BA English (Subsidiary)

Semester I

Paper I

Course Title: An Introduction to the Study and Appreciation of Literature;

Course No.: Credits: 04

Background / Significance:

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

1. Inculcate the required skill and aptitude to read and critically appreciate literary texts.

2. Display an understanding of the purpose/significance of Reading literature in life.

3. Identify various genre, their types, and the use of language. 4. Demonstrate grounding in the significance of form and content of

literature.

1. Reading Poetry Objectives: This section intends to a. introduce students to the study of poetry as a distinct literary art

form and the understanding of the poetic structure required to analyse a poem.

b. impart critical registers and reading strategies to the students enabling them to read, appreciate and make analytical arguments about how a poem creates meaning.

c. conduct this exercise with the awareness of various genres, form and conventions of poetry, not limited to these technicalities and explore aspects of poetry such as the relationship between the reading the poem and the thoughts described,

d. to make students understand the relationship between poetic language and other types of writing, the function and nature of Rhetorical Devices (such as simile, metaphor, etc.), Literary Terms (such as imagery, Dramatic Monologue, etc.), Prosody (Meters and Rhymes etc.) and types of Poetry (such as Ode, Sonnet, Lyric, etc.)

Primary Texts for Illustration: Shakespeare’s Sonnets 76 (“Why is my verse so barren of new

pride”)

65 (“Since brass, nor stone, nor earth, nor boundless sea”)

Wordsworth’s Daffodils Dickinson “Because I could not stop for Death”

Yeats “An Irish Airman Foresees His Death” Milton. "Invocation', Paradise Lost Book I Pope. "Belinda Gets Ready" Rape of the Lock Gray "Opening Stanzas" Elegy written on a Country Churchyard

Arnold’s Thyrsis T.S. Elliot. "Opening Lines" The Love Song of J. Alfred Prufrock. Robert Frost Stopping by Woods on a Snowy Evening

2. Reading Prose

Objectives: This section will a. introduce and explore the concepts and analytical frameworks necessary

to interpret prose and related narrative forms.

b. focus on the formal elements and emphasise learning the way a prose piece employs these elements in order to characterise its art.

c. Discuss various literary terms and forms of Prose

Primary Texts for Illustration: Shirley Jackson, “The Lottery” Willa Cather, “Paul’s Case” Kate Chopin, “The Story of an Hour” Mark Twain, “Story of the Bad Little boy”

Ernest Hemingway “Hills Like White Elephants” James Joyce “Araby”

Virginia Woolf “The Symbol” James Baldwin “Previous Condition”

Essential Reading: Judith Roof. Understanding Fiction

E.M.Foster. Aspects of a Novel

3. Reading Drama Objectives- In this section students will

a. engage into an understanding of drama through an exposure to its

various ingredients.

b. make the students aware of the two aspects of drama: literary and

performative;

c. be a core engagement in this section since it is important to

foreground that reading a play is as specialised process as is the

performance of the play.

d. Familiarise students with literary terms and forms of Drama

Primary Texts For Illustration- Soliloquy of Lady Macbeth in Macbeth Murder Scene of Desdemona

Graveyard Scene of Hamlet

Opening Scene of As You Like It

Faustus’ Soliloquy on Helen Climax scene of King Lear

Chocolate Cream Soldier’s dialogues in Act I of Arms and the Man

Essential Reading: TzachiZamir, “Reading Drama”, The Journal of Aesthetics and Art Criticism, Vol. 70, No.2 (Spring 2012), pp.179-192.

J. L. Styan, “Dramatic Literature” Suggested Reading:

Bose and Sterling. Elements of English Rhetoric and Prosody Blackstone. Practical English Prosody- A Critical Study J.A. Cuddon. The Penguin Dictionary of Literary Terms

M.H. Abrahms. A Glossary of Literary Terms W.H. Hudson An Introduction to the Study of Literature Bullfinch Mythologies Vol 1 (Age of Fables)

G.M.Trewellyn. Social History of England Simon Jenkins A Short Political history of England

Palgrave. Golden Treasury

Assessment Plan: End Semester Examination: 70 Marks Continuous Assessment: 30 Marks (as detailed below)

i. Diagnostic Test (MCQ / A small Quiz) carrying 05 Marks ii. Presentation carrying 10 Marks, in a group of 4-5 students,

but evaluation to be done of individual students on the basis of their performance

iii. A small Quiz / MCQ carrying 05 Marks, to test understanding or for revision

iv. An Assignment carrying 10 Marks, to be given at least three weeks in advance, as a part of teaching and not after teaching.

v. A Sessional (as a Make up Test) to be conducted in last week

Important Notes: 1. Suggestions To Students On Reading / Expectations From Students:

a. Each student will join the course with a prior understanding of the nature of the course and mode of teaching / learning

b. Students will come to the class with a prior reading of the prescribed text / essential study materials / suggested study material that the teacher wishes to discuss in the classroom.

c. Students need to be aware of the developments in the classroom. d. students need to read additional materials on research methodology and resarch

ethics 2. Suggestions To Students On Writing Assignments / Expectations From Students:

a. Students need to meet the deadlines for each instruction / assignment given by the teacher.

b. Students need to follow the detailed guidelines for each assignment and presentation as provided by the teacher.

c. Students need to follow research methodology and ethics and avoid any stance of plagiarism. cases of plagiarism will be penalised as per the gazette notification of government of India, as adopted by AMU.

3. Teacher’s Role: a. Teachers will provide the syllabus, guidelines, study materials (except prescribed

materials) in the form of hard or soft copies. b. Teachers will announce each test / quiz / assignment / sessional well in advance. c. Teachers need to be prepared with diagnostic test, Quiz / MCQ / A4 size detailed

guidelines for presentation & assignment. d. Teachers will share the answer scripts and provide feedback if the students want to

have it. e. Marks obtained by students for all tests / continuous assessments will be announced

by the teacher. f. The teacher will de-stress students by explaining the students that continuous

assessment is not an examination, rather it is a part of teaching and learning where they get marks for their efforts and contributions in the form of assignments / presentations. they have an opportunity to improve their grade by taking a make up test.

g. Our university has recently implemented Rights of Persons with Disabilities (RPD)

Act 2016 which mandates equal participation, accessibility of teaching and learning

process, accessible course materials, and accessible examination with proper scribe

and extra time to those who avail scribe facility.

h. All the teachers will strive to make their teaching and testing accessible to

students with disabilities.

4. Class Policies:

i. Policy on late and un-submitted tasks: those students who submit their assignments will not get same / better marks than those whose submit in time. teachers are always receptive to any emergency situations.

ii. Class attendance: as per university rules, 75% attendance is mandatory.

5. Additional Weekly, Post Class Discussion Sessions: Students may arrange additional classes in consultation with the teacher concerned, if time and situation permits.

Note: The teacher reserves the right to make changes in the syllabus during the semester as s/he deems necessary.

B.A.(English) SEMESTER I/ SESSION 2019-20 Paper II

An Introduction to English Language LINK ON AMU WEBSITE

PICTURES OF REPRESENTATIVE WRITERS, IF ANY BACKGROUND TO THE COURSE/PAPER: students and other stakeholders in general carry various myths and notions about English language, which trouble them the whole life in terms of learning and using the language. Therefore, this paper intends to provide the students of English Major and Subsidiary a crisp and concrete understanding of the English language, ranging from aspects and issues pertaining to grammar, vocabulary, language skills, application of Linguistics to literary studies and such others. In other words, this paper introduces the students to some major uses, functions and concepts of English language and the relationship between language, Society and culture, besides interfacing area of language and literature. COURSE OUTCOMES:

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

1. Identify sounds, sound patterns and their uses in literature and in

real life

2. Define and evaluate structure of words and the word formation processes

3. Classify sentences, their structures, patterns and uses.

4. Observe and distinguish varied language use in a society.

5. Highlight the role of language in literature.

LIST OF CONTENTS:

Language and Communication

Language families: A brief survey

Properties of Language

English Language: origin & Expansion: A Brief Survey

Varieties of English Language

Communication: Means, Modes and Types

Sounds and sound patterns of English language

Speech Mechanism

Sounds: consonants and vowels, Phonemes and allophones, Minimal pairs

Syllables, Word and sentence stress, Intonation

Significance of Sounds in English literature

Morphology and word formation processes

Morphemes- Free and bound, lexical and functional, inflectional and

derivational

Morphs and allomorphs

Word Formation Processes: Coinage, borrowing, compounding, blending,

clipping, backformation, conversion, acronyms, derivation

Basics of grammar

Traditional grammar and its fallacies

Modern Grammar: Some major concepts like Form and Function, Time and

Tense, Definitions of Parts of Speech,

Basic sentence patterns

Grammar and English literature: Poetic License

Regional and social variation in language

Accent, Idiolect and dialect

Bilingualism and diglossia

Pidgins and creoles

Sociolinguistics- social dialects, education and occupation, social

markers (Brief Introduction vis a vis literature and in general too)

Speech style and style-shifting- prestige, speech accommodation,

register and jargon

Language through literature: (Mandatory for both Internal Assessment and End Semester Exam)

Stylistics: Definition and objective

Stylistic devices

Stylistic Analysis of select text

ESSENTIAL READINGS: Yule’s The study of Language

Simpson’s language through literature chapter 1

Balasubramanian’s A Textbook for English Phonetics for Indian Students

Leila & Goodman’s A Cultural Approach to Interpersonal communication:

Essential Readings. Introduction

Thompson’s Communication and Language. Part 1

SUGGESTED READINGS: Aichinson’sThe Seeds of Speech

Beaken’s The Making of Language

Jone’s An Outline of English Phonetics

Leila & Goodman’s A Cultural Approach to Interpersonal communication:

Essential Readings

Katamba’s Morphology

Roach’s Phonetics and Phonology

McMahon’s An Introduction to English Phonology

Swam’s Grammar

Wardhaugh’s An Introduction to Sociolinguistics

Crystal’s The Cambridge Encyclopedia of the English Language

B.A (English) Main Semester II

Session 2019-20 Paper III

Course Title: British Literature from Old English to 15th Century

Course No.: Credits: 04 Background / Significance:

The Anglo Saxon Age to the Period of Chaucer is rich in having miscegenation of various cultures (Latin, Germanic, Viking/Scandinavian as well as French) in England over a time span of over 600 years. Various classes and forms of literature emerged in England during the period due to the cultural mixing. The formative influence of the period on the language and literature of today is immense and penetrates into almost every mode of cultural production down to today. As such, the period forms an integral part of any holistic understanding of the development of English as a language and in its manifestation in various literary and other texts.

Objectives: This module aims to

i. Introduce students to Early English writings from the Anglo Saxon period to the Age of Chaucer.

ii. Help students to identify changes in the English Language during the period, wherein they are expected be acquainted with original Anglo Saxon/ Middle English Text besides reading them in details in translation.

iii. Familiarise the students with the evolution of language and structure in various literary forms as well as their modern English translations.

iv. Acquaint students to the literature and literary techniques of the Early Middle ages in order to prepare them to read and appreciate its artistry and beauty. The students will be expected to use theoretical ideas not limited to this period in order to deconstruct the narratives in original ways.

1. Old English:

1.1 Poetry

• Caedmon’s Hymn ( Religious Poetry)/ Cynewulf: Dream of the

Rood

• Excerpts from Beowulf(Old English version)( 562-570a){ Germanic Heroic poetry}

• Excerpts from The Ruin/The Wanderer/ The Wife’s Lament (Elegiac Poetry)

• Excerpts from Battle of Maldon ( Heroic poem)

1.2 Prose

• Contributions and works of King Alfred , the Great( Founder of English Prose):Excerpts from Translation of The Consolation of

Philosophy by Boethius

• Excerpts from Bede’s Ecclesiastical History of the English People (AD 731)

2. Age of Transition

2.1 Poetry

• Religious Poetry: Anonymous: The Owl and the Nightingale (Excerpts)

• Alliterative Poems: Sir Gawain and the Green Knight(Chivalric Romance, Excerpts)

• Romance Cycles: Thomas Malory’s Le Morte d’Arthur (Excerpts)

3. Age of Chaucer 3.1. Poetry

• Chaucer: The Canterbury Tales (Prologue)

• William Langland: Piers Plowman (Excerpts)

• Excerpts from William Dunbar’s (Scottish Chaucerian) The Flyting of

Dunbar and Kennedy ( 1492-1493)

3.2. Prose:

Chaucer: The Parson’s Tale

3.3. Drama:

• Excerpts from The Castle of Perseverance

Some Relevant Terms (Miracle Play, Mystery Play, Morality Play,

Shepherd’s Play)

English Language through ages:

Old English:

• Invasions of Germanic Tribes

• The Coming of Christianity and Literacy( Latin Influence)

• The Anglo-Saxon or Old English Language

• The Vikings( Scandinavian Influence) Old English after the

Vikings Middle English:

• Norman Conquest

• French (Anglo-Norman) Influence

• Middle English After the Normans

• Resurgence of English

• Chaucer and the Birth of English Literature

Essential Readings:

• Otto Jespersen, Growth and Structure of the English Language

• https://www.thehistoryofenglish.com

• Andrew Sanders, History of English Literature

Suggested Readings:

• Barber, Charles. The History of English Language

• David Crystal, The Cambridge Encyclopaedia of the English Language

• Jonathan B. Himes Ed.&Trans. The Old English Epic of Waldere. Cambridge Scholar

Publishing: UK , 2009

Natanela, Elias. Pearl’s Patience and Purity: Gnosticism in the Pearl

Poet’s Oeuvre.

https://link.springer.com/chapter/10.1057/9781137465382_2

Sarah Stanbury. Space and Visual Hermeneutics in the "Gawain"-Poet. The

Chacer Review. Vol. 21. No. 4. Pp. 476-489. https://www.jstor.org/stable/25094022

• Stephen Knight. ‘So great a king’: Geoffrey of Monmouth’s

HistoriaRegum Britanniae.

https://link.springer.com/chapter/10.1007/978-1-349-17302-0_2

• Thomas, D. Hill,.The Fall of Satan in the Old English “Christ and Satan”. The Journal of English and Germanic Philosophy. Vol. 76. No. 3.

Pp. 315-325. https://www.jstor.org/stable/27708199

• Valerie, I. J. Flint. The HistoriaRegum Britanniae of Geoffrey of Monmouth: Parody and Its Purpose. A Suggestion. Speculum. Vol. 54.

No.3. pp. 447-468. https://www.jstor.org/stable/2855771

Assessment Plan:

End Semester Examination: 70 Marks

Continuous Assessment: 30 Marks (as detailed

below)

i. Diagnostic Test (MCQ / A small Quiz) carrying 05 Marks ii. Presentation carrying 10 Marks, in a group of 4-5 students, but evaluation to be done of individual students on the basis of their performance

iii. A small Quiz / MCQ carrying 05 Marks, to test understanding or for revision

iv. An Assignment carrying 10 Marks, to be given at least three weeks in advance, as a part of teaching and not after teaching.

v. A Sessional (as a Make up Test) to be conducted in last week

Important Notes: 1. Suggestions To Students On Reading / Expectations From Students:

a. Each student will join the course with a prior understanding of the nature of the course and mode of teaching / learning

b. Students will come to the class with a prior reading of the prescribed text / essential study materials / suggested study material that the teacher wishes to discuss in the classroom.

c. Students need to be aware of the developments in the classroom. d. students need to read additional materials on research methodology and

resarch ethics 2. Suggestions To Students On Writing Assignments / Expectations From Students:

a. Students need to meet the deadlines for each instruction / assignment given by the teacher.

b. Students need to follow the detailed guidelines for each assignment and presentation as provided by the teacher.

c. Students need to follow research methodology and ethics and avoid any stance of plagiarism. cases of plagiarism will be penalised as per the gazette notification of government of India, as adopted by AMU.

3. Teacher’s Role: a. Teachers will provide the syllabus, guidelines, study materials (except

prescribed materials) in the form of hard or soft copies. b. Teachers will announce each test / quiz / assignment / sessional well in

advance. c. Teachers need to be prepared with diagnostic test, Quiz / MCQ / A4 size

detailed guidelines for presentation & assignment. d. Teachers will share the answer scripts and provide feedback if the

students want to have it. e. Marks obtained by students for all tests / continuous assessments will

be announced by the teacher. f. The teacher will destress students by explaining the students that

continous assessment is not an examination, rather it is a part of teaching and learning where they get marks for their efforts and contributions in the form of assignments / presentations. they have an opportunity to improve their grade by taking a make up test.

4. Class Policies: i. Policy on late and unsubmitted tasks: those students who submit their

assignments will not get same / better marks than those whose submit in time. teachers are always receptive to any emergency situations.

ii. Class attendance: as per university rules, 75% attendance is mandatory.

5. Additional Weekly, Post Class Discussion Sessions: Students may arrange additional classes in consultation with the teacher concerned, if time and situation permits.

Note: The teacher reserves the right to make changes in the syllabus during the semester as s/he deems necessary.

BA (English) (Subsidiary)

Semester II

Paper IV

Course Title: Worlds Classics

Course No.: Credits: 04

Background: Knowledge texts of the classical world form a basis to the modern knowledge and its cultures. The presence of the classical texts in the modern discourse is so interminable that often one is not even aware of the fact many theories, literary cultures and techniques have directly descended to us through a rigorous currency of the classical knowledge. This paper aims to introduce the students with different classical texts of the world that represent different knowledge systems and literary cultures. This will sensitize the students towards the literatures of the present as products of the interminable literary cultures that are thousands of years old. The paper will inculcate an intellectual awareness towards the world classics among the students. Through close reading and analysis of excerpts and selections from ancient classics in a framework provided by the essential readings, students will be trained into a reception of the ancient literary cultures and discourses in the light of the contemporary criticality. Objectives: Students will be:

1. Introduced to samples of the variety and scope of Greek, Sanskrit, Persian, Chinese, Tamil and Arabic classical literature and their importance to the contemporary literary tradition.

2. Able to situate classical texts in a historical and cultural context.

3. Introduced to the variety of critical approaches possible in the study of classical literature and current trends in criticism.

4. Trained to engage with practice of literary and textual interpretation through ‘close reading’ of the classics.

Primary Concepts / Texts:

Introduction: What is a classic? Introduction to the Classics Western Classical Traditions Eastern Classical Traditions Indian Classical Traditions

Texts:

Homer’s Odyssey (Excerpts) Virgil’s Aeneid (Excerpts)

Aeschylus, Oresteia Excerpts Sophocles Oedipus the King (Excerpts) Plautus, Pot of Gold (Excerpts) Selections from Rumi’s Masnavi

Selections from Omar Khayyam’s Rubaiyat Selections from Arabian Nights

Selections from Confucius

Kalidasa, Abhijnana Shakuntalam (Excerpts) Sudraka, Mricchkatika (Excerpts) Thiruvalluvar’s, Thirukkural (Excerpts) Amir Khusrau’s Nuh Siphir (Excerpts)

Essential Readings (Only Excerpts):

“Aeschylus’ Oresteia.” Tragic Drama and the Family: Psychoanalytic

Studies from Aeschylus to Beckett, by BENNETT SIMON, Yale University Press, New Haven; London, 1988, pp. 28–68. JSTOR, www.jstor.org/stable/j.ctt1dszz50.6.

“Naguib Mahfouz’s Arabian Nights and Days: A Political Allegory.” Nocturnal Poetics: The Arabian Nights in Comparative Context, by Ferial J. Ghazoul, American University in Cairo Press, 2014, pp. 159–176. JSTOR, www.jstor.org/stable/j.ctt15m7k20.16.

“What Is the Western Tradition?” The Vision of the Soul, by James Matthew Wilson, Catholic University of America Press, Washington, D.C., 2017, pp. 63–110. JSTOR, www.jstor.org/stable/j.ctt1pv897r.6.

Andrew Hiscock. The Modern Language Review, vol. 113, no. 4, 2018, pp. 855–856. JSTOR, www.jstor.org/stable/10.5699/modelangrevi.113.4.0855.

Bakshi, Ram V. “KALIDASA'S PLAYS: RITUALS OF HUMAN PERFECTION.” Journal of South Asian Literature, vol. 10, no. 2/4, 1975, pp. 45–49. JSTOR, www.jstor.org/stable/40871930.

Bausani, Alessandro. “Theism and Pantheism in Rumi.” Iranian Studies, vol. 1, no. 1, 1968, pp. 8–24. JSTOR, www.jstor.org/stable/4309991.

Cavarnos. “The Concept of Philosophy in the Hellenic Tradition.” The Sculptor and His Stone: Selected Readings on Hellenistic and Christian Learning and Thought in the Early Greek Fathers, by Chrysostomos, James Clarke & Co Ltd, Cambridge, United Kingdom, 2016, pp. 94–118. JSTOR, www.jstor.org/stable/j.ctt1p5f22r.11.

Dalvi, Rohit. “Indian Philosophy.” The Edinburgh Companion to Twentieth-Century Philosophies, edited by Constantin V. Boundas, Edinburgh University Press, Edinburgh, 2007, pp. 645–660. JSTOR, www.jstor.org/stable/10.3366/j.ctt1g09xfc.48.

Fosso, Kurt. “Oedipus Crux: Reasonable Doubt in ‘Oedipus the King.’” College Literature, vol. 39, no. 3, 2012, pp. 26–60. JSTOR, www.jstor.org/stable/23266055.

Kalaiarasan M. Thiruvalluvar’s Observation On Nature: A Study On the Classical Tamil Text Thirukkural. 2018

Kale, M. R. The Mrichchhakatika of Sudraka: With Introduction, Critical Essays and a Photo Essay. 2016.

Kennedy, Evelyn. “OMAR KHAYYAM.” The Mathematics Teacher, vol. 59, no. 2, 1966, pp. 140–142. JSTOR, www.jstor.org/stable/27957296.

Millstone, David H. “Homer's ‘Odyssey’: An Elementary Passion.” The Classical Outlook, Vol. 65, No. 2, 1987, Pp. 53–57. Jstor, www.Jstor.Org/Stable/43935280.

Musurillo, Herbert. “Sunken Imagery in Sophocles' Oedipus.” The American Journal of Philology, vol. 78, no. 1, 1957, pp. 36–51. JSTOR, www.jstor.org/stable/291989.

Prasad, Rajendra. “Tradition, Progress, and Contemporary Indian Philosophy.” Philosophy East and West, vol. 15, no. 3/4, 1965, pp. 251–258. JSTOR, www.jstor.org/stable/1397064.

Qamber, Akhtar. “ESSAY: Rumi: Mystic Extraordinary.” India International Centre Quarterly, vol. 28, no. 4, 2001, pp. 152–163. JSTOR, www.jstor.org/stable/23005736.

W. M. S. The Classical Outlook, vol. 45, no. 6, 1968, pp. 67–67. JSTOR, www.jstor.org/stable/43930095.

Suggested Readings:

Demi. Rumi: Persian Poet, Whirling Dervish. 2009. Durant, Will. The Age of Faith: A History of Medieval

Civilization - Christian, Islamic, and Judaic - from Constantine to Dante: A.D. 325- 1300.1950.

Grafton, Anthony. et all. The Classical Tradition. 2010.

Graziosi, Barbara. Greenwood, Emily. Homer in the Twentieth Century: Between World Literature and the Western Canon.2007.

Harrison, Victoria S. Eastern Philosophy: The Basics. 2012.

Highet, Gilbert. The Classical Tradition: Greek and Roman Influences on Western Literature.2008.

Hobert, Angela. Et.all. Aesthetics in Performance. 2004.

Jones, W. On the Poetry of the Eastern Nations.1762. Kalaiarasan M. Thiruvalluvar’s Observation On Nature: A Study On

the Classical Tamil Text Thirukkural. 2018 Kale, M. R. The Mrichchhakatika of Sudraka: With Introduction,

Critical Essays and a Photo Essay. 2016. MacDonald, Marianne. The Living Art of Greek Tragedy. 2003. Mohanty, J.N. Classical Indian Philosophy: An Introductory Text

(Philosophy and the Global Context). 2000. Narayan, R.K. The Indian Epics Retold: The Ramayana, The

Mahabharata, Gods, Demon and Others.2000. Nietzsche F. The Birth of Tragedy. 1872. Richardson, Joanne. Edward Fitzgerald. 1960.

Rushdie, Salman. East West. 1995.

Schimmel, Annmarie. I am Wind, You are Fire: The Life and Work of Rumi. 1992.

Schwatrz, Susan L. Rasa: Performing the Divine in India. 2004.

Silk, M.S. Tragedy and the Tragic: Greek Theatre and Beyond.1998.

Smyth, Herbert. Aeschylean Tragedy.1969. Sobel, Bernard. The Theatre Handbook and Digest of Plays. 1940.

Tagore, Rabindranath. Gitanjali. 1912.

The Princeton Encyclopaedia of Poetry and Poetics. 4th ed. Princeton University. 2012.

Trivedi, Poonam.et all. India's Shakespeare: Translation, Interpretation, and Performance. 2005. Broder, Michael. “Tradition vs. Reception as Models for Studying the Great Books.” The Classical World, vol. 106, no. 3, 2013, pp. 505–515., www.jstor.org/stable/24699939.

Assessment Plan:

End Semester Examination: 70 Marks Continuous Assessment: 30 Marks (as detailed below)

vi. Diagnostic Test (MCQ / A small Quiz) carrying 05 Marks

vii. Presentation carrying 10 Marks, in a group of 4-5 students, but evaluation to be done of individual students on the basis of their performance

viii. A small Quiz / MCQ carrying 05 Marks, to test understanding or for revision

ix. An Assignment carrying 10 Marks, to be given at least three weeks in advance, as a part of teaching and not after teaching.

x. A Sessional (as a Make up Test) to be conducted in last week

Important Notes: 6. Suggestions To Students On Reading / Expectations From Students:

e. Each student will join the course with a prior understanding of the nature of the course and mode of teaching / learning

f. Students will come to the class with a prior reading of the prescribed text / essential study materials / suggested study material that the teacher wishes to discuss in the classroom.

g. Students need to be aware of the developments in the classroom. h. students need to read additional materials on research methodology and resarch

ethics 7. Suggestions To Students On Writing Assignments / Expectations From Students:

d. Students need to meet the deadlines for each instruction / assignment given by the teacher.

e. Students need to follow the detailed guidelines for each assignment and presentation as provided by the teacher.

f. Students need to follow research methodology and ethics and avoid any stance of plagiarism. cases of plagiarism will be penalised as per the gazette notification of government of India, as adopted by AMU.

8. Teacher’s Role: i. Teachers will provide the syllabus, guidelines, study materials (except prescribed

materials) in the form of hard or soft copies. j. Teachers will announce each test / quiz / assignment / sessional well in advance. k. Teachers need to be prepared with diagnostic test, Quiz / MCQ / A4 size detailed

guidelines for presentation & assignment. l. Teachers will share the answer scripts and provide feedback if the students want to

have it. m. Marks obtained by students for all tests / continuous assessments will be announced

by the teacher. n. The teacher will destress students by explaining the students that continous

assessment is not an examination, rather it is a part of teaching and learning where they get marks for their efforts and contributions in the form of assignments / presentations. they have an opportunity to improve their grade by taking a make up test.

9. Class Policies: iii. Policy on late and unsubmitted tasks: those students who submit their

assignments will not get same / better marks than those whose submit in time. teachers are always receptive to any emergency situations.

iv. Class attendance: as per university rules, 75% attendance is mandatory.

10. Additional Weekly, Post Class Discussion Sessions: Students may arrange additional classes in consultation with the teacher concerned, if time and situation permits.

Note: The teacher reserves the right to make changes in the syllabus during the semester as s/he deems necessary.

B.A (HONS.) ENGLISH SUBSIDIARY

III SEMESTER

2019-2020

ENGLISH POETRY FROM VICTORIAN TO THE MODERN PERIOD

COURSE NO. EOB-353 Max. Marks: 100

Credits: 04

Prescribed Text :

Whispering Reeds

(ed. D.K. Barua)

Unit I: Lines for explanation with reference to context from the

Prescribed poems.

Unit II: Tennyson : ‘Ulysses’ *

Browning : ‘My Last Duchess’*

Arnold : ‘A Summer Night’*

Rossetti : ‘The Blessed Damozel’*

Unit III: Yeats : ‘The Lake Isle of Innisfree’*

Eliot : ‘Marina’*

Frost : ‘Mending Wall’*

Sessional Test: 30 marks

End Semester : 70 marks

B.A (HONS.) ENGLISH SUBSIDIARY

III SEMESTER

2019-2020

ENGLISH DRAMA

COURSE NO. EOB-354 Max. Marks: 100

Credits: 02

Prescribed Text:

Shakespeare : Othello

Unit I : Passages for explanation with reference to context from Act I and Act V.

Unit II : Othello Act I* and Act II

Unit III : Othello Act III, Act IV and Act V*

Sessional Test: 30 marks

End Semester : 70 marks

B.A (HONS.) ENGLISH SUBSIDIARY

IV SEMESTER

2018-2019

FICTION IN ENGLISH

COURSE NO.EOB-453 Max. Marks: 100 Credits: 04

(IVth semester English Subsidiary course) By the end of the course, the students will be able to:

1. Identify Fiction as a literary genre and to differentiate between long and short fiction

along with their specific features.

2. Develop critical and creative thinking, increased knowledge of the target culture, world

knowledge and finally, a heightened awareness of humanity and the conflicts faced by it.

3. Compare different socio-economic and cultural backgrounds as depicted in the prescribed

texts – British, American, Indian.

4. Expand their perception of the world by gaining insight into different cultures and

developing a sense of understanding and tolerance towards them.

5. Develop an insight into the relationship between humankind and nature; to the ideas or

theories about human nature and conduct, different moral attitudes, and habitual

responses to people and situations.

Prescribed Texts :

1. Hardy : Tess of the D’Urbervilles

2. Hemingway : The Old Man and the Sea

3. * Raja Rao : Javni

4. *Doris Lessing : The Story of Two Dogs

* Twelve Modern Short Stories (Oxford University Press)

Unit I : Tess of the D’Urbervilles

Unit II : The Old Man and the Sea

Unit III : Javni

: The Story of Two Dogs

Sessional Test: 30 marks

End Semester : 70 marks

B.A (HONS.) ENGLISH SUBSIDIARY

IV SEMESTER

2018-2019

ENGLISH DRAMA

COURSE NO. EOB-454 Max. Marks: 100

Credits: 04

By the end of the course, the student will be able to : 1. Comprehend the history features and nuances of British Drama in general &

Victorian Age in Particular 2. Place Bernard Shaw in the pantheon of British Drama tradition. 3. Relate the concept of Fabianism as the underlying philosophy of Shavian Plays. 4. Identify and asses’ major themes and Shaw’s art of characterization. 5. Analyse and Critique Candida as a play focusing on the dynamics of the British

Women of the late 19th Century.

Prescribed Text:

1. Shaw : Candida

(ed. A. C. Ward)

Unit I : Passages for explanation with reference to context from the starred Acts.

Unit II : Candida Act I*

Unit III : Candida Act II and Act III*

Sessional Test: 30 marks

End Semester : 70 marks