Syllabus for
Master of Philosophy (English Studies)
Academic Year  (2018)

Centralised exam, presentation, dissertation

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

 CART will be doing a 20 hour software training on SPSS and DEDOOSE.

●       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 - 40 marks (Converted to 20)

Attendance 10 marks (Converted to 5)

ESE - 100 marks (Converted to 50)

Course Objectives

•           To predict with reasonable accuracy the learning needs of any group of learners and learn ways of modifying and update such a needs analysis in the light of observation and testing.

•           To introduce and nurture familiarity with current methodology.

•           To foster awareness of language structures

•           To expose to the variety of textbooks and teaching materials; determine the utility of these within a curricular framework.

•           To using a variety of assessment instruments.

2. list ways in which vocabulary has been taught

3. read and critique research on vocabulary

SLA theories: B.F.Skinner, Noam Chomsky, Vygotsky, Krashen, Jean Piaget (in detail)

Acculturation Model- Schumann, Accomodation theory- Giles & Byrne, Discourse theory- Hatch, Variable Competence Model- Ellis, Universal Hypothesis- Wode, Neurofunctional Thoery- Lamendella. Bilingualism (Through case studies and research papers)      

Introduction to approaches of English Language Teaching  

Materials Production: (practical)        

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

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

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

Grammar: All grammatical components/ English Grammar and usage; word classes; morphemes and word formation; noun(s); prepositional and adjective phrases; verb phrases; form and function in the English tenses; semantics and communication

Curriculum and Syllabus: Definition and practices; instructional objectives and the teaching-learning process; writing a lesson plan; the class, the plan, stages and preparation; teacher-student activities; writing concept questions; teacher-student talking time; classroom language; class management and organization. (Theory through case studies only)    

Testing and Assessment: value of errors; problems of correction and remediation; scales of attainment; Error analysis.            

Research methodology in ELT; Quantitative and qualitative, Research Designs in ELT,  (Reading research papers, identifying hypothesis, thesis statements, method, validity, etc)

Colonial Politics of English; Politics of ELT; globalization and ELT, locating teaching methods, towards thinking critical ELT studies.

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

3.         Cheshire, Jenny. Introduction: sociolinguistics and English around the world. In    Cheshire: 1-12. 1991.

4.         Crystal, David. The Cambridge Encyclopedia of the English Language. Cambridge: CUP. 1995.

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

6.         Holmes, Janet. An Introduction to Sociolinguistics. London: Longman Group UK Ltd. 1992.

7.         Krishnaswamy, N. and Archana S. Burde. The Politics of Indians' English Linguistic Colonialism and the Expanding English Empire. New Delhi: OUP, 2004.

8.         Rajan, Rajeswari Sunder. Lie of the Land. New Delhi: OUP, 1993.

9.         Richards Jack C. and Graves Kathleen. Teachers as course developers. Cambridge University Press.1996.

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

11.       Richards Jack C.Curriculum Development in Language Teaching. Cambridge University Press. 2001.

12.       Richards, J.C. and Lockhart, C. 1996. Reflective Teaching in Second Language Classrooms.  Cambridge: Cambridge University Press. 

13.       Tharu, Susie. Subject to Change: Teaching Literature in the Nineties.  Hyderabad: Orient Longman, 1998.

14.       Tickoo, M. L. 2003. Teaching and Learning English: a Sourcebook for Teachers and Teacher-Trainers. Hyderabad: Orient Longman

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

16.       Webster's Encyclopedic Unabridged Dictionary of the English Language. (2nd ed.) New York: Gramercy Books. 1996.

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

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

3.         Cheshire, Jenny. Introduction: sociolinguistics and English around the world. In    Cheshire: 1-12. 1991.

4.         Crystal, David. The Cambridge Encyclopedia of the English Language. Cambridge: CUP. 1995.

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

6.         Holmes, Janet. An Introduction to Sociolinguistics. London: Longman Group UK Ltd. 1992.

7.         Krishnaswamy, N. and Archana S. Burde. The Politics of Indians' English Linguistic Colonialism and the Expanding English Empire. New Delhi: OUP, 2004.

8.         Rajan, Rajeswari Sunder. Lie of the Land. New Delhi: OUP, 1993.

9.         Richards Jack C. and Graves Kathleen. Teachers as course developers. Cambridge University Press.1996.

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

11.       Richards Jack C.Curriculum Development in Language Teaching. Cambridge University Press. 2001.

12.       Richards, J.C. and Lockhart, C. 1996. Reflective Teaching in Second Language Classrooms.  Cambridge: Cambridge University Press. 

13.       Tharu, Susie. Subject to Change: Teaching Literature in the Nineties.  Hyderabad: Orient Longman, 1998.

14.       Tickoo, M. L. 2003. Teaching and Learning English: a Sourcebook for Teachers and Teacher-Trainers. Hyderabad: Orient Longman

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

16.       Webster's Encyclopedic Unabridged Dictionary of the English Language. (2nd ed.) New York: Gramercy Books. 1996.

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

The paper makes an effort to explore the problematic notion of ‘Indian’ Literatures. The inherent complexity of defining the notion of India also prompts the student of literature to examine the layers in Indian literatures which includes ancient, postcolonial, diaspora, subaltern not just as historical time frames but also as themes. Apart from these historical/contextual junctures Indian literatures cannot avoid paying attention to the element of translation and related issues also.

Therefore, the four units discuss the themes in historical and literary perspectives. The approach is indicated in the selection of texts as well. Each unit accommodates literary, critical and historical narratives/texts indicating the emergence of ‘Indian’ literatures.

•        Will be able to examine the emotional/political and social constructs of Indias 

•        tThe students will become familiar with the struggle of the regional literatures to survive in spite of the global onslaught

•        the students will know the need to express and translate the literatures into English 

This unit looks at an investigation into the reasons behind the dwindling number of Parsis through the novels of Rohinton Mistry

Rohinton Mistry:  A Fine Balance

Questioning the Omnipresence of Power: A Study of Arundhati Roy’s Fictional Characters through the lens of Elite Theory
Arundhati Roy: God of Small Things

Introduction to Environmental writing and Ecodiscourse - Ecofeminism – The Western Canon - Ecofeminism – The Eastern/ Postcolonial Canon

Slovic, Scott. “The Third Wave of Ecocriticism: North American Reflections on the Current Phase of the Discipline.”

Glotfelty, Cheryll. “Literary Studies in an Age of Environmental Crisis.”

Shiva, Vandana. Staying Alive: Women, Ecology and Survival in India.

A Comparative Study of Tamil and Marathi Societies in Select Dalit Women’s Autobiographies and the main differences between autobiographical narratives and Dalit autobiographical narratives

Bama: Karukku

M. Karunanidhi’s Nenjukku Needhi

Raj Gauthaman: “Dalit Protest Culture: The First Stage”

D. Murali Manohar: “Dalit Autobiography as a Social and Cultural Epiphany”

Jenifer Aomi: “B.R. Ambedkar’s ‘Autobiographical Notes’”

An introduction to J.K.Rowling, translation in the Indian context with reference to Harry Potter in Tamil.

Edith Grossman: “Why Translation Matters?”

J.K.Rowling - Harry Potter

“Translation: Some Reflections” – Professor Jaiwanti Dimri

“Babel” in Benjamin: Translating the Untranslatable” – Eeasha Narang

An introduction to O.V.Vijayan followed by a discussion of The Legends of Khasak.

O.V.Vijayan - The Legends of Khasak

A Comparative Study of Select Plays of Mohan Rakesh and Vijay Tendulkar

Exploring double subjectivity in Indian literary journalism

Raymond Williams - Realism and the Contemporary Novel

Laurence J. Marriott - Literary Naturalism 1865-1940: Its History, Influences and Legacy

2.      Rohinton Mistry:  A Fine Balance

3.      Arjun Dangle ed.  Poisoned Bread: Translations from Modern Marathi Dalit Literature

4.      Plays of Girish Karnad, Vijay Tendulkar

5.      Arundhati Roy: God of Small Things

6.      Slovic, Scott. “The Third Wave of Ecocriticism: North American Reflections on the Current Phase of the Discipline.”

7.      Glotfelty, Cheryll. “Literary Studies in an Age of Environmental Crisis.”

8.      Shiva, Vandana. Staying Alive: Women, Ecology and Survival in India.

9.      Bama: Karukku

10.  M. Karunanidhi’s Nenjukku Needhi

11.  Raj Gauthaman: “Dalit Protest Culture: The First Stage”

12.  D. Murali Manohar: “Dalit Autobiography as a Social and Cultural Epiphany”

13.  Jenifer Aomi: “B.R. Ambedkar’s ‘Autobiographical Notes’”

14.  Edith Grossman: “Why Translation Matters?”

15.  J.K.Rowling - Harry Potter

16.  “Translation: Some Reflections” – Professor Jaiwanti Dimri

17.  “Babel” in Benjamin: Translating the Untranslatable” – Eeasha Narang

18.  O.V.Vijayan - The Legends of Khasak

19.  Raymond Williams - Realism and the Contemporary Novel

Course Description

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 and so forth. The cultural critique model will be used to study texts. Cultural Studies will begin with introduction to critical concepts, influential theories, movements, particular forms, and practices in the realm of contemporary culture studies in India.

Objectives:

•       To equip students with the basic skills to engage with the debates, issues, texts and theories from the cultural studies perspective

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

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

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.

Culture

Cultural Studies  

High culture and Low Culture

Popular Culture Studies

This unit will introduce students to the concepts pertaining to ideology, power, discourse, and the construction of identities.

Ideology – in literature and culture

Power and discourse

Identity

Representation

Subculture

Subaltern

Building on the ideas of identities, this module will elaborate on how culture studies engages with questions regarding nation and citizenship.

Nation and Nationalism

Violence

Surveillance and Privacy

Amidst various dimensions, Culture Studies also studies the interconnectedness between orality, ecology, and gender. This module will explain three of the most significant aspects of domains wherein Culture Studies has intervened, both academically and otherwise.

Orality and Folk lore

Ecocriticism

Gender

Publications, 2007. Print.

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

Edinburgh UP, 2006. Print.

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

Publications, 2003. Print.

11. Munns, Jessica, and Gita Rajan, eds. A Cultural Studies Reader: History, Theory and Practice.London: Longman, 1995. Print.
12. Payne, Michael, ed. A Dictionary of Cultural and Critical Theory. Malden: Blackwell

Publishing, 1997. Print.

13. Poduval, Satish. Ed. Refiguring Culture:History, Theory and the Aesthetic in Contemporary India. New Delhi: SahityaAkademi, 2005. Print.
14. Rushdie, Salman. Step Across this Line. NewYork: The Modern Library, 2003. Print.
15. Smith, Phillip, and Alexander Riley. Cultural Theory: An Introduction. Malden: Blackwell Publishing, 2009. Print.
16. Selections from Munns, Jessica, and Gita Rajan, eds. A Cultural Studies Reader: History,Theory and Practice. London: Longman, 1995. Print.

Edinburgh UP, 2006. Print.

9. Hesmondhalgh, Desmond. The Culture Industries.London: Sage Publications, 2007. Print.
10. Milner, Andrew, and Jeff Browitt.Contemporary Cultural Theory. 3rd ed. Jaipur: Rawat Publications, 2003. Print.

11. Munns, Jessica, and Gita Rajan, eds. A Cultural Studies Reader: History, Theory and Practice.London: Longman, 1995. Print.
12. Payne, Michael, ed. A Dictionary of Cultural and Critical Theory. Malden: Blackwell Publishing, 1997. Print.

13. Poduval, Satish. Ed. Refiguring Culture:History, Theory and the Aesthetic in Contemporary India. New Delhi: SahityaAkademi, 2005. Print.
14. Rushdie, Salman. Step Across this Line. NewYork: The Modern Library, 2003. Print.
15. Smith, Phillip, and Alexander Riley. Cultural Theory: An Introduction. Malden: Blackwell Publishing, 2009. Print.
16. Selections from Munns, Jessica, and Gita Rajan, eds. A Cultural Studies Reader: History,Theory and Practice. London: Longman, 1995. Print.

ESE Question Paper Pattern

Answer any 5 out of 7 questions. (Each question carries 20 marks 5x20=100)

The course aims at introducing and further sharpening the student’s understanding of Indian English Fiction with special reference to Rohinton Mistry.

1. 14.11.2015 – 4:30-6:30 (2 hours) – Introduction to the paper – Modern Indian English Fiction

1. 22.11.2018 – 4:30-6:30 (2 hours)  – Rohinton Mistry and his times

1. 23.11.2018 – 4:30-6:30 (2 hours)  – Rohinton Mistry’s Fiction – A General Introduction

1. 24. 11.2018 – 4:30-6:30 (2 hours) – Rohinton Mistry’s Fiction – A Novel wise discussion

1. 01.12.2018 – 4:30-6:30 (2 hours) –  Rohinton Mistry’s Fiction – A Novel wise discussion

1. 03.12.2018 –  4:30-6:30 (2 hours) – Studying Rohinton Mistry’s Fiction from the perspective of the research methodology

1. 04.12.2018 – 4:30-6:30 (2 hours) – Studying Rohinton Mistry’s Fiction from the perspective of the research methodology

1. 05.12.2018 – 4:30-5:30 (1 hour) – Studying Rohinton Mistry’s Fiction from the perspective of the research methodology

Mistry,Rohinton.Such a Long Journey,Faber and Faber limited, 1991.

Mistry, Rohinton. Family Matters.  Faber and Faber limited, 2002.

Wadhanwan, Vubhuti. Parsi Community and the Challenges of Modernity: A Reading of Rohinton  Mistry’s Fiction. Prestige Books. 2014.

Mistry,Rhinton.A Fine Balance,Faber and Faber limited,1996, Great Britian.

Mistry,Rohinton.Such a Long Journey,Faber and Faber limited, 1991.

Mistry, Rohinton. Family Matters.  Faber and Faber limited, 2002.

Wadhanwan, Vubhuti. Parsi Community and the Challenges of Modernity: A Reading of Rohinton  Mistry’s Fiction. Prestige Books. 2014.

Description of CIA

Presentation (20 marks)

Written Assignment

Learning objective of CIA

Towards a nuanced understanding of Rohinton Mistry’s fiction.

Parameters for evaluation:

·         Proper understanding of the topic discussed

·         Contextualization

·         Coherence, assimilation and critical rigour

·         Comparative analysis

CIA 2 – Literature Review Submission (50 Marks)

Description of CIA

The student will be asked to submit the tentative literature review of his dissertation.

Learning objective of CIA

Towards a nuanced understanding of Rohinton Mystry’s fiction as an important cultural artefact.

Parameters for evaluation:

·         Proper understanding of the topic discussed

·         Contextualization

·         Coherence, assimilation and critical rigour

·         Comparative analysis

CIA 3

Description of CIA

Presentation on one of the central concerns of the research.

Learning objective of CIA

A nuanced understanding of Rohinton Mistry in the context of Indian English Fiction.

Parameters for evaluation:

·         Proper understanding of the topic discussed

·         Contextualization

·         Coherence, assimilation and critical rigour

·         Comparative analysis

End term examination

Description

One of the tentative chapter submissions.

Parameters for evaluation

·         Proper understanding of the topic discussed

·         Contextualization

·         Coherence, assimilation and critical rigour

·         Comparative analysis

This course aims to introduce the different philosophical views of Soren Kierkegaard and Albert Camus on existentialism through a close examination of concepts such as absurdity, authenticity and human freedom.

·         Enable the scholar to understand the concepts of absurdity and authenticity

·         Underline concerns of conflicts in human life in a specific culture

·         To strengthen student research through a combination of analytical and research writing skills

Existentialist philosophy of Kierkegaard and Camus                                  

Earnshaw, Steven. Existentialism: A Guide for the Perplexed.

Kulkarni, Jagmohan and Vinay Kumar Nulkar. Encyclopedia of World Great Philosophers

Killinger, John. “Existentialism and Human Freedom”

Daniel Berthold. “Kierkegaard and Camus: either/or?”

Maximilian Beck: Existentialism

Absurdity and Human freedom                                                                  

Camus, Albert. The Myth of Sisyphus and Other Essays.

Duncan Pritchard. “Absurdity, Angst, and the Meaning of Life”

Herbert Hochberg. “Albert Camus and the Ethic of Absurdity”

Killinger, John. “Existentialism and Human Freedom”. The English Journal, vol. 50, no. 5, May 1961, pp. 303-313. http://www.jstor.org/stable/810349

Camus, Albert. The Myth of Sisyphus and Other Essays, trans. Justin O’Brien. New York: Random House Inc., 1955.

Kulkarni, Jagmohan and Vinay Kumar Nulkar. Encyclopedia of World Great Philosophers, Vol. 1. New Delhi: Commonwealth Publishers Private Ltd., 2011.

CIA 2- 50 Marks

CIA 3- 20 Marks

END SEM-100 Marks

to familiarize the learner with different aspects of fantasy literature

to introduce the notion of reception, representation and readership in fantasy

1.identify different research gaps related to fantasy and narrations

2. formulate a research proposal that would address this gap

3. review literature related to fantasy literature a

4. critically explore the role of narrative text and the transformations they undergo in the visual medium

introductory unit that describes the origin and features of fantasy

this will focus on narrations and techniques of narrations in written and visual media

This unit will explore ways in which reception and readership are impacted when a fantasy novel is converted into a film. It will identify research that innvestigated the changes in readership when a novel is made into a film with specific focus on the Harry Potter series

references will be drawn based on the works identified by the researcher

CIA II- 50 MARKS

CIA III- 20 MARKS

ESE- 100 MARKS

All are assignment submission

Course Objectives:

- To introduce and nurture familiarity with current English language teaching methodology

- To predict with reasonable accuracy the learning needs of any group of learners and learn ways of modifying and update such a needs analysis in the

   light of observation and testing.

- To expose to the variety of textbooks and teaching materials; determine the utility of these within a curricular framework.

Course Description: 

This course aims to introduce theoretical frameworks, practices, and experiments for the study of the need for introduction of English at different levels in schools and the apprehensions and challenges in the vocabulary and language development.

- Predicts reasonable accuracy in the learning needs of any group of learners and modifies and updates such a needs analysis in the light of observation

  and testing.

- Exposed to the variety of textbooks and teaching materials; to determine the utility of these within a curricular framework.

     This unit covers the Fundamental Concepts of Language Teaching, New Orientations in the Teaching of English and gives Introduction to Second Language Acquisition Research.

  This unit covers the Various Approaches to English Language Teaching, intoduces English as a Global Language along with different Methods of Teaching English.

      2.      Crystal, David. English as a Global Language.

      3.      Elizabeth, M. E. S. Methods of Teaching English.

      4.      Stern, Hans Heinrich. Fundamental Concepts of Language Teaching.

      5.      Stevens, Peter. New Orientations in the Teaching of English.

      6.      Freeman, D. Larsen, and H. H. Long. An Introduction to Second Language Acquisition Research.

       2.      French, H. G. Teaching English as an International Language.

       3.      Jain, R. K. Essentials of English Teaching.

       4.   Johnson, K. Understanding Communication in Second Language Classrooms.

       5.      Nink, Heinrich Marrio. English in India: History, Features and Users.

       6.      Richards, Jack C. Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press, 2001. Print.           

CIA2:50 marks

CIA3:20 marks

End Sem: 100

The course attempts to introduce the broad field of Visual Studies with specific reference to images and their connection to reading the gender paradigms. The course will look into reading and theorizing culture and its representations, power, discourse, gender, modernity and postmodernity, globalization and globalization along with other specific aspects of the research topic.  

•       Give an in-depth understanding to gender and its representation

•       Enable the researcher to read into the connection underlying images and gendering

Reading Visuals                                                                           

Representation and Representing

Critical Visual Methodology

Reading Visuals

Iconography

Content Analysis

Semiology

Discourse Analysis

Identity and its Markers

Politics of Gender

Reading Culture – Theory, Praxis, Politics

Ways of Seeing – John Berger

Culture, Media, Language – S Hall, D Hobson, A Lowe and P Willis

Analyzing Discourse – N Fairclough

Ways of Seeing – John Berger

Culture, Media, Language – S Hall, D Hobson, A Lowe and P Willis

Analyzing Discourse – N Fairclough

Image, Music, Text – R Barthes

Introduction to Iconography – R Van Straten

Exploring Visual Culture – M Rampley

Vision and Difference: Femininity, Feminism and the Histories of Art – G Pollock

Women, Art and Power and Other Essays – L Nochlin

Representation: Cultural Representations and Signifying Practices – Stuart Hall

Visual Culture – J Evans

CIA 2- 50 Marks

CIA 3- 20 Marks

END SEM-100 Marks

This course focuses to deal with the autobiographies and Dalit Autobiographies in India with the back drop of theories related  life writing in particular Life Writing in India.  It also aims to trace the position of Dalit Women in the society reflected through Bama’s   Karuku and Baby Kamble: The Prisons We Broke, besides discussing the elements of autobiography and collective biography in these two Dalit Life narratives.

In the end of the course the student will be able

to understand the autobiographies and Dalit autobiographies in India with the back drop of theories related  life writing,  in particular Life Writing in India. 

to identify the position of Dalit Women in the society reflected through Bama’s   Karuku and Baby Kamble: The Prisons We Broke, besides

be familier with elements of autobiography and collective biography used Dalit Life narratives.

Introduction to Autobiographies & The private Self: Indian Upper Caste Women Autobiographies

The Marginal Self: Dalit Men’s Autobiographies

Beyond the Marigin: Dalit Women’s Autobiographies

Baby Kamble: The Prisons We Broke: An Introduction

Bama’s Karuku: Introduction

Autobiographical Elements, Elements of Dalit’s narratives, Collective biography, Comparative Analysis of Bama’s Karuku and Baby Kamble’s The Prisons We Broke with reference to the theories of Self and Identity, collective identity.

Linda Anderson  - Autobiography

Dalit Personal Narratives: Reading  Caste, Nation and Identity – Rajkumar

Bama’s Karukku (1992)

Baby Kamble: The Prisons We Broke

Sharmila Rege – Dalit Feministic Stand point

Sumitra Bhave’s “Pan on Fire” – (1988)

Viramma: Life of an Untouchable (1997)

CIA 2 - 50

CIA 3 - 20

End Semester - 100

The course considers to understand Indian theatre/drama in postindependence, modern context. So conceptual clarity regarding modern/modernity, Indian theatre is one of the focus. Apart from that focus discussing Vijay Tendulkar, Mohan Rakesh as playwrights discussing theatre, India is a significant aspect of the course.

Course objective:

To introduce Modern Indian theatre

To discuss Vijay Tendulkar and Mohan Rakesh

To get conceptual clarity about modernism

An advanced understanding of Indian Modern theatre

Understanding of postcolonialsm in Indian Theatre 

The unit will discuss the features of modern indian theatre. European influence on the development of theatre and indian appropriation of the European concepts will bring out the uniqueness of indian theatre.

Theortical frameworks of modernity in the context of theatre will be the focus of the unit. Theatre of Roots, Street Theatre and other forms will be discussed to understand the implicaitons of modern indian theatre

The unit will focus on discussing Vijay Tendulkar, his preoccupations, and his plays

The unit will discuss Mohan Rakesh and his contribution of indian theatre

• Cole, Toby. "Naturalism on Stage." Playwrights on Playwriting. New York: Hill and Wang, 1961. N. pag. Print
• Dimitrova, Diana. Western Tradition and Naturalistic Hindi Theatre. Peter Lang Publishing Inc, 2004.
• Dharwadker, Aparna Bhargava. Theatres of Independence: Drama, Theory, and Urban Performance in India Since 1947 (Studies in Theatre History and Culture). University of Iowa Press, 2005.
• Dhawan, R. K. 50 Years of Indian Writing: A Commemorative Volume Highlighting the Achievement of Post-independence Indian Writing in English and Literature in Translation. New Delhi: Indian Association for English Studies, 1999. Print.
• Erin B. Mee, “Contemporary Indian Theatre: Three Voices”, Performing Arts Journal, Vol. 19, No. 1 (Jan., 1997), pp. 1-5
• "Full Text of "The Experimental Novel, and Other Essays"." Internet Archive. The Library Shelf, n.d. Web. 29 May 2018.
• IndujaAwasthi, “Retrospective of Modern Indian Theatre: New Delhi, 1989”, TDR (1988-), Vol. 34, No. 3 (Autumn, 1990), pp. 183-189
• Suman Mukherjee and IndujaAwasthi, “Indianness”,  TDR (1988-), Vol. 35, No. 4 (Winter, 1991), pp. 20-21
• Styan, J. L. "Realism and Naturalism." Modern Drama in Theory and Practice. Cambridge: Cambridge UP, 1983. N. pag. Print.
• Suresh Awasthi and Richard Schechner, "Theatre of Roots": Encounter with Tradition”, TDR (1988-), Vol. 33, No. 4 (Winter, 1989), pp. 48-69, https://www.jstor.org/stable/1145965

CIA II - Literature Review

CIA III - Research Questions and framework

This unit is aimed at providing a historical overview of new journalism, with specific focus on literary journalism and graphic novels. The module also aims at orienting the scholar with contemporary debates that have centred on graphic novels as being articulated and understood as new literary journalism. Core ideas, historical ruptures, and select theoretical frameworks along with few analyses will be discussed as part of the module.

1.      The student will be familiarised with core ideas pertaining to literary journalism and graphic novels

2.      The student will be able to analyse select texts using select theoretical frameworks discussed as part of the module pertaining to literary journalism and graphic novels

The module will provide a historical overview and introduce Indian Graphic novels and provide a lens to understand the ideas of truth and reality as depicted by the genre of graphic novel.

Excerpts from Aucoin, James L. "Epistemic responsibility and narrative theory: The literary journalism of Ryszard Kapuscinski." Journalism 2.1 (2001): 5-21.

Excerpts from Nayar, Pramod K. The Indian graphic novel: Nation, history and critique. Routledge India, 2016.

Excerpts from Sims, N. (2007). True stories: a century of literary journalism. Northwestern University Press.

This module will introduce the field of New Journalism through two specific focus areas for research: epistemic and narrative.

Excerpts from Aucoin, James L. "Epistemic responsibility and narrative theory: The literary journalism of Ryszard Kapuscinski." Journalism 2.1 (2001): 5-21.

Excerpts from Eisner, Will. Comics and sequential art: Principles and practices from the legendary cartoonist. WW Norton & Company, 2008.

Gopal, Priyamvada. The Indian English novel: Nation, history, and narration. Oxford University Press on Demand, 2009.

Haverkamp, Anselm. "The memory of pictures: Roland barthes and augustine on photography." Comparative Literature 45.3 (1993): 258-279.

Schack, Todd. "‘A failure of language’: Achieving layers of meaning in graphic journalism." Journalism 15.1 (2014): 109-127.

Excerpts from Scott, McCloud. "Understanding comics: the invisible art." New York: William Morrow (1993).

Weber, W., & Rall, H. M. (2017). Authenticity in comics journalism. Visual strategies for reporting facts. Journal of Graphic Novels and Comics, 8(4), 376-397.

Ankersmit, Frank. "Truth in history and literature." Narrative 18.1 (2010): 29-50.

Gupta, Uma Das. "The Indian press 1870–1880: a small world of journalism." Modern Asian Studies 11.2 (1977): 213-235.

Hartsock, John C. "Literary reportage: The ‘other’literary journalism." Genre: Forms of discourse and culture 42.1-2 (2009): 113-134.

Huber, Sonya.“Digital Suspicions,”“How Do I Write?” The Fourth Genre: Contemporary Writers of/on Creative Nonfiction, 6th ed., ed. Robert Root and Michael Steinberg. New York: Longman, 2011.

Kukkonen, Karin. Studying comics and graphic novels. John Wiley & Sons, 2013.

Natarajan, Jagadish. History of Indian Journalism. Publications Division Ministry of Information & Broadcasting, 1955.

Root, Robert, Michael Steinberg, and Sonya Huber. The fourth genre: Contemporary writers of/on creative nonfiction.

Yagoda, Ben. "Preface. The Art of Fact: a Historical Anthology of Literary Journalism." (1997).

Ankersmit, Frank. "Truth in history and literature." Narrative 18.1 (2010): 29-50.

Gupta, Uma Das. "The Indian press 1870–1880: a small world of journalism." Modern Asian Studies 11.2 (1977): 213-235.

Hartsock, John C. "Literary reportage: The ‘other’literary journalism." Genre: Forms of discourse and culture 42.1-2 (2009): 113-134.

Huber, Sonya.“Digital Suspicions,”“How Do I Write?” The Fourth Genre: Contemporary Writers of/on Creative Nonfiction, 6th ed., ed. Robert Root and Michael Steinberg. New York: Longman, 2011.

Kukkonen, Karin. Studying comics and graphic novels. John Wiley & Sons, 2013.

Natarajan, Jagadish. History of Indian Journalism. Publications Division Ministry of Information & Broadcasting, 1955.

Root, Robert, Michael Steinberg, and Sonya Huber. The fourth genre: Contemporary writers of/on creative nonfiction.

Yagoda, Ben. "Preface. The Art of Fact: a Historical Anthology of Literary Journalism." (1997).

CIA-1 -20 Marks- Introduction and Literature Review for Proposal draft

CIA-2- 50 Marks – Methodology and research objectives- Proposal draft

CIA-3- 20 Marks - (draft proposal)

End Semester- 100 Marks (Final Proposal Presentation)

·         To introduce students to literary and theoretical contexts of reading postcolonial India

·         To enable students to gain a comprehensive understanding of major themes and concerns of identity within and outside India through an inter-disciplinary approach to postcolonial subjectivities

·         To challenge the homogenized postcolonial subject of western discourse by an introduction to the poly valence of postcolonial India

·         To strengthen student research through a combination of analytical and research writing skills

1.      Burton, John Wear. System, States, Diplomacy and Rules. University Press, 1968.

2.      Elden, Stuart. Foucault: the Birth of Power. Polity, 2017.

3.      Goldberg, Steven. The Inevitability of Patriarchy. Temple Smith, 1977.

4.      Hoffman, Marcelo. Foucault and Power the Influence of Political Engagement on Theories of Power. Bloomsbury Academic, 2014.

5.      Judge, Paramjit Singh. Mapping Social Exclusion in India: Caste, Religion and Borderlands. Cambridge University Press, 2014.

1.      Mills, C. Wright. The Power Elite. Zhongguo Chuan Mei Da Xue Chu Ban She, 2016.

2.      Nye, Robert A. The Anti-Democratic Sources of Elite Theory: Pareto, Mosca, Michels. Sage, 1977.

3.      Pareto, Vilfredo. The Rise and Fall of Elites: an Application of Theoretical Sociology. Transaction Publishers, 2008.

4.      Pareto, Vilfredo. The Theory of the Economic and Political Elites in the Historical Scenario of the 20th Century.

5.      Roy, Arundhati. An Ordinary Person’s Guide to Empire. Penguin Books, 2005.

6.      Roy, Arundhati. Power Politics. South End Press, 2002.

7.      Roy, Arundhati. Public Power in the Age of Empire. Seven Stories Press, 2004.

8.      Roy, Arundhati. The Algebra of Infinite Justice. Penguin Books, 2013.

2.      Bottomore, Tom. Elites and Society. Routledge, 2017.

2.      Roy, Arundhati. Power Politics. South End Press, 2002.

3.      Roy, Arundhati. Public Power in the Age of Empire. Seven Stories Press, 2004.

4.      Roy, Arundhati. The Algebra of Infinite Justice. Penguin Books, 2013.

CIA 2 - 50 Marks

CIA3 - 20 Marks

END Sem- 100Marks

This course introduces theoretical frameworks to the academic, cultural, political and philosophical underpinnings of   curricula and syllabi of courses envisaged by various universities around the world in the name of Postcolonial Studies and World Literatures. The course will read and understand the ontology and epistemic ramification of these two courses and how in its evolution as separate courses have fed on and sustained each other.

•       Enable the scholar to understand the intersectionality of nationalism, postcolonial identity and academic cultural specificity in selection of texts to form the respective curricula and syllabi

•       Underline concerns of epistemic conflict and resistance in contemporary contexts of curriculum design

•       To strengthen student research through a combination of analytical and research writing skills

Postcolonial and World Literature Concepts                                

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

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

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

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

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

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

Curriculum Design in Postcolonial and World Literatures Studies           5 Hours

1. Hitt, J., Hirsch Jr, E. D., Lakiski, J., Pareles, J., Shatuck, R., &Spivak, G. C. (1989). Who needs the great works?.Harper's Magazine, 43-52.
2. Banks, R. (2000). Who will tell the people?Harper’s Magazine, 300, 83-88.
3. Banks, J. A. (1993). The canon debate, knowledge construction, and multicultural education. Educational researcher, 22(5), 4-14.

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

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

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

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

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

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

CIA 2- 50 Marks

CIA 3- 20 Marks

END SEM-100 Marks

This course aims to introduce theoretical frameworks for study of narratives of displacement and diasporathrough a close examination of concepts such as home and homelessness, postcolonial identity in relation to nationality, nationalism, nationhood and political displacement, andtrans-national negotiations with gender, citizenship, belonging, and diasporic consciousness.

•       Enable the scholar to understand the intersectionality of nationalism, postcolonial identity and diasporic consciousness

•       Underline concerns of conflict and displacement in contemporary contexts of multiculturalism

•       To strengthen student research through a combination of analytical and research writing skills

Kim D. Butler: “Defining Diaspora, Redefining Discourse”

Bhabha, Homi. Defining Home: Divided Loyalty or Dual Loyalty

Brah, Avtar. Cartographies of Diaspora: Contesting Identities

Stuart Hall: “Cultural Identity and Diaspora”

Abdul R. JanMohamed : “Worldliness – Without – World, Homelessness – As – Home: Toward a Definition of the Specular Border Intellectual”

Glick-Schiller, N. Basch, L and Blanc-Szanton, C. Towards a transnational perspective on Migration: Race, Class, Ethnicity and Nationalism Reconsidered

Fludernik, Monika  Fludernik  (Ed.)  Diaspora  and  Multiculturalism: Common Traditions and New Developments

George, Rosemary Marangoly. The Politics of Home: Postcolonial Relocations and Twentieth Century Fiction .Cambridge : Cambridge University Press,1996,

Safran, William. “Diasporas  in  Modern  Societies  :  Myths  of  Homeland  and Return”.In Diaspora 1. 1991, pp.83-84

bell hooks, Yearning : Race, Gender and Cultural Politics . Boston. MA : South End Press, 1990.

Braziel, Jana Evans Braziel and Anita Mannur (Eds.) Theorizing Diaspora:A Reader, USA : Blackwell Publishing Limited, 2003.

Bruce, King (Ed). New National and Postcolonial Literatures – An Introduction.Oxford : Clarendon Press, 1996.

The genre of fantasy lends itself remarkably well to studies on Ecocriticism as well as Animal Studies. This course primarily covers essential foundational concepts relating to the depiction of animals and other non-human beings in works of fantasy and aids the scholar to connect these portrayals with current concerns in ecological discourses. It also includes an introduction to digital humanities to better prepare the scholar to contextualise their research in the contemporary context.

·         Ecocriticism as a methodology

·         Introduction to Animal Studies in the post-human context

·         Defining the characteristics of the genre of fantasy

·         Locating research processes in the context of contemporary digital humanities

·         Introducing Digital Humanities: General Introduction to the Course and to digital/media contexts of learning, interpretation, and research.

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

Tolkien, JRR. “On Fairy Stories.” In The Monsters and the Critics and Other Essays, edited by                                     Christopher Tolkien, pp. 109-161.

·         Critical and Analytical Readings:

o   An understanding of critical concepts in Ecopsychology and Ecocritical discourse, including Ecofeminism

o   Specific critical readings relating to Philip Pullman’s His Dark Materials trilogy

o   Brief analyses of J K Rowling’s Fantastic Beasts and Where to Find Them in the context of the ways in which the beast/being/spirit categories are defined in the book through the field of ‘Magizoology’.

o   Theoretical perspectives on the genre of fantasy as defined by Tolkien and Rosemary Jackson.

o   The Fantastic Masculinity of Newt Scamander: Understanding intersectionality in the context of gender and animal studies.

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

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

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

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.

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.

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

CIA 2- 50 Marks

CIA 3- 20 Marks

END SEM-100 Marks

This course intends to examine the relation between women and nature and explore the ways in which nature and women are treated by patriarchal societies. It will also look into the effect of gender categories in order to demonstrate the ways in which social norms exert unjust dominance over women and nature. 

To understand Dalit ecofeminism, and how all identities are not equally powerful.   

Ecofeminism: Origin and History                                                    

1.      Feminism and the Mystery of Nature – Val Plumwood

2.      Environmental culture – Karen J Warren

3.      Women and Nature – Susan Griffin

4.      Feminism and ecology – Mary Mellor

Types of Ecofeminism                                       

1.      Reweaving the World – Irene Diamond

2.        Ecofeminism Revisited – Chaya Datara

3.      Ecological Feminism – Karen J Warren

4.      Seeing like a Feminist  - Nivedita Menon

2.      Maria Mies & Vandana Shiva  - Ecofeminism

3.      Ariel Sallah - Ecofeminism politics: Nature, Marx and the postmodern

4.      Lorraine Code – Ecological thinking: the politics of epistemic location

5.      Mahesh Gavaskar – Subaltern identities and struggles: Agenda for transformation (JSTOR)

2.      Tania Roy & Craig Borowick – Against Ecofeminism: Agrarian populism and the splintered subject

3.      Gabriele Dietrich – Plea for Survival

4.      Veena Poonacha – Feminist theorizing and politics

Sharmila Rege – Ghettoising gender

CIA 2- 50 Marks

CIA 3- 20 Marks

END SEM-100 Marks

Dissertation

Discussing with the Guides and writing

Secondary Texts

Guide will presecribe

External examiners marks