The theoretical subjects are examined with test papers, listening exams or quizzes, and the practical subjects are examined by individual skills.

Course Objectives

The objectives of this course are

 to introduce the students to look at India and the Indian subcontinent through Literature

 to inculcate literary sensibility/taste among students across curriculum

 to improve language skills – reading, writing and listening

 to enable students to grasp and appreciate the variety and abundance of Indian writing,

of which this compilation is just a passing glance.

 initiated into becoming more culturally, ethically, socially and politically aware

 able to engage with cultural, social, religious and ethnic diversities in India and around.

Poetry (Any 4 of these) 11 hours

1. Meena Kandasamy: “Algorithm for Converting a Shudra into a Brahmin”

2. Salma: “New Bride, New Night”

3. Kamala Das: “Punishment in Kindergarten”

4. Thangjam Ibopishak: “I Want to be Killed by an Indian Bullet”

5. Sarojini Naidu: “Palanquin Bearers”

6. Sitakant Mahapatra: “The Election”

7. Jean Arasanayakam: “Nallur” (Srilanka)

8. Nissim Ezekiel: “Goodbye Party to Miss Pushpa T S”

Essays (Any 4 of these)

1. Devdutt Patnaik: Introduction to Myth=Mithya

2. Jawaharlal Nehru: “Tryst with Destiny”. August 15, 1947

3. U R Ananthamurthy: “What Type of Reservation Do We Need? Or “The Sacrificial Ritual

of Equal Opportunity to Education in Common Schools”

4. Suketu Mehta: “Bhopal Lives”

5. Ruskin Bond: “Escape from Java” or “Voting at Barlowganj”

6. Romesh Gunasekara: “Mess” (Sri Lanka)

Short Stories (Any 4 of these)

1. Sadat Hassan Manto: “Toba Tek Singh”

2. Mamang Dai: “Travel the Road”

3. Folktale told by Ruskin Bond: “How a Tribal Boy became a King”

4. Manoj Das: “The Crocodile’s Lady”

5. Temsula Ao: “The Journey”

6. Thakazhi Shivashankara Pillai: “In the Flood”

Novella (Any one of these)

1. Anita Desai: “The Museum of Final Journeys” or

2. Irawathi Karve: “Draupadi” from Yuganta: The End of an Epoch

Bhimayana 

CIA 1: A written test for 20 marks. It can be an Open Book test, a

classroom assignment, an objective or descriptive test pertaining to

the texts and ideas discussed in class.

CIA2: Mid-semester written exam for 50 marks

CIA 3: This is to be a creative test/ project in small groups by

students. They may do Collages, tableaus, skits, talk shows,

documentaries, quizzes, presentations, debates, charts or any other

creative test for 20 marks. This test should allow the students to

explore their creativity and engage with the real world around them

and marks can be allotted to students depending on how much they

are able to link the ideas and discussions in the texts to the world

around them.

Question Paper Pattern

Mid Semester Exam: 2 hrs

Section A 4x5= 20

Section B 2x15=30

Total 50

End Semester Exam: 2 hrs

Section A 4 x 5 = 20

Section B 2x 15= 30

Total 50

• To expose learners to variety of texts to interact with them
• To help learners classify ideologies and be able to express the same
• To expose learners to visual texts and its reading formulas
• To help learners develop a taste to appreciate works of literature through the organization of language
• To help develop critical thinking
• To help learners appreciate literature and the language nuances that enhances its literary values

• To help learners understand the relationship between the world around them and the text/literature

·         To help improve their communication skills for larger academic purposes and vocational ppurposes

·         Develop an analytical and critical bent of mind to compare and analyze the various literature they read and discuss in class

·         Develop a more humane and service oriented approach to all forms of life around them.  

·         Rudyard Kipling – “Gunga Din”  

Ø  Skill focus

Adjectives/ adverbs

Sentence structures

Clauses

·         The Black Cat – Edgar Allan Poe

Ø  Skill focus

Verb use

Sentence structures

·         William Blake – “London”

Ø  Skill focus

Verb use advanced

Clause types

·         Santosh Desai – The death penalty as a sign of the times ©

Ø  Skill focus

Rhetorical questions

Types of sentences

·         John Donne – “Death, Be Not Proud”

Ø  Skill focus

Word use

Sentence structure

·         Monkey’s Paw – W W Jacobs

Ø  Skill focus

Direct speech

Reported speech

Para structures

·          Ruskin Bond – 'The Photograph' ©

Ø  Skill focus

Types of sentences

Cohesions

Para structure

Personal essay

·         Sylvia Plath-   ‘Surgeon at 2 AM’

Ø  Skill focus

Imagery use

Creative writing

Visual Text: The Great Indian Railways

Ø  Skill focus

Reading and appreciating visual text

CIA 2=50 ( 20 marks online vocabulary and grammar test and 30 marks written exam based on syllabus)

CIA 3= 20 

ESE= 50 

Course Description:

This course will serve as an introductory course for British Literature. The course will locate the texts in their respective socio-political and historical contexts. The selection aims to introduce different genres of British literature.

Course Objectives

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

Emergence of English language, History of England from 42 BC to Norman Conquest- salient features

 Impact of Norman rule on English social structure, English language in the medieval period,mystery, morality plays and miracle plays, feudalism 

Protestantism, Bible translation, religious literature, humanism, English Renaissance, Baroque and Rococo Styles

Metaphysical Poetry, Epic conventions, Mock epic, Puritanism, Restoration, Rise of the novel, the English novel in the eighteenth century, Gunpowder plot, Oliver Cromwell,

Dissolving the parliament, Periodical essays, empiricism, Influence of French culture through restoration, the enlightenment 

Romanticism, notion of literary creation and poets, closet drama, the French Revolution, Victorian morality, industrial revolution, utilitarianism, rise of nation-states, impact of colonialism on England, emergence of universal education in England 

William Shakespeare:          

Sonnet 116

‘O that this too solid flesh would melt” Soliloquy by Hamlet in Hamlet Act 1 Scene 2

‘To Be or Not To Be’ Soliloquy by Hamlet in Hamlet Act 3 Scene 1

Francis Bacon: “Of Truth”

John Donne: “Canonization”

John Milton: Excerpt from Satan’s speech in Book 1, Paradise Lost

John Dryden:  First three stanzas of “Mac Flecknoe”

Alexander Pope: Belinda’s Boudoir from The Rape of the Lock

Addison and Steele: “Character of Will Wimble”

Oliver Goldsmith: “Beau Tibbs”

Richard Brinsley Sheridan: “The School for Scandal”

William Wordsworth: “Lines Written in Early Spring”

S.T. Coleridge: “Christabel”

Shelley: “Ode to the Westwind”

Keats: “La Belle Dame Sans Merci”

Charles Lamb: “Dream Children”

Mary Shelley: Frankenstein

Ferguson, Margaret, Mary Jo Salter and Jon Stallworthy. Eds. The Norton Anthology of Poetry. 4^th Ed. New York: WW Norton, 1996. Print

Gordden, Malcom, and Michael Lapidge. The Cambridge Companion to Old English Literature. Rpt Cambridge: CUP, 2006. Print.

Gupta, Ambika Sen. Selected College Poems. Rpt. Hyderabad: Orient Longman,   1999.

Herman, Daniel. The Cambridge Companion to Narrative. Cambridge: CUP, 2007. Print.

John, Eileen, and Dominic McIver Lopes. Philosophy of Literature: Contemporary and Classic Readings. Oxford: Blackwell, 2004. Print

Maxwell, Richard, and Katie Trumpener. The Cambridge Companion to Fiction in the Romantic Period. Cambridge: CUP, 2008. Print

Sampson, George.The Concise Cambridge History of English Literature, 3^rd Ed. Cambridge: CUP, 2005. Print

Ramarao, Vimala. Ed.Explorations. Vol I. Bangalore: Prasaranga, Bangalore University, 2004. Print

Shingle, Michael. Daniel Defoe Robinson Crusoe. New York: WW Norton, 1994. Print

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

CIA III will be a moddle test on the Novel

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

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

Mid Semester Examination CIA II: 2 Hours

Section A: Short Notes – 5x3 marks= 15 (5 questions out of 7)

Section B: Essay Questions – 2x10 marks = 20 (2 questions out of 3)

Section C: Long Essay Questions – 1x15 marks = 15 (1 question out of 2)

Total: 50 Marks

End Semester Examination: 3 Hours

Section A: Short Notes – 10x3 marks = 30 (10 questions out of 12)

Section B: Essay Questions – 4x10 marks = 40 (4 questions out of 6)

Section C: Long Essay Questions – 2x15 marks = 30 (2 questions out of 4)

Total: 100 Marks

French as second language for the UG program

1.      First and Last Names of French Families

2.      Few French and International personalities

1.      Greetings- Usage of “tu” and “Vous”

2.      Telephone Numbers in France 

3.      Some cultural / festive events in Paris- The Francophone

1.      Pontoise and Ile de France- The City

2.      Annecy- Youth hostel and accommodation

3.      The wording of address in France- postal codes and departments

1.      The French and sports- The Reality shows

2.      New ways of meeting- The Differences men/ women

3.      Surnames of married women/ children- Announcements and family functions

1.      Rhythm of Life and Rhythm of the city- Internet and media in daily life

2.      The Outings 

3.      Family life and Household chores- Routine and change in rhythm

1.      The tooth of the cat – Renaud FABBRI 

2.      The Princess and the pea- Odile THIEVENAZ

2.      Krishnan, Chitra. De Bouche à Oreille. New Delhi : Langers International Pvt Ltd., 2009

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

The detailed text book “Kavya Suman” edited by Dr.Dashrath Ojha is an anthology of Medieval and Modern Poems written by representative poets of Hindi Literature. The poets reflect on the social, cultural and political issues which are prevalent in our society since the medieval period. Hindusthani sangeeth-parampara eva kalakar is one of the module. Since translation is a significant area in language and literature, emphasis is being given on it in the syllabus.Bharath ki pramukh sanskruthik kalayein  Yakshagana,Kathakali,Ram Leela,Krishna Leela etc. included in the syllabus to enrich cultural values among students.Language skills can be improved by Grammar and comprehension.

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

Kavya Sunman’ (Collection of Poems)                      Edited By: Mahendra Kulashreshta Rajpal and Son’s, New Delhi

Poems to be studied:No.1,2,8,9,10,11,12,16,18,21,23,25

Level of knowledge: Analytical

Translation-Practice                English to Hindi and vice- versa.

Ramleela,Krishnaleela,Yakshagaana,kathakali.

Hindusthani Sangeeth Ki Parampara,Utbhav, Vikas and pramukh sangeethkar.

pramukh sangeethkar-1.Bhimsen Joshi 2.Pandit Ravishankar 3.Ustad Bismilla Khan 4.Gulam Ali.

Sangya,Sarvanam,Viseshan and Kriya.

1. ‘Kavya Suman’ (Collection of Poems) Edited By: Mahendra Kulashreshta Rajpal and Son’s,New Delhi.

1. A Hand Book of Translation Studies         By: Das Bijay Kumar.               

2. Saral Subodh Hindi Vyakaran,                 By: Motilal Chaturvedi. Vinod pustak mandir, Agra-2

3. Anuvad Evam Sanchar –                         Dr Pooranchand Tantan, Rajpal and Son’s, Kashmiri

4. Anuvad Vignan                                       By: Bholanath Tiwar

5. Anuvad Kala                                           By: N.E Vishwanath Iyer.

CIA-2(Mid semester examinatio)

CIA-3(Digital learning-Wikipedia)

End sem examination

Selected Vachanas Tripadi’s and Keerthanas of the Medieval Kannada Literature are introduced in the syllabus. This will enrich the poetic skills of the students. Since translation is a significant area in language and literature, emphasis is being given on theory as well as practice of it in the syllabus. Famous cultural art forms of India are also included in this semester. Language skills can be improved by giving focus on Grammar and Comprehension.

(A).Dollu Kunita  (B). Pooja Kunita  (C). Somana Kunita  (D). Goravara Kunita

1.      Translation Theory and Practice

2.      Usage of alphabets in different contexts:  

3.      l & L

4.      a  & H

5.      n & N

6.      Hrasva and Deergha  alphabets

7.      Importance of Ottakshara

History and Philosophy of Vachanas Movement:                                    

Selected Vachanas of Vachanakaras /Vachanakarthiyaru:

Paper -1 Medieval Kannada Literature: Poetry-Music-Language Skills                                                                                                                       30 Marks

1. Devara Dasimayya

2. Basavanna

3. Allamaprabhu

4. Akkamahadevi

5. Ambigara chowdiah

6. Ayadakki Lakkamma 

7. Sarvagna

8. Kanakadasa

9. Kumaravyasa

10. Hindustani/ Karnatak - Music and Musicians

Essential Reading:

1.      Basavannanavara vachanagalu: L. Basavarjaju

2.      Akkana vachanagalu: L. Basavarajau

3.      Allamana Vachanagalu; L . Basavaraju

4.      Uttarana Pourusha: Kumaravyasa

5.      Paramartha: L. Basavaraj

Folk Art forms of Karnataka                                                                                                                                                                                       10 Marks

(A).Dollu Kunita  (B). Pooja Kunita  (C). Somana Kunita  (D). Goravara Kunita

 Language Skills                                                                                                                                                                                                      10 Marks                         

1.      Translation Theory and Practice

2.      Usage of alphabets in different contexts:  

3.      l & L

4.      a  & H

5.      n & N

6.      Hrasva and Deergha  alphabets

7.      Importance of Ottakshara

1.      Acomparative study of Sarana and Dasa literature, P. S Srinivasa,University of Madras (1981)

2.      Vyavaharika Kannada: HSK

3.      Dr. Thipperudraswamy : Sharanara Anubhava Sahitya

4.      K. Marulasiddappa and K. R. Nagaraj  (Ed) Vachana Kammata, Bangalore University, Bangalore

CIA-1 Digital Learning - Wikipedia

CIA-2 Mid Semsester Examination

CIA-3 Digitization of Kannada Books

End Semester Examination

Western music that we listen to these days is beautifully made by many musicians through trial and error within a specific outline which is the Theory of Music. It is this that is the foundation of all musical pieces. This course will cover bare essentials of music theory that will help the students when they sing or play an instrument.

Understanding sound; Musical components and form

Staff and Clefs; Note and Rest; Chromatic signs; Measure, Rhythm, Meter

Types of interval, degree; Inversion, Enharmonic

Scale: major, minor; Scale, Key signatures; Key, Key signatures; Transposition, Modulation, Related Keys

Accent, Tenuto, Repeat Mark; Dynamics, Tempo Terms

 Triard; 7th Triad

Paul O. Harder, Greg A Steinke. (2006). Basic materials in music theory : (a)programmed course(11th ed). Upper Saddle River, NJ: Pearson/Prentice Hall.

Steven G. Laitz. (2003). Thecomplete musician : an integrated approach to tonal theory, analysis and listening. New York; Oxford: Oxford University Press.

CIA-I 20 marks

CIA -II (Mid sememster exam )- 50 marks

CIA-III- 20 marks

Attendance - 5 marks

End semester exam (2 hours)-  50 marks  

Music is an art to convey emotions through sound. Thus in music, sound becomes most important. Remembering the sound and conveying sound accurately is also necessary. Ear training or aural skills will help students to identify basic elements of music solely by listening. Sight singing on the other hand will train the students to read and perform any piece of written music.

Interval: Perfect; Major; Minor; Augment; Diminish; Melody (in octave)

Rhythm: 1&2 pulse units (unmetered); Simple Meteres; 2:1 Subdivisions of the Beat; Pitch: The Major Scale; Thirds and Fourths; Tonic triad in the Major Mode Fifths, Sixths & Octaves; Ⅰ,Ⅴ& Sevenths

Damschroder, David.(1995). Listen and sing : lessons in ear-training and sight-singing.New York: Schirmer Books.

Glen Ethier. (2013). Ear training & sight-singing : a developmental aural skills text. Don Mills, Ont. : Oxford University Press.

Evan Jones and Matthew Shaftel, with Juan Chattah. (2014). Aural skills in context : a comprehensive approach to sight singing, ear training, keyboard harmony, and improvisation. New York : Oxford University Press.

CIA 2( Mid semester exam)- 50 marks

CIA 3 - 20 marks

total CIA - 25 marks

Attendance - 5 marks

End semester exam(2hours) - 50 marks, reduced to 25 marks  

Major is the most important course among all music courses. This course offers one-on-one interaction between the instructor and the learner. These interactions help in determining efficiently the practical and theoretical level of learning of each student. 

By the end of the programme the student will be able :

-to identify clef and note.

-to produce musical expressions.

-to play the music piece.

This course gives 30 practical hours of one-on-one interaction and learning between the instructor and student.

End semester exam - 100 marks

Major is the most important course among all music courses. This course offers one-on-one interaction between the instructor and the learner. These interactions help in determining efficiently the practical and theoretical level of learning of each student. And through these sessions students can improve their musical expression, systems of theory, technique and repertory.

This course gives 30 practical hours of one-on-one interaction and learning between the instructor and student.

End semester exam (2 hours)-100 marks 

This course is offered to the first semester undergraduate students of psychology. This course, involving the study of Basic Psychological processes, is an introductory paper that gives an understanding about the field of Psychology. This paper will provide students with an introduction to the key concepts, theories, and research methods in psychology. It focuses on various basic processes underlying human behavior.

1.      To introduce and initiate the student into the world of Psychology with a brief historical sketch of the science of psychology and a glimpse into the methods used in the study of human behaviour.

2.      To understand the fundamental processes underlying human behavior such as biological foundations of behaviour, processes underlying sensation, perception, cognition, memory, learning, motivation, emotion, individual differences, intelligence, personality and states of consciousness.

To apply the principles of psychology in day-to-day life for a better understanding of themselves and others.

Definition and goals of Psychology, Role of a psychologist in society, Modern perspectives-Biological, Psychodynamic, Behaviouristic, Gestalt, Cognitive, Cross cultural, Humanistic and Evolutionary perspective, Brief introduction to Indian Psychology. Methods: Experimental, Observation, Survey Method, Archival method, Interview and case study. 

Neurons: Structure of neurons, neural impulse transmission-electrical and chemical, role of neurotransmitters.

Nervous system: Central and peripheral nervous systems.

Brain and Behaviour: Hind Brain, Mid Brain, and Forebrain- various structures and its importance, Significance of Brain Lateralization, Split brain.

Endocrine Glands-Effects of hormones on behavior.(Brief mention of exocrine glands)

Sensation: Basic concepts and Processes in sensation. Sensory adaptation-advantages and disadvantages, Integration of senses. Perception: Understanding perception, Gestalt laws of organization, Correlates of perception-awareness, set, motives, needs, learning and attention. Illusion, Subliminal perception, Extrasensory perception (Telepathy, Clairvoyance, Precognition, Forecasting dreams and memories of the past birth)

Basic processes- Encoding, Storage, Retrieval. Sensory storage -Iconic memory and Echoic memory. STM-Working memory, Serial position curve, Rehearsal, Chunking; LTM-Units of memory-Declarative, Procedural, Semantic, Episodic memory. Associative models-Explicit and Implicit memory, Retrieval cues, State dependent and Context dependent memory, Tip of the tongue phenomena, Flash bulb memory. Forgetting- Decay, Interference, Amnesia Retrieval problems, Motivated forgetting.

Cognition-definition. Attention: definition, Characteristics, Selective attention, Divided attention. Thinking- Process of thinking, Image and thinking, Language and thought. Types of Thinking- Concept formation, Reasoning, Problem solving, Decision Making, Creative thinking, Language-language elements, grammar and meaning, pragmatics.

Morgan,C.T, King,R.A., Weisz,J.R., and Schopler,J. (2004). Introduction to Psychology, 7th edition,24th reprint.New Delhi:TataMcGraw-Hill.

Feldman R.S (2011 ).Understanding Psychology, 10th edition.Delhi : Tata- McGraw Hill.

1.       CIA (Continuous Internal Assessment)

                CIA I       – Mid Semester Examination                      - Total marks 50                                                 

2. CIA II –Written Assignment                                         - Total Marks 20 

Objective: To test the understanding of basic concepts                                 

3. CIA III –Activity based Assignment                           - Total marks 20

Objective: to test the application of basic concepts in psychology.

CIA I + II + III       = 90 / 100 = 45 / 50 

Attendance                        = 5

Total                                      = 100 = 50

4.      End Semester Examination

Marks=100=50

The I semeste B.A/B.Sc students are prescribed wih the text "Raghuvamsam canto -II 

Strotra shithya 

The students will have exposure for the mahakavya style of poetry. The knowledge of Raghuvamsa which is based on Ramayana and the great poet Kalidasa.

poery Buddhacharitham III canto, up to 52 stanzas.

Level of Knowledge: Conceptual/ descriptive/ Analytical.

Raghuvamsam canto-II 75 shlokas to expose to the Mahakavyas 

Strotra sahithya 

Grammar

Grammer- Sandhis and lakaras                                                          

 Level of Knowledge:  Analytical /Conceptual

language component.

Translation from Sanskrit to english                                                     

Level of Knowledge:  Analytical/. Conceptual

Composition to write in Sanskrit                                                              

Level of Knowledge:  Analytical/. Conceptual

Comprehension in Sanskrit                                                                     

Level of Knowledge:  Analytical/. Conceptual

Raghuvamsam canto -II

 Strotra sahitya : Madhurashtaka and Geeta govinda                                    

                            M.S. Subbalakshmi , Balamurali Krishna 

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

3) Sanskrt Grammar Kannada version by Hegde. 

CIA 2 Midsemester examination

CIA 3  Wikipedia assignment

Poems of Bharatiyar and Bharatidasan and poems by women poets with feminine sensibilities  will initiate the students into the modern period with all its complexities. The short stories of Chandra with its contemporary style and texture offer  a glimpse of an amazing variety of characters going through the riddles of human existence. A new concept, Cultural Studies, will take the students beyond prescribed syllabus to include the architecture, customs, beliefs and faiths of Indian society.

To make the students experience the impact made by Bharathiyar and Bharathidasan during the 20^th century and to bring them to the realities of 21^st century. They will also learn, on their own, the significance of festivals celebrated across the country

Poems of Bharathiyar, Bharathidasan and women poets

2  Grammar as reflected in the poems

Prose including reference to contemporary literary issues

Language Skills:  Piramozhichorkal

Malliga, R et al (ed).Thamilppathirattu I.Bangalore: Prasaranga,2011

Chandra. Alagamma, published by Uyireluthu Pathippagam, Trichy, 2011

Varadarajan, Mu.  Thamil Ilakkia Varalaru . New Delhi:Sahitya Akademi, 2008

Sivathambi, Ka.Thamil Sirukathaiyin Thorramum Valarchiyum.Coimbatore: NCBH, 2009

Ragunathan,C.Bharathi: Kalamum Karuthum, Chennai:NCBH, 1971

Ramakrishnan S 100 Sirantha Sirukathaigal, Chennai: Discovery Books, 2013

Course Objectives

The objectives of this course are

 to introduce the students to look at India and the Indian subcontinent through Literature

 to inculcate literary sensibility/taste among students across curriculum

 to improve language skills – reading, writing and listening

 to enable students to grasp and appreciate the variety and abundance of Indian writing,

of which this compilation is just a passing glance.

 to actively engage with the Indian sub-continent as a cultural and social space (to be

facilitated through proactive CIAs which help students to interact and engage with the

realities they face every day and have come across in these text

 to learn and appreciate India through association of ideas in the texts and the external

contexts (Bhasha Utsav will be an intrinsic help in this endeavour)

 more aware culturally, ethically, socially and politically

 sensitive towards cultural, social, religious and ethnic diversities

 critical participants in their everyday culture

Poetry (Any 4 of these)

1. Kutti Revathi: “Stone Goddesses”

2. Sukirtharani: “Infant Language” or “I Speak up Bluntly”

3. Taslima Nasrin: “India” or “Border”

4. Lalrinmawii Khiangte: “For a Better Tomorrow”

5. Desomond Kharmawphlang: “Poems during November”

6. Keki Daruwalla: “Boat-Ride Along the Ganga”

7. Anand Mahanand: “The Day Mother Sold Her Ornaments”

8. Habib Jalib: “Dastoor” (Pakistan)

Essays (Any 4 of these)

1. Amartya Sen: “Democracy as Public Reasoning”

2. Sitakant Mahapatra: “Beyond the Ego: New Values for a Global Neighbourhood”

3. Amitav Ghosh: The Ghosts of Mrs Gandhi” or “The Diaspora in Indian Culture”

4. Rahul Dravid: Speech at Sir Donald Bradman Oration

5. Ramachandra Guha: Excerpts from “How Much Should a Person Consume?”

6. A K Ramanujan: “Telling Tales”

7. Manjushree Thapa: “Women Have No Rights”

Short Stories (Any 4 of these) 12 Hours

1. U R Ananthamurthy: “A Horse for the Sun”

2. Shama Futehally: “Photographs”

3. Dilip Purushottam Chitre: “Scorpio”

4. Sushmita Rath: “Touch”

5. Bimal Choudhury: “Riot”

6. Liaozhai: “Ruiyun, a Famous Courtesan”

7. Arun Joshi: “The Homecoming”

8. Mohsin Hamid: “Air Conditioning” (Pakistan)

9. Ashfaq Ahmed: “Mohsin Mohalla” (Pakistan)

Graphic Narrative (Any one of these)

1. Art -Durgabai Vyamand Subhash Vyam; Story- Srividya Natarajan and S Anand:

Bhimayana: Incidents in the Life of Bhimrao Ambedkar

2. Sita Sings the Blues

3. Luv and Kush (Pen Movies animated movie)

Folk art forms in India

CIA 1: Classroom assignment/test for 20 marks keeping in tune with the course objectives and

learning outcomes.

CIA 2: Mid-semester written exam for 50 marks

CIA 3: Collage, tableaus, skits, talk shows, documentaries, Quizzes or any proactive

creative assignments that might help students engage with India as a cultural space. This is to

be done keeping in tune with the course objectives and learning outcomes.

Christ University, Bengaluru

Question Paper Pattern

Mid Semester Exam: 2 Hrs

Section A: 4x5= 20

Section B: 2x15=30

Total 50

End Semester Exam: 2 hrs

Section A: 4 x 5 = 20

Section B: 2 x 15= 30

Total 50

• To expose learners to variety of texts to interact with them
• To help learners classify ideologies and be able to express the same
• To expose learners to visual texts and its reading formulas
• To help learners develop a taste to appreciate works of literature through the organization of language
• To help develop critical thinking
• To help learners appreciate literature and the language nuances that enhances its literary values

• To help learners understand the relationship between the world around them and the text/literature

·         To help improve their communication skills for larger academic purposes and vocational ppurposes

·         Develop an analytical and critical bent of mind to compare and analyze the various literature they read and discuss in class

·         Develop a more humane and service oriented approach to all forms of life around them.  

·         Rudyard Kipling – “Gunga Din”  

Ø  Skill focus

Adjectives/ adverbs

Sentence structures

Clauses

·         The Black Cat – Edgar Allan Poe

Ø  Skill focus

Verb use

Sentence structures

·         William Blake – “London”

Ø  Skill focus

Verb use advanced

Clause types

·         Santosh Desai – The death penalty as a sign of the times ©

Ø  Skill focus

Rhetorical questions

Types of sentences

·         John Donne – “Death, Be Not Proud”

Ø  Skill focus

Word use

Sentence structure

·         Monkey’s Paw – W W Jacobs

Ø  Skill focus

Direct speech

Reported speech

Para structures

·          Ruskin Bond – 'The Photograph' ©

Ø  Skill focus

Types of sentences

Cohesions

Para structure

Personal essay

·         Sylvia Plath-   ‘Surgeon at 2 AM’

Ø  Skill focus

Imagery use

Creative writing

Visual Text: The Great Indian Railways

Ø  Skill focus

Reading and appreciating visual text

CIA 2= 50 (20 MARKS ONLINE EXAM ON VOCABULARY AND GRAMMAR AND 30 MARKS WRITTEN EXAM BASED ON SYLLABUS)

CIA 3=20

ESE= 50

Course Description:

This course will build on the previous course and continue the objectives of the previous course. The completion of this course should provide sufficientground to introduce literary theory in their fourth semester and postcolonial studies in the later semesters.

Course Objectives

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

Darwin and the publication of Origin of Species, Victorian morality, utilitarianism, working class struggles, realism, naturalism, neorealism, Marxism 

Modernism, The World Wars, The Boer war, Russian revolution, Surrealism, Cubism, Expressionism

British Beat Generation, Performance Poetry, Postmodernism, Diaspora, Multiculturalism, Hybridity

Robert Browning: “Porphyria’s Lover”

Gerald Manley Hopkins: “TheWindhover”

Charles Dickens: Oliver Twist

Bernard Shaw: Pygmalion

W B Yeats: “Easter 1916”

T.S. Eliot: “The Love Song of J. Alfred Prufrock”

James Joyce: “The Dead”

Katherine Mansfield: “A Cup of Tea”

 Harold Pinter: The Birthday Party

Adrien Mitchell: “The Question”

Ted Hughes: “Hawk Roosting”

Benjamin Zephaniah: “Dis Poetry”

Neil Gaiman: Coraline

Corcoran, Neil. The Cambridge Companion to Twentieth-CenturyEnglish Poetry. Cambridge: CUP, 2007. Print

Davis, Alex, and Lee M Jenkins. The Cambridge Companion to Modernist Poetry. Cambridge: CUP, 2007. Print

Ferguson, Margaret, Mary Jo Salter and Jon Stallworthy. Eds. The Norton Anthology of Poetry. 4^th Ed. New York: WW Norton, 1996. Print

Gupta, Ambika Sen. Selected College Poems. Rpt. Hyderabad: Orient Longman,1999. Print

The Cambridge Companion to Narrative. Cambridge: CUP, 2007.Print.

John, Eileen, and Dominic McIver Lopes. Philosophy of Literature: Contemporary and Classic Readings. Oxford: Blackwell, 2004. Print

Kaplan, Fred, and Monod, Sylvere. Hard Times. New York: WW Norton, 2002. Print

Sampson, George. The Concise Cambridge History of English Literature, 3rd Ed. Cambridge: CUP, 2005. Print

 Ramarao, Vimala,. Ed. Explorations. Vol II. Bangalore: Prasaranga, Bangalore. Print

1. A class test / presentation / exhibition/ performance based on the texts prescribed

CIA III

       1. A moodle test on the play / short stories/ age

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

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

Mid Semester Examination CIA II: 2 hrs

Section A: Short Notes – 5x3 marks= 15 (5 questions out of 7)

Section B: Essay Questions – 2x10 marks = 20 (2 questions out of 3)

Section C: Long Essay Questions – 1x15 marks = 15 (1 question out of 2)

Total: 50 Marks

End Semester Examination Pattern

Section A: Short Notes – 10x3 marks = 30 (10 questions out of12)

Section B: Essay Questions – 4x10 marks = 40 (4 questions out of 6)

Section C: Long Essay Questions – 2x15 marks = 30 (2 questions out of 4)

Total: 100 Marks

Notes:

1. For all texts Norton Editions are to be treated as the official prescribed editions.
2. For critical material The Cambridge Companion Series of CUP, Case Book Series of Macmillan and Palgrave, and Norton series of WW Norton are officially prescribed.

French as second language for the UG program

1.      Festivals and rituals in France

2.      Telephone conversations- Social network- Guide and Forum of Travel

3.      People magazines and the life of celebrities.

1.      Montreal- the seasons, the weather

2.      Overseas France and the Reunion

3.      Brussels, European capital

1.      National health nutrition program and the week of taste – the typical meal and food habits in France

2.      The great designers and the high fashion- Fashion and personal Image

3.      Online shopping – Gift occasions

1.      Big stores and Purchase of current consumption- The Means of payment

2.      The great chefs and the gastronomic guides - Restaurant critics

3.      Memories of a place of life- The neo- rural

1.      The preferences of the French concerning their house

2.      The look for accommodation- Alternative and atypic housing

3.    Sharing accommodation

1.      The fountain of the fairies- Raymond RICHELOT

2.      The gallery hunting- Simon LAMBERT

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

2.      Krishnan, Chitra. De Bouche à Oreille. New Delhi : Langers International Pvt Ltd., 2009

The text book ”Samakaleen Kahaniyam is a story collection edited by Dr.Vanaja  Published by Rajpal and sons, New Delhi.  In this semester Film appreciation is also included along with Conversation Writing.

Students are exposed to the world of Hindi fiction particularly short stories. Film appreciation helps them to improve their writing and analytical skills and know more about the thematic and technical aspects of Cinema. Conversation writing will enhance their Oral,written as wellas the communication skills..

The text book “  Samakaleen Kahaniyam    ” is a story collection edited by Dr. Vanaja from contemporary writers of Hindi Literature.

• Theesari Kasam,, English-Vinglish,Dangal and Ankur.                                           ,
• Bharathiya cenema ke vikhyath kalakar,
• Satyajit Roy,Girish Kasaravalli,Dadasaheb Phalke,Shyam Benegal and Adoor Gopalakrishnan.
• Movie review.                                             

Level of knowledge: Conceptual

At least 10 exchanges each on the given context.                                                                                                                                                                               

Level of knowledge: Basic

Story Collection‘Samakaleen kahaniyam’ (Full Text) Edited By: Dr. Vanaja Published By: Rajpal and Sons Kashmiri Gate, New Delhi-6.

Level of knowledge: Analytical

1. Sugam Hindi Vyakaran By Vamshidhar Dharmpal Shastri Shiksha Bharathi, New Delhi.       
2. Saral Subodh Hindi Vyakaran, By Motilal Chaturvedi. Vinod pustak mandir, Agra-2
3. Creative writing By John Singleton
4. Adhunik Hindi Nibandh By Bhuvaneshwarichandran Saksena.

CIA-2(Mid semester examination(

CIA-3(Digital learning-Wikipedia)

End semester examination

Course Objective : The selected shortstories  of Masti,Tejaswi, Jahnavi etc., are prescribed in the semester. Jnanapeetha awardee Dr. Girish Karnad’s Play Yayathi is one of the units. To enhance the writing skills conversation writing is also included in the curriculum

Yayathi- Girish Karnad 

1.      Masti Venkatesha Iyengar- Venkatashamiya Pranaya

2.      Sediyapu Krishnabhatta- Nagarabetta

3.       K.P. Poornachandra Tejaswi- Tukkoji

4.      B.T. Jahnavi- Kalluballi

5.      Vasudhendra- Head Hunter

1.      Essay Writing

2.      Conversation Writing

3.      Kannada Journalism

2.      Masti Samagra Kathegalu

3.      Shatamanada Kannada Kavithegalu, Karnataka Sahitya Academy

4.      Samagra Kannada Sahitya Charithre, Prasaranga, Bangalore University.

5.      Adhunika Kannada Nataka: K. Marulusiddappa

CIA-1 Digital Learning - Wikipedia

CIA-2 Mid Semsester Examination

CIA-3 Digitization of Kannada Novels 

End Semester Examination

Western music that we listen to these days is beautifully made by many musicians through trial and error within a specific outline which is the Theory of Music. It is this that is the foundation of all musical pieces. As a continuation to previous semester's course, it will cover bare essentials of music theory that will help the students when they sing or play an instrument.

• The course enables the students to learn the basics of composing music

• It will help each student grow in their analytical skills of understanding music

• The course will also train them to be better performers with the theoretical knowledge that is offered

• The familiarity with the basics that will be achieved in this course is a prerequisite for understanding the law of harmony

Musical components; Vocal song’s basic form; Basic instrumental form; Form movements

Folk song; Lied, Chanson, Canzone; Opera, Music Drama; Oratorio, Cantata; Passion, Motet, Modrigal; Missa, Mass , Choral

Old Dance Music; Modern Dance Music

Symphonic poem, Overtune; Invention, Canon, Fuga; Etude. Impromptu, Fantasy; Rhapsody, Scherzo, Nocturne; Ballade, March, Carpriccio; Romance, Bagatelle

String and Wind instruments; Percussion and Keyboard instruments; Form of vocal song performance; Form of instrumental performance

Paul O. Harder, Greg A Steinke. (2006). Basic materials in music theory : (a)programmed course(11th ed). Upper Saddle River, NJ: Pearson/Prentice Hall.

Steven G. Laitz. (2003). The complete musician : an integrated approach to tonal theory, analysis and listening. New York; Oxford: Oxford University Press.

CIA 2( Mid semester exam)- 50 marks

CIA 3 - 20 marks

Total CIA - 25 marks

Attendance - 5 marks

End semester exam(2hours) - 50 marks, reduced to 25 marks

Music is an art to convey emotions through sound. Thus in music, sound becomes most important. as a continuation to the previous semester's coure, it will help students to remember the sound and teach them to convey the sound accurately. Ear training or aural skills will help students to identify basic elements of music solely by listening. Sight singing on the other hand will train the students to read and perform any piece of written music.

Review

Two-Part writing - Major

Review; Rhythm: 4:1 Subdivisions of Beat; Dots and Ties; Triplets; Pitch: Alto Clef; Minor Mode

Damschroder, David.(1995). Listen and sing : lessons in ear-training and sight-singing.New York: Schirmer Books.

Glen Ethier. (2013). Ear training & sight-singing : a developmental aural skills text. Don Mills, Ont. : Oxford University Press.

Evan Jones and Matthew Shaftel, with Juan Chattah. (2014). Aural skills in context : a comprehensive approach to sight singing, ear training, keyboard harmony, and improvisation. New York : Oxford University Press.

CIA 2( Mid semester exam)- 50 marks

CIA 3 - 20 marks

Total CIA - 25 marks

Attendance - 5 marks

End semester exam(2hours) - 50 marks, reduced to 25 marks

Major is the most important course among all music courses. This course offers one-on-one interaction between the instructor and the learner. These interactions help in determining efficiently the practical and theoretical level of learning of each student. 

By the end of the programme the student will be able :

-to identify clef and note.

-to produce musical expressions.

-to play the music piece.

This course gives 30 practical hours of one-on-one interaction and learning between the instructor and student.

End semester exam - 100 marks

Major is the most important course among all music courses. This course offers one-on-one interaction between the instructor and the learner. These interactions help in determining efficiently the practical and theoretical level of learning of each student. 

By the end of the programme the student will be able :

-to identify clef and note.

-to produce musical expressions.

-to sing with operatic style.

This course gives 30 practical hours of one-on-one interaction and learning between the instructor and student.

End semester exam - 100 marks

This course is a continuation of the first semester PSY 132. It is offered to the second semester undergraduate students of psychology. This course continues with the study of the fundamental processes underlying human behavior such as Learning, Motivation, Emotion, Intelligence, Personality and Altered States of Consciousness.

At the end of this course students will be able:

1.      To understand further the fundamental processes underlying human behavior such as learning, motivation, emotion, individual differences, intelligence, personality and states of consciousness.

2. Apply the principles of psychology in day-to-day life for a better understanding of themselves and others.

Classical conditioning-basics of conditioning, Basic processes-Extinction, Spontaneous recovery, Generalization, Discrimination, Higher order conditioning, Criticisms and significance of Classical conditioning. Operant conditioning-Thorndike’s law of effect, Basics of Operant conditioning, Reinforcement-Primary, Secondary, Positive, Negative. Punishment-pros and cons. Schedules of reinforcement. Processes-Generalization, Discrimination, Chaining. Significance of operant conditioning.

Cognitive learning: Latent learning, Observational learning, Insight learning.

Definition, Theories: Drive reduction, Cognitive theory, Arousal theory, Humanistic- Maslow’s Need hierarchy, and Self-determination theory. Types of motivation: Physiological Motivation [Hunger, Thirst, Sex, Maternal drive], Psychological motivation [Achievement, Affiliation, Power, Parenting]. Role of Intrinsic and extrinsic motivation on performance.

Definition, Nature and Purposes of emotion, Theories-James-Lange Theory, Cannon-Bard Theory, Opponent-process theory and Cognitive Theory.

Physiology of emotional expression; Body language (Emotional Expression-display rules, facial feedback hypothesis, facial-affect programme) and emotional expression; Cognition and emotional expression; Culture and emotional  expression

Definition.

Approaches – Psychodynamic, Humanistic, Dispositional (Type and Trait) and Social-Cognitive  approach

Assessment of Personality – Questionnaire, Rating Scales and Projective tests – Characteristics, Advantages and disadvantages.

Consciousness: Nature, Waking, Sleep and Daydreaming.

Biological Rhythms: Circadian, Ultradian and Intradian

Sleep – Stages , Dreams-Content, Links between dreams and waking , Culture and dreams.

Hypnosis: Meaning, Induction and Susceptibility, Hypnotic phenomena, Stages.

Meditation: Meaning, Short term and long-term effects of meditation, Transcendental meditation.

Essential Reading

1. Morgan,C.T, King,R.A., Weisz,J.R., and Schopler,J. (2004). Introduction to Psychology, 7th edition,24^th reprint.New Delhi:TataMcGraw-Hill.
2. Feldman R.S (2011 ).Understanding Psychology, 10^th edition.Delhi : Tata- McGraw Hill.

Recommended reading

1. Baron,R.A. Psychology.(1995). 3^rd edition.Delhi:Prentice Hall.
2. Munn,N.L.,Fernald,L.D., & Fernald,P.S.( 1997 ) Introduction to Psychology.Delhi: Houghton Mifflin.
3. Smith,E.E., Hoeksman,S,N.,Fredrickson,B.,Loftus,G.R.(2003) .Atkinson’s & Hilgard’s Introduction to Psychology.First Reprint.Delhi Thomson Wadsworth.
4. Weiten,W.(         ). Psychology : Themes and variations.4^th edition.Delhi: Brooks/ Cole Publishing Co.

1. CIA (Continuous Internal Assessment)

                 CIA I –Written Assignment                                                - Total Marks 20          

                 CIA II   – Mid Semester Examination                                  - Total marks 50                    

       Objective: To test the understanding of basic concepts                              

                 CIA III –Activity based Assignment                                    - Total marks 20

        Objective: to test the application of basic concepts in psychology

CIA I + II + III            = 90 / 100 = 45 / 50

Attendance                 = 5

Total                            = 100 = 50

End Semester Examination

Marks=100=50

Question paper pattern

Section A        Multiple Choice Questions                                     1 mark x 20 = 20

Section B        Brief, concepts, definitions, applications                 2 marks x 10=20

Section C        Short Answers: Conceptual/Application                 5 marks x 6 = 30

Section D        Essay Type: Descriptive/Conceptual                     15 marks x 1= 15

Section E       Compulsory: Case Study (Application)                   15 marks x 1=15

Origin and development of Prose to understand the different theories and original nature of Sanskrit literature.Mitragupta charitam of Bhasa provides an insight to the Theories. The basic grammer only rules are given for usage in composition. Language component will help for proper usage of Sanskrit language.

Origin and development of sanskrit prose and important literary works  

  Origin and development of prose and Introduction to different prose forms     

   Level of knowledge: Basic/conceptual.

Mitraguptacharitam of Banabhatta
                 

             Level of knowledge: Basic/conceptual/ Analytical

Samasa prakaranam grammatically recognize.      

    conceptual/ Analytical

Composition in sanskrit on the general topics                   

conceptual/ Analytical

Translation of unseen Sanskrit to English                         

            Conceptual/ Analytical

           Comprehension in sanskrit.                                               

conceptual/ Analytical

Essential Reading :Mitragupta charitam

            Recommended Reading : -

1. “Dashakumaracharitam" of Dandin by prof.  K.R. Ravikumar

 2 “Dashakumaracharitam" of Dandin by Dr. Pandit Shivaprasad sharma

 3. Samskruta shityaparampare by Acharya Baladeva Upadyaya translated by Ramachandra shastri.

4. Sanskrit grammar by M.R. Kale.

 4.Samskrutha sahithya parampare by Acharya baladeva upadyaya translated

   by Ramachandra shastri.

 5. Samskrutha Grammer by M.R.Kale    

CIA 2  Mid-semester examination

CIA 3  Wikipedia assignment

This paper has a few collections from the ‘Individual Poems’ of Avvaiyar and Kalamegam to show the students the ingenuity with the poets of the period mixed intelligence with creativity. The unconventional and unorthodox views of life seen through theological eyes of Siddhas are included. It also introduces the writings of the forgotten activists like Ayothidasar whose voices were muffled. Students will be exposed to the art form of theatre through self experiece using internet resources like You Tube 

The way in which the Tamil society has engaged modernity through  aesthetic experience and social consciousness is the concern of this package.

Poems of Avvaiyar, Kalamegam and Siddhas

Grammar as reflected in the poems

Prose for Social consciousness/remembering the  past

Language Skills: Thodarpizhai Neekkam

Malliga, R et al (ed).Thamilppathirattu.Vol.I Bangalore: Prasaranga,2011

 Gauthama Sanna,  Ayothidasa Pandithar  Sahitya Akademi, New Delhi, 2007

Meenakshisundaram T P,  A History of Tamil Literature, Annamalainagar, Annamalai University, 1965

Varadarajan, Mu.  Thamil Illakkia Varalaru . New Delhi:Sahitya Akademi, 2008

Gopalakrishnan.S., Pathinen Siddhar Varalaru, Chennai: Mullai Pathippagam, 2012

Stephen,G (ed). Ayothidasar Sindhanaigal, Thirunelveli: St.Xavier’s College, 1999

Theodore, Baskaran, Thamil Cinema Or Arimugam. Chennai: Kilakku Pathippagam, 2012

Pavendan, Dhiravida Cinema, Chennai: Kayal Kavin Books, 2013

This course is taught in the second year for students from different streams, namely BA, BSc and B Com. If the first year syllabus is an attempt by the Department of English, Christ University to recognize and bring together the polyphonic Indian voices in English and Indian regional literatures in translation for the Additional English students of the first year, the second year syllabus intends to take that project a little further and open up the engagement of the students to texts from across the world. The syllabus - selection of texts will concentrate on readings from South Asian, Latin American, Australian, Canadian, and Afro-American. It will voice subaltern concerns of identity, gender, race, ethnicity and problems of belongingness experienced by humanity all over the globe.

The syllabus will extend the concerns of nation and nationality and marginalization, discussed within the Indian context to a more inclusive and wider global platform. We have consciously kept out ‘mainstream’ writers and concentrated on the voices of the subalterns from across the world. There is an implicit recognition in this project that though the aspects of marginalization and the problems facing subalterns are present across cultures and nations, the experiences, expressions and reflections are specific to each race and culture. The course will address these nuances and specificities and enable our students to become more aware and sensitive to life and reality around them. This will equip the students, who are global citizens, to understand not just the Indian scenario, but also situate themselves within the wider global contexts and understand the spaces they will move into and negotiate in their future.

There is a prescribed text book Blends: Voices from Margins for the second year students, compiled by the Department of English, Christ University and intended for private circulation. 

·         more culturally, ethically, socially and politically aware citizens of the world..

·         it will enable students to become aware of the nuances of cultures, ethnicities and other diversity around them and become sensitive towards them.

Children’s Novel

Tetsuko Kuroyanagi: Tottochan: The Little Girl at the Window            

·         Liliana Heker : “The Stolen Party

·         Higuchi Ichiyo: “Separate Ways”

·         Denise Chavez: “The Sleep Walker”

·         Luisa Valenzuela: “I’m your Horse in the Night”

Poetry                                                                                                          12 Hrs

·         Silvio Curbelo: “Summer Storm”

·         Nancy Morejon: “Black Woman”

·         Ruben Dario: “To Roosevelt”

·         Mina Asadi: “A Ring to me is a Bondage”

Essay                                                                                                         9Hrs

·         Amy Tan: “Mother Tongue

·         Linda Hogan: “Waking Up the Rake”

·         Isabelle Allande: “Open Veins of Latin America”

Tottochan novella

CIA2: Mid-semester written exam for 50 works

CIA 3: This is to be a creative test/ project in small groups by students. They may do Collages, tableaus, skits, talk shows, documentaries, quizzes, presentations, debates, charts or any other creative test for 20 marks. This test should allow the students to explore their creativity and engage with the real world around them and marks can be allotted to students depending on how much they are able to link the ideas and discussions in the texts to the world around them.

Question Paper Pattern

Mid Semester Exam: 2 hrs

Section A 4x5= 20

Section B 2x15=30

Total                  50

End Semester Exam: 2 hrs

Section A 4 x 5 = 20

Section B 2x 15= 30

Total                   50

• To expose learners to variety of texts to interact with them
• To help learners classify ideologies and be able to express the same
• To expose learners to visual texts and its reading formulas
• To help learners develop a taste to appreciate works of literature through the organization of language
• To help develop critical thinking
• To help learners appreciate literature and the language nuances that enhances its literary values

• To help learners understand the relationship between the world around them and the text/literature

·         To help improve their communication skills for larger academic purposes and vocational purposes

·         To help learners to improve their oral and written skills for their respective career goals

·         To train learners to use appropriate communication skills for various official contexts

·         To train learners to enrich their vocabulary and language use to suit various needs

·         Develop an analytical and critical bent of mind to compare and analyze the various literature they read and discuss in class

·         Develop a more humane and service oriented approach to all forms of life around them. 

·         Ability to communicate effectively in speech and in writing

·         Ability to use better language to communicate effectively

1.      Graham Greene – The Case for the Defense

Report writing type 1

2.      W H Auden – The Unknown Citizen

Analytical writing style

3.      R K Narayanan – The Hungry Child

Notice

k     Mahapatra – The Election

Memo

5.      Katherine Mansfield – Garden Party

Brochures and pamphlets

6.      Fritz Karinthy- Refund

User Manual

      Sudha Murthy – Appro JRD

Minutes

8.      Lewis Carroll – Jabberwocky

Argumentative  writing style

9.      R N Tagore – The Parrot’s Training

Review

CIA 1: Classroom assignment/test for 20 marks keeping in tune with the course objectives and learning outcomes.

CIA 2: Mid-semester written exam for 50 marks.

CIA 3: Collage, tableaus, skits, talk shows, documentaries, Quizzes or any creative assignments.

Question Paper Pattern        

Mid Semester Exam: 2 Hrs

 Section A: 4x5= 20

                        Section B: 1x10=10

          Section C: 2x10=20

                        Total                  50

End Semester Exam: 2 hrs

Section A: 4 x 5 = 20

Section B: 1x10=10

Section C: 2x10=20

Total                   50

• To introduce the students to the socio-political, religious and cultural aspects of America through literary texts
• To enable students to  read texts as products of  historical, political and cultural context
• To provide insights into different styles of writing over different centuries
• To encourage clear understanding of different genres and prosody/forms/literary devices.
• To enable learners to give their perspective on the texts prescribed
• To brainstorm learners to use their knowledge of History, Psychology, Sociology, etc to read literary works

Awareness of the production, dissemination and reception of literary material in America across different eras and the contemporary debates, tensions and trends they stimulate

Description: This unit will introduce American History and literature. An outline of important events would be briefed.

• The Navajo Creation Story
• John Smith- The New Land
• Anne Bradstreet – In Honour of that Highness

Description: This unit will move further into specific texts relevant to the century and sensitize learners in that direction. 

• Doctor Richard Shuckburgh- Yankee Doodle (popular version)
• Benjamin Franklin- Rules by which a Great Empire...
• Sarah Wentworth Morton- Stanzas to a Husband Recently United

Description: This unit will provide a variety in terms of different kinds of literature that the particular century has produced and provide contexts as and when required

• James Lowell- Stanzas on Freedom
• Washington Irving- Rip Van Winkle
• Emerson- I Become a Transparent Eyeball/Brahma
• Hawthorne- Young Goodman Brown
• Martin Luther King- I have a Dream (speech)
• Longfellow- My Lost youth
• Douglas- What the Black Man Wants
• Whitman- A noiseless Patient Spider
• Dickinson- I years had been from Home
• Harriet Beecher Stowe- Excerpts- Uncle Tom’s Cabin
• Kate Chopin- Lilacs

Description: This unit will provide a variety in terms of different kinds of literature that the particular century has produced and provide contexts as and when required.

• Hemingway- The Snows of Kilimanjaro
• Frost- Meeting and Passing
• Ezra Pound- An Immorality
• Langston Hughes- Daybreak in Alabama
• Fitzgerald- The Curious Case of Benjamin Button
• Cummings- Even a Pencil has Fear to
• Ginsberg- Howl or A Supermarket in California
• Eugene O Neill- The Emperor Jones or Hairy Ape

Description: This unit will introduce war and the effect of it on the minds of American writers and the society. It will also take the learners through different styles of writing.

• Alice Walker- The Color Purple
• Sylvia Plath- Gold Mouths Cry
• William Burroughs- Naked Lunch
• James Thurber- A Couple of Hamburgers

Text compiled for internal circulation