Syllabus of the First, Second, and Third Semester of the FYUP English

(Dibrugarh University), 2023

(Recommended by the FYUGP Board of Studies (English) in the meeting convened on

22.11. 2022, and partially revised on 10.02.2023 at the Department of English,
Dibrugarh University)
Preamble:
The importance of English as a global language does not require any proof or validation. In
the Indian context too, apart from Hindi, English has served as the link language between
Indians belonging to different regions, and also with the rest of the world. In a highly
digitized, technologically-advanced condition that humans are enmeshed in, English is
playing an even greater role in generating, disseminating, and connecting people seamlessly
from all walks of life. Therefore, the relevance of English Studies is increasing exponentially.
In a radically transforming pedagogical space where acquisition of knowledge needs to be
supplemented by (both hard and soft) skills, where the objective of education needs to serve
both pragmatic and ethical ends, the strategy for imparting English Studies must necessarily
be reconfigured in such a way that it addresses the challenges of 21 st century pedagogical
demands. Keeping these in context, the FYUP syllabus in English, 2023 has been designed to
focus on English Studies from multiple tangents. Literary studies will continue to function as
the core component of the syllabus. However, in keeping with the mandate of the National
Education Policy 2020 advocating increasing vocationalisation of curricula, several skill-
based courses have been designed to enable the learners to have a competitive edge over
peers and rivals in crunch situations, like when facing personal interviews, group discussions,
or an august audience. A significant number of generic elective courses has also been devised
to cater to the needs of learners across disciplines. The syllabus has been framed in such a
manner that the learners will be equipped with (i) extensive domain knowledge, (ii) 21 st
century skills (needed at the workplace), (iii) critical thinking, (iv) problem-solving skills, (v)
leadership skills, (vi) creative acumen, and (vii) cutting-edge research skills. These skills will
be crucial for the holistic development of the learners, and keeping them up to speed with the
demands of a highly competitive knowledge economy of the 21 st century.

Introduction:
The FYUP English syllabus offers a plethora of courses under Major, Minor, Generic
Elective, Skill Enhancement, and Research components. Since the National Education Policy
2020 mandates the move towards interdisciplinarity and easing out the hard separation
between exact sciences and liberal arts, various courses have been designed that would enable
learners from other disciplines to engage with English Studies in many interesting ways. The
facility for multiple exit and entry options in the FYUP programme will enable the learners
enough breathing space and flexibility to resume their program in protracted steps, or exit
with a diploma, a certificate, or a degree. In terms of the content, the core element of English
Literary Studies will manifest its presence across six semesters, in that way enabling the
learners with comprehensive knowledge on the historical, political, social, literary
dimensions of British Literature, Indian Writing in English, American Literature, European
Literature, and New Literatures across genres. Apart from literary studies, a number of
courses will be pragmatically oriented to enable the learners to acquire necessary skill-sets.
The objective of 21st century pedagogy is to ensure that education becomes a means to
generate optimum employability, as well as to infuse a spirit of self-reliance and
entrepreneurship. Therefore, the FYUP syllabus in English is framed in such a way that it
promotes both critical thinking and skilling. The final year of the four-year undergraduate
programme will be research-centric. This will enable meritorious learners to pursue doctoral
research after completing their undergraduate course in English.

Aims of the Four Year Under-Graduate Programme (FYUP) in English:

The aims of the Four Year Under-Graduate Programme (FYUP) in English are:
1. To equip the learners with the historical, political, social, and cultural context of
various periods of British Literature
2. To explore English literatures and translated texts from various cultural spaces
3. To enable the learners to understand and interpret literary texts from various
perspectives.
4. To develop capabilities of the learners to critically evaluate issues by deploying
discourses.
5. To equip students with soft skills so that they can solve problems effectively, assume
leadership roles, and so forth.
Graduate Attributes:
Graduate attributes are inclusive of the disciplinary knowledge related to a particular
discipline and generic attributes that the graduates of all the disciplines of study should
acquire and demonstrate. Graduate attributes of the FYUP in English are:
Disciplinary Knowledge: The graduates should have the ability to demonstrate the attribute
of comprehensive knowledge and understanding of the discipline of English. The emphasis
on the historical development of English literature across the globe represented by particular
texts from various genres should enable the graduates to develop a comprehensive knowledge
of the various contexts surrounding the production of texts+. They should be able to read and
interpret these representative works as outcomes of interconnectedness between the larger
socio-political milieu and the literary representation of the same.

Critical Thinking: The graduates in English are expected to develop critical thinking ability
through a philosophical approach in reading the texts and applying them in the analysis of
real-life situations.

Research-related Skills: The graduates are expected to develop the attributes of research in
English. They should have the basic skills to conduct research by identifying a research
problem, exploring research gap, and application of theoretical frameworks in exploring areas
of interdisciplinary research.

Reflective Thinking and Problem Solving: A successful completion of the program with its
emphasis on skill-based learning should enable the graduates to understand and use their own
learning and skills to meet the challenges of everyday life.

Communication Skills: The graduates in English should have the ability to have an effective
communication in and outside the classroom. They should be able to demonstrate their
thoughts and expressions in clear terms.

Digital Learning and Competence: The graduates should be able to develop digital learning
and competence. The use of ICT tools in classroom teaching and the emphasis on digital
literacy spread over the skill-based courses are expected to develop awareness among the
graduates to attain proficiency in the domain. This would also prepare them for real life
situations and challenges.

Programme Learning Outcome (PLO):

An undergraduate student of English should be able to:

PLO 1. Develop an understanding of the major concepts, theoretical perspectives and recent
areas of studies in English literature.
PLO 2. Use critical thinking ability in both understanding a text and in analyzing real life
situations.

PLO 3. Develop a critical approach towards the socio-political and cultural milieu of a
society through the study of literary texts

PLO 4. Develop effective communicative skills in and outside the classroom

PLO 5. Demonstrate professional competencies such as digital learning, creative writing,

translation.

PLO 6. Demonstrate competencies required for preparing one for the prospects of diverse
professions.

PLO 7. Demonstrate competencies in learning to update knowledge and practice targeted to

improve professional knowledge and practice

Teaching Learning Process:

The programme allows the use of varied pedagogical methods and techniques
both within the classroom and beyond such as:

 Lecture
 Tutorial
 Power point presentation
 Screening of documentary films and film adaptations of literary texts
 Project Work/Dissertation
 Internship
 Group Discussion and debate
 Seminars/workshops/conferences
 Mentor- Mentee sessions

Assessment Method:

 Home assignment
 Seminar Presentation: Oral/Poster/Power point
 Group Discussions
 In semester examinations
  End Semester examinations

Course Structure:

Total
Year Semester Course Title of the Course
Credit
C–1 British Poetry and Drama 14th and 17th century 4

Minor 1 British Poetry and Drama 14th and 17th century 4

GEC - 1 Introducing English Poetry 3

1st AEC 1 Modern Indian Language 4

Semester
VAC 1 Understanding India 2

VAC 2 Health and Wellness 2

SEC 1 Soft Skills 3

22
Year 01
C–2 British Poetry and Drama: 17th and 18th Century 4

Minor 2 British Poetry and Drama: 17th and 18th Century 4

GEC 2 Introducing English Drama 3

2nd AEC 2 English Language and Communication Skills 4

Semester
VAC 3 Environmental Science 2

VAC 4 Yoga Education 2

SEC 2 Creative Writing 3

22
The students on exit shall be awarded Undergraduate Certificate (in the Field of Study/Discipline)
after securing the requisite 44 Credits in Semester 1 and 2 provided they secure 4 credits in work
based vocational courses offered during summer term or internship / Apprenticeship in addition to 6
credits from skill-based courses earned during 1st and 2nd Semester
C–3 British Literature – 18th Century 4
3rd
Year 02
Semester
C–4 4
 Literary Criticism I

Minor 3 British Literature – 18th Century 4

GEC – 3 Introducing English Fiction 3

VAC 5 Digital and Technological Solutions / Digital Fluency 2

AEC – 3 Communicative English / Mathematical Ability 2

SEC – 3 Translation Studies and Practice 3

22

Abbreviations Used:

 C = Major
 GEC = Generic Elective Course / Multi-Disciplinary Course
 AEC = Ability Enhancement Course
 SEC = Skill Enhancement Course
 VAC = Value Added Course

BA in English (FYUP)
Detailed Syllabus of First Semester
Title of the Course : British Poetry and Drama: 14th to 17th Century
Course Code : ENGC1
Nature of the Course : Major
Total Credits : 04
Distribution of Marks : 80 (End Sem) + 20 (In-Sem)

Course Objectives:
 to acquaint learners with British poetry and drama from Chaucer to Shakespeare
 to familiarize learners with the historical context of the period – Chaucer, Pre-
Elizabethan, and Elizabethan
 to discuss William Shakespeare’s prescribed plays and sonnets in a detailed manner
Marlowe’s play encapsulates the spirit of the Renaissance
 Understand the spirit of the Renaissance era encapsulated through Christopher
Marlowe’s play
 Total
UNITS CONTENTS L T P
Hours
10 02 - 12
LITERARY AND SOCIAL HISTORY (14-17
CENTURY CE)
I  Round about Chaucer
 Age of Chaucer
(15 Marks)
 Renaissance and the Pre-Elizabethan
Period
 Spenser
 Renaissance Humanism
 The Stage, Court and City
 Religious and Political Thought
 Ideas of Love and Marriage
 The Writer in Society
 Shakespeare and his contemporaries
 Metaphysical poetry

12 02 - 14
II POETRY
(25 Marks) Geoffrey Chaucer, The Nun’s Priest’s Tale
William Shakespeare, Sonnet 30, 116
John Donne, ‘The Sunne Rising’, ‘Death be Not
Proud’

14 02 - 16
III ELIZABETHAN/RENAISSANCE DRAMA
(15 Marks) Christopher Marlowe, Doctor Faustus
 SHAKESPEAREAN DRAMA 16 02 - 18
William Shakespeare, Macbeth
Twelfth Night
IV
(25 Marks)

Total 52 08 - 60
Where, L: Lectures T: Tutorials P: Practicals

Modes of In-Semester Assessment: 20 Marks

01. One Sessional test: 10 Marks

02. Any one of the following activities listed below: 10 Marks
o Seminar/ Group discussion/ Assignment related to the Course content.
o Presentation of seminar papers.
o Assignments.
o Quiz.

Final Examination: 80 Marks

Unit 1: 1 LAQ+ 1 SA=(10+5)= 15 marks
Unit 2: 1 LAQ+ 3 SA= (10+3x5) =25 marks
Unit 3: 1 LAQ+ 1 SA= (10+5) = 15 marks
Unit 4: 2 LAQ+ 1 SA = (2x10+1x5) =25 marks
*LAQ= Long Answer Question; SA= Short Answer

Learning Outcomes:
After the completion of this course, the learner will be able to:

 know the political, social, cultural, and literary context of 14-17 Century Britain
 determine the influence of the European Renaissance on the works of the Elizabethan
authors, including Shakespeare
 understand the two genres – poetry and drama – in terms of their history and
development till the Elizabethan period

Suggested Readings:
Andrew Sanders. A Short Oxford History of English Literature, OUP, 2004.
Pico Della Mirandola, excerpts from the Oration on the Dignity of Man, in The Portable
Renaissance Reader, ed. James Bruce Ross and Mary Martin McLaughlin (New
York: Penguin Books, 1953) pp. 476 – 9.
John Calvin, ‘Predestination and Free Will’, in The Portable Renaissance Reader, ed. James
Bruce Ross and Mary Martin McLaughlin (New York: Penguin Books, 1953) pp. 704
– 11.
Baldassare Castiglione, ‘Longing for Beauty’ and ‘Invocation of Love’, in Book 4 of The
 Courtier, ‘Love and Beauty’, tr. George Bull (Harmondsworth: Penguin, rpt. 1983)
pp. 324 – 8, 330 – 5.
Philip Sidney, An Apology for Poetry, ed. Forrest G. Robinson (Indianapolis: Bobbs Merrill,
1970) pp. 13 – 18.

Title of the Course : British Poetry and Drama: 14th to 17th Century
Course Code : MINENG1
Nature of the Course : Minor
Total Credits : 04
Distribution of Marks : 80 (End Sem) + 20 (In-Sem)

Course Objectives:
 to acquaint learners with British poetry and drama from Chaucer to Shakespeare
 to familiarize learners with the historical context of the period – Chaucer, Pre-
Elizabethan, and Elizabethan
 to discuss William Shakespeare’s prescribed plays and sonnets in a detailed manner
Marlowe’s play encapsulates the spirit of the Renaissance
 Understand the spirit of the Renaissance era encapsulated through Christopher
Marlowe’s play

Total
UNITS CONTENTS L T P
Hours
08 02 - 10
LITERARY AND SOCIAL HISTORY (14-17
CENTURY CE)
I  Round about Chaucer
 Age of Chaucer
(15 Marks)
 Renaissance and the Pre-Elizabethan
Period
 Spenser
 Renaissance Humanism
 The Stage, Court and City
 Religious and Political Thought
 Ideas of Love and Marriage
 The Writer in Society
 Shakespeare and his contemporaries
 Metaphysical poetry

16 02 - 18
POETRY
II Geoffrey Chaucer, The Nun’s Priest’s Tale
(25 Marks) William Shakespeare, Sonnet 30, 116
John Donne, ‘The Sunne Rising’, ‘Death be Not
Proud’
 12 02 - 14
III ELIZABETHAN/RENAISSANCE DRAMA
(15 Marks) Christopher Marlowe, Doctor Faustus

SHAKESPEAREAN DRAMA 16 02 - 18
William Shakespeare, Macbeth
Twelfth Night
IV
(25 Marks)

Total 52 08 - 60
Where, L: Lectures T: Tutorials P: Practicals

Modes of In-Semester Assessment: (20 Marks)

01. One Sessional test: 10 Marks
02. Any one of the following activities listed below: 10 Marks
o Seminar/ Group discussion/ Assignment related to the Course content.
o Presentation of seminar papers.
o Assignments.
o Quiz.

Final Examination: 80 Marks

Unit 1: 1 LAQ+ 1 SA=(10+5) =15 marks
Unit 2: 1 LAQ+ 3 SA= (10+3x5) =25 marks
Unit 3: 1 LAQ+ 1 SA= (10+5) =15 marks
Unit 4: 2 LAQ+ 1 SA = (2 x10+1x5)=25 marks
*LAQ= Long Answer Question; SA= Short Answer

Learning Outcomes:
After the completion of this course, the learner will be able to:
  know the political, social, cultural, and literary context of 14-17 Century Britain
 determine the influence of the European Renaissance on the works of the Elizabethan
authors, including Shakespeare
 understand the two genres – poetry and drama – in terms of their history and
development till the Elizabethan period

Suggested Readings:
Andrew Sanders. A Short Oxford History of English Literature, OUP, 2004.
Pico Della Mirandola, excerpts from the Oration on the Dignity of Man, in The Portable
Renaissance Reader, ed. James Bruce Ross and Mary Martin McLaughlin (New
York: Penguin Books, 1953) pp. 476 – 9.
John Calvin, ‘Predestination and Free Will’, in The Portable Renaissance Reader, ed. James
Bruce Ross and Mary Martin McLaughlin (New York: Penguin Books, 1953) pp. 704
– 11.
Baldassare Castiglione, ‘Longing for Beauty’ and ‘Invocation of Love’, in Book 4 of The
Courtier, ‘Love and Beauty’, tr. George Bull (Harmondsworth: Penguin, rpt. 1983)
pp. 324 – 8, 330 – 5.
Philip Sidney, An Apology for Poetry, ed. Forrest G. Robinson (Indianapolis: Bobbs Merrill,
1970) pp. 13 – 18.

Title of the Course : Introducing English Poetry

Course Code : GECENG1
Nature of the Course : Generic Elective Course (GEC)
Total Credits : 03
Distribution of Marks : 80 (End Sem) + 20 (In-Sem)

Course Objectives:
 to introduce learners to English poetry and to provide the definition, major types and
movements of poetry from English literary history.
 to enable learners to understand the different kinds of poetry that have been composed
from the sixteenth century to the twenty-first century.
 to introduce learners to the different elements of poetry, like figurative language,
symbol, allegory etc., things which add to the aesthetic value and beauty of poetry.
 To discuss certain theories of poetry which have had a tremendous influence on
readers and practitioners of this craft.

Total
UNITS CONTENTS L T P
Hours
08 02 - 10
INTRODUCTION TO POETRY
1. Definition
2. Types: sonnet, lyric, ode, ballad, epic, elegy, concrete
I
poetry, dramatic monologue, slam movement
(20
Marks)
 II MOVEMENTS 08 02 10
(15 Metaphysical poetry, Romantic, Victorian, Modern,
Marks Postmodern

12 02 - 14
ELEMENTS OF POETRY
III simile, metaphor, personification, symbol, allegory, assonance
(25 and consonance, euphony and cacophony, imagery, conceit,
hyperbole, transferred epithet, meter, rhyme, para-rhyme,
Marks)
sprung rhythm, epode, synecdoche, paradox, anti-climax,
onomatopoeia, euphemism, chiasmus, anaphora, litotes,
apostrophe, enjambment and end-stopped lines, zeugma,
repetition, internal and end-rhyme.

09 02 - 11
IV THEORY OF POETRY
(20 Coleridge: Fancy and Imagination (Biographia Literaria,
Marks) Chapter 13 &14)
Wordsworth: “Preface to Lyrical Ballads”
T. S. Eliot: “Tradition and the Individual Talent”

Total 37 08 - 45
Where, L: Lectures T: Tutorials P: Practicals

Compulsory Readings:

Shakespeare: “Since Brass, Not Stone” (Sonnet 65)

Donne: “Go and catch a falling star”
Burns: “O my luve is like a red, red rose”
Wordsworth: “She dwelt among the untrodden ways”
Keats: “Ode to Autumn”
 W. B. Yeats: “The Second Coming”
Seamus Heaney: “The Rite of Spring”

Modes Of In-Semester Assessment: (20 Marks)

01. One Sessional test: 10 Marks
02. Any one of the following activities listed below: 10 Marks
o Seminar/ Group discussion/ Assignment related to the Course content.
o Presentation of seminar papers.
o Assignments.
o Quiz.

Final Examination: 80 Marks

Unit 1: 1 LAQ+ 2 SA= (10+5x2) =20 marks
Unit 2: 1 LAQ+ 1 SA= (10+5) = 15 marks
Unit 3: 1 LAQ+3 SA = (10+ 3x5) =25 marks
Unit 4: 4 SA= (4 x 5) = 20 marks
*LAQ= Long Answer Question; SA= Short Answer

Learning Outcomes:
After the completion of this course, the learner will be able to:

 know about the types, movements, elements, and theories of poetry, especially from
English literary history
 appreciate the genre that has witnessed massive transformations over a period of five
hundred years
 explore further this realm, and become competent critics or poets in their own right

Suggested Readings:
Abrams, M. H. The Glossary of Literary Terms, Eleventh Edition, Wadsworth
Cengage, 2015.
Chikera, Ernest, DJ Enright. English Critical Texts. OUP, 1997.
Murfin, Ross C., Supriya M. Ray. The Bedford Glossary of Critical and Literary
Terms. Fourth Edition, Bedford/St. Martins, 2019.
Peck, John, Martin Coyle. Literary Terms and Criticism. Third Edition. Palgrave,
2002.
Sanders, Andrew. The Short Oxford History of English Literature. OUP, 2004.

Title of the Course : Soft Skills

Course Code : SEC105
Nature of the Course : Skill Enhancement Course (SEC)
Total Credits : 03
Distribution of Marks : 80 (End Sem) + 20 (In-Sem)

Course Objectives:

 to motivate learners to develop a positive attitude, leadership skills, emotional

intelligence and other personal attributes crucial for success in business or career.
  To enable learners to inculcate various interpersonal skills, including proper
communication skills so that they would have the confidence to participate in group
discussions, appear for interviews, engage in public speaking etc.

Total
UNITS CONTENTS L T P
Hours
08 02 - 10

SOFT SKILLS IN COMMUNICATION

Soft skills in communication
I Soft skills and intercultural communication
(15 Marks) Models of communication

08 02 - 10
TYPES OF SOFT SKILLS
II  verbal and written communication skills:
(20 Marks) active listening, interactive speaking, reading
different types of texts, writing for formal and
business contexts
 Cross-Cultural etiquette: cultural awareness,
cultural sensitivity, cultural flexibility, cross-
cultural communication

III SOFT SKILLS AND CAREER 10 02 12

(20 Marks) PREPARATION
 Using the Microsoft Office: word, excel, power
point; working online and offline; telephone
and face to-face etiquette in professional
communication

11 02 - 13
IV SOFT SKILLS IN GETTING JOBS, AND ON
(25 Marks) THE JOB
Writing a CV
Writing job applications
GD Skills
Interview skills
Emotional Intelligence
Time and stress management
Teamwork
Networking
Presentation skills
Making meetings work: preparing, executing,
following up
Negotiation skills
Crisis management
 Total 37 08 - 45
Where, L: Lectures T: Tutorials P: Practicals

Modes of In-Semester Assessment: 20 Marks

01. One Sessional test: 10 Marks
02. Any one of the following activities listed below: 10 Marks
o Seminar/ Group discussion/ Assignment related to the Course content.
o Presentation of seminar papers.
o Assignments.
o Quiz.

Final Examination: 80 Marks

Unit 1: 1 LAQ+ 1 SA = (10+5) = 15 marks
Unit 2: 2 LAQ (10x2) = 20 marks
Unit 3: 1 LAQ + 2 SA= (10+ 2 x 5) =20 marks
Unit 4: 1 LAQ + 3 SA (10+ 3 x 5) = 25 marks
*LAQ= Long Answer Question; SA= Short Answer

Learning Outcomes:
After the completion of this course, the learner will be able to:

 Derive competency in the world of work, where effective interpersonal skills are very
important
 Develop writing competency in such a way that it enables one to frame CVs, memos,
applications properly
 Develop computer skills, especially those that are necessary in work stations, like
using MS Word document, excel sheets., etc.
 Develop leadership skills, as well as the capacity for networking, and effective
teamwork.
Suggested Readings:

1. English and Soft Skills. S.P. Dhanavel. Orient Black Swan 2013
2. Business English. Sharmistha Panja et al. Pearson, 2009.
3. Fluency in English - Part II, Oxford University Press, 2006.
4. Enrich Your English, OUP, SR Inthira and V. Saraswathi, CIEFL,
1997.
5. Oxford A-Z of English Usage, ed. Jeremy Butterfield, OUP, 2007.
6. Longman Dictionary of Common Errors, N.D. Turton and J.B.
Heaton, Longman, 1998.

Second Semester

Title of the Course : British Poetry and Drama: 17th to 18th Century
Course Code : ENGC2
Nature of the Course : Major
Total Credits : 04
Distribution of Marks : 80 (End Sem) + 20 (In-Sem)

Course Objectives:
 to acquaint learners with British poetry, especially epic and the mock-epic,
 to study Jacobean drama
 to familiarize learners with the historical context of the period – from the Puritan
Interregnum to the Restoration of Charles II.

Total
UNITS CONTENTS L T P
Hours
12 02 - 14
LITERARY BACKGROUND OF THE PERIOD

I  Puritan period
 Interregnum
(20 Marks)
 Milton
 Epic
 Restoration
 Religious and Secular Thought in the 17th
Century
 The Stage, the State and the Market
 The Mock Epic and Satire
 Women in the 17th Century
 The Comedy of Manners
 14 02 - 16
PURITAN EPIC
II John Milton, Paradise Lost: Book 1
(20 Marks)
14 02 - 16
III JACOBEAN DRAMA
(20 Marks) John Webster, The Duchess of Malfi

NEOCLASSICAL/AUGUSTAN MOCK EPIC 12 02 - 14

John Dryden, Mac Flecknoe

IV
(20 Marks)

Total 52 08 - 60
Where, L: Lectures T: Tutorials P: Practicals

Modes of In-Semester Assessment: 20 Marks

01. One Sessional test: 10 Marks
02. Any one of the following activities listed below: 10 Marks
o Seminar/ Group discussion/ Assignment related to the Course content.
o Presentation of seminar papers.
o Assignments.
o Quiz.
Final Examination: 80 Marks
Unit 1: 1 LAQ+2 SA=(10+2x5)=20 marks
Unit 2: 1 LAQ+2 SA=(10+2x5)=20 marks
Unit 3: 1 LAQ+2 SA= (10+2x5)=20 marks
Unit 4: 1 LAQ+2 SA= (10+2x5)=20 marks
*LAQ= Long Answer Question; SA= Short Answer

Learning Outcomes:

After the completion of this course, the learner will be able to:

 know the political, social, cultural, and literary context of 17-18 Century Britain
 understand the ways in which English drama and poetry emphasized on adhering to
classical norms and forms

Suggested Readings:

1. The Holy Bible, Genesis, chaps. 1 – 4, The Gospel according to St. Luke,
chaps. 1 – 7 and 22 – 4.
2. Niccolo Machiavelli, The Prince, ed. and tr. Robert M. Adams (New York: Norton,
1992) chaps. 15, 16, 18, and 25.
3. Thomas Hobbes, selections from The Leviathan, pt. I (New York: Norton, 2006)
chaps. 8, 11, and 13.
4. John Dryden, ‘A Discourse Concerning the Origin and Progress of Satire’, in The
Norton Anthology of English Literature, vol. 1, 9th edn, ed. Stephen Greenblatt (New
York: Norton 2012) pp. 1767 – 8.
5. Andrew Sanders. A Short Oxford History of English Literature, OUP, 2004.

Title of the Course : British Poetry and Drama: 17th to 18th Century
Course Code : MINENG2
Nature of the Course : Minor
Total Credits : 04
Distribution of Marks : 80 (End Sem) + 20 (In-Sem)

Course Objectives:
 to acquaint learners with British poetry, especially epic and the mock-epic,
 to study Jacobean drama
 to familiarize learners with the historical context of the period – from the Puritan
Interregnum to the Restoration of Charles II.

Total
UNITS CONTENTS L T P
Hours
 12 02 - 14
LITERARY BACKGROUND OF THE PERIOD

I  Puritan period
 Interregnum
(20 Marks)
 Milton
 Epic
 Restoration
 Religious and Secular Thought in the 17th
Century
 The Stage, the State and the Market
 The Mock Epic and Satire
 Women in the 17th Century
 The Comedy of Manners

II 12 02 - 14
(20 Marks) PURITAN EPIC
John Milton, Paradise Lost: Book 1

14 02 - 16
III JACOBEAN DRAMA
(20 Marks) John Webster, The Duchess of Malfi

NEOCLASSICAL/AUGUSTAN MOCK EPIC 14 02 - 16

John Dryden, Mac Flecknoe

IV
(20 Marks)
 Total 52 08 - 60
Where, L: Lectures T: Tutorials P: Practicals

Modes of In-Semester Assessment: 20 Marks

01. One Sessional test: 10 Marks

02. Any one of the following activities listed below: 10 Marks
o Seminar/ Group discussion/ Assignment related to the Course content.
o Presentation of seminar papers.
o Assignments.
o Quiz.

Final Examination: 80 Marks

Unit 1: 1 LAQ+2 SA=(10+2x5)=20 marks

Unit 2: 1 LAQ+2 SA=(10+2x5)=20 marks
Unit 3: 1 LAQ+2 SA= (10+2x5)=20 marks
Unit 4: 1 LAQ+2 SA= (10+2x5)=20 marks
*LAQ= Long Answer Question; SA= Short Answer

Learning Outcomes:

After the completion of this course, the learner will be able to:

 know the political, social, cultural, and literary context of 17-18 Century Britain
 understand the ways in which English drama and poetry emphasized on adhering to
classical norms and forms

Suggested Readings:

1. The Holy Bible, Genesis, chaps. 1 – 4, The Gospel according to St. Luke,
chaps. 1 – 7 and 22 – 4.
2. Niccolo Machiavelli, The Prince, ed. and tr. Robert M. Adams (New York: Norton,
1992) chaps. 15, 16, 18, and 25.
3. Thomas Hobbes, selections from The Leviathan, pt. I (New York: Norton, 2006)
chaps. 8, 11, and 13.
4. John Dryden, ‘A Discourse Concerning the Origin and Progress of Satire’, in The
Norton Anthology of English Literature, vol. 1, 9th edn, ed. Stephen Greenblatt (New
York: Norton 2012) pp. 1767 – 8.
5. Andrew Sanders. A Short Oxford History of English Literature, OUP, 2004.

Title of the Course : Introducing English Drama

Course Code : GECENG2
Nature of the Course : Generic Elective Course (GEC)
Total Credits : 03
Distribution of Marks : 80 (End Sem) + 20 (In-Sem)
Course Objectives:

 To equip learners with a basic understanding of drama as an art form

 To acquaint learners with the history of English drama from the beginning to the
twentieth century
 To introduce learners to different elements and types of drama, so as to enable them
with a comprehensive overview of the tools, techniques, and movements of English
drama from its origin to the present

Total
UNITS CONTENTS L T P
Hours
08 02 - 10

HISTORY OF DRAMA
Origin and growth of drama in England, miracle plays,
I
morality plays, interlude, The Elizabethan Playhouse
(20 (Public and Private theatre), Types of theatre spaces:
Marks) proscenium theatre, arena theatre or island stage, thrust
stage.

10 02 - 12
ELEMENTS OF DRAMA
II Dramatic design – Gustav Freytag’s Pyramid
(20 Elements of drama – plot, character, setting, dialogue,
costume, three unities, prologue, epilogue, soliloquy,
Marks)
asides.

III THEORIES OF DRAMA 09 02 11

(20 Aristotle: Poetics
Marks)
10 02 - 12
IV TYPES OF DRAMA
(20 Tragedy: classical Greek tragedy, Senecan or revenge
Marks) tragedy;
Comedy: romantic comedy, tragicomedy, comedy of
manners;
problem play, epic theatre, absurd drama, kitchen sink
drama,
One-act Play.
 Total 37 08 - 45
Where, L: Lectures T: Tutorials P: Practicals

Modes Of In-Semester Assessment: (20 Marks)

01. One Sessional test: 10 Marks
02. Any one of the following activities listed below: 10 Marks
o Seminar/ Group discussion/ Assignment related to the Course content.
o Presentation of seminar papers.
o Assignments.
o Quiz.

Final Examination: 80 Marks

Unit 1: 1 LAQ+2 SA=(10+2x5)=20 marks
Unit 2: 1 LAQ+2 SA=(10+2x5)=20 marks
Unit 3: 1 LAQ+2 SA= (10+2x5)=20 marks
Unit 4: 1 LAQ+2 SA= (10+2x5)=20 marks
*LAQ= Long Answer Question; SA= Short Answer

Learning Outcomes:
After the completion of this course, the learner will be able to:

 know about the types, movements, elements, and theories of drama, especially from
English literary history
 appreciate the genre that has evolved considerably over a period of five hundred years
 explore further this realm, and become competent critics or poets in their own right

Suggested Readings:
Abrams, M. H. The Glossary of Literary Terms, Eleventh Edition, Wadsworth
Cengage, 2015.
Birch, Dinah (ed.), The Concise Oxford Companion to English Literature. Oxford
University Press, 2012
Chikera, Ernest, DJ Enright. English Critical Texts. OUP, 1997.
Childs, Peter et al. The Routledge Dictionary of Literary Terms.Routledge, 2006.
Cuddon, J A. A Dictionary of Literary Terms and Literary Theory, Fifth Edition.
Wiley-Blackwell, 2013.
Murfin, Ross C., Supriya M. Ray. The Bedford Glossary of Critical and Literary
Terms. Fourth Edition, Bedford/St. Martins, 2019.
Nicoll, Allardyce. British Drama. Barnes and Noble Books ,1978.
Peck, John, Martin Coyle. Literary Terms and Criticism. Third Edition. Palgrave,
2002.
Prince, Gerald. A Dictionary of Narratology. University of Nebraska Press, 1987.
Sanders, Andrew. The Short Oxford History of English Literature. OUP, 2004.

Title of the Course : English Language And Communication Skills

Course Code : AECENG2
Nature of the Course : Ability Enhancement Course (AEC)
Total Credits : 04
Distribution of Marks : 80 (End Sem) + 20 (In-Sem)

Course Objectives:

 to introduce students to the theory, fundamentals and tools of communication

 to develop in them vital communication skills integral to personal, social and
professional interactions
 to develop the ability to share thoughts, emotions and ideas through various means of
communication: both verbal and non-verbal
 to focus on developing an interactive mode of teaching-learning process
 to focus on various dimensions of communication skills, for instance, speaking skills,
social interactions in professional situations such as interviews, group discussions,
reading skills, writing skills etc.

Total
UNITS CONTENTS L T P
Hours
08 02 - 10
COMMUNICATION: THEORY AND TYPES
Theory of Communication
Types and modes of Communication
I
Verbal and Non-verbal (Spoken and Written)
(20 Marks) Barriers and Strategies
Interpersonal and Group Communication

16 02 - 18
II SPEAKING SKILLS
(20 Marks) Dialogue
Group Discussion
Effective Communication
Miscommunication
Interview
14 02 - 16
III READING AND UNDERSTANDING
(20 Marks) Close Reading
Comprehension
Summary
Paraphrasing
Analysis and Interpretation
 WRITING SKILLS 14 02 - 16
Documenting
Report Writing
Making Notes
IV
Letter Writing
(20 Marks)

Total 52 08 - 60
Where, L: Lectures T: Tutorials P: Practicals

Modes of In-Semester Assessment: 20 Marks

01. One Sessional test: 10 Marks
02. Any one of the following activities listed below: 10 Marks
o Seminar/ Group discussion/ Assignment related to the Course content.
o Presentation of seminar papers.
o Assignments.
o Quiz.

Final Examination: 80 Marks

Unit 1: 4 short answer questions(5x4) =20 marks
Unit 2: 4 short answer questions (5x4) =20 marks
Unit 3: 4 short answer questions (5x4) =20 marks
Unit 4: 4 short answer questions (5x4) =20 marks

Learning Outcomes:
After the completion of this course, the learner will be able to:

 Develop effective interpersonal and group communication skills

  Develop writing competencies like framing CVs, memos, applications properly
 Develop core competencies to perform effectively in GDs, personal interviews etc.

Suggested Readings:
1. Business English, Pearson, 2008.
2. Fluency in English - Part II, Oxford University Press, 2006.
3. Language, Literature and Creativity, Orient Black Swan, 2013.
4. Enrich Your English, OUP, SR Inthira and V. Saraswathi, CIEFL, 1997.
5. Oxford A-Z of English Usage, ed. Jeremy Butterfield, OUP, 2007.
6. Longman Dictionary of Common Errors, N.D. Turton and J.B. Heaton, Longman, 1998.

Title of the Course : Creative Writing

Course Code : SEC205
Nature of the Course : Skill Enhancement Course (SEC)
Total Credits : 03
Distribution of Marks : 80 (End Sem) + 20 (In-Sem)

Course Objectives:
 To acquaint the learners with ideas related to creative writing including the art, the
craft and the basic skills required for a creative writer
 To help learners to understand the principles of creative writing and the distinction
between the literary genres
 To explain the differences in writing for various literary and social media
 To hone the creative and critical faculties of learners
 To enable learners to put into practice the various forms of creative writing that they
have studied through the course
 To encourage the imaginative and critical faculties of the learner so through
application-based teaching
 To enable the learner to articulate their thought processes in a spontaneous and
creative manner.

Total
UNITS CONTENTS L T P
Hours
08 02 - 10
Fundamentals of Creative Writing:
 Meaning and Significance of Creative Writing
I  Genres of Creative Writing: poetry, fiction,
(20 Marks) non-fiction, drama and other forms

10 02 - 12
II Elements of Creative Writing:
(20 Marks)  Plot, Setting, Character, Dialogue, Point of
 View
 Literary Devices and Figurative Language
 Elements of Style
 Grammar and the Structure of Language

III Forms of Creative Writing: 10 02 12

(20 Marks)  Fiction: short story and novel
 Poetry
 Drama
 Essay

Forms of Creative Writing: 09 02 - 11

IV
(20 Marks)  Biography, Memoire and Autobiography
 Travelogues, Diaries
 Web Content Writing
 Blog Writing
 Film reviews

Total 37 08 - 45
Where, L: Lectures T: Tutorials P: Practicals

Modes of In-Semester Assessment: 20 Marks

01. One Sessional test: 10 Marks
02. Any one of the following activities listed below: 10 Marks
o Seminar/ Group discussion/ Assignment related to the Course content.
o Presentation of seminar papers.
o Assignments.
o Quiz.

Final Examination: 80 Marks

Unit 1: 1 LAQ+2 SA=(10+2x5)=20 marks
Unit 2: 1 LAQ+2 SA=(10+2x5)=20 marks
 Unit 3: 1 LAQ+2 SA= (10+2x5)=20 marks
Unit 4: 1 LAQ+2 SA= (10+2x5)=20 marks
*LAQ= Long Answer Question; SA= Short Answer

Learning Outcomes:
After the completion of this course, the learner will be able to:
 Distinguish between the literary genres
 The learner would be able to use the elements of the English language in their creative
expressions.
 The learner would be able to grasp the conventions of different genres and modes of
expression in the English language such as poetry, fiction, essay, and reviews.
 The learner would be able to expand their appreciation of other media.
 Seek employment in various creative fields

Prescribed Reading:

Anjana Neira Dev et al. Creative Writing: A Beginner’s Manual. Pearson, Delhi, 2009.

Suggested Readings:

Bell, Julia et al. The Creative Writing Course-Book. London: Macmillan, 2001.
Blackstone, Bernard. Practical English Prosody. Mumbai: Orient Longman, 1984.
Earnshaw, Steven (Ed). The Handbook of Creative Writing. Edinburgh: EUP, 2007.
Gardner, John. The Art of Fiction. New York: Vintage, 1991.
Hamer, Enid. The Metres of English Poetry. Booksway, 2014.
King, Stephen. On Writing: A Memoir of the Craft. London: Hodder and Stoughton, 2000.
Sartre, Jean-Paul. What Is Literature? And Other Essays. Harvard: Harvard Univ. Press,
1988.
Show, Mark. Successful Writing for Design, Advertising and Marketing. New York:
Laurence King, 2012.
Strunk, William and White, E. B. The Elements of Style. London: Longman, 1999.

Third Semester
Title of the Course : British Literature – 18th Century
Course Code : ENGC3
Nature of the Course : Major
Total Credits : 04
Distribution of Marks : 80 (End Sem) + 20 (In-Sem)

Course Objectives:

 to discuss a wide array of texts across genres of the 18th century

 to familiarize learners with the historical context of the period, termed as the Age of
Enlightenment, or the Age of Reason.
  to discuss new modes of creative expression, particular prose narratives of the likes of
Swift and Sterne
 to familiarize learners with different forms of irony and satire, the dominant tropes
deployed by writers

Total
UNITS CONTENTS L T P
Hours
10 02 - 12

LITERARY BACKGROUND OF THE PERIOD

I  The Enlightenment and Neoclassicism
 Restoration Comedy
(20 Marks)
 Rise of the Novel
 Life Writing
 Periodical Press
 Country and the City
 “Public sphere: Coffee houses, Literary clubs
 Mock epic

14 02 - 16
RESTORATION COMEDY
II William Congreve, The Way of the World
(20 Marks)
14 02 - 16
III NOVEL
(20 Marks) Daniel Defoe, Robinson Crusoe
 POETRY 14 02 - 16
Thomas Gray ‘Elegy Written in a Country
Churchyard’
Alexander Pope, The Rape of the Lock
IV
(20 Marks)

Total 52 08 - 60
Where, L: Lectures T: Tutorials P: Practicals

Modes of In-Semester Assessment: 20 Marks

01. One Sessional test: 10 Marks
02. Any one of the following activities listed below: 10 Marks
o Seminar/ Group discussion/ Assignment related to the Course content.
o Presentation of seminar papers.
o Assignments.
o Quiz.

Final Examination: 80 Marks

Unit 1: 1 LAQ+2 SA=(10+2x5)=20 marks
Unit 2: 1 LAQ+2 SA=(10+2x5)=20 marks
Unit 3: 1 LAQ+2 SA= (10+2x5)=20 marks
Unit 4: 1 LAQ+2 SA= (10+2x5)=20 marks
*LAQ= Long Answer Question; SA= Short Answer

Learning Outcomes:
After the completion of this course, the learner will be able to:

 understand the spirit of the age, as well as the literature embodying this spirit
 Learn about the features of Restoration comedies
 Learn about the origin and development of the novel
 Trace the development of the mock epic from Dryden to Pope

Recommended Readings:
Jeremy Collier, A Short View of the Immorality and Profaneness of the English
Stage (London: Routledge, 1996).
Daniel Defoe, ‘The Complete English Tradesman’ (Letter XXII), ‘The Great Law
of Subordination Considered’ (Letter IV), and ‘The Complete English Gentleman’, in
Literature and Social Order in Eighteenth – Century England, ed. Stephen Copley
(London: Croom Helm, 1984).
Samuel Johnson, ‘Essay 156’, in The Rambler, in Selected Writings: Samuel
Johnson, ed. Peter Martin (Cambridge, Mass.: Harvard University Press, 2009) pp.
194 – 7; Rasselas Chapter 10; ‘Pope’s Intellectual Character: Pope and Dryden
Compared’, from The Life of Pope, in The Norton Anthology of English Literature,
vol. 1, ed. Stephen Greenblatt, 8th edn. (New York: Norton, 2006) pp. 2693 – 4, 2774
– 7.

Suggested Readings:
Andrew Sanders. A Short Oxford History of English Literature, OUP, 2004.
Birch, Dinah (ed.), The Concise Oxford Companion to English Literature. Oxford
University Press, 2012
Chikera, Ernest, DJ Enright. English Critical Texts. OUP, 1997.
Ian Watt. Rise of the Novel. Vintage Books, 1956.
Walter Allen. The English Novel. Dutton, 1954.

Title of the Course : Literary Criticism

Course Code : ENGC4
Nature of the Course : Major
Total Credits : 04
Distribution of Marks : 80 (End Sem) + 20 (In-Sem)

Course Objectives:
 acquaint the learners with the art of criticism of literary texts as have been practiced
from the classical period to the early twentieth century
 provide the learners a broad survey of the history and development of literary
criticism in Western culture from Plato and Aristotle to the eighteenth century
 Familiarize learners with significant ideas such as mimesis, representation, tragedy,
republic, nature, the sublime, the text and so forth

Total
UNITS CONTENTS L T P
Hours
12 02 - 14

Plato: The Republic Book X

I Aristotle- Poetics
(20 Marks)
14 02 - 16
Horace- Ars Poetica
II Longinus- On the Sublime
(20 Marks)
 12 02 - 14
III Phillip Sidney- An Apology for Poetry
(20 Marks) John Dryden- An Essay of Dramatic Poesy

14 02 - 16
Alexander Pope- An Essay on Criticism
Samuel Johnson- “On Metaphysical Wit” from Life of
IV Cowley
(20 Marks)

Total 52 08 - 60
Where, L: Lectures T: Tutorials P: Practicals

Modes of In-Semester Assessment: 20 Marks

01. One Sessional test: 10 Marks
02. Any one of the following activities listed below: 10 Marks
o Seminar/ Group discussion/ Assignment related to the Course content.
o Presentation of seminar papers.
o Assignments.
o Quiz.

Final Examination: 80 Marks

Unit 1: 1 LAQ+2 SA=(10+2x5)=20 marks
Unit 2: 1 LAQ+2 SA=(10+2x5)=20 marks
Unit 3: 1 LAQ+2 SA= (10+2x5)=20 marks
Unit 4: 1 LAQ+2 SA= (10+2x5)=20 marks
*LAQ= Long Answer Question; SA= Short Answer
Learning Outcomes:

After the completion of this course, the learner will be able to:
 read and critically analyze different texts from the lenses provided by the concepts of
literary criticism
 learn the significance of mimesis as a mode of representing the world in word
 know how epochs and contexts determine critical responses and reception
 formulate a critical principle in reading and interpreting texts

Suggested Readings:

Abrams, M.H. The Mirror and the Lamp: Romantic Theory and the Critical
Tradition. London: Oxford University Press, 1971.
Abrams, M.H., and Geoffrey Galt Harpham. A Glossary of Literary Terms. 10th
ed. USA: Wadsworth, Cengage Learning, 2012.
Adams, Hazard. Critical Theory Since Plato. 2nd ed. California: Harcourt Brace
Jovanovich College Publishers, 1992.
Barton, Edwin J., and Glenda A. Hudson. A Contemporary Guide to Literary
Terms with Strategies for Writing Essays about Literature. Boston, USA: Houghton
Mifflin, 2004.
Brooks, Cleanth, and Paul Rand. The Well Wrought Urn: Studies in the Structure
of Poetry. California: Harcourt Brace, 1947.
D.J. Enright, and E.De Chickera. English Critical Texts. London: OUP, 1962.
Daiches, David. Critical Approaches to Literature. 2nd ed. London: Orient
Longman Pvt. Ltd, 2005.
Guerin, Wilfred L. A Handbook of Critical Approaches to Literature. 4th ed.
London: Oxford University Press, 1999.
Hudson, W.H. An Introduction to the Study of Literature. New Delhi: Atlantic
Publishers and Distributors Pvt. Ltd, 2006.
Leitch, Vincent B., ed. The Norton Anthology of Theory and Criticism. London:
W. W. Norton and Company, 2001.
M. A. R Habib. A History of Literary Criticism and Theory: From Plato to the
Present. Malden, MA: Blackwell Publishing, 2008.
Preminger, Alex. Princeton Encyclopedia of Poetry & Poetics. New Jersey:
Princeton University Press, 1972.
S. Ramaswami and V. S. Sethuraman. The English Critical Tradition: Volume1 &
2. New Delhi: Macmillan, 2014.
Waugh, Patricia. Literary Theory and Criticism. London: OUP, 2006.
Wellek, Rene, and Austin Warren. Theory of Literature. London: Penguin, 1980.

Title of the Course : British Literature – 18 th Century

Course Code : MINENG3
Nature of the Course : Minor
Total Credits : 04
Distribution of Marks : 80 (End Sem) + 20 (In-Sem)

Course Objectives:
  to discuss a wide array of texts across genres of the 18th century
 to familiarize learners with the historical context of the period, termed as the Age of
Enlightenment, or the Age of Reason.
 to discuss new modes of creative expression, particular prose narratives of the likes of
Swift and Sterne
 to familiarize learners with different forms of irony and satire, the dominant tropes
deployed by writers

Total
UNITS CONTENTS L T P
Hours
12 02 - 14

LITERARY BACKGROUND OF THE PERIOD

I  The Enlightenment and Neoclassicism
 Restoration Comedy
(20 Marks)
 Rise of the Novel
 Life Writing
 Periodical Press
 Country and the City
 “Public sphere: Coffee houses, Literary clubs
 Mock epic

14 02 - 16
RESTORATION COMEDY
II William Congreve, The Way of the World
(20 Marks)
14 02 - 16
III NOVEL
(20 Marks) Daniel Defoe, Robinson Crusoe
 POETRY 12 02 - 14
Thomas Gray ‘Elegy Written in a Country
Churchyard’
Alexander Pope, The Rape of the Lock
IV
(20 Marks)

Total 52 08 - 60
Where, L: Lectures T: Tutorials P: Practicals

Modes of In-Semester Assessment: 20 marks

01. One Sessional test: 10 Marks
02. Any one of the following activities listed below: 10 Marks
o Seminar/ Group discussion/ Assignment related to the Course content.
o Presentation of seminar papers.
o Assignments.
o Quiz.

Final Examination: 80 Marks

Unit 1: 1 LAQ+2 SA=(10+2x5)=20 marks
Unit 2: 1 LAQ+2 SA=(10+2x5)=20 marks
Unit 3: 1 LAQ+2 SA= (10+2x5)=20 marks
Unit 4: 1 LAQ+2 SA= (10+2x5)=20 marks
*LAQ= Long Answer Question; SA= Short Answer

Learning Outcomes:
After the completion of this course, the learner will be able to:

 understand the spirit of the age, as well as the literature embodying this spirit
 Learn about the features of Restoration comedies
 Learn about the origin and development of the novel
 Trace the development of the mock epic from Dryden to Pope

Recommended Readings:
Jeremy Collier, A Short View of the Immorality and Profaneness of the English
Stage (London: Routledge, 1996).
Daniel Defoe, ‘The Complete English Tradesman’ (Letter XXII), ‘The Great Law
of Subordination Considered’ (Letter IV), and ‘The Complete English Gentleman’, in
Literature and Social Order in Eighteenth – Century England, ed. Stephen Copley
(London: Croom Helm, 1984).

Samuel Johnson, ‘Essay 156’, in The Rambler, in Selected Writings: Samuel

 Johnson, ed. Peter Martin (Cambridge, Mass.: Harvard University Press, 2009) pp.
194 – 7; Rasselas Chapter 10; ‘Pope’s Intellectual Character: Pope and Dryden
Compared’, from The Life of Pope, in The Norton Anthology of English Literature,
vol. 1, ed. Stephen Greenblatt, 8th edn. (New York: Norton, 2006) pp. 2693 – 4, 2774
– 7.

Suggested Readings:
Andrew Sanders. A Short Oxford History of English Literature, OUP, 2004.
Birch, Dinah (ed.), The Concise Oxford Companion to English Literature. Oxford
University Press, 2012
Chikera, Ernest, DJ Enright. English Critical Texts. OUP, 1997.
Ian Watt. Rise of the Novel. Vintage Books, 1956.
Walter Allen. The English Novel. Dutton, 1954.

Title of the Course : Introducing English Fiction

Course Code : GECENG3
Nature of the Course : Generic Elective Course (GEC)
Total Credits : 03
Distribution of Marks : 80 (End Sem) + 20 (In-Sem)

Course Objectives:
 to introduce learners to the trajectory, development, and reception of fiction,
especially the novel, in terms of its established generic antecedents
 enable the learner to develop a broad-based vocabulary that would be useful in
building competent frameworks for reading and critiquing narrative fiction
 to deploy audio-visual teaching aids for enhancing the understanding of the learners

Total
UNITS CONTENTS L T P
Hours
08 02 - 10

INTRODUCTION TO THE NOVEL AS A FORM

The rise of the novel as a form and genre from the
I
eighteenth century, the emergence of the novel in the
(20 twentieth century.
Marks)

10 02 - 12
ELEMENTS OF FICTION
II plot, story, character, point(s) of view, narrative time,
(20 telling and showing, narrator, narratee, setting, implied
author, implied reader, mimesis, free indirect
Marks)
discourse, elements from Narratology, elements from
 Russian formalism, monologic and dialogic form.

III FORMS OF FICTION 10 02 12

(20 realism and naturalism, picaresque, novel of character, novel
Marks) of sensibility and sentiment, novel of incident, gothic,
epistolary novel, stream of consciousness, self-reflexive
novel, involuted novel, the new novel or nouveau roman,
bildungsroman, erziehungsroman, künstlerroman, historical
novel, romance novels, regional novel
09 02 - 11
IV FORMS OF FICTION: NEW DEVELOPMENTS
(20 metafiction and fabulative novel, intertextuality,
Marks) graphic novel, campus novel, domestic novel, science
fiction and fantasy, magic realism, antinovel,
hypertext, nonfiction novel, crime fiction and thrillers,
novella.

Total 37 08 - 45
Where, L: Lectures T: Tutorials P: Practicals

Modes of In-Semester Assessment: (20 Marks)

01. One Sessional test: 10 Marks
02. Any one of the following activities listed below: 10 Marks
o Seminar/ Group discussion/ Assignment related to the Course content.
o Presentation of seminar papers.
o Assignments.
o Quiz.

Final Examination: 80 Marks

Unit 1: 1 LAQ+2 SA = (10+2x5) = 20 marks
Unit 2: 1 LAQ+2 SA = (10+2x5) =20 marks
 Unit 3: 4 SA x5= (4x 5) =20 marks
Unit 4: 4 SA= (4 x 5) = 20 marks
*LAQ= Long Answer Question; SA= Short Answer

Learning Outcomes:

 To equip the learners with a basic understanding of how texts, especially fictive texts,
can be engaged with and understood.
 To enable learners to deploy such vocabulary in a diversity of contexts not limited to
narrative studies but also film and drama.
 To introduce learners to a range of texts from multiple contexts and cultures, enabling
a broad overview of the diversity of thought and forms related to writing.

Compulsory Readings:
M. H. Abrams and Geoffrey Galt Harpham. A Glossary of Literary Terms, 11th
edition. Wadsworth Cengage Learning, 2015.
David Daiches. Chapters on “The Novel from Richardson to Jane Austen” and
“The Twentieth – Century Novel” from A Critical History of English Literature: The
Restoration to the Present Day, Volume II. Martin Secker and Warburg Ltd., 1996.
Virginia Woolf. The essay “How Should One Read a Book? from The Second
Common Reader: Annotated Edition. Mariner Books, 2003.

Suggested Readings:
Mikhail Bakhtin (Michael Holquist). The Dialogic Imagination: Four Essays by M.
M. Bakhtin. University of Texas, 1991.
Ross Murfin and Supriya M. Ray. The Bedford Glossary of Critical and Literary
Terms, Fourth Edition. Macmillan Higher Education, 2018.
J. A. Cuddon: A Dictionary of Literary Terms and Literary Theory, Fifth Edition.
Wiley-Blackwell, 2013.
Peter Childs et al. The Routledge Dictionary of Literary Terms. Routledge, 2006.
Gerald Prince. A Dictionary of Narratology.University of Nebraska Press, 1987.
Dinah Birch (ed.), The Concise Oxford Companion to English Literature. Oxford
University Press, 2012.

Title of the Course : Basic Concepts of Translation

Course Code : SEC305
Nature of the Course : Skill Enhancement Course (SEC)
Total Credits : 03
Distribution of Marks : 80 (End Sem) + 20 (In-Sem)

Course Objectives:

 Introduce students to translation studies as separate discipline of knowledge

 Increase their awareness related to the nature of translation and arouse their interest to
independently pursue translation theory issues;
 Enable students to deal with translation as linguistic procedure and as socially
constructed and oriented activity;
 Increase students’ awareness related to social functions of translation;
  Enable them to link theory and practice;
 Develop students’ contrastive knowledge and their critical thinking skills;
 Enable them to develop self-assessing and self-correcting techniques in order to
monitor their own progress.

Total
UNITS CONTENTS L T P
Hours
08 02 - 10
Introduction to Translation Studies
 History of the practice of translation in the
I west - concepts and evolution
 Basic concepts and terminology of Translation
(20 Marks)
Studies.

II Central Issues and Theories of Translation 10 02 12

(20 Marks)
Issues:

Concept of equivalence
Translatability

Theories:

Theories of Nida, Itamar Evan-Zohar,

Jakobson, Lefevere

10 02 - 12
III
(20 Marks) Cultural Turn in Translation

The Politics of Translation

The status of languages in the process of

translation: from English to other languages or
vice versa

Postcolonial translation - Translation as part of

nation building - case studies from India and
other colonies; Orientalist bend in translation
of classical texts
 09 02 - 11
IV
(20 Marks) Methods of Translation - Role of the Translator

Methods:

Interlingual

Intralingual

Intersemiotic - Interpretation and

Adaptation

Role:

The invisible translator

Translator as traitor

Strategies of translation

Total 37 08 - 45
Where, L: Lectures T: Tutorials P: Practicals

Modes of In-Semester Assessment: 20 Marks

01. One Sessional test: 10 Marks
02. Any one of the following activities listed below: 10 Marks
o Seminar/ Group discussion/ Assignment related to the Course content.
o Presentation of seminar papers.
o Assignments.
o Quiz.

Final Examination: 80 Marks

Unit 1: 1 LAQ+2 SA=(10+2x5)=20 marks
Unit 2: 1 LAQ+2 SA=(10+2x5)=20 marks
Unit 3: 1 LAQ+2 SA= (10+2x5)=20 marks
Unit 4: 1 LAQ+2 SA= (10+2x5)=20 marks
*LAQ= Long Answer Question; SA= Short Answer

Learning Outcomes:
After the completion of this course, the learner will be able to:

 After completing this course, learners will know about the history, methods, issues,
and politics of translation
 They will be able to translate from the source language to the target language
effectively
  It will equip them with the resources to take up translation as a profession

Required Readings:

Bassnett, Susan. Translation Studies. London: Methuen, 1980.

Venuti, Lawrence, ed. The Translation Studies Reader. London: R.outledge,

2000.

Baker, Mona, ed. The Routledge Encyclopaedia of Translation Studies.

London: Routledge, 1998.

Trivedi, Harish Susan Bassnet. Postcolonial Translation: Theory and Practice.

London: Routledge, 1999.

Gentzler, Edwin. Contemporary Translation Theories. London: Routledge,

1993.

Suggested Readings:

Andre Lefevere—Translation, Rewriting and the Manipulation of Literary Fame (Routledge)

Anisur Rahman (ed)—Translation, Poetics and Practice (Creative Books)
Austin Warren and Rene Wellek, Theory of Literature
Avadhesh K Singh (ed)--Translation: Its Theory and Practice (Creative Books)
Eugene Nida and C Taber: The Theory and Practice of Translation (Leiden: E. G Brill)
Harish Trivedi—Colonial Transactions: English Literature and India (Manchester University
Rainer Schulte and others (ed) Theories of Translation: An Anthology of Essays from Dryden
to Derrida
Sherry Simon and Paul St-Pierre—Changing the Terms (Orient Longman)
Susan Bassnett (ed)—Translating Literature (Boydell and Brewer)
Susan Bassnett and Harish Trivedi (eds)—Post-colonial Translation, Theory and Practice

Title of the Course : Communicative English:

Business Communication
Course Code : AECENG3
Nature of the Course : Ability Enhancement Course (AEC)
Total Credits : 02
Distribution of Marks : 40 (End Sem) + 10 (In-Sem)

Course Objectives:

 to provide the students with a comprehensive view of communication, its scope and
importance in business,
  to emphasize the role of communication in establishing a favourable outside the firm
environment, as well as an effective internal communications program Business
Communication
 introducing the learners to a variety of technical and business writing theories and
practices designed to be applicable to the production of business communication in
the real world.
 to teach the fundamentals of good business writing, including protocols for business
letters, memoranda, electronic mail, good and bad messages, persuasive messages and
formal reports and proposals
 to emphasize on oral presentation and in-depth practice on both individual and a
collaborative basis

Total
UNITS CONTENTS L T P
Hours
06 02 - 08
Introduction and Importance of communication:
An overview
I  meaning and process of communication
 organizational communication and its barriers
(10 Marks)

09 02 - 11
II Types of Business Communications
(15 Marks) Categories, methods and formats
Business vocabulary
Business idioms and collocations
Organizational Hierarchy
Various levels of communication in an organization
Top-down, Bottom-up and Horizontal-Business
reports presentations
Online communications
09 02 - 11
III Receiving business communications
(15 Marks) Filing and processing
Sending replies
Writing Communications
Characteristics of a good business communication
Preparation of business meeting agenda
agenda notes
minutes
circulation of minutes
Presentations of communication using various
methods
 Total 24 06 - 30
Where, L: Lectures T: Tutorials P: Practicals

Modes of In-Semester Assessment: 10 Marks

01. One Sessional test: 5 Marks
03. Any one of the following activities listed below: 5 Marks
o Viva
o Presentation
o Assignments
o Quiz.

Final Examination: 40 Marks

Unit 1: 2 SA (2x5) =10 marks
Unit 2: 3 SA(3x5) =15 marks
Unit 3: 3 SA (3x5) =15 marks
*SA=Short Answer

Learning Outcomes:
After the completion of this course, the learner will be able to:

 Develop effective interpersonal and group communication skills

 Learn the basic forms, formats and techniques of business writing
 Receive the latest research information on language in general and the writing process
in particular for becoming highly confident and skilled writers
 Know about relevant communication theories, which will enable application of such
knowledge to myriad communication-related tasks

Suggested Readings:

1. Scot. O.; Contemporary Business Communication. Biztantra, New Delhi.

2. Lesikar, R.V. & Flatley, M.E.; Basic Business Communication Skills for Empowering the

Internet Generation, Tata McGraw Hill Publishing Company Ltd. New Delhi.

3. Chaturvedi, P.D, et al. - Business Communication Concepts, Cases and Applications -

Pearsons Education
4. Kaul, Asha - Effective Business Communication - PHI Learning pvt Ltd

5. Ludlow, R. & Panton, F.; The Essence of Effective Communications, Prentice Hall of India

Pvt. Ltd., New Delhi.

6. R. C. Bhatia, Business Communication, Ane Books Pvt Ltd, New Delhi.

Sd/-
Mridul Bordoloi
Professor and Head, Department of English,
and Chairperson,
FYUP Board of Studies,
Dibrugarh University
Date: 10.02.2023