2. Granger, S. and Petch-Tyson, S. (2003).

Extending the scope of

corpus-based research: New applications, new challenges.
Rodopi.
3. Hunston, S. (2002). Corpora in applied linguistics. Cambridge
University Press. *
4. McEnery, T. and Wilson, A. 2001. Corpus Linguistics. (2nd Ed.)
Edinburgh: Edinburgh University Press. *
5. McEnery, T., Xiao, R. and Tono, Y. (2006). Corpus-based
language studies: An advanced resource book. Routledge.
6. McEnery, Tony and Andrew Hardie (2012) Corpus Linguistics:
Method, Theory and Practice. Cambridge: Cambridge University
Press. ISBN: 9780521547369.
7. Sinclair, J. (1991). Corpus, concordance, collocation. Oxford:
Oxford University Press.
8. Sinclair, J. (2004). How to use corpora in language teaching. John
Benjamins.
9. Stubbs, M. (1996). Text and corpus analysis. Oxford: Blackwell.
Wynne, Martin (editor). 2005. Developing Linguistic Corpora: a
Guide to Good Practice. Oxford: Oxbow Books. Available online
from http://ota.ox.ac.uk/documents/creating/dlc

SCHEME OF STUDIES FOR MPHIL LITERATURE

MPhil 1st SEMESTER (Literature)

Course Course Title

Codes
ELIT701 Advanced Literary-Cultural Research Methodology
(core)
ELIT702 Critical Theories (core)
ELIT703 Shakespearean Studies
ELIT704 Postmodern American Literature

MPhil 2nd SEMESTER (Literature)

Course Course Title

Codes
ELIT705 World Literature & Translation
ELIT706 Pakistani Writings in English (core)
ELIT707 South Asian Literature
ELIT708 Diasporic Literatures

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Note: Only four courses are to be offered in each semester.
However, list of courses may be extended according to availability
of intellectual and human resources at the institution.

Elective Subjects for MPhil English Literature

The courses given in the table above may be replaced with those given
in the following list, depending on the choice of students, research
direction, and availiabilty of local expertise in the institution.

1. Contemporary Postcolonial Studies (ELIT710)

2. War Literature (ELIT711)
3. Literature and Globalization (ELIT712)
4. Literature and Environment (ELIT713)
5. Literature and Film Studies (ELIT714
6. Women’s Writings (ELIT715)
7. Postmodern Fiction (ELIT716)
8. Transnational Poetry (ELIT717)
9. Digital Humanities (ELIT718)

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 SCHEME OF STUDIES FOR MPHIL LINGUISTICS

MPhil 1st Semester (Linguistics)

Course Course Title

Codes
ELING701 Research Methods in Linguistics (core)
ELING702 Linguistic Theories (core)
ELING703 Applied Grammar & Syntax
ELING704 Discourse Studies

MPHIL 2nd Semester (Linguistics)

ELING705 Language Power and Identity

ELING706 Translation Studies
ELING707 Latest Trends in Linguistics
ELING708 Narratology

Elective Subjects for MPhil English Linguistics

The courses given in the table above may be replaced with the given in
the following list, provided local expertise is available.

1. Corpus Linguistics (ELING709)

2. Language and Technology (ELING710)
3. Psycho-Neurolinguistics (ELING711)
4. Advanced Stylistics (ELING712)
5. Anthropological Linguistics (ELING713)
6. Systemic Functional Linguistics (ELING714)
7. Critical Discourse Analysis (ELING715)
8. Bilingualism (ELING716)
9. Genre Analysis (ELING717)
10. Issues in Syntax (ELING718)
11. Applied Linguistics (ELING719)
12. Multilingualism (ELING720)
13. Teaching and Learning English in Large Classes (ELING721)
14. Cross-Cultural Communication (ELING722)
15. Theoretical Phonology (ELING723)
16. Phonetics (ELING724)
17. Language Program Management (ELING725)
18. Morphology & its Theoretical Foundations (ELING726)
19. Neuro-linguistics (ELING727)
20. Cognitive Linguistics (ELING728)
21. Sociolinguistics (ELING729)
22. World Englishes (ELING730)
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23. Linguistics Human Rights (ELING731)

Assessment
The teacher has the liberty to tailor the assessment criterion as per
teaching methods. However, following is proposed as general guidelines:
1. One midterm/sit-down test: 15 marks
2. Presentation and class participation: 10 marks
3. Fortnightly reflection/response papers (4-5 page only), which sets
out the author’s position on the broad themes of the course: 15
marks
4. One major (5-6000-words) essay as term assignment: 15 marks
5. Terminal written exam: 45 marks

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 MPHIL ENGLISH (LITERATURE)

FIRST SEMESTER

Course Title: Advanced Literary-Cultural Research Methodology

(core)
Level: MPhil
Course Code: ELIT701

Course Description
This course introduces the basic and advanced concepts and practices
in research. Since the students are from the Humanities disciplines, the
course will concentrate on qualitative methods. It has been designed for
scholars who have some basic knowledge of research practices.
Qualitative research complements quantitative research and there may
be some areas where it is more likely to reflect the complexity of
observable data. For some social researchers, especially those working
in the human sciences, qualitative research may be more suitable to
describe human actions and their symbolic exchanges. As a major
approach of conducting social inquiry, qualitative research has become a
critically important contributor of knowledge about human social
processes. The disciplines that have benefitted from qualitative research
include literary studies, ethnography, ethnology, anthropology,
psychology, social work, sociology, comparative religion studies, and
critical theory.

Course Objectives
In this course, the students will be able to learn the following key
elements of qualitative research:
● identifying the setting and data
● choosing the appropriate qualitative research methods or
combining/mixing methods
● fieldwork analysis
● reporting the results
The students should be introduced to the following methods of
observation and data analysis:
● the in-depth and unstructured interview
● life histories
● focus groups
● thematic categorization
● discourse analysis
● symbolic exchange/interaction analysis
● deconstruction/critique
● narrative analysis

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Course Outline
● Introduction to Research
● Constructing valid research questions
● What’s a hypothesis/thesis statement/statement of the problem?
● Selection of text as representation and Interpretation
● Cognitive biases in the selection of text
● Politics of interpretation
● Examples and styles of Interpretation
● Concept of Research Paradigm and comparative study of major
paradigms of research
● Place and process of literary studies in academic research
● Literary Research Methods:
1. Archival Research Methods
2. Auto/biography as a Research Method
3. Oral History as a Research Method
4. Visual Methodologies
5. Discourse Analysis and Critical Discourse Analysis
6. Ethnography as a Research Method
7. Quantitative Methods for textual/literary studies
8. Textual Analysis as a Research Method
9. Creative Writing as a Research Method
10. Semiotics as a research method

Recommended Readings
● Kilito, Abdelfattah. “Dog Words.” In: Angelika Bammer (ed.),
Displacements: Cultural Identities in Question. Bloomington &
Indianapolis: Indiana University Press, 1994, pp. xxi–xxxi.
● American Psychological Association (2010). Publication manual of
the American Psychological Association (6th ed.). Washington,
DC: Author.
● Best, J. W. & Kahn, J. V. (2006). Research in Education (10th ed.).
Boston, MA: Allyn & Bacon.
● Cone, J. D. & Foster, S. L. (1993). Dissertations and theses from
start to finish: Psychology and related fields. Washington, DC:
American Psychological Association.
● DiTiberio, J. K. & Jensen, G. H. (1995). Writing and personality:
Finding your voice, your style, your way. Palo Alto, CA: Davies-
Black Publishing.
● Jan Blommaert and Dong Jie. The Ethnographic Fieldwork .
● McMillan, J. H. & Schumacher, S. (2010). Research in education
(7th ed.). Boston: Pearson.
● Morgan, G. A. & Griego, O. V. (1998). Easy use and interpretation
of SPSS for Windows: Answering research questions with
statistics. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

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● Rudestam, K. E. & Newton, R. R. (1992). Surviving your
dissertation: A comprehensive guide to content and process.
Newbury Park, CA: Sage Publications.
● Sternberg, D. (1981). How to complete and survive a doctoral
dissertation. New York: St. Martin’s Press.
● Waugh, C. K. (2013). WED 594 – Advanced Research Methods
Student Manual. SIUC: Department of Workforce Education and
Development
● Weedman, C. (1975). A guide for the preparation and evaluation of
the dissertation or thesis. San Diego, CA: Omega.

Course Title: Critical Theories (core)

Level: MPhil
Course Code: ELIT702

Course Description
This course traces the development of literary theory as a reaction to the
failure of Enlightenment movement. As a discipline, critical theory
assumed great significance in the second half of 20th century. The
emphasis would be on the developments after Charles Darwin, Karl
Marx, and Freud had presented their theories. However, these
developments and the subsequent ones will consistently be seen in
relation to ideas that dominated the Western thought before and after the
two World Wars that comprehensively frustrated the promise of the
enlightened humanist view of the world. As literary theory continues to
colour our worldview and interpretations of literature, this course focuses
on conceptual anti-foundational developments and not merely the
historicisation of critical thought from Aristotle to Eliot. The students will
be introduced to the dialogic nature of various theoretical strands and
methodologies used to interpret literature. During the course of the
semester, they will be encouraged to apply those methods on their
reading of literature.

Course Contents
1. Introduction.
The common ground between literary criticism, philosophy and
literary theory should be delineated. The course will include an
introduction to the fundamental shift in Western thought in 19 th
century. The thinkers (e.g. Charles Darwin, Karl Marx, Sigmund
Freud and Friedrich Nietzsche) who caused this shift will be
introduced. During the discussion, the contribution and influence of
three literary critics from England, I. A. Richards, William Empson
and F. R. Leavis, who triggered new critical trends, will also be
discussed.

137
2. New Criticism.
This section focuses on the shift from Liberal Humanism to new
modes of interpreting literature. William Empson’s Epilogue to
Seven Types of Ambiguity will be used to highlight this shift.
3. Neo-Marxism and Marxist Criticism.
Karl Marx “Consciousness Derived from Material Conditions”, a
selection from The German Ideology, will be discussed to
understand the basics of Marxist theoretical framework. The
students will be apprised of this framework’s bearings on literary
studies through a discussion of Terry Eagleton’s “Categories for a
Materialist Criticism”, a selection from Criticism and Ideology.
4. Structuralism
This section includes discussion on Ferdinand De Saussure’s
“Nature of the Linguistic Sign” (from The Course in General
Linguistics). The following discussion will underline the implications
of de Saussure’s findings on the relationship between word and
things. In the latter half of the session, Claude Levi-Strauss’s “The
Structural Study of Myth” will be discussed. The discussion will
foreground Levi-Strauss’s application of structuralist methods in
analysing mythology.
5. Post-structuralism/Deconstruction.
Jacques Derrida’s deconstruction of Levi-Strauss’s study of myth
laid down the foundations of a new, and perhaps the most radical,
school of thought, that is, deconstruction, of the 20th century. The
beginning of post-structuralist/deconstructionist thought and its
challenge to binaries in Western critical tradition would be
discussed in the light of Derrida’s essay “Structure, Sign and Play
in the Discourse of the Human Sciences.” Michel Foucault’s “What
is an Author?” will also be discussed.
6. Semiotics.
Umberto Eco’s “The Myth of Superman” analyses the relation
between human beings and stories of cyclical nature. Eco views
Superman as a modern myth and theorises its bearings on modern
thought.
7. Psychoanalytical Criticism.
Psychoanalysis is akin to the study of literature. Like literature, it
allots greater importance to covert meaning in our use of language.
Sigmund Freud’s “Creative Writers and Daydreaming,” Jacques
Lacan’s “The Mirror Stage as Formative of the I Function as
Revealed in Psychoanalytic Experience” (From Écrits: A
Selection), and Julia Kristeva’s “Psychoanalysis and Polis” will
provide the bases of discussion on this relationship between
literature and psychoanalysis.
8. Feminist Criticism.
What is feminism? Do women writers need to (re)create language
to write a literature of their own? And most importantly, how do
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 they relate themselves to their male and female predecessors?
These questions will be debated in the light of Sandra M Gilbert
and Susan Gubar’s “Infection in the Sentence” (The Madwoman in
the Attic) and Elaine Showalter’s “Toward a Feminist Poetics”
(From The New Feminist Criticism).
9. Green Studies and Ecocriticism

Primary Texts
New Criticism
1. William Empson. Epilogue to Seven Types of Ambiguity.

Marxist Critical Theory

1. Karl Marx. “Consciousness Derived from Material Conditions” from
The German Ideology.
2. Terry Eagleton. “Categories for a Materialist Criticism” From
Criticism and Ideology.

Structuralism
1. Ferdinand De Saussure. “Nature of the Linguistic Sign” From The
Course in General Linguistics.
2. Claude Levi-Strauss. “The Structural Study of Myth.”

Post-structuralism
1. Jacques Derrida. “Structure, Sign and Play in the Discourse of the
Human Sciences.”
2. Michel Foucault. “What is an Author?”

Semiotics
1. Umberto Eco. “The Myth of Superman” From The Role of the
Reader.

Psychoanalytic Critical Theory

1. Sigmund Freud. “Creative Writers and Daydreaming.”
2. Jacques Lacan. “The Mirror Stage as Formative of the I Function
as Revealed in Psychoanalytic Experience” From Écrits: A
Selection.
3. Julia Kristeva. “Psychoanalysis and Polis.”

Feminism
1. Sandra M. Gilbert and Susan Gubar. “Infection in the Sentence”
From The Madwoman in the Attic.
2. Elaine Showalter. “Toward a Feminist Poetics” From The New
Feminist Criticism.

Gender Theory
1. Hélène Cixous. “The Laugh of the Medusa.”
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Further Recommended Texts
1. Adorno, Theodor W. From Minima Moralia.
2. Barthes, Roland. “From Work to Text” From Image – Music – Text.
3. Beauvoir, Simone de. The Nomads
4. Certeau, Michel de. Walking in the City from The Practice of
Everyday Life
5. Chow, Rey. Where Have All the Natives Gone?
6. Clastres, Pierre. Power in Primitive Societies
7. Clastres, Pierre. The Duty to Speak
8. Derrida, Jacques. Structure, Sign, and Play in the Discourse of
Human Sciences
9. Derrida, Jacques. Racism’s Last Word
10. Engels, Friedrich. The Family
11. Foucault, Michel. From The History of Sexuality
12. Irigaray, Luce. From This Sex Which is not One
13. Nietzsche, Friedrich. On Truth and Lie in an Extra moral Sense
14. Sontag, Susan. Against Interpretation
15. Spivak, Gayatri C. Can the Subaltern Speak?

Recommended Readings
1. Barry, Peter. Beginning Theory. This is an easy-to-use introduction
to literary theory which in a very accessible way introduces
beginners to different theoretical schools and complex ideas of
critical theory. This book is invaluable for its understandable
explanations of theoretical concepts, which a beginner otherwise
might find intimidating.
2. Bennett, Andrew, Nicholas Royle. Literature, Criticism and Theory.
This book elaborates the relationship between the text and reader,
reader and author, and reader’s role in interpreting the text.
3. Cuddon, J A. The Penguin Dictionary of Literary Terms and
Literary Theory. An essential reference book that every student of
literature must have in his/her personal collection. This book is
meant not only to be consulted frequently but read as well.
4. Eagleton, Terry. Literary Theory: An Introduction. A slightly
advanced introduction to Literary Theory, as Eagleton focuses on
selected theoretical trends. However, Eagleton connects literature
and theory in his known lucid style, which makes this book a
wonderful read.
5. Malpas, Simon, Paul Wake. Routledge Companion to Literary
Theory. A useful selection of essays about major theories. It is a
very helpful introduction to Literary Theory, designed for those who
have already been initiated into it. At the end, it provides an
explanation of frequently used theoretical terms and ideas.
6. Payne, Michael, John Schad. Life. After. Theory. This book
discusses whether theory has overstayed its welcome or has it left

140
 a permanent imprint on our consciousness and thus debates about
it have become irritatingly repetitive.
7. Richter, David H. The Critical Tradition: Classic Texts and
Contemporary Trends. A comprehensive work that covers critical
tradition from the earliest developments in critical thought to recent
developments in critical thought. It has selections of original works
from Plato to Terry Eagleton. Canonical texts of great thinkers and
critics are placed in different sections according to the school of
thought they represent. At the beginning of each section, an
insightful introduction is provided about that particular school of
thought.
1. Tyson, Lois. Critical Theory Today: A User Friendly Guide. Another
brilliant introduction for candidates who are starting a course in
Literary Theory. Tyson provides a detailed introduction to
contemporary literary trends and their development. She explains
most frequently encountered theoretical approaches to study
literature using examples every reader can relate to.

Course Title: Shakespearean Studies

Level: MPhil
Course Code: ELIT703

Course Description
The focus of the course is to study Shakespeare in the light of revisionist
criticism such as postcolonial theory and contemporary cultural theory at
large. The course includes plays from Shakespeare's histories, tragedies
and comedies. While these genres might at first glance seem to exist in
radically different realms—histories dealing with political struggles and
the public world, tragedy with a downfall of a hero, comedies with love
and private lives --- the emphasis will be upon change that these genres
share. For example, Trauma and transformation are Shakespeare's
subjects in all of these plays: Richard III, Henry IV part 1, Henry V, Henry
VI part 3, A Comedy of Errors, A Midsummer Night's Dream, The
Merchant of Venice, and Twelfth Night. The course will explore
development of Shakespeare’s dramatic powers in history, tragedy, and
comedy from the early plays to the middle of his career, and to the rich
and varied achievements of his later plays. Dramatic forms, themes,
characters, and styles will be studied in the contexts of Shakespeare’s
theatre and his society. The culture and language of a very distant time
period and how it appears in the plays will be focused, as a prelude to an
examination of how the plays' poetic forms help express pain and
reconciliation. Shakespeare’s greatness/universality will also be
explored/questioned in his plays and sonnets.

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Course Objectives
1. The course is expected to develop student’s ability to critically
appreciate Shakespeare and explore different dimensions of his
characters, dramatic forms and themes.
2. The course hopes to develop literary competence by a
comparative analysis of different genres and plays.
3. The course will enable students to critique, evaluate and reflect on
Shakespeare’s contribution to sonnet.

Course Outcomes
After completion of the course, students are expected to
1. Refine their analytical ability and in-depth understanding of
Shakespeare as a dramatist and poet.
2. Write response papers on Shakespeare in the light of postcolonial
critical theories.

Course Contents
1. A Midsummer Night’s Dream
2. Hamlet
3. Henry V
4. Julius Caesar
5. King Lear
6. Othello
7. Richard III
8. Tempest
9. The Merchant of Venice
10. The Taming of the Shrew
11. Twelfth Night

Recommended Readings
● Bloom, Harold. Shakespeare: The Invention of the Human. New
York: The Berkley Publishing Group, 1999.
● Booth, Stephen. Shakespeare’s Sonnets. New Haven and London:
Yale University Press, 2000.
● Bradley, A. C. Shakespearean Tragedy. Middlesex: The Echo
Library, 2007.
● Evans, G. Blakemore. Elizabethan Jacobean Drama: The Theatre
in Its Time. New York: New Amsterdam Books, 1998.
● Garber, Marjorie. Shakespeare After All. New York: Anchor, 2005.
● Greenblatt, Stephen. Will in the World: How Shakespeare Became
Shakespeare. London: W.W. Norton, 2005.
● Loomba, Ania. Postcolonial Shakespeare.
● Neil, Samuel. Shakespeare: a Critical Biography. London:
Houlston and Wright, 1863.
● Nye, Robert. The Late Mr. Shakespeare. New York: Allison and
Busby, 2001.
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● Ribner, Irving. The English History Play in the Age of
Shakespeare. Irving: Routledge, 2005.
● Shakespeare, William. Shakespeare’s Sonnet. England: Thomas
Thorpe, 1609.
● Stanley Wells, and Michael Dobson. The Oxford Companion to
Shakespeare. Oxford: Oxford University Press, 2001.

Course Title: Postmodern American Literature

Level: MPhil
Course Code: ELIT704

Course Description
The course is designed to introduce students to postmodern American
literary panorama. The aim is to understand postmodernism in terms of
literary theory and practice. The contents highlight how postmodernist
literature is marked with literary techniques such as fragmentation,
paradox, unreliable narrators, often unrealistic and downright impossible
plots, games, parody, paranoia, dark humor and authorial self-reference.
This means considering postmodern literature in terms of form rather
than context. This further leads to assessing how social and cultural
change might prompt changes in literature and how literature positions
its readers to respond to it. The course examines in particular the uneven
effects of postmodernity and postmodernism as shaped by differences in
race, ethnicity, class, sexuality, gender, and region. In this regard, the
question of what constitutes "America" in postmodern world will be seen
as a critical issue.
The course introduces a variety of postmodern American authors who
tend to reject outright meanings in their novels, stories and poems, and,
instead, highlight and celebrate the possibility of multiple meanings, or a
complete lack of meaning, within a single literary work. The course does
not deal with passive reading, rather it prepares readers to be skeptical
about commonplace truths. It encourages students to question the truths
of postmodern world, read critiques and write their responses. The
course is challenging as it requires the reader to be an active co-creator
of meaning. So that students need to work on their own views about
postmodern literature so they may utilize their own ideas for carrying out
research in future.

Course Objectives
The course aims to:
▪ Introduce the concept of postmodernism in American literature.
▪ Familiarize students with techniques of postmodernism such as
fragmentation, paradox, unreliable narrators, unrealistic plots,
plurality, paranoia, dark humor and introduce concepts of pastiche,
intertextuality and magical realism etc.
143
▪ Enable students to analyze literary texts in the light of postmodern
literary theory.
▪ Make students aware of the responses, criticism and theatrical
debates on postmodernism in order to develop a better
understanding of modern literature.

Course Contents
Poetry:
1. Lyn Hejinian- Oblivion
2. Alan Davies- The New Sentience
3. Tom Mandel- Poussin; Gray May Now Buy
4. Christopher Dewdney- The Beach; The theatre Party
5. Sherman Alexie- Poverty of Mirrors; What the orphan inherits; I
would steal horses
6. Allen Ginsberg- Howl; America; A Supermarket in California
7. Sylvia Plath- Ariel; Daddy
Drama:
1. Tennessee Williams- Glass Menagerie, A Streetcar Named
Desire
2. Arthur Miller- The Crucible
3. August Wilson- Fences
4. Kurt Vonnegut- Happy Birthday Wanda June, God Bless you, Mr.
Rosewater
5. Edward Albee- Who’s Afraid of Virginia Woolf

Fiction:
1. Don DeLillo – White Noise, Libra
2. William S. Burroughs – Naked Lunch, Junky, Cities of the Red
Night
3. Toni Morrison – Beloved, Jazz, Song of Solomon
4. Ishmael Reed- Mumbo Jumbo, The Last Days of Louisiana Red
5. Thomas Pynchon. The Crying of Lot 49, Mason and Dixon,
Vineland, gravity’s Rainbow
6. Kurt Vonnegut- Slaughterhouse-Five
7. Foster Wallace- The Broom of the System
8. John Fowles- The French Lieutenant Woman, A Maggot
9. John Barth- Letters, Chimera

Outcome(s) of the course

● The course is challenging but it will enable students to develop a
critical approach.
● The course will provide theoretical and conceptual understanding
of postmodern American literature so it will enable students to be

144
 more conversant with the ideas of relative truth and fragmented
reality in these postmodern times.
● It is expected that students will be able to explore new ideas and
write research papers in this subject area and hence grow in the
field of research, which is indispensable to make a place in the
academia.

Suggested Readings
● Arac, Jonathan, ed. Postmodernism and Politics. Minneapolis:
University of Minnesota Press, 1986. Web.
● Bertens, Hans. The idea of the postmodern: A History. New York:
Routledge, 1995.
● Couturier, Maurice. Representation and Performance in
Postmodern Fiction. Université Paul Valéry, 1983.
● Fokkema, Douwe Wessel. Literary History, Modernism,
Postmodernism. Amsterdam: John Benjamins Publishing
Company, 1984. Web.
● Gregson, Ian. Postmodern Literature. NP: Bloomsbury Academic,
2004.
● Harvey, David. The Condition of Postmodernity: An Inquiry into the
Origins of Cultural Change. Malden: Blackwell Publishers, 1990.
● Hogue, W. Lawrence. Postmodern American Literature and its
other. NP: University of Illinois Press, 2009. Web.
● Hoover, Paul, ed. Postmodern American Poetry: A Norton
Anthology, 2nd Ed. NP: W.W. Norton & Company, 2013. Web.
● Hutcheon, Linda. Politics of Postmodernism. New York: Routledge,
2002.
● Lyotard, Jean-Francois. The Postmodern Condition: A Report on
Knowledge. Minneapolis: University of Minnesota Press, 1984.
Web.
● McHale, Brian, and Len Platt, ed. The Cambridge history of
Postmodern Literature. New York: Cambridge University Press,
2016.
● McHale, Brain. Postmodernist Fiction. Methuen: Methuen &
Company Ltd., 1987. Web.
● McHale, Brian. Constructing Postmodernism. NP: Routledge
Press, 1993. Web.
● McGowan, John. Postmodernism And Its Critics. New York:
Cornell University, 1991. Web.
● Nicol, Bran. The Cambridge Introduction to Postmodern Fiction.
New York: Cambridge University Press, 2009.
● Paula Geyh, Fred G. Leebron and Andrew Levy, eds. Postmodern
Fiction: A Norton Anthology. NP: W.W. Norton & Company, 1997.
Web.
● Platt, Len, and Sara Upstone, ed. Postmodern Literature and
Race. New York: Cambridge University Press, 2015.
145
● Ziegler, Heidi, ed. The End Of Postmodernism: New Directions.
NP: University of Pennsylvania Press, 1993. Web.

SECOND SEMESTER

Course Title: World Literature in Translation

Level: MPhil
Course Code: ELIT705

Course Description
World Literature that is rendered in English, from the pre-Colonial era to
the present, introduces scholar(s) to major literary topics and themes
emerging from a variety of nations and cultures. Genres studied include
the novel, short story, poetry, testimonial narrative, plays and historical
nonfiction. Readings, films, and discussion help provide the social and
historical context necessary for understanding and appreciating literature
from Mexico, the Caribbean, Central and South America, Europe and
Asia. Special emphasis is given to the relationship between literature and
social change, focusing particularly on the literary theories that enable a
better interpretation of art. As the scholars explore this literature, they will
learn about history, politics, human rights, social activism, and gender
roles all over the globe through the lens of fictional and non-fictional
characters.

The course encourages introspection in the analysis of literary texts

through class discussions, occasional lectures, and written assignments
and oral presentations. Scholars are asked to imagine the context in
which the author wrote and thought at that time.

Course Objectives
The course aims to help students achieve the following:
● Become familiar with important authors and common themes in
contemporary translated literature.
● Recognize literary terms, concepts, critical strategies and stylistic
characters in the texts studied.
● Articulate a basic understanding of history, politics, human rights,
social activism, and gender roles, as seen through the lens of
fictional and non-fictional characters
● Demonstrate critical and independent thinking in the interpretation
of texts
● Demonstrate an understanding of ways the literature studied
reflects its intellectual, social, historical, and multicultural contexts

146
Course Outcomes
● Scholars should be able to evaluate the power of literature to
address personal values and goals and to challenge human
endeavors, and also to write academic research papers based on
literatures in Translation.

Course Contents
1. A selection of poems and an excerpts of a biographical and
feministic letter : Response to Sor Filotea (Sister Juana Ines de la
Cruz)
2. The Labyrinth of Solitude/ Mexican Mask(Octavio Paz)
3. The Metamorphosis, The Trial (Franz Kafka)
4. The Myth of Sisyphus, The Stranger, The Plague (Albert Camus)
5. Longer Poems of Iqbal: Mosque of Cordova and Satan’s Council
(Dr. Allama Iqbal)
6. Poems by Faiz: Ghazal, Quatrain and Poems (Faiz Ahmed Faiz)
7. Blood Wedding, House of Bernarda Alba (Federico Garcia Lorca)
8. Accidental Death of an Anarchist (Dario Fo)
9. The Bird of the East (Tawfiq al Hakim)
10. The Flea Palace (Elif Shafak)
11. Selections from Gitanjali (Rabindranath Tagore)
12. Midaq Alley (Naguib Mahfouz)
13. In Other Words (Jhumpa Lahiri)
14. The Conference of Birds (Fariduddin Attar)

Suggested Readings
Copies of the necessary texts will be provided by the instructor.
1. Selected chapters from Translation, History and Culture (Andre
Lefevere and Susan Bassnett) to develop the idea of Translation
as a Genre
2. An excerpt of a biographical and feministic letter : Response to Sor
Filotea
3. Sor Juana: A Modern Voice in Seventeenth Century Mexico
4. Writings on Faiz (Yasmeen Hameed)
5. Selected Essays on Varieties of Cultural Studies from Introduction
to Translation Studies
6. Poetry (Paz)
7. Comparative Literature: A critical introduction (Susan Bassnett)
8. Refractions: Essays in Comparative Literature (Henry Levin)
9. The world, The Text, and the Critic (E. Said)
10. Selection from Mathnawi (Jalaluddin Rumi)
11. Rubaiyat (Omar Khayyam/Iqbal)
12. Selections of Haiku (Basho)
13. Six Characters in Search of an Author (Pirandello)
14. Mother Courage and The Life of Galileo (Bertolt Brecht)
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Course Title: Pakistani Writings in English (core)
Level: MPhil
Course Code: ELIT706

Course Description:
This course does not merely trace the evolution of Pakistani Literature in
English, it also brings into the spotlight the more contemporary writings in
English that are making their mark on the international scene. While it
has brought together a number of literary works from different sources,
what makes this course unique is that it has also incorporated recent
critical works that have made their mark on the international scene. The
texts included within this course offer a diversity of ideas for analysis in
terms of generic, thematic and stylistic evolution. With novelists ranging
from Bapsi Sidhwa to Shehryar Fazli i.e., from partition fiction to Karachi
noir, and poets ranging from Taufiq Rafat to present-day poets like Raza
Ali Hasan, this course allows the students to develop an overarching
comprehension of the corpus of literary works that fall under the umbrella
of Pakistani writings in English.

Course Objectives/Aims:
This course revolves around the following objectives:
● To analyze the enmeshment of history, culture and society in
Pakistani writings in English so that the students can read the
prescribed texts in terms of their situatedness in a Pakistani
context
● To bring to the fore the osmosis between Western and Eastern
literary paradigms as evinced in Pakistani Literature in English
● To subject the prescribed texts to an analysis from multiple
theoretical lens so that further areas of debates and discourses
may be generated
● To enable the students to move onwards from a postcolonial
critique to a post-post-colonial analysis and theorization of the
given literary texts
● To enable the student to raise questions regarding how this class
of literature can function as an “irruption” point within global
narratives pertaining to Muslim and Third World countries in Asia.

Course Contents/Core Texts:

I. Fiction (Short Fiction and Novels)

1. The Crow Eaters by Bapsi Sidhwa
2. The Heart Divided by Mumtaz Shah Nawaz
3. A God in Every Stone and Burnt Shadows by Kamila
Shamsie
4. City of Spies by Sorayya Khan

148
 5. In Other Rooms, Other Wonders by Daniyal Mueenuddin
(Selections)
6. The Scatter Here is Too Great by Bilal Tanweer
7. Maps for Lost Lovers or The Wasted Vigil by Nadeem Aslam
8. Invitation by Shehryar Fazli
9. The Prisoner by Omar Shahid Hamid
10. The Swan’s Wife by Aamer Hussein
11. Our Lady of Alice Bhatti by Mohammed Hanif
12. Émigré Journeys or Stories of Exile and Alienation by
Abdullah Hussain

II. Poetry
1. Arrival of the Monsoon by Taufiq Rafat (Selections)
2. Before the Carnations Wither by Daud Kamal (Selections)
3. Kohl and Chalk or Baker of Tarifa by Shadab Zeest Hashmi
4. The Country at My Shoulder or How the Stone Found its
Voice by Moniza Alvi
5. “ Mohenjo-Daro, City of the Dead” “In Search of Truth at the
Geological Museum”, “Photography”, “Leaf Falling”, “The
Silence” and “Alexander Comes of Age” by Ghulam
Fariduddin Riaz
6. “Footloose”, “A Void” and “My Foster God” by Mona Hassan
7. “The Return”, “Partition”, “List of Damaged and Destroyed
Monuments”, and “Life of the Imagination” by Moeen Faruqi
8. “Bhakkar Town”, “Guru”, “Elohim Creating Adam”, “Snails” or
any other from The Last Tea by Athar Tahir
9. Between You and Your Love by Harris Khalique
10. Picture This . . . Poems by Ilona Yusaf (Selections)
11. Sorrows of the Warrior Class by Raza Ali Hassan
12. “Pakistani Story (from real to comic)”, “The Maids of the City
of Dust”, “Inside American Embassy Islamabad”, A Half-
Rhymed Tale of a Punjabi Girl” and “Lahore 2009” by
Rizwan Akhtar
13. Poetic Palpitations from Pakistan: A Lyrical Document of
Protest against a Society by Aamir Aziz and Rizwan Saeed
Ahmed (Selections)

III. Plays
1. Tom Jones and the Biryani Surprise by Wajahat Ali
2. Selected Plays by Shahid Nadeem (Selections)
3. The Guilt or The Last Metaphor by Usman Ali

IV. Prose
1. Return of the Onion by Khalid Hassan
2. The Faithful Scribe by Shahan Mufti
3. Meatless Days by Sara Suleri
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 4. Discontent and its Civilization by Mohsin Hamid

Outcomes of the Course:

After completing this course, the students will be able to not only
understand he developments in Pakistani Literature in English, they will
also be able to review them in the light of multiple theoretical and socio-
political paradigms that have shaped both the genre and the region.
● The students will be enabled to produce serious academic
essays that intervene within the current discourses regarding
issues such as the clash of civilizations and post-9/11 identities,
etc.
● With the help of these readings, the students will be able to
critically determine the weaknesses within any representational
praxes and develop a sound critical and theoretical tradition in
the domain. Thus, they will be able to identify further areas of
research within the field.
● The students will be trained to weave different global and local
theoretical tenets to define frameworks for not only further
analyzing these works, but will also be able to initiate post-
postcolonial debates that endeavor go beyond the shadow of the
region’s colonial past.
● It will also strengthen the students’ command over the field of
Culture Talk, using its interdisciplinary matrix to articulate their
views regarding the role and scope of Pakistani Writings in
English.

Further/Suggested Readings:

Abbas, Tahir. “After 9/11: British South Asian Muslims, Islamophobia,

Multiculturalism, and the State.” American Journal of
Islamic Social Sciences, Special Issue: New- Orientalism and
Islamophobia: Post-9/11, Vol. 21:3, Summer (2004): 1-25. Pdf.
Anderson, Benedict. Imagined Communities: Reflections on the Origin
and Spread of Nationalism. 1983. London: Verso, 2006.
Asad, Talal. On Suicide Bombing. NY: Columbia University Press, 2007.

Baudrillard, Jean. "The Implosion of Meaning in the Media". In the

Shadow of the Silent Majorities … Or the End of the Social and
Other Essays. Trans. Paul Foss, Paul Patton and John
Johnston. New York: Columbia University, 1983. 95-112. Pdf.
---."The Spirit of Terrorism". Trans. Dr. Rachel Bloul. Le Monde. 2
November 2001. Web article. Accessed on 14th
November, 2011.
---."Hypotheses on Terrorism". Trans. Chris Turner. London: Verso,
2003. 35-48. Pdf.
150
Bhalla, Alok. Partition Dialogues: Memories of a Lost Home. Oxford:
Oxford University Press, 2006.
Brah, Avtar. Cartographies of Diaspora: Contesting Identities. NY:
Routledge, 1996. Imagined communities
Chambers, Claire & Caroline Herbert, eds. Imagining Muslims in South
Asia and the Diaspora: Secularism, Religion, Representations.
UK: Routledge, 2014
Chambers, Claire. Britain through Muslim Eyes Literary Representations,
1780-1988. UK: Palgrave Macmillan, 2015.
---. British Muslim Fictions: Interviews with Contemporary Writers.
Chibber, Vivek. Postcolonial Theory and the Specter of Capital. London:
Verso, 2013.
Chomsky, Noam. “The Imperial Grand Strategy” .Hegemony or Survival:
America’s Quest for Global Dominance. NY: Metropolitan
Books, 2003.
---. "History and Memory". Imperial Ambition: Conversations on the Post-
9/11 World. NY: Metropolitan Books, 2005. 92-114.
---. Power and Terror: Conflict, Hegemony, and the Rule of Force. 2003.
London: Pluto Press, 2011.
Chouliaraki, Lilie. “Watching 11 September: The Politics of Pity.”
Discourse and Society 2001.September 2001 (2004): 185–198.
Cilano, Cara. Contemporary Pakistani Fiction in English: Idea, Nation,
State (Routledge Contemporary South Asia Series). NY,
Routledge, 2013.
---. National Identities in Pakistan: The 1971 war in contemporary
Pakistani fiction (Routledge Contemporary South Asia Series).
NY, Routledge, 2011.
---. Post-9/11 Espionage Fiction in the US and Pakistan: Spies and
"Terrorists" (Routledge Contemporary South Asia Series). NY,
Routledge, 2014.
---. “Spatial Visions: Mobility and the Social Order in Pakistani Women’s
English-Language Partition Fiction”. Asiatic vol. 10(1), 2016.
113-127.
Guelke, Adrian. Terrorism and Global Disorder. NY: I.B Taurus, 2006.
Pdf.
---. The New Age of Terrorism and the International Political
System. NY: I.B Taurus, 2010.
Hodges, Adam. The “War on Terror” Narrative: Discourse and
Intertextuality in the Construction and Contestation of
Sociopolitical Reality. Oxford: OUP, 2011.
Holloway, David. 9/11 and the War on Terror. Edinburgh: Edinburgh UP,
2008.
Huntington, Samuel. ‘The Clash of Civilizations?’ Foreign Affairs;
Summer 72. 3 (1993): 22-49. Pdf.

151
Kachru, Braj. The Alchemy of English: The Spread, Functions, and
Models of Non-native Englishes. Urbana: University ofIllinois
Press, 1986.
Kanwal, Aroosa. Rethinking Identities in Contemporary Pakistani Fiction
in English: Beyond 9/11. London: Palgrave Macmillan, 2015.
Maggio, J. “Can the Subaltern be Heard?” Alternatives (32), 2007. 419-
443.
Mamdani, Mahmood. Good Muslim, Bad Muslim: Islam, the USA, and
the Global War against Terror. 2004. Delhi: Permanent Black,
2010.
Morey, Peter and Amina Yaqin. Framing Muslims: Stereotyping and
Representation after 9/11. Harvard University Press, 2011
Nandy, Ashis. The Intimate Enemy: Loss and Recovery of Self under
Colonialism. Delhi: OUP, 1983.
Santesso, Mirze. Disorientation: Muslim Identity in Contemporary
Anglophone Literature. UK: Palgrave Macmillan, 2013.
Patke, Rajiv S. Postcolonial Poetry in English. Oxford: Oxford University
Press, 2006.
Raja, Masood Ashraf. Constructing Pakistan: Foundational Texts and the
Rise of Muslim National Identity, 1857 – 1947. Oxford: Oxford
University Press, 2010.
Williams, Patrick and Laura Chrisman, eds. Colonial Discourse and Post-
Colonial Theory: A Reader. NY: Columbia University Press,
1994.
Yusaf, Ilona. Picture This ... Poems. Islamabad: Alhamra Publishing
Pakistan, 2001.

Course Title: South Asian Literature

Level: MPhil
Course Code: ELIT707

Course Description
This course introduces the literature of South Asia (contemporary India,
Pakistan, Sri Lanka and Bangladesh) and the writers of the south Asian
descent. Particularly, this course underscores the differential episteme
of South Asian literature that defines it as a category different from the
Commonwealth and Postcolonial literatures. It will focus on novels, short
stories, and poetry that both present recognizable themes, and draw on
the rich cultural, literary, and historical background of the region. The
different short stories, novels, and films in the course represent some
very important 20th century historical events, such as the moment of
Independence for India and Pakistan, an event immediately followed by
the ghastly violence of the 'Partition.' Others deal with more recent
events: the Indo-Pakistan war of 1971, which led to the founding of
Bangladesh; the civil war in Sri Lanka in the 1970s and 80s; or the recent
152
border conflicts between India and Pakistan over Kashmir. Also, a
significant number of the books in the course are written by 'diasporic'
authors -- people who for various reasons live outside of the
subcontinent. Some of these writers focus quite specifically on what life
is like for displaced South Asians in London, the U.S., Canada, and
elsewhere. Being a part of this contemporary world, the south Asian
writers are no more isolated the contemporary trends in literary studies.

Course Objectives
This course aims:
1. To explore the effects of social, political and cultural factors on the
literature produced in South Asia
2. To understand the differences as well as similarities in the
literature produced in South Asia.
3. To develop an understanding of the issues of identity, class
oppression, gender oppression, racism, and cosmopolitanism;

Course Outcomes
By the end of this course students will be able to:
1. Re assert South Asian Literature as an important strand of the
Postcolonial literature and to demonstrate an understanding of
important concepts in South Asian Literature in English;
2. Develop an understanding of rich literary tradition of south Asian
literature and compare it with the rest of the literature as
postcolonial. Afro – American literature etc. of the world.
3. Understand social, historical, cultural and global context of south
Asian Literature in English and their points of convergence as well
as their points of divergence

Core Texts
Novel
1. Amitav Ghosh, Sea of Poppies (2008), The Shadow Lines (1988)
2. Arundhati Roy, The God of Small Things (1997)
3. Bapsi Sidhwa, Cracking India (1991), An American Brat ( 1993)
4. Bharati Mukherjee, Jasmine (1989)
5. H.M. Naqvi, Home Boy (2009)
6. Hanif Kureishi, The Buddha of Suburbia (1990)
7. Jhumpa Lahiri, The Namesake (2004)
8. Kamila Shamsie, Burnt Shadows (2009)
9. Khushwant Singh, Train to Pakistan (1956)
10. Michael Ondaatje, The English Patient (1992) The Anil’s Ghost
11. Mohammed Hanif, A Case of Exploding Mangoes (2009)
12. Mohsin Hamid, The Reluctant Fundamentalist (2007), Moth Smoke
(2000)
13. Monica Ali, Brick Lane (2003)
14. Sara Suleri, Meatless Days (1989)
153
15. Tariq Ali, Shadows of the Pomegranate Tree (1992)
16. Uzma Aslam Khan, Trespassing

Play
1. Arun Joshi: ―The Only American from Our Village
2. MacIntyne, Ernest (Sr.) Rasanayagam’s Last Riot (1990)
3. Karnad, Girish (In) Tughlaq
4. Tendulkar, Vijay (In) Silence! The Court is in Session.

Poems
1. Aamir Hussain: ―Sweet Rice‖
2. Tahira Naqvi: ―Attar of Roses
3. Daud Kamal: ―An Ode to Death
4. Agha Shahid Ali - A Country without a post office; Zainab’s Lament
in Damascus; The Last Saffron; I See Kashmir From Delhi at
Midnight;
5. A. K. Ramanujan.: Astronomer, Chicago Zen, A River, Extended
Family
6. Kamala Das: The Maggots, The Stone Age, The Dance of the
Eunuchs
7. Shams ur Rehman: Mask, If You Stare Like That, Roar To
Freedom, So Many Days
8. Taufiq Rafat: ―Reflections

Short stories
1. Akhtaruzzaman Elias:- The Festival
2. Amar Jalil:- The Bird
3. Saadat Hasan Manto:- Selection from Black Margin
4. Selina Hossain:- Spent
5. Farkhanda Lodhi :- Cracks in the Heart

Recommended Readings
1. Ahmad, Aijaz. In Theory: Classes, Nations, Literatures. London:
Verso, 1992.
2. Ashcroft, Bill et al. Key Concepts in Postcolonial Studies. London:
Routledge, 1998.
3. Ashcroft, Bill et al. The Empire Writes Back: Theory and Practice in
Postcolonial Literatures. London & New York: Routledge, 2001.
4. Bahri, Deepiva and Mary Vasudeva, eds. between the Lines:
South Asia and Postcoloniality. Philadelphia: Temple University
Press, 1999.
5. Bhabha, Homi K. The Location of Culture. London: Routledge,
2003.
6. Brah, A. Cartography of Diaspora: Contesting Identities. London:
Routledge, 1996.
154
7. Brians, Paul. Modern South Asian Literature in English.
Greenwood Press: USA, 2003.
8. Gurr, Andrew. Writers in Exile: The Identity of Home in Modern
Literature. New Jersey: Humanities Press, 1981.
9. Kabeer, Naila. The Power to Choose: Bangladeshi Women and
Labour Market Decisions in London and Dhaka. London: Verso,
2000.
10. Kirpal, Viney. The Third World Novel of Expatriation. New Delhi:
Sterling, 1989.
11. Martin, Stoddard. The Great Expatriate Writers. London:
Macmillan, 1992.
12. Narayan, Uma. Dislocating Cultures: Identities, Traditions and
Third World Feminism. London & New York: Routledge, 1997.
13. Rehman, Tariq. A History of Pakistani Literature in English.
Lahore: Vanguard, 1991.
14. Ranasinghe, Ruvani. Asian Writers in Twentieth- century Britain:
Culture in Translation. OUP: London,2007
15. Roy, Rituparna. South Asian Partition Fiction in English: From
Khushwant Singh to Amitav Ghosh. Amsterdam: IIAS / Amsterdam
University Press, 2010.
16. Said, Edward. Culture and Imperialism. New York: Vintage Books,
1994.
17. Said, Edward. Reflections on life in Exile. Cambridge Mass:
Harvard University Press, 2000.
18. Said, Edward. Orientalism. India: Penguin Books, 2001.
19. Shamsie, Muneeza. A Dragonfly in the Sun. London: OUP, 1997.

Course: Diasporic Literatures

Level: MPhil
Course Code: ELIT708

Course Description
This course introduces the study and analysis of literature that reflects
the experiences of socio-cultural and geographical dislocation due to
practices of slavery, indentured labor, forced or voluntary exile, and
migration. The academic and social relevance of this course lies in the
fact that the emerging diasporic literary forms challenge the stereotypical
assumptions about victimization and marginalization and give new
directions to experiences of dislocation in the contemporary globalized
world. Over the last few decades, the liminal diasporic condition has
become an enabling enunciatory state, as contemporary scholarship in
this field shows. Diasporic studies foreground the revolutionary emerging
trends in cultural, political, ethnic, racial and national affiliations.
Globalization, privatization, cosmopolitanism as well as neocolonial and
neo-imperial practices as they replace the traditional postcolonial

155
practices, are all shaping the contemporary world, both in their positive
and negative dimensions.

The study of diasporic literature has a great potential for research in

terms of developing critical angles and methodologies as well as
developing an understanding of the metropolitan multicultural global
societies. In this scenario where postcoloniality has assumed new
definitions and dimensions, diasporic literature incorporates the issues,
debates and philosophies of the others of the world, thus enhancing the
scope of research into a vast variety of important emerging trends in
cultural and social practices and situations.

Course Objectives
● To develop an understanding of the theoretical concepts relating
with diasporic literature through the study of the works of major
scholars and critics.
● To study the selected literature using the insights provided by the
works of scholars and critics.
● To see how the primary and secondary readings relate with the
contemporary realities and experiences of diasporic authors, as
well as with issues and debates of the world and assess Pakistan’s
position in this scenario as well as identify the role of a Pakistani
scholar in the national as well as international academy.
Course Contents
Poetry
1. Zulfikar Ghose. Selections from The Loss of India (1964) and 50
Poems (2013)
2. Saleem Peeradina. Selections from Contemporary Indian Poetry in
English (1972)
3. A.K. Ramanujan. Selections from Selected Poems (1976)
4. Adrian A. Hussain. Selections from Desert Album (1998)
5. Usha Akella. Selections from Kali Dances. So Do I (2000)
6. Agha Shahid Ali. Selections from The Veiled Suite (2009)
7. Pramila Venkateswaran. Selections from Draw Me Inmost (2010)
and Trace (2011)

Drama
1. Lorraine Hansberry. A Raisin in the Sun (1959)
2. David Henry Hwang. Family Devotions (1981)
3. David Henry Hwang. M. Butterfly (1988)
4. David Henry Hwang. Yellow Face (1993)
5. Philip Kan Gotanda. Standing on its Head (1994)
6. Pearl Cleage. Flyin’ West (1995)

156
7. Julia Cho. The Architecture of Loss (2004)

Fiction
1. Octavia E. Butler. Kindred (1979), a novel.
2. Bharati Mukherjee. The Middleman and Other Stories (1988), a
collection of short stories. Jasmine (1989), a novel.
3. Rohinton Mistry. A Fine Balance (1995), a novel.
4. Jhumpa Lahiri. Interpreter of Maladies (1999), a collection of short
stories. The Namesake (2003), a novel.
5. Zadie Smith: White Teeth (1999), a novel.
6. M.G.Vassanji. The In-Between World of Vikram Lall (1999), a
novel.
7. Muneeza Shamsie. Leaving Home (2001), a collection of short
stories.
8. Sara Suleri. Boys will be Boys: A Daughter’s Elegy (2003), a novel.
9. Monica Ali. Brick Lane (2003), a novel.
10. Kiran Desai. The Inheritance of Loss (2006), a novel.
11. Mohsin Hamid. The Reluctant Fundamentalist (2007), a novel.
12. H. M. Naqvi. Home Boy (2009), a novel.
12. Teju Cole. Open City (2012), a novel.
13. Chimamanda Ngozi Adichie. Americanah (2013), a novel.

(Note: This provides ample margin to the concerned teacher to make

selections from collections/ anthologies and from each section as well
depending upon time and topics of discussion.)

Course Outcomes
At the end of the course, students should be able to answer the
following:
1. To what extent do you agree or disagree with the author, scholar
or critic writing the text?
2. What are the reasons for your agreement or disagreement?
3. Are you able to support your point of view by supplementing it with
the help of scholarly resources?
4. Does your point of view validate an inquiry into the assumptions
that you support or disagree with and does this provide you with a
researchable topic and area of discussion?

Suggested Readings
● Anderson, B. (1991). Imagined Communities. London, New York:
Verso.
● Anthias, F. (1998, August). Evaluating Diaspora: Beyond Ethnicity?
Sociology, 32, 557-580.
● Anthias, F. (2002). Rethinking Anti-Racisms: from theory to
practice. London : Routledge.
157
● Bauman, Z. (1998). Globalization. Polity Press: Cambridge.
● Bhabha, H. K. (1990). Nation and Narration. London: Routledge.
● Bhabha, H. K. (1994). The Location of Culture. London: Routledge.
● Cheah, P., & Robbins, B. (Eds.). (1998). Cosmopolitics; Thinking
and Feeling Beyond the Nation. University of Minnesota Press.
● Chow, R. (1993). Writing Diaspora. Bloomington: Indiana
University Press.
● Clark, V. (1991). Developing Diaspora Literacy and Marasa
Consciousness. Spillers, 40-60.
● Gilroy, P. (1995). The Black Atlantic. Massachusetts: Harvard
University Press.
● Gilroy, P., Amos, V., & Parmer, P. (1992). The Empire Strikes
Back: race and racism in 70s Britain. London : Routledge.
● Hutchinson, J., & Smith, A. (1994). Nationalism. Oxford University
Press.
● Kamboureli, S. (2000). Scandalous Bodies: Diasporic Literature in
English Canada. Waterloo: Wilfrid Laurier University Press.
● Shackleton, M. (Ed.). (2008). Diasporic Literature and Theory-
Where Now? Newcastle: Cambridge Scholars Publishing.
● Sollors, W. (1999). Neither Black Nor White Yet Both: Thematic
Explorations of Interracial Literature. Massachusetts: Harvard
University Press.
● Spivak, G. (1999). A Critique of Postcolonial Reason: Toward a
History of the Vanishing Present. Massachusetts: Harvard
University Press.
● Spivak, G. (2004, September 13). (University of California
Television) Retrieved August 2, 2016, from
www.uctv.tv/shows/Gayatri-Spivak-The-Trajectory-of-the-
Subaltern-in-My-Work-8840
● Spivak, G. (2008). Other Asias. Blackwell Pub.
● Spivak, G. (2012). An Aesthetic Education in the Era of
Globalisation . Massachusetts: Harvard University Press.
● Walcott, R. (1997). Black Like Who? Writing Black Canada.
Toronto: Insomniac Press.
● Relevant articles by Stuart Hall and Diana Brydon can be given in
the class.

(Note: The same books published by any other publisher can also be
used.)

158
 Elective Subjects MPhil English (Literature)
1. Course Title: Contemporary Postcolonial Studies
Level: MPhil
Course Code: ELIT 710

Course Description
This course introduces important concepts of postcolonial theory along
with a study of leading postcolonial literary texts (selected poetry, drama
and fiction). Postcolonialism as a field in literary scholarship has
emerged and developed new theoretical dimensions in relation to the
changing contemporary global environment. This introduces the
postcolonial scholar to a series of interdisciplinary trends which are
important to an understanding of the current conditions of the world and
its conflicts.
Literature from different phases of production in the postcolonial world is
reflective of the debates and issues of its time and, consequently,
introduces the scholar to a wide range of debates as they have
developed over time. A study of selected texts can help Pakistani
scholars negotiate their own position in the neo-imperial globalized world
and provide a direction for assessing the future possibilities regarding the
global power structures, and also study the forms of resistance
generated by natives.
The interdisciplinary theoretical innovations of postcolonial literary theory
help in assessing and negotiating the political, economic, environmental,
strategic, religious, and high capital and privatization issues of modern
nation state. This opens avenues for useful and relevant research for
Pakistani scholars and creates a space for assessing the emerging
subject positions of the others of the world which is the source of giving
new dimensions to postcolonial discourse theory and philosophy.

Course Objectives
1. To develop an understanding of the theoretical concepts of the
postcolonial discourse theory through the study of the works of
major postcolonial scholars and critics.
2. To study the selected literature using insights provided by the
works of scholars and critics.
3. To see how primary and secondary readings relate with
contemporary realities, issues and debates of the world and
assess Pakistan’s position in this scenario as well as identify the
role of a Pakistani postcolonial scholar in the national as well as
international academy.

Course Contents
Poetry
1. Louise Bennett. Selected Poems (1983)
159
2. Okot p’Bitek. Song of Lawino, Song of Ocol (1984)
3. Wole Soyinka. Mandela’s Earth and Other Poems (1988)
4. Derek Walcott. Selections from Omeros (1990)
5. A.K. Ramanujan. Collected Poems (2011)
Drama
1. Jack Davis. The Dreamer (1982)
2. Athol Fugard. Blood Knot (1987)
3. Cyrus Mistry. Doongaji House (1991)
4. Wole Soyinka. Bacchae of Euripides (2004)
5. Girish Karnad. Diaries of Tipu Sultan from Collected Plays, Vol II,
Oxford University Press (2005)
Fiction
1. Mulk Raj Anand. Untouchable (1940), a novel.
2. Chinua Achebe. A Man of the People (1966), a novel.
3. Nuruddin Farah. From a Crooked Rib (1970), a novel.
4. Anita Desai. Games at Twilight and Other Stories (1978), a
collection of short stories.
5. Nadine Gordimer. Something Out There (1981), a short story.
6. Ngugi Wa Thiong’o. Devil on the Cross (1982), a novel.
7. Jean Rhys. Tales of the Wide Carribean (1985), a collection of
short Stories.
8. J. M. Coetzee. Foe (1986), a novel.
9. Rohinton Mistry. Tales from Firozsha Baag (1987), a collection of
short stories.
10. Michael Ondaatje. In the Skin of a Lion (1987), a novel.
11. V. S. Naipaul. A Bend In the River (1989), a novel.
12. Sara Suleri. Meatless Days (1989), a novel.
13. Ben Okri. The Famished Road (1991), a novel.
14. Arundhati Roy. The God of Small Things (1997), a novel.
15. Edwidge Danticat. The Dew Breaker (2004), a novel.

(Note: This provides ample margin to the concerned teacher to make

selections from collections/ anthologies and from each section as well
depending upon time and topics of discussion.)

Course Outcomes
At the end of the course, students should be able to comprehend and
answer satisfactorily the following questions:
1. To what extent do you agree or disagree with the author, scholar
or critic writing the text?
2. What are the reasons for your agreement or disagreement?
3. Are you able to support your point of view by supplementing it with
the help of scholarly resources?
4. Does your point of view validate an inquiry into the assumptions
that you support or disagree with and does this provide you with a
researchable topic and area of discussion?
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Suggested Readings
● Ahmad, A. (1992). In Theory: Classes, Nations, Literatures.
London: Verso.
● Anderson, B. (1991). Imagined Communities. New York: Verso.
● Ashcroft, B., Griffiths, G., & Tiffin, H. (1989). The Empire Writes
Back. London : Routledge.
● Bauman, Z. (1998). Globalization. Polity Press: Cambridge.
● Bhabha, H. K. (1990). Nation and Narration. London: Routledge.
● Bhabha, H. K. (1994). The Location of Culture. London: Routledge.
● Cheah, P., & Robbins, B. (Eds.). (1998). Cosmopolitics; Thinking
and Feeling Beyond the Nation. University of Minnesota Press.
● Fanon, F. (1963). The Wretched of the Earth. (C. Farrington,
Trans.) New York: Grove Weidenfeld.
● Fanon, F. (2008). Black Skins, White Masks. (C. L. Markmann,
Trans.) London: Pluto Press.
● Foucault, M. (1972). The Archeology of Knowledge and The
Discourse on Language. (A. M. Smith, Trans.) New York:
Pantheon Books.
● Foucault, M. (1978). The History of Sexuality (Vol. I). (R. Hurley,
Trans.) New York: Pantheon Books.
● Foucault, M. (1986). The History of Sexuality (Vol. II). (H. Robert,
Trans.) New York: Pantheon Books.
● Foucault, M. (1990). The History of Sexuality (Vol. III). (H. Robert,
Trans.) New York: Vintage Books.
● Foucault, M. (1991). Discipline and Punish. (A. Sheridan, Trans.)
New York: Vintage Books.
● Goodman, R. (2010). Feminist Theory in Pursuit of the Public.
Palgrave Macmillan.
● Hutchinson, J., & Smith, A. (1994). Nationalism. Oxford University
Press.
● Loomba, A. (1998). Colonialism/ Postcolonialism. London:
Routledge.
● Mohanty, C. (2003). Feminism without Borders: Decolonizing
Theory, Practicing Solidarity. Durham and London: Duke University
Press.
● Said, E. W. (1978). Orientalism. London: Routledge.
● Said, E. W. (1994). Culture and Imperialism. London: Vintage
Books.
● Sollors, W. (1999). Neither Black Nor White Yet Both: Thematic
Explorations of Interracial Literature. Massachusetts: Harvard
University Press.
● Spivak, G. (1988). Marxism and Interpretation of Culture: Can the
Subaltern Speak? (C. Nelson, & L. Grossberg, Eds.) Urbana and
Chicago: University of Illinois Press.
(Note: The same books published by any other publisher can also be
used.)
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2. Course Title: War Literature
Level: MPhil
Course Code: ELIT711

Course Description
This course introduces the genre of war writings, written during and after
the wars fought in the twentieth century. The war fiction(s) as counter
narratives not only recount horrors of war but also expose the dark side
of human nature that seems to dominate the doings of fate and powers
of societal institutions. War Literature considers texts engaging with
diverse impacts of war, both on soldiers and civilians, and examines
ways in which writers/poets transcend the boundaries of race, culture,
religion, and politics to create narratives of universal human appeal. War,
as this course reveals, can bring about liberation (social, psychological
and political) and it can also engender new ways of control and power. It
also makes possible new acts of creation where histories are rewritten
and human emotions are captured in formidable situations.

This course, therefore, brings to light the multiplicity of perspectives

contained in a conflict: the traumatic experiences of war veterans,
civilians caught up in the war, the suffering of the displaced including the
exiles, refugees and prisoners of war, the acts of gallantry, compassion
and sacrifice in the face of utter indifference and hostility, and the fear of
those left behind (especially women and children) during a war. In order
for students to be familiar with these issues, this course offers a range of
texts covering major conflicts in the twentieth century, and explores how
some war writings tend to be propagandist and overtly political in nature.
The Cold War Espionage was the main cause of popular contemporary
genre of spy fiction. In addition, an important feature of this course is
also the screening of popular war fiction movies to educate students
about the impact of war.

Course Objectives
The student are expected to:
● Gain basic understanding of the historical context of the major
wars of the twentieth century.
● Appreciate and analyze texts for their universal appeal rather than
national or topical.
● Learn how great tragedies like war affect people and change their
world view altogether.
● Deconstruct power narratives and reach for the underlying scheme
of meaning.

Course Contents
Note:

162
At least four works of fiction and two poets may be selected for
reading/analysis. The students are also expected to watch movies
accompanying the texts, or any other recommended by the course
instructor.

Fiction
War/Spy Novels:
1. Stephen Crane (American) The Red Badge of Courage
2. Ernest Hemingway (American) A Farewell to Arms
3. Joseph Heller (American) Catch - 22
4. Erich Maria Remarque (German) All Quiet on the Western Front
5. Graham Greene (English) The Quiet American; The Tenth Man
6. Aleksandr Solzhenitsyn (Russian) August 1914
7. Anne Frank The Diary of a Young Girl
8. Viktor Emil Frankl Man’s Search for Meaning
9. Atiq Rahimi (Afghan) Earth and Ashes
10. Khaled Hosseini (Afghan) A Thousand Splendid Suns
11. Sharmila Bose (South Asian) Dead Reckoning
12. John Le Carre The Spy Who Came in From the Cold
13. John Buchan (Scottish) The 39 Steps
14. Alistair MacLean (Scottish) Where Eagles Dare
15. Elfriede Jelinek Wonderful, Wonderful Times
16. Boris Pasternak Dr. Zhivago

Poetry
1. John McCrae In Flanders Fields, The Anxious Dead,
Disarmament.
2. Isaac Rosenberg Break of Day in The Trenches, In the Trenches,
Returning, We Hear the Larks.
3. Wilfred Owen Futility, Strange Meeting, Anthem for Doomed
Youth.
4. Siegfried Sassoon Suicide in the Trenches, Attack, Ancient
History.
5. Edward Thomas Lights Out, Rain, The Cherry Trees.
6. A. E. Housman Here Dead We Live, Soldiers From the Wars
Returning.
7. Rupert Brooke War Sonnets: Peace, Safety, The Dead I, The
Dead II, The Dead II.

Drama
1. Bertolt Brecht (German) Mother Courage and Her Children
2. Irwin Shaw (American) Bury the Dead
3. R.C. Sheriff (English) Journey’s End

Course Outcomes
● To have knowledge of the historical contexts of the literary works.
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● To be able to separate history from fiction.
● To show an understanding of war ethics, war crimes and war
trauma.

Suggested Readings
1. Cooperman, Stanley. World War Land the American Novel.
Baltimore: Johns Hopkins UP, 1967.
2. Crane, Stephen. The Red Badge of Courage. New York: Bantam,
1981.
3. Fussell, Paul. The Great War and Modern Memory. New York:
Oxford UP, 1975.
4. Ionesco, Eugène. Rhinoceros and Other Plays. New York: Grove
Press, 1960.
5. Klein, Holger, ed. The First World War in Fiction. London:
Macmillan, 1976.
6. Kovic, Ron. Born on the Fourth of July. New York: Akashic Books,
2005.
7. Norman, Michael. These Good Men: Friendships Forged from
War. New York: Crown, 1989.
8. O’Brien, Tim. The Things They Carried. New York: Mariner Books,
2009.
9. Settle, Mary Lee. All the Brave Promises. New York: Delacorte,
1966.
10. Vonnegut, Kurt. Slaughterhouse-Five. New York: Dial Press, 2009.

3. Course Title: Literature and Globalization

Level: MPhil
Course code: ELIT712

Course Description
Globalization is a multidimensional process constituted by complex and
often contradictory interactions of global, regional, and local aspects of
social life. It thus requires an interdisciplinary approach broad enough to
behold the ‘big picture’. The course has been designed keeping this
complexity in view.

Course Objectives
● Investigate the complex interactions and interdependencies of
global, regional and local aspects of life in the social, economic,
political and religious spheres.
● Investigate the interrelation between globalization, identity and
social struggles.
● Study the impact of globalization on literature and our
understanding of the 'literary'

164
● Understanding of the diverse mechanisms at work in the
globalization process as well as investigating their contours in the
contemporary literature.

Course Contents
Keeping in view the aims and objectives of the course and the
requirements of the discipline, the course contents are structured to
complement theory and practice and maximize research areas for the
PhD scholars. Scholars in the program can conduct research on
globalization in relation to a wide range of topics such as:

● Dimensions of globalization: ideological, political, economic,

social, cultural , technological
● Globalization, Identity, and Social Struggles: nationalism, religious
fundamentalism, ethnic movements, localism and regionalism
● Globalization, inequality and poverty: sweatshop labour,
feminization of poverty
● Cultural Imperialism: McDonaldization, Hybridization,
multiculturalism, cosmopolitanism Consumerism, Media and
Globalization, Homogeneity-Heterogeneity
● Network society and Global village: Cyberspace and identities,
‘colonization of communications space’, Travelling and tourism.

Primary Reading (creative texts)

FICTION
1. Akhtar, Ayad. American Dervish. New York, Back Bay Books,
2012.
2. Chua, Lawrence. Gold by Inch. New York: Grove Press, 1998.
3. Delillo, Don. Cosmopolis. London: QPD, 2003.
4. Ellis, Bret Easton. Glamorama. New York: Vintage,,2000.
5. Farah, Nurudin. Gifts. USA, Arcade Publishing, 1999.
6. Gibson, William. Pattern Recognition. New York, Putnam, 2003.
7. Hamid, Mohsin. How to get Filthy Rich in Rising Asia. New York:
Penguin, 2013.
8. Kundra, Milan. The Unbearable Lightness of Being. Olive Edition,
2008.
9. Kunzru, Hari. Transmission. USA: Plume, 2005.
10. Khadra, Yasmina [Mohammed Moulessehoul]. The Swallows of
Kabul. New York: Anchor Books, 2002.
11. Sinha, Indra. Animal’s People. New York: Simon & Schuster,
2007.

DRAMA
1. Akhtar , Ayad. Disgraced. London and New York, Bloomsbury,
2013.

165
2. Hudes, Quiara Alegria. Water by the Spoonful. Theatre
Communications Group, 2012.
3. Onwueme, Osonye Tess. No Vacancy! (A Play). Africa World
Press, 2005.

POETRY
1. Adnan, Etal. There: In the Light and the Darkness of the Self and
of the Other. Post- Apollo Press, 1997.
2. Gander, Forrest. Core Samples from the World. New York: New
Directions, 2011.
3. Grass, Gunter. "What Must Be Said". Trans, Breon Mitchell. 2012
.pdf.
4. Salleh, Muhammad Haji. Beyond Archipelago: Selected Poems.
Ohio University Press, 1994.
5. ___. Rowing Down Two Rivers. Penerbit Universiti Kebangsaan
Malaysia, 2000.

Critical Readings
● Appadurai, Arjun. Modernity at Large- Cultural Dimensions of
Globalization. Minneapolis: U of Minnesota P, 2003.
● Appiah, Kwame Anthony. Cosmopolitanism: Ethics in a World of
Strangers. New York: W. W. Norton, 2006.
● Barber, Benjamin R. Consumed: How Markets Corrupt Children,
Infantilize Adults, and Swallow Citizens Whole. New York: W.W.
Norton, 2007
● Bauman, Zygmunt. Globalization: The Human Consequences.
Cambridge: Polity, 1999.
● Berger, Peter L., & Samuel P. Huntington, ed. Many
Globalizations: Cultural Diversity in the Contemporary World. New
York: Oxford UP, 2002.
● Castell, Manuel. The Information Age. 3 vols. 1996-1998.
● Cowen, Tyler. Creative Destruction: How Globalization is Changing
the World’s Cultures. New Jersey: Princeton UP, 2004.
● Dabachi, Hamid. The Arab Spring: The End of Postcolonialism.
London, Zed Books, 2012.
● Klein, Nomi. No Logos: USA: Picador, 2000.
● ___. Shock Doctrine: The Rise of Capitalism. USA: Picador, 2007.
● Roy, Arundhati. The Shape of the Beast. Penguin, 2009.
● Scholte, Jan Aart. Globalization: A Critical Introduction. New York:
Palgrave, 2000.
● Steger, Manfred B. Globalization: A Brief Insight. New York:
Sterling, 2009.
● Steger, Manfred B. Globalization: A Very Short Introduction. UK:
Oxford U P, 2003.
● Waters, Malcolm. Globalization. 2nd ed. London: Routledge, 2001.

166
Suggested Readings
● Albrow, Martin. The Global Age: State and Society Beyond
Modernity. Stanford: Stanford UP, 1997.
● Annesley, James. Fictions of Globalization: Consumption, the
Market and the Contemporary American Novel. London:
Continuum, 2006.
● Cadle, Nathaniel. The Mediating Nation: American Literature and
Globalization from Henry James to Woodrow Wilson. Chapel Hill,
2008.UMI 3304331.
● Connell, Liam, and Nicky Marsh, eds. Literature and Globalization:
A Reader. Routledge, 2011.
● Friedman, Thomas L. The Lexus and the Olive Tree:
Understanding Globalization. Reprint and Revised. Picador. 2012.
● Giddens, Anthony. The Consequences of Modernity. USA:
Stanford UP, 1990.
● Giddens, Anthony. Runaway World: How Globalization is
Reshaping Our Lives. New York: Routledge, 2003.
● Gupta, Suman. Globalization and Literature. Cambridge: Polity
Press, 2009.
● Hamid, Mohsin. Moth Smoke. New York: Penguin, 2001.
● The Reluctant Fundamentalist. Canada: Doubleday, 2009.
● Hassan, Wail S. “World Literature in the Age of Globalization:
Reflections on an Anthology.” Aspects of Contemporary Literature.
Ed., P. Bayapa Reddy. New Delhi: Atlantic, 2008.
● Held, David et al. (eds.) Global Transformations: Politics,
Economics and Culture. Stanford University Press, 1999.
● Jameson, Frederic and Masao Miyoshi, eds. The Cultures of
Globalization. USA: Duke UP, 1998.
● Joseph, Clara A. B., and Janet Wilson, eds. Global Fissures:
Postcolonial Fusions. New York: Rodopi, 2006.
● Mernissi, Fatima. Doing Daily Battle: Interviews with Moroccan
Women. Trans. Mary Jo Lakeland. New Brunswick: Rutgers UP,
1989.
● Majaj, Lisa Suhair, Paula W. Sunderman, and Therese Saliba, eds.
Intersections: Gender, Nation, and Community in Arab Women's
Novels. New York: Syracuse UP, 2002
● Millhauser, Steven. Martin Dressler: The Tale of an American
Dreamer. Canada: Doubleday, 2010.
● Mirrelmann, James H., Whither Globalization?The Vortex of
Knowledge and Ideology. London: Routledge, 2004.
● Mirrelmann, James H. The Globalization Syndrome:
Transformation and Resistance. Princeton: Princeton U P, 2000.
● Mpe, Phaswane. Welcome to Our Hillbrow. Scottsville, University
of KwaZulu-Natal Press, 2001.
● Robertson, Roland. Globalization: Social Theory and Global
Culture. Sage publications, 1992.
167
● Roy, Badhan Chandra. A Passage to Globalism: Globalization,
Identities and South Asian Diasporic fiction in Britain. New York:
Peter Lang, 2013.
● Saussy, Haun, ed. Comparative Literature in the Age of
Globalization. Baltimore: John Hopkins UP, 2006.
● Stiglitz, Joseph. Globalization and its Discontents. London: Allen
lane, 2002.
● Suman, Gupta. Globalization and Literature. Cambridge: Polity
Press, 2009.
● Yamashita, K. T. Tropic of Orange. Minneapolis: Coffee House
Press, 1997.
● Wallace, David Foster. Infinite Jest. USA, 1996.
● Walkowitz, Rebecca L., ed. Immigrant Fictions: Contemporary
Literature in an Age of Globalization. Madison: U of Wisconsin P,
2006.

4 Course Title: Literature and Environment

Level: MPhil
Course Code: ELIT713

Course Description
Interdisciplinary environmental studies deal with the interdependence of
organisms on the planet earth. Ecocriticism is a comparatively emerging
field of cultural criticism which establishes the link between the
environmental studies and literary studies. The course emphasizes the
role played by literature in developing human understanding of nature
and raising human consciousness about environmental crisis and
degradation and other related issues of our contemporary times.

Course Objectives
● Understand, and connect important concepts involved in the study
of environmental literature and culture.
● Analyze and evaluate the moral and ethical challenges involved in
the practice of ecocriticism in contemporary world.
● Discuss and analyze representation of environment in literature.
● Develop an understanding of emerging environmental issues in
contemporary consumerist, globalized world such as
environmental justice, ecological crisis and ecofeminism in
literature.
● Reflect on causes of emergence of environmental movements,
ecocriticism and future of ecocriticism.

Course Contents
Some of the major themes/issues that will be discussed include:
1. Ecocriticism: Historical Overview
168
2. Link between literary studies and environmental studies
3. Culture and environment
4. Impact of technological development, urbanization, and
globalization of capitalist economy, and consumerism on
environment
5. Eco-feminism
6. Environmental justice and social justice
7. Food and literature
8. Consumerism
9. City, Suburb, rural and wilderness

Primary Readings
1. A selection from William Wordsworth, Gary Snyder, David Henry
Thoreau and Valerie Gillies
2. Rudyard Kipling. Kim. US: Dover Thrift Edition, 2005.
3. Henry David Thoreau, Walden. US: Dover Thrift Edition, 1990.
4. J.M Coetzee, The Lives of Animals. New Jersey: Princeton UP,
2001.
5. Amitav Ghosh, The Hungry Tide. UK: HarperCollins, 2004.
6. Kamala Markandaya, Nectar in a Sieve
7. Jamaica Kincaid, “A Small Place”
8. Paolo Bacigalupi, Ship Breaker
9. Cormac McCarthy. The Road
10. Uzma Aslam Khan, Thinner than Skin (2012)
11. Indra Sinha, Animal’s People (2009)
12. Patricia Grace, Potiki (1995)
13. Margaret Atwood, Surfacing (1998)
14. Simon J Ortiz, Fight Back: For the Sake of the People, For the
Sake of the Land (1980)

Films
Students may watch the following and other such films/documentaries
and write response papers:
1. Into the Wild
2. The Road
3. The Book of Eli

Critical Readings
● Buell, Lawrence. The Environmental Imagination, Thoreau, Nature
Writing and the Formation of American Culture. USA: Harvard
University Press, 1996.
● ____. The Future of Environmental Criticism: Environmental Crisis
and Literary Imagination. Blackwell, 2005.
● Garrard, Greg. Ecocriticism. New York: Routledge, 2004.

169
● Glotfelty, Cheryll and Harold Fromm, eds. The Ecocriticism
Reader: Landmarks in Literary Ecology. USA: University of
Georgia press, 1996.
● Phillips, Dana. The Truth of Ecology: Nature, Culture, and
Literature in America. New York: Oxford UP, 2003.
● Plumwood, Val. Feminism and the Mastery of Nature. New York:
Routledge, 1993.
● Warren, Karen J. Ecofeminist Philosophy. USA: Rowman &
Littlefield Publishers, 2000.

Suggested Readings
● Adamson, Joni, Mei Mei Evans, and Rachel Stein. Eds. The
Environmental Justice Reader: Politics, Poetics & Pedagogy.
Arizona, 2002.
● Adamson, Joni. American Indian Literature, Environmental Justice,
and Ecocriticism: The Middle Place. Arizona, 2001.
● Armbruster, Karla and Kathleen R Wallace, eds. Beyond Nature
Writing: Expanding the Boundaries of Ecocriticism. Virginia:
University Press of Virginia, 2001.
● Barry, Peter. Beginning Theory: An Introduction to Literary and
Cultural Theory. Manchester, 1995; 3rd ed., 2009.
● Bate Jonathan. Romantic Ecology: 'Wordsworth and the
Environmental Tradition. London and New York: Routledge, 1991.
● Bate, Jonathan. Romantic Ecology: Wordsworth and the
Environmental Tradition. Routledge, 1991.
● Becket, Fiona and Terry Gifford. Eds. Culture, Creativity and
Environment: New Environmentalist Criticism. Rodopi, 2007.
● Bennett, Michael and David W. Teague. Eds. The Nature of
Cities: Ecocriticism and Urban Environments. Arizona, 1999.
Boston and Massachusetts, Shambhala Publications, 1995.
● Buell, Lawrence. Writing for an Endangered World: Literature,
Culture, and Environment in the U.S. and Beyond. Belknap,
Harvard: Harvard Press, 2001.
● Carson, Rachel. Silent Spring. Houghton Mifflin, 1962.
● Cook, Barbara J. Eds. Women Writing Nature: A Feminist View.
Lexington, 2008.
● Coupe, Laurence. Eds. The Green Studies Reader: From
Romanticism to Ecocriticism. Routledge, 2000.
● Cudworth, Erika. Developing Ecofeminist Theory:The Complexity
of Difference. Hampshire and New York: Palgrave,2005.
● Cuomo, Chris J. Feminism and Ecological Communities: An Ethic
of Flourishing. London and New York: Routledge, 1998.
● Daanish Mustafa. "Structural Causes of Vulnerability to Flood
Hazard in Pakistan." Economic Geography 74.3 (1998): 289-305
● Farina, Almo. Ecology, Cognition and Landscape: Linking Natural
and Social Systems. New York : Springer, 2010.
170
● Fromm, Harold. The Nature of Being Human: From
Environmentalism to Consciousness. Baltimore and Maryland:
Johns Hopkins U P, 2009.
● Glotfelty, Cheryll and Fromm, Harold,eds. The Ecocriticism
Reader: Landmarks in Literary Ecology. Athens and Georgia: U
of Georgia P, 1996.
● Gyan Prakash, "Science "Gone Native" in Colonial
India." Representations 40 (1992): 153-78.
● Gyan Prakash, "Science "Gone Native" in Colonial
India." Representations 40 (1992): 153-78
● Harrison, Robert Pogue. Forests: The Shadow of Civilization.
Chicago, 1992.
● Heise, Ursula K. Sense of Place and Sense of Planet: The
Environmental Imagination of the Global. Oxford, 2008.
● Henning, Daniel. H. A Manual for Deep Ecology and Buddhism.
Buddhanet Book Library. 2002.
● Ingram, Annie Merrill and et al,eds. Coming into Contact:
Explorations in Ecocritical Theory and Practice. Georgia, 2007.
● Kelly Oliver, “What Is Wrong with (Animal) Rights? The Journal of
Speculative Philosophy 22.3 (2008): 214-224
● Krebs, Charles. The Ecological World View. Australia: CSIRO,
2008.
● Leonard N. Neufeldt and Mark A. Smith "Going to Walden
Woods: Walden, Walden, and American Pastoralism."Arizona
Quarterly 55.2 (1999): 57-86.
● Love, Glen A. Practical Ecocriticism: Literature, Biology, and the
Environment. University Press of Virginia, 2003.
● Meeker, Joseph W. The Comedy of Survival: Studies in Literary
Ecology. Scribner, 1974.
● Mol, Arthur. P.J. Globalization and Environmental Reform: The
Ecological Modernization of the Global Economy. U.S.A : MIT
Press, 2001.
● Morton, Timothy. Ecology without Nature: Rethinking
Environmental Aesthetics. Harvard, 2007.
● Murphy, Patrick D. Ecocritical Explorations in Literary and Cultural
Studies: Fences, Boundaries, and Fields. Lexington, 2009.
● Murphy, Patrick. D. Ecocritical Explorations in Literary and Cultural
● Orr, David. W. The Nature of Design: Ecology, Culture, and
Human Intention. Oxford: OUP, 2002.
● Paul J. Smith, "Climate Change, Weak States and the "War on
Terrorism" in South and Southeast Asia." Contemporary Southeast
Asia 29.2 (2007): 264-85.
● Pepper, David. ECO-SOCIALISM: From Deep Ecology to Social
Justice. London and New York: Routledge, 1993.
● Phillips, Dana. The Truth of Ecology: Nature, Culture, and
Literature in America. Oxford: OUP, 2003
171
● Pramod K. Nayar, "The Postcolonial Uncanny; The Politics of
Dispossession in Amitav Ghosh's The Hungry Tide." College
Literature 37.4 (2010): 88-119
● Rachel Carson, Silent Spring (excerpt), Clip from An Inconvenient
Truth (2005)
● Robert Marzec, "Enclosures, Colonization, and the Robinson
Crusoe Syndrome: A Genealogy of Land in a Global
Context." boundary 2 Vol 29.2 (2002): 129-156.
● Rosendale, Steven. Ed. The Greening of Literary Scholarship:
Literature, Theory, and the Environment. Lowa, 2002.
● Sabir Khan. “Geographies Of Disaster." Log 7 (2006): 111-18
● Sessions, George. Ed. Deep Ecology for the Twenty-First Century.
● Smith, John and Jenks, Chris. Qualitative Complexity: Ecology,
Cognitive Processes and the Re-emergence of Structures in Post-
humanist Social Theory. New York: Routledge, 2006.
Studies: Fences, Boundaries, and Fields. United Kingdom:
Lexington Books, 2009.
● Thoreau, Henry David. Walden; or, Life in The Woods. Princeton
University Press, 1854, 2004.
● Wenden, Anita. L. Ed. Educating for a Culture of Social and
Ecological Peace. Albany: State University of New York Press,
2004.
● Westling, Louise H. The Green Breast of the New World:
Landscape, Gender, and American Fiction. Georgia, 1996.

5. Course Title: Literature and Film Studies

Level: MPhil
Course Code: ELIT714

Course Description
The course enables students to experience international cultures
critically by analyzing how movies and literary works create meaning(s).
It provides conceptual frameworks and vocabulary for understanding and
articulating how films and literature function or, in some cases, do not
function. Every work has several layers of signification meant to be
"read" or analyzed by the audience, and it is the goal of this course to
establish how these layers of meaning contribute to our understanding of
literary works and cinematic works in their entirety. Furthermore, this
course explores the multiple and varied connections that exist between
film, literature, and society.
Course Objectives
● To see how the semiotics of narrative and visual texts contribute to
the hermeneutics of culture.
● To trace out the history of cinematic adaptations in terms of
modernist/avant-gardist and postmodernist cinema and its politics.

172
● Employ comparative methods in order to better understand literary
diversity and intertextuality.
● Acquire a critical knowledge of literary and film themes, motifs,
structures, narratives, points of view, and values that are typical of
various regions of the world.
● To investigate the politics and poetics of literary cinematic and
video adaptations.
● Acquire a background for further studies in literature and film for a
career and/or for pleasure.
Course Contents
The following themes/topics/works may be discussed:
● Film as an art form
● Politics of viewing and politics of culture
● Film adaptations and their relationship with literature
● Issues of authorship and adaptation
● Role of light and music in film
● Impartiality of Vision
● Basic Concepts: Language and Aesthetics of Film
● Understanding Film(1): Use of Light and Sound
● “Well, who you gonna believe, me or your own eyes?”
Understanding Film(2)
● Adaptation as Interpretation: Filming Literary Texts
● King Lear: Across Cultures and Beyond Time
● Macbeth: From Scotland to Japan to India
● Othello: Transformation of a General into a Mafia Leader
● All Quiet on the Western Front: No More Fighting for King and
Country
● Shakespeare on Film
● Orwell, George. Nineteen eighty-four a novel. New York: Plume,
2003.
● 1984 (directed by Michael Redford)
● Defoe, Daniel. Robinson Crusoe (both versions of 1954 & 1997)
● Austen, Jane. Pride and Prejudice and Emma.
● Burgess, Anthony. A Clockwork Orange. Film directed by Stanley
Kubrick
● Golding, William. Lord of the Flies.
● Shelley, Mary. Frankenstein.
● Bollywood and the partition narratives (Earth dir. by Deepa Mehta,
Pinjar, Partition, Khamosh Pani, etc.)
● Diasporic cultures (Monsoon Wedding, The Namesake, My Son –
the Fanatic, The Kite Runner. 2007, directed by Mark Forster, etc.)
● Postcolonial visual narratives (The Battle of Algiers, Mississippi
Masala, etc.)
● Film and fantasy (Tolkien’s The Lord of the Rings; Rowling,
J.K. Harry Potter and the Order of the Phoenix 2007, David Yates,

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 dir.)

Suggested Texts
1. Macbeth (Olivier) 1955, (Polanski) 1971, (Gold) 1983
2. Maqbool (Bhardwaj) 2004
3. Throne of Blood (Kurosawa) 1957
4. Hamlet (Olivier) 1948, (Bennett) 1980
5. Haider (Bhardwaj) 2004
6. Othello (Burge) 1965, (Miller) 1981
7. Om Kara (Bhardwaj) 2004
8. King Lear (Elliott) 1983, (Miller) 1982
9. Ran (Kurosawa) 1985
10. All Quiet on the Western Front (Milestone) 1930

Suggested Movies
1. Casablanca (Curtiz) 1942
2. The Spider’s Stratagem (Bertolucci) 1970
3. The Hairdresser’s Husband (Leconte) 1990
4. Shawshank Redemption (Darabont) 1994
5. Forrest Gump (Zemeckis) 1994
6. Pulp Fiction (Tarantino) 1994
7. The Bridges of Madison County (Eastwood) 1995
8. Dinner of Fools (Veber) 1998
9. Satya (Varma) 1998
10. Astitva (Manjrekar) 2000
11. Blackboards (Makhmalbaf) 2000
12. Monsoon Wedding (Nair) 2001
13. Chandni Bar Bhandarkar) 2001
14. Road to Perdition (Mendes) 2002
15. The Dreamers (Bertolucci) 2003
16. Pinjar (Dwivedi) 2003
17. Hazaron Khwahishen Aisi (Mishra) 2003
18. Khamosh Pani (Sumar) 2004
19. Corporate (Bhandarkar) 2006
20. Gangs of Wasseypur (Kashyap) 2012
21. Citizen Kane (Orson Welles) 1941
22. Arsenic and Old Lace (Capra) 1944
23. Rashomon (Kurosawa) 1950
24. A Streetcar Named Desire (Kazan) 1951
25. Rear Window (Hitchcock) 1954
26. Pather Panchali (Ray) 1955
27. North by Northwest (Hitchcock) 1959
28. Yojimbo (Kurosawa) 1961
29. The Grim Reaper (Bertolucci) 1962
30. Birds (Hitchcock) 1963
31. The Matrix (Wachowski Brothers) 1999
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32. Time Regained (Ruiz) 1999
33. Eyes Wide Shut (Kubrick) 1999
34. American Beauty (Mendes) 1999
35. Malena (Tornatore) 2000
36. Memento (Nolan) 2000
37. The Circle (Panahi) 2000
38. Mulholland Drive (Lynch) 2001
39. Irreversible (Noe) 2002
40. Dogville (Trier) 2003
41. Kill Bill (Tarantino) 2003
42. Klimt (Ruiz) 2006
43. Gulaal (Kashyap) 2009

Suggested Critical Readings

● “The Language of Film.” n.a. n.p.
● Arnheim, Rudolf. Film as Art. Los Angeles: UCP, 1957.
● Barsam, Richard. Looking at Movies. Second Edition. New York:
Norton, 2007.
● Boozer, Jack. Ed. Authorship in Film Adaptation. Austin: University
of Texas Press, 2008.
● Brook, Peter, Peter Hall, Richard Loncraine, Baz Luhrmann, Trevor
Nunn, Oliver Parker, Roman Polanski and Franco Zeffirelli.
“Shakespeare in the Cinema: A Film Directors’ Symposium with
Peter Brook, Sir Peter Hall, Richard Loncraine, Baz Luhrmann,
Oliver Parker, Roman Polanski and Franco Zeffirelli.” Cinéaste. 24.
1 (1998): 48-55. jstor. Web.
● Burnett, Mark Thornton. Filming Shakespeare in the Global
Marketplace. Hampshire: Palgrave, 2007.
● Cartmell, Deborah. Ed. A Companion to Literature, Film, and
Adaptation. Chichester: Blackwell, 2013.
● Eisenstein, Sergei and Daniel Gerould. “Montage of Attractions:
For “Enough Stupidity in Every Wiseman.”” The Drama Review.
18. 1 (1974): 77-85. jstor. Web.
● Giannetti, Louis D., and Jim Leach. Understanding Movies.
Toronto: Prentice Hall, 2005.
● Hurtgen, Charles. “The Operatic Character of Background Music in
Film Adaptations of Shakespeare.” Shakespeare Quarterly. 20. 1
(1969): 53-64. jstor. Web.
● McLean, Andrew M. Rev. “From Stage to Screen Shakespeare on
Film by Jack J. Jorgens.” Shakespeare Quarterly. 29. 2 (1978):
315-320. Web.
● Nelson, Cathryn A. Rev. “Shakespeare on Film by Jack J.
Jorgens.” Cinema Journal. 19. 1 (1979): 99-101. jstor. Web.
● Newstok, Scott L. Rev. “Shakespeare, Film Studies, and the Visual
Cultures of Modernity” by Anthony R Guneratne. Renaissance
Quarterly. 63. 1 (2010): 328-329. jstor. Web.
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● Sabal, Rob. “Introduction.” Journal of Film and Video. 61.1 (2009):
3-5. Project Muse. Web.
● Salter, Denis. “Between Wor(1)ds: Lepage’s Shakespeare Cycle.”
Theatre. n.p. n.d.
● Serper, Zivaka. “The Bloodied Sacred Pine Tree: A Dialectical
Depiction of Death in Kurosawa's Throne of Blood and Ran.”
Journal of Film and Video. 52.2 (2000): 13-27. jstor. Web.
● Zhang, Yingjin. “From Shakespeare’s Drama to Early Chinese
Cinema: Authority and Authorship in Literary Translation and Film
Adaptation.” Yearbook of Comparative and General Literature. 54
(2008): 83-102. jstor. Web.

6. Course Title: Women’s Writings

Level: MPhil
Course Code: ELIT715

Course Description:
This course engages with critical discussions on women’s writings from
across the world that constitute a strong anti-foundationalist voice
together and, simultaneously, establish a counter-discourse that
questions/challenges the political correctness of hegemonic patriarchal
views and white western gender-specific politics of feminism. Journeying
from their object positions of insufficiency to the status of agentive
subjects, women have worked their way up as revolutionaries,
distinguished academics, creative writers, and political activists over the
centuries. Riven by multiple differences, women’s writings are variously
subsumed under different waves of feminism spearheaded by Western
White feminists and Third World feminists, and spill over into postfeminist
times when women are rather shy of being branded as feminists.
Going beyond universalist essentialist position on gender discrimination,
popularized and espoused by white western feminists, women’s writings
overtly seem to engage with linguistic, cultural, ethnic, racial, and class
differences of women living in contemporary global world. That is why
there is an obvious distancing of the Third World feminist epistemological
praxes from the white western bourgeois feminist positions. Since late
twentieth century, women’s writings have increasingly been tangential in
terms of subscribing to theoretical stances professed through Marxist,
poststructuralist, postmodernist and, now, ecocritical/ecofeminist,
postfeminist, and posthumanist theories. With feminism gaining wide
currency in the contemporary Muslim world, this course (also) addresses
questions generated by growing western literature on women and Islam
and contemporary Islamic intellectual encounters with western feminism.

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Course Aims/Objectives:
This course aims to:
● trace historical trajectory of how women moved away from their
biological/social givens to epistemological freedom and
subjecthood

● provide a comprehensive analysis of the nature and motivation of

women’s writings in global perspective, and help scholars
understand why/how women write

● make scholars conversant with the differential nature of women’s

writings across the world and help them see how their writings go
beyond gender-specific view

● help scholars develop a critical view of the cultural encounter

between Islam and the west, especially with reference to the
position of women in Islam

● develop an awareness, among scholars, of how women’s writings

negotiate the contestatory space between the margin and center

● familiarize the students with the play of feminism in contemporary

posthumanist times

Core Texts
Note: Instructors are supposed to foreground a detailed introductory
discussion from Greco-Roman times through all three waves of feminism
to contemporary postfeminist times. It would be in order to touch on
ecofeminist/green feminist, and posthumanist feminist issues so that
students can develop a background to the reading of texts.

Poetry (across ages and cultures)

● Sappho. “I have not had one word from her”
● Piercy, Marge. “The Woman in the Ordinary”
● Angelou,Maya. “Woman Work”
● Rich, Adrienne. “Aunt Jennifer’s Tigers”
● Rich, Adrienne. “Diving into the Wreck”
● Alvarez, Julia. “Ironing Their Clothes”
● Kizer, Carolyn. “Fearful Women.”
● Duffy, Carol Ann. “Little Red Cap”
● Nelly Wong. “When I Was Growing Up”
● mary hope lee. “on not bein”
● Cherrie Moraga. “For the Color of My Mother”
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● Maki Qureshi, “Kittens” and “For my Grandson”
● Hina Faisal Imam, “Motherhood and Frustration”

Note: Since these are poems by women from different ages and
cultures, teachers are supposed to discuss a selection of at least ten
poems.

Fiction
● Louisa May Alcott,. Little Women, 1868
● Bronte, Charlotte, Jane Eyre (1847)
● Chopin Kate. The Awakening (1898)
● Zora Neale Hurston. Their Eyes Were Watching God (1937)
● Anita Desai. Clear Light of Day, (1980)
● Alice Walker. The Color Purple
● Buchi Emecheta. The Joys of Motherhood (1979)
● Roy, Arundhati. The God of Small Things (1997 )
● Chimamanda Ngozi Adichie,. Americanah (2013)
● Toni Morrison. Jazz (1992) or Home (2012)
● Bapsi Sidhwa. The Pakistani Bride (1990)
● Shazaf Fatima Haider. How it Happened (2012)
● Azar Nafisi, Reading Lolita in Tehran
● Qaisra Shahraz, The Holy Woman (2001)

Note: Instructors may select any 8-10 novels from the given list as per
availability of texts and the semester timings.

Short Fiction
● Charlotte Perkins Gilman, “The Yellow Wallpaper” 1973 [1892]
● Margaret Atwood, “Uncles” from Wilderness Tips (1991)
● Kamala Das, “The Kept Woman” (2010)
● Qaisra Shahraz, “A Pair of Jeans” from A Pair of Jeans (2013)
● Rukhsana Ahmad, “The Gate Keeper’s Wife” from The
Gatekeeper’s Wife (2014)
● Bharati Mukherjee, “Wife” from The Middleman and Other Stories
(1988)
● Zaib-Un-Nissa Hamidullah, “The Bull and the She Devil,” from The
Young Wife (1958)
● Muneeza Shamsie, “Shahrazad’s Golden Leopard” in A Dragonfly
in the Sun (1998)

Note: Instructor is supposed to select at least 6-8 stories for discussions.

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Drama
● Sarah Kane, Crave, from Complete Plays (2001)
● Rukhsana Ahmad, Song for a Sanctuary (1990)
Note: Instructors may select additional plays or replace the suggested
plays by other women
playwrights as per semester duration or the availability of texts.

Non-Fiction
● Fatima Mernissi, Beyond the Veil (1975)
● Anne Sofie Roald, Women in Islam: The Western Experience
(2001)
● Leila Ahmed, A Quiet Revolution: The Veil’s Resurgence, from the
Middle East to America (2011)

Note: This course has been developed in view of the requirements of our
curriculum. It may be considered an instructional model and instructors
may replace the suggested texts as per the availability of texts and
secondary sources. For Non-Fiction, the instructors may select only
chapters/parts of the suggested books.

Outcomes of course
● Since this course is likely to expose students to a variety of
women’s writings since Greek times, they are likely to develop a
special palate for women’s texts as counter narratives and sites of
contestation.
● As women’s writings frequently intersect with contemporary critical
theory, the students will be psyched up for critical analysis and
theoretical forays, especially while writing research essays and
dissertations.
● With intensive and extensive reading of the Western, Third World,
and Muslim women’s writings, MPhil scholars would be able to
appreciate Muslim intellectual women’s encounters with Euro-
American feminism, and see how Muslim women writers from the
Third World counter hegemonic western feminist discourse and
why, sometimes, they become compradors trading off ideology for
commercial success.
● Above all, this course will enable the students to develop a sound
understanding of all three waves of feminism and the uncertain
postfeminist / posthumanist times, and they will be able to do their
own feminist criticism. That would provide a base for a useful
production of feminist knowledge.

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Further/Suggested Readings
● Ahmed, Durre S., ed. Gendering the Spirit: Women, Religion, and
the Post-Colonial Response. London & New York: Zed Books,
2002.
● Ahmad, Rukhsana. The Gatekeeper’s Wife and Other Stories.
Lahore: Ilqa Publications, 2014.
● Belsey, Catherine and Jane Moore, eds. The Feminist Reader.
Cambridge MA & Oxford UK: BLACKWELL, 1989.
● Das, Kamala. The Kept Woman and Other Stories. New Delhi: Om
Books International, 2010.
● Donovan, Josephine. Women and the Rise of the Novel, 1405-
1726. London: MACMIlLAN, 1999.
● Ithaca, New York: Cornell University Press, 1985..
● Lewis, Reina, and Sara Mills, eds. Feminist Postcolonial Theory: A
Reader. New York: Routledge, 2003.
● Luke, Helen M. Kaleidoscope: The Way of Woman and Other
Essays. Ed. Rob Baker.New York: Parabola Books, 1992.
● Millett, Kate. Sexual Politics. Urbana & Chicago: University of
Illinois Press, 1969 [2000].
● Mohanty, Chandra Talpade, Ann Russo and Lourdes Torres, eds.
Third World Women and the Politics of Feminism. Bloomington
and Indianapolis: Indiana UP, 1991.
● Morris, Pam. Literature and Feminism: An Introduction.
Cambridge: Blackwell, 1993.
● Mukherjee, Bharati. The Middleman and Other Stories. New York:
Grove P, 1988.
● Putnam, Emily James. The Lady: The Lady: Studies of Certain
Significant Phases of Her History (1910)
● Robbins, Ruth, Literary Feminisms. Houndmills (Basingstoke):
Palgrave Macmillan, 2000.
● Rousseau, Jean-Jacques. Emile, Or On Education. Intr. & tr. Allan
Bloom. New York: Basic Books, 1979.
● Shamsie, Muneeza. A Dragonfly in the Sun: An Anthology of
Pakistani Writing in English. Karachi: Oxford University Press,
1998.
● Shamsie, Muneeza, ed. And the World Changed: Contemporary
Stories by Pakistani Women. Karachi: Oxford University Press,
2006.
● Showalter, Elaine. A Literature of Their Own: British Women
Novelists from Brontë to Lessing. Princeton, NJ: Princeton UP,
180
1999[1977].
● Spivak, Chakravorty. In Other Worlds: Essays in Cultural Politics.
New York: Methuen, 1987.
● Walby, Sylvia. Theorising Patriarchy, Cambridge: Basil Blackwell,
1990.
● Walker, Alice. Alice. You Can’t Keep a Good Woman Down.
London: The Women’s Press, 1982.
● Warhol, Robyn R., and Diane Price Herndl, eds. Feminisms: An
Anthology of Literary Theory and Criticism, Vols 1 & 2. New
Jersey: Rutgers University Press, 1996.
● Waugh, Patricia. Feminine Fictions: Revisiting the Postmodern.
London & New York: Routledge, 1989.
● Wollstonecraft, Mary. A Vindication of the Rights of Woman New
York, Middlesex: Penguin Books, 1978; already reprinted in 1975 by
Pelican Books [first pub. 1792].

7. Course Title: Postmodern Fiction

Level: MPhil
Course Code: ELIT716

Course Description
The course aims to explore postmodern literary theories and selective
fiction by taking into account their formal, thematic and philosophical
principles. The students will start by investigating how and why
postmodern literature is different from modernism. The course also
acquaints the students with the fundamental elements of the art of fiction,
especially including the point of view, plot, character, style, narrative
technique, theme, imagery, symbol, and setting. The ultimate objective is
to enhance their ability to read, interpret, write about, and appreciate
postmodern literary fictions.

Special emphasis will be given to postmodern themes such as issues of

identity, displacement, narrative exhaustion, temporality, relativism, non-
absolutism, consumerism, historicism, and literary forms such as
metafiction, intertextuality, parody, irony etc. The course focuses not just
on the key features and characteristics of “high” postmodernism of the
1960s and 1970s but also the critical and creative development of
postmodernism of the twenty first century. Through careful reading of the
selection of representative texts from the past seven decades across the
globe, the students will be encouraged to identify opportunities for
research within the field.

Course Objectives
Students are expected to:
181
● Acquire an understanding of the relationship between texts and
context and what characteristics of 20th and 21st century literature
can be considered as postmodern
● Build on discussions by analysing passages, characters, plots, and
themes developed in the selected texts
● Critically analyse the theories and arguments presented by
postmodern critics and theorists such as Jean Francois Lyotard,
Roland Barthes, Jean Baudrillard, John Barth etc.
● Develop analytical writing and presentation skills by engaging with
the variety of postmodern stylistic features

Course Contents
1. Joseph Heller -Catch-22 (1961)
2. Jorge Luis Borges - Labyrinths (1962) (selective short stories)
3. Umberto Eco- The Name of the Rose (1980)
4. Ben Okri - Incidents at the Shrine (1986) (selective short stories)
5. Toni Morrison - Beloved (1987)
6. Arundhati Roy – The God of Small Things (1997)
7. Zadie Smith - White Teeth (2000)
8. Dimitris Lyacos - With the People from the Bridge (2014)
9. Don Delillo – White Noise
10. John Barth – Fun House

Suggested Readings
1. Appignanesi, Richard, and Garratt, Chris. 1995. Postmodernism
for Beginners. Cambridge, UK: Icon.
2. Barth, John, 1984. ‘The Literature of Exhaustion’ (1967), collected
in The Friday Book: Essays and other Nonfiction.
3. Borges, Jose Luis, Collected Ficciones of Jose Luis Borges.
Translated by Andrew Harley: Allen Lane: The Penguin Press.
4. --------. 2007. Labyrinths. New Directions.
5. Black, Shameem. 2000. Fiction across Borders: Imagining the lives
of others in late twentieth-century novels. Columbia University
Press.
6. Baudrillard, Jean. 1988. Jean Baudrillard: Selected
Writings. Edited by Mark Poster. Stanford, Calif.: Stanford
University Press.
7. Bertens, Hans & Douwe Fokkema. eds. 1997.International
Postmodernism: Theory and Literary Practice. Amsterdam: John
Benjamins Publishing Company.
8. Connor, Steven, 2004. The Cambridge Companion to
Postmodernism. Cambridge: Cambridge University Press.
9. Flax, Jane. 1990. Thinking Fragments: Psychoanalysis, Feminism,
and Postmodernism in the Contemporary West. Berkeley:
University of California Press.

182
10. Grausam, Daniel. 2011. on Endings: American Postmodern Fiction
and the Cold War.The University of Virginia Press.
11. Harvey, David. 1989. The Condition of Postmodernity: An Enquiry
into the Origins of Cultural Change. Oxford and Cambridge, Mass.:
Blackwell.
12. Hutcheon, Linda. 1988. A Poetics of Postmodernism: History,
Theory, Fiction. Routledge.
13. ---------. 1980. Narcissistic Narrative: The Metafictional Paradox.
Wilfrid Laurier University Press.
14. Ihab Hassan. 1982. The Dismemberment of Orpheus: Towards a
Postmodern Literature.University of Wisconsin Press.
15. Jameson, Fredric. 1991. Postmodernism, or, the Cultural Logic of
Late Capitalism. Durham, N.C.: Duke University Press.
16. Lyotard, Jean-Francois. 1984. The Postmodern Condition: A
Report on Knowledge. Translated by Geoff Bennington, and Brian
Massumi. Vol. 10 of Theory and History of Literature. Minneapolis:
University of Minnesota Press.
17. Mason, Fran. 2009. The A to Z of Postmodernist Literature and
Theatre. UK: The Scarecrow Press, Inc.
18. McHale, Brian. 2015. The Cambridge Introduction to
Postmodernism. Cambridge University Press.
19. Nicol, Bran. 2009. The Cambridge Introduction to Postmodern
Fiction. Cambridge: Cambridge University Press.
20. Sarup, Madan, 1993. Introductory Guide to Structuralism and
Modernism. London: Harvester Wheatsheaf.
21. Silverman, Hugh J. ed. 1990. Postmodernism: Philosophy and the
Arts. New York: Routledge.
22. Taylor, Victor E., and Charles E. Winquist. eds. 1998.
Postmodernism: Critical Concepts. 4 vols. London and New York:
Routledge.
23. Tester, Keith. 1993. The Life and Times of Postmodernity. London:
Routledge.
24. Waugh, Patricia, 2012.Feminine Fictions: Revisiting the
Postmodern. Routledge.

8. Course Title: Translational Poetry

Level: MPhil
Course Code: ELIT717

Course Objectives
Benedict Anderson’s imagined Communities (1984) paved way for
transnational discourse. The theorists, writers from Global South respond
to myths and situations compounded by nationalism and offer an
alternative critique to phenomena as diverse and interconnected as exile,
border-crossing, diaspora, race, and immigration. This type of literary
cultivation houses Global-South Global-North dialogue and pushes
183
boundaries between literary productions imbued with constrictive
nationalism and ones nurturing wider, cross-cultural, and transnational
elements.

Jahan Ramazani in A Transnational Poetics (2015) identifies ‘the

imaginative enactment of geographic displacement’ in transnational
poetry and its capacity to transcend ‘mononational paradigms’.
Therefore, this course aims to critique poetry trans (national) contexts,
and their forms and themes inhabiting cross-cultural aesthetics. On one
hand transnational poetry questions homogenized forms of globalization,
and on the other hand feeds on complexities of cosmopolitan
multiculturalism. Therefore this course also aims to unpack different
traditions of poetry such as African American, Caribbean American,
Asian American traditions. Moreover, the course also questions as how
poets invent polysemic metaphors, and how they subvert existing
paradigms of politics, culture and language, and how far they are
successful in producing a dialogue among culturally diverse
geographies.

Primary Readings
1: The Selected Poems of Claude McKay (1953)
2: Derek Walcott: Selected poems (2007)
3: Marilyn Chin: Hard Love Prince (2014)
4: Kamau Brathwaite: Middle Passages (1992)
5: The Collected Poems of Denise Levertov (NY: New Directions
Publishing Corporation, 11/2013)
6: Wole Soyinka: Samarkand and Other Markets I Have Known
(2002).
7: Tony Harrison: The Shadow of Hiroshima and Other Film/Poems
(1995).
8: Agha Shahid Ali: A Nostalgist's Map of America (1992)
9: A.K. Ramanujan: Selected Poems. New Delhi: Oxford University
Press, 1976.
10: Imtiaz Dharker: The Terrorist at My Table (2007)
11: Moniza Alvi: The Country at My Shoulder (1993)

Suggested Readings
● Anzaldú, Gloria, Borderlands: The New Mestiza, California: Aunt
Lay Books: 1987.
● Eatough, Matt & Mark Wollaeger,Ed. The Oxford Book of Global
Modernism, Oxford: Oup, 2010.
● Hart, Mathew, Nations of Nothing But poetry: Modernism,
Transnationalism and Synthetic Vernacular Writing, Oxford: Oxford
University Press,2010.
● Quinn, Justin, Between Two Fires: Transnationalism and Cold war
Poetry, Oxford: OUP, 2015.
184
● Ramazani, Jehan, A Transnational Poetics, Chicago: The
University of Chicago Press: 2009.

9. Course Title: Digital Humanities

Level: MPhil
Course Code: ELIT718

Course Description
Digital Humanities is a field of study in which scholarly applications of
technology are used to perform analyses and generate insights that
would be difficult or impossible to achieve without the help of technology.
This course will introduce students to a number of digital tools that will
aid them both in their studies and their lives beyond university, and will
help them to use these tools in a critical way. The approach taken in this
course is grounded in literature, linguistics and book history. Students
will examine computer-mediated communication, and will consider the
development of digital texts in the light of earlier technologies such as
the printing press. They will focus on two kinds of approaches that are
particularly prominent within digital literary studies, computational text
analysis and digital mapping and will explore, and critique, examples of
projects which use these tools.
The hands-on nature of the course is such that students will have the
opportunity to learn how to use these applications for them, and will need
to devote time each week to participating in the class’s virtual community
through regular, informative contributions to the course blog. As the main
assessment for the course, students will produce a digital project which
conforms to the same high standards of scholarly rigour as an assessed
essay, but which is attentive to the specific imperatives of the online
environment in relation to genre, design and format.

Course Contents
1. What is Digital Humanities? Introduction to the field.
2. Computational tools for text analysis 1: Voyant, ManyEyes
3. Computational tools for text analysis 2: Ngrams, topic modelling,
sentiment analysis
4. Computer-mediated communication
5. Versioning: Juxta
6. Historicizing textual technologies 1: Collaborating with Google
Docs
7. Historicizing textual technologies 2: Zotero
8. Geospatial technologies 1: Simile Exhibit
9. Geospatial technologies 2: Google Earth and KML
10. Scholarship in the digital age: data, privacy, presence

185
Suggested Readings
● Darnton, Robert. 'Google and the Future of Books.' New York
Review of Books 12 February 2009. Web. 13 Dec. 2013.
● Duguid, Paul. 'Material Matters: The Past and Futurology of the
Book'. The Book History Reader. 2nd revised ed. Ed. David
Finkelstein and Alistair McCleery. Abingdon: Routledge, 2006.
494-508.
● Flanders, Julia. 'The Productive Unease of 21st-century Digital
Scholarship.' Digital Humanities Quarterly 3.3 (Summer 2009).
Web. 13 Dec. 2013.
● Grafton, Anthony. 'Future Reading: Digitization and its
Discontents.' The New Yorker 5 November 2007. Web. 13 Dec
2013.
● Gregory, Ian, and David Cooper. 'GIS, Texts, and Images: New
Approaches.' Poetess Archive Journal 2.1 (2010). Web. 13 Dec
2013.
● Hayles, N. Katherine. 'How We Read: Close, Hyper, Machine,'
ADE Bulletin 150 (2010): 62-79. Web. 13 Dec. 2013.
● Hindley, Meredith. Mapping the Republic of Letters. Humanities:
The Magazine of the National Endowment for the Humanities 34.6
(2013). Web. 13 Dec. 2013.
● Hitchcock, Tim. Big Data for Dead People: Digital Readings and
the Conundrums of Positivism. Keynote Address at CVCE
Conference: Reading Historical Sources in the Digital Age, 4-5
December 2013. 9 Dec. 2013. Web. 13 Dec. 2013.
● Kirschenbaum, Matthew. What Is Digital Humanities and What's It
Doing in English Departments? ADE Bulletin 150 (2010): 1-7.
● Leary, Patrick. Googling the Victorians. Journal of Victorian Culture
10:1 (Spring 2005): 72-86. Web. 13 Dec. 2013.
● McCarty, Willard. What is Humanities Computing? Toward a
Definition of the Field. Address at Reed College, 2 Mar 1998. Web.
13 Dec. 2013.
● Michel, Jean-Baptiste et al. Quantitative Analysis of Culture Using
Millions of Digitized Books. Science 331.176 (2011): 176-182.
Web.
● Nunberg, Geoffrey. Farewell to the Information Age. The Future of
the Book. Ed. Nunberg. Berkeley, CA: University of California
Press, 1996. 103-138.
● Piez, Wendell. Something Called Digital Humanities. Digital
Humanities Quarterly 2.1 (2008). Web. 13 Dec 2013.
● Rockwell, Geoffrey. What is Text Analysis, Really? Literary and
Linguistic Computing 18.2 (2003): 209-219. Web. 13 Dec 2013.
● Schmidt, Ben. Reading Digital Sources: A Case Study in Ships
Logs. Sapping Attention 15 Nov. 2012. Web. 13 Dec. 2013.
● Serlen, Rachel. The Distant Future? Reading Franco Moretti.
Literature Compass 7.3 (2010): 214-225. Web. 13 Dec 2013.
186
● Sinclair, Stefan. Computer-Assisted Reading: Reconceiving Text
Analysis. Literary and Linguistic Computing 18.2 (2003): 167-74.
Web. 13 Dec 2013.
● Underwood, Ted. Where to Start with Text Mining. The Stone and
the Shell 14 Aug 2012. Web. 13 Dec 2013.
● Underwood, Ted. Why Digital Humanities Isn't Actually The Next
Thing in Literary Studies. The Stone and the Shell 27 Dec. 2011.
Web. 13 Dec. 2013.

Further Readings
● “Examples of Spatial Humanities Projects.” 2011. The New York
Times. Retrieved
from http://www.nytimes.com/interactive/2011/07/27/arts/spatial-
maps.html?_r=0.
● CartoDB Acadaemby: http://academy.cartodb.com/
● Code and intro from Jockers, M. Text Analysis with R for Students
of Literature, 2014. http://link.springer.com/book/10.1007%2F978-
3-319-03164-4
● Fish, Stanley. “The Digital Humanities and the Transcending of
Mortality”. (Erin)
● French, Amanda. 2013. “Introduction to Omeka—Lesson Plan.”
Retrieved from: http://amandafrench.net/2013/11/12/introduction-
to-omeka-lesson-plan/
● Gold, Matthew. 2015. “Facts, Patterns, Methods, Meaning: Public
Knowledge Building in the Digital Humanities.” Retrieved
from http://blog.mkgold.net/2015/04/20/facts-patterns-methods-
meaning-public-knowledge-building-in-the-digital-humanities/.
● HASTAC Scholars Program. 2013. “Visualizing Geography: Maps,
Place and Pedagogy.” Retrieved
from https://www.hastac.org/initiatives/hastac-scholars/scholars-
forums/visualizing-geography-maps-place-and-pedagogy.
● Kirschenbaum, Matthew. G. (2010). “What is digital humanities and
what’s it doing in English departments?” ADE Bulletin 150, 55–61.
Retrieved from http://bit.ly/WK6Qos
● Liu, Alan. 2013. “From Reading to Social Computing.” Literary
Studies in the Digital Age: An Evolving Anthology. Retrieved
from https://dlsanthology.commons.mla.org/from-reading-to-social-
computing/.
● Posner, Miriam. 2012. What are some challenges to doing DH in
the library? Retrieved from http://miriamposner.com/blog/what-are-
some-challenges-to-doing-dh-in-the-library/. Read both the post
and the comments.
● Posner, Miriam. 2015 What’s next: the radical unrealized potential
of digital humanities.” Keynote at the Keystone Digital Humanities
Conference. Retrieved from http://miriamposner.com/blog/whats-

187
 next-the-radical-unrealized-potential-of-digital-humanities/.
(Chelsea)
● Ramsay, Stephen. “Who’s In and Who’s Out.” (David) Also, “On
Building.” (Abby) Read both posts and comments. Retrieved
from http://stephenramsay.us/text/2011/01/08/whos-in-and-whos-
out/ and http://stephenramsay.us/text/2011/01/11/on-building/.
● Read around the “Map of Early Modern London.” Retrieved
from https://mapoflondon.uvic.ca/index.htm.
● Renear, Allen H. Text Encoding.
● TEI Consortium. A Gentle Introduction to XML.
● Terras, Melissa. (2012). “Infographic: Quantifying Digital Humaniti-
es.” Retrieved from
http://melissaterras.blogspot.com/2012/01/infographic-quanitifying-
digital.html
● Vandergrift, Micah. What is Digital Humanities and What’s it doing
in the Library? Retrieved
from http://www.inthelibrarywiththeleadpipe.org/2012/dhandthelib/.
● Wadewitz, Adrianne. 2013. “Wikipedia’s gender gap and the
complicated reality of systemic gender bias.” Retrieved
from https://www.hastac.org/blogs/wadewitz/2013/07/26/wikipedias
-gender-gap-and-complicated-reality-systemic-gender-bias. (Erica)
● Walsh. John. (2014). A brief introduction to Markup, Part 1 (video:
about 15 minutes).
● Walsh. John. (2014). A brief introduction to Markup, Part 2 (video:
about 14 minutes).
● Willett, Perry. Electronic Texts: Audiences and Purposes
● Clement, Tanya. 2013. “Text Analysis, Data Mining, and
Visualizations in Literary Scholarship.” Literary Studies in the
Digital Age: An Evolving Anthology. Retrieved
from https://dlsanthology.commons.mla.org/text-analysis-data-
mining-and-visualizations-in-literary-scholarship/. (Erin)
● Hoover, David. 2013. “Textual Analysis.” Literary Studies in the
Digital Age: An Evolving Anthology. Retrieved
from https://dlsanthology.commons.mla.org/textual-analysis/.
(Chelsea)
● Torget, Andrew and Jon Christensen. 2012. “Mapping Texts:
Visualizing American Historical Newspapers.” Journal of Digital
Humanities, 1:3. Retrieved
from http://journalofdigitalhumanities.org/1-3/mapping-texts-
project-by-andrew-torget-and-jon-christensen/. (Abby)
● Whitmore, Michael. 2009. "Comic Twelfth Night, Tragic Othello."
Retrieved from http://winedarksea.org/?p=228. (Tassie)
● From an IU IP address, download the PDF of Text Analysis with R
for Students of
Literature: http://link.springer.com/book/10.1007%2F978-3-319-
03164-4. This will be a handy reference.
188
● Zhao, Yanchang. 2014. “Text Mining with R – an Analysis of
Twitter Data.” Retrieved
from http://www.slideshare.net/rdatamining/text-mining-with-r-an-
analysis-of-twitter-data.
● Brett, Megan R. 2012. “Topic Modeling: A Basic
Introduction.” Journal of Digital Humanities 2:1. Retrieved
from http://journalofdigitalhumanities.org/2-1/topic-modeling-a-
basic-introduction-by-megan-r-brett/.
● Blei, David M. 2013. "Topic Modeling and Digital
Humanities." Journal of Digital Humanities. Retrieved
from: http://journalofdigitalhumanities.org/2-1/topic-modeling-and-
digital-humanities-by-david-m-blei/
● Jockers, Matthew. 2011. “The LDA Buffet is now open; or, Latent
Dirichlet Allocation for English Majors.” Retrieved
from http://www.matthewjockers.net/2011/09/29/the-lda-buffet-is-
now-open-or-latent-dirichlet-allocation-for-english-majors/.
● Weingart, Scott. 2011. “Demystifying Networks, Parts I &
II.” Journal of Digital Humanities, 1:1. Retrieved
from: http://journalofdigitalhumanities.org/1-1/demystifying-
networks-by-scott-weingart/.
● “Cytoscape.” 2014. UCLA Center for Digital Humanities. Retrieved
from http://dh101.humanities.ucla.edu/?page_id=165.
● Provide feedback on a faculty project in progress comparing two
versions of a site. Email Word docs back to me by XXX.
● Frischer, Bernard. 2013. “Introduction with remarks on digital
restoration of the Richmond Caligula and its methodological
implications.” Retrieved
from http://www.digitalsculpture.org/papers/frischer/frischer_paper.
html.
● Weber, Gerhard. 2013. “Another link between archaeology and
anthropology: Virtual anthropology.” Digital Applications in
Archaeology and Cultural Heritage, 1:1. Retrieved
from http://www.sciencedirect.com/science/article/pii/S2212054813
000027. (I'm assuming you googled for the correct article if you
noticed that the link was incorrect before. It is correct now.)
● Konwest, Elizabeth and Stacie King. “Moving toward public
archaeology in the Nejapa Valley of Oaxaca, Mexico. Retrieved
from: http://www.indiana.edu/~anthro/people/faculty/king/Konwesta
ndKing2012movingtowardpublicarchaeologyinthenejapaoaxaca.pdf
.

189
 MPHIL ENGLISH (LINGUISTICS)
FIRST SEMESTER

Course: Research Methods in Linguistics (core)

Level: M Phil
Course Code: ELING 701

Course Description
This course looks at various approaches to the study of linguistics using
both qualitative and quantitative methods of investigation. With a focus
on the area of linguistics, students are introduced to the process of
hypothesis formulation and testing, issues of interpretation, evaluation
and replicability of data and of research results, questionnaire and
interview design, data gathering and recording, statistical description and
analysis.

Course Objectives
The aims of this course are to enable the students:
1. To be familiar with selected research techniques and approaches
within the qualitative and quantitative research paradigms;
2. To develop understanding and skills of using appropriate
tools for collecting data
3. To develop an understanding of ways of analyzing and
reporting qualitative and quantitative data
4. To develop an understanding of basic concepts underlying
the use of statistics;
5. To develop an understanding of ways of constructing,
analyzing and reporting quantitative data;
6. To use of SPSS for analysis of data
7. To understand and use ethical issues at all stages of the
research process.

Course Contents
● Research Questions in Linguistics
● Principles of Research Design
● Basic Features and Philosophical Underpinnings of Qualitative
Studies
● Quantitative, Qualitative or Both? Combining Methods in Linguistic
● Data Collection and Data Analysis in the Social Sciences
● Descriptive and Inferential Statistical Techniques and the handling
of Multivariate Data
● Standard Descriptive Terminology and Concepts in Applied
Linguistics,
● Organising and Processing Data: the Nuts and Bolts of
Quantitative Analyses
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● Qualitative Research Methods
● Discourse Analytic Approaches to Text and Talk
● Linguistic Ethnography
● Interviews and Focus Groups
● Multimodal Analysis: Key Issues
● Narrative Analysis in Linguistic Research

Recommended Readings
● Alvesson, Mats. & Sköldberg, Kaj. (2000). Reflexive Methodology:
New Vistas for Qualitative Research. Sage Publication.
● Abelson, R. P. (1995). Statistics as Principled Argument. Hillsdale,
NJ: Lawrence Erlbaum Associates.
● Black, T. R. (1999).Doing Quantitative Researching the Social
Sciences: An Integrated Approach to Research Design,
Measurement, and Statistics. London, UK: Sage.
● Blaikie, N. (2003). Analysing Quantitative Data: From Description
to Explanation. Thousand Oaks, CA: Sage.
● Bogdan, R. C., Biklen, S. K. (1998). Qualitative Research for
Education: An Introduction to Theory and Methods (Third edition.).
New York: Allyn and Bacon.
● Byrne, D.(2003).Interpreting Quantitative data. Thousand Oaks,
CA: Sage.
● Cohen, L., Manion, L., & Morrison, K. (2000).Research
methods in education. (Fifth edition). London: Routledge.
● Creswell, J. W. (2002). Research design: Qualitative, Quantitative,
and Mixed Methods Approaches. London: Sage Publication
● Darlington, Y. & Scott, D. (2002). Qualitative Research in Practice:
Stories from the Field. Philadelphia: Open University
● Day, C., Elliot, J., Somekh, B. &Winter, R. (Eds.), (2002). Theory
and Practice in Action research. Oxford: Symposium Books.
● Denzin, N. K. & Lincoln, Y. S. (2005). The Handbook of Qualitative
Research. (Third edition). Sage.
● Field, A. & Graham, H. (2003). How to Design and Report
Experiments. Sage.
● Fielding. N. G. & Lee, R. M. (1998). Computer Analysis and
Qualitative Research. London: Sage.
● Glesne, C. (1999). Becoming Qualitative Researchers: An
Introduction. New York: Longman.
● Gorard, S.(2001). Quantitative Methods in Educational Research.
London: Continuum.
● Hammersley, M. & Atkinson, P. (1995). Ethnography: Principles
and Practices. London: Routledge.
● Holliday, A. (2002). Doing and Writing Qualitative Research.
London: Sage.
● Huck, S. W. (2004).Reading Statistics and Research. (Fourth
edition). Boston, MA: Allyn and Bacon.
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● Kvale, S. (1996). Interviews: An Introduction to Qualitative
Research Interviewing. Thousand Oaks, CA: Sage.
● Lincoln, Y. L. and Guba, E. G. (1985). Naturalistic Inquiry. London:
Sage.
● Mason, J. (2002). Qualitative Researching. Thousand Oaks, CA:
Sage.
● Maxwell, J. A. (2005). Qualitative Research Design: An Interactive
Approach. (Second edition). Thousand Oaks, CA: Sage.
● Merriam, S. (1998). Qualitative Research and Case Study
Applications in Education. San Francisco: Jossey-Bass Publishers.
● Miles, M. B. and Huberman, A. M. (1994).Qualitative Data
Analysis: An Expanded Sourcebook. London: Sage.
● Smith, L. M. (2004). Yesterday, Today, Tomorrow: Reflections on
Action Research and Qualitative Inquiry. Educational Action
Research. 12:2. 175-195.
● Strauss, A. & Corbin, J. (1998). Basics of Qualitative Research:
Techniques and Procedures for Developing Grounded Theory.
Thousand Oaks, CA: Sage.
● Tesch, R.(1990). Qualitative Research: Analysis Types and
Software Tools. London: Falmer.
● Bell, Judith. (2010). Doing Your Research Project. Berkshire:
McGraw-Hill Education.
● Edward Arnold Mackey, A. & Gass, S.M. (2005) Second Language
Research: Methodology and Research. Mahwah, New Jersey:
Lawrence Erlbaum Associates
● Gay, L. R. (2008). Educational Research. Florida: Pearson.
● Kirszner, Laurie G., and Stephen R. Mandell. (2002).The Pocket
Handbook. Philadelphia: Heinle.
● Litosseliti, L. (2010) Research Methods in Linguistics. Continuum
Books
● Neuman, W.L. (2008). Social research methods: Qualitative and
quantitative approaches, Pearson Education.
● Nunan, David. (1992). Research Methods in Language Learning.
Cambridge UP.
● Seliger, Herbert & Elana Shohamy. (1990). Second Language
Research Methods. Oxford: Oxford UP.
● Wei, Li and Melissa G. Moyer (2008). Research Methods in
Bilingualism and Multilingualism. Blackwell Publishing.
● Wray, Alison(1998). 250 Projects in Linguistics- A Practical Guide
to Researching Language. Swansea: Arnold.
● Wray, A. & Trott, K., Bloomer, A., Reay, S., Butler, C. (1998).
Projects in Linguistics: A Practical Guide to Researching
Language.

Course: Linguistic Theories (core)

Level: M Phil
192
Course Code: ELING702

Course Description
This course aims to provide students with an introduction to broad
theoretical approaches to linguistics through the writings of important
linguists including: Descartes, Saussure, Sapir, Jespersen, Bloomfield,
Chomsky and others. Furthermore, the course will situate the field in
terms of historical context and the philosophy of science. Readings for
the course largely include articles from the philosophy of science and
history of linguistics. Moreover, papers by well-known linguists will be
deconstructed specifically in terms of assumptions, argumentation, and
methodology.

Course Objectives
The course aims at:
● tracing theoretical underpinnings of the discipline of linguistics;
● introducing students with major theorists, philosophers and critics
in different fields of linguistics;
● enabling them to determine fundamental assumptions of the key
linguistic theories;
● empowering them to apply their understanding of the linguistic
theories to language-related research.

Course Outcomes
By the end of the course, the students will understand major theories in
linguistics and as a result will be able to:
● read and understand several authors' own exposition of their
theories;
● summarize and outline such theories with care;
● discern crucial assumptions of such approaches;
● compare and contrast theories, both in terms of philosophies and
applications.
● apply the insights of theories to language-related fieldwork;

Course Contents
The course will cover the following areas:
● Formalism
o Roman Jakobson
● Structuralism
o Ferdinand de Saussure
o Prague, Moscow and Copenhagen Schools of Linguistics
● Post-structuralism
o Michel Foucault
o Jacques Lacan
o Roland Barthes
o Julia Kristeva
193
● Deconstruction
o Jacques Derrida
● Functionalism
o M. A. K. Halliday
● Transformational Grammar
o Noam Chomsky.
● Standard Generative Theory
o Noam Chomsky
● Minimalist Program
o Noam Chomsky
● Optimality Theory
o Alan Prince
o Paul Smolensky
o John J. McCarthy

Recommended Readings
● Chomsky, N. (1995). The minimalist program (Vol. 28). Cambridge,
MA: MIT press.
● Chomsky, N. (1975). The logical structure of linguistic theory.
● Chomsky, N. (1964). Aspects of the Theory of Syntax.
MASSACHUSETTS INST OF TECH CAMBRIDGE RESEARCH
LAB OF ELECTRONICS.
● De Saussure, F., Baskin, W., & Meisel, P. (2011). Course in
general linguistics. Columbia University Press.
● Derrida, J. (1976). Of grammatology, trans. G. Spivak. Baltimore:
Johns Hopkins University.
● Fromkin, V., Rodman, R., & Hyams, N. (2013). An introduction to
language. Cengage Learning.
● Foucault, M. (1954). Structuralism and post-structuralism. Michel
Foucault aesthetics. Essential works of Foucault, 1984, 433-463.
● Hayes, B., Curtiss, S., Szabolcsi, A., Stowell, T., Stabler, E.,
Sportiche, D.& Steriade, D. (2013). Linguistics: An introduction to
linguistic theory. John Wiley & Sons.
● Halpern, M. (2001). The End of Linguistics: Taking the Language
Back from Nature—and Linguists. The American Scholar, 70(1),
13-26.
● Joseph, J. E. (1995). Trends in twentieth-century linguistics: An
overview.Concise History of the Language Sciences: From the
Sumerians to the Cognitivists, 221-233.
● Jakobson, R. (1972). Linguistics and poetics. Style in language,
85-122.
● Lazard, G. (2012). The case for pure linguistics. Studies in
language, 36(2), 241-259.
● Prince, A., & Smolensky, P. (2008). Optimality Theory: Constraint
interaction in generative grammar. John Wiley & Sons.

194
Course: Applied Grammar and Syntax
Level: MPhil
Course Code: ELING703

Course Description
The structure of human language is both ambiguous and complicated;
henceforth, knowledge of syntax helps us to lessen the ambiguity and
simplify the complexity. The present course is a combination of applied
grammar and syntax. The applied grammar part is included to build
comprehensive foundations for understanding and learning the syntactic
theories. Thus, the first part covers principal grammatical/ syntax
concepts like sentence constructions and constituency, syntactic
linkages, the principles, methods, and procedures of constructing and
parsing phrases, clauses and sentences of English. The former part will
help learners to better understand the next part which is based on some
of the major syntactic theories and processes.

Course Objectives
The course aims:
● To familiarize learners to some major applied grammatical
concepts
● To explain and demonstrate through examples, how syntax works
in structuring a language, particularly with reference to English
language
● To develop students' ability to parse and analyze English
sentences as well as sentences from some other languages
(ideally from some Pakistani languages)
● To acquaint learners with some foundational syntactic processes
and theories
● To assist learners apply the knowledge of syntax and syntactic
theories on languages other than English

Course Outcomes
By the end of the course, scholars should be able to:
● Comprehend grammatical concepts related to syntax.
● Identify the concepts, assumptions and methodology used by
contemporary syntacticians.
● Apply syntax knowledge on primarily English language sentences
and some other languages too.
● Compare and contrast structures of different languages.
● Write a term paper to apply their theoretical understanding of
syntax on any language sample.

Course Contents
Major focus will be on the following topics:
• Phrases & Clauses: Focus on Constructions
195
• Grammatical Functions
• Head, Compliments & Modifiers: Focus on PS Rules, X Rules and
Features
• Syntactic Linkage
• Constructions: Auxiliary, Passive, Conditional & Wh-Constructions
• Constituents structures & Tree diagrams
• Transformational- Generative Grammar & shift towards Modular
Approaches
• Universal Grammar
• Stratificational Grammar & Tagmemics
• Relational Grammar
• Lexical Functional Grammar
• Systemic Functional Grammar: Construction of Mood & Modality,
Theme & Rheme and Transitivity

Recommended Readings
● Andrew Carnie. (2012). Syntax: A Generative Introduction. 3rd
Edition.
● Koopman, Hilda, Sportiche, D. & Stabler, E. (2013). An
Introduction to Syntactic Analysis and Theory. Wiley-Blackwell.
● Miller, Jim. (2002). an Introduction to English Syntax. Edinburg
University Press.
● Prasad, Tarni. (2012). A course in Linguistics. New Delhi: PHI
Publications.
● Sells, Peter & Kim, Jong-Bok. (2007). English Syntax: An
Introduction.
● Tallerman, M. (2015). Understanding syntax (4th ed). Routledge,
London.
● Wekker, H., & Haegeman, L. M. (1985). A modern course in
English syntax. Croom Helm.
● Valin, Jr., Robert. (2001). an Introduction to Syntax. Cambridge
University Press.

Course: Discourse Studies

Level: MPhil
Course Code: ELING704

Course Description
This course builds on the foundations laid in Introduction to Discourse
Analysis and explores in greater depth the basic assumptions, concepts
and procedures of discourse studies, focusing particularly on literary
discourse. The overall goal is to help students develop awareness and
familiarity with the discourse analytic research process and practice it.
The analysis of discourse - frequently defined as “language use above
the level of the sentence” (Stubbs, 1983) - provides students with the
opportunity to study the meaningful production and interpretation of texts
196
and talk. The analysis of discourse encourages students to reconsider
and re-evaluate the ‘rules’ of language with which they are already
familiar. The examination of texts problematizes traditional word-class
classifications and sheds new light on the functions and workings of
grammatical categories (tense, mood and aspect, for example). In this
respect, students may be encouraged to critically engage with
discourses and explore how the meaning and interpretation of a text may
be negotiated around the selection and use of particular syntactic and
lexical forms or even aspects of pronunciation.
Through the study of discourse analysis students may gain an advanced
and sophisticated understanding of the concept of ‘context’. Students
engage with the study of how, in social interaction, human beings convey
their meaning not as an individualistic enterprise but as a result of
dynamic and ongoing negotiation with their interlocutors. In this way,
students gain knowledge and understanding of the (symbolic) function of
language in social life, and the role that language plays in the
construction and shaping of social relationships. Students also have the
opportunity to explore how power relations underpin the construction and
meaning of discourse, and to learn about the ways in which control,
dominance and inequality may be both asserted and resisted in
discourse.

Course Objectives
The main aims of the course are:
1. Understand formal and contextual features of discourse;
2. Develop skills in analysing the properties of different texts, in
characterizing the interpersonal stances adopted by speakers and
writers, and in identifying and classifying the various genres or
texts types which operate in particular social settings.
3. Improve knowledge about both the internal structure of discourse
and the varied uses of language in context.
4. Improve practical skills in conducting discourse study projects. In
this course students will also cover a number of themes in
discourse studies, including discourse and cultural diversity,
discourse and social institutions, discourse and power, discourse
and technology, etc.

Course Outcomes
1. The course will enable students to consider the variations between
different kinds of texts. It will give them opportunity to consider a
variety of texts, such as speeches, advertisements and email-
messages, so as to see how discourse is used and to what effects.
2. It would inform them about both the internal structure of discourse
and the varied uses of language in context

197
Suggested Readings
● Adam Jaworski and Nikolas Coupland (Eds.) The Discourse
Reader 2nd Edition (New York: Routledge, 2006)
● Annelise Riles (Ed.) Documents: Artifacts of Modern Knowledge
(Ann Arbor: Univ.Michigan, 2006)
● Antaki, C., Billig, M., Edwards, D., & Potter, J. (2003) Discourse
Analysis Means Doing Analysis: a Critique of Six Analytic
Shortcomings. Discourse Analysis Online, 1,
(1). http://extra.shu.ac.uk/daol/articles/open/2002/002/antaki20020
02-paper.html
● Angermuller, J. Maingueneau, D. and Wodak, R. (Eds.) The
Discourse Studies Reader (Amsterdam: John Benjamins, 2014)
● Brown, G. and Yule, G. (1983) Discourse Analysis. Cambridge:
Cambridge University Press.
● Cameron, D. (2001) Working with Spoken Discourse. London:
Sage Publications
● Fairclough, N. (2001) Language and Power. London: Longman,
2nd edition.
● Jaworski, A. and Coupland, N. (eds.) (1999) The Discourse
Reader. London: Routledge.
● Johnstone, B. (2002) Discourse Analysis. Oxford: Blackwell.
● Johnstone, B. Discourse analysis (Malden, MA: Blackwell Pub
(Introducing linguistics, 3, 2nd ed. (2008)
● Kock, Christian and Lisa Villadsen (2015). “Citizenship Discourse.”
In Karen Tracy (General Editor), Cornelia Ilie and Todd Sandel
(Associate Editors), The International Encyclopedia of Language
and Social Interaction. Malden, MA (Wiley).
● Kock, Christian and Lisa Villadsen (2014). “Introduction: Rhetorical
Citizenship as a Conceptual Frame: What We Talk About When
We Talk About Rhetorical Citizenship.” In Christian Kock and Lisa
Villadsen (Eds.), Contemporary Rhetorical Citizenship (Rhetoric in
Society). Leiden (Leiden University Press), 9-26.
● Kock, Christian (2007a). ”Norms of Legitimate Dissensus.” Informal
Logic Vol. 27, No. 2, 179-196.
● Kock, Christian (2007b). “Dialectical Obligations in Political
Debate.” Informal Logic Vol. 27, No. 3, 233-247
● Miller, J. (2002) Discourse Analysis. Guide to Good Practice in
languages, linguistics and area studies.
● Renkema, J. Introduction to discourse studies (Amsterdam: John
Benjamins, 2004)
● Ruth Wodak, The Politics of Fear. London: Sage, 2015
● Ruth Wodak The Discourse of Politics in Action. Politics as
Usual. Basingstoke: Palgrave, 2009. (2nd rev. ed. 2011), 133-
151
● Ruth Wodak and Michael Meyer (Eds.) Methods of Critical
Discourse Analysis 2nd Edition (London: SAGE, 2009)
198
● Schiffrin, D. (1994) Approaches to Discourse. Oxford: Blackwell.
● Schiffrin, D., Tannen, D., & Hamilton, H. (eds.) (2001) The
Handbook of Discourse Analysis. Oxford: Blackwell.
● Stubbs, M. (1983) Discourse Analysis: The Sociolinguistic Analysis
of Natural Language. Chicago: The University of Chicago Press.
● Woods, N. (2006) Describing Discourse: a Practical Guide to
Discourse Analysis. London: Hodder Arnold.
● Yule, G. The Study of Language (CUP, 5th ed. 2014)

SECOND SEMESTER

Course: Language Power and Identity

Level: MPhil
Course Code: ELING705

Course Description
This course is about Language and Power. It draws a connection
between language use and unequal relations of power. The course is
based on two perspectives. The first is theoretical: to help correct a
widespread underestimation of the significance of language in the
production, maintenance and change of social relations of power. The
second perspective is more practical which focuses on how language
contributes to domination of some people by others. In particular the
course will deal with exercise of power in modern society which is
achieved through ideology and ideological workings of language.

Course Objectives
1. The course will provide students in-depth knowledge about
language, power and identity.
2. The interrelationship between these important sociolinguistic
concepts will be analyzed with relevance to contemporary times
and scenario.
3. The aim of this module is to enable students to understand the
current approach to language called CLS - Critical language study.

Course Outcomes
At the completion of the course the scholars should be able to
1. Appreciate connection between language, power and identity;
2. Increase their consciousness of how exercise of power in modern
society is achieved through language;
3. Understand Discourse as a social practice and the relationship
between class and power in capitalist society.

Core Texts
1. Fairclough, N. (1993). Language and Power, London and New
York: Longman.
199
2. Wodak, Ruth. (1989). Language, Power and Ideology: Studies in
Political Discourse. London: Benjamin Publishing Company.

Course Contents
1. Introduction of the Module, Definition of Key Terms Related to
Language, Power and Identity.
2. Approaches to CLS (Critical Language Study)
● Linguistics
● Sociolinguistics
3. Pragmatics and its Relationship to CLS
4. Conversational Analysis
5. Discourse Analysis
6. Concept and History of Rhetoric
7. Political Rhetoric – Propaganda
8. Persuasive Language
9. Mid Term Test/Exam
10. Recent Theory/Theorists
● Michel Foucault
● Jurgen Habermas
● Relationship of Recent Theories to CLS
11. Discourse as Social Practice
● Language and Discourse
● Discourse and Orders Of Discourse
12. Discourse as Social Practice
● Class and Power in Capitalist Society
● Dialectic Of Structures and Practices
13. Discourse and Power
● Power in Cross-Cultural Encounters
● Social Struggle in Discourse
14. Discourse in Social Change
● Advertising and Consumerism
● Colonizing Tendencies in Advertising

Recommended Readings
1. Atkinson J.M., Heritage J. (1984). Structures of Social Action:
Studies in Conversation Analysis. Cambridge: Cambridge
University Press.
2. Austin, L.J. (2004). How to do Things with Words. London: Harvard
University. Press.
3. Fairclough, Norman. (1995). Critical Discourse Analysis Harlow.
UK: Longman.
4. Foucault, Michel. (2002). Discipline and Punishment: The Birth of
the Prison. New York: Vintage Books.
5. Habermas J. (1984). Theory of Communicative Action Vol 1:
Reason and the Rationalization of Society. London: Heinemann.

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6. Herman, S. Edward and Chomsky, Noam. (2004). Manufacturing
Consent: A Propaganda Model. London: Pantheon Books.
7. Russell, Bertrand. (1983). Power: A New Social Analysis. London:
Oxford Uni. Press.

Course: Translation Studies

Level: MPhil
Course Code: ELING706

Course Description
Translation Studies is an academic discipline that explores the practice,
process and product of translation from both linguistic and cultural
viewpoints. Interest in translation is practically as old as human
civilization and there is a vast body of literature on the subject
dating back at least to the antiquity. With the advent of globalization,
however, this discipline has come into a dynamic interaction with such
subjects as history, literature, linguistics, semantics, media studies,
corpus linguistics and so on. Its nature is, therefore, interdisciplinary and
it seeks to synthesize insights emerging from different disciplines with
reference to the theory and practice of translation.
The course is geared towards an imparting intimate knowledge of the
subject by exploring the role of translation in intercultural and intracultural
relations and to find out how it is used to make communication possible
and efficient. The course also focuses on the relationship between
translation and other aspects of language use such as language
patterning, textual organization and the semiotics of verbal and non-
verbal communication.

Course Objectives
1. To elucidate the importance of translation.
2. To understand the history of translation along with major
theoretical debates.
3. To understand the interplay of source text and target text.
4. To develop a considerably sound and proficient command of
translation.
5. To conceptualize the intricacies and technicalities of translation
with reference to the questions of globalization, identity,
dominance and hegemony.
6. To cultivate a deep understanding of cultural and linguistic
dimensions of translation.

Course Outcomes
Upon the successful completion of this program the scholars are
expected to:
1. Demonstrate a detailed knowledge and understanding of various
areas of translation theory
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2. Explore different theoretical debates and approaches in order to
appreciate the interdisciplinary nature of the subject.
3. Analyse and describe, coherently and independently, translated
text
4. Appreciate the complexities of translation in order to deepen and
broaden their linguistic and communicative competence.
5. Undertake an independent in-depth investigation in an area of their
choice

Course Contents
1. What is translation? Definition and scope
a. Linguistic approaches to definition
b. Philosophical approaches to definition
c. Cultural approaches to definition
d. Communicative approaches to definition
2. Translation methods and skills
3. A brief look at the history of translation with special focus on the
20th and 21st centuries
4. Translation in the era of information technology: machine
translation and corpus-based translation
5. Postcolonial theories of translation
6. Translation, ideology, and politics
7. Self-translation
8. The question of equivalence
9. Kinds of translation: word-for-word, sense-for-sense
10. Translating idioms, metaphors and fixed expressions.
11. Translation, genre and register (brief discussion on translating
different kinds of text e.g. legal, medical, scientific, business,
technical, political, literary, etc.)
12. Major techniques and strategies of translation e.g. foreignization,
domestication, etc.
13. Translation and pedagogy
14. Research issues in translation

Recommended Readings
● Baker, M. (1992) In Other Words: A Coursebook on Translation.
London & New York: Routledge.
● Baker, Mona, and Gabriela Saldanha, eds. (2009) Routledge
encyclopedia of translation studies. Routledge.
● Ijaz, Rahi. Urdu zuban mein tarjamy ke masail. (2000). Islamabad:
Muqtaddra Qomi Zuban.
● Bassnett, S. & Trivedi, H. (2003) Post-Colonial Translation –
Theory and Practice. London: Routledge.
● Bassnett, S. (2002) Translation Studies. (3rd edn.). London and
New York: Routledge.

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● Bermann, S. & Wood, M. (2005) Nation, Language, and the Ethics
of Translation, Princeton University Press.
● Crystal, David, ed. (1987). The Cambridge Encyclopedia of
Language. Cambridge University Press.
● Lefevere, A. (1992) Translation, Rewriting and the Manipulation of
Literary Fame. London: Routledge.
● Munday, J. (2009) The Routledge Companion to Translation
Studies. New York: Routledge.
● Munday, Jeremy. Introducing translation studies: Theories and
applications. Routledge, 2016.
● Snell-Hornby, Mary. Translation studies: An integrated approach.
John Benjamins Publishing, 1988.
● Venuti, L. (1995/2008) The Translator’s Invisibility. London/New
York: Routledge.
● Venuti, L. (1998a) The Scandals of Translation: Towards an Ethics
of Difference. London: Routledge.
● Venuti, L. (2000) The Translation Studies Reader. New York:
Routledge.
● Venuti, L. (2013) Translation Changes Everything. New York:
Routledge.

Course: Latest Trends in Linguistics

Level: M Phil
Course Code: ELING707

Course Description
Linguistics is rapidly evolving discipline in the present era. The in-depth
study and explorations in the field has given rise to many sub-disciplines,
both core and applied in nature. However, the process has not just
stopped as newer trends in Linguistics are always in pipeline. This
course familiarizes learners to four contemporary areas in Linguistics
(currently, as new additions can be made in future) to keep their
knowledge updated. Forensic linguistics is about how language relates to
law, both in terms of linguistic evidence and in terms of legal discourse.
The module on Ecolinguistics is based on a wide range of approaches to
the study of language in its ecological context. The segment of
Computational Linguistics is based on the elementary theoretical
frameworks and applications of computational linguistics. The fourth part
introduces learners to the newly developed field of Cultural Linguistics, a
multidisciplinary field of research that examines the complex relationship
between language and cultural conceptualizations.
Note for the teachers: Since the nature of this course is to cover current
as well as emerging trends in Linguistics; thus, teacher is at liberty to add
new fields/ topics/ contents or change the above listed fields/ topics/
contents.

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Course Objectives
The course aims:
• To acquaint learners with four contemporary fields in linguistics
• To familiarize learners to linguistic aspects of the criminal justice
system including those which center on policing and the courtroom
(Forensic Linguistics)
• To introduce learners to the burgeoning literature on discoursal
aspects of the discussion of the environment, sustainability and
ecologies (Ecolinguistics)
To encourage learners to critically appraise the ways in which the
environment, sustainability and ecologies are presented, represented
and constructed through a range of contemporary forms of language and
communication (Ecolinguistics)
• To introduce the learners to the core theories and applications of
computational linguistics
• To assist students critically evaluate link between language and
cultural concepts (Cultural Linguistics)

Course Outcomes
By the end of this course, scholars should be able to:
• comment on the linguistic aspects of various interactions in the
legal system
• discuss which factors determine authorship, what authorship
means, and what issues are relevant to plagiarism (Forensic
Linguistics)
• understand basics of the field including some principal theories
and applications (Computational Linguistics)
• demonstrate awareness of the key groups of protagonists in
environmental and related debates
• identify themes and patterns in language and discourse on
environmental topics (Ecolinguistics)
• appreciate the diversity of world views and cultural cognitions
reflected in different languages and language varieties
• reflect critically on their own experiences of communication with
people from diverse backgrounds (Cultural Linguistics)

Course Contents
This course will cover following topics:

Forensic Linguistics
• Introduction to Forensic Linguistics: language and the legal
process and as evidence
• Characteristics of legal language
• Textual variation; plagiarism
• Forensic Texts & Transcriptions
• Forensic linguistics in practice
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• Linguistic power (in-balance) in the courts and in police
investigations
Eco-Linguistics
• Eco-linguistics: Introduction & key terms in the field
• Advertisements and advertisers - Consumerism – dominant
discourses and our responses
• Law and the environment
• ‘The people’ – Public discourses of the environment – Activists and
activities
• Literary representations of environmental change
Computational Linguistics
• Computational Linguistics: Introduction
• Computational Linguistic: Major theories
• Some knowledge from Applied Computational Linguistics
• Applications that use computational linguistics: machine
translation, search, information extraction
Cultural Linguistics
• Introduction to Cultural Linguistics
• Cultural schemas, metaphors and categories
• Cultural Linguistics and intercultural communication
• Cultural Linguistics and Learning English as an International
Languages
Linguistic Structures in Pakistani Languages
o Phonetics and Phonology
o Morphology
o Syntax
• Documentation of Pakistani Languages
o Language Documentation
o Endangered Pakistani Languages
o Corpus Linguistics: Corpus Development of
Pakistani Languages
• Language in Mind and Brain
o Psycholinguistics
o Neurolinguistics
o Biolinguistics
o Cognitive linguistics
o Generative Phonology
o Generative Semantics
• Language in Pakistani Society
o Pragmatics and Discourse Analysis
o Sociolinguistics
o Code switching
o Feminist Linguistics
o Forensic Linguistics
o Ethnolinguistics
• Pakistani Languages and Technology
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 o Computational Linguistics
o Machine Translation and Machine Assisted
Translation

Recommended Readings
Forensic Linguistics
● Coulthard, Malcolm and Johnson, Alison. (2007). An Introduction
to Forensic Linguistics: Language in Evidence. Routledge.
● Olsson, John, (2004). Forensic Linguistics: An Introduction to
Language, Crime, and the Law
Olsson, John and Luchjenbroers, June. (2014). Forensic
Linguistics. Bloomsbury.
● Shuy, Roger. (2014). The Language of Murder Cases. OUP.

Computational Linguistics
● Jurafsky, D. and J. H. Martin. (2008). Speech and language
processing: An Introduction to Natural Language Processing,
Computational Linguistics, and Speech Recognition (2nd Edition).
Prentice-Hall.

Ecolinguistics
● Alexander, R. (2009) Framing Discourse on the Environment: A
Critical Discourse Approach. London: Routledge.
● Carvalho, A. (2005) ‘Representing the Politics of the Greenhouse
Effect: Discursive Strategies in the British Media’. Critical
Discourse Studies. 2(1): 1-29.
● Coupland, N. and Coupland, J. (1997) ‘Bodies, Beaches and Burn-
Times: ‘Environmentalism’ and its Discursive Competitors’.
Discourse and Society. 8(1): 7-25.
● Goatly, A. (1996) ‘Green Grammar and Grammatical Metaphor, or
Language and the Myth of Power, or Metaphors we Die By’.
Journal of Pragmatics. 25(4): 537-60.
● Fill, A. and Mühlhäusler, P. (Eds.) (2001) The Ecolinguistics
Reader: Language, Ecology and Environment. London:
Continuum.
● Fill, Alwin and P. Hermine (Eds.) (2007). Sustaining Language:
Essays in Applied Ecolinguistics. Vienna: LIT Verlag.
● Harré, R., Brockmeier, J. and Mühlhäusler, P., (1999) Greenspeak:
A Study of Environmental Discourse. London: Sage.
● Mühlhaüsler, P. (2003) Language of Environment, Environment of
Language: A Course in Ecolinguistics. London: Battlebridge.
● Pattenger, M. (2007) The Social Construction of Climate Change:
Power, Knowledge, Norms, Discourses. Aldershot: Ashgate.

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Cultural Linguistics
● Sharifian, F. (forthcoming). Cultural Linguistics. Monash University,
Clayton
● Sharifian, F. (2010). Cultural conceptualizations in intercultural
communication: A study of Aboriginal and non-Aboriginal
Australians. Journal of Pragmatics, 42, 3367–3376.
● Sharifian, F. (2013). Cultural Linguistics and Intercultural
Communication. In F. Sharifian & M. Jamarani (Eds.) Language
and Intercultural Communication in the New Era. (pp. 60-80)
Oxford: Routledge/Taylor and Francis.
● Sharifian, F. (2013). Globalization and developing metacultural
competence in learning English as an International Language.
Multilingual Education, 3 (7).
● Sharifian, F. (2014). Conceptual metaphor in intercultural
communication between speakers of Aboriginal English and
Australian English. In A. Musolff, and F. MacArthur (Eds.)
Metaphor and Intercultural Communication. London: Bloomsbury
Publishing
● Sharifian, F. (2015). The Routledge Handbook of Language and
Culture. New York/London: Routledge (Taylor and Francis Group)
● Unsworth, S. J. Sears, C. P., and Pexman, P.M. (2005). Cultural
influences on categorization processes. Journal of Cross-Cultural
Psychology, 36, 662-688.
● Yu, N. (2007). The Chinese conceptualization of the heart and its
cultural context: Implications for second language learning. In F.
Sharifian and G.B. Palmer (Eds.), Applied Cultural Linguistics:
Implications for second language learning and intercultural
communication. (pp. 65–85). London and New York: Routledge

Recommended Books
● Archangeli, D. B., & Langendoen, D. T. (1997). Optimality theory:
An overview (Vol. 1): Wiley-Blackwell.
● Aronoff, Mark. 1994. Morphology by itself. MIT Press,
Cambridge.
● Boeckx, Cedric and Massimo Piattelli-Palmarini (2005) Language
as a natural object, linguistics as a natural science. Linguistic
Review 22: 447–466
● Burton, N. 1998. Analysing Sentences: An Introduction to English
Syntax- Longman.
● Bauer, Laurie. 2003. Introducing Linguistic Morphology--Edinburgh
University Press
● Blevins, J. (2004). Evolutionary phonology: The emergence of
sound patterns. Cambridge:
● Cambridge University Press.

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● Bokamba, Eyamba G. (1989). "Are there syntactic constraints on
code-mixing?". World Englishes. 8 (3): 277–
92. doi:10.1111/j.1467-971X.1989.tb00669.x.
● Burquest, D., & Payne, D. (1993). Phonological analysis: a
functional approach. Dallas: Summer Institute of Linguistics.
● Clyne, Michael (2000). "Constraints on code-switching: how
universal are they?". In Li Wei. The Bilingualism Reader.Routledge
● Carnie, Andrew 2006.Syntax: A Generative Introduction.
● Chomsky, Noam. 2004. Biolinguistics and the Human Capacity.
Lecture delivereat MTA,Budapest, May 17
● Coulthard, M.& Johnson, A. (2007). An introduction to Forensic
Linguistics: Language in evidence. New York: Routledge.
● David et al. 2009. Urdu Morphology
● Davenport, M., & Hannahs, S. J. (2005). Introducing phonetics and
phonology (2nd ed.). London: Hodder Arnold.
● Delmonte, R. (2007). Computational linguistic text processing. New
York, NY: Nova Science Publishers.
● Dougherty, Ray C. (1974). Generative semantics methods: A
Bloomfieldian counterrevolution. International Journal of Dravidian
Linguistics, 3, 255-286.
● Friedenberg, J. Silverman, G. (2006). Cognitive science: An
introduction to the study of mind. Thousand Oaks, California, CA:
Sage Publications.
● Gee, J. P. (2011). How to do Discourse Analysis: A toolkit. New
York, NY: Routledge.
● Gibbons, J. & Turrell, M. T. (Ed.) (2008). Dimensions of Forensic
Linguistics. Amsterdam: John Benjamin.
● Gruber, H. & Redeker, G. (Ed.) (2014). The Pragmatics of
discourse coherence. Amsterdam: John Benjamins.
● Heller, Monica (1992). "The Politics of Codeswitching and
Language Choice". In C. Eastman. Codeswitching. Clevedon:
Multilingual Matters.
● Hooper, J. B. (1976). An introduction to natural generative
phonology. New York: Academic Press.
● Hutchins, W. John; Somers, Harold L. (1992). An Introduction to
Machine Translation. London: Academic Press.
● Itô, J. (1986). Syllable theory in prosodic phonology. Ph D
dissertation. University of Massachusetts at Amherst, Amherst.
● John Olsson (2008).. Forensic Linguistics, Second Edition.
London: Continuum
● Katz, Jerrold J.; & Fodor, Jerry A. (1964). The structure of a
semantic theory. In J. A. Fodor & J. J. Katz (Eds.) (pp. 479–518).
● Klein, S and Simmons, RF (1963) A computational approach to
grammatical coding of English words. In: Journal of the Association
for Computing Machinery, 10: 334-347.

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● Kenstowicz, M. J. (1994). Phonology in generative grammar (Vol.
7): Wiley-Blackwell.
● Leech, G (1997a) Introducing corpus annotation. In: Garside,
Leech and McEnery (1997).
● Mangrio, Riaz Ahmed. 2016. The Morphology of Loanwords in
Urdu: the Persian, Arabic and English Strands, Newcastle upon
Tyne, Cambridge Scholars Publishing.
● Matlin, W. M. (2003). Cognition (5th ed.). Crawfordsville: John
Wiley & Sons Inc.
● McCarthy. 2002. An Introduction to English Morphology-Words and
their Structure

Course: Narratology
Level: M Phil
Course Code: ELING708

Course Description
Storytelling is a universal discourse practice and an important cognitive
tool, yet conventional forms of traditional narrative vary widely across
languages, cultures, and genres. This course explores the typology of
narrative forms, focusing on the linguistic devices that are relied upon in
the construction of an effective narrative. The course discusses linguistic
aspects of the complex relationship between the narrator, the speaker,
and the author. It also address the role of grammar in shaping narrative
forms, as well as the relationship between narrative forms and the ways
narratives are performed and transmitted.

Course Objectives
The main objectives of the course are:
● To familiarize scholars with fact-producing story telling.
● To equip scholars with methodological approach using
computational means to look at large scale corpora of narratives.
● To analyze new traditions of storytelling developing in the digital
media.

Course Outcomes
Students who successfully complete the course are expected to:
● Gain a wide knowledge of narratological models, and of specific
approaches and work within the discipline.
● Develop adaptable skills that will allow them to conduct
professional narratological analyses.
● Develop independent research skills, critical thinking, the ability to
assimilate different theoretical approaches to a phenomenon, skills
of adapting a methodology to a new context, and effective
communication skills.

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Course Contents
● History of Narratology
● Reference to entities: How characters are introduced and referred
to, Referential density and the use of anaphoric pronouns
● Reference to events: Event segmentation, Plot and composition
● Narrative deixis and discourse reporting: Tense, person, Strategies
for reporting characters’ speech
● Author, narrator, and source of knowledge: Authorial presence and
sources of knowledge, Reference to psychological states:
characters’ emotions, motivation, intention
● Discourse cohesion and the encoding of interclausal relations:
Grammatical means of linking clauses together, Subordination and
nominalization
● Encoding relationships between larger-than-sentence units:
Discourse markers, Prosody, Orality and literacy reflected in
narrative
● Acquisition of narrative skills
● Narratology and Digital Media
● Central Concepts in Digital Narratology

Recommended Readings
● Biber, D. 2004. Historical patterns for the grammatical marking of
stance: A cross register comparison. Journal of Historical
Pragmatics 5(1): 107-136
● Bickel, B. 2003. Referential density in discourse and syntactic
typology. Language 79(4): 708-736.
● Brinton, L. J. 1993. Episode boundary markers in Old English
discourse. Jeffers, R. J. & H. Aertsen (eds.) Historical Linguistics
1989: Papers from the 9th International Conference on Historical
Linguistics, Rutgers University, 14-18 August 1989.
● de Vries, L. 2006. Areal pragmatics of New Guinea: Thematization,
distribution and recapitulative linkage in Papuan narratives. Journal
of Pragmatics 38: 811-828.
● Fox, B. Anaphora in popular written English narratives. R. S.
Tomlin (ed.) Coherence and Grounding in Discourse: Outcome of
a Symposium, Eugene, Oregon, June 1984. Amsterdam: John
Benjamins, pp. 157-174.
● Fowler, A. 2012. Naming in History. In Literary Names: personal
names in English Literature. Oxford: Oxford University Press, pp.
11-28.
● Kuroda, S.-Y. 1979. Where epistemology, style, and grammar
meet: A case study from Japanese. In The (W) hole of the Donut:
Syntax and Its Boundaries. Ghent: E. Story Scientia, pp. 185-203.
● Norrick, N. R. 2001. Discourse markers in oral narrative. Journal of
Pragmatics 33: 849-878.

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● Ong, W. J. 1982. Oral remembering and narrative structures. In D.
Tannen (ed.) Analyzing Discourse: Text and Talk. Washington:
Georgetown University Press, pp. 12-24.
● Pawley, A. 1987. Encoding events in Kalam and English: Different
logics for reporting experience. In R. S. Tomlin (ed.) Coherence
and Grounding in Discourse: Outcome of a Symposium, Eugene,
Oregon, June 1984. Amsterdam: John Benjamins, pp. 329-360.
● Slobin, D. I. 1996. From “thought and language” to “thinking for
speaking”. In J. J. Gumperz & S. C. Levinson (eds.) Rethinking
Linguistic Relativity. Cambridge: CUP, 70-96.
● Schiffrin, D. 1981. Tense variation in narrative. Language 57(1):
45-62.
● Urban, G. 1989. The “I” of discourse. In B. Lee & G. Urban (eds.)
Semiotics, Self and Society. Berlin: Walter de Gruyter, pp. 27-51.
● Van Kleef, S. 1988. Tail-head linkage in Siroi. Language and
Linguistics in Melanesia 20: 147-156.

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 ELECTIVES
1. Course Title: Corpus Linguistics
Level: M Phil
Course Code: ELING709

Course Description
Corpora, viz. electronic collections of spoken and written data, are
playing an ever increasing role in a large number of applied linguistics
areas. This course examines how applied linguistics has benefited from
the use of corpora, in areas such as: language and its acquisition,
language and assessment, language and instruction, language and
society, language and technology, language and translation, language
for specific purposes.

Course Objectives
This course aims to:
● equip students with a critical understanding of what corpora are,
and how they can be used to address a range of different linguistic
research questions
● familiarise students with a number of existing corpora, and enable
them to comment on the appropriateness of using these corpora to
tackle different kinds of research question
● encourage students to think about situations in which they may
want to design their own corpora, and provide them with the
necessary skills and knowledge in order to do so

Course Outcomes
On successful completion of this module, students will be able to:
● use corpus tools and methodologies to query the corpus and
extract and interpret the patterns accordingly
● create and evaluate corpus-based materials based on research
● evaluate the main theoretical strands which underpin corpus-based
research

Course Contents
● Introducing Corpus Linguistics
● Research Questions and Corpus Design
● Methods in Corpus Linguistics: interpreting concordance and
beyond concordance
● Corpus annotation
● Linguistic annotation in corpus linguistics
● Linguistic Annotation of Texts ("tagging")
● Corpus Software
● DIY Corpora: Building and using your own corpora
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● Application of corpora in applied linguistics
● Corpora and language teaching: issues of language description
● Exploring corpus tools

Recommended Readings
● Aijmer, K. 2009. Corpora and Language Teaching. Amsterdam:
John Benjamins.
● Baker, P. 2006. Using Corpora in Discourse Analysis. London/New
York: Continuum
● Biber, D. Conrad, S. &Reppen, R. (1998) Corpus Linguistics:
investigating language structure and use. Cambridge University
Press.
● British and American English?' International Journal of Corpus
Linguistics 17(3): 295-324.
● Hunston, S (2002) Corpora in applied linguistics. Cambridge:
Cambridge University Press.
● Kennedy, G. (1998) An Introduction to Corpus Linguistics. London:
Longman.
● Meyer, C. (2002) English Corpus Linguistics. Cambridge University
Press.

2. Course Title: Language and Technology

Level: M Phil
Course Code: ELING710

Course Description
This course is multidisciplinary in nature and provides critical
understanding for creative cross disciplinary research. The course
provides opportunities to develop innovative scholarship based on
increasingly complex, multidimensional, transdisciplinary and vibrant
ideas in Language & emerging Technologies, Information
Communication Technology, Social Media, Mobile Technologies, Digital
Media Technologies and Digital Games, Human Computer
Communication, hypertext, cybertext, digital games and cinema, digital
narratives and Digi-socio-cultural dimensions of language usage.
This course focuses on a strong connection of ‘technology’ and
‘language’ and encourages critical understanding of impressions of
technological progression in the field of linguistics and changing
perspectives in language usage and language learning technologies due
to a strong and exciting interface of language and technology.

Course Objectives
● To develop critical understanding of multidimensional perspectives
of interface of technology and language
● To develop understanding of the vital issues and concepts in the
use of language in different forms and formats of digital technology
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● To critically analyze ICT tools, Digital Media, Mobile Technologies,
Social Media on the Internet, virtual reality, digital games and
Learning Technologies for language usage, language learning and
teaching

Course Outcomes
By the end of the course, the students will be able to:
● have clear understanding of multidimensional perspectives of the
interface of technology and language
● Critically evaluate various digital technologies for language usage
in different forms, formats and language learning
● Develop innovative research projects based on the use of
technology in language pedagogy, Digi-socio-cultural language
usage, Digital Media, ICT tools, gender based issues of language
and technology, virtual reality and Human Computer
Communication

Course Contents
1. Introduction to Language & Technology
2. Human-Machine Communication
3. Digital Text
4. Hypertext
5. Cybertext
6. Interactive Texts
7. Digital Media
8. Communication in Virtual Reality
9. Digital Gaming
10. Language and Social Media
11. TELL (Technologically Enhanced Language Learning)
12. m-learning (mobile learning)
13. Flipped learning
14. Digital Visual Discourse
15. Emerging Technologies

Recommended Readings
● Bell, Alice. (2010). the Possible Worlds of Hypertext Fiction.
London: Palgrave Macmillan.
● Bodomo, Adams B. (2009). Computer-Mediated Communication
for Linguistics and Literacy Technology and Natural Language
Education. Hong Kong: University of Hong Kong Press.
● Brave, Robert J. Blake. (2008). New Digital Classroom Technology
and Foreign Language Learning. Washington: Georgetown
University Press.
● Chapelle, Carol A. (2003). English Language Learning and
Technology. Amsterdam: John Benjamins Publishing.

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● Erneling, Christina E. (2010). Towards Discursive Education
Philosophy, Technology, and Modern Education. Cambridge: CUP.
● Evans, Michael. (2009). Foreign-Language Learning with Digital
Technology Education and Digital Technology. Cambridge: CUP.
● Landow, George P. (2006). Hypertext 3.0 Critical Theory and New
Media in an Era of Globalization. Baltimore: Johns Hopkins
University Press.
● Monroe, Barbara Jean. (2004). Crossing the Digital Divide Race,
Writing, and Technology in the Classroom Language and Literacy
Series. New York: Teachers College Press.
● Sproat, Richard. (2010). Language, Technology, and Society.
Oxford: OUP.
● Thomas, Michael and Hayo Reinders. (2010).Task-Based
Language Learning and Teaching with Technology.
● Zajda, Joseph and Donna Gibbs. (2009). Comparative Information
Technology Languages, Societies and the Internet Globalisation,
Comparative Education and Policy Research.

3. Course Title: Psycho-Neurolinguistics

Level: M Phil
Course Code: ELING711

Course Description
Psycholinguistics is the empirical and theoretical study of the mental
faculty that underpins our consummate linguistic agility. It is as much
about the study of the human mind itself as it is about the study of that
mind’s ability to communicate and comprehend. From a linguistic
standpoint, neurolinguistics aims at clarifying how language structures
can be instantiated in the brain. Neurolinguistics is located at the
interface between linguistics, neurology and psychology. Interestingly, it
is deeply entwined with psycholinguistics for gaining intriguing and
stimulating insights into the processes governing linguistic abilities. This
course is specifically designed to provide insights into the
interdisciplinary perspectives on the issues in psycholinguistics and
neurolinguistics which entail the comprehension of sentences, speech
production, memorization, bilingualism, the neuroanatomy of language
and neurolinguistic impairments etc. Moreover, the contents of the
course specifically invite scholars to address and further research on
those dimensions that are not yet fully explained and explored by current
theories. To maximize the learning potential, the scholars are required to
attend the classes regularly, participate in classroom discussion sessions
and unannounced/announced quizzes, compose assignments that reflect
their original and creative ideas and present research papers as a
significant part of the major project by the end of the semester.

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Course Objectives
• To examine the psychological and neurological processes that
underlie linguistic abilities
• To critically review the major theoretical frameworks which
investigate the psychological and neurological aspects of language
• To analyze language impairments as these impairments provide
evidence for the organization of language in the brain

Course Outcomes
By the end of the course, the scholars are expected to:
● Gain comprehensive understanding of the critical issues with
regard to psycho-neurolinguistics
● Asses and present research papers within the field of
psycholinguistics and neurolinguistics so as to give an up-to-date
overview of recent advances in the said fields and provide
substantial basis for providing new insights into the selected
dimensions

Course Contents
➢ Comprehension of Sentences
● The Construction Process
● Surface Constituents
● Syntactic approaches
● Semantic approaches
➢ Language Production
● Discourse Plans
● Sentence Plans
● Constituent Plans
● Execution of Speech Plans
➢ Psycholinguistic Perspective on Memorization
● Propositions in Memory and Recall Search
● Biases in Reconstruction
● Modality-Specific Memory
➢ The Psycholinguistics of Bilingualism
● Sentence Processing in Bilinguals
● Bilingual Visual Word Recognition
● Bilingual Text Production Activity: Processes and Strategies
● Bilingual Memory
➢ Neurolinguistics
● The Development of Theories about Brain and Language
● Models and Frameworks in Neurolinguistics Today
➢ The neuroanatomy of language
● The Structure of the Cerebral Cortex
● The Broca-Wernicke-Lichtheim Model
● The Neuropsychological Perspective
➢ Neurolinguistics and aphasiology
216
 ● Reading and Writing from a Neurolinguistic Perspective
● Acquired Disturbances of Reading and Writing and
Developmental Dyslexias
● Recovery Patterns in Bilingual Aphasia

Recommended Readings
● Bastiaanse, R., & Grodzinsky, Y. (1999). Grammatical Disorders in
Aphasia: A Neurolinguistic Perspective. London: Whurr Publishers
Ltd.
● Bouton, C. B. (2012). Neurolinguistics Historical and Theoretical
Perspectives. London: Plenum Press.
● Cutler, A. (2005). Twenty-First Century Psycholinguistics: Four
Cornerstones. New Jersey: Lawrence Erlbaum Associates, Inc.
● Foss, D. J., & Hakes, D. T. (1978). Psycholinguistics: An
Introduction to the Psychology of Language. London: Prentice Hall.
● Luria, A. R. (1976). Basic Problems of Neurolinguistics. Germany:
Mouton & Co. B Publishers.
● Murdoch, B. E. (1990). Acquired Speech and Language Disorders.
USA: Publishing Co Inc.
● Scovel, T. (1998). Psycholinguistics. New York: Oxford University
Press.

4. Course Title: Advanced Stylistics

Level: M Phil
Course Code: ELING712

Course Description
The aim of the course is to study the features of distinctive varieties of
language and to discover and describe the reasons for particular choices
made by individual and social groups in their use of language. This
course however, is an extension and should be seen in perspective with
the similar course recommended earlier in the BS scheme.

Course Contents
● Stylistics as a branch of linguistics
● Literary and non literary stylistics
● Tools for stylistic analysis
● Deviation and parallelism
● Linguistic/ Semantic Oddities
● Style and Register
● Conversational style
● Scripted speech
● Stylistic Analysis of a Variety of Written and Spoken Texts
● Practical applications of Stylistics

217
Recommended Readings
● Crystal, D. and Davy, D. 1969. Investigating English Style. London:
Longman.
● Fowler, R. 1996. Linguistic Criticism (2nd ed.). Oxford: Oxford
University Press.
● Halliday, M.A.K. 1990. Spoken and Written Language. Oxford:
Oxford University Press
● Hoey, M. 2003. Textual Interaction. London: Routledge.
● Leech, Geoffrey and Short, Michael. 1986. Style in Fiction.
London: Longman.
● Thomas, Jenny. 1995. Meaning in Interaction. London: Longman.
● Widdowson, Henry. 1992. Practical Stylistics. Oxford: Oxford
University Press

5. Course Title: Anthropological Linguistics

Level: M Phil
Course Code: ELING713
Course Description
The course aims to familiarize students with the ways people negotiate,
contest, and reproduce cultural forms and social relations through
language, and the ways in which language provides insights into the
nature and evolution of culture, cognition, and society. The course
integrates traditional anthropological concerns linking language, culture,
and cognition.

Course Objectives
Students are expected to:
1. Gain considerable knowledge of the relationship among language,
culture and cognition.
2. Develop understanding philosophical ideas that engage the
discipline.
3. Understand the communicative practice centred on ideology.
4. Develop familiarity with anthropological approaches to orality and
literacy, performance and performativity in connection with
mediation of language in social life.
5. Develop a broad knowledge of the diversity of the world’s
languages
Course Contents
● Introduction to Linguistic Anthropology
● Language as a cultural resource
● Linguistic diversity
● Linguistic relativity
● Cultural and linguistic constraints on mind
● Cultural and linguistic practices
● Metaphor and embodied experience
218
● The cultural construction of gender
● Kinship terms
● Colour terms and classifiers
● Gestures across culture
Recommended Readings
1. Bradd, S. (1996). Culture in mind: cognition, Culture and the
problem of meaning. OUP.
2. Brenneis, L. D., & Macaulay, S. K. R. (1996). The Matrix of
Language: contemporary Linguistic Anthropology. West view
Press.
3. Duranti, A. (Ed.), (2004). A companion to Linguistic Anthropology.
Blackwell Publishing.
4. Duranti, A. (Ed.), (2009). Linguistic Anthropology: A Reader.
(Second Edition). Blackwell Publishing.
5. Foley, A. W. (2004). Anthropological Linguistics: an introduction.
Blackwell Publishing.
6. Gumperz, J. J. (1996). Rethinking linguistic relativity. Cambridge
University Press.
7. Ottenheimer, J. H. (2008). The Anthropology of Language: An
Introduction to Linguistic Anthropology. Wadsworth.
8. Stroinska, M. (2001). Relative Points of View: linguistic
representation of culture. Berghahn Books.
9. Verspoor, M. (2000). Explorations in linguistic relativity. John
Benjamins Publishing Company.
10. Wilson. C. J. & Lewiecki-Wilson, C. (Ed.), (2001). Embodied
Rhetorics: Disability in language and Culture. Southern Illinois
University. USA.
6. Course Title: Systemic Functional Linguistics
Level: M Phil
Course Code: ELING714
Course Description
The course is designed to enable the learners to understand the
Systemic Functional Grammar and this mainstream approach towards
linguistic studies. Furthermore, it is believed that the learners would
develop a context based analytical approach to understand literary and
non-literary texts.

Course Objectives
The course objectives are to:
● Develop an understanding of the basic concepts and terminologies
related to SFL.
● Explore the theoretical underpinnings of SFL.
● Enable students to apply SFL tools for analytical purposes.

219
Course Contents
● Basic concepts in Firthian linguistics
● Critique and comparison with Chomsky’s IGG
● Language, context and function
● Text in context of situation
● The meta-functions of language
● Identifying clauses and clause constituents
● The cline of dynamism
● Application of SFL tools on variety of texts

Recommended Readings
1. Caffarel, A., Martin, J. R., & Matthiessen, C. M. (Eds.).
(2004). Language typology: A functional perspective (Vol. 253).
John Benjamins Publishing.
2. Eggins, S. (1994). An Introduction to Systemic-Functional
Linguistics. London: Pinter.
3. Fontaine, L. (2012). Analysing English Grammar: A systemic
functional introduction. Cambridge University Press.
4. Halliday, M., Matthiessen, C. M., & Matthiessen, C. (2014). An
introduction to functional grammar. Routledge.
5. Halliday, M. A. K., & Matthiessen, C. M. (2013). Halliday's
introduction to functional grammar. Routledge.
6. Halliday, M. A. K., & Webster, J. J. (Eds.). (2009). Bloomsbury
Companion to Systemic Functional Linguistics. A&C Black.
7. Matthiessen, C. M., & Halliday, M. A. K. (2009). Systemic
functional grammar: a first step into the theory.
8. Matthiessen, C. M. (2012). Systemic Functional Linguistics as
appliable linguistics: social accountability and critical
approaches. DELTA: Documentação de Estudos em Lingüística
Teórica e Aplicada, 28(SPE), 435-471.
9. Thompson, G. (1996). Introducing Functional grammar. London:
Arnold.

7. Course Title: Critical Discourse Analysis

Level: M Phil
Course Code: ELING715

Course Objectives
The course aims at enabling the students to analyze discourse from
socio-cultural and sociopolitical perspectives. The course will enable
students to understand the criticality involved in construction and
interpretation of social discourses. The objectives of the course are to:
● Introduce students to various approaches and methods of power
based analytical paradigms
● Enable students to understand theories of CDA and their
application to locally contextualize data
220
Course Contents
● Discourse as a social and political enterprise
● Theories of Discourse Analysis
● Different Approaches to CDA
i. Michel Foucault
ii. Norman Fairclough
iii. Van Dijk
iv. Ruth Wodak
● Common Features of CDA
● Difference between CDA and PDA
● Application of CDA on diverse texts

Recommended Readings
1. Cots, M. J. (2006). Teaching 'with an attitude': Critical discourse
analysis in EFL teaching. English Language Teaching Journal. 60.
336-345.
2. Fairclough, F. N. (1995). Critical Discourse Analysis: the Critical
Study of Language. London: Longman.
3. Lee, D. (1992). Competing discourses: Language and ideology.
London: Longman.
4. Locke, T. (2004). Critical discourse analysis. London: Continuum.
5. Lucke, A. (2002). Beyond science and ideology critique:
Developments in critical discourse analysis. Annual Review of
Applied Linguistics. 26. 96-110.
6. Martin, J. R., & Rose, D. (2003). Working with discourse: Meaning
beyond the clause. Bloomsbury Publishing.
7. Martin, J. R., & White, P. R. (2003). The language of
evaluation (Vol. 2). Basingstoke: Palgrave Macmillan.
8. Toolan, M. (Ed.), (2002). Critical discourse analysis: Critical
concepts in linguistics. New York: Routledge
9. Wodak, R.and Meyer, M. (Eds.), (2002). Methods of Critical
Analysis.
10. Weiss, G., & Wodak, R. (Eds.), (2003). Critical Discourse Analysis:
Theory & Interdisciplinarity. Palgrave Macmillan.
8. Course Title: Bilingualism
Level: M Phil
Course Code: ELING716

Course Description
This course is designed to introduce students to the linguistic,
psycholinguistic, sociolinguistic and societal aspects of bilingualism. Role
of bilingualism and its various aspects in the development of linguistic
and social enterprise would be the focus of the course.

Course Objectives
The objectives of the course are:
221
● To understand and discuss different definitions of bilingualism.
● To explore and evaluate different methods of 'measuring'
bilingualism.
● To understand the basics of how bilingualism learn and use their
languages in different situations.
● To understand the effects of social and cultural factors on
bilingualism.
● To understand cognitive differences and similarities between
bilinguals and monolinguals.
● To understand and discuss basic issues of bilingual education,
language policy and planning.

Course Contents
1. Introduction to bilingualism
2. Dichotomies and Characteristics of bilingualism in cultural contexts
3. Language Skills and bilingualism
4. Language Practices in Pakistan: Code Switching, Code Mixing,
Hybridization
5. Language Change and the New Global Linguistic Order
6. Issues of Language Spread and Maintenance
7. Perception of Identity and bilingualism
8. Research in bilingualism: Possibilities and Practices

Recommended Readings
1. Aronin, L and Singleton, D. (2012).Multilingualism. Netherlands:
John Benjamins Publishing.
2. Baker, C. (1993). Foundations of Bilingual Education and
Bilingualism.Clevedon: Multilingual Matters
3. Baetens-Beardsmore, H. (1986). Bilingualism.Basic
Principles.Clevedon: Multilingual Matters
4. Bialystok, E. (2001). Bilingualism in Development: Language,
Literacy and Cognition. Blackledge, A and Creese, A. (2010).
Multilingualism: A Critical Perspective.
5. Cambridge: Cambridge University Press.
6. Clyne, M. (2003).Dynamics of Language Contact: English and
Immigrant Languages. Cambridge: Cambridge University Press.
7. Edwards, John. (2012). Multilingualism: Understanding linguistic
diversity. NY: Continuum International publishing.
8. Gorter, D. (Ed.). (2006). Linguistic landscape: A new approach to
multilingualism. Multilingual Matters.
9. Hoffmann, C. (1991) An introduction to bilingualism. London:
Longman.
10. Myers-Scotton, C. (2006). Multiple Voices: An Introduction to
Bilingualism. Oxford: Blackwell.
11. Wei, L. (2000). The bilingualism reader. London/New York:
Routledge
222
12. Weber, Jean J. and Horner, K. (2012).Introducing Multilingualism:
A Social Approach. London: Taylor and Francis.

9. Course Title: Genre Analysis

Level: M Phil
Course Code: ELING717

Course Description
This course aims at introducing the theories and procedures of genre
analysis and its applications in second language teaching. The students
will be introduced to different genres for analysis and will practically
engage in analyzing some important genres.

Course Objectives
● To achieve an understanding of the themes, issues and debates
related to important theories and relevant methods of genre
analysis.
● To be able to recognize and correctly identify the characteristic
features of specific academic genres and analyze them critically.
● To be able to discuss important issues and develop crucial
vocabulary concerning both the theoretical and methodological
aspects of genre analysis.

Course Contents
● What Is Genre Analysis?
● Why Genre?
● Approaches to Genre
● Basic Principles for Conducting Genre Analysis
● Identifying and Analyzing Text Features
● Researching Genres as Practices
● Methods for Researching Genre Practices
● Genre and Corpus Analysis.
● Perspectives on Genre
● Genre-Based Writing Teaching

Recommended Readings
1. Bhatia, V. K. (1993). Analysing Genre. London: Longman.
2. Bhatia, V. K. (2008). 11 Towards critical genre analysis. Advances
in discourse studies, 166.
3. Bhatia, V. K. (2014). Analysing genre: Language use in
professional settings. Routledge.
4. Bhatia, V. (2004). Worlds of written discourse: A genre-based
view. A&C Black.
5. Bhatia, V. K. (2017). Methodological issues in genre analysis.
HERMES-Journal of Language and Communication in Business,
9(16), 39-59.
223
6. Dudley-Evans, T. (1994). Variations in the discourse patterns
favoured by different disciplines and their pedagogical implications.
7. Hyland, K. (2002). Genre and second language writing. Michigan:
Michigan University Press.
8. Hyland, K. (2003). Graduates gratitude: the generic structure of
dissertation acknowledgements. English for Specific Purposes,
22(3), 303-324.
9. Hyland, K. (2008). Genre and academic writing in the disciplines.
Language Teaching, 41(4), 543-562.
10. Swales, J. (1990). Genre Analysis: English in academic and
research settings. Cambridge: CUP.
11. Swales, J. M. (1986). A genre-based approach to language across
the curriculum. In M. L. Tickoo (Ed.), Language across the
curriculum (pp. 10–22). Singapore: Regional English Language
Center.
12. Thompson, S. (1994). Frameworks and contexts: A genre-based
approach to analyzing lecture introductions. English for Specific
Purposes, 13, 171-186.

10. Course Title: Issues in Syntax

Level: M Phil
Course Code: ELING718

Course Objectives
The course aims to familiarize the students with some of the major
theories and issues in syntax. The course will help them understand the
relation between syntactic theories.

Course Contents
● Universal Grammar
1. Principles and parameters
2. Categories and features
3. X-Bar Theory
● Syntactic Structure
● Merger; empty categories
● Movement
1. Head movement
2. Verb Movement
3. Negation
4. Case and agreement
5. Operator Movement
● Economy Principle
● Split projections

Recommended Readings
1. Baker, L. C. (1995). English Syntax. The MIT Press.
224
2. Chomsky, N. (2004). Beyond Explanatory Adequacy. Structures
and Beyond. In Belletti Adriana (Ed.), the Cartography of Syntactic
Structure. Vol 3. Oxford: OUP. (104-131).
3. Haegeman, L. (1994). Introduction to Government and Binding
Theory. Blackwell.
4. Miller, J. (2008). An Introduction to English Syntax. Edinburgh
Textbooks on the English Language.
5. Radford, A. (1997a).A Minimalist Introduction.CUP.
6. Radford, A. (1997b).Syntactic Theory and the Structure of English:
A Minimalist Approach. Cambridge University Press.

11. Course Title: Applied Linguistics

Level: M Phil
Course Code: ELING719

Course Description
This course is a gateway to the field of applied of applied linguistics. It
will introduce students to different methods adopted throughout the
tradition of language teaching to teach language at the same time
probing into the approaches, linguistic or psychological, that backed
them. The knowledge of this will prepare the students to cope with the
other subjects. This course further aims at introducing fairly advanced
ideas related to syllabus designing and implementation. It offers a review
of dominant and competing syllabuses in the 20th century focusing
especially on the milieu of their rise and the cause of their decay both.
The theory will go in this course hand in hand with practice: the students
will review different syllabus for applying the concepts they learn.

Course Contents
● Theories of language learning
● The nature of approaches and methods in language learning
o GTM
o The Direct Method
o The Audio-lingual Method
o The Natural Approach
o CLT
o The Eclectic Approach
● Error Analysis
➢ Nature and purpose
➢ Causes of errors
a. Interlingual errors
b. Intralingual errors
c. Overgeneralization
d. Literal translations
● Contrast between Behavioristic and Mentalistic attitude to errors
● Stages of error analysis
225
● Definition and scope of syllabus
● Considerations common to all syllabuses
● Relationship between theory of language, language learning and
language syllabuses
● Dichotomies of Syllabuses '
● Product vs. Process-oriented syllabuses
● Analytical Synthetic syllabuses

PRODUCT-ORIENTED SYLLABUSES
● Grammatical Syllabus
o Theoretical bases
o Selecting and grading contents
o Criticism
● Notional Functional Syllabus
o Theoretical bases
o Selecting and grading contents
o Criticism

PROCESS-ORIENTED SYLLABUSES
Procedural
Theoretical bases
Selecting and grading contents
Criticism
Process Syllabus
Theoretical bases
Selecting and grading contents
Criticism
Objectives: Types and Criticism
Needs analysis for syllabus designing

Suggested Readings
1. Allen, J. P. B. & Corder, S P. (eds) (1974). Techniques in applied
linguistics. The Edinburgh course in applied linguistics (Vol. 3).
Oxford: OUP.
2. Brumfit, C. (ed.) (1986). The practice of communicative teaching.
Oxford: Pergamon.
3. Chomsky, N. (1959). A review of B. F: Skinner's Verbal Behaviour.
In Krashen, S. D. (1982). Principles and practice in second
language acquisition. New York: Pergamon.
4. Harmer, J. (1991). The practice of English language teaching.
Harlow: Longman
5. Johnson, K. (1996). Language teaching and skills learning.
London: Blackwell.
6. Larsen-Freeman, D. (1986). Techniques and principles in
language teaching. London: OPU.

226
7. Munby, J. (1978). Communicative syllabus design. Cambridge:
CUP.
8. Norrish, J. (1987). Language learners and their errors. New York:
Macmillan.
9. Nunan, D (1988). Syllabus design. Oxford: OUP.
10. Omaggio, A. C. (1 986). Teaching language in context. New York:
HHP
11. Prabhu, N. S. (1987). Second language pedagogy: A perspective.
Oxford: OUP.
12. Richards & Rodgers. (1986). Approaches and methods in
language teaching: A description and analysis. Cambridge. CUP
13. Richards, J. C (1980). Error analysis. London: Longman.
14. Steinberg, D. D. (1988). Psycholinguistics. London: Longman
15. Ur, P (1996). A course in language leaching. Cambridge: CUP.
16. Ur, P. (1988). Grammar practice activities: A practical guide for
teachers. Cambridge: CUP.
17. Wilkins, D. (1976). Notional syllabuses. Oxford: OUP.
18. Wilkins, D.A. (1985). Linguistics in language teaching. London:
Arno

12. Course Title: Multilingualism

Level: M Phil
Course Code: ELING720

Course Description
This course is designed to introduce students to the linguistic,
psycholinguistic, sociolinguistic and societal aspects of multilingualism.
The students will examine how multilingualism is defined and measured,
the development of multilingualism, linguistic behaviors of multilingual
speakers, the psycholinguistic and neurolinguistic bases of
multilingualism, the relationship between language and identity,
language maintenance and language loss, and issues of education and
language planning for multilinguals and society as a whole.

Course Objectives
● To understand and discuss different definitions of multilingualism
● To explore and evaluate different methods of 'measuring'
multilingualism
● To understand the basics of how multilingualism learn and use
their languages in different situations
● To understand the effects of family background, societal and
cultural norms concerning language, education and age on
multilingualism
● To understand cognitive differences and similarities between
multilinguals and monolinguals

227
● To understand how society can contribute to, or hinder
multilingualism
● To understand the basic issues of multilingual education
● To understand and discuss basic issues of language planning and
language policy that can affect multilinguals and multilingualism

Course Contents
Introduction to multilingualism:
● Definitions and Descriptions of multilingualism
● Unilingualism
● Multilingualism
Dichotomies and Characteristics
● Multilingualism vs. Multilingualism
● Natural Multilingualism vs. Transition Multilingualism
Why Multilingualism? Exploring Multilingualism in Cultural
Contexts
● Impact of family, society, economy and education on achieving
and maintaining Multilingualism
● The Price of Multilingualism: Issues, Problems, Concerns
● Methods of 'measuring' Multilingualism
Language Skills and Multilingualism
● Speaking skill
● Listening Skill
● Reading Skill
● Writing skill
● Degrees of Multilingualism
Language Practices in Pakistan
● Source
● Status
● Value
● Identifying the Sources
● Pakistani Language Policies
● Pakistani Education Policies
Language Change and the New Global Linguistic Order
● Nationality, Supranationality and role of languages
Issues of Language Spread and Maintenance
● Language Shift
● Language Change
● Language Desertion
● Sharing the studies conducted in Pakistani/ International Contexts
Code Switching, Code Mixing, Hybridization
● Code Switching
● Definitions
● Types
● Factors initiating/ constraining Code switching
● Pragmatic aspects
228
● Sharing case studies/ sample research
● Borrowing and Code Mixing: Insertion, Alternation, Variation in
Mixing Patterns
Perception of Identity and Multilingualism
● The Politics of Language: Issues of Identity and Globalization
● Multilingualism in a diglossic situation
● Diglossia, Multilingualism and presentation of self
● Sharing Case Studies
● The Politics of Language in America
● Language and Identity Politics in Canada
The Bilingual / Multilingualism Child
The Bilingual Brain and Intelligence
Early education and Multilingualism Issues
Bilingual Education and Language Policy
● The Future of Multilingualism and Education
● Political Ideology and Multilingual Education
● Multilingualism across the curriculum
● Multilingual Education in the UK and the US
Research in Bilingualism Possibilities and Practices
Sharing Research on possibilities and practices

Suggested Readings
● Aronin, L and Singleton, D. (2012).Multilingualism. Netherlands:
John Benjamins Publishing.
● Baker, C. (1993). Foundations of Bilingual Education and
Bilingualism.Clevedon: Multilingual Matters
● Baetens-Beardsmore, H. (1986). Bilingualism.Basic
Principles.Clevedon: Multilingual Matters
● Bialystok, E. (2001). Bilingualism in Development: Language,
Literacy and Cognition. Blackledge, A and Creese, A. (2010).
Multilingualism: A Critical Perspective.
● Cambridge: Cambridge University Press.
● Clyne, M. (2003).Dynamics of Language Contact: English and
Immigrant Languages. Cambridge: Cambridge University Press.
● Cenoz, J., & Genesee, F. (Eds.). (1998). beyond bilingualism:
Multilingualism and multilingual education (Vol. 110). Multilingual
Matters.
● Edwards, J. (2002). Multilingualism.Routledge.
● Edwards, John. (2012). Multilingualism: Understanding linguistic
diversity. NY: Continuum International publishing.
● Gorter, D. (Ed.). (2006). Linguistic landscape: A new approach to
multilingualism. Multilingual Matters.
● Hoffmann, C. (1991) An introduction to bilingualism. London:
Longman.
● Myers-Scotton, C. (2006). Multiple Voices: An Introduction to
Bilingualism. Oxford: Blackwell.
229
● Wei, L. (2000). The bilingualism reader. London/New York:
Routledge
● Weber, Jean J. and Horner, K. (2012).Introducing Multilingualism:
A Social Approach. London: Taylor and Francis.

13. Course Title: Teaching and Learning English in Large Classes

Level: M Phil
Course Code: ELING721

Course Objectives
The aims of the course are:
1) To review current research on class size.
2) To identify the issues in teaching and learning in large classes.
3) To explore techniques and strategies for teaching English in large
classes.

Course Contents
● Research on class size
● What is large class? Why do large classes occur?
● Does class size affect learning and achievement?
● Teacher-learner behavior and classroom processes in small and
large classes
● Learner strategies in large classes
● Teacher’s view of and response to large classes
● Methodological issues in research on large classes
● Rethinking teaching and learning of English in large classes
● Teaching the language skills
● Group work
● Materials and resources
● Assessment procedures
● Approaches to the management of large classes
● The class size question: Politics and/or pedagogy?

Recommended Readings
1. Blatchford, P. (2003).The Class Size Debate: Is Small Better?
Philadelphia: Open UP.
2. Carbone, E. (1998). Teaching Large Classes: Tools & Strategies.
Volume 19. Sage Publications.
3. Coleman, H. (1987). “Little Tasks Make Large Returns: Language
Teaching in Large Crowds.” In Murphy, D. & Candlin, C. N. (Eds.),
Task and Exercise Design. (Lancaster Practical papers in English
Language Education, 7), (21-145). London: Prentice-Hall.
4. Gibbs, G. & Jenkins, A. (1997). Teaching Large Classes in Higher
Education: How to Maintain Quality with Reduced Resources?
Kogan Page Ltd.
5. O’ Sullivan, M. C. (2006). “Teaching Large Classes: The
230
 International Evidence and a Discussion of Some Good Practice in
Ugandan Primary Schools.” International Journal of Educational
Development. (24-37).
6. Urquiola, M. (2000) Identifying Class Size Effects in
Developing Countries: Evidence from Rural Schools in
Bolivia. Development Research Group. The World
Bank.
7. Weimer, M. G. (Ed.), (1987). Teaching Large Classes Well.
London: Jossey-Bass.
8. Wilcockson, D. A. &Wilcockson, M. A. (2002). “Does Class Size
Matter?”Education Today. 51 (3), (15-21).

14. Course Title: Cross-Cultural Communication

Level: M Phil
Course Code: ELING722

Course Objectives
The aim of this course is to foster an awareness and appreciation of
cultural differences that exist among people belonging to diverse
cultures. The awareness gained through this course can, in turn,
increase intercultural communicative competence of learners.

Course Contents
• Introduction to Intercultural Communication
• Theoretical perspectives that help to explain interactions between
members of different cultures.
• Current literature and prevailing concepts in the field of cross-
cultural communication
• Principles to improve intercultural communication.
• Strategies to avoid communication breakdown among people of
diverse cultures
• Cultural diversity
• Influence of culture on communication
• Anxiety in Intercultural Encounters
• Barriers to Intercultural Communication
• Sources of Intercultural Miscommunication
• Strategies to improve Intercultural Communication
• Cross-cultural adaptation
• Multicultural Collaboration

Recommended Readings
1. Anderson, R. and Ross, V. 1998. Questions of Communication: A
Practical Introduction to Theory (second edition). New York: St.
Martin’s Press

231
2. Chick, K. J. 1996. “Intercultural Communication.”In McKay, L. S.
and Hornberger, H. N. Eds. Sociolinguistics and Language
Teaching. CUP
3. Griffin, E. 2000. A First Look at Communication Theory (third
edition). New York: McGraw Hill
4. Gumperz, J. and Roberts, C. 1980. Developing Awareness Skills
for Interethnic Communication. Occasional Papers No: 12.
Singapore: Seameo Regional Language Centre
5. Hornberger, N. 1993. “Review of Cultural Communication and
Intercultural Contact.” In (D. Carbaugh, Ed.)Language in Society.
22. Pp. 300-304.
6. Wolfson, N. 1992. “Intercultural Communication and the Analysis
of Conversation.” In R. K. Herbert.Ed. Language and Society in
Africa.Pp.197-214. Johannesburg: University of the Witwaters and
Press.

15. Course Title: Theoretical Phonology

Level: M Phil
Course Code: ELING723

Course Description
This course is based on basic knowledge and theoretical background of
phonology. It aims to develop in students a deep understanding of
various phonological phenomena and their representation in human
mind. The course also aims to train students in comparative analyses of
phonological material at various levels. Modern trends of research in
phonology also make part of this course.

Course Objectives
Students are expected to:
1. Understand phonological representation of human sounds.
2. Analyze phonological material at various levels.
3. Understand the representation of speech at different levels.
4. Understand modern trends in phonology in the world.

Course Contents
● Human speech mechanism (Place and manner of articulation)
● Consonants and vowels
● Secondary articulation (nasalization, Labialization, velarization,
palatalization, etc.)
● Sonority sequence generalization and syllable structure
● Distinctive phonological features and feature geometry models
● Suprasegmental phonology
● Stress and Tone
● Lexical phonology
● Complexity, frequency and universal typology of sounds
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● Introduction to Optimality theory
● Markedness and its implications for L2 acquisition
● Phonological processes
● Mental representation of phonological material

Recommended Readings
● Brent, I. (2013). The phonological mind. Cambridge University
Press.
● Charles W. Kreidler. Phonology: critical concepts in linguistics.
London: Routledge, 2001.
● Gordon, M. K. (2016). Phonological Typology. Oxford University
Press.
● Gussenhoven, C. & Jacobs, H. (1998).Understanding Phonology.
Arnold: London.
● Gussenhoven, C. & Jacobs, H. (1998).Understanding Phonology.
Arnold: London.
● Gussman, E. (2002). Phonology, Analysis and Theory. Cambridge:
Cambridge University Press.
● Hammond, M. (2003). The Phonology of English: A Prosodic
Optimality-Theoretic Approach. Oxford University Press.
● John A. Goldsmith: The handbook of phonological theory
Cambridge, Mass. : Blackwell, 1995
● Kenstowicz, M. (1994).Phonology in generative grammar
Cambridge, MA: Blackwell.
● Kenstowicz, M. (1994).Phonology in generative grammar
Cambridge, MA: Blackwell.
● Roach, P. (2007). English Phonetics and Phonology: A Practical
Course. Cambridge University Press.
● Roach, P. (2007). English Phonetics and Phonology: A Practical
Course. Cambridge University Press.
● Roca, I. Johnson, W. (1999). A course book in phonology. Oxford:
Blackwell.
● Spencer, Andrew. Phonology: theory and description Oxford:
Blackwell, 1996.

16. Course Title: Phonetics

Level: M Phil
Course Code: ELING724

Course Objectives
The course aims to
1. Train students to analyze human speech sounds scientifically
2. Use computer in the study of pronunciation and speech analysis
3. Use latest softwares in analysis of sounds of their own languages
4. Understand modern trends in phonetics

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Course Outcomes
At the end of the study, students will be able to
1. Understand the nature of human speech sound.
2. Analyse human speech in computer.
3. Compare English and Pakistani languages to highlight differences
between languages.
4. Uses of software in phonetic data analysis.

Course Contents
● Relationship between Phonetics and phonology
● Airstream mechanism in speech production
● Branches of phonetics
● International Phonetic Alphabet
● Auditory phonetics
● Acoustic phonetics
● Acoustic characteristics of vowels
● Nature of sound waves
● Acoustic characteristics of consonants
● Parameters for acoustic analysis of vowels
● Study of Formants in phonology
● Supra-segmental phonology in acoustics
● Laryngeal contrast in plosives: Voicing onset time (VOT)
● Reading spectrograms using soft wares (Praat etc.)

Recommended Readings
● Alain Marchal. (2009). from speech physiology to linguistic
phonetics. London: ISTE.
● Docherty, G. J. (1992).The timing of voicing in British English
obstruents.Berlin: Foris Publications.
● Ladefoged, P. (2006). A course in phonetics.Boston, MA: Thomson
Wadsworth.
● Ladefoged, P. (2004). Vowels and consonants. Oxford: Blackwell.
● Ladefoged, P. (1996). Elements of acoustic phonetics. Chicago:
University of Chicago press.
● Lisker, L. & Abramson, A. (1964). A cross-language study of
voicing in initial stops: acoustic measurement. Word 20, 384-422.
● Laver, J. (1994). Principles of Phonetics. Cambridge: Cambridge
University press.
● Stevens, K. (1999). Acoustic Phonetics. Cambridge: MIT press.
17. Course Title: Language Program Management
Level: M Phil
Course Code: ELING725

Course Description
This course is intended for foreign language teaching professionals who
wish to take up management roles or develop their management skills in
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language teaching programs. It provides participants with the knowledge
and skills they require for successful language program management in
a variety of language teaching contexts. This introduces some of the
issues that are faced by those who are responsible for organising or
managing language teaching operations or related areas of practice. It
examines the effects of organisational structure on organisational
culture; leadership styles; human resource management; professional
development and staff appraisal; project management; financial
management; marketing; organisational communication; and managing
for innovation.

Course Contents
1. Principles & Practices of Language Teaching
2. Language Policies and documentation
3. Language Project Design
4. General Management
5. Language program development and management
6. Language Program Operations
7. Language Teacher Education
8. Language Teacher Supervision
9. Language Assessment and Testing Management
10. Finance Functions and budgeting in Educational Organization
11. Marketing and Recruiting for Language Programs

Suggested Readings
● Roberts, J. (2016). Language teacher education. Routledge.
● Spolsky, B. (Ed.). (2012). The Cambridge handbook of language
policy. Cambridge: Cambridge University Press.
● Brigham, E. F., & Houston, J. F. (2012). Fundamentals of financial
management. Cengage Learning.
● Eaton, S. E. (2010). Global Trends in Language Learning in the
21st Century.
● Eaton, S. E. (2010). Formal, Non-Formal and Informal learning:
The Case of Literacy, Essential Skills, and Language Learning in
Canada.
● Halliday, M. A. K. (2007). Language and education (Vol. 9). A&C
Black.
● Lin, A., & Martin, P. W. (Eds.). (2005). Decolonisation,
globalisation: Language-in-education policy and practice (Vol. 3).
Multilingual Matters.
● Bolam, R. (2004). Educational administration, leadership and
management. Educational Management, 2, 17.
● Okumbe, J. A. O. (1998). Educational Management: Theory and
Practice. African Books Collective Ltd., The Jam Factory, 27 Park
End Street, Oxford OX1 1HU, United Kingdom (paperback: ISBN-
9966-846-42-5,).
235
● Hanson, E. M. (1996). Educational administration and
organizational behavior. Allyn & Bacon, A Simon & Schuster
Company, 160 Gould Street, Needham Heights, MA 02194-2310..
● Lynch, B. K. (1996). Language program evaluation: Theory and
practice. Cambridge University Press.

18. Course Title: Morphology and its Theoretical Foundation

Level: M Phil
Course Code: ELING726

Course Description
The course introduces theoretical debate on word formation processes in
Pakistani languages. It is designed in a way to give the students first the
basic knowledge of structures in words i.e. the combinations of words
and parts of words in Urdu, Punjabi, Sindhi and Pashto etc. Then along
with introducing approaches to morphological analysis, it also gives an
idea of interface between on morphology and other core areas of
linguistics like phonology, syntax and semantics.

Course Objectives
The aims of this course are to enable the student to:
1. Be familiar with word structures and the analysis of word structures
with or without being given in phonetic transcription.
2. Develop an understanding of applying morphological rules on
words in Pakistani languages.
3. Develop an understanding of word analysis in relation with
semantic change.
4. Develop an understanding of basic theoretical concepts of word
analysis.
5. Develop an understanding of applying the theories of morphology
e.g. Optimality Theory for any morphological analysis.
6. Develop confidence to write a research oriented term paper on the
morphology of Pakistani Languages
Course Outcomes
Students are expected to be able to do descriptive analysis of word
structures, do the theoretical discussions and write a research paper on
morphological issues in Pakistani languages.

Course Outline
(Examples from Pakistani languages obligatory)
● Introduction to Morphology: words and their parts: free morphemes
and bound morphemes
● Phonetic Transcription of Words phonetic symbols, writing words
with IPAs

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● Functions of Bound Morphemes/Affixes: prefixes, suffixes, infixes,
interfixes, circumfixes
● Inflectional Morphology: pluralization, case form, degree marking,
verb forms
● Derivational Morphology: formation of nouns, adjectives, verbs,
adverbs
● Derivation by compounding and by modification of base,
reduplication
● Morphology of Pak Languages: word forms in Urdu, Punjabi and
other Pakistani languages
● Morphological Productivity: productivity of affixes: prefixes,
suffixes, infixes.
● Minor Processes of Derivation: reduplication, blending, clipping,
backformation, acronyms.
● Morpheme Lexeme Based Morphology, Lexical Morphology
Hypothesis, Morpheme-Lexeme
● Base Morphology, Word Based Morphology, Distributed
Morphology
● Optimality Theory (OT): A Constraint Based Theory

Suggested Readings
1. Aronoff, Mark. 1994. Morphology by itself. MIT Press,
Cambridge.
2. Bauer, Laurie. 2003. Introducing Linguistic Morphology--Edinburgh
University Press
3. Booij. 2005) The Grammar of Words--An Introduction to Linguistic
Morphology
4. David et al. 2009. Urdu Morphology
5. Mangrio, Riaz Ahmed. 2016. The Morphology of Loanwords in
Urdu: the Persian,
6. Arabic and English Strands, Newcastle upon Tyne, Cambridge
Scholars Publishing.
7. McCarthy. 2002. An Introduction to English Morphology-Words
and their Structure Plag. 2002. Word Formation in English -
Cambridge University Press

Other Recommended Readings

1. Anderson, Stephen. 1992. A-Morphous Morphology. CUP,
Cambridge
2. Ayto, J. 1999. Twentieth Century Words, Oxford: OUP.
3. Baker, Mark. 1988. Incorporation: a Theory of Grammatical
Function Changing. University of Chicago Press, Chicago.
4. Bauer, L .2006/‘Compounds and Minor Word-formation Types’ In
Aarts, B. & McMahon the Handbook of English Linguistics.
Blackwell

237
5. Bauer, L. 2001. Morphological Productivity, Cambridge University
Press
6. Beard, Robert. 1995. Lexeme-Morpheme Base Morphology. Suny
Albany Press, Albany
7. Carstairs, Andrew. 1987. Allomorphy in inflection. Croom Helm,
London.
8. Carter, R. 1998. Vocabulary: Applied Linguistics Perspectives.(2nd
ed. London: Routledge.
9. Chen, Matthew. 1987. 'The syntax of Xiamen tone sandhi.'
Phonology 4: 109-150.
10. Chomsky, Noam. 1970. 'Remarks on Nominalization.' In:
Readings in Transformational Grammar, ed. R. A. Jacobs and P.
S. Rosenbaum. Ginn, Waltham, MA, 184-221
11. Halpern, Aaron. 1995. on the placement & morphology of
clitics. CSLI Publications, Stanford.
12. Hoey, M. (1991). Patterns of Lexis in Texts. Oxford: OUP.
13. Hoey, M. 2005. Lexical Priming: A new theory of language.
London: Routledge.
14. Inkelas, Sharon .2005. Morphological Doubling Theory: “Evidence
for Morphological Doubling in Reduplication” In Hurch, Bernhard
(Ed.).Studies on Reduplication Empirical Approaches to Language
Typology (No. 28).Mouton de Gruyter. 65-88
15. Kiparsky, Paul. 1982. 'Lexical phonology and morphology.' In
Linguistics in the Morning Calm, vol. 2, ed. I. S. Yang. Hanshin,
Seoul, 3-91.
16. Lieber, Rochelle. 1981. on the organization of the lexicon. Doctoral
dissertation, MIT. MITWPL
17. Marantz, Alec. 1988. ‘Clitics, morphological merger, & the mapping
to phonological structure.’ In Michael Hammond & Michael
Noonan, Theoretical Morphology: Approaches in Modern
Linguistics. Academic Press, San Diego, 253-270.
18. McCarthy, (2002). English vocabulary in use. Cambridge: CUP.
19. Selkirk, Elisabeth O. 1996. 'The Prosodic structure of function
words.' In Signal to syntax: Bootstrapping from speech to grammar
in early acquisition, ed. James L. Morgan and Katherine
Demuth. Lawrence Erlbaum, Mahwah, NJ, 187-213.
20. Zwicky, Arnold. 1985a. ’Clitics and particles.' Language 61: 283-
305.
21. Zwicky, Arnold. 1985b. 'How to Describe Inflection.' Proceedings of
the Berkeley Linguistics Society 11: 372-386. Berkeley, California.
22. Zwicky, Arnold & Geoffrey Pullum. 1983. 'Cliticization vs.
Inflection: English n't.' Language 59: 502-13.
23. Zwicky, Arnold and Geoffrey Pullum. 1992. A misconceived
approach to morphology. In Proceedings of WCCFL 91, ed. D.
Bates. CSLI, Palo Alto, 387-398.

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19. Course Title: Neuro-linguistics
Level: M Phil
Course Code: ELING727

Course Description
Neuro-linguistics is the study of the neural mechanisms underlying the
acquisition, use, comprehension, and production of language in the
brain. This is an interdisciplinary field informed by theoretical linguistics
and psycholinguistics as well as cognitive neuroscience,
neuropsychology, computer science and evolutionary linguistics. The
course explores the anatomical basis for language in the human brain
and presents a range of topics for the students to study language in
relation to the functioning of brain.

Course Outline
1. Neuroanatomy and Neurophysiology of the Language
2. Mapping Brain & Language
3. Language production, perception & Processing
4. Language Acquisition & Bilingualism
5. Language Disorders
6. Sign Languages
7. Language & Cognition

Recommended Readings
● Ingram, J. C. L. (2007). Neurolinguistics: An Introduction to
Spoken Language Processing and its Disorders (Cambridge
Textbooks in Linguistics). Cambridge University Press.ISBN-10:
0521796407
● Stemmer, B. and Whitaker, H.A. (2010). Handbook of the
Neuroscience of Language.Academic Press. ISBN-10:
008045352X.
● Chomsky, Noam (1957). Syntactic structures. The Hague: Mouton.
● Chomsky, Noam (1965). Aspects of the theory of syntax.
Cambridge, MA: MIT Press.
● Grodzinsky, Yosef (1990). Theoretical perspectives on language
deficits. Cambridge, MA: MIT Press, A Bradford Book.
● Poeppel, David and David Embick (2004). Defining the relation
between linguistics and neuroscience
● Bear, Mark; Barry Connors and Michael Paradiso (2001).
Neuroscience: exploring the brain. Baltimore: Lippincott Williams &
Wilkins.

20. Course Title: Cognitive Linguistics

Level: M Phil
Course Code: ELING728

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Course Description
Cognitive linguistics goes beyond the visible structure of language and
investigates the considerably more complex backstage operations of
cognition that create grammar, conceptualization, discourse, and thought
itself. The theoretical insights of cognitive linguistics are based on
extensive empirical observation in multiple contexts, and on experimental
work in psychology and neuroscience. Results of cognitive linguistics,
especially from metaphor theory and conceptual integration theory, have
been applied to wide ranges of nonlinguistic phenomena.
The aim of the course is to familiarize the students with theoretical
frameworks of Cognitive Linguistics required to carry out research in the
field.

Course Contents
1. Origin of Cognitive Linguistics
2. Cognitive Linguistics vs. Chomsky’s Generative Grammar
3. Construal
4. Iconicity
5. Landmarks and trajectory
6. Spatial Relationships and Image Schemata
7. Conceptual Metaphors
8. Frames, Categorization and Prototypes
9. Mental Spaces

Suggested Readings
▪ Croft, William & D. Alan Cruse. 2004. Cognitive
Linguistics. (Cambridge Textbooks in Linguistics.) Cambridge:
Cambridge University Press
▪ Geeraerts, Dirk. 2006. Cognitive Linguistics: Basic Readings.
Berlin: Mouton de Gruyter.
▪ Matthews, Peter. 2005. The Concise Dictionary of
Linguistics (Oxford Paperback Reference). New York: Oxford
University Press.
▪ Evans, Vyvyan and Melanie Green. 2006. Cognitive Linguistics: An
Introduction. Lawrence Erlbaum Associates. ISBN: 0805860142
▪ Evans, Vyvyan, Benjamin Bergen, & Jorg Zinken, editors.
2006. The Cognitive Linguistics Reader London: Equinox.
▪ Goldberg, Adele. 1994. Constructions. Chicago: University of
Chicago Press.
▪ Lee, David. 2002. Cognitive Linguistics: An Introduction. New
York: Oxford University Press.
▪ Ungerer, Friedrich & Hans-Jörg Schmid. 2006. An Introduction to
Cognitive Linguistics. London: Longman.
▪ Taylor, John R. 2003. Cognitive Grammar. (Oxford Textbooks in
Linguistics.) New York: Oxford University Press.

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▪ McCawley, James D. 1998. The Syntactic Phenomena of English.
Chicago: University of Chicago Press.
▪ Goldberg, Adele. 2006. Constructions at Work. New York: Oxford
University Press.

21. Course Title: Sociolinguistics

Level: M Phil
Course Code: ELING729

Course Description
Sociolinguistics, which explores interrelationship between language and
society, is both interesting and complicated. It helps in developing
deeper understanding of society as well as language. This purpose of
this course is to build on the knowledge and understanding of MPhil
scholars that they come with. The outline includes almost all key issues
which are deemed important in the field. It also includes some important
nonlinguistic variables which are associated with language and its use. It
examines language in relation to society, with particular reference to the
linguistic situation in Pakistan and investigates the correlation between
linguistic variables and non-linguistic variables such as gender, age and
social class.

Course Objectives
The objectives of the course are to enable the students to
1. Understand the core concepts used in the field
2. Reflect upon the crucial issues in Sociolinguistics with particular
reference to the relationship between language and non-linguistic
variables such as gender, social class, age, etc.
3. Develop and understanding of the current sociolinguistic situation
in Pakistan with particular reference to bilingualism,
multilingualism, language policy, language maintenance and
language shift
4. Explore new vistas of research in the field with special reference to
Pakistani context

Course Outcomes
At the end of the course, students would be able to
1. Demonstrate an understanding of the core concepts of
sociolinguistics
2. Identify and explain different sociolinguistic aspects of language
3. Conduct research in various areas of sociolinguistics

Course Contents
1. Sociolinguistics and Sociology of Linguistics
2. Dialectology
3. Language Ideology
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4. Pidgin and Creole, Creolization and Decreolization
5. Language Attitudes: Convergence, Divergence and Acts of
Identity
6. Language, Identity and Culture
7. Language and Power
8. Problematization of Gender, Social Class, Age and Ethnicity
9. Quantitative Sociolinguistic: Exploration of language in its social
context through the methods of quantitative analysis of linguistic
variation, including the Labovian and implicational models.
10. Sociolinguistic Field Methods: Research Methods for
Sociolinguistic Fieldwork including Interviewing, Observation,
Survey Design and Experimental Work. Focus on Methodology,
Planning and Implementation.
11. Language Diversity and Speech Communities, Bilingualism and
Multilingualism, Dimensions, Manifestations and Effects of
Bilingualism
12. Language Maintenance, Language Decline, Language Shift and
Language Death
13. Language Revival, Language Cultivation
14. Language Policy and Planning(LPP)
15. LLP: how different nations view it.
16. Language Policies of Pakistan since 1947

Recommended Readings
● Bell, Martin, J. (ed) (2010) The Routledge Handbook of
Sociolinguistics Around the World. Routledge: New York
● Coupland, Nikolas and Jaworski, Adam. (1997). Sociolinguistics: A
Reader and Coursebook. Great Britain: Palgrave.
● Hudson, R. A. (1980). Sociolinguistics. Great Britain: Cambridge
University Press.
● Llamas, Carmen, Louise Mullany, and Peter Stockwell. (2007).
The Routledge Companion to Sociolinguistics. New York:
Routledge.
● Mesthrie, Rajend. (ed.). (2011). The Cambridge Handbook of
Sociolinguistics. Cambridge: Cambridge University Press.
● Mesthrie, Rajend. et. al. (2009). Introducing Sociolinguistics.
Edinburgh: Edinburgh University Press.
● Spencer Oatey, H. (1993). Conceptions of social relations and
pragmatics research. Journal of Pragmatics, 20, 27-47.
● Trudgill, Peter. (1980). Sociolinguistics: An Introduction. Great
Britain: Hazell Watson & Viney Ltd.
● Ulrich Ammon , Norbert Dittmar, Klaus J. Mattheier , Peter Trudgill
(2006) Sociolinguistics : an international handbook of the science
of language and society

242
22. Course: World Englishes
Level: M Phil
Course Code: ELING730

Course Description
The English language now has more than one billion speakers
worldwide. Many millions speak English as a native language; many
more speak English as a second language, but most speak it as a
foreign language. Yet, the English spoken by the largest group is
considered distinct from the traditional “native” varieties of English. This
course explores the historical, political, and socio-cultural issues
associated with the globalization of englishes, focusing on some of the
structural differences of these varieties, but also on the ideological
underpinnings of the debates about nativization/ indigenization,
standardization, identity, and ownership.

Course Objectives
The course aims at developing amongst students the following skills:
● To demonstrate critical understanding of the concepts and theories
regarding World Englishes and also of the main dimensions of
language variation at the international level;
● To develop an understanding of the causes behind the global
spread of English and the implications regarding its use for native
languages;
● To show a sound understanding of the key sociolinguistic and
cultural issues arising from the spread of English.

Course Outcomes
By the end of this course, the students should be able to:
● Analyse and critically discuss some of the main characteristics of
the international varieties of English, including non-standard
varieties;
● Demonstrate that they have developed an ability to critically
assess the materials and themes discussed in the course;
● Demonstrate the ability to carry out an investigative study of any of
the topics regarding global English and report their findings.

Course Content
The course will cover the following areas:
● Standard English: RP
● British and American englishes
● Variation and change: accents, dialects and global englishes
● Language contact
● Standards and norms in global englishes
● Current debates and issues in World Englishes
● The global use of English in education and its implications
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● Globalisation and global english(es)
● Multilingualism in Europe and English
● Global Multilingualism and English(es)
● Postcolonial englishes
● Case studies:
o Singlish
o Australian English (AusEng)
o Canadian English (CanEng)
o Pinglish (PakEng)
o Inglish (IndEng)
o Black Vernacular English (BEV)
● Prospects and future of (Global) English(es)

Recommended Readings
● Ansaldo, U. (2009). The Asian typology of English: Theoretical and
methodological considerations. English World-Wide, 30(2), 133-
148
● Cheshire, J. (Ed.). (1991). English around the world: Sociolinguistic
perspectives. Cambridge University Press.
● Hickey, R. (Ed.). (2005). Legacies of colonial English: Studies in
transported dialects. Cambridge University Press.
● Jenkins, J. (2003). World Englishes: A resource book for students.
Psychology Press.
● Jenkins, J. (2014). Global Englishes: A resource book for students.
Routledge.
● Kachru, Y., & Nelson, C. L. (2006). World Englishes in Asian
contexts (Vol. 1). Hong Kong University Press.
● Kachru, B., Kachru, Y., & Nelson, C. (Eds.). (2009). The handbook
of world Englishes (Vol. 48). John Wiley & Sons.
● Kachru, B. B. (2006). The English language in the outer
circle. World Englishes, 3, 241-255.
● Murata, K., & Jenkins, J. (Eds.). (2009). Global Englishes in Asian
Contexts. Palgrave Macmillan.
● Mair, C. (Ed.). (2003). The politics of English as a world language:
New horizons in postcolonial cultural studies (Vol. 65). Rodopi.
● Parakrama, A. (1995). De-hegemonizing language standards:
learning from (post) colonial Englishes about" English". London:
Macmillan Press.
● Phillipson, R. (2009). Linguistic imperialism continued. Routledge.
● Schneider, E. W. (2007). Postcolonial English: Varieties around the
world. Cambridge University Press.
● Schneider, E. W. (2011). English around the world: An
introduction. Cambridge University Press.

244
23. Course Title: Linguistic Human Rights
Level: M Phil
Course Code: ELING731

Course Objectives
This course is an attempt to create an awareness among students about
contemporary issues related with language rights. In the light of basic
human rights approved by UNO’s charter every individual has the right to
enjoy freedom of speech and getting education in his own mother
tongue. This is the hegemonic condition of oppression that some
language is given a high status to mar the intellectual output of a nation.
This course tries to provide information about basic linguistic rights and
their importance in the progress of the academia of a nation.

Course Outcomes
At the end of the course the students are expected to understand,
Universal Declaration of Human Rights (1948) especially Linguistic
Rights/ Language Rights.

Course Contents
● Brief History of the Linguistic Rights
● The endangered Languages- Dying Cultures
● The role of Linguistic Rights in Education, in Curriculum
Development, in Character Building
● The Need to develop curriculum according to the Linguistic
Rights in Teacher education.
● The Linguistic Rights and Literature.
● The place of Regional Languages in Popular culture.( Film,
media, print)
● The role of Linguistic Rights in building international Culture.
● Linguistic Rights and Ideology.
● Linguistic Rights and freedom of Individual thought.
● Linguistic Rights and Contemporary issues.
● Linguistic Rights and issues in language culture and identity.
● Linguistic Rights and our Limitations
● The historical background of Linguistic rights Universal Declaration
of Linguistic Rights(1996)
● European Charter for regional or minorities languages.(1992)
● Convention on the Rights of Child Education.(1989)
● Language rights and human rights , culminating in Linguistic
human rights(LHR)
● Linguistic rights in Private and Public domain
● Overt and Covert Rights
● Negative and Positive Rights
● Territorially given language Rights
● Practical Application of Linguistic Rights
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● Language rights in Pakistan
● The Place of Regional languages in Pakistan

Suggested Readings
● UNO’s Declaration of Human Rights. (1948)
● Universal Declaration of Linguistic Rights(1996)
● European Charter for regional or minorities languages.(1992)
● Convention on the Rights of Child Education.(1989)
● Language rights and human rights , culminating in Linguistic
human rights(LHR)
● Language Policies of Pakistan

Specific Recommendations
1. Enhancement of intensive and extensive Teachers Training, in-
country and abroad, in the fields mentioned below and other areas
where the universities lack in required expertise:
● Curriculum and Syllabus Design for English
● Methods and Methodologies for teaching English
(particularly in large classes)
● Training of the university and college teachers into newly
introduced areas of study, like new trends in Literary
Criticism and Theory, Research and Bibliographic Methods
for Literature, Gender and Literacy Studies and Computer
Assisted Language Learning.
● Autonomous yet responsible ways of assessment and
grading
In this context HEC may identify and utilize the services of
the current trained expertise (e.g. human resources already
developed under the UGC/DIFD 10-year programme 1983-
1992). It is proposed that the HEC should conduct a two-
day seminar of the trained teachers of HEC (UGC) and
introduce the BA/BS and MS programme to a wide range of
university and college teachers through the identified Master
Trainers.
2. Ensuring the Availability of essential infrastructure in the form of
resources. This includes faculty, library availability and expansion,
provision of technological facilities.
3. Maintaining equal standards across the English departments of the
universities; HEC may also facilitate coordination amongst the
literature, language, and linguistic components of these
departments. The NCRC (English) 2005-06 and 2008 is one
example of the type of collaboration possible in course design and
implementation.

246