to Postcolonial Literatures in English. New Delhi: CUP,

Schwarz, Henry and Sangeeta Ray. Eds. A Companion to Postcolonial Studies. Malden, MA: Blackwell

Publishers, 2005.

Young, Robert. Postcolonialism: A very short Introduction. Oxford: OUP, 2003.

Content:

1. Minority Discourse and Subaltern Studies

2. Decolonization and Empire

Required Reading:

Arun Prabha Mukherjee: "First World Readers, Third World Texts" in Postcolonialism: My Living

Ashis Nandy: “History’s Forgotten Doubles”

Bhabha, Homi, The Location of Culture. London: Routledge, 1994.

Dipesh Chakrabarty: “Subaltern Histories and Post-Enlightenment Rationalism”

Edward Said Orientalism, ‘Introduction’,

Fanon, Frantz. The Wretched of the Earth. Trans. Constance Farrington. New York: Grove Press,1966.

Gauri Viswanathan: Introduction in Masks of Conquest: Literary Study and British Rule in India

Gayatri Spivak Can the Subaltern Speak.

Guha, Ranajit. Ed. Subaltern Studies. Vols.1-9. Delhi: Oxford University Press, 1982-1997.

Homi Bhabha: Introduction to The Location of Culture

Ngugi wa Thiong’o. Moving the Centre: The Struggle for Cultural Freedoms. London: James Currey, 1993

Said, Edward, Orientalism. London: Penguin, 1978.

Content:

1. Identities in Question

Study of the following texts in the background of the themes/concepts discussed earlier.

1. Achebe, Chinua. Things Fall Apart. New York : Penguin Books. 2017. Print.

2. Conrad, Joseph, and Ross C. Murfin. Heart of Darkness. Basingstoke: Palgrave Macmillan, 2011. Print.

3. Shakespeare, William, and Roma Gill. The Tempest. Oxford: Oxford University Press, 2010. Print.

Ashcroft et al. The Empire Writes Back.London:Routledge, 1989. Print.

Ashcroft, Griffiths and Helen Tiffin, Key Concepts in Post-Colonial Studies. London: Routledge, 1998. Print.

Ashis Nandy: “History’s Forgotten Doubles”

Bhabha, Homi, The Location of Culture. London: Routledge, 1994. Print.

Boehmer, Elleke, Colonial and Postcolonial Literature. Oxford: OUP, 1995. Print.

Bromley, Roger. Narratives for a New Belonging: Diasporic Cultural Fictions. Edinburgh.Edinburgh UP, 2000. Print.

Castle, Gregory. Ed. Postcolonial Discourses: An Anthology. Oxford: Blackwell, 2001.Print.

Childs and Williams. An Introduction to Post-Colonial Theory. London: Prentice Hall, 1997.Print.

 Childs, Peter. Post-Colonial Theory and English Literature: A Reader. Edinburg: Edinburgh  University Press, 1999. Print.

Conrad, Joseph, and Ross C. Murfin. Heart of Darkness. Basingstoke: Palgrave Macmillan, 2011. Print.

Dipesh Chakrabarty: “Subaltern Histories and Post-Enlightenment Rationalism”

Dipesh Chakrabarty. Habitations of Modernity – Essays in the Wake of Subaltern Studies.New Delhi: Permanent Black, 2002. Print.

Edward Said Orientalism, ‘Introduction’,

Fanon, Frantz. The Wretched of the Earth. Trans. Constance Farrington. New York: Grove Press,1966.

Gandhi, Leela. Postcolonial Theory: A Critical Introduction. St. Leonards: Allen & Unwin, 1998.

Gauri Viswanathan: Introduction in Masks of Conquest: Literary Study and British Rule in India

Gayatri Spivak Can the Subaltern Speak.

Guha, Ranajit. Ed. Subaltern Studies. Vols.1-9. Delhi: Oxford University Press, 1982-1997.

Halbwachs, Maurice. The Collective Memory.USA, Harper and Row, 1980. Print.

Innes, CL. The Cambridge Introduction to Postcolonial Literatures in English. New Delhi: CUP, 2007. Print.

 Koselleck, Reinhart. Futures Past. New York: Columbia University Press, 2004. Print.

Mcleod, John, Beginning Postcolonialism. Manchester: Manchester University Press, 2000.Print.

Mukherjee, Meenakshi. ed. Early Novels in India. Delhi: SahityaAkademi, 2002. Print.

Nandy, Ashis. ed. TheRomance of the State, and the Fate of Dissent in the Tropics. New Delhi, Oxford University Press, 2002. Print.

Ngugi wa Thiong’o. Moving the Centre: The Struggle for Cultural Freedoms. London: James Currey, 1993

 Rabinow , P. ed. The Foucault Reader.New York, Pantheon Books, 1984. Print.

Said, Edward, Orientalism. London: Penguin, 1978. Print.

Schwarz, Henry and Sangeeta Ray. Eds. A Companion to Postcolonial Studies. Malden, MA: Blackwell Publishers, 2005.

 Shakespeare, William, and Roma Gill. The Tempest. Oxford: Oxford University Press, 2010. Print.

 Social and Political Thought. Notre Dame: University of Notre Dame Press, 1997.Print.

Tomlinson, John. Cultural Imperialism: A Critical Introduction. Baltimore: John Hopkins University Press, 1991.

Yack, Bernard. The Fetishism of Modernities: Epochal Self-Consciousness in Contemporary

Young, Robert. Postcolonialism: A very short Introduction. Oxford: OUP, 2003. Print.

Achebe, Chinua. Things Fall Apart. New York : Penguin Books. 2017. Print.

Ashis Nandy: “History’s Forgotten Doubles”

Bhabha, Homi, The Location of Culture. London: Routledge, 1994. Print.

Conrad, Joseph, and Ross C. Murfin. Heart of Darkness. Basingstoke: Palgrave Macmillan, 2011. Print.

Dipesh Chakrabarty: “Subaltern Histories and Post-Enlightenment Rationalism”

Edward Said Orientalism, ‘Introduction’,

Fanon, Frantz. The Wretched of the Earth. Trans. Constance Farrington. New York: Grove Press,1966.

Bhaba, Homi. Nation and Narration. London: Routledge, 1990.

Brah, Avtar. Cartographies of diaspora: contesting identities, London: Routledge, 1996.

Cohen, Robin. Global Diasporas: An Introduction. Seattle: University of Washington Press, 1997.

Dufoix, Stéphane. 2008. Diasporas. Translated by William Rodarmor. Berkeley: Univ. of California Press.

Hall, Stuart. "Cultural Identity and Diaspora." In Theorizing Diaspora: A Reader, edited by Jana Evans Braziel and Anita

Mannur, 233–246. Malden, Mass.: Blackwell, 2003.

CIA 2: Mid-semester Exam - 20 Marks from Module 1 towards the end of 22 Hours and

30 Marks from Module 2, 3, 4 towards the end of 24 Hours

CIA 3: Individual Research Presentations based on readings of Module (20 Marks)

The course intends to provide a detailed understanding of vocabulary teaching and learning to the student.

2. list ways in which vocabulary has been taught

3. read and critique research on vocabulary

this unit will delve into the historical methods and approaches to vocabulary teaching and learning

this unit requires the researcher to study several researches related to vocabulary teaching and learning over the last decade

To introduce to the problems, theories and concepts of literary criticism, from the Anglo-American New Criticism to Deconstruction to Postmodernism. To place modern theories in the philosophical and aesthetic context in which they originated and evolved.

To use and identify the philosphical approaches in literature

The Philosophical and Aesthetic Foundations of Literary Theories

Kant, Hegel, and Literary Theory                  

From Romanticism and Young Hegelianism to Nietzsche

Anglo-American New Criticism and Russian Formalism

Kant and Croce in the New Criticism

Russian Formalism between Kantianism and the Avant-Garde

The Aborted Dialogue between Marxists and Formalists

Czech Structuralism Between Kant, Hegel, and the Avant-Grade

Roman Jakobson's and Jan Mukarovsky's Kantianism

Hegel and the Avant-Grade in Mukarovsky's Theory: Structure, Function, Norm, and Value

Symbol and Aesthetic Object: From Mukarovsky to Vodicka

Problems of Reader-Response Criticism: from Hermeneutics to Phenomenology

From Gadamer to Jauss: The Hermeneutics of Reader-Response

From Ingarden to Iser: The Phenomenological Perspective

Stanley Fish's Alternative

From Marxism to Critical Theory and Postmodernism

Marx, Lukacs and Goldmann: Hegelian Aesthetics

Benjamin and Adorno between Kant and Hegel: Avant-Garde, Ambiguity, and Truth

Mikhail M. Bakhtin's Young Hegelian Aesthetics

Marxist Aesthetics in a Postmodern World: Alex Callinicos, Terry Eagleton, Fredric Jameson

The Aesthetics of Semiotics: Greimas, Eco, Barthes

Greimas or the Search for Meaning

Umberto Eco: From the Avant-Grade to Postmodernism

Roland Barthes' Nietzschean Aesthetics

The Nietzschean Aesthetics of Deconstruction

The Philosophical Origins of Deconstruction: From Platonism and Hegelianism to Nietzsche and Heidegger

Derrida's Romantic and Nietzschean Heritage: ecriture, iterabilite, differance

Derrida on Mallarme and Jean-Pierre Richard

Paul de Man: Allegory and Aporia

J. Hillis Miller: Aporia, Repetition, Iterability

Geoffrey H. Hartman: Negativity, Delay, Indeterminacy

Lyotard's Postmodern Aesthetics and Kant's Notion of the Sublime

From Kant to Lyotard: Postmodern Aesthetics of Disharmony

Lyotard and de Man: the Sublime, Allegory, and Aporia

Lyotard and de Man: the Sublime, Allegory, and Aporia     

Towards a Critical Theory of Literature        

Literary Theory between Kant, Hegel, and Nietzsche          

Towards a Critique of Ideology: Ideology as Sociolect and Discourse

Towards a Critical Theory of Literature

CIA I: Presentation (20 marks)

The students have to present on one of the topics discussed in the class. The presentation will be followed by a question-answer session.

Rubrics of Evaluation: (4X5=20)

·         Proper understanding of the topic discussed

·         Contextualization

·         Coherence, assimilation and critical rigour

·         Comparative analysis

C CIA 2 - Written submission on a philosophy as framework

CIA3 - presentation

This course opens up the field of ‘culture’ as an academic and empowering area to engage with. This can be an introductory course to various electives like Gender Studies, Popular Culture Studies etc. The cultural critique model will be used to study films. Film Studies will begin with introduction to critical concepts, influential theories, movements, particular forms and practices in the realm of contemporary film studies in India. This paper would require film screening sessions accompanied by lectures and classroom discussions. The films screened will be in connection to the core issues and debates discussed in the essays.

•        To familiarize the readers with the domains that intersect and influence the cultural, i.e., everyday life

•        To draw students’ attention to the diverse range of issues and ideas within the domain of Cinema

•        To explore the evolving field of cinema as an academic domain by probing into notions of representation, politics and ideology

“An Anthropology of the Cinema” – Gaston Roberge

“Why Film Theory?” – Gaston Roberge

“Six Approaches to Writing about Film”- Timothy J Corrigan

“Fiction to Film: A Brief History and a Framework for Film Adaptations” – Vijaya Singh

“The Limiting Imagination of National Cinema” – Andrew Higson

“The Bollywood Turn in South National Cinema” – Anjali Gera Roy and Chua Beng Huat

This unit will introduce students to frameworks, areas and concepts to help them engage with their respective domains/areas of research. The reading material will be choice-based, depending on their research areas/topics. This segment will orient the students to critique the ‘cultural’ in varied texts, including the cinematic. 

Part I             

Culture /Cultural Studies / High culture and Low Culture / Popular Culture Studies / Ideology – in literature and culture / Power and discourse / Identity / Representation / Subculture /  

Part II                                                                                                                         

Fetish and Reification / Modernism and Postmodernism / Real and Simulacra / Media theory / Nation and Nationalism / Orality and Oral traditions / Folk lore / Children’s Literature / Ecocriticism / Visual Culture / Gender / Violence / Subaltern / Narratalogy / Hemeneutics 

Publications, 2008. Print.

5. Brooker, Peter. A Glossary of Cultural Theory.London: Arnold Publishing, 2003. Print.
6. Dharwadker, Vinay.The Collected Essays of A. K.Ramanujan. Delhi: Oxford, 1999, Print.
7. During, Simon, ed. The Cultural Studies Reader.3rd ed. London: Routledge, 1993. Print.
8. ---. Cultural Studies: A Critical Introduction.Oxon: Routledge, 2005. Print.
9. Edwards, Tim. Cultural Theory: Classical & Contemporary Positions. London: Sage

Publications, 2007. Print.

10. Hall, Gary, and Claire Birchall.New Cultural Studies: Adventures in Theory. Edinburgh:

Edinburgh UP, 2006. Print.

11. Hesmondhalgh, Desmond. The Culture Industries.London: Sage Publications, 2007. Print.
12. Milner, Andrew, and Jeff Browitt.Contemporary Cultural Theory. 3rd ed. Jaipur: Rawat

Publications, 2003. Print.

13. Munns, Jessica, and Gita Rajan, eds. A Cultural Studies Reader: History, Theory and Practice.

London: Longman, 1995. Print.

14. Nayar, Pramod K. Introduction to Cultural Studies. Delhi: Viva, 2009. Print.
15. Payne, Michael, ed. A Dictionary of Cultural and Critical Theory. Malden: Blackwell

Publishing, 1997. Print.

16. Poduval, Satish. Ed. Refiguring Culture:History, Theory and the Aesthetic in Contemporary India. New Delhi: SahityaAkademi, 2005. Print.
17. Rushdie, Salman. Step Across this Line. NewYork: The Modern Library, 2003. Print.
18. Smith, Phillip, and Alexander Riley. Cultural Theory: An Introduction. Malden: Blackwell

Publishing, 2009. Print.

19. Cobley, Paul. Narrative. London: Routledge, 2001. Print.
20. Selections from Baker, Chris. The Sage Dictionary of Cultural Studies. London: SagePublications, 2004. Print.
21. Selections from Munns, Jessica, and Gita Rajan, eds. A Cultural Studies Reader: History,Theory and Practice. London: Longman, 1995. Print.

Bibliography: (Film Studies)

1. Branston, Gill. Cinema and Cultural Modernity. Buckingham: Open UP, 2000.
2. Braudy, Leo. The World in a Frame: What We See in Films. Chicago: U of Chicago P, 1976.
3. Cavallaro, Dani. Critical and Cultural Theory: Thematic Variations. London: Athlone P, 2001.
4. Chakravarty, Sumita S. National Identity in Indian Popular Cinema (1947-1987). New Delhi:Oxford U P, 1996.
5. Dick, Bernard F. Anatomy of Film. 3rd ed. New York: St. Martin’s P, 1998.
6. Downes, Brenda, and Steve Miller. Media Studies. London: Hodder Headline Plc, 1998.
7. Easthope, Antony, ed. Contemporary Film Theory. 1993. England: Addison Wesley Longman,1996.
8. Fuery, Patrick. New Developments in Film Theory. New York: St. Martin’s P, 2000.
9. Gledhill, Christine and Linda Williams., eds. Reinventing Film Studies. London: Arnold, 2000.
10. Gopinathan, K., ed. Film and Philosophy. Calicut: Calicut UP, 2003.
11. Gronemeyer, Andrea. Film: A Concise History. Britain: Laurence King, 1999.
12. Gulzar, Govind Nihalani, and Saibal Chatterjee, eds. Encyclopaedia of Hindi Cinema. Mumbai: Popular Prakashan, 2003.
13. Hayward, Susan. Cinema Studies: The Key Concepts. London: Routeldge, 2000.
14. Hill, John, and Pamela Church Gibson., ed. The Oxford Guide to Film Studies. New York:Oxford UP, 1998.
15. Huda, Anwar. The Art and Science of Cinema. New Delhi: Atlantic, 2004.
16. Nelmes, Jill, ed. An Introduction to Film Studies. 1996. 2nd ed. London: Routledge, 1999.
17. Newbold, Chris, Oliver Boyd-Barrett, and Hilde Van Den Bulck, eds. The Media Book. London:Arnold, 2002.
18. Stam, Robert. Film Theory: An Introduction. USA: Blackwell, 2000.
19. Thoraval, Yves. The Cinemas of India. New Delhi: Macmillan, 2000.

·         CIA I – from module I – bibliography/booklist – 20 marks

·         CIAII – extended Literature Review – 50 marks (literature review of only critical framework, method and methodology)

·         CIA III – chapter outline – 20 marks

Pattern for End Semester Exam

End semester examination has been divided into two parts –

The interactive sessions between the guide and the student will be tested in the form of literature review of the primary text. The submitted literature review will be evaluated by the guide. The allotted marks – 50. After the valuation all the guides will submit the marks to the M.Phil Coordinator to submit to the exam office.  

The second part will be a centralised exam for 50marks and 2hrs. This will test the first module I of the paper. The paper will be evaluated by the faculty teaching the module. 

Course Description:

Course Objectives:

• Introduce basic concepts in the study of folk performance narratives
• Integrate folk and subaltern studies in India through a close reading of folk performances as cultural texts
• Establish the connection between individual identity and ritualization of culture through performance

Expected Learning Outcomes:

• Acquire basic understanding in reading folk performance as narrative
• Connect questions of caste, ethnicity and cultural hegemony with folk performance
• Develop basic vocabulary in the area of folk performance for research writing

Introduction to Performance Narratives

Bakhtin, Mikhail. 1994. The Dialogic Imagination: Four Essays.

Chakrabarty, Dipesh. "The Death of History"

Muthukumaraswamy, M.D. Folklore as Discourse

Introduction to Resistance Narratives, Historiography, Orality and Performance

Verma, Archana. Performance and Culture: Narrative, Image and Enactment in India

Y.A. S. Reddy. “Performance of Caste Myth”

Bell, Catherine. 1992. Ritual Theory, Ritual Practice. New York: Oxford University Press.

Carlson, Marvin. 1996. Performance: A Critical Introduction. New York: Routledge.

Carroll, Noel. 1986. Performance. Formations 3, no. 1: 63-81.

Connerton, Paul. 1989. How Societies Remember. Cambridge: Cambridge University Press.

Falassi, Alessandro, ed. 1987. Time out of time: essays on the festival. Albuquerque: University of New Mexico Press.

Finnegan, Ruth. 1992. Oral Traditions and the Verbal Arts: A Guide to Research Practices. New York: Routledge.

Geertz, Clifford. 1973. The Interpretation of Cultures. New York: Basic Books.

Hetherington, Kevin. 1998. Expressions of identity: space, performance, politics. Thousand Oaks, California: Sage.

Huxley, Mike, and Noel Witts, eds. 1996.Twentieth Century Performance Reader. New York: Routledge.

Jaworski, Adam, and Nikolas Coupland. 1999. The discourse reader. London, New York: Routledge.

Turner, Victor. 1969. The Ritual Process. Chicago: Aldine.

Williams, Raymond. 1983. Keywords: A Vocabulary of Culture and Society.rev. ed. New York: Oxford University Press.

CIA 1

Description of CIA: Scholar will submit a detailed introduction to her project based on the concepts and theoretical readings assigned during the course.

Learning objective of CIA: Strengthening research question, objectives and theoretical frameworks for the project

Parameters for evaluation:

Application of concepts discussed in class: 5 Marks

Theoretical Framework: 10 Marks

Application of Library Reading: 5 Marks

CIA 2 – Mid term Test

Description of CIA: Scholar will submit a revised Literature Review drawing from specialized readings included in the course, specific to the topic of research

Learning objective of CIA: Extend Literature Review and incorporate new approaches to the Research Question

Parameters for evaluation:

Library Reading: 10 Marks

Drafting of Literature Review: 5 Marks

New approaches/ Strengthening of Research Question: 5 Marks

CIA 3

Description of CIA: Scholar will choose any two performance narratives from the folk tradition selected for MPhil research and analyze them as cultural texts, highlighting the discursive elements of identity and caste

Learning objective of CIA: Application of concepts discussed in folk performance, identity and caste on primary text selected for research

Parameters for evaluation:

Application of concepts: 5 Marks

Reading of folk performance narrative: 10 Marks

Ability to connect folk narrative and caste hegemony through analysis: 5 Marks

End term examination

Description: Submission of revised Proposal

Parameters for evaluation:

Strengthening of Research Question and Objectives: 10 Marks

Literature Review and Methodology: 10 Marks

Course Description: This paper aims to introduce scholars to contemporary revisionings of Indian Mythology, with specific focus on women from The Ramayana

Course Objectives:

• Introduce basic concepts in the study of Myths and Mythology
• Underline the role of Indian epics as cultural texts and the concept of many Ramayanas from subaltern perspective
• Establish the important trends in feminist revisonings of the epics, with specific focus on the Ramayana

Expected Learning Outcomes:

• Acquire a critical framework to analyse revisionist mythology
• Connect questions of subalternity in terms of caste and gender with revisioning of the epics
• Trace the major feminist and subaltern interventions of revisionist writing of women in the Ramayana

Roland Barthes: Myth Today

A.K. Ramanaujan: “Three Hundred Ramayanas: Five Examples and Three Thoughts on Translation”

Paula Richman, Many Ramayanas: The Diversity of a Narrative Tradition in South Asia (Los Angeles: University of California Press, 1991)

Alicia Ostriker: “The Thieves of Language: Women Poets and Revisionist Mythmaking”

Rich, Adrienne. “When We Dead Awaken: Writing as Re-Vision.” College English 34.1 (Oct. 1972): 18-30. JSTOR. Web. 11 Sept. 2014.

Bose, Mandakranta. The Ramayana Revisited. New York: Oxford, 2004. Print.

Lal, Malashri, and Namita Gokhale, eds. In Search of Sita: Revisiting Mythology. Gurgaon: Penguin Books India, 2009. Print.

Tripathy, Anjali. “Sita: My Story”. Odisha Review

Sen, Nabaneeta Dev. “When Women Retell the Ramayan.” Manushi 108: 18-27. Web. 10 Dec. 2016.

Mary Damon Peltier, “Sita’s Story” Journal of Vaisnava Studies 4, no. 4, pp. 77-103

Library Reading: 30 Hours

Chaudhuri, Maitrayee. Feminism in India (Issues in Contemporary Indian Feminism). New York: Zed, 2005.

Bhasin, Kamala and Khan, Nighat Said. "Some Questions on Feminism and Its Relevance in South Asia", Kali for Women, New Delhi, 1986.

Tharu, Susie J.; Ke Lalita (1991). Women Writing in India: 600 B.C. to the Present (Vol. 1). Feminist Press.

Sexton, Anne. 1971. Transformations. Boston: Houghton Mifflin

Duffy, Carol Ann. 1999. The World's Wife. London: Picador.

Library Reading: 30 Hours

Chaudhuri, Maitrayee. Feminism in India (Issues in Contemporary Indian Feminism). New York: Zed, 2005.

Bhasin, Kamala and Khan, Nighat Said. "Some Questions on Feminism and Its Relevance in South Asia", Kali for Women, New Delhi, 1986.

Tharu, Susie J.; Ke Lalita (1991). Women Writing in India: 600 B.C. to the Present (Vol. 1). Feminist Press.

Sexton, Anne. 1971. Transformations. Boston: Houghton Mifflin

Duffy, Carol Ann. 1999. The World's Wife. London: Picador.

CIA 1

Description of CIA: Scholar will submit a detailed introduction to her project based on the concepts and theoretical readings assigned during the course.

Learning objective of CIA: Strengthening research question, objectives and theoretical frameworks for the project

Parameters for evaluation:

Application of concepts discussed in class: 5 Marks

Theoretical Framework: 10 Marks

Application of Library Reading: 5 Marks

CIA 2 – Mid term Test

Description of CIA: Scholar will submit a revised Literature Review drawing from specialized readings included in the course, specific to the topic of research

Learning objective of CIA: Extend Literature Review and incorporate new approaches to the Research Question

Parameters for evaluation:

Library Reading: 10 Marks

Drafting of Literature Review: 5 Marks

New approaches/ Strengthening of Research Question: 5 Marks

CIA 3

Description of CIA: Scholar will choose any two performance narratives from the folk tradition selected for MPhil research and analyze them as cultural texts, highlighting the discursive elements of identity and caste

Learning objective of CIA: Application of concepts discussed in folk performance, identity and caste on primary text selected for research

Parameters for evaluation:

Application of concepts: 5 Marks

Reading of folk performance narrative: 10 Marks

Ability to connect folk narrative and caste hegemony through analysis: 5 Marks

End term examination

Description: Submission of revised Proposal

Parameters for evaluation:

Strengthening of Research Question and Objectives: 10 Marks

Literature Review and Methodology: 10 Marks

Course Desription:

The course is tailor made to suit the research requirements of the learner. The course traces research in vocabulary with specific focus in explicit and implicit vocabulary instructions. It also attempts to situate vocabulary as an element of English Language Teaching. The course will include extensive reading of research articles which would further elaborate the methodology and theoretical framework needed for the study.

Course Objectives:

1. To familiarize the learners with various researches in the field of Vocabulary
2. To help develop the theoretical framework for the study
3. To understand various methodologies for the research.
4. To explore the possible hypotheses for the study.

1. Display a clear understanding of the difference between explicit and implicit vocabulary instruction
2. Formulate a rationale for the study
3. Formulate a hypothesis and a set of research questions for the study
4. Review literature related to the study
5. Adapt a theoretical framework for the study
6. Design a tentative methodology for the study

• Vocabulary Instruction
• Impact of explicit Vs Implicit Vocabulary teaching
• Teaching Vocabulary at various levels: theoretical understanding

• Method and Methodology for Vocabulary research
• Formulating the theoretical Framework
• Task design for Vocabulary teaching
• Designing methodology for vocabulary teaching

Library Hours

Caspi, T., & Lowie, W. (2013). The dynamics of L2 vocabulary development: a case study of receptive and productive knowledge. Revista Brasileira de Linguistica Aplicada, 13(2).

Eskandari. Z. (2012).The effect of text- based direct vocabulary instruction on vocabulary acquisition. World Journal of English Language, 2(1), 74- 84.

Melka, F. (2007).  Receptive versus productive aspects of vocabulary. Vocabulary description, acquisition, and pedagogy. New York: Cambridge University Press. 84-102.         

Please note that the scholar in consultation with the guide will further add to the list.

Caspi, T., & Lowie, W. (2013). The dynamics of L2 vocabulary development: a case study of receptive and productive knowledge. Revista Brasileira de Linguistica Aplicada, 13(2).

Eskandari. Z. (2012).The effect of text- based direct vocabulary instruction on vocabulary acquisition. World Journal of English Language, 2(1), 74- 84.

Melka, F. (2007).  Receptive versus productive aspects of vocabulary. Vocabulary description, acquisition, and pedagogy. New York: Cambridge University Press. 84-102.         

Please note that the scholar in consultation with the guide will further add to the list.

Description of CIA:

Summary as a part of ROL

Learning objective of CIA

• Read articles related to vocabulary research
• Summarize articles
• Relate the present literature to the research

Parameters for evaluation

• Identification of relevant research in the area- 05
• Summarizing relevant article- 5
• Drawing connections between different articles and the current research- 10

CIA 2 :

Mid term Test

Description of CIA:

Draft of Review of Literature

Learning objective of CIA:

•  Read and Identify all research related to and relevant for the current research
• Review relevant literature related to the area
• Arriving at a tentative theoretical framework

Parameters for evaluation

Definition of terms and connections made- 20

Reviewing researchers- 20

Attempt to arrive at a tentative TF- 10

CIA 3

Description of CIA:

Draft II of the Review Of Literature

Learning objective of CIA

Fine tuning gaps in Draft I

Parameters for evaluation

•  All suggested corrections carried out- 10
• Review and connections drawn- 10

End term examination

Description: Submission of the final draft of Review of Literature

Parameters for evaluation:

• Chapter outlines all the relevant research in the area of vocabulary teaching- 25
• The review is coherent and relevant to the area in research- 25
• All terms related to the research have been explained- 25
• Chapter has an attempt to arrive at the theoretical framework- 25
• Proof reading errors, grammar and vocabulary- 25

Course Description:

Storytelling is as fundamental to human beings as any other necessity; as Neil Gaiman has said, we would not survive without stories. This course attempts to inculcate in an English Studies research scholar a broad as well as in-depth awareness of the processes of storytelling and the different ways in which we read, analyse, and interpret stories. It will also explore methods in narratology, encouraging the scholar to engage critically with literary and cultural texts and discourses.

Course Objectives:

The paper attempts to give students get a critical sense of

• Stories and storytelling
• Kinds of narratives
• Construction of meaning through narratives
• Interpretation of narratives

• Critically engage with the ways in which texts tell stories
• Complete a research paper of 3000-5000 words that will be part of the thesis.

·         General Introduction to the Course and to Narrative and Narratology

o   The narratology of violence: Agha Shahid Ali, The Country without a Post Office, and Basharat Peer, Curfewed Night

o   Gayathri Spivak, “The Rani of Sirmur: An Essay in Reading the Archives”

o   The Cambridge Companion to Textual Scholarship: Selected excerpts

o   Barthes, Roland. "Introduction to the Structural Analysis of Narratives"

o   Propp, Vladimir. "Fairy-Tale Transformations"

o   Calvino, Italo. from If on a Winter's Night a Traveler

o   Warhol, Robyn. "Guilty Cravings: What Feminist Narratology Can Do for Cultural Studies"

o   Hutcheon, Linda. "Modes and Forms of Narrative Narcissism"

o   The narratology of violence: Agha Shahid Ali, The Country without a Post Office, and Basharat Peer, Curfewed Night

o   Gayathri Spivak, “The Rani of Sirmur: An Essay in Reading the Archives”

o   The Cambridge Companion to Textual Scholarship: Selected excerpts

o   Barthes, Roland. "Introduction to the Structural Analysis of Narratives"

o   Propp, Vladimir. "Fairy-Tale Transformations"

o   Calvino, Italo. from If on a Winter's Night a Traveler

o   Warhol, Robyn. "Guilty Cravings: What Feminist Narratology Can Do for Cultural Studies"

o   Hutcheon, Linda. "Modes and Forms of Narrative Narcissism"

Abbot, H. Porter. The Cambridge Introduction to Narrative. CUP. 2002.

Cobley, Paul. Narrative. Routledge, 2001.

Dorairaj. A. Joseph. Philosophical Hermeneutics. Satya Nilayam. 2011.

Fraistat, Neil and Julia Flanders. The Cambridge Companion to Textual Scholarship. CUP, 2013.

Freeman, M. 'Mythical time, historical time, and the narrative fabric of the Self’ Narrative Inquiry 8 (1): 27-50, 1998.

Genette, G. Narrative discourse. Basil Blackwell, 1982.

Griffin, Gabrielle. Research Methods for English Studies, 2^nd edition. Edinburgh University Press, 2013.

Hammond, Adam. Literature in the Digital Age: An Introduction.CUP, 2016.

Jenkins, H. Textual Poachers: Television and Participatory Culture, Routledge, 1992.

Kothari, Rita and Rupert Snell, eds. Chutnefying English: The Phenomenon of English. New Delhi: Penguin, 2011.

Lothe ,J. Narrative in fiction and film : An Introduction Oxford University Press, 2000.

Murray. Hamlet on the Holodeck: The Future of Narrative in  Cyberspace, MIT Press, 1997.

Nandy, Ashis. “Gandhi after Gandhi after Gandhi.” the little magazine. Vol. I: Issue 1. n.d.    Web.  15 Jan 2013.

Ong,W.J Orality and Literacy: The Technologies of the Word, Methuen, 1982.

Ricoeur, P.  'Narrative time' in W.J.T.Mitchell (ed.) On Narrative University of Chicago Press. 1981.

Snyder, I.' Beyond the hype: reassessing hypertext' in Page to Screen: Taking Literacy in the electronic era, Routledge. 1998.

Toker, I. Eloquent reticence: withholding information in fictional narrative. University press of Kentucky. 1993.

CIA 1: Close reading exercise—Analysis of any one scene from the text.

Objectives of the CIA: Applying reading and analytical strategies learnt in class to a section of a chosen text from any genre.

Learning outcomes: Better acquaintance with literary analysis and its conventions.

Parameters: Application of guidelines discussed in class and independent secondary readings.

CIA 2: Literature Review of Research Paper.

Objectives: Critically reflect on a topic; delineate the major ideas found in secondary readings and articulate them.

Learning outcomes: Clarity and critical understanding of the concepts and application of theory to literary and cultural texts.

Parameters: Concise elucidation of arguments from secondary sources; ability to articulate critical concepts; citing relevant sources.

CIA 3: Abstract of Research Paper. 

Objectives of the CIA: To create a well-developed abstract that demonstrates critical thinking and that clearly outlines an argument.

Learning outcomes: Understanding how to create an abstract for submission to either a conference or a publication such as a journal or book of critical essays.

Parameters: Application of guidelines discussed in class; creative thinking; ability to construct an argument that is well-supported with relevant readings.

End-Semester Submission: Submission of complete research paper based on outline + feedback given on CIAs to be incorporated.

Objectives: Produce a well-constructed research paper following MLA guidelines (8th edition).

Learning outcomes: Clarity and critical understanding of the concepts and application of theory to chosen texts.

Parameters:Basic presentation skills; concise elucidation of topic; ability to apply critical concepts; citing relevant sources; plagiarised work will not be evaluated.

Course Description:

The course aims at introducing and further sharpening the student’s understanding of mysticism as a state of being by intimately reflecting upon its nuances. Through rigorous dialogue, the course aims at familiarizing the student with the fundamentals of such an experience in relation to (human) life.

Course Objectives:

Towards a proper understanding of mysticism as an important and inevitable condition of being, with emphasis on its central principle of non-dualism – the need of the hour.

This unit focused on Mysticism and other such religious experiences.

This unit focues on Mysticism and Art in the context of William Blake

Mysticism

1.             Arnswald, Ulrich . In Search of Meaning: Ludwig Wittgenstein on Ethics, Mysticism and Religion. Karlseruhe, KIT Scientific Publishsing, 2009. Print.

2.             Aurobindo, Sri. The Future Poetry. Pondicherry: Sri Aurobind Ashram, 2000. Reprint.

3.             Bertrand, Russell. Mysticism and Logic: Including a Freeman`s Worship. Routledge, 2000. Print.

4.             Borges, Jorge Luis; Kodama, María; Levine, Suzanne Jill. On mysticism. New York, Penguin Books, 2010. Print.

5.             Caroline F. E. Spurgeon, Mysticism in English Literature. The University Press, 1913. Print.

6.             Coomaraswamy, Ananda. Time and Eternity. Bangalore: Select Books, 2000. Reprint.

7.             Fanous, Samuel; Fanous, Samuel; Gillespie, Vincent. The Cambridge Companion to Medieval English Mysticism. New York, Cambridge University Press, 2011. Print.

8.             Harmless, William. Mystics. New York, Oxford University Press, 2008. Print.

9.             James, William. The Varieties of Religious Experiences. New York: The Modern Library,1936.

10.         Kachappilly,Kurian. Mystic Musings in Art and Poetry: Thematic Essays from the International Conference Mysticism Without Bounds. New Delhi, Christian World Imprints, 2013. Print.

11.         Kakar, Sudhir. Analyst and the Mystic: Psychoanalytic Reflections on Religion and Mysticism. New Delhi, Penguin Books, 2007. Print.

12.         Kattackal. Mysticism East & West. Kottayam, Oriental Institute Religious Studies of India, 1993. Print.

13.         Kroll, Jerome; Bachrach, Bernard S. The Mystic Mind: The Psychology of Medieval Mystics and Ascetics. New Yourk, Routledge, 2005. Print.

14.         Murdoch, Iris. Metaphysics as a Guide to Morals. Great Britain: Chatto & Windus, 1992.

Print.

15.         ---. The Existentialists and the Mystics. Great Britain: Chatto & Windus Ltd., 1997. Print.

16.         Nelstrop, Louise; Magill, Kevin J; Onishi, Bradley B. Christian Mysticism: An Introduction to Contemporary Theoretical Approaches. Farnham, Ashgate Pub. Ltd., 2009. Print.

17.         Shah, M.L. Mysticism in English Literature. New Delhi, Swastik Publications, 2011. Print.

18.         Sharma, Chandradhar. A Critical Survey of Indian Philosophy. Motilal Banarsidass

   Publishers Pvt. Ltd., 2003. Reprint.

19.         Talbot, John Michael; Rabey, Steve. The Way of the Mystics ancient wisdom for experiencing God today. San Francisco, Jossey-Bass, 2005. Print.

20.         Thomas, Santosh. Studies in Religious Mysticism. New Delhi, Mittal Publications, 2005. Print.

21.         Underhill, Evelyn. Mysticism. England, One World Publishers, 1993. Print.

22.         -----------------------. The Essentials of Mysticism. Oxford, One World, 2007. Print.

23.         -----------------------. Nature and Development of Spiritual Consciousness: Mysticism. One World Publishers, 2006. Print.

24.         Watkin, Edward Ingram. The Philosophy of Mysticism. New Delhi, Cosmo Publications, 2010. Print.

25.         Wiseman, James A. Spirtuality and Mysticism. Orbis Books, 2006. Print.2014.

Blake

1.             Bindman, David. “William Blake and Popular Religious Imagery.” The Burlington Magazine 128.1003 (n.d.): 712-18. JSTOR. The Burlington Magazine Publications, 1986. Web. 9 Jan. 2014.

2.             “Blake’s Version of Christian and Biblical Imagery.” Imagery, Symbolism and Themes in Blake’s The Shepherd. Crossref-it.info. N.p., n.d. Web. 10 Feb. 2014.

3.             Daiches, David. A Critical History of English Literature. 2nd ed. Vol. 1. Delhi: Supernova, 2010. Print.

4.             Damrosch, David, ed. The Longman Anthology of British Literature. Vol. 2. New York: Longman, 1999. 328-32. Print.

5.             Ferber, Michael. The Cambridge Introduction to British Romantic Poetry. New York, Cambridge University Press, 2012. Print.

6.             Godden, Malcolm, and Michael Lapidge, eds. The Cambridge Companion to Old English Literature. Cambridge: Cambridge Univ., 1986. Print.

7.             Johnson, Mary Lynn. “Emblem and Symbol in Blake.” Huntington Library Quarterly 37.2 (1974): 151-170. JSTOR. Web. 09 Jan. 2014.

8.             Johnson, Mary Lynn, and John E Grant. Blake`s Poetry and Desings: Authoritative Texts Illuminations in Color and Monochrome Related Prose Criticism. New York, W.W. Norton & Com, 2007. Print.

9.             Makdisi, Saree. Reading William Blake. New Delhi, Cambridge University Press, 2015. Print.

10.         Mitchell, Paul. “William Blake: A Radical Visionary.” wsws.org. International Committee of the Fourth International, 1 Dec. 2000. Web. 09 Jan. 2014.

11.         Pinto, V. De S. “WIlliam Blake: The Visionary Man.” Journal of the Royal Society of Arts 106.5018 (n.d.): 74-89. JSTOR. Royal Society for the Encouragement of Arts, Manufactures and Commerce, Jan. 1958. Web. 9 Jan. 2014.

12.         Rawson, Claude. The Cambridge Companion to English Poets. Cambridge: Cambridge UP, 2011. Print.

13.         Roberts, Jonathan. William Blake's Poetry. London, Continuum, 2008. Print.

14.         Stevenson, W. H. “On the Nature of Blake’s Symbolism.” Texas Studies in Literature and Language 15.3 (1973): 445-60. JSTOR. Web. 09 Jan. 2014.

15.         Trapp, J. B. Medieval English Literature. London: Oxford UP, 1973. Print.

16.         Vine, Steve. William Blake. New Delhi, Atlantic, 2010. Print.

1.             Arnswald, Ulrich . In Search of Meaning: Ludwig Wittgenstein on Ethics, Mysticism and Religion. Karlseruhe, KIT Scientific Publishsing, 2009. Print.

2.             Aurobindo, Sri. The Future Poetry. Pondicherry: Sri Aurobind Ashram, 2000. Reprint.

3.             Bertrand, Russell. Mysticism and Logic: Including a Freeman`s Worship. Routledge, 2000. Print.

4.             Borges, Jorge Luis; Kodama, María; Levine, Suzanne Jill. On mysticism. New York, Penguin Books, 2010. Print.

5.             Caroline F. E. Spurgeon, Mysticism in English Literature. The University Press, 1913. Print.

6.             Coomaraswamy, Ananda. Time and Eternity. Bangalore: Select Books, 2000. Reprint.

7.             Fanous, Samuel; Fanous, Samuel; Gillespie, Vincent. The Cambridge Companion to Medieval English Mysticism. New York, Cambridge University Press, 2011. Print.

8.             Harmless, William. Mystics. New York, Oxford University Press, 2008. Print.

9.             James, William. The Varieties of Religious Experiences. New York: The Modern Library,1936.

10.         Kachappilly,Kurian. Mystic Musings in Art and Poetry: Thematic Essays from the International Conference Mysticism Without Bounds. New Delhi, Christian World Imprints, 2013. Print.

11.         Kakar, Sudhir. Analyst and the Mystic: Psychoanalytic Reflections on Religion and Mysticism. New Delhi, Penguin Books, 2007. Print.

12.         Kattackal. Mysticism East & West. Kottayam, Oriental Institute Religious Studies of India, 1993. Print.

13.         Kroll, Jerome; Bachrach, Bernard S. The Mystic Mind: The Psychology of Medieval Mystics and Ascetics. New Yourk, Routledge, 2005. Print.

14.         Murdoch, Iris. Metaphysics as a Guide to Morals. Great Britain: Chatto & Windus, 1992.

Print.

15.         ---. The Existentialists and the Mystics. Great Britain: Chatto & Windus Ltd., 1997. Print.

16.         Nelstrop, Louise; Magill, Kevin J; Onishi, Bradley B. Christian Mysticism: An Introduction to Contemporary Theoretical Approaches. Farnham, Ashgate Pub. Ltd., 2009. Print.

17.         Shah, M.L. Mysticism in English Literature. New Delhi, Swastik Publications, 2011. Print.

18.         Sharma, Chandradhar. A Critical Survey of Indian Philosophy. Motilal Banarsidass

   Publishers Pvt. Ltd., 2003. Reprint.

19.         Talbot, John Michael; Rabey, Steve. The Way of the Mystics ancient wisdom for experiencing God today. San Francisco, Jossey-Bass, 2005. Print.

20.         Thomas, Santosh. Studies in Religious Mysticism. New Delhi, Mittal Publications, 2005. Print.

21.         Underhill, Evelyn. Mysticism. England, One World Publishers, 1993. Print.

22.         -----------------------. The Essentials of Mysticism. Oxford, One World, 2007. Print.

23.         -----------------------. Nature and Development of Spiritual Consciousness: Mysticism. One World Publishers, 2006. Print.

24.         Watkin, Edward Ingram. The Philosophy of Mysticism. New Delhi, Cosmo Publications, 2010. Print.

25.         Wiseman, James A. Spirtuality and Mysticism. Orbis Books, 2006. Print.2014.

Blake

1.             Bindman, David. “William Blake and Popular Religious Imagery.” The Burlington Magazine 128.1003 (n.d.): 712-18. JSTOR. The Burlington Magazine Publications, 1986. Web. 9 Jan. 2014.

2.             “Blake’s Version of Christian and Biblical Imagery.” Imagery, Symbolism and Themes in Blake’s The Shepherd. Crossref-it.info. N.p., n.d. Web. 10 Feb. 2014.

·         Contextualization

·         Coherence, assimilation and critical rigour

·         Comparative analysis 

The course considers to understandMargaret Atwood as a writer and her technique of writing. Atwood uses different techniques in her later novels which lend themselves to meta-textual reading. It is important to see the evolution of fictional technique and her response to different political trajectories.

An advanced understanding of Atwood’s writing technique

Understanding of concepts from narratology

Introductions from Margaret Atwood: Feminism and Fiction, Fiona Tolan, Margaret

Atwood, Barbara Hill Rigney, Margaret Atwood, Coral Ann Howells, Margaret Atwood, Harold Bloom, Margaret Atwood: Language, Text, and System, Edited by

Sherrill E. Grace and Lorraine Weir                        

Elements of fictional techniques and implications in Atwood's Novel

1.      Ashcroft, William D., Gareth Griffith, and Helen Tiffin, eds. The Empire Writes Back: Theory and Practice in Post-Colonial Literatures. London: Routledge, 1989.

2.      Bloom, Harold  Margaret Atwood, Bloom’s Modern Critical Views: Margaret Atwood—New Edition, Infobase Publishing, 2009

3.      Howells, Coral Ann Margaret Atwood, New York:St. Martin's Press, 1996

4.      Hutcheon, Linda. The Canadian Postmodern: A Study of Contemporary Canadian Fiction

5.      Rigney, Barbara Hill. Margaret Atwood, Hampshire: The' Macmillan Press Ltd, 1987

6.      Sherrill E. Grace and Lorraine Weir, (Eds) Margaret Atwood: Language, Text, and System, The University of British Columbia 1983

7.      Tolan, Fiona. Margaret Atwood: Feminism and Fiction, Amsterdam - New York:Rodopi B.V., 2007

The Handmaid’s Tale

Alias Grace

The Blind Assassin

CIA 1

Description of CIA:

Biographical note on Margaret Atwood

Learning objective of CIA:

To introduce the student toliterarybiographical note in the format of academic writing

Parameters for evaluation:

Language and format: 10

Literature review and Argument (clarity, relevance, theoretical engagement): 10

CIA 2 – Mid term Test

Description of CIA:

Literature review on the primary texts selected for research

Learning objective of CIA:

To review the articles and chapters for research

To establish the research gap appropriately

To structure the literature review in an academic context

Parameters for evaluation:

Language and format: 10

Literature review and Argument (clarity, relevance, theoretical engagement): 10

CIA 3

Description of CIA:

First draft of the proposal – indicating research question, method

Learning objective of CIA:

Preparation of the dissertation topic and its presentation.

Parameters for evaluation:

Language and format: 20

Argument (clarity, relevance, theoretical engagement): 10

Relevance of theoretical framework selected: 20

End term examination

Description:

Final draft of the proposal

Parameters for evaluation:

Clarity and coherence in the write up: 40

Presentation skills and relevance of the topic: 30

Stylistics and correctness in language: 30

Course Objectives:

To introduce the student to the basic writings in Canadian literature. To arrive at a mature understanding of Canadian fiction and its connection to the rest of the world. To make sense of the concept of hybridity through literature.

 Course Description:

The course focuses on Canadian fiction as a space engendering hybrid cultural and artistic formations. Investigating Canadian writers as spokespersons for a society that is multi-cultural and hybrid, it also introduces the learner to the basic tenets of postcolonial criticism. With special focus on expatriates from Asian and African countries settled in Canada, the course gives the student an overview of Canadian fiction.

Introduction to Canadian Literature

Hybridity and Home in Canadian Literature

2.      Appiah, Kwame Anthony. In My Father's House: Africa in the Philosophy of Culture. London: Methuen, 1992.

3.      Ashcroft, William D., Gareth Griffith, and Helen Tiffin, eds. The Empire Writes Back: Theory and Practice in Post-Colonial Literatures. London: Routledge, 1989.

4.      Betts, Gregory K. "Wanted Women, Woman's Wants: The Colonial Harem and Post-Colonial Discourse." Canadian Review of Comparative Literature 22.3-4 (1995): 527-555.

5.      Bhabha, Homi K. The Location of Culture. London: Routledge, 1994.

6.      Fanon, Frantz. Black Skin, White Masks. New York: Grove P, 1967

7.      Hutcheon, Linda. The Canadian Postmodern: A Study of Contemporary Canadian Fiction.

2.      Appiah, Kwame Anthony. In My Father's House: Africa in the Philosophy of Culture. London: Methuen, 1992.

3.      Ashcroft, William D., Gareth Griffith, and Helen Tiffin, eds. The Empire Writes Back: Theory and Practice in Post-Colonial Literatures. London: Routledge, 1989.

4.      Betts, Gregory K. "Wanted Women, Woman's Wants: The Colonial Harem and Post-Colonial Discourse." Canadian Review of Comparative Literature 22.3-4 (1995): 527-555.

5.      Bhabha, Homi K. The Location of Culture. London: Routledge, 1994.

6.      Fanon, Frantz. Black Skin, White Masks. New York: Grove P, 1967

7.      Hutcheon, Linda. The Canadian Postmodern: A Study of Contemporary Canadian Fiction.

Description of CIA:

Based on the topics discussed in the session, write a critical paper of not more than 3000 words.

Learning objective of CIA:

To introduce the student tostylistics and format of academic writing. To edit one’s own work and realise the process of editing and refinement of a written piece.

Parameters for evaluation:

Language and format: 5

Literature review and Argument (clarity, relevance, theoretical engagement): 10

Relevance of theoretical framework selected: 5

CIA 2 – Mid term Test

Description of CIA:

Presentation of a proposal for a conference paper

Learning objective of CIA:

Learn the technicalities of conference presentations and paper writing

Parameters for evaluation:

Language and format: 5

Literature review and Argument (clarity, relevance, theoretical engagement): 10

Relevance of theoretical framework selected: 5

CIA 3

Description of CIA:

Based on the primary text s selected for study, formulate a research question/ hypothesis and write a critical paper of not more than 2500- 3000 words.

Learning objective of CIA:

Preparation of the dissertation topic and its presentation.

Parameters for evaluation:

Language and format: 5

Argument (clarity, relevance, theoretical engagement): 10

Relevance of theoretical framework selected: 5

End term examination

Description:

The presentation stating the thesis topic and theoretical framework. A write up of the same.

Parameters for evaluation:

Clarity and coherence in the write up: 40

Presentation skills and relevance of the topic: 30

Stylistics and correctness in language: 30

Course Description:

A study of the Jewish Diasoric Experience resulting from Holocaust

Course Objectives:

 i. To understand the role of memory and post memory as an element that shapes the diasporic experiences of the jews.

ii.  To understand the connection between Israel, the holocaust and the jewish community

i.                     Student develops an understanding of the holocaust and its impact on first and second generation Jewish diaspora

ii.                  Student is able to make a substantial evaluation of individual, social, repercussions and responses.

 A literature review of Jewish diasporic writings 

Literature review to understand the role of memory and post memory as an element that shapes the diasporic experiences of the jews.

To understand the connection between Israel, the holocaust and the jewish community

Critical reading and evaluation of Elie Wiesel and Yael Dayan   

A critical understanding of the works of Yael Dayan and Elie Wiesel with reference to the diasporic experiences of the characters.

Wiesel, Elie. Day. Farrar, Straus and Giroux, 2006. Print.

Wiesel, Elie. The Forgotten. Schocken Books Inc, 1995. Print.

Dayan, Yael. Death had two sons. Panther, 1969. Print.

Hirsch, Marianne. The Generation of Post memory ;Writing and visual culture after the Holocaust. Columbia University Press, 2012. Print.

Karla Virender, Kaur Raminder, Hutnyk John. Diaspora and Hybridity. SAGE, 2005. Print.

The Forgotten by Elie Wiesel

Death had two sons by Yael Dayan

Braziel Jana Evans, Diaspora; an introduction

Marianne Hirsch, the generation of post memory; writing and visual culture after the Holocaust

Karla Virender, Kaur Raminder, Hutnyk John. Diaspora and Hybridity

                                                 Language and presentation: 5 marks                                                                                                                                             

Course Description: The course work is designed to facilitate in depth reflection on the proposed topic in terms of research method and methodology, composition of critical and analytical academic papers and leverage from publishing opportunities.

Course Objectives: The Researcher will be able to demonstrate: clarity in theoretical perspectives, mastery in close reading and critiquing primary texts, transferring of critical and analytical skills to composition of academic papers related to themes of power, hegemony, ideology, utopias and dystopias

Expected Learning Outcomes: The researcher should be able to pursue research independently.

Modernism, Postmodernism, Utopias, Dystopias   A Brave New World, It Cannot Happen Here                                                                                      

Theory and Theorists on Ideology, Power, Discourse and hegemony

Agger, Ben. 1998. Critical Social Theories: An Introduction. Oxford: Westview Press

1. Agger, Ben. 1998. Critical Social Theories: An Introduction. Oxford: Westview Press

2. Best, Steven and Douglas Kellner. 1991. Postmodern Theory: Critical Interrogations. New York: The Guildford Press.

3. Eagleton, Terry. 1991. Ideology: An Introduction. London: Verso.

4. Femia, Joseph. 1975. “Hegemony and Consciousness in the Thought of  Antonio Gramsci.” Political Studies 23:29-48.

5. Foucault, Michel. 1978. The History of Sexuality Volume I: An Introduction.

Translated by R. Hurley. New York: Vintage Books.

6.——. 1980a. “Truth and Power.” Pp. 109-133 in Power/Knowledge:

Selected Interviews and Other Writings 1972-1977, edited by C.

Gordon. New York: Pantheon Books.

7. ——. 1980b. “Two Lectures.” Pp. 78-108 in Power/Knowledge: Selected

Interviews and Other Writings 1972-1977, edited by C. Gordon. New York: Pantheon Books.

8. ——. 2000 [1994]a. “The Subject and Power.” Pp. 326-348 in Power: Essential Works of Foucault 1954-1984, Volume 3, edited by J. Faubion. New York: The New Press.

9. ——. 2000 [1994]b. “Truth and Juridical Forms.” Pp. 1-89 in Power: Essential

Works of Foucault 1954-1984, Volume 3, edited by J. Faubion.New York: The New Press.

10. ——. 2003. “Society Must be Defended”: Lectures at the College de France, 1975-1976, edited by M. Bertani and A. Fontana. Translated by D. Macey. New York: Picador.

11. Gramsci, Antonio. 1971. Selections from the Prison Notebooks of Antonio Gramsci. Translated by Q. Hoare and G. N. Smith. New York: International Publishers.

12. ——. 1992. Prison Notebooks: Volume I. Translated by J. A. Buttigieg. New York: Columbia University Press.

13. ——. 1996. Prison Notebooks: Volume II. Translated by J. A. Buttigieg. New York: Columbia University Press.

14. Hall, Stuart. 1980. “Race, Articulation and Societies Structured in Dominance.” Pp. 305-345 in Sociological Theories: Race and Colonialism. Paris: UNESCO.

15. Laclau, Ernesto and Chantal Mouffe. 1985. Hegemony and Socialist Strategy: Towards a Radical Democratic Politics. London: Verso.

16. Marcuse, Herbert. 1991 [1964]. One-Dimensional Man: Studies in the Ideology of Advanced Industrial Society. Boston: Beacon Press.

17. Marx, Karl. 1977. Capital: A Critique of Political Economy (Volume 1). Translated by B. Fowkes. New York: Vintage Books.

18. Marx, Karl and Friedrich Engels. 1989. “Excerpts from The German Ideology.” Pp. 246-261 in Basic Writings on Politics and Philosophy, edited by L. S. Feuer. New York: Anchor Books.

19. Purvis, Trevor and Alan Hunt. 1993. “Discourse, Ideology, Discourse, Ideology, Discourse, Ideology . . .” British Journal of Sociology 44:473-499.

20. Williams, Raymond. 1977. Marxism and Literature. New York: Oxford University Press

11. Gramsci, Antonio. 1971. Selections from the Prison Notebooks of Antonio Gramsci. Translated by Q. Hoare and G. N. Smith. New York: International Publishers.

12. ——. 1992. Prison Notebooks: Volume I. Translated by J. A. Buttigieg. New York: Columbia University Press.

13. ——. 1996. Prison Notebooks: Volume II. Translated by J. A. Buttigieg. New York: Columbia University Press.

14. Hall, Stuart. 1980. “Race, Articulation and Societies Structured in Dominance.” Pp. 305-345 in Sociological Theories: Race and Colonialism. Paris: UNESCO.

15. Laclau, Ernesto and Chantal Mouffe. 1985. Hegemony and Socialist Strategy: Towards a Radical Democratic Politics. London: Verso.

16. Marcuse, Herbert. 1991 [1964]. One-Dimensional Man: Studies in the Ideology of Advanced Industrial Society. Boston: Beacon Press.

17. Marx, Karl. 1977. Capital: A Critique of Political Economy (Volume 1). Translated by B. Fowkes. New York: Vintage Books.

18. Marx, Karl and Friedrich Engels. 1989. “Excerpts from The German Ideology.” Pp. 246-261 in Basic Writings on Politics and Philosophy, edited by L. S. Feuer. New York: Anchor Books.

19. Purvis, Trevor and Alan Hunt. 1993. “Discourse, Ideology, Discourse, Ideology, Discourse, Ideology . . .” British Journal of Sociology 44:473-499.

20. Williams, Raymond. 1977. Marxism and Literature. New York: Oxford University Press

CIA 1

Description of CIA- Writing aDraft paper for a seminar or conference to get feedback and validity and eventual publication

Learning objective of CIA- the Researcher should be able to use seminar and conferences as platforms to validate and modify their thesis and take initiative in getting the work published

Parameters for evaluation- Text/ context understanding: 5

Analysis (clarity, relevance, theoretical engagement): 10

Choice of event, preparedness for it: 5

CIA 2 – Midterm Test

Description of CIA- Based on the topics discussed in the session, write a topical critical paper of not more than 3500- 5000 words.

Learning objective of CIA- Researcher will apply skills of critical analysis, using appropriate style sheet and the mechanics of research writing.

Parameters for evaluation- Language and format: 15

Literature review and Argument (clarity, relevance, theoretical engagement): 20

Relevance of theoretical framework selected: 15

CIA 3

Description of CIA- Based on the primary texts selected for study, formulate a research question/ hypothesis and write a critical paper of not more than 2500- 3000 words.

Learning objective of CIA- Researcher should use the primary sources for  analysis, critical reading and building the hypothesis of the research work

Parameters for evaluation Language and format: 5

Argument (clarity, relevance, theoretical engagement): 10

Relevance of theoretical framework selected: 5

End term examination

Description: Centralized written exam

Parameters for evaluation- Language, format, argument, relevance of methodology

CIA 2 – Midterm Test

Description of CIA- Based on the topics discussed in the session, write a topical critical paper of not more than 3500- 5000 words.

Learning objective of CIA- Researcher will apply skills of critical analysis, using appropriate style sheet and the mechanics of research writing.

Parameters for evaluation- Language and format: 15

Literature review and Argument (clarity, relevance, theoretical engagement): 20

Relevance of theoretical framework selected: 15

CIA 3

Description of CIA- Based on the primary texts selected for study, formulate a research question/ hypothesis and write a critical paper of not more than 2500- 3000 words.

Learning objective of CIA- Researcher should use the primary sources for  analysis, critical reading and building the hypothesis of the research work

Parameters for evaluation Language and format: 5

Argument (clarity, relevance, theoretical engagement): 10

Relevance of theoretical framework selected: 5

End term examination

Description: Centralized written exam

Parameters for evaluation- Language, format, argument, relevance of methodology

Course Objectives:

To explore the basic concepts and theories concerning gender studies and cultural studies and the socio cultural aspects of gender. A critical analysis of theories in gender and the changing concept of masculinities in the contemporary age will be traced with inputs from cultural studies, media and the impact of globalization.

Course Description:

The course work will enhance the student’s understanding of the different theories related to the proposed topic as well as the research method and the theoretical approach to be adopted.

Cultural Studies,Classical and Contemporary Theories of Gender, Socio cultural aspects of gender, Idea of Masculinities in the changing context

The emerging concept of MGTOW – ‘Men going their own way’, Influence of media and impact of globalization on MGTOW

Library Hours

http://indianexpress.com/article/explained/national-anthem-flag-in-theatre-rabindranath-tagore-supreme-court-4406145/

1.Ideology and Ideological State Apparatus- Althusser

2. Hegemony, Intellectuals and the State- Gramsci

3. The Culture Industry Reconsidered- Adorno

4. Culture and Anarchy- Arnold

5. Mass Civilization and Minority Culture- F.R.Leavis

6. Cultural Studies and its Theoretical legacies- Hall

7. Discussion On surveillance in Culture( Article)

8. RatishRadhakrishnan and Culture Studies in India

9. Chris Baker’s Sage Dictionary of Culture Studies

10. Narrative Agency- NandanaDatta

11. Thinking about conflicts from beyond counter insurgency- SanjeevBarua

 1.Masculinities and its role In Gender based violence

2.The image of Men, the creation of Modern Masculinity- George.L.

3.Men and Masculinities in South India- Caroline and FilipoOrsela

4.Masculinities in Urban India (Anthology)

5.Ruth Vanitha( Theorist)

6.Rohit.k. Dasgupta (Theorist)

7.Theorising Masculinities- Kaufman and Brod

8.Understanding Masculinity and Modernity- Radhika Choprahttps://www.sahapedia.org/tagore-nationalism-conversation-prof-ashis-nandy

1.Ideology and Ideological State Apparatus- Althusser

2. Hegemony, Intellectuals and the State- Gramsci

3. The Culture Industry Reconsidered- Adorno

4. Culture and Anarchy- Arnold

5. Mass Civilization and Minority Culture- F.R.Leavis

6. Cultural Studies and its Theoretical legacies- Hall

7. Discussion On surveillance in Culture( Article)

8. RatishRadhakrishnan and Culture Studies in India

9. Chris Baker’s Sage Dictionary of Culture Studies

10. Narrative Agency- NandanaDatta

11. Thinking about conflicts from beyond counter insurgency- SanjeevBarua

Description of CIA

Introduction of the conceptual framework.

Learning objective of CIA

the Research scholar should be able to explain clearly the concept based on her reading and literature reviews

Parameters for evaluation

The student will be evaluated in terms of the understanding of the emerging concept of MGTOW.

CIA 2 – Mid Term Test - 50 marks

Description of CIA

The outline of the proposal which would carry defined research questions, literature review, and the methodology to be adopted in about 2 500 -3 000 words

Learning objective of CIA

The scholarwould have a clear idea of how she should develop on the chosen topic and to work on a limited canvas.

Parameters for evaluation

Language and format, clarity of thought and relevance and relevance of theoretical framework chosen

CIA 3 - 20 marks

Description of CIA

Presentation of the project proposal with the chosen theoretical framework and the methodology to be adopted.

Learning objective of CIA

Researcher will apply skills of critical analysis, using appropriate language and the methodology that will be adopted for the study.

Parameters for evaluation

Language and format, Literature review and Argument, Relevance of selected theoretical framework

End term examination

Description:

Centralized written exam

Parameters for evaluation

Language, format, argument, relevance of methodology

Course Objectives:

• To trace back the history of the Caribbean nation and the migration of its people to situate ‘Caribbean identity’ in the Caribbean Diaspora.
• To identify the sense of ‘home’ and ‘belonging’.
• To understand the idea of ‘homeland’ and ‘mother country’ in the context of Caribbean
• Diaspora.
• To identify the role of creativity in diasporic dialogues.

Course Description:

The course introduces the student with research methodology, theoretical framework and its application.

·         Andrea Levy’s Experience and Contribution

·         Historical Background: Caribbean Immigration and Postwar Britain

·         Theory: Stuart Hall, Homi Bhabha, paul Gilroy

·         Diaspora as a Process and a Dialogue 

• Historiography and Story telling tradition
• The Question of Identity and Resistance
• Review of the Novel: Small Island; Fruit of the Lemon
• Review of the Novel: Never Far From Nowhere

Anderson, Benedict R. O'G. Imagined Communities: Reflections on the Origin and

Ansell, Amy Elizabeth. Race and Ethnicity: The Key Concepts. Abingdon, Oxon: Routledge, 2013.

Baxter, Jeannette, and David James. Andrea Levy: Contemporary Critical Perspectives. London: Bloomsbury, 2014.

Fernández, Irene Pérez. 'Representing Third Spaces, Fluid Identities And Contested Spaces In Contemporary British Literature.' Atlantis 31.2 (2009): 143-160.

Flajšarová, Pavlína. Diaspora in the Fiction of Andrea Levy. Olomouc: Palacký UP, 2014.

Fryer, Peter. Staying Power: The History of Black People in Britain. London: Pluto, 2010.

Fryer, Peter. Staying power: The History of Black People in Britain. Chippenham: Pluto Press, 1984.

Gui, Weihsin. 'Post-Heritage Narratives: Migrancy And Travelling Theory In V.S. Naipaul's The Enigma Of Arrival And Andrea Levy's Fruit Of The Lemon.' Journal Of Commonwealth Literature 47.1 (2012): 73-89.

Knepper, Wendy, ed. Special Issue on Andrea Levy. EnterText 9 (Brunel University London, 2012). Academic Search Complete.

Leusmann, Harald. 'Diaspora Consciousness in Black British Literature'. (Muncie: Ball State University, 2009).

Levy, Andrea .Fruit of the Lemon. London: Headline, 1999.

Levy, Andrea, and Blake Morrison. 'Andrea Levy Interviewed By Blake Morrison.' Women 20.3 (2009): 325-338. Academic Search Complete.

Levy, Andrea. Never Far from Nowhere. London: Headline, 1996.

Levy, Andrea. Small Island. London: Headline Publishing Group, 2004.

Levy, Andrea. Small Island. London: Headline, 2004.

Murphy, Anne. “Stranger in the Empire: Language and Identity in the ‘Mother Country’.”EnterText 9 – Special Issue on Andrea Levy (2012): 122-34. Brunel University London.   

Pirker, Eva Ulrike. Narrative Projections of a Black British History. New York: Routledge, 2011.

Rushdy, Ashraf H. A. Neo-slave Narratives: Studies in the Social Logic of a Literary Form. New York: Oxford UP, 1999.

Rutherford, Jonathan, ed. Identity - Community, Culture, Difference. London: Lawrence and Wishart, 1990. Academic Search Complete.

Sell, Jonathan P. A., ed. Metaphor and Diaspora in Contemporary Writing. New York: Palgrave Macmillan, 2012.

Slave Narrative. Columbus: Ohio State UP, 2005.

Spaulding, A. Timothy. Re-forming the Past: History, the Fantastic, and the Postmodern

Spread of Nationalism. London: Verso, 1986.

Anderson, Benedict R. O'G. Imagined Communities: Reflections on the Origin and

Ansell, Amy Elizabeth. Race and Ethnicity: The Key Concepts. Abingdon, Oxon: Routledge, 2013.

Baxter, Jeannette, and David James. Andrea Levy: Contemporary Critical Perspectives. London: Bloomsbury, 2014.

Fernández, Irene Pérez. 'Representing Third Spaces, Fluid Identities And Contested Spaces In Contemporary British Literature.' Atlantis 31.2 (2009): 143-160.

Flajšarová, Pavlína. Diaspora in the Fiction of Andrea Levy. Olomouc: Palacký UP, 2014.

Fryer, Peter. Staying Power: The History of Black People in Britain. London: Pluto, 2010.

Fryer, Peter. Staying power: The History of Black People in Britain. Chippenham: Pluto Press, 1984.

Gui, Weihsin. 'Post-Heritage Narratives: Migrancy And Travelling Theory In V.S. Naipaul's The Enigma Of Arrival And Andrea Levy's Fruit Of The Lemon.' Journal Of Commonwealth Literature 47.1 (2012): 73-89.

Knepper, Wendy, ed. Special Issue on Andrea Levy. EnterText 9 (Brunel University London, 2012). Academic Search Complete.

Leusmann, Harald. 'Diaspora Consciousness in Black British Literature'. (Muncie: Ball State University, 2009).

Levy, Andrea .Fruit of the Lemon. London: Headline, 1999.

Levy, Andrea, and Blake Morrison. 'Andrea Levy Interviewed By Blake Morrison.' Women 20.3 (2009): 325-338. Academic Search Complete.

Levy, Andrea. Never Far from Nowhere. London: Headline, 1996.

Levy, Andrea. Small Island. London: Headline Publishing Group, 2004.

Levy, Andrea. Small Island. London: Headline, 2004.

Murphy, Anne. “Stranger in the Empire: Language and Identity in the ‘Mother Country’.”EnterText 9 – Special Issue on Andrea Levy (2012): 122-34. Brunel University London.   

Pirker, Eva Ulrike. Narrative Projections of a Black British History. New York: Routledge, 2011.

Rushdy, Ashraf H. A. Neo-slave Narratives: Studies in the Social Logic of a Literary Form. New York: Oxford UP, 1999.

Rutherford, Jonathan, ed. Identity - Community, Culture, Difference. London: Lawrence and Wishart, 1990. Academic Search Complete.

Sell, Jonathan P. A., ed. Metaphor and Diaspora in Contemporary Writing. New York: Palgrave Macmillan, 2012.

Slave Narrative. Columbus: Ohio State UP, 2005.

Spaulding, A. Timothy. Re-forming the Past: History, the Fantastic, and the Postmodern

Spread of Nationalism. London: Verso, 1986.

Description of CIA:

Submission of an assignmentoutlining the historical background of the Caribbean migration, and their diasporic experience

Learning objective of CIA:

Researcher should have the necessary background to read the primary texts

Parameters for evaluation:

Understanding of the context 10

Presentation 10

CIA 2 – Mid term Test

Description of CIA:

Submission of an assignment applying a critical analysis of the primary texts

Learning objective of CIA:

The Researcher will have the skill of critical analysis and learn the mechanics of research writing

Parameters for evaluation:

Critical analysis 30

Mechanics of writing 20

CIA 3

Description of CIA:

Submission of assignment presenting research statement, research question, theoretical framework and tentative design of the dissertation

Learning objective of CIA:

Selection of critical theory

Formulation of research question

Organization of the dissertation

Parameters for evaluation:

Adherence to the format 5

Language 5

Clarity 5

Relevance of theoretical framework 5

End term examination:

Description:

Centralized exam

Parameters for evaluation:

Critical analysis, engagement with and reference from the primary texts, application of theoretical framework

Course Objectives:

The course intends to uncover the ideology embedded in the changing book covers of the same book and the manifold ways of unearthing them through semiotics

Course Description:

The course will undertake a comprehensive study of semiotics in connection with the reading of cultural texts like book covers and its changing significance

What is a text? Types of Texts, Reading Texts, Representation, Ideology

Semiotics 

Burke, Lucy, Tony Crowley, and Alan Girvin., Eds. The Routledge Language and Cultural Theory Reader. 2000. London: Routledge, 2001.

Hawkes, David. Ideology. 2^nd ed. London: Routledge, 2003.

Hawkes, Terence. Structuralism and Semiotics. 1977. London: Routledge, 1983.

Pride, J. B. The Social Meaning of Language. 1971. London: Oxford University Press, 1974.

Rabate, Jean-Michel. Introduction. Structuralism. 2^nd ed. By John Sturrock. London: Blackwell Publishing, 2003.

Burke, Lucy, Tony Crowley, and Alan Girvin., Eds. The Routledge Language and Cultural Theory Reader. 2000. London: Routledge, 2001.

Hawkes, David. Ideology. 2^nd ed. London: Routledge, 2003.

Hawkes, Terence. Structuralism and Semiotics. 1977. London: Routledge, 1983.

Pride, J. B. The Social Meaning of Language. 1971. London: Oxford University Press, 1974.

Rabate, Jean-Michel. Introduction. Structuralism. 2^nd ed. By John Sturrock. London: Blackwell Publishing, 2003.

Description of CIA:

Literature review based on five articles with reference to representation theories

Learning objective of CIA:

To understand the book covers as cultural representations

Parameters for evaluation:

Comprehension, Assessment, Synthesis and Application

CIA 2 - Mid term Test

Description of CIA:

Specific literature review with reference to representation theory and semiotics by orienting research problem through that lens

Learning objective of CIA:

To uncover the politics embedded in the representation of book covers through a semiotic reading

Parameters for evaluation:

Comprehensionand Application

CIA 3

Description of CIA: Comprehensive literature review

Learning objective of CIA:

An integrated literature review to cover the major aspects of the research problem

Parameters for evaluation:

Comprehension and synthesis

End term examination

Description:

Research proposal - The entire research proposal is fine tuned using the data collected through the literature review across the 3 CIA

This course will  help students in understanding the intricate link between literature and nature, as depicted in various texts. Students will analyze Western and Eastern theories based on the concept of ecocriticism and will also be able to differentiate between deep and shallow ecology and how they function within literary texts. In the globalized world of today, where all aspects of environment are compromised, this course will be a value addition in understanding the need to preserve and conserve nature. 

At the end of the course, students will  be able to fine tune their research proposal with respect to significance of research,  research questions, Methodology, Review of Literature, Limitation and scope of research  and chapter divisions.

Theories on Ecocriticism,  Deep ecology, Concept of Vasudhaiva kudumbakam,  Principle of Dhamma in Buddhism                                              

Preparation of the Research Proposal

1.      The Green Studies Reader: From Romanticism to Ecocriticism – Laurence Coupe

2.      The Song of the Earth – Jonathan Bate

3.      Ecology, Literature and the New World Disorder – Gary Snyden

4.      Ecocriticism: Some Emerging Trends – Lawrence Buell

5.      The Narrative Interactions of ‘Silent Spring. Bridging literary criticism and eco criticism – Bonnie Foote

6.      An assessment of Buddhist eco-philosophy – Donald K Swearner

7.      The Hitchiker’s guide to ecocriticism – Ursula K Heise

8.      Post colonial ecologies” Literatures of the Environment – Elizabeth DeLoughrey & George B Handley

9.      The Sovereignty of Nature? Environmental Protection in a Post Modern Age – Paul Wapner

2.  Literature of Nature: An International Source – Patrick D Murphy

3.  Deep ecology for the twenty first century – George Sessions

CIA 1 Introduction of the proposal based  on  ecocritical  theories. Objective and significance of the study. The student will be evaluated in terms of the relevance of theoretical position adopted and the rationale of the theoretical position.(Research Questions & Methodology)

Description of CIA: Student will be tested on a written submission based on this.

Learning objective of CIA:  To equip students with the technical aspects of research

Parameters for evaluation: Framing of research questions 5mks

                                               Review of Literature  10mks

                                               Language  5mks

CIA 2 – Mid term Test

Description of CIA: Submission of a paper for publication in about 3500- 4000 words

Learning objective of CIA:  To equip students in understanding the intricacies of writing a research paper

Parameters for evaluation: Depth of content 25mks

                                                Appropriate referencing 15mks  

                                                Structure, language, style of writing 10mks

CIA 3

Description of CIA: Review of literature, scope and limitation of the study.

Learning objective of CIA: To make the students understand the need for intense reading and understand the research gap

Parameters for evaluation: Review of literature (Primary text) 10mks

                                                Review of literature (Methodology) 10mks

End term examination

Description: Written Exam

Parameters for evaluation: Structure, Concept Clarity, language

Course Objectives:

The course intends to uncover the ideology embedded in the representation of sexual violence in fantasy films and thereby understand the gendered politics colouring it.

Course Description:

The course will undertake a broad study of the representation of sexual violence in fantasy films. 

What is a text? Types of Texts, Reading of Films as Audio-visual Texts, Film Techniques

Film Genres

Representation, Ideology

Braudy, Leo. The World in a Frame: What We See in Films. Chicago: U of Chicago P, 1976.

Brunsdon, Charlotte, Julie D’ Acci and Lynn Spigel, eds. Feminist Television Criticism: A Reader. Oxford: Clarendon P, 1997.

Easthope, Antony, ed. Contemporary Film Theory. 1993. England: Addison Wesley Longman, 1996.

Easthope, Antony, and Kate Mc Gowan, eds. A Critical and Cultural Theory Reader. 1992. Buckingham: Open UP, 1996.

Hall, Stuart, et al., eds. Culture, Media, Language. London: Hutchison, 1980.  

---.“Cultural Identity and Cinematic Representation.” Film Theory: Critical Concepts in Media and Cultural Studies. Ed. Philip Simpson, Andrew Utterson and K. J. Shepherdson. London: Routledge, 2004. 386- 397.

Inglis, Fred. Media Theory: An Introduction. Oxford: Basil Blackwell, 1991.

Jackson, Stevi, and Karen Atkinson, et al., eds. Women’s Studies: A Reader. Hertfordshire: Harvester Wheatsheaf, 1993.

Lacey, Nick. Image and Representation: Key Concepts in Media Studies. London: Macmillan P, 1998.

Lauretis, Teresa de. Technologies of Gender: Essays on Theory, Film and Fiction. Bloomington: Indiana UP, 1986.

Lehman, Peter, ed. Defining Cinema. London: Althone P, 1997.

Nelmes, Jill, ed. An Introduction to Film Studies. 1996. 2^nd ed. London: Routledge, 1999.

Newbold, Chris, Oliver Boyd-Barrett, and Hilde Van Den Bulck, eds. The Media Book. London: Arnold, 2002.

Braudy, Leo. The World in a Frame: What We See in Films. Chicago: U of Chicago P, 1976.

Brunsdon, Charlotte, Julie D’ Acci and Lynn Spigel, eds. Feminist Television Criticism: A Reader. Oxford: Clarendon P, 1997.

Easthope, Antony, ed. Contemporary Film Theory. 1993. England: Addison Wesley Longman, 1996.

Easthope, Antony, and Kate Mc Gowan, eds. A Critical and Cultural Theory Reader. 1992. Buckingham: Open UP, 1996.

Hall, Stuart, et al., eds. Culture, Media, Language. London: Hutchison, 1980.  

---.“Cultural Identity and Cinematic Representation.” Film Theory: Critical Concepts in Media and Cultural Studies. Ed. Philip Simpson, Andrew Utterson and K. J. Shepherdson. London: Routledge, 2004. 386- 397.

Inglis, Fred. Media Theory: An Introduction. Oxford: Basil Blackwell, 1991.

Jackson, Stevi, and Karen Atkinson, et al., eds. Women’s Studies: A Reader. Hertfordshire: Harvester Wheatsheaf, 1993.

Lacey, Nick. Image and Representation: Key Concepts in Media Studies. London: Macmillan P, 1998.

Lauretis, Teresa de. Technologies of Gender: Essays on Theory, Film and Fiction. Bloomington: Indiana UP, 1986.

Lehman, Peter, ed. Defining Cinema. London: Althone P, 1997.

Nelmes, Jill, ed. An Introduction to Film Studies. 1996. 2^nd ed. London: Routledge, 1999.

Newbold, Chris, Oliver Boyd-Barrett, and Hilde Van Den Bulck, eds. The Media Book. London: Arnold, 2002.

Identifying and reading film techniques

Description of CIA:

Identify specific examples from films with regard to the film techniques which help to project the film under fantasy film genre

Learning objective of CIA:

To understand the specificities of the genre – fantasy films

Parameters for evaluation:

Comprehension and Application

CIA 2 – Mid term Test

Description of CIA:

Specific literature review with reference to representation theory and ideology

Learning objective of CIA:

To understand the politics embedded in the representation of sexual violence and notions of distortion

Parameters for evaluation:

Comprehension, Synthesisand Application

CIA 3

Description of CIA:

Comprehensive literature review

Learning objective of CIA:

An integrated literature review to cover the major aspects of the research problem

Parameters for evaluation:

Comprehension, Synthesisand Application

End term examination

Research proposal

Description:

The entire research proposal is fine tuned using the data collected through the literature review across the 3 CIA

Course Objectives

To understand the concepts in cultural studies studying film as an object

To enable to scholar to write the literature review and evolve theoretical framework for the MPhil study.

Course Description

The Course is intended to enable the MPhil research scholar understand the cultural studies framework and that of Films along with basic concepts and methods of research.

• understand broad differences in the wayAnthropology/Sociology, English Studies, Cultural Studies approach culture
• Understand notions of modernity
• Able to complete the literature review chapter
• Evolve the theoretical framework for the study.

What is culture? Disciplinary approaches to studying culture-Anthropology/Sociology, English Studies, Cultural Studies. Studying Railways as cultural object.

Language of films. Films as cultural artefacts. Film and the Novel. Neorealism and Neorealist cinema in India. Integrating Theories of films and culture. Ray’s Cinema. Apu Trilogy.

Niranjana, Tejaswini,  P. Sudhir, , Vivek Dhareshwar. “Introduction”. Interrogating Modernity: Culture and Colonialism in India. Seagull, 1993.

Stuart Hall. “Encoding Decoding” “The Cultural Studies Reader. 3^rd Edition. London and New York: Routledge, 1999.

Bear, Laura. Lines of the Nation: Indian Railway Workers, Bureauracy, and the Intimate Historical Self. New York: Columbia University Press, 2007

Aguiar, Marian. Tracking Modernity. India’s Railway and the Culture of Mobility. Minneapolis:University of Minnesota Press, 2011. Print.

Chatterjee, Arup K. The Purveyors of Destiny: A Cultural Biography of the Indian Railways; New Delhi: Bloomsbury India, 2017. Print.

Ray, Satyajit   Deep Focus: Reflections on Cinema, New Delhi: Harper, 2003,

Ray, Satyajit   My Years with Apu. Penguin India 2000

Monaco, James. How to Read a Film: The World of Movies, Media, and Multimedia. 3^rd Ed. New York: Oxford University Press, 2000. Print.

Seton, Marie. Portrait of a Director: Satyajit Ray. New Delshi:  Penguin India, 2003. Print.

Niranjana, Tejaswini,  P. Sudhir, , Vivek Dhareshwar. “Introduction”. Interrogating Modernity: Culture and Colonialism in India. Seagull, 1993.

Stuart Hall. “Encoding Decoding” “The Cultural Studies Reader. 3^rd Edition. London and New York: Routledge, 1999.

Bear, Laura. Lines of the Nation: Indian Railway Workers, Bureauracy, and the Intimate Historical Self. New York: Columbia University Press, 2007

Aguiar, Marian. Tracking Modernity. India’s Railway and the Culture of Mobility. Minneapolis:University of Minnesota Press, 2011. Print.

Chatterjee, Arup K. The Purveyors of Destiny: A Cultural Biography of the Indian Railways; New Delhi: Bloomsbury India, 2017. Print.

 Ray, Satyajit   Deep Focus: Reflections on Cinema, New Delhi: Harper, 2003,

Ray, Satyajit   My Years with Apu. Penguin India 2000

Monaco, James. How to Read a Film: The World of Movies, Media, and Multimedia. 3^rd Ed. New York: Oxford University Press, 2000. Print.

Seton, Marie. Portrait of a Director: Satyajit Ray. New Delshi:  Penguin India, 2003. Print.

Description of CIA:

The CIA I will be a written submission on “Trains in Ray’s Apu Trilogy”

Learning objective of CIA:

Help the learner analyse the use of trains in the filmic narrative

Parameters for evaluation:

• Knowledge of concepts and methods of analysing the films: 50%
• Ability to build an argument: 25%
• Language: 25%

CIA 2 – Mid-term Test

Description of CIA: The CIA will be the first draft of the literature review chapter of the MPhil Dissertation

Learning objective of CIA:

To enable the learner write the literature review of the dissertation

Parameters for evaluation:

Structure of the literature review: 25%

Comprehensiveness of the literature reviewed: 50%

Language: 25%

CIA 3

Description of CIA: The CIA will be the second draft of the literature review chapter of the MPhil Dissertation

Learning objective of CIA:

To enable the learner write the literature review of the dissertation

Parameters for evaluation:

Structure of the literature review: 25%

Comprehensiveness of the literature reviewed: 25%

Appropriateness of the literature review to the research problem: 25%

Language: 25%

End term examination

Description: The CIA will be the final draft of the literature review chapter of the MPhil Dissertation

Parameters for evaluation

Structure of the literature review: 25%

Comprehensiveness of the literature reviewed: 25%

Appropriateness of the literature review to the research problem: 25%

Language: 25%

Course Description: The course familiarises the scholar in the core area of humour research, facilitates an in-depth understanding of texts, approaches and methodologies that unravel the interdisciplinary nature of humour research.

Course Objectives:

To explore the basic concepts and theories concerning literature and humour in antiquity; socio-politico-cognitive aspects of humour. To make the students aware of studies of humour in contemporary times. A critical, guided analysis of classical theories of humour from an interdisciplinary perspective drawing insights from sociology, political science and communication studies will be undertaken to understand the social aspects of humour in contemporary society.

The students will be able to analyse humour through systematic investigation of texts as performances (audio-visual) of comedians and humorists. They will gain a critical understanding of how history, culture, gender and politics of language frame discourses and lend itself to interpretations- offensive, humorous or empowering. The students will be able to contextualize the performances, both form and content of humour within localized dimensions of their spatio-temporal ‘happenings’.

Unit I                                      Number of Hours: 8 hours

Theorizing – Humour

Basic concepts; Role in Rhetorics, Classical and Contemporary Theories of Humour, Interrelations between Humour and Race, Ethnicity, Class, and Gender; Linguistics, Social, Cognitive Aspects of Humour

Unit II                                      Number of Hours: 7 hours

Humour as resistance - Offense as Resistance to Censorship; Politics of humour; Performances as Public Spectacles; Speech as Freedom.

1. Apte, M. L. (1985). Humor and laughter: An anthropological approach. Cornell University Press.

2. Bell, N. D. (2009). Responses to failed humor. Journal of Pragmatics, 41(9), 1825-1836.

3. Black, D. W. (1982). Pathological laughter: a review of the literature. The Journal of nervous and mental disease, 170(2), 67-71.

4. Bucaria, C., & Barra, L. (Eds.). (2016). Taboo Comedy: Television and Controversial Humour. Springer.

5. Carpino, J. (1987). The Philosophy of Laughter and Humor. The Review of Metaphysics, 41(2), 405-406.

6. Chapman, A. J. (1983). Humor and laughter in social interaction and some implications for humor research. Handbook of humor research, 1, 135-157.

7. Colletta, L. (2009). Political satire and postmodern irony in the age of Stephen Colbert and Jon Stewart. The Journal of Popular Culture, 42(5), 856-874.

8. Goldie, T. (1981). The minority men. Thalia, 4(2).

9. Gervais, M., & Wilson, D. S. (2005). The evolution and functions of laughter and humor: A synthetic approach. The Quarterly Review of Biology, 80(4), 395-430.

10. Kimmel, L. (1998). Philosophy, literature, and laughter: Notes on an ontology of the moment. In Enjoyment (pp. 175-184). Springer Netherlands.

11. Lowe, J. (1986). Theories of ethnic humor: How to enter, laughing. American Quarterly, 38(3), 439-460.

12. Nelson, A. (1998). Black situation comedies and the politics of television art. Cultural diversity and the US media, 79-88.

13. Norrick, N. R. (1989). Intertextuality in humor. Humor-International Journal of Humor Research, 2(2), 117-140.

14. Raskin, V. (1987). Linguistic heuristics of humor: a script-based semantic approach. International journal of the sociology of language, 1987(65), 11-26.

15. Siegel, L. (1989). Laughing matters: Comic tradition in India. Motilal Banarsidass Publishers.

1. Attardo, S. (Ed.). (2014). Encyclopedia of humor studies. SAGE Publications.

2. Billig, M. (2005). Laughter and ridicule: Towards a social critique of humour. Sage Publications.

3. Chapman, A. J., & Foot, H. C. (Eds.). (1996). Humour and laughter: Theory, research and applications. Transaction publishers.

4. Chirico, M. (2010). The Cambridge introduction to comedy. Comparative Drama, 44(2), 239-242.

5. Jones, D. (Ed.). (2001). Censorship: A world encyclopedia. Routledge.

6. Martin, R. A. (2010). The psychology of humor: An integrative approach. Academic press.

7. McGhee, P. E., & Goldstein, J. H. (Eds.). (1983). Handbook of humor research (Vol. 2). New York: Springer-Verlag.

8. Miles, T. (2015). The craft of comedy, by Athene Seyler and Stephen Haggard: 21st century edition, edited and adapted by Robert Barton, Abingdon and New York, Routledge. ISBN 978-0-415-52724-8.

9. Norrick, N. R., & Chiaro, D. (Eds.). (2009). Humor in interaction (Vol. 182). John Benjamins Publishing.

10. Rozik, E. (2011). Comedy: A Critical Introduction. Sussex Academic Press.

Kindly refer to the following site for interesting links and bibliographic details.

http://www.humorresearch.org/Teaching_humor.html

Description of CIA: An essay (that captures the introductory ideations of the scholar’s proposed research initiative and a tentative theoretical formulation).

Learning objective of CIA: Able to understand a research problem; delineate the overlaps between observable features and a relevant theoretical perspective;

Parameters for evaluation: The student will be evaluated in terms of the rationale of the research project (10), relevance of theoretical position adopted (5), and language (5).

CIA 2 – Mid-term Test

Description of CIA: Write a critical review of the literature pertaining to any aspect/themes relevant for current research. The review should be based on course readings. The review should have an objective and a tentative formulation of a research question.

Learning objective of CIA: Understanding the nature of inquiry, focusing research interests, reading for research, writing a review that incorporates the synthesis of readings and not summaries.

Parameters for evaluation: Identification of a topic and its embedded aspects (5), research objectives and questions (10) clarity in the consideration of literature to be reviewed and their synthesis (conceptual) (15), ethical considerations- conformance through citations and proper bibliography (5) and, language and structure (15).

CIA 3

Description Extended proposal which would have defined research questions, extensive literature review - both for primary text and methodology, tentative chapter division.

Parameters for evaluation: The student will be evaluated in terms of the language, structure, organisation of the proposal (5), Selection, application and relevance of a theoretical framework for research (5), Selection, application and relevance of a methodological framework for research (5), Ethical practices (5).

End term examination: Centralised

Course Objectives:

To gain a broad understanding of the history of English-language science fiction literature since 1890 in terms of its diverse forms, themes, and publication media.

To develop the ability to analyze individual or multiple science-fiction texts in terms of key concepts including genre, implied audience, plot construction, linguistic texture, authorial identity, publication context, and sociocultural context

To develop analytical skills through writing about science-fiction stories and films.

Course Description:

The course will focus on science fiction and fantasy as genres melding literary art, scientific and philosophical speculation, and the evocation of the peculiar emotion often characterized as the “sense of wonder.”  It will survey the history of the genre and then delve into representative themes, rhetoric, and methods of storytelling in texts, films and other media.  In addition, we’ll examine the composition of science fiction and fantasy from a writer’s standpoint and for this class we will look at Cosmicomics by Italo Calvino. 

Express in writing a sound knowledge of the historic development of science fiction and fantasy into their modern forms as literary genres and modes of entertainment and art.  

Describe and analyze common science fiction and fantasy themes, tropes, and modes of expression.

Place representative works of science fiction and fantasy in a larger cultural, intellectual, and aesthetic context

Enter a scholarly conversation about the definitions, evolution, and purpose of the science-fiction genre.

Gain proficiency in writing detailed scholarly arguments about texts by focusing on the specific problems of the science-fiction genre.

Science Fiction: The SFRA Anthology ed. Warrick, Waugh, and Greenberg

Alien Zone: Cultural Theory and Contemporary Science-Fiction Cinema ed. Annette Kuhn

Science Fiction After 1900 by Brooks Landon 

Cosmicomics by Italo Calvino

Alien Zone: Cultural Theory and Contemporary Science-Fiction Cinema ed. Annette Kuhn

Science Fiction After 1900 by Brooks Landon

Cosmicomics by Italo Calvino

Alien Zone: Cultural Theory and Contemporary Science-Fiction Cinema ed. Annette Kuhn

Science Fiction After 1900 by Brooks Landon

Cosmicomics by Italo Calvino

Reading Responses:

Description of CIA

You will be asked to write a response to some of the texts we cover in this course. This includes scholarly articles, books, and primary texts. You have the freedom to choose which texts you respond to based on your preferences and interests (15 total). Responses are due on November 30, 2017 .

Learning objective of CIA

·         Learn to read  different research materials and provide quality responses.

Parameters for evaluation

Your paper will be graded based on:

·         Calibre of your thesis and supporting arguments (content).

·         Organization and structure

·          Writing and style (including citation)  

CIA 2 – Mid term Test

Description of CIA 2

Essay exam. Essay exam is an in-class exam. Student can bring notes to the class (points and quotations only) and write the exam referring to the notes. An outline of the essay is mandatory. 

Learning objective of CIA

• Learn to use the information properly in a time bound exam

Parameters for evaluation

Your paper will be graded based on:

·         Calibre of your thesis and supporting arguments (content).

·         Organization and structure

·          Writing and style (including citation)  

CIA 3

Description of CIA3:

Research writing (20 points)

This assignment is the continuation of the assignment for CIA 1. You will be doing further research on your primary text. This assignment is divided into two sections:

1. Research activities (10 points): This assignment includes a brief note author country, scholarly books, articles, (scholarly books and articles should be taken from Christ library) themes, and information of good websites & alternative media pages on this book or author. A detailed description of the assignment will be given out separately.
2. Write a 10 page essay on a particular issue or theme you identified in your primary text. 

Objectives of the CIA III:

To familiarize students with research activities in a timely manner. Learn to write a research paper.

Learning Outcome:

Reading relevant scholarly texts; learning to pick and choose the texts that will help them to present their major argument clearly and convincingly.

End term examination

Description

Choose any two questions from the given list of questions and write the answers in 800 words each

Parameters for evaluation

• Demonstrates an accurate and complete understanding of the question
• Answer displays clarity of thought, depth of reflection, and insight
• Incorporates pertinent details from lectures and assigned readings,
• providing evidence for key claims when needed
• Maintains focus, avoids being sidetracked
• Presents answer clearly and concisely, in an organized manner