BENGALURU CITY UNIVERSITY

CHOICE BASED CREDIT SYSTEM

(Semester Scheme with Multiple Entry and Exit Options for

Under Graduate Course- as per NEP 2020)

Syllabus for English

III & IV Semester

2022-23 onwards
 GENERIC ENGLISH/L2

SYLLABUS
for
III SEMESTER

B.A./B.S.W./ B.A.(MUSIC)
AND OTHER COURSES
COMING UNDER FACULTY OF ARTS.
2022-23

1
 Syllabus for the Undergraduate Degree Program
2022-23
III Semester
Generic English/L2
B.A./B.S.W./ B.A.(Music) and other Courses
coming under Faculty of Arts.

Starting year of implementation: 2022-23

Discipline/Subject: GENERIC ENGLISH - L2
Name of the Degree Program: B.A./B.S.W./ B.A.(Music) and other Courses
coming under Faculty of Arts.
Total Credits for the Program: 03
Teaching hour per week: 04

Title of the Course: GENERIC ENGLISH - L2

Number of Theory Credits Number of hours per week Number of lecture
hours/semester
03 04 50/56

COURSE OBJECTIVES
1. To enhance LSRW (Listening, Speaking, Reading, Writing) skills
2. To develop interpersonal communicative skills
3. To augment presentation skills
4. To critically analyze, interpret and appreciate literary texts
5. To sensitize about social, cultural, religious and ethnic diversities
6. To enable employability in emerging sectors such as – content writers, interpreters,
translators, transcribers
7. To facilitate preparation for competitive examinations -
UPSC/KPSC/IBPS/SSC/RAILWAYS/TOEFL/IELTS and others.

COURSE OUTCOMES
At the end of the course the students will have
1. Acquired enhanced LSRW (Listening, Speaking, Reading, Writing) skills
2. Equipped themselves with interpersonal communication skills
3. Augmented presentation and analytical skills
4. Ability to critically analyse, interpret and appreciate literary texts
5. An awareness of social, cultural, religious and ethnic diversities
6. Facilitated employability in emerging sectors such as – content writers, interpreters,
translators, transcribers
7. Acquired language skills for competitive examinations -
UPSC/KPSC/IBPS/SSC/RAILWAYS/TOEFL/IELTS and others.

2
 50/56hrs 60
marks
III SEMESTER
B.A./B.S.W./ B.A.(Music) and other Courses
coming under Faculty of Arts.
UNIT - I
RECEPTIVE SKILLS: READING SKILLS AND 23 hrs 40
LISTENING SKILLS marks
READING SKILLS PLAY 30
marks
The Purpose by TP 15 hrs
Kailasam
LISTENING SKILLS 8 hrs 10
PERSUASIVE SPEECHES
Audio version of the speeches to marks
be emphasized
My Vision for India by Dr. APJ
Abdul Kalam is one of his best
speeches at Indian Institute of
Technology, Hyderabad, where
he outlined his visions for India.

https://youtu.be/neKaXXXKtHE?
t=30
Martin Luther King’s, I Have a
Dream Speech, 1963
https://www.youtube.com/watch?
v=smEqnnklfYs
The speech by Narayana Murthy
at Lal Bahadur Shastri Institute of
Management
https://youtu.be/mMqJztCWbqA
The speech by Kiran Bedi,
India’s first woman IPS officer
on visionary leadership.
https://youtu.be/IqYqMhVxTsY
Sachin Tendulkar's farewell
speech at Wankhede Stadium
https://www.youtube.com/watch?
v=EYLF3qQCKM0

3
 UNIT – II
PRODUCTIVE SKILLS: SPEAKING AND WRITING SKILLS 23 hrs 20 marks
SPEAKING SKILLS PRESENTATION SKILLS 5 hrs
Types 5 marks
 Informative/Instructional
Presentation
 Persuasive Presentation
 Demonstrative Presentation
WRITING SKILLS INTRODUCTION TO WRITING AND
TYPES OF WRITING
 Introduction to Writing 6 hrs 5 marks
Types of Paragraph Writing
 Descriptive Writing
 Narrative Writing
 Reflective Writing,
BUSINESS CORRESPONDENCE
 Letters of Enquiry 6 hrs 5 marks
 Order Letters
 Letters of Complaint
 Reply to Letter of Complaint
 Sales Letters
COMMERCIAL WRITING 6 hrs 5 marks
 Advertisement Writing
 Product Manual
 Poster/Brochure Writing
FORMATIVE ASSESSMENT 4 hrs
FORMATIVE ASSESSMENT Discussion / Guidance for Experiential
ACTIVITIES Learning under Formative Assessment

4
 ASSESSMENT
Mode of Evaluation and Distribution of Marks
 The course shall carry a total of 100 marks.
 There shall be semester-end written examination for all the courses conducted by the
Examination Division of the University for 60 marks.
 Each semester there shall be Internal Marks for 40.

A. FORMATIVE ASSESSMENT – 40 marks

B. SUMMATIVE ASSESSMENT – 60 Marks
TOTAL - 100 Marks

A. FORMATIVE ASSESSMENT – 40 marks

Formative Assessment
Weightage in Marks
Assessment Occasion/type

Internal Test 10

Presentation – (seminar/webinar) 10

Experiential Learning 20
(Any 2 Activities)
Surveys/Interviews/
Project on Poster/Brochure
Note:
 Proper documentation should be
maintained and submitted for assessment.

40
Total

The formative assessment should involve the following activities to provide real life experience
for the students where practical learning takes place.
 The students should be made to involve in participative learning/ experiential learning/
collaborative learning for formative assessment.
 Activities which would provide hands on experience and contribute towards language

5
 skill building must be organized.
 Survey: A research method used for collecting data from a predefined group of
respondents to obtain information and insights into various topics of interest.
 Interviews: An interview is a procedure designed to get information from a person
through verbal responses to verbal inquiries.
 A case study is a detailed study of a specific subject, such as a person, group, place,
event, organization, or phenomenon. Case studies are commonly used in social,
educational, clinical, and business research.
 Project-based learning (PBL) through designing, developing, and completing projects
and activities, encourages students’ critical thinking and cross-disciplinary connections.
 Internship provides hands on experience in the chosen field for the students.
Internships bridge the gap between the campus and corporate.

B. SUMMATIVE ASSESSMENT – 60 Marks

QUESTION PAPER PATTERN
for
B.A./B.S.W./ B.A.(Music) and other Courses
coming under Faculty of Arts.
III SEMESTER
GENERIC ENGLISH /L2
Time: 2 ½ Hours Max.Marks:60

Instruction: Answer all the questions

UNIT – 1

RECEPTIVE SKILLS: READING SKILLS AND LISTENING SKILLS

I. Answer in about a page. (2 questions out of 3)(Play based) 2x5=10

II. Answer in about 2 – 3 pages (2 questions out of 3)(Play based) 2x10=20

III. Answer in about a page. (2 questions out of 3)(Speeches based) 2x5=10

UNIT – 2
PRODUCTIVE SKILLS: SPEAKING AND WRITING SKILLS

IV. Provide 5 slides of the presentation (1 question out of 2) 1x5=5

V. Paragraph Writing (Attempt any 1 out of 3) 1x5=5

VI. Write any 1 Letter out of the given 2 Letters 1x5=5

VII. Poster/Brochure / Advertisement /Product Manual Writing 1x5=5

6
 BLOOM'S TAXONOMY ASSESSMENT

In 1956, American educational psychologist Benjamin Samuel Bloom created a system for
explaining the progression of steps for learning. His book, "Taxonomy of Educational
Objectives: The Classification of Educational Goals" speaks of categorizing reasoning skills
based on the critical thinking and creative writing. This work known as Bloom's Taxonomy,
was revised slightly in 2001.

Bloom’s taxonomy has three separate domains of educational activities

 Cognitive

 Psychomotor

 Affective

These domains are also referred to by the acronym KSA, as follows:

 K = Knowledge (cognitive)

 S = Skills (psychomotor)

 A = Attitudes (affective)

The objective is that all students should acquire new knowledge, skills, and attitudes about a
given subject by the end of the course.

In Bloom's Taxonomy, there are six levels of skills:

The lowest level of challenge for learners and teachers is at the bottom of the taxonomy, and
the most challenging level is at the top.

Lower Order Thinking (LOT) exists towards the bottom of the pyramid and involves
remembering basic facts.

Higher Order Thinking (HOT) exists towards the top of the pyramid and requires applying
knowledge, such as the ability to hypothesize and theorize.

These 6 levels can be used to structure the learning objectives, lessons, and assessments.
Questions can be framed based on the verbs mentioned below:

7
Knowledge: Define, Identify, Describe, Recognize, Tell, Explain, Recite, Memorize, Illustrate,
Quote, State, Match, Recognize, Select, Examine, Locate, Recite, Enumerate, Record, List,
Quote, Label.

Understand: Summarize, Interpret, Classify, Compare, Contrast, Infer, Relate, Extract,

Paraphrase, Cite, Discuss, Distinguish, Delineate, Extend, Predict, Indicate, Translate, Inquire,
Associate, Explore, Convert.

Apply: Solve, Change, Relate, Complete, Use, Sketch, Teach, Articulate, Discover, Transfer,
Show, Demonstrate, Involve, Dramatize, Produce, Report, Act, Respond, Administer, Actuate,
Prepare, Manipulate.

Analyze: Contrast, Connect, Relate, Devise, Correlate, Illustrate, Distill, Conclude, Categorize,
Take Apart, Problem-Solve, Differentiate, Deduce, Conclude, Devise, Subdivide, Calculate,
Order, Adapt.

Evaluate: Criticize, Reframe, Judge, Defend, Appraise, Value, Prioritize, Plan, Grade,
Reframe, Revise, Refine, Grade, Argue, Support, Evolve, Decide, Re-design, Pivot.

Create: Design, Write, Modify, Role-Play, Develop, Rewrite, Collaborate, Pivot, Modify,
Invent, Formulate, Invent, Imagine.

8
 PEDAGOGY
Student centric teaching aims at helping the students to understand that listening, speaking,
reading and writing are not just the language skills but they are life skills too. The course will
also equip the student with job skills to become content writers, interpreters, translators,
transcribers and also the course will facilitate preparation for competitive examinations such
as UPSC/ KPSC/ IBPS/ SSC/ RAILWAYS/ TOEFL/ IELTS and such others.
Graphic novel – a narrative text uses language to recreate experience. Graphic novels combine
text and pictures equally in order to convey a narrative.
Digital advertising promotes business, products, and services to generate brand awareness, sales,
and more through digital, like Google, Facebook, YouTube, and such other social media.

Reading Skills Reading Visual texts stimulates the imagination of the students resulting in
impactful comprehension.
The text could be used to teach the processes of understanding like
‘Interpreting’, ‘Exemplifying’, ‘Classifying’, ‘Summarizing’, ‘Inferring’,
‘Comparing’, and ‘Explaining’.
Listening Skills Listening to the speeches of great personalities will teach voice modulation
and expressive articulation.
Students could be made to listen and reproduce the speech in an impactful
manner. The students can be made to deliver speech on any topic of their
choice as classroom activity.
Speaking Skills Team leaders, marketing professionals, Sales people, financial and
healthcare executives, human resources professionals, government staff, and
other managerial people are expected to be good communicators.
Presentations will help the students in effective information delivery.
Games like PowerPoint Karaoke can be played
where participants take turns presenting slide decks that they've never seen
before. This would increase the confidence of the students to provide
effective presentations.
Writing Skills Writing skill increases career opportunities and increases productivity.
The ability to write with brevity and clarity can be acquired by practice.
Writing exercises can be taken from play or graphic narrative prescribed
under Reading Skill.

9
 Commercial writing which involves Advertisement writing is a marketing
communication that aims to promote or provide information about a product,
idea or service. Advertisements are usually communicated through mass
media such as newspapers, magazines, radio, televisions, social media, and
blog.
Students can be given assignments on blog writing, product manual, posters
and brochures.

References
Garg Manoj Kumar. English Communication -Theory and Practice -Ability Enhancement
Compulsory Course. Cengage, 2019.
Rogers, C., Farson, R. E. Active Listening. Gordon Training.
Inc., www.gordontraining.com/free-workplace-articles/active-listening/, Extract from
1957 article
Leech, Geoffrey and Jan Svartvik. A Communicative Grammar of English. Routledge,
2016.
Yadugiri, M A. Making Sense of English - A Textbook of Sounds, Words and Grammar,
Viva Books, 2005, 2020.
Yadugiri, M A. The Pronunciation of English - Principles and Practice.
Viva Books, 2013, 2017.
Peck, John and Martin Coyle. Write It Right – Secrets of Effective Writing (Palgrave Study
Skills), Palgrave Macmillan, 2005, 2012.
Stannard Allen William . Living English Structure. Longman, London, 1974.
Wood, Frederick.T. A Remedial English Grammar for Foreign Students. Macmillan
Education, India, 1990.
Stanford Gene. Better Writing: From Paragraph to Essay. Harcourt College Pub,
California, 1980.
Chaturvedi PD and Mukesh Chaturvedi. Business Communication, Concepts, Cases and
Applications. Pearson, 2011.
Dev, Anjana Neira, Anuradha Marwah & Swati Pal. Creative writing - A Beginners
Manual. Pearson.2008
Murphy, Raymond. Grammar in Use. CUP, 2019. 5th Edition.
Seely, John. Oxford Guide to Effective Writing and Speaking. OUP,1998, 2013.

10
 GENERIC ENGLISH/L2

SYLLABUS
for
IV SEMESTER

B.A./B.S.W./ B.A.(Music)
and other Courses coming under
Faculty of Arts.
2022-23
11
 Syllabus for the Undergraduate Degree Program
2022-23
IV Semester
Generic English/L2
B.A./B.S.W./ B.A.(Music) and other Courses
coming under Faculty of Arts.

Starting year of implementation: 2022-23

Discipline/Subject: GENERIC ENGLISH /L2
Name of the Degree Program: B.A./B.S.W./ B.A.(Music) and other Courses
coming under Faculty of Arts.
Total Credits for the Program: 03
Teaching hours per week: 4

TITLE OF THE COURSE: GENERIC ENGLISH – L2

Number of Theory Credits Number of hours per week Number of lecture hours/semester
03 04 50/56

COURSE OBJECTIVES
1) To enhance the students’ creative, interpretative and critical thinking
2) To equip the students to communicate confidently and effectively
3) To prepare for various interviews and professional contexts
4) To build persuasive and creative social media writing skills
5) To develop analytical and evaluative skills
6) To train students to identify and understand regional and global contexts and ethical
frameworks in texts and narratives
7) To enable students for self-expression
COURSE OUTCOMES
By the end of the course the students will have
1) Acquired creative, interpretative and critical thinking
2) Skills to communicate confidently and effectively

12
 3) Obtained persuasive and creative social media writing skills
4) Developed analytical and evaluative skills
5) Learnt to identify and understand social contexts and ethical frameworks in the texts
6) Ability to articulate their views with clarity and confidence
7) Eligibility to take up jobs such as content writing, journalism and such other jobs with
proficiency in English

IV SEMESTER 60
B.A./B.S.W./ B.A.(Music) and other Courses 50/56hrs marks
coming under Faculty of Arts.
UNIT – 1
RECEPTIVE SKILLS:
23 hrs
READING SKILLS AND LISTENING SKILLS

Chapter 1 Novel
READING 18 hrs 30 marks
SKILLS DWEEPA by Na. D’Souza

Chapter 2
LISTENING LISTENING AND DECODING 5 hrs
SKILLS
Lewis Carroll’s The Walrus and the Carpenter
3 hrs
GS Shivrudrappa’s Beyond Memories translated by
C Ravikumar
Simon Sinek 's talk on How great leaders inspire 10
Action marks
https://www.youtube.com/watch?v=qp0HIF3SfI4
2 hrs
'Impossible' to 'I'm Possible' | Sparsh Shah |
https://www.youtube.com/watch?v=bC0hlK7WGcM
UNIT – 2
PRODUCTIVE SKILLS
23 hrs
SPEAKING SKILLS AND WRITING SKILLS
Chapter – 3
SPEAKING  Pechakucha Presentation
SKILLS 4 hrs
(Formative  Group Discussion
Assessment)

13
  Public Speaking
.
Chapter – 4
WRITING TECHNICAL WRITING 5 marks
SKILLS
 Copy writing

 Business Writing
8 hrs
 Travel Writing

 Article Writing

E-correspondence and Content Writing Skills

 E-mail 5 hrs
Casual and Professional

10marks
Requisition Letters, Apology Letters, Appreciation
Letters, Congratulation Letters, Acknowledgement
Letters

Social Media Content Writing skills 

6hrs 5 marks
Dos & Don’ts of Writing on Social Media Platforms,
Blog Writing, Writing Profiles

FORMATIVE ASSESSMENT ACTIVITIES 4hrs

Discussion /Guidance for Experiential Learning under Formative
Assessment

14
 ASSESSMENT
Mode of Evaluation and Distribution of Marks
 The course shall carry a total of 100 marks.
 There shall be semester-end written examination for all the courses conducted by the
Examination Division of the University for 60 marks.
 Each semester there shall be Internal Marks for 40.

A. FORMATIVE ASSESSMENT – 40 Marks

B. SUMMATIVE ASSESSMENT – 60 Marks
Total – 100 Marks
Formative Assessment

Assessment Occasion/type Weightage in Marks

Internal Test 10
Presentation – Pechakucha/ Group Discussion/ 10
Public Speaking
.

Experiential Learning 20
(Any 2 Activities)
 Blog Writing
 Report on any Mega event/Field Visit
 Internship- teaching English for school children,
 Project Work (any topic related to the components
in the textbook)

Note:
 Proper documentation should be maintained and
submitted for assessment.
 The activities taken up in the III Semester should
not be repeated in the IV Semester.
Total 40

The formative assessment should involve the following activities to provide real life
experience for the students where practical learning takes place.
 The students should be made to involve in participative learning/ experiential learning/
collaborative learning for formative assessment.
 Activities which would provide hands on experience and contribute towards language
skill building must be organized.
 Survey: A research method used for collecting data from a predefined group of

15
 respondents to obtain information and insights into various topics of interest.
 Interviews: An interview is a procedure designed to get information from a person
through verbal responses to verbal inquiries.
 A case study is a detailed study of a specific subject, such as a person, group, place,
event, organization, or phenomenon. Case studies are commonly used in social,
educational, clinical, and business research.
 Project-based learning (PBL) through designing, developing, and completing projects
and activities, encourages students’ critical thinking and cross-disciplinary connections.
 Internship provides hands on experience in the chosen field for the students.
Internships bridge the gap between the campus and corporate
SUMMATIVE ASSESSMENT – 60 Marks
QUESTION PAPER PATTERN
For
B.A./B.S.W./ B.A.(Music) and other Courses
coming under Faculty of Arts.

IV SEMESTER
GENERIC ENGLISH /L2
Time: 2 ½ Hours Max.Marks:60

Instruction: Answer all the questions

UNIT – 1

RECEPTIVE SKILLS: READING SKILLS AND LISTENING SKILLS

I. Answer in about a page. (2 questions out of 3) (based on Novel) 2x5=10
II. Answer in about 2 – 3 pages (2 questions out of 3) (based on Novel) 2x10=20
III. Elaborate the quote (2 questions out of 3)
(Attempt 1 each based on poems and Tedtalks) 2x5=10
UNIT – 2

i. PRODUCTIVE SKILLS: SPEAKING AND WRITING SKILLS

IV. Technical Writing (Any 1 question out of 2) 1x5=5

V. Email (Any 2 question out of 3) 2x5=10
VI. Social Media Content Writing (Any 1 question out of 2) 1x5=5

16
 BLOOM'S TAXONOMY ASSESSMENT

In 1956, American educational psychologist Benjamin Samuel Bloom created a system for
explaining the progression of steps for learning. His book, "Taxonomy of Educational
Objectives: The Classification of Educational Goals" speaks of categorizing reasoning skills
based on the critical thinking and creative writing. This work known as Bloom's Taxonomy,
was revised slightly in 2001.

Bloom’s taxonomy has three separate domains of educational activities

 Cognitive

 Psychomotor

 Affective

These domains are also referred to by the acronym KSA, as follows:

 K = Knowledge (cognitive)

 S = Skills (psychomotor)

 A = Attitudes (affective)

The objective is that all students should acquire new knowledge, skills, and attitudes about a
given subject by the end of the course.

In Bloom's Taxonomy, there are six levels of skills:

The lowest level of challenge for learners and teachers is at the bottom of the taxonomy, and
the most challenging level is at the top.

Lower Order Thinking (LOT) exists towards the bottom of the pyramid and involves
remembering basic facts.

Higher Order Thinking (HOT) exists towards the top of the pyramid and requires applying
knowledge, such as the ability to hypothesize and theorize.

These 6 levels can be used to structure the learning objectives, lessons, and assessments.
Questions can be framed based on the verbs mentioned below:

Knowledge: Define, Identify, Describe, Recognize, Tell, Explain, Recite, Memorize, Illustrate,
Quote, State, Match, Recognize, Select, Examine, Locate, Recite, Enumerate, Record, List,
Quote, Label.

17
Understand: Summarize, Interpret, Classify, Compare, Contrast, Infer, Relate, Extract,
Paraphrase, Cite, Discuss, Distinguish, Delineate, Extend, Predict, Indicate, Translate, Inquire,
Associate, Explore, Convert.

Apply: Solve, Change, Relate, Complete, Use, Sketch, Teach, Articulate, Discover, Transfer,
Show, Demonstrate, Involve, Dramatize, Produce, Report, Act, Respond, Administer, Actuate,
Prepare, Manipulate.

Analyze: Contrast, Connect, Relate, Devise, Correlate, Illustrate, Distill, Conclude, Categorize,
Take Apart, Problem-Solve, Differentiate, Deduce, Conclude, Devise, Subdivide, Calculate,
Order, Adapt.

Evaluate: Criticize, Reframe, Judge, Defend, Appraise, Value, Prioritize, Plan, Grade,
Reframe, Revise, Refine, Grade, Argue, Support, Evolve, Decide, Re-design, Pivot.

Create: Design, Write, Modify, Role-Play, Develop, Rewrite, Collaborate, Pivot, Modify,
Invent, Formulate, Invent, Imagine.

18
 PEDAGOGY

Learner oriented teaching aims at helping the students to understand that listening, speaking,
reading and writing are not just the language skills but they are life skills too.
Novella or Novel – is a narrative text which uses language to recreate experiences. This can
be used to teach students how to outline their experiences into meaningful narratives. Theme,
plot, structure, characterisation, dialogues, contexts and narratives help the students to be
articulative.
Reading Skills Reading a Life-writing/novella/novel will help students to practice
skimming, scanning, analyzing and interpreting skills.
Reading the text will also help students to develop vocabulary building,
clarity in comprehension, and decoding of written language and texts.
Reading aloud will improve pronunciation of the reader.
Listening Skills Listening to the presentations will train the students in attentive listening
and reflective reading which contribute towards strengthening of language
skills.

Role plays based on the life writings novella/novel, video-audio clippings

of the life writings novella/novel or similar situation-based videos played
in the classroom will help the students to listen to the proper pronunciation
of the words, modulation of voice, intonation and effective delivery of
speech.
Writing Skills Writing skill involves grammar, punctuation, spelling, vocabulary, clarity,
brevity, revising.
Report writing, social media writing and Email writing enhance the skills
needed in professional sphere.
Students should be made to write essays, short answers and analytical
descriptive answers based on the life writings novella/novel prescribed.
Life writing/novella/novel could be used for dialogue writing,
summarizing, note taking, note making, paraphrasing and vocabulary
building.
Dialogues in the life writing/novella/novel can be used to teach
transformation of sentences from direct to indirect speech, to write
narrative paragraphs and such other language skills.
Life writing/novella/novel can also be used for story writing, character
analysis, recreating the context from different perspectives to build critical
thinking and creative writing.

Speaking Skills Presentation Skills refine communicative ability.

Using effective and influential slides for visual communication, use of
effective language in verbal communication and building good rapport
with the audience through interpersonal communication play a vital role
in presentations.
Impactful use of non-verbal language can be taught through visuals.
Life writing/novella/novel has to be used to provide loud reading practice.

19
 Role plays, dialogue delivery, oral narration of the situations by the
students, vocabulary games and oral presentation of the themes in the
novella should be done to enhance the speaking skills of the students.
Students can be asked for short presentations based on the life
writing/novella/novel for effective and confident communication skills.

References
Garg Manoj Kumar. English Communication -Theory and Practice -Ability Enhancement
Compulsory Course. Cengage, 2019.
Rogers, C., Farson, R. E. Active Listening. Gordon Training.
Inc., www.gordontraining.com/free-workplace-articles/active-listening/, Extract from
1957 article
Leech, Geoffrey and Jan Svartvik. A Communicative Grammar of English. Routledge,
2016.
Yadugiri, M A. Making Sense of English - A Textbook of Sounds, Words and Grammar,
Viva Books, 2005, 2020.
Yadugiri, M A. The Pronunciation of English - Principles and Practice.
Viva Books, 2013, 2017.
Peck, John and Martin Coyle. Write It Right – Secrets of Effective Writing (Palgrave Study
Skills), Palgrave Macmillan, 2005, 2012.
Stannard Allen William . Living English Structure. Longman, London, 1974.
Wood, Frederick.T. A Remedial English Grammar for Foreign Students. Macmillan
Education, India, 1990.
Stanford Gene. Better Writing: From Paragraph to Essay. Harcourt College Pub,
California, 1980.
Chaturvedi PD and Mukesh Chaturvedi. Business Communication, Concepts, Cases and
Applications. Pearson, 2011.
Dev, Anjana Neira, Anuradha Marwah & Swati Pal. Creative writing - A Beginners
Manual. Pearson.2008
Murphy, Raymond. Grammar in Use. CUP, 2019. 5th Edition.
Seely, John. Oxford Guide to Effective Writing and Speaking. OUP,1998, 2013.

20
 GENERIC ENGLISH/L2

SYLLABUS
III SEMESTER

B.Sc. /B.C. A / B.Sc. (FAD) / B.V. A

and
other courses coming under
Faculty of Science
2022-23

1
 Syllabus for the Undergraduate Degree Program
2022-23
III Semester
Generic English/L2
B.Sc./B.C. A / B.Sc. (FAD) / B.V. A and other courses coming under
Faculty of Science
Starting year of implementation: 2022-23
Discipline/Subject: GENERIC ENGLISH - L2
Name of the Degree Program: B.Sc./B.C. A / B.Sc. (FAD) / B.V. A and other
courses coming under Faculty of Science
Total Credits for the Program: 03
Teaching hour per week: 04

Title of the Course: GENERIC ENGLISH - L2

Number of Theory Credits Number of hours per week Number of lecture
hours/semester
03 04 50/56

COURSE OBJECTIVES
1. To enhance LSRW (Listening, Speaking, Reading, Writing) skills
2. To develop interpersonal communicative skills
3. To augment presentation skills
4. To critically analyze, interpret and appreciate literary texts
5. To sensitize about social, cultural, religious and ethnic diversities
6. To enable employability in emerging sectors such as – content writers, interpreters,
translators, transcribers
7. To facilitate preparation for competitive examinations -
UPSC/KPSC/IBPS/SSC/RAILWAYS/TOEFL/IELTS and others.

COURSE OUTCOMES
At the end of the course the students will have
1. Acquired enhanced LSRW (Listening, Speaking, Reading, Writing) skills
2. Equipped themselves with interpersonal communication skills
3. Augmented presentation and analytical skills
4. Ability to critically analyze, interpret and appreciate literary texts
5. An awareness of social, cultural, religious and ethnic diversities
6. Facilitated employability in emerging sectors such as – content writers, interpreters,
translators, transcribers
7. Acquired language skills for competitive examinations -
UPSC/KPSC/IBPS/SSC/RAILWAYS/TOEFL/IELTS and others.

2
 60
50/56hrs marks
III SEMESTER
B.Sc./B.C. A / B.Sc. (FAD) / B.V. A and other courses
coming under Faculty of Science
UNIT - I
RECEPTIVE SKILLS: READING SKILLS AND 23 hrs 40
LISTENING SKILLS marks
READING SKILLS PLAY 30
marks
The Life of Galileo 15 hrs
by Bertolt Brecht
LISTENING SKILLS 8 hrs 10
PERSUASIVE SPEECHES
Audio version of the speeches to marks
be emphasized

Dr. B R Ambedkar's Constituent

Assembly Speech on Dec 17,1946
https://www.youtube.com/watch?
v=2VFm0Uo63rY
“My Vision for India” by Dr. APJ
Abdul Kalam is one of his best
speeches at Indian Institute of
Technology, Hyderabad, where
he outlined his visions for India.
https://youtu.be/neKaXXXKtHE?
t=30
Sachin Tendulkar's farewell
speech at Wankhede Stadium
https://www.youtube.com/watch?
v=EYLF3qQCKM0
Malala Yousafzai's Nobel Peace
Prize acceptance speech
https://www.youtube.com/watch?
v=8hx0ajieM3M
The Speech of Chief Seattle
https://www.youtube.com/watch?
v=2uOM2stiVFk

3
 UNIT – II
PRODUCTIVE SKILLS: SPEAKING AND WRITING SKILLS 23 hrs 20 marks
SPEAKING SKILLS PRESENTATION SKILLS 5 hrs
Types 5 marks
 Informative/Instructional
Presentation
 Persuasive Presentation
 Demonstrative Presentation
WRITING SKILLS INTRODUCTION TO WRITING AND
TYPES OF WRITING
 Introduction to Writing 6 hrs 5 marks
Types of Paragraph Writing
 Descriptive Writing
 Comparative Writing
 Cause and Effect Writing
BUSINESS CORRESPONDENCE
 Letters of Enquiry 6 hrs 5 marks
 Order Letters
 Letters of Complaint
 Reply to Letter of Complaint
 Sales Letters
COMMERCIAL WRITING 6 hrs 5 marks
 Advertisement Writing
 Product Manual
 Poster/Brochure Writing
FORMATIVE ASSESSMENT 4 hrs
FORMATIVE ASSESSMENT Discussion / Guidance for Experiential
ACTIVITIES Learning under Formative Assessment

4
 ASSESSMENT
Mode of Evaluation and Distribution of Marks
 The course shall carry a total of 100 marks.
 There shall be semester-end written examination for all the courses conducted by the
Examination Division of the University for 60 marks.
 Each semester there shall be Internal Marks for 40.

A. FORMATIVE ASSESSMENT – 40 marks

B. SUMMATIVE ASSESSMENT – 60 Marks
TOTAL - 100 Marks

A. FORMATIVE ASSESSMENT – 40 marks

Formative Assessment
Weightage in Marks
Assessment Occasion/type

Internal Test 10

Presentation – (seminar/webinar) 10

Experiential Learning 20
(Any 2 Activities)
Surveys/Interviews/
Project on Poster/Brochure
Note:
 Proper documentation should be
maintained and submitted for assessment.

40
Total

The formative assessment should involve the following activities to provide real life experience
for the students where practical learning takes place.
 The students should be made to involve in participative learning/ experiential learning/
collaborative learning for formative assessment.

5
 Activities which would provide hands on experience and contribute towards language
skill building must be organized.
 Survey: A research method used for collecting data from a predefined group of
respondents to obtain information and insights into various topics of interest.
 Interviews: An interview is a procedure designed to get information from a person
through verbal responses to verbal inquiries.
 A case study is a detailed study of a specific subject, such as a person, group, place,
event, organization, or phenomenon. Case studies are commonly used in social,
educational, clinical, and business research.
 Project-based learning (PBL) through designing, developing, and completing projects
and activities, encourages students’ critical thinking and cross-disciplinary connections.
 Internship provides hands on experience in the chosen field for the students.
Internships bridge the gap between the campus and corporate.

B. SUMMATIVE ASSESSMENT – 60 Marks

QUESTION PAPER PATTERN
for
B.Sc./B.C. A / B.Sc. (FAD) / B.V. A and other courses coming under
Faculty of Science
III SEMESTER
GENERIC ENGLISH /L2
Time: 2 ½ Hours Max.Marks:60

Instruction: Answer all the questions

UNIT – 1
RECEPTIVE SKILLS: READING SKILLS AND LISTENING SKILLS
I. Answer in about a page. (2 questions out of 3)(Play based) 2x5=10
II. Answer in about 2 – 3 pages (2 questions out of 3)(Play based) 2x10=20
III. Answer in about a page. (2 questions out of 3)(Speeches based) 2x5=10
UNIT – 2
PRODUCTIVE SKILLS: SPEAKING AND WRITING SKILLS
IV. Provide 5 slides of the presentation (1 question out of 2) 1x5=5
V. Paragraph Writing (Attempt any 1 out of 3) 1x5=5
VI. Write any 1 Letter out of the given 2 Letters 1x5=5
VII. Poster/Brochure / Advertisement /Product Manual Writing 1x5=5

6
 BLOOM'S TAXONOMY ASSESSMENT
In 1956, American educational psychologist Benjamin Samuel Bloom created a system for
explaining the progression of steps for learning. His book, "Taxonomy of Educational
Objectives: The Classification of Educational Goals" speaks of categorizing reasoning skills
based on the critical thinking and creative writing. This work known as Bloom's Taxonomy,
was revised slightly in 2001.

Bloom’s taxonomy has three separate domains of educational activities

 Cognitive

 Psychomotor

 Affective

These domains are also referred to by the acronym KSA, as follows:

 K = Knowledge (cognitive)

 S = Skills (psychomotor)

 A = Attitudes (affective)

The objective is that all students should acquire new knowledge, skills, and attitudes about a
given subject by the end of the course.

In Bloom's Taxonomy, there are six levels of skills:

The lowest level of challenge for learners and teachers is at the bottom of the taxonomy, and
the most challenging level is at the top.

Lower Order Thinking (LOT) exists towards the bottom of the pyramid and involves
remembering basic facts.

Higher Order Thinking (HOT) exists towards the top of the pyramid and requires applying
knowledge, such as the ability to hypothesize and theorize.

These 6 levels can be used to structure the learning objectives, lessons, and assessments.
Questions can be framed based on the verbs mentioned below:

Knowledge: Define, Identify, Describe, Recognize, Tell, Explain, Recite, Memorize, Illustrate,
Quote, State, Match, Recognize, Select, Examine, Locate, Recite, Enumerate, Record, List,
Quote, Label.

Understand: Summarize, Interpret, Classify, Compare, Contrast, Infer, Relate, Extract,

Paraphrase, Cite, Discuss, Distinguish, Delineate, Extend, Predict, Indicate, Translate, Inquire,

7
Associate, Explore, Convert.

Apply: Solve, Change, Relate, Complete, Use, Sketch, Teach, Articulate, Discover, Transfer,
Show, Demonstrate, Involve, Dramatize, Produce, Report, Act, Respond, Administer, Actuate,
Prepare, Manipulate.

Analyze: Contrast, Connect, Relate, Devise, Correlate, Illustrate, Distill, Conclude, Categorize,
Take Apart, Problem-Solve, Differentiate, Deduce, Conclude, Devise, Subdivide, Calculate,
Order, Adapt.

Evaluate: Criticize, Reframe, Judge, Defend, Appraise, Value, Prioritize, Plan, Grade,
Reframe, Revise, Refine, Grade, Argue, Support, Evolve, Decide, Re-design, Pivot.

Create: Design, Write, Modify, Role-Play, Develop, Rewrite, Collaborate, Pivot, Modify,
Invent, Formulate, Invent, Imagine.

8
 PEDAGOGY
Student centric teaching aims at helping the students to understand that listening, speaking,
reading and writing are not just the language skills but they are life skills too. The course will
also equip the student with job skills to become content writers, interpreters, translators,
transcribers and also the course will facilitate preparation for competitive examinations such
as UPSC/ KPSC/ IBPS/ SSC/ RAILWAYS/ TOEFL/ IELTS and such others.
Graphic novel – a narrative text uses language to recreate experience. Graphic novels combine
text and pictures equally in order to convey a narrative.
Digital advertising promotes business, products, and services to generate brand awareness, sales,
and more through digital, like Google, Facebook, YouTube, and such other social media.

Reading Skills Reading Visual texts stimulates the imagination of the students resulting in
impactful comprehension.
The text could be used to teach the processes of understanding like
‘Interpreting’, ‘Exemplifying’, ‘Classifying’, ‘Summarizing’, ‘Inferring’,
‘Comparing’, and ‘Explaining’.
Listening Skills Listening to the speeches of great personalities will teach voice modulation
and expressive articulation.
Students could be made to listen and reproduce the speech in an impactful
manner. The students can be made to deliver speech on any topic of their
choice as classroom activity.
Speaking Skills Team leaders, marketing professionals, Sales people, financial and
healthcare executives, human resources professionals, government staff, and
other managerial people are expected to be good communicators.
Presentations will help the students in effective information delivery.
Games like PowerPoint Karaoke can be played
where participants take turns presenting slide decks that they've never seen
before. This would increase the confidence of the students to provide
effective presentations.
Writing Skills Writing skill increases career opportunities and increases productivity.
The ability to write with brevity and clarity can be acquired by practice.
Writing exercises can be taken from play or graphic narrative prescribed
under Reading Skill.
Commercial writing which involves Advertisement writing is a marketing
communication that aims to promote or provide information about a product,
idea or service. Advertisements are usually communicated through mass
media such as newspapers, magazines, radio, televisions, social media, and
blog.
Students can be given assignments on blog writing, product manual, posters
and brochures.

9
References
Garg Manoj Kumar. English Communication -Theory and Practice -Ability Enhancement
Compulsory Course. Cengage, 2019.
Rogers, C., Farson, R. E. Active Listening. Gordon Training.
Inc., www.gordontraining.com/free-workplace-articles/active-listening/, Extract from
1957 article
Leech, Geoffrey and Jan Svartvik. A Communicative Grammar of English. Routledge,
2016.
Yadugiri, M A. Making Sense of English - A Textbook of Sounds, Words and Grammar,
Viva Books, 2005, 2020.
Yadugiri, M A. The Pronunciation of English - Principles and Practice.
Viva Books, 2013, 2017.
Peck, John and Martin Coyle. Write It Right – Secrets of Effective Writing (Palgrave Study
Skills), Palgrave Macmillan, 2005, 2012.
Stannard Allen William . Living English Structure. Longman, London, 1974.
Wood, Frederick.T. A Remedial English Grammar for Foreign Students. Macmillan
Education, India, 1990.
Stanford Gene. Better Writing: From Paragraph to Essay. Harcourt College Pub,
California, 1980.
Chaturvedi PD and Mukesh Chaturvedi. Business Communication, Concepts, Cases and
Applications. Pearson, 2011.
Dev, Anjana Neira, Anuradha Marwah & Swati Pal. Creative writing - A Beginners
Manual. Pearson.2008
Murphy, Raymond. Grammar in Use. CUP, 2019. 5th Edition.
Seely, John. Oxford Guide to Effective Writing and Speaking. OUP,1998, 2013.

10
 GENERIC ENGLISH/L2

SYLLABUS
for
IV SEMESTER

B.Sc./B.C. A / B.Sc. (FAD) / B.V. A

and other courses coming under
Faculty of Science
2022-23

11
 Syllabus for the Undergraduate Degree Program
2022-23
IV Semester
GENERIC ENGLISH/L2
B.Sc./B.C. A / B.Sc. (FAD) / B.V. A and other courses coming
under Faculty of Science
Starting year of implementation: 2022-23
Discipline/Subject: GENERIC ENGLISH /L2
Name of the Degree Program: B.Sc./B.C. A / B.Sc. (FAD) / B.V. A and other courses
coming under Faculty of Science
Total Credits for the Program: 03
Teaching hours per week: 4

TITLE OF THE COURSE: GENERIC ENGLISH – L2

Number of Theory Credits Number of hours per week Number of lecture hours/semester
03 04 50/56

COURSE OBJECTIVES
1) To enhance the students’ creative, interpretative and critical thinking
2) To equip the students to communicate confidently and effectively
3) To prepare for various interviews and professional contexts
4) To build persuasive and creative social media writing skills
5) To develop analytical and evaluative skills
6) To train students to identify and understand regional and global contexts and ethical
frameworks in texts and narratives
7) To enable students for self-expression
COURSE OUTCOMES
By the end of the course the students will have
1) Acquired creative, interpretative and critical thinking
2) Skills to communicate confidently and effectively
3) Obtained persuasive and creative social media writing skills
4) Developed analytical and evaluative skills
5) Learnt to identify and understand social contexts and ethical frameworks in the texts
6) Ability to articulate their views with clarity and confidence
7) Eligibility to take up jobs such as content writing, journalism and such other jobs with
proficiency in English

12
 IV SEMESTER 60
B.Sc./B.C. A / B.Sc. (FAD) / B.V. A and other courses 50/56hrs marks
coming under Faculty of Science
UNIT – 1
RECEPTIVE SKILLS:
23 hrs
READING SKILLS AND LISTENING SKILLS

Chapter 1 Novel
30
READING 18 hrs
marks
SKILLS Siddhartha by Hermenn Hesse

Chapter 2
LISTENING LISTENING AND DECODING 5 hrs
SKILLS
Caged Bird by Maya Angelou
5
3 hrs
The Force that through the Green Fuse Drives the marks
Flower by Dylan Thomas
Exploring Ableism - An Invitation to create an
inclusive society | Gagan Chhabra | TEDxOsloMet
https://www.youtube.com/watch?v=EFhL9Bf6a_I
5
2 hrs
School strike for climate - save the world by marks
changing the rules | Greta Thunberg |
TEDxStockholm
https://www.youtube.com/watch?v=EAmmUIEsN9A
UNIT – 2
PRODUCTIVE SKILLS
23 hrs
SPEAKING SKILLS AND WRITING SKILLS

Chapter – 3  Pechakucha Presentation

SPEAKING
SKILLS  Group Discussion 4 hrs
(Formative
Assessment)  Public Speaking
.
WRITING
TECHNICAL WRITING 5 marks
SKILLS
 Copy writing

 Business Writing
8 hrs
 Travel Writing

13
  Article Writing

E-correspondence and Content Writing Skills

 E-mail 5 hrs
Casual and Professional

10
Requisition Letters, Apology Letters, Appreciation marks
Letters, Congratulation Letters, Acknowledgement
Letters

Social Media Content Writing skills

6hrs 5 marks
Dos & Don’ts of Writing on Social Media Platforms,
Blog Writing, Writing Profiles

FORMATIVE ASSESSMENT ACTIVITIES 4hrs

Discussion /Guidance for Experiential Learning under Formative
Assessment

14
 ASSESSMENT
Mode of Evaluation and Distribution of Marks
 The course shall carry a total of 100 marks.
 There shall be semester-end written examination for all the courses conducted by the
Examination Division of the University for 60 marks.
 Each semester there shall be Internal Marks for 40.

A. FORMATIVE ASSESSMENT – 40 Marks

B. SUMMATIVE ASSESSMENT – 60 Marks
Total – 100 Marks
Formative Assessment

Assessment Occasion/type Weightage in Marks

Internal Test 10
Presentation – Pechakucha 10
Group Discussion/ Public Speaking
Experiential Learning 20
(Any 2 Activities)
 Blog Writing
 Report on any Mega event/Field Visit
 Internship- teaching English for school children,
 Project Work (any topic related to the components
in the textbook)

Note:
 Proper documentation should be maintained and
submitted for assessment.
 The activities taken up in the III Semester should
not be repeated in the IV Semester.
Total 40

The formative assessment should involve the following activities to provide real life
experience for the students where practical learning takes place.
 The students should be made to involve in participative learning/ experiential learning/
collaborative learning for formative assessment.
 Activities which would provide hands on experience and contribute towards language
skill building must be organized.
 Survey: A research method used for collecting data from a predefined group of
respondents to obtain information and insights into various topics of interest.
 Interviews: An interview is a procedure designed to get information from a person

15
 through verbal responses to verbal inquiries.
 A case study is a detailed study of a specific subject, such as a person, group, place,
event, organization, or phenomenon. Case studies are commonly used in social,
educational, clinical, and business research.
 Project-based learning (PBL) through designing, developing, and completing projects
and activities, encourages students’ critical thinking and cross-disciplinary connections.
 Internship provides hands on experience in the chosen field for the students.
Internships bridge the gap between the campus and corporate
SUMMATIVE ASSESSMENT – 60 Marks
QUESTION PAPER PATTERN
for
B.Sc./B.C. A / B.Sc. (FAD) / B.V. A and other courses coming under
Faculty of Science
IV SEMESTER
GENERIC ENGLISH /L2
Time: 2 ½ Hours Max.Marks:60

Instruction: Answer all the questions

UNIT – 1
RECEPTIVE SKILLS: READING SKILLS AND LISTENING SKILLS
1. Answer in about a page. (2 questions out of 3) (based on Novel) 2x5=10
2. Answer in about 2 – 3 pages (2 questions out of 3) (based on Novel) 2x10=20
3. Elaborate the quote (2 questions out of 3) (Attempt 1 each based on poems and
Tedtalks) 2x5=10

UNIT – 2

PRODUCTIVE SKILLS: SPEAKING AND WRITING SKILLS

4. Technical Writing (Any 1 question out of 2) 1x5=5

5. Email (Any 2 question out of 3) 2x5=10
6. Social Media Content Writing (Any 1 question out of 2) 1x5=5

16
 BLOOM'S TAXONOMY ASSESSMENT
In 1956, American educational psychologist Benjamin Samuel Bloom created a system for
explaining the progression of steps for learning. His book, "Taxonomy of Educational
Objectives: The Classification of Educational Goals" speaks of categorizing reasoning skills
based on the critical thinking and creative writing. This work known as Bloom's Taxonomy,
was revised slightly in 2001.

Bloom’s taxonomy has three separate domains of educational activities

 Cognitive

 Psychomotor

 Affective

These domains are also referred to by the acronym KSA, as follows:

 K = Knowledge (cognitive)

 S = Skills (psychomotor)

 A = Attitudes (affective)

The objective is that all students should acquire new knowledge, skills, and attitudes about a
given subject by the end of the course.

In Bloom's Taxonomy, there are six levels of skills:

The lowest level of challenge for learners and teachers is at the bottom of the taxonomy, and
the most challenging level is at the top.

Lower Order Thinking (LOT) exists towards the bottom of the pyramid and involves
remembering basic facts.

Higher Order Thinking (HOT) exists towards the top of the pyramid and requires applying
knowledge, such as the ability to hypothesize and theorize.

These 6 levels can be used to structure the learning objectives, lessons, and assessments.
Questions can be framed based on the verbs mentioned below:

Knowledge: Define, Identify, Describe, Recognize, Tell, Explain, Recite, Memorize, Illustrate,
Quote, State, Match, Recognize, Select, Examine, Locate, Recite, Enumerate, Record, List,
Quote, Label.

Understand: Summarize, Interpret, Classify, Compare, Contrast, Infer, Relate, Extract,

17
Paraphrase, Cite, Discuss, Distinguish, Delineate, Extend, Predict, Indicate, Translate, Inquire,
Associate, Explore, Convert.

Apply: Solve, Change, Relate, Complete, Use, Sketch, Teach, Articulate, Discover, Transfer,
Show, Demonstrate, Involve, Dramatize, Produce, Report, Act, Respond, Administer, Actuate,
Prepare, Manipulate.

Analyze: Contrast, Connect, Relate, Devise, Correlate, Illustrate, Distill, Conclude, Categorize,
Take Apart, Problem-Solve, Differentiate, Deduce, Conclude, Devise, Subdivide, Calculate,
Order, Adapt.

Evaluate: Criticize, Reframe, Judge, Defend, Appraise, Value, Prioritize, Plan, Grade,
Reframe, Revise, Refine, Grade, Argue, Support, Evolve, Decide, Re-design, Pivot.

Create: Design, Write, Modify, Role-Play, Develop, Rewrite, Collaborate, Pivot, Modify,
Invent, Formulate, Invent, Imagine.

18
 PEDAGOGY
Learner oriented teaching aims at helping the students to understand that listening, speaking,
reading and writing are not just the language skills but they are life skills too.
Novella or Novel – is a narrative text which uses language to recreate experiences. This can
be used to teach students how to outline their experiences into meaningful narratives. Theme,
plot, structure, characterisation, dialogues, contexts and narratives help the students to be
articulative.
Reading Skills Reading a Life-writing/novella/novel will help students to practice
skimming, scanning, analyzing and interpreting skills.
Reading the text will also help students to develop vocabulary building,
clarity in comprehension, and decoding of written language and texts.
Reading aloud will improve pronunciation of the reader.
Listening Skills Listening to the presentations will train the students in attentive listening
and reflective reading which contribute towards strengthening of language
skills.

Role plays based on the life writings novella/novel, video-audio clippings

of the life writings novella/novel or similar situation-based videos played
in the classroom will help the students to listen to the proper pronunciation
of the words, modulation of voice, intonation and effective delivery of
speech.
Writing Skills Writing skill involves grammar, punctuation, spelling, vocabulary, clarity,
brevity, revising.
Report writing, social media writing and Email writing enhance the skills
needed in professional sphere.
Students should be made to write essays, short answers and analytical
descriptive answers based on the life writings novella/novel prescribed.
Life writing/novella/novel could be used for dialogue writing,
summarizing, note taking, note making, paraphrasing and vocabulary
building.
Dialogues in the life writing/novella/novel can be used to teach
transformation of sentences from direct to indirect speech, to write
narrative paragraphs and such other language skills.
Life writing/novella/novel can also be used for story writing, character
analysis, recreating the context from different perspectives to build critical
thinking and creative writing.

Speaking Skills Presentation Skills refine communicative ability.

Using effective and influential slides for visual communication, use of
effective language in verbal communication and building good rapport
with the audience through interpersonal communication play a vital role
in presentations.
Impactful use of non-verbal language can be taught through visuals.
Life writing/novella/novel has to be used to provide loud reading practice.
Role plays, dialogue delivery, oral narration of the situations by the

19
 students, vocabulary games and oral presentation of the themes in the
novella should be done to enhance the speaking skills of the students.
Students can be asked for short presentations based on the life
writing/novella/novel for effective and confident communication skills.

References
Garg Manoj Kumar. English Communication -Theory and Practice -Ability Enhancement
Compulsory Course. Cengage, 2019.
Rogers, C., Farson, R. E. Active Listening. Gordon Training.
Inc., www.gordontraining.com/free-workplace-articles/active-listening/, Extract from
1957 article
Leech, Geoffrey and Jan Svartvik. A Communicative Grammar of English. Routledge,
2016.
Yadugiri, M A. Making Sense of English - A Textbook of Sounds, Words and Grammar,
Viva Books, 2005, 2020.
Yadugiri, M A. The Pronunciation of English - Principles and Practice.
Viva Books, 2013, 2017.
Peck, John and Martin Coyle. Write It Right – Secrets of Effective Writing (Palgrave Study
Skills), Palgrave Macmillan, 2005, 2012.
Stannard Allen William . Living English Structure. Longman, London, 1974.
Wood, Frederick.T. A Remedial English Grammar for Foreign Students. Macmillan
Education, India, 1990.
Stanford Gene. Better Writing: From Paragraph to Essay. Harcourt College Pub,
California, 1980.
Chaturvedi PD and Mukesh Chaturvedi. Business Communication, Concepts, Cases and
Applications. Pearson, 2011.
Dev, Anjana Neira, Anuradha Marwah & Swati Pal. Creative writing - A Beginners
Manual. Pearson.2008
Murphy, Raymond. Grammar in Use. CUP, 2019. 5th Edition.
Seely, John. Oxford Guide to Effective Writing and Speaking. OUP,1998, 2013.

20
 GENERIC ENGLISH/L2

SYLLABUS
for
III SEMESTER

B.Com./BBA and other courses coming

under
Faculty of Commerce and Management

2022-23

1
 Syllabus for the Undergraduate Degree Program
2022-23
III Semester
Generic English/L2
B.Com./BBA and other courses coming under
Faculty of Commerce and Management

Starting year of implementation: 2022-23

Discipline/Subject: GENERIC ENGLISH - L2
Name of the Degree Program: BCom/BBA/ and other courses coming under Faculty of
Commerce and Management
Total Credits for the Program: 03
Teaching hour per week: 04

Title of the Course: GENERIC ENGLISH - L2

Number of Theory Credits Number of hours per week Number of lecture
hours/semester
03 04 50/56

COURSE OBJECTIVES
1. To enhance LSRW (Listening, Speaking, Reading, Writing) skills
2. To develop interpersonal communicative skills
3. To augment presentation skills
4. To critically analyze, interpret and appreciate literary texts
5. To sensitize about social, cultural, religious and ethnic diversities
6. To enable employability in emerging sectors such as – content writers, interpreters,
translators, transcribers
7. To facilitate preparation for competitive examinations -
UPSC/KPSC/IBPS/SSC/RAILWAYS/TOEFL/IELTS and others.

COURSE OUTCOMES
At the end of the course the students will have
1. Acquired enhanced LSRW (Listening, Speaking, Reading, Writing) skills
2. Equipped themselves with interpersonal communication skills
3. Augmented presentation and analytical skills
4. Ability to critically analyse, interpret and appreciate literary texts
5. An awareness of social, cultural, religious and ethnic diversities
6. Facilitated employability in emerging sectors such as – content writers, interpreters,
translators, transcribers
7. Acquired language skills for competitive examinations -
UPSC/KPSC/IBPS/SSC/RAILWAYS/TOEFL/IELTS and others.

2
 60
50/56hrs marks
III SEMESTER
B.Com./BBA and other courses coming under
Faculty of Commerce and Management
UNIT - I
RECEPTIVE SKILLS: READING SKILLS AND 23 hrs 40
LISTENING SKILLS marks
READING SKILLS PLAY 30
marks
Mahesh Dattani's Dance Like 15 hrs
a Man

LISTENING SKILLS 8 hrs 10

PERSUASIVE SPEECHES
Audio version of the speeches to marks
be emphasized
Swami Vivekananda’s speech
at the World Parliament of
Religions in Chicago
https://www.youtube.com/watch?
v=cdTy8e7XMxA
MahatmaGandhiji’s speech at
Kingsley Hall, London. 1931
https://www.youtube.com/watch?v
=brOVuLg5UoI
Steve Jobs' famous Stanford
commencement speech
https://www.youtube.com/watchv
v=Tuw8hxrFBH8
JK Rowling’s speech at
Harvard University on 'The
Fringe Benefits of Failure, and
the Importance of Imagination'
https://www.youtube.com/watch?
v=wHGqp8lz36c&t=54s
Subroto Bagchi’s Go Kiss The
World – Inspirational Speech
https://youtu.be/r_B94mSQqvY
https://youtu.be/3Q7DCWoysf8
https://youtu.be/zMyAeg3iQ5E

3
 UNIT – II
PRODUCTIVE SKILLS: SPEAKING AND WRITING SKILLS 23 hrs 20 marks
SPEAKING SKILLS PRESENTATION SKILLS 5 hrs
Types - 5 marks
 Informative/Instructional
Presentation
 Persuasive Presentation
 Decision Making Presentation
 Demonstrative Presentation

WRITING SKILLS INTRODUCTION TO WRITING AND

TYPES OF WRITING
 Introduction to Writing 6 hrs 5 marks
Types of Paragraph Writing
 Descriptive Writing
 Persuasive/Argumentative Writing
 Comparative Writing
BUSINESS CORRESPONDENCE
 Letters of Enquiry 6 hrs 5 marks
 Order Letters
 Letters of Complaint
 Reply to Letter of Complaint
 Sales Letters
COMMERCIAL WRITING 6 hrs 5 marks
 Advertisement Writing
 Product Manual
 Poster/Brochure Writing
FORMATIVE ASSESSMENT 4 hrs
FORMATIVE ASSESSMENT Discussion / Guidance for Experiential
ACTIVITIES Learning under Formative Assessment

4
 ASSESSMENT

Mode of Evaluation and Distribution of Marks

 The course shall carry a total of 100 marks.
 There shall be semester-end written examination for all the courses conducted by the
Examination Division of the University for 60 marks.
 Each semester there shall be Internal Marks for 40.

A. FORMATIVE ASSESSMENT – 40 marks

B. SUMMATIVE ASSESSMENT – 60 Marks
TOTAL - 100 Marks

A. FORMATIVE ASSESSMENT – 40 marks

Formative Assessment
Weightage in Marks
Assessment Occasion/type

Internal Test 10

Presentation – (seminar/webinar) 10

Experiential Learning 20
(Any 2 Activities)
Surveys/Interviews/
Project on Poster/Brochure
Note:
 Proper documentation should be
maintained and submitted for assessment.

40
Total

The formative assessment should involve the following activities to provide real life experience
for the students where practical learning takes place.
 The students should be made to involve in participative learning/ experiential learning/
collaborative learning for formative assessment.

5
 Activities which would provide hands on experience and contribute towards language
skill building must be organized.
 Survey: A research method used for collecting data from a predefined group of
respondents to obtain information and insights into various topics of interest.
 Interviews: An interview is a procedure designed to get information from a person
through verbal responses to verbal inquiries.
 A case study is a detailed study of a specific subject, such as a person, group, place,
event, organization, or phenomenon. Case studies are commonly used in social,
educational, clinical, and business research.
 Project-based learning (PBL) through designing, developing, and completing projects
and activities, encourages students’ critical thinking and cross-disciplinary connections.
 Internship provides hands on experience in the chosen field for the students.
Internships bridge the gap between the campus and corporate.
B. SUMMATIVE ASSESSMENT – 60 Marks
QUESTION PAPER PATTERN
for
B.Com./BBA and other courses coming under
Faculty of Commerce and Management
III SEMESTER
GENERIC ENGLISH /L2
Time: 2 ½ Hours Max.Marks:60

Instruction: Answer all the questions

UNIT – 1
RECEPTIVE SKILLS: READING SKILLS AND LISTENING SKILLS
I. Answer in about a page. (2 questions out of 3)(Play based) 2x5=10

II. Answer in about 2 – 3 pages (2 questions out of 3)(Play based) 2x10=20

III. Answer in about a page. (2 questions out of 3)(Speeches based) 2x5=10

UNIT – 2
PRODUCTIVE SKILLS: SPEAKING AND WRITING SKILLS
IV. Provide 5 slides of the presentation (1 question out of 2) 1x5=5
V. Paragraph Writing (Attempt any 1 out of 2) 1x5=5
VI. Write any 1 Letter out of the given 2 Letters 1x5=5
VII. Poster/Brochure / Advertisement /Product Manual Writing 1x5=5
(Attempt any 1 out of 2)

6
 BLOOM'S TAXONOMY ASSESSMENT
In 1956, American educational psychologist Benjamin Samuel Bloom created a system for
explaining the progression of steps for learning. His book, "Taxonomy of Educational
Objectives: The Classification of Educational Goals" speaks of categorizing reasoning skills
based on the critical thinking and creative writing. This work known as Bloom's Taxonomy,
was revised slightly in 2001.

Bloom’s taxonomy has three separate domains of educational activities

 Cognitive

 Psychomotor

 Affective

These domains are also referred to by the acronym KSA, as follows:

 K = Knowledge (cognitive)

 S = Skills (psychomotor)

 A = Attitudes (affective) 

The objective is that all students should acquire new knowledge, skills, and attitudes about a
given subject by the end of the course.

In Bloom's Taxonomy, there are six levels of skills:

The lowest level of challenge for learners and teachers is at the bottom of the taxonomy, and
the most challenging level is at the top.

Lower Order Thinking (LOT) exists towards the bottom of the pyramid and involves
remembering basic facts.

Higher Order Thinking (HOT) exists towards the top of the pyramid and requires applying
knowledge, such as the ability to hypothesize and theorize.

These 6 levels can be used to structure the learning objectives, lessons, and assessments.
Questions can be framed based on the verbs mentioned below:

Knowledge: Define, Identify, Describe, Recognize, Tell, Explain, Recite, Memorize, Illustrate,
Quote, State, Match, Recognize, Select, Examine, Locate, Recite, Enumerate, Record, List,

7
Quote, Label.

Understand: Summarize, Interpret, Classify, Compare, Contrast, Infer, Relate, Extract,

Paraphrase, Cite, Discuss, Distinguish, Delineate, Extend, Predict, Indicate, Translate, Inquire,
Associate, Explore, Convert.

Apply: Solve, Change, Relate, Complete, Use, Sketch, Teach, Articulate, Discover, Transfer,
Show, Demonstrate, Involve, Dramatize, Produce, Report, Act, Respond, Administer, Actuate,
Prepare, Manipulate.

Analyze: Contrast, Connect, Relate, Devise, Correlate, Illustrate, Distill, Conclude, Categorize,
Take Apart, Problem-Solve, Differentiate, Deduce, Conclude, Devise, Subdivide, Calculate,
Order, Adapt.

Evaluate: Criticize, Reframe, Judge, Defend, Appraise, Value, Prioritize, Plan, Grade,
Reframe, Revise, Refine, Grade, Argue, Support, Evolve, Decide, Re-design, Pivot.

Create: Design, Write, Modify, Role-Play, Develop, Rewrite, Collaborate, Pivot, Modify,
Invent, Formulate, Invent, Imagine.

8
 PEDAGOGY
Student centric teaching aims at helping the students to understand that listening, speaking,
reading and writing are not just the language skills but they are life skills too. The course will
also equip the student with job skills to become content writers, interpreters, translators,
transcribers and also the course will facilitate preparation for competitive examinations such
as UPSC/ KPSC/ IBPS/ SSC/ RAILWAYS/ TOEFL/ IELTS and such others.
Graphic novel – a narrative text uses language to recreate experience. Graphic novels combine
text and pictures equally in order to convey a narrative.
Digital advertising promotes business, products, and services to generate brand awareness, sales,
and more through digital, like Google, Facebook, YouTube, and such other social media.

Reading Skills Reading Visual texts stimulates the imagination of the students resulting in
impactful comprehension.
The text could be used to teach the processes of understanding like
‘Interpreting’, ‘Exemplifying’, ‘Classifying’, ‘Summarizing’, ‘Inferring’,
‘Comparing’, and ‘Explaining’.
Listening Skills Listening to the speeches of great personalities will teach voice modulation
and expressive articulation.
Students could be made to listen and reproduce the speech in an impactful
manner. The students can be made to deliver speech on any topic of their
choice as classroom activity.
Speaking Skills Team leaders, marketing professionals, Sales people, financial and
healthcare executives, human resources professionals, government staff, and
other managerial people are expected to be good communicators.
Presentations will help the students in effective information delivery.
Games like PowerPoint Karaoke can be played
where participants take turns presenting slide decks that they've never seen
before. This would increase the confidence of the students to provide
effective presentations.
Writing Skills Writing skill increases career opportunities and increases productivity.
The ability to write with brevity and clarity can be acquired by practice.
Writing exercises can be taken from play or graphic narrative prescribed
under Reading Skill.
Commercial writing which involves Advertisement writing is a marketing
communication that aims to promote or provide information about a product,
idea or service. Advertisements are usually communicated through mass
media such as newspapers, magazines, radio, televisions, social media, and
blog.
Students can be given assignments on blog writing, product manual, posters
and brochures.

9
References
Garg Manoj Kumar. English Communication -Theory and Practice -Ability Enhancement
Compulsory Course. Cengage, 2019.
Rogers, C., Farson, R. E. Active Listening. Gordon Training.
Inc., www.gordontraining.com/free-workplace-articles/active-listening/, Extract from
1957 article
Leech, Geoffrey and Jan Svartvik. A Communicative Grammar of English. Routledge,
2016.
Yadugiri, M A. Making Sense of English - A Textbook of Sounds, Words and Grammar,
Viva Books, 2005, 2020.
Yadugiri, M A. The Pronunciation of English - Principles and Practice.
Viva Books, 2013, 2017.
Peck, John and Martin Coyle. Write It Right – Secrets of Effective Writing (Palgrave Study
Skills), Palgrave Macmillan, 2005, 2012.
Stannard Allen William . Living English Structure. Longman, London, 1974.
Wood, Frederick.T. A Remedial English Grammar for Foreign Students. Macmillan
Education, India, 1990.
Stanford Gene. Better Writing: From Paragraph to Essay. Harcourt College Pub,
California, 1980.
Chaturvedi PD and Mukesh Chaturvedi. Business Communication, Concepts, Cases and
Applications. Pearson, 2011.
Dev, Anjana Neira, Anuradha Marwah & Swati Pal. Creative writing - A Beginners
Manual. Pearson.2008
Murphy, Raymond. Grammar in Use. CUP, 2019. 5th Edition.
Seely, John. Oxford Guide to Effective Writing and Speaking. OUP,1998, 2013.

10
 GENERIC ENGLISH/L2

SYLLABUS
for
IV SEMESTER

B.Com./BBA and other courses coming

under
Faculty of Commerce and Management

2022-23

11
 Syllabus for the Undergraduate Degree Program
2022-23
IV Semester
Generic English/L2
B.Com./BBA and other courses coming under
Faculty of Commerce and Management

Starting year of implementation: 2022-23

Discipline/Subject: GENERIC ENGLISH /L2
Name of the Degree Program: B.Com./BBA and other courses coming under
Faculty of Commerce and Management
Total Credits for the Program: 03
Teaching hours per week: 4

TITLE OF THE COURSE: GENERIC ENGLISH – L2

Number of Theory Credits Number of hours per week Number of lecture hours/semester
03 04 50/56

COURSE OBJECTIVES
1) To enhance the students’ creative, interpretative and critical thinking
2) To equip the students to communicate confidently and effectively
3) To prepare for various interviews and professional contexts
4) To build persuasive and creative social media writing skills
5) To develop analytical and evaluative skills
6) To train students to identify and understand regional and global contexts and ethical
frameworks in texts and narratives
7) To enable students for self-expression
COURSE OUTCOMES
By the end of the course the students will have
1) Acquired creative, interpretative and critical thinking
2) Skills to communicate confidently and effectively
3) Obtained persuasive and creative social media writing skills
4) Developed analytical and evaluative skills
5) Learnt to identify and understand social contexts and ethical frameworks in the texts
6) Ability to articulate their views with clarity and confidence
7) Eligibility to take up jobs such as content writing, journalism and such other jobs with
proficiency in English

12
 IV SEMESTER
60
B.Com./BBA and other courses coming under
Faculty of Commerce and Management 50/56hrs marks

UNIT – 1
RECEPTIVE SKILLS:
23 hrs
READING SKILLS AND LISTENING SKILLS

Chapter 1 Novel
30
READING 18 hrs
marks
SKILLS The Financial Expert by RK Narayan
Chapter 2
LISTENING AND DECODING 5 hrs
LISTENING
SKILLS 5
marks
Stopping by Woods on a Snowy Evening by Robert Frost
3 hrs
Vachanas

TED Talk by Kailash Satyarthi: How to make peace? Get

angry
https://www.youtube.com/watch?v=HI7zfpitZpo&t=446s 5
2 hrs
Destigmatizing Disability | Preethi Srinivasan marks
|TEDxYouth@Hyderabad
https://www.youtube.com/watch?v=dW52GqY_NVQ
UNIT – 2
PRODUCTIVE SKILLS
23 hrs
SPEAKING SKILLS AND WRITING SKILLS

Chapter – 3  Pechakucha Presentation

SPEAKING
SKILLS  Group Discussion 4 hrs
(Formative
Assessment)  Public Speaking
.
Chapter – 4 TECHNICAL WRITING
5
WRITING marks
SKILLS  Copy writing
8 hrs

13
  Business Writing

 Travel Writing

 Article Writing

E-correspondence and Content Writing Skills

 E-mail 5 hrs
Casual and Professional

10
Requisition Letters, Apology Letters, Appreciation marks
Letters, Congratulation Letters, Acknowledgement
Letters

 Social Media Content Writing skills

5
6hrs
Dos & Don’ts of Writing on Social Media Platforms, Blog marks
Writing, Writing Profiles

FORMATIVE ASSESSMENT ACTIVITIES 4hrs

Discussion /Guidance for Experiential Learning under Formative

Assessment

14
 ASSESSMENT
Mode of Evaluation and Distribution of Marks
 The course shall carry a total of 100 marks.
 There shall be semester-end written examination for all the courses conducted by the
Examination Division of the University for 60 marks.
 Each semester there shall be Internal Marks for 40.

A. FORMATIVE ASSESSMENT – 40 Marks

B. SUMMATIVE ASSESSMENT – 60 Marks
Total – 100 Marks
Formative Assessment

Assessment Occasion/type Weightage in Marks

Internal Test 10
10
Presentation – Pechakucha/ Group Discussion/
Public Speaking
.

Experiential Learning 20
(Any 2 Activities)
 Blog Writing
 Report on any Mega event/Field Visit
 Internship- teaching English for school
children,
 Project Work (any topic related to the
components in the textbook)

Note:
 Proper documentation should be maintained and
submitted for assessment.
 The activities taken up in the III Semester should
not be repeated in the IV Semester.
Total 40

The formative assessment should involve the following activities to provide real life
experience for the students where practical learning takes place.
 The students should be made to involve in participative learning/ experiential learning/
collaborative learning for formative assessment.
 Activities which would provide hands on experience and contribute towards language
skill building must be organized.

15
 Survey: A research method used for collecting data from a predefined group of
respondents to obtain information and insights into various topics of interest.
 Interviews: An interview is a procedure designed to get information from a person
through verbal responses to verbal inquiries.
 A case study is a detailed study of a specific subject, such as a person, group, place,
event, organization, or phenomenon. Case studies are commonly used in social,
educational, clinical, and business research.
 Project-based learning (PBL) through designing, developing, and completing projects
and activities, encourages students’ critical thinking and cross-disciplinary connections.
 Internship provides hands on experience in the chosen field for the students.
Internships bridge the gap between the campus and corporate
SUMMATIVE ASSESSMENT – 60 Marks
QUESTION PAPER PATTERN
for
B.Com./BBA and other courses coming under
Faculty of Commerce and Management
IV SEMESTER
GENERIC ENGLISH /L2
Time: 2 ½ Hours Max.Marks:60

Instruction: Answer all the questions

UNIT – 1

RECEPTIVE SKILLS: READING SKILLS AND LISTENING SKILLS

1. Answer in about a page. (2 questions out of 3) (based on Novel) 2x5=10
2. Answer in about 2 – 3 pages (2 questions out of 3) (based on Novel) 2x10=20
3. Elaborate the quote (2 questions out of 3) (Attempt 1 each based on poems and
Tedtalks) 2x5=10

UNIT – 2

PRODUCTIVE SKILLS: SPEAKING AND WRITING SKILLS

4. Technical Writing (Any 1 question out of 2) 1x5=5

5. Email (Any 2 question out of 3) 2x5=10
6. Social Media Content Writing (Any 1 question out of 2) 1x5=5

16
 BLOOM'S TAXONOMY ASSESSMENT

In 1956, American educational psychologist Benjamin Samuel Bloom created a system for
explaining the progression of steps for learning. His book, "Taxonomy of Educational
Objectives: The Classification of Educational Goals" speaks of categorizing reasoning skills
based on the critical thinking and creative writing. This work known as Bloom's Taxonomy,
was revised slightly in 2001.

Bloom’s taxonomy has three separate domains of educational activities

 Cognitive

 Psychomotor

 Affective

These domains are also referred to by the acronym KSA, as follows:

 K = Knowledge (cognitive)

 S = Skills (psychomotor)

 A = Attitudes (affective) 

The objective is that all students should acquire new knowledge, skills, and attitudes about a
given subject by the end of the course.

In Bloom's Taxonomy, there are six levels of skills:

The lowest level of challenge for learners and teachers is at the bottom of the taxonomy, and
the most challenging level is at the top.

Lower Order Thinking (LOT) exists towards the bottom of the pyramid and involves
remembering basic facts.

Higher Order Thinking (HOT) exists towards the top of the pyramid and requires applying
knowledge, such as the ability to hypothesize and theorize.

These 6 levels can be used to structure the learning objectives, lessons, and assessments.
Questions can be framed based on the verbs mentioned below:

Knowledge: Define, Identify, Describe, Recognize, Tell, Explain, Recite, Memorize, Illustrate,
Quote, State, Match, Recognize, Select, Examine, Locate, Recite, Enumerate, Record, List,
Quote, Label.

17
Understand: Summarize, Interpret, Classify, Compare, Contrast, Infer, Relate, Extract,
Paraphrase, Cite, Discuss, Distinguish, Delineate, Extend, Predict, Indicate, Translate, Inquire,
Associate, Explore, Convert.

Apply: Solve, Change, Relate, Complete, Use, Sketch, Teach, Articulate, Discover, Transfer,
Show, Demonstrate, Involve, Dramatize, Produce, Report, Act, Respond, Administer, Actuate,
Prepare, Manipulate.

Analyze: Contrast, Connect, Relate, Devise, Correlate, Illustrate, Distill, Conclude, Categorize,
Take Apart, Problem-Solve, Differentiate, Deduce, Conclude, Devise, Subdivide, Calculate,
Order, Adapt.

Evaluate: Criticize, Reframe, Judge, Defend, Appraise, Value, Prioritize, Plan, Grade,
Reframe, Revise, Refine, Grade, Argue, Support, Evolve, Decide, Re-design, Pivot.

Create: Design, Write, Modify, Role-Play, Develop, Rewrite, Collaborate, Pivot, Modify,
Invent, Formulate, Invent, Imagine.

18
 PEDAGOGY
Learner oriented teaching aims at helping the students to understand that listening, speaking,
reading and writing are not just the language skills but they are life skills too.
Novella or Novel – is a narrative text which uses language to recreate experiences. This can
be used to teach students how to outline their experiences into meaningful narratives. Theme,
plot, structure, characterisation, dialogues, contexts and narratives help the students to be
articulative.
Reading Skills Reading a Life-writing/novella/novel will help students to practice
skimming, scanning, analyzing and interpreting skills.
Reading the text will also help students to develop vocabulary building,
clarity in comprehension, and decoding of written language and texts.
Reading aloud will improve pronunciation of the reader.
Listening Skills Listening to the presentations will train the students in attentive listening
and reflective reading which contribute towards strengthening of language
skills.

Role plays based on the life writings novella/novel, video-audio clippings

of the life writings novella/novel or similar situation-based videos played
in the classroom will help the students to listen to the proper pronunciation
of the words, modulation of voice, intonation and effective delivery of
speech.
Writing Skills Writing skill involves grammar, punctuation, spelling, vocabulary, clarity,
brevity, revising.
Report writing, social media writing and Email writing enhance the skills
needed in professional sphere.
Students should be made to write essays, short answers and analytical
descriptive answers based on the life writings novella/novel prescribed.
Life writing/novella/novel could be used for dialogue writing,
summarizing, note taking, note making, paraphrasing and vocabulary
building.
Dialogues in the life writing/novella/novel can be used to teach
transformation of sentences from direct to indirect speech, to write
narrative paragraphs and such other language skills.
Life writing/novella/novel can also be used for story writing, character
analysis, recreating the context from different perspectives to build critical
thinking and creative writing.

Speaking Skills Presentation Skills refine communicative ability.

Using effective and influential slides for visual communication, use of
effective language in verbal communication and building good rapport
with the audience through interpersonal communication play a vital role
in presentations.
Impactful use of non-verbal language can be taught through visuals.
Life writing/novella/novel has to be used to provide loud reading practice.
Role plays, dialogue delivery, oral narration of the situations by the

19
 students, vocabulary games and oral presentation of the themes in the
novella should be done to enhance the speaking skills of the students.
Students can be asked for short presentations based on the life
writing/novella/novel for effective and confident communication skills.

References
Garg Manoj Kumar. English Communication -Theory and Practice -Ability Enhancement
Compulsory Course. Cengage, 2019.
Rogers, C., Farson, R. E. Active Listening. Gordon Training.
Inc., www.gordontraining.com/free-workplace-articles/active-listening/, Extract from
1957 article
Leech, Geoffrey and Jan Svartvik. A Communicative Grammar of English. Routledge,
2016.
Yadugiri, M A. Making Sense of English - A Textbook of Sounds, Words and Grammar,
Viva Books, 2005, 2020.
Yadugiri, M A. The Pronunciation of English - Principles and Practice.
Viva Books, 2013, 2017.
Peck, John and Martin Coyle. Write It Right – Secrets of Effective Writing (Palgrave Study
Skills), Palgrave Macmillan, 2005, 2012.
Stannard Allen William . Living English Structure. Longman, London, 1974.
Wood, Frederick.T. A Remedial English Grammar for Foreign Students. Macmillan
Education, India, 1990.
Stanford Gene. Better Writing: From Paragraph to Essay. Harcourt College Pub,
California, 1980.
Chaturvedi PD and Mukesh Chaturvedi. Business Communication, Concepts, Cases and
Applications. Pearson, 2011.
Dev, Anjana Neira, Anuradha Marwah & Swati Pal. Creative writing - A Beginners
Manual. Pearson.2008
Murphy, Raymond. Grammar in Use. CUP, 2019. 5th Edition.
Seely, John. Oxford Guide to Effective Writing and Speaking. OUP,1998, 2013.

20
 ADDITIONAL ENGLISH
SYLLABUS
for
III SEMESTER

B.A./B.S.W./ B.A.(MUSIC) and other courses coming under Faculty of

Arts
B.Sc./B.C. A / B.Sc. (FAD) / B.V. A and other courses coming under Faculty
of Science
B.Com./BBA and other courses coming under Faculty of Commerce and
Management

2022-23
 Syllabus for the Undergraduate Degree Program
2022-23
III Semester
ADDITIONAL ENGLISH
B.A./B.S.W./ B.A.(MUSIC) and other courses coming under Faculty of Arts
B.Sc./B.C. A / B.Sc. (FAD) / B.V. A and other courses coming under
Faculty of Science
B.Com./BBA and other courses coming under
Faculty of Commerce and Management

Starting year of implementation: 2022-23

Discipline/Subject: ADDITIONAL ENGLISH
Name of the Degree Program:
B.A./B.S.W./ B.A.(Music) and other Courses coming under Faculty of Arts.
B.Sc./B.C. A / B.Sc. (FAD) / B.V. A and other courses coming under Faculty of Science
B.Com./BBA and other courses coming under Faculty of Commerce and Management
Total Credits for the Program: 03
Teaching hour per week: 04

Title of the Course: ADDITIONAL ENGLISH

Number of Theory Credits Number of hours per week Number of lecture
hours/semester
03 04 50/56
COURSE OBJECTIVES
1. To enhance LSRW (Listening, Speaking, Reading, Writing) skills
2. To augment presentation skills
3. To critically analyze, interpret and appreciate literary texts
4. To sensitize about social, cultural, religious and ethnic diversities
5. To enable employability in emerging sectors such as – content writers, interpreters,
translators, transcribers
6. To facilitate preparation for competitive examinations -
UPSC/KPSC/IBPS/SSC/RAILWAYS/TOEFL/IELTS and others.
COURSE OUTCOMES
At the end of the course the students will have
1. Acquired enhanced LSRW (Listening, Speaking, Reading, Writing) skills
2. Augmented presentation and analytical skills
3. Ability to critically analyse, interpret and appreciate literary texts
4. An awareness of social, cultural, religious and ethnic diversities
5. Facilitated employability in emerging sectors such as – content writers, interpreters,
translators, transcribers
6. Acquired language skills for competitive examinations
UPSC/KPSC/IBPS/SSC/RAILWAYS/TOEFL/IELTS and others.
 50/56hrs
III SEMESTER
B.A./B.S.W./ B.A.(Music) and other Courses coming under
Faculty of Arts.
B.Sc./B.C. A / B.Sc. (FAD) / B.V. A and other courses coming
under Faculty of Science
B.Com./BBA and other courses coming under Faculty of
Commerce and Management

UNIT - I 32 hrs

1 Wilshire Bus by Hisaye Yamomoto (Short story) 3hrs

2 The Ugly Politician by R.K.Laxman (Prose) 3hrs

3 Excerpts from The Diary of a Young Girl by Anne 5hrs

Frank

4 Let’s Unite by Syed Saud (Poem) 2hrs

5 When It Rains In Dharamsala by Tenzin Tsundue 2hrs

(Poem)

6 Yashodhara’s Lament ( Folk Poem) 2hrs

7 Krishnan’s Dairy by Jacob Ranjan (Play) 15 hrs

UNIT - II 18hrs

1 Note Making 5 hrs

2 Report Writing 3 hrs

3 Life Skills and Social Activities 5 hrs

4 Basic Sentence Pattern/ Structure in English. 5 hrs

 ADDITIONAL ENGLISH
SYLLABUS
for
IV SEMESTER

B.A./B.S.W./ B.A.(MUSIC) and other courses coming under Faculty of

Arts
B.Sc./B.C. A / B.Sc. (FAD) / B.V. A and other courses coming under Faculty
of Science
B.Com./BBA and other courses coming under Faculty of Commerce and
Management

2022-23
 Syllabus for the Undergraduate Degree Program
2022-23
IV Semester
ADDITIONAL ENGLISH
B.A./B.S.W./ B.A.(MUSIC) and other courses coming under Faculty of Arts
B.Sc./B.C. A / B.Sc. (FAD) / B.V. A and other courses coming under
Faculty of Science
B.Com./BBA and other courses coming under
Faculty of Commerce and Management

Starting year of implementation: 2022-23

Discipline/Subject: ADDITIONAL ENGLISH
Name of the Degree Program:
B.A./B.S.W./ B.A.(Music) and other Courses coming under Faculty of Arts.
B.Sc./B.C. A / B.Sc. (FAD) / B.V. A and other courses coming under Faculty of Science
B.Com./BBA and other courses coming under Faculty of Commerce and Management
Total Credits for the Program: 03
Teaching hour per week: 04

Title of the Course: ADDITIONAL ENGLISH

Number of Theory Credits Number of hours per week Number of lecture
hours/semester
03 04 50/56
COURSE OBJECTIVES
7. To enhance LSRW (Listening, Speaking, Reading, Writing) skills
8. To augment presentation skills
9. To critically analyze, interpret and appreciate literary texts
10. To sensitize about social, cultural, religious and ethnic diversities
11. To enable employability in emerging sectors such as – content writers, interpreters,
translators, transcribers
12. To facilitate preparation for competitive examinations -
UPSC/KPSC/IBPS/SSC/RAILWAYS/TOEFL/IELTS and others.
COURSE OUTCOMES
At the end of the course the students will have
7. Acquired enhanced LSRW (Listening, Speaking, Reading, Writing) skills
8. Augmented presentation and analytical skills
9. Ability to critically analyse, interpret and appreciate literary texts
10. An awareness of social, cultural, religious and ethnic diversities
11. Facilitated employability in emerging sectors such as – content writers, interpreters,
translators, transcribers
12. Acquired language skills for competitive examinations
UPSC/KPSC/IBPS/SSC/RAILWAYS/TOEFL/IELTS and others.
 50/56hrs
IV SEMESTER
B.A./B.S.W./ B.A.(Music) and other Courses coming under
Faculty of Arts.
B.Sc./B.C. A / B.Sc. (FAD) / B.V. A and other courses coming
under Faculty of Science
B.Com./BBA and other courses coming under Faculty of
Commerce and Management

UNIT – I 29 hrs

PROSE, POETRY AND NOVELLA

1 The Lost Tribes of the Amazon by Joshua Hammer 4hrs

2 2. The Earth is Our Friend by Yasus Afari 2hrs

3 3. Once Upon a Time by Gabriel Imomotimi Okara 2hrs

4 4. The Garden Party by Katherine Mansfield 3hrs

5 5. Why we travel? by Pico Iyer 3hrs

6 6. The Rabbit Proof Fence by Doris Pilkington 15 hrs

Garimara
UNIT – II 21 hrs
LANGUAGE COMPONENT
1 Composing Invitation 5 hrs

2 Telephone Skills 5 hrs

3 Designing a Visiting card / Business Card 6 hrs

4 Understanding News Headlines 5 hrs

DISCIPLINE SPECIFIC CORE COURSE
(DSCC)
B.A. (BASIC/HONS.)
COMMUNICATIVE ENGLISH
SYLLABUS
for
III SEMESTER

2022-23

Page 1 of 17
THE III SEMESTER BA (BASIC/HONS.)

COMMUNICATIVE PROGRAM HAS TWO DSCC

COURSES (COURSE 5 & 6) FOR 06 CREDITS:

EACH COURSE HAS 03 CREDITS. BOTH THE

COURSES ARE COMPULSORY

Page 2 of 17
 SYLLABUS
III SEMESTER
DISCIPLINE SPECIFIC CORE COURSE(DSCC)
B.A. (Basic/Hons.) COMMUNICATIVE ENGLISH

Starting year of implementation: 2022-23

Discipline/Subject: Discipline Specific Core Course (DSCC)
Name of the Degree Program: BA (Basic/Hons.) COMMUNICATIVE ENGLISH
Total Credits for the Program: 04+02(Practical)
Teaching hours per week: 04+04 (Practical)

Sem Type of Theory/ Instruction Total Duration Formative Summative Total Credits
Course Practical Hr/Week Hours of of Exam Assessment Assessment Marks
Syllabus/ Marks Marks
Sem
III DSCC Theory 4 56 2 1/2 40 60 100 4
A3 Hours
Practical 4 48 2 Hours 25 25 50 2

IV DSCCA4 Theory 4 56 2½ 40 60 100 4

Hours
Practical 4 48 2 Hours 25 25 50 2

OBJECTIVES
1. To acquaint students about the background and evolution of Print Media and Radio.
2. To enhance the knowledge about the role of newspapers and radio in society.
3. To help students have a clear idea about the functioning of a newspaper organization,
familiarize with the characteristics of print media content and the basics of writing for
print media.
4. To understand the aspects of news writing, feature writing and profile writing.
5. To learn to frame questions and compile information before interviewing a person.
6. To know the different formats of radio programmes and understand the conventions of
scriptwriting for different radio genres.
7. To apply theoretical and practical skills in print and radio.

Page 3 of 17
COURSE OUTCOMES
After completion of the course, the student will be
1. Acquainted with the history of print media and radio.
2. Familiar with the role of newspapers and radio in society.
3. Able to have knowledge about the functioning of a newspaper organization.
4. Familiar with the different kinds of writing in print media and also conversant in writing
features, news reports and scripting for radio programmes.
5. Conversant with framing questions and interviewing.
6. Able to create and develop different radio scripts using appropriate skills.
7. Able to bring out a newsletter and produce a radio programme

Number of Number of lecture Number of practical Number of practical

Theory Credits hours/ semester Credits hours/ Semester
04 52 or 56 02 48

A3 TITLE: INTRODUCTION TO MASS COMMUNICATION AND 52/56Hrs

WRITING FOR MEDIA: PRINT AND RADIO
UNIT – 1 13/14
Features of Mass Communication and Effects of Mass Media
Introduction to Print Media
Origin and growth of Newspapers in India
Structure of a Newspaper organization
News Agencies
Major Newspapers, Magazines, Tabloid
News Report
a. Types of News Writing
b. Writing Reports

UNIT – 2 13/14
Headline
a. Kinds of Headlines
b. Writing Headlines for news reports
Page 4 of 17
 Features
a. Kinds of features
b. Writing features
c. Writing Profiles
Interviews
a. Types of Interviews
b. Framing questions for an Interview
Letters to the Editor

UNIT – 3 13/14
Introduction to Radio as a Medium of Communication
A brief history of Radio in India
Types of Radio Programmes
Impact of radio on society
Radio Jingles
Principles of Writing for Radio

UNIT – 4 13/14
Writing for Radio
Public Service announcements
RJ Script
Radio Feature
Radio Play

Practical Component
A) Students will have to bring out a newsletter in groups of 4-5 members. The components to
be included are news report, feature, interview, profile, editorial, entertainment (quiz, puzzle
etc.)

B) Students will have to produce a radio programme in groups of 4-5 members. The
components to be included are: feature/ drama, R Jing and public service announcement.
(This is for Internal Assessment)

Page 5 of 17
*** Students have to do a minimum of 3 weeks internship during the semester break, in
either a Print media organization or a Radio station and present a report in the 4 th
Semester.

Suggested Reading
Ahmad Shahzad. Art of Modern Journalism. Anmol publication
Mencher Melvin. Basic News Writing. Universal Bookstall
Chantler Paul and Stewart Peter. Basic Radio Journalism, Focal Press

P.C. Chatterjee. Broadcasting in India. Sage Publications

Harcup Tony. Journalism: Principles and Practice. Sage Publications

Paxson Peyton. Mass Communication and Media Studies an Introduction

Kumar J Keval. Mass Communication in India. Jayco publishing house

Srivastava Kim. News Reporting and Editing. Kim Sterling Publishers Press
Srivastava KM. Radio and Television. Sterling Publications.

Stein ML and Petrina F Susan. The News writers Handbook an Introduction to Journalism.
Surjit publication.
Nick Caramella, Elizabeth Lee and Vincent Miller. Understanding Digital Culture., Sage
Publications
Cambridge English for the Media. Cambridge University

Esta de Fossard . Writing and Producing Radio Dramas. Sage publications

Raman Usha. Writing for the Media. OUP, 2015

Page 6 of 17
 ASSESSMENT
Weightage for Assessments

Type of Course Formative Assessment Summative

/ IA
Assessment

Theory 40 60
Practical 25 25

Formative Assessment for Practical

Assessment Occasion/ type Weightage in Marks
Radio Program 10
Test and Attendance 10
Record 05
Total 25

Formative Assessment for Theory

Assessment Occasion/ type Weightage in Marks
Radio Program 20
Test and Attendance 20
Total 40

Page 7 of 17
 Summative Assessment
Question Paper Pattern

Time 2 ½ Hours Max. Marks: 60

Section A
1. Answer any five of the following questions in one or two sentences each: (5X2=10)
(From Unit 1 and 3, 7 questions to be given)

Section B

1. Provide Headlines for the following News reports/ features: 5

(Newspaper clipping to be given)
2. Writing a news report in about 150- 200 words. 10
(Information to be given)

3. Interview 5
(Framing questions)
4. Feature writing in about 200-250 words 10
(Topic to be given)
5. Writing an R J script 5
(Theme/ topic to be given)
6. Writing a Radio play 10
(Topic/Pointers to be given)

7. Writing a Public Service Announcement in 50-75 words 5

Page 8 of 17
 PEDAGOGY

The syllabus for this semester is to give students an understanding of what constitutes mass
communication, know the importance of mass communication in our daily lives, focusing on
print media and radio.
The course will not only educate them about mass communication but also enable the students
to write different formats of writing for print and radio.
The course will equip the students with job skills to work in the communication department in
organisations, corporate communication sector, newspaper organisations and radio stations.
The practical components will give them a hands-on experience of writing, designing and
production of both print and radio.

Newspapers have to be used in the classroom, where students will learn, identify and analyse
the different formats of writing.
Students have to be made to listen to radio and have to identify the aspects that go into the
making of different genres.
They can be made to interview people in the campus, student achievers etc and report about
the events in the college, write features about the activities in the college or about anything that
interests them.
Students can be made to air campus, local, national and international news of during the lunch
break if there is a facility for this.
Students can be taken to a newspaper organisation, newspaper printing press, and radio station.
Assignments, classroom activities that involve communication for a large number of people
can be done.

Page 9 of 17
DISCIPLINE SPECIFIC CORE COURSE
(DSCC)
B.A. (BASIC/HONS.)
COMMUNICATIVE ENGLISH
SYLLABUS
for
IV SEMESTER

Page 10 of 17
THE IV SEMESTER BA (BASIC/HONS.)

COMMUNICATIVE PROGRAM HAS TWO DSCC

COURSES (COURSE 7 & 8) FOR 06 CREDITS:

EACH COURSE HAS 03 CREDITS. BOTH THE

COURSES ARE COMPULSORY

Page 11 of 17
 SYLLABUS
IV SEMESTER
DISCIPLINE SPECIFIC CORE COURSE(DSCC)
B.A. (Basic/Hons.) COMMUNICATIVE ENGLISH

Starting year of implementation: 2022-23

Discipline/Subject: Discipline Specific Core Course (DSCC)
Name of the Degree Program: BA (Basic/Hons.) COMMUNICATIVE ENGLISH
Total Credits for the Program: 04+02(Practical)
Teaching hours per week: 04+04 (Practical)

Sem Type of Theory/ Instruction Total Duration Formative Summative Total Credits
Course Practical Hr/Week Hours of of Exam Assessment Assessment Marks
Syllabus/ Marks Marks
Sem
III DSCC Theory 4 56 2 1/2 40 60 100 4
A3 Hours
Practical 4 48 2 Hours 25 25 50 2

IV DSCCA4 Theory 4 56 2½ 40 60 100 4

Hours
Practical 4 48 2 Hours 25 25 50 2

OBJECTIVES
1. To familiarize students with the new trends in media and develop a critical
approach to the use and misuse of new media.
2. To enable students to communicate to diverse audiences on different social
media platforms.
3. To prepare students for a wide range of writing-related careers.
4. To develop hands on experience and understanding of the current trends in
media production and consumption.
5. To develop short story writing skills and the ability to identify and use narrative
tenses when writing.
6. To create and foster the impulse to write short stories, drama, poems and profiles
and also develop their critical thinking skills and develop emotional and
imaginative expression through writing.
7. To develop aptitude, confidence and the ability to write independently.

Page 12 of 17
COURSE OUTCOMES
After completion of the course, the student will be
1. Will know the trends in media and have a cognizance of the positive and negative
aspects of new media.
2. Will be able to communicate their ideas and opinions and views on social media/
new media platforms.
3. Will be prepared to take up jobs related to writing.
4. Will be exposed to current trends in media production and consumption.
5. Will be able to use the principles of creative writing, including form, technique, and
style.
6. Will have the acumen to discuss and analyse a short story, understand and
appreciate poetry and drama, will be able write a few verses and a short drama.
7. Will have developed the aptitude, confidence and skill to write on their own.

Number of Number of lecture Number of practical Number of practical

Theory Credits hours/ semester Credits hours/ Semester
04 52 or 56 02 48

A4 TITLE: CREATIVE WRITING AND NEW MEDIA 52/56Hrs

UNIT – 1 13/14
Brief History and Evolution of the Internet
Internet as a medium of communication
New Media terminologies: websites and portals; cyber space, cyber culture, cyber
journalism, digital divide, blogs, vlog, webisodes, podcasts, search engines,
search engine optimization, hits and page views
Social Media and Society
Social Media Platforms
Podcast
Blogs
Creating profiles for social media
Social media marketing

Page 13 of 17
 UNIT – 2 13/14
Meaning and Significance of Creative Writing
Genres of Creative Writing: poetry, fiction, non-fiction, drama and other forms
Short story
a) Genres- Science fiction, adventure, horror, romance etc. b) Theme c) Plot d)
Character e) Point of view f) setting g) Tone
Book Review
Diary Writing

UNIT – 3 13/14
Persuasive Writing
a) Brochures b) Handouts c) Pamphlets
Writing Speeches
Travel Writing

UNIT – 4 13/14
Poetry
a) Diction b) Theme c) Imagery d) Figures of Speech e) Structure and form
Drama
a) Theme b) Character c) Plot d) Form e) Dialogue Writing
Proof Reading and Editing

Practical Component
a) Students in groups of 4-5 will have to bring out an anthology of their own with: poems,
short stories, travelogues, book review and market/ promote the same on social media.
b) Produce a podcast and air it on social media. (This is for Internal Assessment)
Suggested Reading
SAM Richards. 500 Writing prompts for Fiction, Journaling, Blogging and Creative Writing
Youngs Tim. Cambridge Introduction to Travel Writing
Dev Neira Anjana, Marwah Anuradha & Pearson Pal Swathi. Creative Writing A Beginners
Manual
Seely John. Oxford Guide to Effective Writing and Speaking. OUP
Page 14 of 17
Style Guide: Viva Books Private Limited
Marley David. The Cambridge Introduction to Creative Writing. CUP
Perlman Alan. Writing Great Speeches: Professional Techniques You Can Use (Part of the
Essence of Public Speaking Series): Alan Perlman
Raphalson Joel, Roman Kenneth. Writing that Works
https://castos.com/podcast-script/
https://live365.com/blog/how-to-write-a-podcast-script/
https://timesofindia.indiatimes.com/podcasts/the-times-of-india-podcast
https://podcasts.apple.com/us/podcast/an-uplifting-mosaic/id1504847224?i=1000553542323

ASSESSMENT

Weightage for Assessments

Type of Assessment Formative Assessment / IA Summative Assessment

Theory 40 60
Practical 25 25

FORMATIVE ASSESSMENT FOR THEORY

Assessment Occasion/ type Weightage in Marks
Report on the Internship 20
done after the III Semester
Test and Attendance 20
Total 40

FORMATIVE ASSESSMENT FOR PRACTICAL

Assessment Occasion/ type Weightage in Marks
Podcast 10
Test and Attendance 10
Record 05
Total 25

Page 15 of 17
 SUMMATIVE ASSESSMENT
QUESTION PAPER PATTERN

Time: 2 ½ Hours Max.

Marks: 60
Section A
1. Answer any five of the following questions in one or two sentences each: (5X2=10)

(From Unit 1, 7 questions to be given)

2. Answer any one of the following in about 100-150 words: (1x5=5)

(From Unit 1, 3 questions to be given)

Section B

3. Book Review. 5

4. Diary Writing/Entry. 5
5. Designing a brochure/pamphlet
10
6. Speech 5
7. Travel Writing. 10
(Pointers to be given/ destination to be given )
8. Writing a one act play. 5
9. Proof reading/Editing 5
(Passage to be given)

Page 16 of 17
 PEDAGOGY

The syllabus for fourth semester is to give the students an understanding of the importance of
social media in the present times and about the different kinds of creative writing.
Social media is ubiquitous and is an important part of modern society.
The focus here should be to educate students that social media is not just for entertainment but
also for the development and progress of an individual and society.
Podcasts should be played in the classroom.
The misnomer that creative writing is an innate skill should be erased by encouraging and
making them write.
The course will prepare the students with job skills that will help them find to jobs in
organisations associated with: social media social media marketing, content writing, copy
writing, social media influencers, publishing houses etc.
The practical components will focus on writing different genres of creative writing and write
and use podcasts, one of the most popular medium of communication today.
Students should be encouraged to use social media for constructive purposes, talked about the
benefits of different platforms, read different postings on social media and analyse the same.
They should be motivated to post about current issues on social media.
A reading club can be formed, where they read different genres of writing and share what has
been written by them.
Assignments, classroom activities that focus on social media for development communication
can be done.
Students should be encouraged to write for the college magazines and other publishing houses
that encourage amateur writers.

Page 17 of 17
DISCIPLINE SPECIFIC CORE COURSE
(DSCC)
B.A. (BASIC/HONS.)
ENGLISH LITERATURE

SYLLABUS
for
III SEMESTER

2022-23
THE III SEMESTER BA (BASIC/HONS.)

ENGLISH LITERATURE PROGRAM HAS TWO

DSCC COURSES (COURSE 5 & 6) FOR 06

CREDITS: EACH COURSE HAS 03 CREDITS.

BOTH THE COURSES ARE COMPULSORY

 SYLLABUS
III SEMESTER
DISCIPLINE SPECIFIC CORE COURSE(DSCC)
B.A. (BASIC/HONS.) ENGLISH LITERATURE

Starting year of implementation: 2022-23

Discipline/Subject: Discipline Specific Core Course (DSCC)
Name of the Degree Program: B.A. (HONS.) English Literature
Total Credits for the Program: 03
Teaching hours per week: 03

PROGRAM OBJECTIVES
Provide a comprehensive foundation in literary studies and linguistic competencies:
1. Introduce multiple areas of writings in English language and translations in English.
2. Connect liberal arts Humanities and Social Sciences through a multidimensional
curriculum.
3. Develop the students’ ability to read, process, think critically and independently.
4. Explore texts and contexts of writings and readings, from varied spaces.
5. Establish a multidisciplinary approach towards higher studies and research.
6. Develop in students an inclusive outlook and responsible citizenship, inculcate ethical
thinking and a sense of social commitment.
7. Provide training to students in multiple areas of employment – conventional and new.
8. Train students in professional skills relevant to career opportunities.
9. Prepare students for the technologically advanced world, its challenges and
opportunities.
10. To enable practical and experiential learning.

PROGRAM OUTCOMES
On completion of the 03/04 years Degree in Optional English, students will be:
1. Exposed to and demonstrate a broad knowledge of major and minor writers, texts and
contexts and defining issues of canonical and non-canonical literature
2. Enriched by familiarity with other literatures and more importantly with Indian writers,
their ethos and tradition of writing and discourse
3. Honing their skills of remembering, understanding, applying, analyzing, evaluating and
creating literature
4. Able to write with clarity, creativity and persuasiveness
5. Developing and demonstrating their awareness of the significance of literature and
literary forms and the debates of culture they generate as values
6. Equipped with advanced literary, linguistic skills
7. Able to develop Competency in the use of English from/for a variety of domains
8. Able to inculcate a spirit of inquiry and critical thinking
9. Be able to articulate thoughts and generate/understand multiple interpretations
10. Able to locate and contextualize texts across theoretical orientations and cultural spaces
11. Possessing Reading and writing skills catering to academic and other professional
disciplines viz. print and electronic media, advertising, content writing etc.
12. Imbibing a multi-disciplinary approach in higher education and research
13. Skilled in multiple domains and careers
14. Adept in using English in the current technological climate
15. Having hands-on work experience

THE III SEMESTER BA (HONS.) ENGLISH LITERATURE PROGRAM

 HAS TWO DSCC COURSES (COURSE 5 & 6) FOR 06 CREDITS: EACH
COURSE HAS 03 CREDITS. BOTH THE COURSES ARE
COMPULSORY.

COURSE – 5
TITLE - BRITISH LITERATURE UP TO 1800
PAPER 1
FROM CHAUCER TO THE AGE OF TRANSITION

Course Type of Instruction

Theory/ Credit Total No. of Duration Formative Summat Total
Course hours per
Practical s Lectures of Exam Assessmen ive Mar
week
t Marks ks
/Hours Assessm
/Semester ent
Marks
05 DSCC Theory 03 03 45hrs 2 1/2hrs 40 60 100

COURSE OUTCOMES
After completion of course, students will be able to:
1) Learn the important trends and movements in the British literature of the prescribed
period
2) Identify and understand the canonical literature of England
3) Distinguish the poets, playwrights and novelists of different periods
4) Appreciate some representative texts of the prescribed period

COURSE 5 Total Hrs: 45

TITLE - BRITISH LITERATURE UP TO 1800
PAPER 1
FROM CHAUCER TO THE AGE OF TRANSITION
UNIT I 15hrs
HISTORY OF ENGLISH LITERATURE (UP TO 1800)
The Social Context of Medieval English Literature, Renaissance,
Metaphysical Poetry, Restoration Drama, 18th Century Prose,
Development of Novel in 18th Century, Neo-classical and Transitional
Poetry
UNIT II 15hrs
MAJOR AUTHORS AND WORKS
Geoffrey Chaucer, Francis Bacon, Ben Jonson, John Milton,
Alexander Pope, Dr. Samuel Johnson, , John Bunyan, Aphra Behn,
Elizabeth Cary-
 As You Like it, Volpone
UNIT III 15hrs
REPRESENTATIVE TEXTS
 Sonnet 18 Shall I Compare Thee to a Summer’s Day-William
Shakespeare
 On His Blindness-John Milton
 Lyric- Lover’s Infiniteness-John Donne
 A poison Tree-William Blake
 Essay- Sir Roger at Chirch-Joseph Addison
 Man in Black- Oliver Goldsmith

 Play- The Merchant of Venice- William Shakespeare

Teaching material
Note: Teachers should explore the web/online resources to access the various concepts and
illustrative examples.

Books Recommended and Suggested Reading

1. Andrew Sanders, English Literature, OUP, 2005
2. Edward Albert, History of English Literature, OUP, 2014
3. M. H. Abrams, A Glossary of Literary Terms, Cengage Publishers, New Delhi.

ASSESSMENT
A. FORMATIVE ASSESSMENT – 40 marks
 B. SUMMATIVE ASSESSMENT – 60 Marks
TOTAL - 100 Marks
A. FORMATIVE ASSESSMENT – 40 marks
Internal Test 10
Assignment 10
Presentation – (Seminar/ Webinar) 10
Writing an Anthology (Group or Individual 10
Activity)
of Self Written Poems/Prose/Short Stories
Total 40

The formative assessment should involve the following activities to provide real life
experience for the students where practical learning takes place.
 The students should be made to involve in participative learning/experiential learning/
collaborative learning for formative assessment.
 Designing, developing, and completing seminars should provide a platform for
encouraging students’ critical thinking and cross-disciplinary connections.
 An anthology is a collection of literary works. Anthology writing would train students
in word-building, character development, creating plots and subplots.

B. SUMMATIVE ASSESSMENT – 60 Marks

GENERAL PATTERN OF THEORY QUESTION PAPER

Time: 2 ½ Hours Total: 60 Marks
Part-A
1. Question number 01-06 carries 2 marks each. Answer any 5 questions 5X2= 10 marks

Part-B
2. Question number 07- 11 carries 5Marks each. Answer any 4 questions 4X5= 20
marks

Part-C
3. Question number 12-15 carries 10 Marks each. Answer any 3 questions 3X10=30
marks

(Minimum 1 question from each unit and 10 marks question may have sub-questions for
7+3 or 6+4 or 5+5 if necessary)
Note: Proportionate weightage shall be given to each unit based on number of
hours prescribed.

COURSE – 6
TITLE - INDIAN LITERATURE IN TRANSLATION
 PAPER 2

Course Type of Instruction

Theory / Credits Total No. of Duration Formative Summati Total
Course hours per
Practical Lectures/Hours of Exam Assessment ve Mark
week
/ Semester Marks s
Assessme
nt Marks

06 DSCC Theory 03 03 45hrs 21/2hrs 40 60 100

COURSE OUTCOME
After completion of course, students will be able to:
1) Understand the meaning and methods of translation
2) Comprehend the scope of translation in the modern age
3) Have the knowledge of Indian writers and literature in general
4) Appreciate the translated text

COURSE 6 Total Hrs: 45

TITLE - INDIAN LITERATURE IN TRANSLATION
PAPER 2
UNIT I 15hrs
INTRODUCTION TO TRANSLATION STUDIES
 Introduction to Translation Studies in India References:
 Translation as Discovery - Sujit Mukherjee
 Indian Literature in English Translation - G. N. Devy
UNIT II 15hrs
REPRESENTATIVE TEXTS (ANY 6-8 TRANSLATED POEMS)
Vachanas of Basavanna – No. 59 Cripple me Father, No. 97 The Master in
the House, Fruits of the Earth- Sumithranandan Pant, Allamaprabhu-
Kanakadasa: Do Not Quarrel over Caste
Mother- Jyothi Lanjewar
UNIT-III 15hrs
REPRESENTATIVE TEXTS

Novel Breaking Ties - Sara Abubaker

(Kannada)

Short Stories
  Chess Players- Munshi Premchand
 The Weed - Amrita Pritam
 A Tale of 1947 - Sadat Hasan Manto
 The goddess of Revenge- Lalithambika Antharjanam

Teaching material
Note: Teachers should explore the web/online resources to access the various concepts and
illustrative examples

Books Recommended and Suggested Reading

1. Sujit Mukharjee. Translation as Discovery
2. Sharma T. R. S. (Ed). Ancient Indian Literature: An Anthology, (Vols 2: Classical
Sanskrit, Prakrit, Apabhramsa), New Delhi: Sahitya Akademi, 2000
3. Kumar, Sukrita Paul (Ed). Cultural Diversity, Linguistic Plurality and Literary
Traditions in India. New Delhi: Macmillan, 2005
4. Dev, Anjana et al (Ed) Indian Literature. New Delhi: Pearson, 2000

ASSESSMENT
 A. FORMATIVE ASSESSMENT – 40 marks
B. SUMMATIVE ASSESSMENT – 60 Marks
TOTAL - 100 Marks

B. FORMATIVE ASSESSMENT – 40 marks

Internal Test 10
Assignment 10
Presentation – (Seminar/ Webinar) 10
Writing an Anthology (Group or Individual 10
Activity)
of Self Written Poems/Prose/Short Stories
Total 40

The formative assessment should involve the following activities to provide real life
experience for the students where practical learning takes place.
 The students should be made to involve in participative learning/experiential learning/
collaborative learning for formative assessment.
 Designing, developing, and completing seminars should provide a platform for
encouraging students’ critical thinking and cross-disciplinary connections.
 An anthology is a collection of literary works. Anthology writing would train students
in word-building, character development, creating plots and subplots.

B. SUMMATIVE ASSESSMENT – 60 Marks

GENERAL PATTERN OF THEORY QUESTION PAPER
Time: 2 ½ Hours Total: 60 Marks
Part-A
4. Question number 01-06 carries 2 marks each. Answer any 5 questions 5X2= 10 marks

Part-B
5. Question number 07- 11 carries 5Marks each. Answer any 4 questions 4X5= 20 marks

Part-C
6. Question number 12-15 carries 10 Marks each. Answer any 3 questions 3X10=30
marks

(Minimum 1 question from each unit and 10 marks question may have sub-questions for
7+3 or 6+4 or 5+5 if necessary)

Note: Proportionate weightage shall be given to each unit based on number of hours
prescribed.
 PEDAGOGY

Teaching literature in classrooms develops the students’ ability to appreciate and enjoy a wide
range of literary or creative texts and other related cultural forms.
The five genres of literature that the students should be familiar with are Poetry, Drama, Prose,
Non-fiction, and Media.
The aim should be to develop their capacity for critical thinking, creativity, self-expression,
personal growth, empathy and cultural understanding, to visualize the impressions created by
different literary pieces and to enhance their awareness of the relationship between literature
and society.

Poetry is often considered the oldest form of literature. Before writing was invented, oral
stories were commonly put into some sort of poetic form to make them easier to remember and
recite. Poetry today is usually written down, but is still sometimes performed. Poems are heavy
in imagery and metaphor, and are often made up of fragments and phrases rather than complete,
grammatically correct sentences.

Drama is a unique tool to explore and express human feelings. Drama is an essential form of
behaviour in all cultures; it is a fundamental human activity. Ancient Greeks were masters in
writing and enacting drama on the stage. Any text meant to be performed rather than read can
be considered. In layman’s terms, dramas are usually called plays.

Prose is a form of language that exhibits a grammatical structure and a natural flow of speech,
rather than a rhythmic structure as in traditional poetry. The common unit of prose is purely
grammatical, such as a sentence or paragraph. The most typical varieties of prose are novels
and short stories, while other types include letters, diaries, journals, and non-fiction.

Non-fiction includes histories, textbooks, travel books, newspapers, self-help books, and
literary criticism. Most of what students practice writing in the classroom is the non-fiction
essay, from factual to personal to persuasive. Non-fiction is often used to support and expand
students’ understanding of fiction texts.

Media plays a significant role in keeping the students updated about the various events around
the world. Media includes television, radio, newspapers, internet, social media sites and various
relevant sites and blogs. The main purpose of media is to disseminate the information and
knowledge. This categorization was created to encompass the many new and important kinds
of texts in our society today, such as movies and films, websites, commercials, billboards, and
radio programs. Media literature can serve a wide variety of purposes—among other things it
can educate, entertain, advertise, and/or persuade.

THE PEDAGOGY SHOULD AIM AT

 Broadening the students’ horizons by giving them a knowledge of the classics of
literature
 Improving their cultural awareness
 Enhancing their creativity and literary imagination and developing their appreciation of
literature
 Defining the psychological stress and attitude of the mind
 Demarcating the historical truths of life
 Enjoying the philosophy of life
DISCIPLINE SPECIFIC CORE COURSE
(DSCC)
B.A. (BASIC/HONS.)
ENGLISH LITERATURE

SYLLABUS
for
IV SEMESTER

2022-23
THE IV SEMESTER HAS TWO COURSES
(COURSE 7 & 8) FOR 06 CREDITS. EACH
COURSE HAS 03 CREDITS. BOTH THE
COURSES ARE COMPULSORY.
 SYLLABUS
CURRICULUM STRUCTURE FOR THE UNDERGRADUATE DEGREE PROGRAM
IV SEMESTER
DISCIPLINE SPECIFIC CORE COURSE(DSCC)
B.A. (BASIC/HONS.) ENGLISH LITERATURE

Starting year of implementation: 2022-23

Discipline/Subject: Discipline Specific Course (DSC)
Name of the Degree Program: B.A. (HONS.) English Literature
Total Credits for the Program: 03
Teaching hours per week: 03

PROGRAM OBJECTIVES
Provide a comprehensive foundation in literary studies and linguistic competencies:
1. Introduce multiple areas of writings in English language and translations in English.
2. Connect liberal arts Humanities and Social Sciences through a multidimensional
curriculum.
3. Develop the students’ ability to read, process, think critically and independently.
4. Explore texts and contexts of writings and readings, from varied spaces.
5. Establish a multidisciplinary approach towards higher studies and research.
6. Develop in students an inclusive outlook and responsible citizenship, inculcate ethical
thinking and a sense of social commitment.
7. Provide training to students in multiple areas of employment – conventional and new.
8. Train students in professional skills relevant to career opportunities.
9. Prepare students for the technologically advanced world, its challenges and
opportunities.
10. To enable practical and experiential learning.
PROGRAM OUTCOMES
On completion of the 03/04 years Degree in Optional English, students will be:
1. Exposed to and demonstrate a broad knowledge of major and minor writers, texts and
contexts and defining issues of canonical and non-canonical literature
2. Enriched by familiarity with other literatures and more importantly with Indian writers,
their ethos and tradition of writing and discourse
3. Honing their skills of remembering, understanding, applying, analyzing, evaluating and
creating literature
4. Able to write with clarity, creativity and persuasiveness
5. Developing and demonstrating their awareness of the significance of literature and
literary forms and the debates of culture they generate as values
6. Equipped with advanced literary, linguistic skills
7. Able to develop Competency in the use of English from/for a variety of domains
8. Able to inculcate a spirit of inquiry and critical thinking
9. Be able to articulate thoughts and generate/understand multiple interpretations
10. Able to locate and contextualize texts across theoretical orientations and cultural spaces
11. Possessing Reading and writing skills catering to academic and other professional
disciplines viz. print and electronic media, advertising, content writing etc.
12. Imbibing a multi-disciplinary approach in higher education and research
13. Skilled in multiple domains and careers
14. Adept in using English in the current technological climate
15. Having hands-on work experience
 COURSE -7

TITLE - BRITISH LITERATURE (19TH AND 20TH CENTURY) (PART 2)

Course Type of Instruction

Theory / Credits Total No. of Durati Formative Summative Total
Course hours per
Practical Lectures/Hour on of Assessment Marks
week Assessment
s / Semester Exam Marks
Marks

07 DSCC Theory 03 03 45 hrs 21/2hrs 40 60 100

COURSE OUTCOMES
After completion of course, students will be able to:
1) Learn the important trends and movements in the British literature of prescribed period
2) Identify and understand canonical literature of England
3) Distinguish the poets, playwrights and novelists of different periods
4) Appreciate some representative texts of the prescribed period

COURSE 7 Total
TITLE - BRITISH LITERATURE (19TH AND 20TH CENTURY) Hrs: 45
(PART 2)
UNIT- I 15 hrs
Pre-Raphaelite Poetry, Victorian Novel, 19th century Prose, War Poetry, Modern
Novel, Modern Drama, Problem Plays, Modern Prose.
Pre-Raphaelite Poetry, Victorian Novel, 19th century Prose, War Poetry, Modern
Novel, Modern Drama, Problem Plays, Modern Prose.
(One Pre-Raphaelite poetry and one War poetry) ( One Pre-Raphaelite poetry and
one War poetry)
UNIT-II 15hrs
REPRESENTATIVE WRITERS, WORKS, TRENDS (ANY 20)
Jane Austen, Charles Lamb, William Hazlitt, Alfred Tennyson, Matthew
Arnold, Thomas Carlyle, T ho ma s Hardy, Charles Dickens, T. S. Eliot, W.B.
Yeats,
W. H. Auden. G. B. Shaw, Virginia Woolf, D. H. Lawrence
John Galsworthy etc.
 UNIT-III 15hrs
REPRESENTATIVE TEXTS
Poems
 Ode on Grecian Urn - John Keats
 Second Coming - W. B. Yeats
Essay
 Enslaved by Civilization - D. H. Lawrence
 With the Photographer - Stephen Leacock
Novel

To the Lighthouse - Virginia Woolf

Teaching material
Note: Teachers could explore the web/online resources to access the various concepts and
illustrative examples
Books Recommended and Suggested Reading
1. Andrew Sanders, English Literature, OUP, 2005
2. Edward Albert, History of English Literature, OUP, 2014
3. M. H. Abrams, A Glossary of Literary Terms, Cengage Publishers, New Delhi, 2014.
 ASSESSMENT
A. FORMATIVE ASSESSMENT – 40 marks
B. SUMMATIVE ASSESSMENT – 60 Marks
TOTAL - 100 Marks

C. FORMATIVE ASSESSMENT – 40 marks

Internal Test 10
Assignment 10
Presentation – (Seminar/ Webinar) 10
Writing an Anthology (Group or Individual 10
Activity)
of Self Written Poems/Prose/Short Stories
Total 40

The formative assessment should involve the following activities to provide real life
experience for the students where practical learning takes place.
 The students should be made to involve in participative learning/experiential learning/
collaborative learning for formative assessment.
 Designing, developing, and completing seminars should provide a platform for
encouraging students’ critical thinking and cross-disciplinary connections.
 An anthology is a collection of literary works. Anthology writing would train students
in word-building, character development, creating plots and subplots.

B. SUMMATIVE ASSESSMENT – 60 Marks

GENERAL PATTERN OF THEORY QUESTION PAPER

Time: 2 ½ Hours Total: 60 Marks
Part-A
7. Question number 01-06 carries 2 marks each. Answer any 5 questions 5X2= 10 marks

Part-B
8. Question number 07- 11 carries 5Marks each. Answer any 4 questions 4X5= 20
marks

Part-C
9. Question number 12-15 carries 10 Marks each. Answer any 3 questions 3X10=30
marks

(Minimum 1 question from each unit and 10 marks question may have sub-questions for
7+3 or 6+4 or 5+5 if necessary)
 Note: Proportionate weightage shall be given to each unit based on number of
hours prescribed.
THE IV SEMESTER HAS TWO COURSES (COURSE 7 & 8) FOR 06 CREDITS:
EACH COURSE HAS 03 CREDITS. BOTH THE COURSES ARE COMPULSORY.

COURSE -8
GENDER STUDIES (PART 1)

Course Type of Instruction

Theory / Credits Total No. of Duration Formative Summati Total
Course hours per
Practical Lectures/Hours of Exam Assessment ve Mark
week
/ Semester Marks s
Assessme
nt Marks

08 21/2hr
DSCC Theory 03 03 45hrs 40 60 100
s

COURSE OUTCOMES
After completion of the course, students will be able to:
1. Understand the concept of gender studies
2. Learn the basics of patriarchy, sex and gender and gynocentrism
3. Understand the significance of Gender as a discourse
4. Appreciate literature by women writers

COURSE 8: GENDER STUDIES (PART 1) Total Hrs: 45

UNIT-I 15hrs
INTRODUCTION TO GENDER STUDIES
Concepts and trends: Sex and Gender, Femininity, Body, Feminist
Politics, Patriarchy, Masculinity, Discrimination, Gyno centrism,
Dichotomy, Third Gender, Masculinity, Queer Studies etc.
Essays
 Sexual Politics - Kate Millet (Extract)
 The Second Sex - Simone De Beauvoir (Extract)

UNIT-II 15hrs
REPRESENTATIVE WRITERS
Short Stories of Representative Writers
 The Quilt - Ismat Chugtai
 Open It - Manto
Savithri Bai Phule, Mahashweta Devi,
 (One short story of each of the above writers)
UNIT-III 15hrs
REPRESENTATIVE TEXTS
Nine Indian Women Poets: An Anthology - Eunice D’Souza
(Four Poems)
Biography sketches
M. S.- A Life in Music- T. J. S George

Teaching material
Note: Teachers should explore the web/online resources to access the various concepts and
illustrative examples

Books Recommended and Suggested Reading

Butler, Judith. Gender Trouble: Feminism and the Subversion of Identity. Routledge, 1990.
Connel, R. W. Masculinities. University of California Press, 1995.
 ASSESSMENT

A. FORMATIVE ASSESSMENT – 40 marks

B. SUMMATIVE ASSESSMENT – 60 Marks
TOTAL - 100 Marks

D. FORMATIVE ASSESSMENT – 40 marks

Internal Test 10
Assignment 10
Presentation – (Seminar/ Webinar) 10
Writing an Anthology (Group or Individual Activity) 10
of Self Written Poems/Prose/Short Stories
Total 40

The formative assessment should involve the following activities to provide real life
experience for the students where practical learning takes place.
 The students should be made to involve in participative learning/experiential learning/
collaborative learning for formative assessment.
 Designing, developing, and completing seminars should provide a platform for
encouraging students’ critical thinking and cross-disciplinary connections.
 An anthology is a collection of literary works. Anthology writing would train students
in word-building, character development, creating plots and subplots.

B. SUMMATIVE ASSESSMENT – 60 Marks

GENERAL PATTERN OF THEORY QUESTION PAPER
Time: 2 ½ Hours Total: 60 Marks
Part-A
10. Question number 01-06 carries 2 marks each. Answer any 5 questions 5X2= 10
marks

Part-B
11. Question number 07- 11 carries 5Marks each. Answer any 4 questions 4X5= 20
marks

Part-C
12. Question number 12-15 carries 10 Marks each. Answer any 3 questions
3X10=30 marks

(Minimum 1 question from each unit and 10 marks question may have sub-questions for
7+3 or 6+4 or 5+5 if necessary)

Note: Proportionate weightage shall be given to each unit based on number of

hours prescribed.
 PEDAGOGY

Teaching literature in classrooms develops the students’ ability to appreciate and enjoy a wide
range of literary or creative texts and other related cultural forms.
The five genres of literature that the students should be familiar with are Poetry, Drama, Prose,
Non-fiction, and Media.
The aim should be to develop their capacity for critical thinking, creativity, self-expression,
personal growth, empathy and cultural understanding, to visualize the impressions created by
different literary pieces and to enhance their awareness of the relationship between literature
and society.

Poetry is often considered the oldest form of literature. Before writing was invented, oral
stories were commonly put into some sort of poetic form to make them easier to remember and
recite. Poetry today is usually written down, but is still sometimes performed. Poems are heavy
in imagery and metaphor, and are often made up of fragments and phrases rather than complete,
grammatically correct sentences.

Drama is a unique tool to explore and express human feelings. Drama is an essential form of
behaviour in all cultures; it is a fundamental human activity. Ancient Greeks were masters in
writing and enacting drama on the stage. Any text meant to be performed rather than read can
be considered. In layman’s terms, dramas are usually called plays.

Prose is a form of language that exhibits a grammatical structure and a natural flow of speech,
rather than a rhythmic structure as in traditional poetry. The common unit of prose is purely
grammatical, such as a sentence or paragraph. The most typical varieties of prose are novels
and short stories, while other types include letters, diaries, journals, and non-fiction.

Non-fiction includes histories, textbooks, travel books, newspapers, self-help books, and
literary criticism. Most of what students practice writing in the classroom is the non-fiction
essay, from factual to personal to persuasive. Non-fiction is often used to support and expand
students’ understanding of fiction texts.

Media plays a significant role in keeping the students updated about the various events around
the world. Media includes television, radio, newspapers, internet, social media sites and various
relevant sites and blogs. The main purpose of media is to disseminate the information and
knowledge. This categorization was created to encompass the many new and important kinds
of texts in our society today, such as movies and films, websites, commercials, billboards, and
radio programs. Media literature can serve a wide variety of purposes—among other things it
can educate, entertain, advertise, and/or persuade.

THE PEDAGOGY SHOULD AIM AT

 Broadening the students’ horizons by giving them a knowledge of the classics of
literature
 Improving their cultural awareness
 Enhancing their creativity and literary imagination and developing their appreciation of
literature
 Defining the psychological stress and attitude of the mind
 Demarcating the historical truths of life
 Enjoying the philosophy of life
 SYLLABUS
for
III SEMESTER

ENGLISH OPEN ELECTIVE

CREATIVE WRITING IN ENGLISH

DRAMA

2022-23
 SYLLABUS
SEMESTER III
OPEN ELECTIVE (OE)
CREATIVE WRITING IN ENGLISH
Starting year of implementation: 2022-23
Discipline/Subject: OPEN ELECTIVE (OE)
Total Credits for the Program: 03
Teaching hours per week: 03

COURSE OBJECTIVES

1. To provide exposure to different genres of literature

2. To tap their literary talent and creativity
3. To develop skills for writing plays
4. To empower with the aesthetic skills
5. To enhance presentation skills
6. To master the ability to read, process, think critically and independently
7. To sensitize about social, cultural, religious and ethnic diversities
8. To enable employability in emerging sectors such as – content writers, interpreters,
translators, transcribers, playwriters, theatre professionals, writers, TV artist, Films,
Radio Artist, creative writer and copy writers, and such others

COURSE OUTCOMES
At the end of the course the students will have

1. Developed creative and literary talent

2. Equipped themselves with writing plays
3. Augmented presentation and analytical skills
4. Ability to critically analyse, interpret and appreciate literary texts
5. An awareness of social, cultural, religious and ethnic diversities
6. Facilitated employability in emerging sectors such as – content writers, interpreters,
translators, transcribers, playwriters, theatre professionals, writers, TV artist, Films,
Radio Artist, creative writer and copy writers, and such others
 III SEMESTER 42/48hrs
CREATIVE WRITING IN ENGLISH
DRAMA
UNIT - I Definition 10 hrs

Components of Drama in terms of plot-

Characters

Rise and Fall of action

Climax- Denouement

UNIT - II History of Drama- Tracing it back to

Greek Plays.

UNIT - III Brief Introduction to select Dramatists 10 hrs

Sophocles

Shakespeare

Bernard Shaw

Bertolt Brecht

Kalidasa

Rabindranath Tagore

Girish Karnad
UNIT - IV Theatre and Society- social concerns- 10 hrs
modern theatre- Mahesh Dattani

Summary of the plays

Dance Like a Man

Where there is a Will

UNIT - V Exercises 4hrs
Develop a dialogue between
characters in a given situation

Create a dramatic scene for a given

situation

Change or modify the ending of a

play

Write a scene depicting a social issue

with 4 characters.

Identifying message of the play

 ASSESSMENT
Mode of Evaluation and Distribution of Marks
 The course shall carry a total of 100 marks.
 There shall be semester-end written examination for all the courses conducted by the
Examination Division of the University for 60 marks.
 Each semester there shall be Internal Marks for 40.

A. FORMATIVE ASSESSMENT – 40 marks

B. SUMMATIVE ASSESSMENT – 60 Marks
TOTAL - 100 Marks

A. FORMATIVE ASSESSMENT – 40 marks

Formative Assessment
Weightage in Marks
Assessment Occasion/type

Internal Test 10

Presentation – (seminar/webinar) 10

Completion of Practice Session Exercises 10

10
Experiential Learning (Activity based) 10
Note:
 Proper documentation should be
maintained and submitted for assessment.

40
Total

The formative assessment should involve the following activities to provide real life experience
for the students where practical learning takes place.
 The students should be made to involve in participative learning/ experiential learning/
collaborative learning for formative assessment.
 Activities which would provide hands on experience and contribute towards language
skill building must be organized.

B. SUMMATIVE ASSESSMENT – 60 Marks

QUESTION PAPER PATTERN
for
III SEMESTER
OPEN ELECTIVE
CREATIVE WRITING IN ENGLISH
Time: 2 ½ Hours Max.Marks:60

Instruction: Answer all the questions

I. Answer in 2 or 3 sentences (5 questions out of 7) 5x2=10

II. Answer in about a page (4 questions out of 5 4x5=20
III. Answer in about 2 pages (2 questions out of 3) 2x10=20
IV. Do as Directed 2x5=10
 SYLLABUS
for
IV SEMESTER

ENGLISH OPEN ELECTIVE

CREATIVE WRITING IN ENGLISH

FORAY INTO FILMS
2022-23
 SYLLABUS
SEMESTER IV
OPEN ELECTIVE (OE)
CREATIVE WRITING IN ENGLISH
FORAY INTO FILMS
Starting year of implementation: 2022-23
Name of the Course: OPEN ELECTIVE (OE)
Title of the Course: CREATIVE WRITING IN ENGLISH
Total Credits for the Program: 03
Teaching hours per week: 03

COURSE OBJECTIVES
1. To develop skills for writing plays
2. To empower with the aesthetic skills
3. To enhance presentation skills
4. To master the ability to read, process, think critically and independently
5. To sensitize about social, cultural, religious and ethnic diversities
6. To enable employability in emerging sectors such as – content writers, interpreters,
translators, transcribers, playwriters, theatre professionals, writers, TV artist, Films,
Radio Artist, creative writer and copy writers, and such others

COURSE OUTCOMES
At the end of the course the students will have

1. Equipped themselves with writing plays

2. Augmented presentation and analytical skills
3. Ability to critically analyse, interpret and appreciate literary texts
4. An awareness of social, cultural, religious and ethnic diversities
5. Facilitated employability in emerging sectors such as – content writers, interpreters,
translators, transcribers, playwriters, theatre professionals, writers, TV artist, Films,
Radio Artist, creative writer and copy writers, and such others
 IV SEMESTER 42/48hrs
CREATIVE WRITING IN ENGLISH
FORAY INTO FILMS
UNIT - I The History of Cinema 6 hrs

UNIT - II Development of Cinema as an art form 6 hrs

UNIT - III Cinema and Society 6 hrs

UNIT - IV 1. Parallel Cinema 12 hrs

2. Popular Cinema

UNIT - V Review Writing/Film Appreciation. 12 hrs

Films for screening and practice of

review writing

1. Charlie Chaplin movies like, The

Gold Rush, City Lights, The Circus,

The Great Dictator, Modern Times. (

choose from the list) (English)

2. The man on the train

(French)

3. Sholay (Hindi)

4. Lagaan (Hindi)

5. Tayi Saheba ( Kannada)

 ASSESSMENT
Mode of Evaluation and Distribution of Marks
 The course shall carry a total of 100 marks.
 There shall be semester-end written examination for all the courses
conducted by the Examination Division of the University for 60 marks.
 Each semester there shall be Internal Marks for 40.

A. FORMATIVE ASSESSMENT – 40 marks

B. SUMMATIVE ASSESSMENT – 60 Marks

TOTAL - 100 Marks
 A. Formative Assessment
Weightage in Marks
Assessment Occasion/type

Internal Test 10

Completion of Practice Session Exercises 10

10
20
Films for screening and for Review writing

assignment for Internal marks.

1. The Lord of the Rings

2. Manthan

3. Dweepa

4. Bhoomi Geetha

5. Dance Like a Man

Or any other film dealing with a social issue.

Note:
 Proper documentation should be
maintained and submitted for assessment.

40
Total

The formative assessment should involve the following activities to provide real life experience
for the students where practical learning takes place.
 The students should be made to involve in participative learning/ experiential learning/
collaborative learning for formative assessment.
 Activities which would provide hands on experience and contribute towards language
skill building must be organized.
 B. SUMMATIVE ASSESSMENT – 60 Marks
QUESTION PAPER PATTERN
for
III SEMESTER
OPEN ELECTIVE
CREATIVE WRITING IN ENGLISH
Time: 2 ½ Hours Max.Marks:60

Instruction: Answer all the questions

I. Answer in 2 or 3 sentences (5 questions out of 7) 5x2=10

II. Answer in about a page (4 questions out of 5 4x5=20
III. Answer in about 2 pages (2 questions out of 3) 2x10=20
IV. Do as Directed 2x5=10