The evaluation pattern is as follows:   

Continuous Internal Assessment or CIA constitutes a total of 50 marks. The distribution is as follows:

• CIA I is a 10 marks assignment 
• CIA II is the 2 hour long Mid semester Examination (50 marks reduced to 25 mark weightage) conducted during August/January 
• CIA III carries 10 marks and is based on an assignment that is set for the course. 
• Attendance - Attendance carries 5 marks 

End Semester Examination (ESE) is conducted at the end of the semester. This is a 3 hour long exam for a weightage of 50 marks 

The Additional English course is offered as a second language course and seeks to introduce the students to the nuances of English literature in its varied forms and genres. The students who choose Additional English are generally proficient in the English language. Hence, instead of focusing on introducing them to language, challenging texts in terms of ideas, form, and technique are chosen. Additional English as a course is designed for students in place of a regional language. Non-Resident Indians (NRIs), foreign nationals and students who have not taken Hindi, Kannada, Tamil or French at the Plus 2 or Class XII levels are eligible to choose Additional English. The course is taught for students from different streams, namely, BA, BSc, BCom, and BBA in the first year and for BA, BSc and BCom (Regular) in the second year.

The first year syllabus is an attempt by the Department of English, Christ University to recognize and bring together the polyphonic Indian and Indian sub-continental voices in English in English translation for the Additional English students of the first year. This effort aims to familiarize the students with regional literatures in translation, Indian Writing in English (IWE) and literatures from Pakistan, Nepal and Srilanka, thereby, enabling the students to learn more about Indian culture and ethos through writings from different regions of the country. We have tried to represent in some way or the other the corners of India and the Indian sub-continent in this microcosmic world of short stories, poems and essays

There is a prescribed text bookfor the first year students, compiled by the Department of English, Christ University and intended for private circulation.

The first semester has a variety of writing from India, Pakistan and Nepal. The various essays, short stories and poems deal with various socio-economic, cultural and political issues that are relevant to modern day India and the Indian sub-continent and will enable students to comprehend issues of identity-politics, caste, religion, class, and gender. All of the selections either in the manner of their writing, the themes they deal with or the ideologies that govern them are contemporary in relevance and sensibility, whether written by contemporary writers or earlier writers. An important addition to this syllabus is the preponderance of North-Eastern writing which was hitherto not well represented. Excerpts from interviews, autobiographical writings, sports and city narratives are added to this section to introduce students to the varied genres of literature.

The objectives of this course are

to expose students to the rich literary and cultural diversity of  Indian literatures

to sensitise students on the social, political, historical and cultural ethos that has shaped the nation- INDIA

to enable to grasp and appreciate the variety and abundance of Indian writing, of which this compilation is just a passing glance

to learn and appreciate India through association of ideas in the texts and the external contexts (BhashaUtsav will be an intrinsic help in this endeavour)

The students will become

sensitive to cultural, social, religious and ethnic diversities and help them engage with their peers and all around them in a more understanding and ‘educated’ manner.

it will also enable them through the activities conducted to become more proactive citizens/participants in society.

aware of the dynamics of gender, identity, communalism and politics of this vast nation through its literature.

1.      Keki N Daruwala     “Migrations”

2.      Kamala Das            “Forest Fire”

3.      Agha Shahid Ali      “Snow on the Desert”

4.      Eunice D Souza       “Marriages are Made”

1.      Rabindranath Tagore    “Babus of Nayanjore”

2.      Ruskin Bond  “He said it with Arsenic”

3.      Bhisham Sahni       “The Boss Came to Dinner”

4.      N. Kunjamohan Singh    “The Taste of Hilsa”

5.      Mohan Thakuri                “Post Script”

1.      Mahatma Gandhi       “What is True Civilization?” (Excerpts from Hind Swaraj)

2.      Ela Bhatt                    “Organising for Change”

3.      Sitakant Mahapatra     “Beyond the Ego: New Values for a Global Neighborhood

4.      B R Ambedkar             “Waiting for A Visa”

The text book copy "Reading Diversity"

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 mind the objectives and learning outcomes of the course.

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

Develop the conceptual foundations and analytical methods used in micro economics; Familiarize the students with the basics of consumer behaviour, behaviour of firms and market equilibrium; Analyse the market structures of perfect competition, oligopoly and monopolies; Introduce the game theory and welfare economics

• Understand the role of prices in allocating scarce resources in market economies and explain the consequences of government policies in the form of price controls.

• Appreciate positive as well as normative view points on concepts of market failure and the need for government intervention.

Ten principles of economics: How people make decisions, how people interact and how the economy as a whole works- Role of observations and theory in economics- Role of assumptions- Role of Economic models- Wants and resources; Problem of choice, Production Possibility Frontier; Opportunity costs.

Law of demand, Reasons for the downward slope of the demand curve. Exceptions to the law; Changes in demand; Elasticity of Demand- Degrees of price elasticity with diagrams; Factors determining price elasticity, methods of measurement. Income elasticity demand; Cross elasticity demand; Laws of supply, Changes in supply- Consumers, Producers and the Efficiency of the Markets: Consumer‟s surplus (Marshall), Producer surplus and Market efficiency- Externalities and Market inefficiency- Public goods and common resources.

Production function; Law of Variable proportions; Laws of returns, Economies of scale; Producer's Equilibrium with the help of iso-quants and iso-cost lines. Cost function - Important cost concepts. Short run and long run cost analysis (traditional theory) Modern theory of cost- Long run and short run - Revenue analysis - AR and MR.

Market structure. Perfect competition, Price and output determination. Monopoly- Price output determination, Price discrimination Monopolistic Competition. Price and Output determination. Selling costs. Product differentiation. Wastes in monopolistic competition. Oligopoly Price determination (collusive pricing, price leadership)- Features of Duopoly

Cardinal utility analysis; Consumer's surplus (Marshall), Ordinal utility analysis. Indifference curves- Properties, consumer's equilibrium, Price effect, Income Effect, and substitution effect. New Frontiers in Microeconomics: Introduction to concepts of Asymmetric Information, Political economy, Behavioral Economics.

2. Lipsey, R.G. and K.A. Chrystal (1999), Principles of Economics (IX Ed.), Oxford University Press, Oxford.

2. Pindyck and Rubinfield (2009), Micro Economics (VII edition), Pearson Education.

3. Ray,N.C.(1975), An Introduction to Micro economics, Macmillan company of India Ltd, New Delhi.

4. Samuelson, P.A. and W.D. Hague (1972), A textbook of Economic Theory, ELBS Longman group, London.

5. H.L. Ahuja, Principles ofMicroeconomics, S.Chand, New Delhi.

CIA - 2: Mid Semester Examination - 50 marks; 2 hours.

CIA - 3: 20 marks.

• To expose learners to a variety of texts to interact with
• 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 learners negotiate with content and infer meaning contextually
• To help learners understand logical sequencing of content and process information

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

·         To enable learners to learn the contextual use of words and the generic meaning

·         To enable learners to listen to audio content and infer contextual meaning

·         To enable learners to be able to speak for various purposes and occasions using context specific language and expressions

·         To enable learners to develop the ability to write for various purposes using suitable and precise language.

·         Understand how to engage with texts from various countries, historical, cultural specificities and politics

·         Understand and develop the ability to reflect upon and comment on texts with various themes

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

·         Develop the ability to communicate both orally and in writing for various purposes

Common errors- subject-verb agreement, punctuation, tense errors 

1. Why We Travel-Pico Iyer

2. What Solo Travel Has Taught Me About the World – and Myself -ShivyaNath- Blogpost

sentence fragments, dangling modifiers, faulty parallelism,

1. Thinking Like a Mountain

By Aldo Leopold

2. Short Text: On Cutting a Tree

By Gieve Patel

Note taking

1. Violence in the name of God is Violence against God

By Rev Dr Tveit

2. Poem: Holy Willie's Prayer

By Robert Burns

Paragraph writing

1. The Story of B24

By Sir Arthur Conan Doyle

 2. Short Text: Aarushi Murder case 

Newspaper report

1.Long text:My Story- Nicole DeFreece

2. short text: Why You Should Never Aim for Six Packs

Essay writing

1.Long Text: Sir Ranjth Singh- Essay by SouravGanguly

2. Short text: Casey at the Bat-  Ernest Lawrence Thayer

Paraphrasing and interpretation skills

Visual Text: Before the Flood

CIA 2=50 

CIA 3= 20 

ESE= 50 marks online and 50 marks written exam

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 “Samakaleen Hindi Kavitha” edited by Dr.N Mohanan is an anthology of contemporary Hindi Poems written by representative poets of Hindi Literature. From the medieval poetry ' Kabir Ke Dohe and Sur ke pad 'is also included.  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.

Course Objectves:

• to impart the knowledge of poetics
• to acquire translation skills
• to expose students to veriety of texts to interact with them
• to help students develop a taste to appreciate works of literature through the organisation of language
• to help students understand the relationship between the world around them and the text
• to improve their oral and written skills
• to expose them to the world of music

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.

’  Samakaleen Hindi Kavitha (Collection ofcontemporary Poems)  Edited By: Mahendra Kulashreshta Rajpal and Son’s, New Delhi

Level of knowledge: Analytical

Translation-Practice                English to Hindi and vice- versa.

Ramleela,Krishnaleela,Yakshagaana,kathakali.

Utbhav,Vikas aur paramparaein

Pramukh Sangeethkar-1.Bhimsen Joshi 2.Gulam Ali 3.Pandit Ravishankar 4. Bismillah Khan.

1. 'Samakaleen Hindi Kavitha’ (Collection of Poems) Edited By: Dr.N Mohanan,  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 examination)-50 marks

CIA-3(Digital learning-article creation in Hindi Wikipedia)-20 marks

End sem examination-50 marks

Course Description

Select Old Kannada, Medieval Kannada and Modern Kannada Literatures are  introduced for I Semester BA/ BSc. courses in the syllabus. This will enrich the  Language and Communication  skills, Critical and analytical thinking of the students. this will help them to enhance their social sensitivity.  

Course Objectives

• To expose learners to variety of texts to interact with them
• To help learners develop a taste to appreciate works of Literature through the organization of Language
• To help learners understand the relationship between the world around them and the text
• To help lerarners to improve their oral and written skills for their respective career goals
• To help improve their communiction skills for larger academic purposes and vocational purposes

•  Develop an analytical and critical bent of mind to compare and analize the various literature they read and discuss  in class
  
• Develop a more humane and service orented aproach 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. Poetry (Old Kannada literature)

1 Pampa-Bharata Bahubali Prasamga

2. Janna- Chitramapatre Ramate Naari

3. Raghavanka- Purada Punyam Purusha Roopinde Pogutide

2. Vachanas & Keerthanas (Medieval Kannada Literature)

          1. Devaradasimayya 2. Basavanna 3. Akkamahadevei

          4. Allamaprabhu 5. Urilingapeddi 6. Purandara Dasa

          7. Kanakadasa 8. Vadiraja  

  3. Modern Kannada Poetry

        1. B.M.Shree- Kaarihrggadeya Magalu

        2.  Bendre- Hakki Haarutide Nodidira

        3. Gopala Krishna Adiga- Neharu Nivruttaraguvudill

        4. G.S Shivarudrappa – Mumbai Jaataka

        5. T Yellappa- Avaru Mattu Naavu

       6. Muktayakka- Mooru Mukhagalu

1. Ramana Savaari Santege Hodaddu- K Sadashiva

       2. Chappaligalu- Sara Abubakkar

       3. Aeroplane mattu Chitte- K.P. Poornachandra Tejaswi

       4. Gilikathe: Ravindranatha Tagore (Translated by   S.G. Kulakarni)

     1.  A- H, L-l, N-n, Hrasva- Deerga, Ottakshara, Joining of words

     2. Report Writing

     3. Folk Art forms of Karnataka

       1. Adipurana- Pampa

       2. Yashodhara Charite- Janna

       3. Harishchandra Kavya- Raghavanka

       4. Shree Sahitya- B M Shreekantaiah

2. Vachana Chandrike- L Basavaraju

3. Purandara Sahitya Darshana- S K Ramachandra Rao

CIA-1 Digital Learning - Wikipedia- 20 Marks

CIA-2 Mid Semsester Examination- 50 Marks

CIA-3 Digitization of Kannada Books - 20 Marks

End Semester Examination- 50 Marks

This course is an introduction to the study of basic psychological processes offered to the first-semester undergraduate students of psychology. It is an introductory paper that gives an understanding about the field of psychology, scope, and the multiple perspectives and disciplines that provide a holistic picture of human behaviour. Students will learn the key concepts, classic examples, and modern and practical applications of fundamental psychological theories, methods, and tools. Emphasis is on the basic psychological processes of personality, learning, consciousness, motivation and emotion. This course allows them to learn the basics and demonstrate the skills that a student needs to move on to the more specific and in-depth psychology courses that follow. This course will help the learner to learn about

• The world of Psychology with a brief historical sketch of the science of psychology, multiple perspectives and recent trends in the field.
• The fundamental processes underlying human behaviour such as learning, motivation, emotion, personality and states of consciousness
• Ethics in studying human behaviour and using them in academic assignments. Students will have an opportunity to develop skills such as writing, making presentations and using technology for academic purposes and teamwork.

• Explain psychological concepts, including fundamental concepts, principles, theoretical perspectives, overarching themes, and arguments from across a range of psychology content domains like learning, personality, motivation, emotion and consciousness to various situations and contexts.
• Critically evaluate the different schools of thought in psychology
•  Analyse methods of scientific inquiry, evidence-based thinking, and critical thinking skills to psychological phenomena and examples of psychological science
• Write assignments and make presentations demonstrating basic knowledge of APA (American Psychological Association) style.

In this unit, we will examine the history of Western psychological theorizing from its beginnings in ancient Greece, through to the schools and perspectives of psychology including Structuralism, Functionalism, Psychodynamic, Biological, Behavioristic, Gestalt, Cognitive, Cross-cultural, Humanistic and Evolutionary. The aim is both to build a familiarity with psychology’s intellectual origins and to foster an awareness of its many false steps, dead-ends, and alternative pathways to gain a better appreciation of the social, cultural, and, above all, psychological influences on the theorizing of psychologists. Students will be able to define psychology and understand what psychologists do and identify the major fields of study and theoretical perspectives within psychology and know their similarities and differences. In the end, students will gain a better appreciation of why contemporary psychology takes the shape it does.

2. Describe the evolution of psychology and the major pioneers in the field
3. Identify the various approaches, fields, and subfields of psychology along with their major concepts and important figures
4. Describe the value of psychology and possible careers paths for those who study psychology

This unit introduces students to the principles of learning and how those principles can be used to modify human behaviour. Explain the behavioural perspective of psychology and relate classical and operant conditioning concepts to student-generated scenarios. The course emphasises the application of learning theories and principles. Topics include reinforcement, extinction, punishment, schedules of reinforcement, stimulus discrimination, prompting and fading, stimulus-response chaining, generalisation, modelling, rule-governed behaviour, problem-solving, latent learning, observational learning, insight learning, concept learning, general case instruction, and stimulus equivalence. 

Laboratory Demonstration: Trial and Error learning, Habit Interference, Maze Learning 

This unit is an introduction to the psychological study of human personality, broadly speaking and more specifically in terms of how we may understand individual differences in personality and the personalities of individual persons. Personality psychologists use empirical methods of behavioural and clinical science to understand people in biological, social, and cultural contexts. Students will learn the strengths and weaknesses of the major personality theories, as well as how to assess, research and apply these theories. As much as possible, application to real-life situations will be discussed.

1. Identify the various perspectives that are common in the area of personality psychology and critically evaluate each in terms of its explanatory and predictive power.
2. Theories and perspectives of personality development: psychoanalytic, humanistic, trait, and social-cognitive.
3. Understand classic and current empirical measurement tools and approaches to investigation for personality assessment in psychological and clinical science
4. To develop an understanding of the concept of individual differences with the goal to promote self-reflection and understanding of self and others.

 Laboratory Demonstration: Sentence completion test, NEO-PI, Type A/B

Describe different states of consciousness and how these can vary across different situations (i.e., higher-level consciousness, lower-level consciousness, altered state of consciousness, and no consciousness). Topics including sleep, meditation, dreams, jet-lang and drug abuse will be discussed to illustrate the states of consciousness. Outline the different parts of sleep. Apply and evaluate strategies for getting a better night’s sleep.

1. Describe consciousness and biological rhythms
2. Describe what happens to the brain and body during sleep
3. Explain how drugs affect consciousness

The unit will explain how behaviour is energised and directed by the complex mixture of motives and emotions and describe the various theories that have been developed to explain motivation and emotion.

1. Explain motivation, how it is influenced, and major theories about motivation
2. Describe hunger and eating in relation to motivation, obesity, anorexia, and bulimia
3. Describe sexual behaviour and research about sexuality
4. Explain theories of emotion and how we express and recognise emotion

Laboratory Demonstration: Level of motivation, Achievement motivation, 

Gazzaniga, Heatherton, Halpern (2015). Psychological Science, 5th Edition, Norton.

Feldman.S.R.(2009).Essentials of understanding psychology ( 7th Ed.) New Delhi : Tata Mc Graw Hill.

Baron, R.A and Misra, G. (2014). Psychology (Indian Subcontinent Edition).Pearson Education Ltd.

 CIA I –Written Assignment /Individual Assignment  - Total Marks 20     

 CIA II – Mid Semester Examination                        - Total marks 50                          

 CIA III –Activity-based Assignment                        - Total marks 20

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

  Attendance                                                            = 5 marks 

 Total                                                                      = 100 = 50 

End Semester Examination : Total Marks=100=50

Question paper pattern

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

 Section B         Short Answers: Conceptual/Application                5 marks x 4   = 20

 Section C        Essay Type: Descriptive/Conceptual                       15 marks x 3 = 45

 Section D        Compulsory: Case Study (Application)                    15 X 1           = 15

The I semeste B.A/B.Sc students are prescribed wih the text " Ruthusamharam"

Strotra shithya 

The students will have exposure for the  style of poetry. Ruthusamhara is the work based on the nature which makes the students to understand about changes in nature

poery Buddhacharitham III canto, up to 52 stanzas.

Level of Knowledge: Conceptual/ descriptive/ Analytical.

Ruthusamharam

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

Ruthusamharam

 Strotra sahitya : Madhurashtaka and Geeta govinda                                    

                            M.S. Subbalakshmi , Balamurali Krishna 

2) Ruthusamharam- Dr. K . Narayanabhatta

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

4) Sanskrt Grammar Kannada version by Hegde. 

CIA 2 Midsemester examination   Evaluated for 50 marks

CIA 3  Wikipedia assignment   Evaluated for 20 marks

          End semester   Evaluated for 50 marks

Course Description: The two papers offered during the first and the second semesters of the BA program will introduce students to Sociology as a social science distinct in its approach. It will also encourage the students to inculcate the Sociological perspective even as they are introduced to the subject matter and the methods of study adopted by the discipline. During the first semester students will be introduced to the origins of Sociology, its founding fathers and the theoretical perspectives.

Course Objectives:

• To develop sociological imagination that will help students to rethink how social systems operate through individuals

• To gain a comprehensive understanding of some of the major topics studied by sociologists

By the end of this course, the student will be able to:

• Define and use a range of key sociological concepts

• Demonstrate an understanding of  the emergence of the academic discipline of sociology

• Apply sociological perspectives to the social world around them

• Identify and differentiate between major theoretical perspectives and micro perspectives

• Critique the nature of Social institutions that shape social structure

1. Sociological perspective

2. Theoretical orientations

a. Structural Functionalist perspective

b. Conflict perspective

c. Micro perspectives

1.       Community, Association and Institution  

2.       Status and role

3.       Power and authority

4.       Groups : Primary, Secondary

1. Components of culture

a. Values

b. Norms

c. Beliefs

2. Culture shock, ethnocentrism and xenophobia

3. Culture and change

4. Agents of Socialization

1. Family

2. Education

3. Religion

1. Economy

2. Politics

3. Law

Haralambos, M. & R.M.Heald. (2006). Sociology: Themes and Perspective. London: Harper Collins.

Henslin, J. (2009). Sociology: A Down to Earth Approach. (10thed.).USA: Pearson.

Jayaram, N. (1988). Introductory Sociology. Madras: MacMillan.

Macionis, J.  (1996). Sociology. New Jersey: Prentice Hall.

Miner, H. (1956). Body ritual among the Nacirema. American Anthropologist, 1956, 58(3), 503-507

Berger, P. (1966). An Invitation to Sociology – A Humanist Perspective. Harmondsworth: Penguin.

Mills, C W. (1967). The Sociological Imagination. Harmondsworth: Penguin.

Nisbet, R. (1967). The Sociological Tradition. London: Heinemann.

Williams, R. (1976). Key words. London: Fontana Publications.

§  CIA I is a 10 marks assignment and involves the adoption of any one or two of the following methods: written Assignment, Book/Article review, group presentations, symposium, group task, Individual seminars, Quiz, and class test.

§  CIA II is the 2 hour long 25 mark Mid semester Examination (50 marks reduced to 25 mark weightage) conducted during August/January 

The pattern for the exam is as follows:

Section A: Attempt any 3 questions out of the 5/6 options given. Each question carries 5 marks

Section B: Attempt any 2 questions out of the 3 options given. Each question carries 10 marks

Section C: This section has 1 compulsory question that carries 15 marks

§  CIA III carries 10 marks and is based on an assignment that is set for the course. 

§  Attendance - Attendance carries 5 marks 

·  End Semester Examination (ESE) is conducted at the end of the semester. This is a 3 hour long exam for a weightage of 50 marks

                      The pattern for the exam is given below:

Section A: Attempt any 6 questions out of the 9 options given. Each question carries 5 marks

Section B: Attempt any 4 questions out of the 6 options given. Each question carries 10 marks

                         Section C: Attempt any 2 questions out of the 3 options given. Each question carries 15 marks

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 by Ambai offers a matured vision of life through a varied characters and situatins. A new concept, Cultural Studies, will take the students beyond prescribed syllabus to include music, theatre, painting and films out of whcih the art form of music is taken up for the first semester.

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, about the nuances of music and a unique aesthetic experience it offers 

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

     ‘Oru Karuppuchilanthiyudan Or Iravu’ by Ambai,

      published by Kalachuvadu Publications, Nagercoil, 2014

 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

The second semester has a variety of writing from India, Pakistan and Srilanka. The various essays, short stories and poems deal with various socio-economic, cultural and political issues that are relevant to modern day India and the Indian sub-continent and will enable students to comprehend issues of identity-politics, caste, religion, class, and gender. All of the selections either in the manner of their writing, the themes they deal with or the ideologies that govern them are contemporary in relevance and sensibility, whether written by contemporary writers or earlier writers. Excerpts from interviews, autobiographical writings, sports and city narratives are added to this section to introduce students to the varied genres of literature.

The objectives of this course are

to expose students to the rich literary and cultural diversity of  Indian literatures

to sensitise students on the social, political, historical and cultural ethos that has shaped the nation- INDIA

to enable to grasp and appreciate the variety and abundance of Indian writing, of which this compilation is just a passing glance

to learn and appreciate India through association of ideas in the texts and the external contexts (BhashaUtsav will be an intrinsic help in this endeavour)

more aware culturally, ethically, socially and politically as citizens

the course will sensitize students towards cultural, social, religious and ethnic diversities and help them engage with their peers and all around them in a more understanding and ‘educated’ manner.

it will also enable them through the activities conducted to become more proactive citizens/participants in society.

aware of the dynamics of gender, identity, communalism and politics of this vast nation through its literature.

1.      Jayanta Mahapatra    “Grandfather”

2.      Meena Alexander    “Rites of Sense”

3.      K.Satchidanandan      “Cactus”

4.      Jean Arasanayagam   “Nallur”

1.      Temsula Ao             “The Journey”

2.      A. K Ramanujan       “Annaya’s Anthropology”

3.      Sundara Ramswamy   “Waves”

4.      Ashfaq Ahmed            “Mohsin Mohalla”

5.      T.S Pillai                      “In the Floods”

1.      Salman Rushdie        “Gandhi Now”

2.      Amartya Sen             “Sharing the World”

3.      Suketu Mehta            “Country of the No”

4.      Rahul Bhattacharya     “Pundits From Pakistan” (An Excerpt)

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.

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: 5 x 5 = 25

Section B: 5 x 15= 75

Total                   100

It aims at providing a systematic introduction to mainstream approaches to the study of macroeconomics in the current century. It has been designed in such a way that it stimulates awareness on macroeconomic challenges and policy management in progressive nations. It also aims at developing the ability for objective reasoning about macroeconomic issues.

• It provides the student a strong foundation in macroeconomics and helps in understanding the policy implications in emerging economies.

• It helps in understanding the contribution of various macroeconomic schools and in evaluating their policy prescriptions.

• It enables the student to evaluate the pros and cons of different macroeconomic policies in real situations.

Economy’s Income and Expenditure: Measurement of GDP, components of GDP, real versus nominal GDP, the GDP Deflator. The Consumer Price Index: calculation of CPI, GDP deflator versus the CPI, correcting the economic variables for the effects of inflation, real versus nominal interest rates

Saving and Investment in the National Income Accounts. The Market for Loanable Funds; Policy changes and impact on the market for loanable funds. Meaning and functions of Money. Banks and Money supply; Money creation with 100 per cent Reserve Banking and Fractional Reserve Banking. Central Bank tools of Monetary Control. Classical Theory of Inflation; Classical Dichotomy and Monetary Neutrality. Velocity and Quantity Equation; Fisher Effect. Costs of Inflation.

Three key facts about economic fluctuations. Short run Economic Fluctuations: Aggregate Demand Curve, Aggregate Supply Curve and the two causes of economic fluctuations. Monetary Policy influence on Aggregate Demand. The Theory of Liquidity Preference. Fiscal Policy influence Aggregate Demand: The Multiplier Effect and Crowding – out Effect.  Stabilisation Policy and Active versus Automatic Stabilisers.

Philips Curve and shifts in Philips Curve: The Role of Expectations, shifts in Philips Curve and the Role of Supply Shocks. The Cost of reducing Inflation. Rational Expectations and the possibility of costless disinflation.

Monetary and Fiscal Policy – pros and cons. Handling Recession: higher spending versus tax cuts. Monetary Policy: rule versus discretion; Central Bank: zero inflation. Balanced Budget debate. Tax Law reformation for savings debate.

1. Mankiw, Gregory N (2012). Principles of Macroeconomics, 6th Edition, Cengage Learning India.

1. Sloman, John, (2006). Economics, 6th Ed., Pearson Education.
2. Ackley,  G.  (1976). Macroeconomics, Theory  and  Policy, Macmillan Publishing Company, New York.
3. Day.A.C.L.(1960). Outline of Monetary Economics, Oxford University Press, New Delhi.
4. Heijdra,B.J. and F.V.Ploeg (2001). Foundations of Modern Macro economics, Oxford University Press, Oxford.
5. Lewis, M.K. and P.D. Mizan (2000). Monetary Economics, Oxford University Press, New Delhi.
6. Shapiro, E. (1996). Macro economics Analysis, Galgotia Publications, NewDelhi.
7. Dillard, D.(1960), The Economics of John Maynard Keynes, Crossby Lockwood and Sons, London.
8. Hanson, A.H. (1963). A Guide to Keynes, McGraw Hill, New York.
9. Keynes, J.M. (1936). The General Theory of Employment, Interest and Money, Macmillan, London.
10. Farmer, Roger.(2001). Macro economics, II Edition. ISBN.
11. Stanley Fischer and Rudiger Dornbusch. Macro Economics, London. MacGraw-Hill.

CIA II : 50 Marks (Mid Semester Examination).  Time: 2 Hours

CIA III : 20 Marks

ESE      : 100 Marks (End Semester Examination).  Time: 3 Hours

• To expose learners to a variety of texts to interact with
• 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 learners negotiate with content and infer meaning contextually
• To help learners understand logical sequencing of content and process information

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

·         To enable learners to learn the contextual use of words and the generic meaning

·         To enable learners to listen to audio content and infer contextual meaning

·         To enable learners to be able to speak for various purposes and occasions using context specific language and expressions

·         To enable learners to develop the ability to write for various purposes using suitable and precise language.

·         Understand and develop the ability to reflect upon and comment on texts with various themes

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

·         Develop the ability to communicate both orally and in writing for various purposes

Presentation skills

1.  Long text:    Witches’ Loaves

O Henry

2.   Short text:  Portion size is the trick!!!

By Ranjani Raman

1.Long text: In the Height of Fashion-Henry Lawson

2. short text: Crazy for Fashion- BabatundeAremu

Report writing

Group Discussion

1.    long text:  Bharat Bhavan

By Charles Correa

2.   Short text:  The Plain Sense of Things

By Wallace Stevens

Interview skills and CV writing

1.Long Text: The Amazing Dabbawalas of Mumbai- ShivaniPandita

2. Short Text:

If

By Rudyard Kupling

1.    Long tet: Whose Ambedkar is he anyway?

           By KanchaIlaiah

2. Short text: Dhauli

By JayantaMahapatra

Developing arguments- debating

1.    Long text: An Occurrence at Owl Creek Bridge

By Ambrose Bierce

2.     Short text: Strange meeting

By Wilfred Owen

Letter writing and email writing

1.Long text: Facebook and the Epiphanator: An

End to Endings?

            By Paul Ford

2. Short text:  'Truth in the time of Social Media' by Girish Balachandran

Ethics of writing on social media platforms

BBC Documentary- Dabbawalas

MSE-50

CIA3- 20

ESE- 50 online and 50 written

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,bagban 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

CIA-2(Mid semester examination(

CIA-3(Digital learning-Wikipedia)

End semester examination

Course Description  : The course is taught in the Second Semester for BA/B.Sc. students. The selected Essays  of  Nagesh Hegade G.Sham Paramashivaiah Ashish Nandi and Yeshwanth Donge are prescribed in the semester.The syllabus will extend the concerns of  Environment, Current Marketing trend,  Folk belifes and  social justice.  students will be introduced to the basic concepts of theatre arts.  Students will use various creative drama techniques to build confidence and trust, stimulate imagination, movement, and role-play.  Through theatre games and activities students will learn to lose inhibitions and will gain trust in themselves as well as others in their groups.

Course Objective: Students in Drama and Theatre Arts will acquire and develop various fundamental performance and production skills sufficient to prepare them for employment or graduate study in the theatre and  students will learn to deliver audience-appropriate theatrical presentations.

: Amrapali- Dr. Prabhushankara.

1.     

1.      Pashimaghattagala Patana- Nagesh Hegde

2.      Janapada Kathe- G.S. Paramashiviah

3.      Coco cola – Ashish Nandi

4.      Online Marukatteya Kasta sukha – Yashvanth Donge

1. Essay Writing
2. Conversation Writing
3. Report Writing
4. Letter Writing

1.      Drama: Amrapali- Dr. Prabhushankara

Publishers: DVK Murthy

Krishnamurthy puram

Mysore -04

• Samagra Kannada Sahitya Charithre, Prasaranga, Bangalore University.
• Adhunika Kannada Nataka- K. Marulasiddappa  

CIA-1 Digital Learning - Wikipedia - 20 Marks

CIA-2 Mid Semsester Examination- 50 Marks

CIA-3 Digitization of Kannada Novels - 20 Marks

End Semester Examination- 50 Marks

This course is conceptualised to help students understand basic biological and cognitive processes as they affect the individual. The course introduces students about different cognitive concepts such as perception, memory, attention, intelligence, language and thought in the various manifestations of the study of mind and behaviour. It introduces the basic framework on how psychologists scientifically study and understand the human brain and cognitive process through various quantitative and qualitative methods of inquiry. The course also takes through the various applications on how human mind works in different situations and in our everyday life such as the applications of human memory in the use of Artificial Intelligence (AI) and modern machines. Students will have the opportunity to examine these concepts from multiple psychological perspectives and to reflect upon the applicability of these concepts. This course will help the learner learn about

1. How people perceive, learn, represent, remember and use information.
2. To develop an understanding of the influence of behaviour, cognition, and the environment on bodily system and behaviour.
3. To appreciate the use of various models, theories and methods in understanding biological and cognitive processes.

1. Define the basic biological and the cognitive process that influence behaviour
2. Explain how the influence of behaviour, cognition, and the environment affects bodily system and behaviour.
3. Compare and contrast various models, theories and methods in understanding biological and cognitive processes.
4. Apply these concepts to explain everyday life events and situation.

Explain the biological perspective of psychology as it applies to the role of the nervous system and endocrine system in regard to behaviour and mental processes. Identify and describe the important structures of these systems. It is an introductory survey of the relationship between human behaviour and brain function.

1. The interaction between biological factors and experience
2. Methods and issues related to biological advances
3. To develop an understanding of the influence of behaviour, cognition, and the environment on bodily system.
4. To develop an appreciation of the neurobiological basis of psychological function and dysfunction.

Laboratory Demonstration: Biofeedback/ EEG/ Eye tracking

An introduction to the study of the human senses and perceptual processes. We will trace what happens to the physical stimulus as our sensory systems analyze it to produce complicated perceptions of the world around us. We will explore the fact that many complex perceptual phenomena draw upon explanations at the physiological, psychological, and cognitive levels. Topics on sensory perception in non-human animals may also be covered. Data gathered from psychophysical research and studies of both humans, and other animals will be discussed. The unit will review the mechanisms and principles of operation of vision, hearing, touch, taste and smell.

1. Differentiate between sensation and perception
2. Explain the process of vision and how people see colour and depth
3. Explain the basics of hearing, taste, smell, touch, pain, and the vestibular sense
4. Define perception and give examples of gestalt principles and multimodal perception

 Laboratory Demonstration: Illusion experiment, Depth Perception, Colour Blindness test, Dexterity test 

The unit is designed to provide a comprehensive account of modern experimental and theoretical approaches to the study of human memory. The course integrates experimental findings with neuropsychological and neurophysiological data and illustrates how basic concepts can illuminate phenomena such as organic and functional amnesia, childhood memory, and everyday forgetting.

1. Describe and differentiate the various types of learning and memory and the brain regions that underlie these different processes.
2. Evaluate their understanding of course materials through tests and assignments
3. Discuss empirical research in the field of memory.
4. Evaluate their own learning and understand how to improve their learning and memory in different settings.

Laboratory Demonstration: Digit Span, Memory Drum

The unit will help the student explain how psychologists approach the study of intelligence, how intelligence is defined and measured, the problems associated with measurement and how heredity and environment affects intelligence.

1. The measurement and assessment of intelligence.
2. Biological and environmental influences on intelligence.
3. Concepts and nature of Individual differences
4. Describe intelligence theories and intelligence testing

Laboratory Demonstration: Ravens Test for Intelligence, Creativity

The unit introduces the basic cognitive perspective of psychology and describes key aspects that represent cognition. Contemporary theory and research are surveyed in such areas as attention, pattern and object recognition, knowledge representation, language acquisition and use, reasoning, decision making, problem-solving, and creativity. Applications in artificial intelligence and human/technology interaction are also considered. Students will learn to apply and evaluate the different problem-solving strategies, and different types of psychological assessments study cognitive process. They will be able to outline the strengths and limitations of each concept.

1. Define cognition and explain the role of concept formation, problem-solving, reasoning
2. Describe the role language plays in communication and thought
3. Human Information Processing and Artifical Intelligence

Laboratory Demonstration: Concept formation, Creativity,

Gazzaniga, Heatherton, Halpern (2015). Psychological Science, 5th Edition, Norton.

Feldman.S.R.(2009).Essentials of understanding psychology ( 7th Ed.) New Delhi : Tata Mc Graw Hill.

Baron, R.A and Misra, G. (2014). Psychology (Indian Subcontinent Edition).Pearson Education Ltd.

 CIA I –Written Assignment /Individual Assignment  - Total Marks 20     

 CIA II – Mid Semester Examination                        - Total marks 50                          

 CIA III –Activity-based Assignment                        - Total marks 20

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

  Attendance                                                            = 5 marks 

 Total                                                                      = 100 = 50 

End Semester Examination : Total Marks=100=50

Question paper pattern

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

 Section B         Short Answers: Conceptual/Application                5 marks x 4   = 20

 Section C        Essay Type: Descriptive/Conceptual                       15 marks x 3 = 45

 Section D        Compulsory: Case Study (Application)                    15 X 1           = 15

Origin and development of Prose to understand the different theories and original nature of Sanskrit literature.Mithralabha from Hithopadesha of Narayana panditha

To develop moral and ethics in the mind of the students

Origin and development of sanskrit prose and important literary works  

Appreciate the works in Sanskrit .  The study will have impact on the students.

  Origin and development of prose and Introduction to different prose forms     

   Level of knowledge: Basic/conceptual.

Mithralabha from Hitopadesha of Narayanapanditha

             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 :Mithralabha from Hithopadesha of Naraya Panditha

Visual Text : Shankaracharya

            Recommended Reading : -

1. "Mithralabha from Hitopadesha" of Narayana Panditha - Srivishwanathasharmana

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

3. Sanskrit grammar by M.R. Kale.

4.Samskrutha sahithya parampare by Acharya baladeva upadyaya translatedby Ramachandra shastri.

5. Sanskrit grammar by M.R. Kale

CIA 2  Mid-semester examination   Evaluated for 50 marks

CIA 3  Wikipedia assignment     Evaluated for 20 marks

           End semester evaluated for 50 Marks

Course Description: This course introduces the students to the premise of social inequality and forms of stratification and social change. The students will be encouraged to use the sociological imagination that they have developed during the previous semester to comprehend these different aspects of their social reality. The students are also introduced to Conformity and Deviance, Social Demography, Urbanization and Social Change.

Course Objectives:

• To have an enhanced vision of the significance of sociological perspective and the difference it makes in our understanding of society
• Identify and discuss specific areas of study within Sociology

By the end of this course, the students will be able to:

• Critically review different perspectives that help us understand social processes and social structures ad the changes therein
• Apply the knowledge gained from social theories to analyze systems of social stratification
• Analyse the demographic processes that impact society

1.      Basis of social stratification

2.      Social Mobility

3.      Forms of social stratification:

a.      Sex and gender

b.      Race and ethnicity

c.       Caste

d.      Class

1.      Introduction to Conformity and Deviance

2.      Theories of Deviance

a.      Structural Functionalist Perspective

b.      Conflict Perspective

c.       Symbolic Interactionist Perspective

1.      Population: Size, structure and composition

2.      Demographic Theories: Malthus, Demographic Transition

3.      Demographic processes:

a.      Fertility

b.      Mortality

c.       Migration

4.      Urbanization

1.      Concepts of Social Change

2.      Theories of social change

3.      Types and causes

Essential Readings:

Bhende, A. & Kanitkar, T. (2000). Principles of Population Studies.(9^th ed.) Mumbai: Himalaya Publishing House.

Fulcher, J. & J Scott. (2007). Sociology. (3^rded). OUP.

Haralambos, M. & R.M.Heald. ( 2006). Sociology: Themes and Perspective. London: Harper Collins.

Henslin, J. (2009). Sociology: A Down to Earth Approach.(10^thed.). USA:Pearson.

Macionis, J. (2012). Sociology. Pearson Education.

Premi. (1983). Social Demography. Delhi: South Asia Books.

Visual Texts:

India Untouched: Stories of a People Apart (2007)

A Man Called "Bee": Studying the Yanomamo (1975)

Recommended Readings:

Bauman, Z. (1990). Thinking Sociologically. London: Blackwell

Berger, P. (1966). An Invitation to Sociology – A Humanist Perspective. Harmondsworth: Penguin.

Mills, C W. (1967). The Sociological Imagination. Harmondsworth: Penguin.

Nisbet, R. (1967). The Sociological Tradition. London: Heinemann.

Williams, R. (1976). Key words. London: Fontana Publications.

§  CIA I is a 10 marks assignment and involves the adoption of any one or two of the following methods: written Assignment, Book/Article review, group presentations, symposium, group task, Individual seminars, Quiz, and class test.

§  CIA II is the 2 hour long 25 mark Mid semester Examination (50 marks reduced to 25 mark weightage) conducted during August/January 

The pattern for the exam is as follows:

Section A: Attempt any 3 questions out of the 5/6 options given. Each question carries 5 marks

Section B: Attempt any 2 questions out of the 3 options given. Each question carries 10 marks

Section C: This section has 1 compulsory question that carries 15 marks

§  CIA III carries 10 marks and is based on an assignment that is set for the course. 

§  Attendance - Attendance carries 5 marks 

·  End Semester Examination (ESE) is conducted at the end of the semester. This is a 3 hour long exam for a weightage of 50 marks

                      The pattern for the exam is given below:

Section A: Attempt any 6 questions out of the 9 options given. Each question carries 5 marks

Section B: Attempt any 4 questions out of the 6 options given. Each question carries 10 marks

                        Section C: Attempt any 2 questions out of the 3 options given. Each question carries 15 marks

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 mixing  intelligence with creativity. The unconventional and unorthodox views of life seen through theological eyes of Siddhas are included. It also introduces the power of oral tradition through a collection of interviews recorded and transcribed. These voices are from the marginalized communities which had no opportunity to voice out their pains and sorrows.. 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

 'Vai mozhi varalaru’ Ed: Vi.Arasu and Ki. ParthibhaRaja,Thannanaane Publications, Chennai, 2001

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

Course Description

This course is taught in the second year for students from different streams, namely BA, BSc

and BCom. 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.

Course Objectives

The course objectives are

 to enable students to look at different cultures through Literature

 to help students develop an understanding of subaltern realities and identity politics

 to inculcate literary sensibility/taste among students across disciplines

 to improve language skills –speaking, reading, writing and listening

 to equip the students with tools for developing lateral thinking

 to equip students with critical reading and thinking habits

 to reiterate the study skills and communication skills they developed in the previous

year and extend it.

 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.

TetsukoKuroyanagi: Tottochan: The Little Girl at the Window12

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”

Diary of Anne Frank

Elie Wiesel "Night"

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 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: 3 hrs

Section A: 4 x 5 = 20

Section B: 2 x 15= 30

Total 50

The course is intended to give an understanding of the theoretical perceptions of economic growth and development together with the forces bringing about them. It also helps to broaden the awareness of the challenges in the developmental process and thus motivate the students towards the thought process of alternative solutions.

1. Gain conceptual base in Economic Dvelopment and Growth.

2. Familiarise with key models and theories in Dvelopment and Growth.

3. Gain insight in to the key issues of economic development.

4. Get awareness of the approaches to development efforts.

Distinction between Growth and Development; PQLI; Human Development Index; Gender Development Index; Sen’s Capabilities Approach; Environmental Sustainability and Development; Common Characteristics of Developing Nations; Alternative Measures of Development.

The Harrod-Domar model; the Solow model and its variants; Theories of endogenous growth with special reference to Romer’s model; the Big Push Theory and Lebenstence Theory of Critical Minimum Efforts.

Balanced and Unbalanced Growth; Low Income Equilibrium Trap; Dual Economy Models of Lewis

Measurement of Poverty – Absolute and Relative; Head-Count Index and Poverty Gap Indices; Policy options for Alleviation of Poverty; Measurement of Income Inequality; Economic Growth and Income Inequality – Kuznet’s Inverted Hypothesis, Impact of Inequality on Development.

Causes and effects of urbanization; Harris-Todaro Model of Rural-Urban Migration; Migration and Development; Policies for the Urban Informal Sector; Women in the Informal Sector; the Microfinance Revolution.

Economic planning; Shadow prices, project evaluation and cost-benefit analysis; Concept of capital output ratio; Economic planning and price mechanism.

1. Todaro, Michael, P. and Stephen. C. Smith, (2015). Economic Development, Pearson Education, (Singapore) Pvt. Ltd., Indian Branch, Delhi.
2. Ray, Debraj (2014), Development Economics, Seventh impression, Oxford University Press, New Delhi.
3. Lekhi, R. K. (2016), The Economics of Development and Planning, Kalyani Publishers, New Delhi.

CIA II (Mid Semester Examination)- 50 Marks

CIA III - 20 Marks

ESE - 100 Marks

• 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