MANONMANIAM SUNDARANAR UNIVERSITY

ABISHEKAPATTI, TIRUNELVELI - 627 102, TAMIL NADU, INDIA

UG COURSES – AFFILIATED COLLEGES
SYLLABUS FOR B.A. ENGLISH
(CHOICE BASED CREDIT SYSTEM)
(For those who joined the course from the academic year 2021 onwards)
Vision of MS University:
 To provide quality education to reach the un-reached.
Mission of MS University:
 To conduct research, teaching and outreach programmes to improve conditions of
human living.
 To create an academic environment that honours women and men of all races, caste,
creed, cultures and an atmosphere that values intellectual curiosity, pursuit of
knowledge, academic freedom and integrity.
 To offer a wide variety of off-campus educational and training programs, including
the use of information technology, to individuals and groups.
 To develop partnership with industries and government so as to improve the quality of
the workplace and to serve as catalyst for economic and cultural development.
 To provide quality / inclusive education, especially for the rural and un-reached
segments of economically downtrodden students including women, socially oppressed
and differently abled.
Vision of the Department:
 To facilitate the learners to expand their academic search in the field of language and
literature,
 To apply their academic and critical analysis to the prescribed and non-prescribed
relevant texts and create their self-style literature and language that would inspire the
posterity.
Mission of the Department:
 To extend an academic assistance to the learners to identify, understand and analyse
the various tenets of literature.
 To make them imbibe social, cultural and moral values that would equip them with
both subjective and objective knowledge essential for the understanding of various
literatures.

1
  To teach and impart them with the required language tools, structure and patterns that
would suit the current era.
Preamble:
B.A. English Degree Course introduces various literary avenues to the learners,
familiarises them with the emerging literary works and theories that would enhance their
academic expertise, to remember and understand the various factors that contribute for
evaluation and analysis of the prescribed texts that in turn would open up new areas of
literature and language for further study.
Duration : Three Academic Years (Six Semesters)
Eligibility : 12th Standard Pass
Credits : 143 Credits
Scheme of Examinations : 1) Three Continuous Internal Assessment
Internal - 25 Marks
2) External - 75 Marks
Total - 100 Marks
Internal Assessment:
Methods Marks
Three continuous Internal Assessment. The average of
20
the best two to be considered
Assignment 05
Total 25
Semester Examination:
Question Pattern
Section Marks Remarks
Multiple Choice Questions.
A 10 x 1 = 10 ‘None’ cannot be a choice among the four
given choices
B 5 x 5 = 25 Alternate Choice Questions
C 5 x 8 = 40 Alternate Choice Questions
Total 75

2
(4 pages) Reg. No.: …………………….
Code No.: Sub. Code: CAEN11

B.A. (CBCS) DEGREE EXAMINATION, NOVEMBER 2022

First Semester

English — Allied

LITERARY FORMS

(For those who joined in July 2021 onwards)

Time:Threehours Maximum: 75 marks

PART A - (10 x 1 = 10marks)
Answer ALL questions.
Choose the correct answer:
1. What is a poem that depicts an idealized rural life and life of shepherdscalled?
(a) Ballad (b)Idyll K1
(c) Dirge (d)Canzon
2. A fourteen lined poem in iambic pentameter thatfollows a strict rhyme scheme and
specific structure iscalled_______.
(a) Blankverse (b)Couplet K2
(c) Sonnet (d)Elegy
3. Identify the story-poem told in a song _________. K3
(a) Ode (b)Haiku
(c) Ballad (d)Lyric

4. “The Rape of the Lock” is an example of _______ genre.

(a) Sonnet (b)Ballad K3
(c) Satire (d)Cinquain
5. Which of these is NOT a NECESSARY feature of tragedy?
(a) The hero (b) HubrisK4
(c) Pathos (d) A sadending

6. What is DramaticMonologue? K4
(a) Dramatic monologue means self- conversation, speech or talks which includes
interlocutor presenteddramatically.
(b) Dramatic monologue meansself-conversation.

3
 (c) Dramatic monologue means speech or talks which includes interlocutor
presented dramatically.
(d) Act of speaking one’s thoughts aloud.
7. A ________ is a speech that a character speaks to himself.
(a) Dialogue (b)Soliloquy K5
(c) Aside (d)Quote
8. Dramatic irony can be based on either ________ information or ________
information.K5
(a) Inside . . . Outside (b) Accurate . . .Inaccurate
(c) Audience . . . Character (d) Logical . . . Emotional
9. A fictional narrative written in prose, which is shorter than anovel is called ________.
K6
(a) Shortstory. (b)Poem
(c) Play (d)Novel
10. Boswell is a famous _________. K6
(a) Novelist (b)Biographer
(c)Prosewriter (d) Short story writer

PART B — (5 x 5 = 25marks)

Answer ALL questions, choosing either (a) or (b).

Each answer should not exceed 250 words.

11. (a) Examine the two major sonnetforms. K1

Or
(b) What are the three types ofodes? K2
12. (a) Examine the form of aballad. K3
Or
(b) Identify the types ofSatire. K3
13. (a) Illustrate tragedy indrama with examples.K4
Or
(b) Distinguish the two main elements of farce.K4

4
14. (a) Define dramaticirony.K5
Or
(c) Sum up the function of aside withexample. K5
15. (a) Write a short note on essay and itspurpose.K6
Or
(b) How is the structure of the short story constructed?K6

PART C — (5 x 8 = 40marks)
Answer ALL questions, choosing either (a) or (b).
Each answer should not exceed 600 words.
16. (a) Describe the features ofElegy. K1
Or
(b) What are the features of the Idyll? K2
17. (a) What is rhyme royal inliterature? Explain.K3
Or
(b) Examine the effect of OttavaRima. K3
18. (a) Examine the characteristics of a tragic comedy. K4
Or
(b) Analyze the purpose ofmelodrama.K4
19. (a) Assess the purpose of soliloquy indrama. K5
Or
(b) Summarize the origin and development of EnglishDrama.
K5
20. (a) Explain the ideas you have derived on analysing the history ofnovel.
K6
Or
(b) Write an elaborate essay on literarycriticism.K6

5
 Scheme of Examinations & Valuation:
SEMESTER I

External

Duration
Internal

in hours
Part I / Sub. Core /

Credits
Hours

Total
Title of the Papers
II/III/IV No. Optional

I 1 Language Tamil / Other Language 6 4 25 75 100 3

II 2 Language English – I 6 4 25 75 100 3

Professional English for Arts and

III 3 Core – 1 4 4 25 75 100 3
Social Sciences – I

III 4 Core – 2 British Poetry 4 4 25 75 100 3

III 5 Core – 3 Social History of England 5 4 25 75 100 3

III 6 Allied – 1 Literary Forms 3 3 25 75 100 3

IV 7 Common Environmental Studies 2 2 25 75 100 3

Sub. Total 30 25
SEMESTER II

External

Duration
Internal

in hours
Part I / Sub. Subject
Credits
Hours

Total
Subject Title
II/III/IV No. Status

I 1 Language Tamil / Other Language 6 4 25 75 100 3

II 2 Language English – II 6 4 25 75 100 3

Professional English for Arts and

III 3 Core – 4 4 4 25 75 100 3
Social Sciences – II

III 4 Core – 5 British Drama 4 4 25 75 100 3

III 5 Core – 6 History of English Literature 5 4 25 75 100 3

Modern English Grammar and

III 6 Allied – 2 3 3 25 75 100 3
Usage

IV 7 Common Value Based Education 2 2 25 75 100 3

Sub. Total 30 25

6
 SEMESTER III

External

Duration
Internal

in hours
Part I / Sub. Subject

Credits
Hours

Total
Subject Title
II/III/IV No. Status

I 1 Language Tamil / Other Language 6 4 25 75 100 3

II 2 Language English – III 6 4 25 75 100 3
III 3 Core – 7 British Prose 4 4 25 75 100 3
III 4 Core – 8 Indian English Literature - I 4 4 25 75 100 3
III 5 Core - 9 American Literature – I 5 4 25 75 100 3
III 6 Allied – 3 African Literature 3 3 25 75 100 3
Non-Major English for Competitive
IV 7 2 2 25 75 100 3
Elective – 1 Examinations
IV 8 Common Yoga 2 2 - - - -
Sub. Total 30* 27
*Excluding Yoga
SEMESTER IV

External

Duration
Internal

in hours
Part I / Sub. Subject Credits
Hours

Total
Subject Title
II/III/IV No. Status

I 1 Language Tamil / Other Language 6 4 25 75 100 3

II 2 Language English – IV 6 4 25 75 100 3
III 3 Core – 10 British Fiction 4 4 25 75 100 3
III 4 Core – 11 Indian English Literature - II 4 4 25 75 100 3
III 5 Core - 12 American Literature - II 5 4 25 75 100 3

III 6 Allied – 4 Language and Linguistics 3 3 25 75 100 3

Non-Major
IV 7 Content Writing 2 2 25 75 100 3
Elective – 2

IV 8 Common Computer for Digital Era 2 2 - - - -

Extension
V 9 NCC, NSS, YRC, YWF - 1 - - - -
Activity
Sub. Total 30* 28
*Computer for Digital Era

7
 SEMESTER V

External

Duration
Internal
Part I / Sub. Subject

in hours
Credits
Hours

Total
Subject Title
II/III/IV No. Status

III 1 Core – 13 Genre Studies 4 4 25 75 100 3

III 2 Core - 14 Shakespeare 6 4 25 75 100 3
III 3 Core - 15 Research Methodology 4 4 25 75 100 3
Core – 16
III 4 Translation Theory and Practice 6 4 25 75 100 3
(SBE)
Core – 17 Environment and Literature
III 5 4 4 25 75 100 3
(Optional) Marginal Literature
III 6 Core - 18 Indian Literature in Translation 4 4 25 75 100 3

Skill Based
IV 7 Subject Personality Development 2 2 25 75 100 3
(Common)

Sub. Total 30 26

SEMESTER VI

External

Duration
Internal

in hours
Part I / Sub. Subject
Credits
Hours

Total
Subject Title
II/III/IV No. Status

III 1 Core – 19 Literary Criticism 6 4 25 75 100 3

III 2 Core – 20 Canadian Literature 4 4 25 75 100 3

III 3 Core - 21 Australian Literature 4 4 25 75 100 3

III 4 Core – 22 Fantasy Literature 5 4 25 75 100 3

5 Global Literature
Core – 23
III 4 4 25 75 100 3
6 (Optional) Literature and Psychology

III 7 Core - 24 Project (Individual) 7 7 25 75 100 -

Sub. Total 30 27

*143 credits (excluding Part IV and Part V)

8
Programme Outcomes:
PSO. No. At the end of the programme, the students will be able to:

PO – 1 acquire knowledge of various literary works and students of thought

PO – 2 explore the avenues of world literatures

PO – 3 utilize the skills acquired through the programme

PO – 4 think critically and apply theoretical approaches to literary texts

PO – 5 view and enjoy literary works through nuanced perspectives

PO – 6 equip themselves to undertake research projects

PO – 7 appreciate the unique merits of different literary genres

PO – 8 acquaint themselves with the key concepts of language and linguistics

Individual Course Specific Outcomes:

PSO. No. Upon completion of the B.A. English Literature Programme,
students will be able to

PSO – A acquire knowledge of the important historical and political

milestones of England, from the early times to the present

PSO – B develop an aptitude for critical analysis of literary works

PSO – C find scope of employability in fields of teaching, content writing,

translating, communication and media

PSO – D appreciate and develop the human values espoused in literary works

PSO – E enhance their job potential by acquiring linguistic competence and

effective communication skills

PSO – F identify the correlation between literature and psychology

PSO – G apply learned skills in experimenting, researching and critically

analyzing relevant topics of their choice

PSO – H obtain professional skills in translation

9
 SEMESTER I
MSU/2021-2022/UG-College/Part-III(B.A. English)/Semester-I/Core II
Core – II
BRITISH POETRY
Objectives:
1. To enable the students to understand the poems of 17th, 19th and 20th centuries along with
the historical background.
2. To understand the aesthetic sense of the English poets.
3. To appreciate the lively poetic language of English poems.
4. To know the literary sensibility of poets belonging to different ages.
5. To expose the varied levels of thinking and emotions.

CourseOutcomes:
Upon the completion of this course, students will be PSO Cognitive
CONo.
able to Addressed Level
CO – 1 define the various forms, types and schools of poetry A K1
describe the development of various literary movements
CO – 2 B K2
and their mission
CO – 3 apply the traits of the movement to the poems of the period C K3
classify British poetry as reflection of the period and
CO – 4 D, A K4
identify the socio-cultural factors
review the literary style of British poetry and explore the
CO – 5 E, D K5
diverse themes of the poems
K1 – Remember, K2 – Understand, K3 – Apply, K4 – Analyze, K5 – Evaluate, K6– Create
Mapping with POs:
COs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8
CO 1 S M L S M S M S
CO 2 S M M M S M S S
CO 3 S M S S M S S S
CO 4 S M M S S M M L
CO 5 S M S S S S M S

S – Strong, M – Medium, L - Low

10
UnitI:
Edmund Spenser : Prothalamion
John Milton : On His Blindness
Robert Herrick :To the Virgins, to Make Much of Time
UnitII:
John Donne : The Ecstasy
Andrew Marvell :To His Coy Mistress
William Blake :The Lamb
UnitIII:
Oliver Goldsmith :The Deserted Village
Percy Bysshe Shelley :Ode to the West Wind
John Keats :La Belle Dame Sans Merci
UnitIV:
Robert Browning :Fra Lippo Lippi
Alfred Lord Tennyson : The Lotos-Eaters
Matthew Arnold :The Forsaken Merman
UnitV:
Gerard Manley Hopkins :The Windhover: To Christ Our Lord
Francis Thompson :The Hound of Heaven
Philip Larkin :Next, Please
Prescribed Texts:
Edmund Spenser. Epithalamion and Prothalamion. Rama Brothers, 2007.
https://www.poetryfoundation.org/poems/45217/prothalamion-56d224a0e2feb
John Milton. The Complete Poems. Penguin Classics, 1998.
https://www.poemhunter.com/poem/on-his-blindness/
https://www.poetryfoundation.org/poems/46546/to-the-virgins-to-make-much-of-time
John Donne. The Complete Poetry and Selected Prose of John Donne. Modern Library, 2001.
https://www.poetryfoundation.org/poems/44099/the-ecstasy
Andrew Marvell. To His Coy Mistress and Other Poems. Dover Publications Inc., 2016.
https://www.poetryfoundation.org/poems/44688/to-his-coy-mistress
William Blake. The Complete Poetry and Prose of William Blake. Anchor, 1997.
https://www.poetryfoundation.org/poems/43670/the-lamb-56d222765a3e1
Oliver Goldsmith. The Deserted Village. Leopold Classic Library, 2015.

11
https://www.poetryfoundation.org/poems/44292/the-deserted-village
Percy Bysshe Shelley. The Complete Poems of Percy Bysshe Shelley. Modern Library, 1994.
https://www.poetryfoundation.org/poems/45134/ode-to-the-west-wind
John Keats. The Complete Poems of John Keats. Modern Library, 1994.
https://poets.org/poem/la-belle-dame-sans-merci
Robert Browning. Complete Works of Robert Browning. Delphi Classics, 2012.
https://www.poetryfoundation.org/poems/43755/fra-lippo-lippi
https://poets.org/poem/lotos-eaters
Matthew Arnold. Matthew Arnold: The Complete Poems. Lexicos Publishing, 2012.
https://www.poetryfoundation.org/poems/43589/the-forsaken-merman
Gerard Manley Hopkins. Gerard Manley Hopkins: The Complete Poems. Lexicos Publishing, 2012.
https://hopkinspoetry.com/poem/the-windhover/
Francis Thompson. The Hound of Heaven. Morehouse Publishing, 1988.
https://www.bartleby.com/236/239.html
Philip Larkin. The Complete Poems. Farrar, Straus and Giroux, 2013.
http://famouspoetsandpoems.com/poets/philip_larkin/poems/14537

12
 MSU/2021-2022/UG-College/Part-III(B.A. English)/Semester-I/Core III
Core - III
SOCIALHISTORYOFENGLAND
Objectives:
1.TointroducestudentstothehistoryofBritain,fromits birth.
2.Toexplore the evolution of British society in relation to societal perceptions and cultural
viewpoints.
3.To familiarize students with the demographic history, history of theworking class, history of
women, families, education, the English agricultural revolution and industrialization.
CourseOutcomes:
Upon the completion of this course, students will be PSO Cognitive
CO No.
able to Addressed Level
understand the political, religious, economic and
CO - 1 A K2
intellectual histories of various periods
CO – 2 explore English life and society over six centuries A, B, D K3, K5
examine the etiquette, morality and customs of English
CO – 3 D, F K2, K3
society
contextualize the varying experiences of English society
CO – 4 A, D, F K2, K3, K5
in relation to societal changes and evolution
CO – 5 coexist in a culturally diverse interdependent world D K2, K3
K1 – Remember, K2 – Understand, K3 – Apply, K4 – Analyze, K5 – Evaluate, K6 – Create
Mapping with POs:
COs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8
CO 1 S S S S S S S S
CO 2 S S S S S S S S
CO 3 S S S S S S S S
CO 4 S S S S S S S S
CO 5 S S S S S S S S
S – Strong, M – Medium, L - Low

13
UnitI:
Introduction
ChapterI :Chaucer’sEngland–Field,VillageandManor-house
ChapterII :Chaucer’sEngland–TownandChurch
UnitII:
ChapterIII :EnglandintheAgeofCaxton
ChapterIV :TudorEngland:Introduction‘TheEnd of the Middle Ages’?

ChapterV :EnglandDuringtheAnti-ClericalRevolution
ChapterVI :Shakespeare’sEngland–I
UnitIII:
ChapterVII :Shakespeare’sEngland–II
ChapterVIII :TheEnglandofCharlesandCromwell
ChapterIX :RestorationEngland
ChapterX :Defoe’sEngland
UnitIV:
ChapterXI :Dr.Johnson’sEnglandI
ChapterXII :Dr.Johnson’sEnglandII
ChapterXIII :Dr.Johnson’sEnglandIII
ChapterXIV :ScotlandattheBeginningandattheEndof the Eighteenth
CenturyI&II
UnitV:
ChapterXV :Cobbett’s EnglandI
ChapterXVI :Cobbett’s EnglandII
ChapterXVII :BetweentheTwoReformBills
ChapterXVIII :TheSecondHalf of theVictorian Era
Prescribed Text:
GMTrevelyan. EnglishSocialHistory.PenguinUK,1987.
http://dspace.unive.it/bitstream/handle/10579/2930/814079112321.pdf?sequence=2

14
 MSU/2021-2022/UG-College/Part-III (B.A. English)/Semester-I/Allied I
Allied - I
LITERARY FORMS
Objectives:
1.Tointroducethe various literary genres, movements and forms of literature.
2.Tofamiliarize the students with the vibrant currents of thought that have enriched literature
through various forms.
CourseOutcomes:
Upon the completion of this course, students will be PSO Cognitive
CO No.
able to Addressed Level
CO - 1 understand the significance of literary forms B K1, K2, K4
CO – 2 analyze a variety of texts B, G K4
appreciate literary forms and structure in shaping the
CO – 3 B K2, K4, K5
meaning of a text
CO – 4 enhance intellectual inquiry and creative expression B, C, H K5, K6
obtain coherent and systematic knowledge of various
CO – 5 E, G, H K1, K2
literary forms
K1 – Remember, K2 – Understand, K3 – Apply, K4 – Analyze, K5 – Evaluate, K6 – Create
Mapping with POs:
COs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8
CO 1 S S S S S S S S
CO 2 S S S S S S S S
CO 3 S S S S S S S S
CO 4 S S S S S S S S
CO 5 S S S S S S S S
S – Strong, M – Medium, L - Low

15
Unit I:
Section I – Poetry – Chapter II – Poetical Types
The Lyric
The Ode
The Sonnet
The Elegy
The Idyll
The Epic
Unit II:
Section I – Poetry – Chapter II – Poetical Types
The Ballad
The Satire
Section I – Poetry – Chapter III – Stanza Forms
The Heroic Couplet
The Chaucerian Stanza or Rhyme Royal
The Ottava Rima
The Spenserian Stanza
Unit III:
Section II – Drama – Chapter II – Dramatic Types
Tragedy and Comedy
Tragi-Comedy
Farce and Melodrama
The Masque
The One-Act Play
The Dramatic Monologue
Unit IV:
Section II – Drama – Chapter III – Dramatic Devices
Dramatic Irony
Soliloquy and Aside
Expectation and Surprise
Section II – Drama – Chapter IV – Origin of the English Drama
Section II – Drama – Chapter V – Origin of the English Theatre
Section II – Drama – Chapter VII – Dramatic Modernism

16
Unit V:
Section III - Prose
ChapterI :The Essay
ChapterII :The Novel
ChapterIII :The Short Story
Chapter IV : Biography
: Autobiography
Chapter V : Criticism
Prescribed Text:
B. Prasad. A Background to the Study of English Literature.Macmillan,2008.

17
 SEMESTER II
MSU/2021-2022/UG-College/Part-III(B.A. English)/Semester-II/Core V
Core- V
BRITISH DRAMA
Objectives:
1. To make the students develop their communicative skills.
2. To expose them to new avenues of thoughts.
3. To learn diverse cultures and values of each age.
4. To analyse and critically appreciate the dramatic techniques of the dramatists.
5. To expose them to various schools of thoughts.
CourseOutcomes:
Upon the completion of this course, students PSO Cognitive
CO No.
will be able to Addressed Level
name the various types and sub-genres of
CO - 1 A K1
drama
explain different dramatic forms and the
CO – 2 B K2
techniques adopted by each writer of each age
trace out the evolution of British Drama and its
CO – 3 C K4
impact on audience
learn to comment critically upon the characters
CO – 4 D, C K3
and their representative nature
assess the literary style and find out the
CO – 5 E, C K5
uniqueness of British Drama
K1 – Remember, K2 – Understand, K3 – Apply, K4 – Analyze, K5 – Evaluate, K6 –
Create
Mapping with POs:
COs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8
CO 1 S M L S S S M M
CO 2 M S M M S M S S
CO 3 S M M S S M S M
CO 4 M S S S S M M S

CO 5 S L S M M S M L

18
S – Strong, M – Medium, L - Low

UnitI:
Christopher Marlowe : Edward II
Ben Jonson : The Alchemist
UnitII:
Oliver Goldsmith :The Good-Natured Man
UnitIII:
John Dryden :All for Love
UnitIV:
T.S. Eliot :Murder in the Cathedral
J.M. Barrie :The Admirable Crichton
UnitV:
George Bernard Shaw :Saint Joan
John Osborne :Look Back in Anger

Prescribed Texts:
Christopher Marlowe. Edward the Second. Lector House LLP, 2019.
Ben Johnson. The Alchemist. Methuen Drama, 2016.
Oliver Goldsmith. The Good-Natured Man. United States of America: CreateSpace
Independent Publishing Platform, 2016.
John Dryden. All for Love. Bloomsbury Publishing India Private Limited, 2014.
T.S. Eliot. Murder in the Cathedral. Books Way, 2016.
James Matthew Barrie. The Admirable Crichton. Digireads.com, 2010.
George Bernard Shaw. Saint Joan. Maple Press, 2013.
John Osborne. Look Back in Anger. Pearson Education, 2011.

19
 MSU/2021-2022/UG-College/Part-III(B.A. English)/Semester-II/Core VI
Core - VI
HISTORY OF ENGLISH LITERATURE
Objectives:
1. To make the students familiar with the evolution and progress of the English
Language and Literature throughout different periods.
2. To familiarize the students with authors across centuries, their different genres,
literary forms and their unique writing styles.
Course Outcomes:
Upon the completion of this course, PSO
CO No. Cognitive Level
students will be able to Addressed
comprehend the growth and development of
CO - 1 A, D, F K2
English literature and language
develop an extensive insight into the various
CO – 2 literary movements and also the prominent A, D, F, G K5, K6
writers and their works
understand and evaluate the social, cultural
CO – 3 and historical influence on the literary works A, B, D, G K2, K3, K5
of different periods
explore the evolution of various literary
CO – 4 B K1, K2, K5
genres
CO – 5 read through and interpret key texts B, G, H K1, K2, K4, K5
K1 – Remember, K2 – Understand, K3 – Apply, K4 – Analyse, K5 – Evaluate, K6 – Create
Mapping with POs:
COs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8
CO 1 S S S S S S S S
CO 2 S S S S S S S S
CO 3 S S S S S S S S
CO 4 S S S S S S S S
CO 5 S S S S S S S S
S – Strong, M – Medium, L - Low

20
Unit I:
Chapter I : Introduction – The Meaning of Literature
Chapter II : The Anglo-Saxon or Old-English Period
Unit II:
Chapter III : The Anglo-Norman Period
Chapter IV : The Age of Chaucer
Unit III:
Chapter V : The Revival of Learning
Chapter VI : The Age of Elizabeth
Unit IV:
Chapter VII : The Puritan Age
Chapter VIII : Period of the Restoration
Chapter IX : Eighteenth-Century Literature
Unit V:
Chapter X : The Age of Romanticism
Chapter XI : The Victorian Age
Chapter XII : An Essay on Recent Literature
Prescribed Text:
William J Long, English Literature: Its History and Its Significance for the Life of the
EnglishSpeaking World, Rupa Publications India, 2015.

21
 MSU/2021-2022/UG-College/Part-III (B.A. English)/Semester-II/Allied II
Allied - II
MODERN ENGLISH GRAMMAR AND USAGE
Objectives:
1.Toteach the main elements of Grammar.
2.Toenhance competence in the English language.
3. To create academic / non-academic reports, write ups etc.
4. To acquire the necessary linguistic skills to use the language effectively in conversation
and writing.
CourseOutcomes:
Upon the completion of this course, students will be PSO Cognitive
CO No.
able to Addressed Level
CO - 1 recall the fundamentals of English Grammar C K1, K2
understand the formal and informal usages to obtain
CO – 2 E K3
proficiency
CO – 3 apply the patterns learnt by students F K3
CO – 4 analyze sentence structures, synthesis and usages G K4
evaluate the patterns of expressions, basic structures,
CO – 5 G K5
sentence patterns, etc.
create good academic / non-academic write ups, reports,
CO – 6 G K6
etc.
K1 – Remember, K2 – Understand, K3 – Apply, K4 – Analyze, K5 – Evaluate, K6 – Create
Mapping with POs:
COs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8
CO 1 S S S S S S L L
CO 2 M S S S S S L L

CO 3 S S S S S M M S

CO 4 M L M M M M M M

CO 5 M M S M M M M M

CO 6 M M M M M M M M
S – Strong, M – Medium, L - Low

22
UnitI:
The Sentence
Parts of Speech
Nouns I and II
Articles
UnitII:
Pronouns
Verbs, Mood and Tense
Concord or Agreement of the Verb with the Subject
The Auxiliaries
UnitIII:
Adverbs
Prepositions
Conjunctions
Simple, Compound, Complex and Compound-Complex Sentences
UnitIV:
Synthesis of Sentences
Clauses
Transformation of Sentences I
Transformation of Sentences II
UnitV:
Letter Writing
Precis Writing
Essay Writing
Writing Stories from Outlines
Prescribed Text:
David Green. Contemporary English Grammar Structures and Composition.New Delhi: Trinity
Press,2016.
Reference Books:
N. Krishnaswamy. Modern English Grammar.Chennai: Macmillan Publishers India Limited,2010.
K.V. Joseph. A Textbook of English Grammar and Usage.Chennai: Vijay Nicole Imprints Private
Limited,2006.

23
 SEMESTER III
MSU/2021-2022/UG-College/Part-III (B.A. English)/Semester-III/Core VII
Core- VII
BRITISH PROSE
Objectives:
1. To introduce the students to various thoughts and philosophies of each age.
2. To make them appreciate the prose style of various works.
3. To make the students understand the lateral thinking of the English writers.
4. To train the students to think independently and express themselves in a unique
manner.
CourseOutcomes:
Upon the completion of this course, students PSO Cognitive
CO No.
will be able to Addressed Level
understand the various kinds of thoughts and
CO - 1 A K2
ideologies of each period and each written
analyze the writing style and the vocabulary
CO – 2 B K4
used by the writers
develop skills to critically appreciate the
CO – 3 B K2
writings
make them analyze the socio-cultural
CO – 4 C K3
background of each writer
enhance their power of comprehension and
CO – 5 D K6
literary competence

K1 – Remember, K2 – Understand, K3 – Apply, K4 – Analyze, K5 – Evaluate, K6 – Create

Mapping with POs:

COs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8
CO 1 S M L M S S M S
CO 2 M S S S S M S M
CO 3 S S M S S S M S
CO 4 M S M M M S M L

CO 5 S M M M M S M S

24
S – Strong, M – Medium, L - Low

Unit I:
Francis Bacon : “Of Ceremonies and Respects” from The Essays
Matthew Arnold : The Study of Poetry
Oliver Goldsmith : “Beau Tibbs, His Character and Family” from Citizen
of the World (Letter 54)

Unit II:
Jonathan Swift : The Battle of the Books
Charles Lamb : A Dissertation Upon Roast Pig
John Ruskin : “Of Queens’ Gardens” from Sesame and Lilies
(Lecture II – Lilies)

Unit III:
Joseph Addison :“Sir Roger De Coverley’s Sunday” from The Spectator
William Hazlitt : “The Indian Jugglers” from Table Talk
Alfred George Gardiner : “On Being Tidy” from Windfalls

Unit IV:
E.M. Forster : “What I Believe” from Two Cheers for Democracy
Virginia Woolf : The Duchess of Newcastle
George Orwell : Bookshop Memories
Unit V:
Viscount Grey : The Pleasure of Reading
Gerald Durrell : Vanishing Animals
John Stuart Mill : On the Equality of Sexes

25
Prescribed Texts:
http://www.authorama.com/essays-of-francis-bacon-52.html
http://www.authorama.com/essays-of-francis-bacon-14.html
https://www.sas.upenn.edu/~cavitch/pdf-library/Arnold_Study.pdf
https://www.gutenberg.org/files/623/623-h/623-h.htm
R.W. Jepson. Essays by Modern Writers. Longmans, Green and Co., 1963.
https://www.gutenberg.org/files/16126/16126-h/16126-h.htm#page156
http://essays.quotidiana.org/lamb/dissertation_upon_roast_pig/
https://www.gutenberg.org/files/1293/1293-h/1293-h.htm
https://www.gutenberg.org/files/16126/16126-h/16126-h.htm#page097
https://www.gutenberg.org/files/16126/16126-h/16126-h.htm#page101
http://www.juggling.org/papers/hazlitt/
https://www.gutenberg.org/files/47429/47429-h/47429-h.htm#link2H_4_0008
https://www.gutenberg.org/files/37858/37858-h/37858-h.htm#chap14
http://spichtinger.net/otexts/believe.html

26
 MSU/2021-2022/UG-College/Part-III (B.A. English)/Semester-III/Core VIII
Core- VIII
INDIAN ENGLISH LITERATURE - I
Objectives:
1. To acquaint with the rich literary custom in Indian English Literature.
2. To apprise the various genres in Indian English Literature.
3. To present a general perception of Indian English Literature.
4. To impart the socio-political, historical and cultural context of works written.
5. To identify the Indian dialect and sensibility that stirs it.
CourseOutcomes:
Upon the completion of this course, students PSO Cognitive
CO No.
will be able to Addressed Level
understand the major movements and authors in
CO - 1 Indian Writing in English through the study of B K1, K2
selected literary texts
analyze the artistic and rhetorical devices used by
CO – 2 B K4, K5
the writers
cultivate a literary sensibility for a proper critical
CO – 3 D, F K1, K2
appreciation of literature
make them reflect critically on the human and
CO – 4 D, G K3
social concerns and values embedded in the texts
enhance the overall literary and linguistic
CO – 5 C, E K6
competence of students
K1 – Remember, K2 – Understand, K3 – Apply, K4 – Analyze, K5 – Evaluate, K6 – Create
Mapping with POs:
COs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8
CO 1 S M M S S S S L
CO 2 M M S S S S M S
CO 3 S M S S S S S M

CO 4 S S S S M S S M

CO 5 M L S S S S S S

27
S – Strong, M – Medium, L - Low

Unit I: Prose
K.R. Srinivasa Iyengar : Indian Writing in English - Introduction
Jawaharlal Nehru : The Indian Philosophical Approach
C.V. Raman : Books that have Influenced Me
V.S. SrinivasaSastri : What I Cherish Most

Unit II: Poetry

Toru Dutt : The Young Captive
Sarojini Naidu : Summer Woods
Nissim Ezekiel : A Morning Walk
Kamala Das : Smoke in Colombo

Unit III: Short Story

Raja Rao : India – A Fable
Mulk Raj Anand : Liar
BhabhendraNathSaikia : Rats

Unit IV: Drama

Rabindranath Tagore :Mukta Dara

Unit V: Fiction
Bhabani Bhattacharya :So Many Hungers!
AravindAdiga : White Tiger

28
Prescribed Texts:
K.R.Srinivasa Iyengar. Indian Writing in English. Asia Publishing House, Bombay.
Jawaharlal Nehru.“Chapter Five: Through The Ages, The Indian Philosophical Approach”.The
Discovery of India. Oxford University Press Oxford New York.
C.V. Raman. Books That Have Influenced Me. Raman Research Institute, G. A. Natesan & Co.,
Publishers, Madras. http://hdl.handle.net/2289/5698
R.K. Prabhu, BharatiyaVidyaBhavan, Chaupatty. An Anthology of Modern Indian Eloquence.
Bombay, 1960.
Raja Rao. The Meaning of India. Penguin Books India Private Limited, 2020.
https://www.poemhunter.com/poem/the-young-captive/
https://www.englitmail.com/2020/02/summer-woods-by-sarojini-naidu.html
https://mkborthakur.blogspot.com/2020/05/the-rat-original-assamese-short-story.html
Bhabani Bhattacharya. So Many Hungers!.Hassell Street Press, 2021.
https://ia801602.us.archive.org/24/items/in.ernet.dli.2015.216311/2015.216311.So-Many.pdf
AravindAdiga. The White Tiger. Atlantic Books, 2012.
https://ia804502.us.archive.org/29/items/the-white-tiger-by-aravind-adiga_202105/The%20
White% 20Tiger%20by%20Arvind%20Adiga.pdf

29
 MSU/2021-2022/UG-College/Part-III (B.A. English)/Semester-III/Core IX
Core- IX
AMERICAN LITERATURE - I
Objectives:
1. To introduce students to different genres of American Literature.
2. To familiarize students with prominent American writers of prose, poetry, fiction,
drama and short stories.
3. To be able to contextualize literary works according to their contemporary, social
and cultural influences in American society.
CourseOutcomes:
Upon the completion of this course, students PSO Cognitive
CO No.
will be able to Addressed Level
identify the key ideas, events and
CO - 1 A, D, F K4
characteristics of different periods and regions
understand values and themes that impact
CO – 2 D K2
culture and society
analyze and juxtapose the unique literary styles
CO – 3 B, G K3, K4, K5
and structures of American authors
improve reading skills leading to literary
CO – 4 B, G K2, K4, K5
analyses
write poems and short stories and also enact
CO – 5 C, H K6
scenes from the plays prescribed

K1 – Remember, K2 – Understand, K3 – Apply, K4 – Analyze, K5 – Evaluate, K6 – Create

Mapping with POs:

COs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8

CO 1 S S S S M S S S

CO 2 S S S S S M S S
CO 3 S S S S M S S S

CO 4 S S S S S S S S

CO 5 L S S S L M S S

30
S – Strong, M – Medium, L - Low

Unit I: Prose
Benjamin Franklin : The Way to Wealth
Henry David Thoreau : “Where I Lived, and What I Lived For” from Walden;
Or, Life in the Woods

Unit II: Poetry

Emily Dickinson : I Measure Every Grief I Meet
Robert Frost : Christmas Trees
Robert Lowell : Home After Three Months Away

Unit III: Short Story

Washington Irving : Rip Van Winkle
Edgar Allan Poe : The Spectacles
H.P. Lovecraft : Dagon
Isaac Asimov : The Fun They Had

Unit IV: Drama

David Mamet : Oleanna
Bruce Norris : Clybourne Park

Unit V:
F. Scott Fitzgerald : The Great Gatsby
Alex Haley : Roots: The Saga of an American Family

31
Prescribed Texts:
Benjamin Franklin, The Way to Wealth, BN Publishing, 2007.
https://tendimag.files.wordpress.com/2014/02/the-way-to-wealth-by-benjamin-franklin-1757-
smse-2010.pdf
Henry David Thoreau, Walden; Or, Life in the Woods, Martino Fine Books, 2009.
https://www.gutenberg.org/files/205/205-h/205-h.htm#chap03
https://poets.org/poem/i-measure-every-grief-i-meet-561
https://www.poetryfoundation.org/poems/57834/christmas-trees-56d23bb00debf
https://poets.org/poem/home-after-three-months-away
Washington Irving, Rip Van Winkle, Createspace Independent Pub, 2013.
https://www.gutenberg.org/files/19721/19721-h/19721-h.htm#RIP_VAN_WINKLE
Edgar Allan Poe, The Spectacles, CreateSpace Independent Publishing Platform, 2017.
https://etc.usf.edu/lit2go/147/the-works-of-edgar-allan-poe/5325/the-spectacles/
H.P. Lovecraft, Dagon, Fantasy and Horror Classics, 2020.
https://www.hplovecraft.com/writings/texts/fiction/d.aspx
Isaac Asimov, 15 Short Stories, Createspace Independent Pub, 2017.
http://web1.nbed.nb.ca/sites/ASD-S/1820/J%20Johnston/Isaac%20Asimov%20-%20The%20
fun%20they%20had.pdf
David Mamet, Oleanna, Vintage Books, 1993.
Bruce Norris, Clybourne Park, Nick Hern Books, 2015.
http://www.bctheatre.com/Plays/Clybourne-Park.pdf
F. Scott Fitzgerald, The Great Gatsby, Fingerprint! Publishing, 2014.
Alex Haley, Roots, RHUK, 1994.

32
 MSU/2021-2022/UG-College/Part-III (B.A. English)/Semester-III/AlliedIII
Allied - III
AFRICAN LITERATURE
Objectives:
1. To exhibit the literatures of the African land.
2. To illuminate the features and governance of African Literature.
3. To develop a comparative perspective study.
4. To present the literary form created by African authors.
5. To present different hereditary settings of African continent.
CourseOutcomes:
Upon the completion of this course, students PSO Cognitive
CO No.
will be able to Addressed Level
understand the uniqueness of African
CO - 1 B K1, K2
Literature in terms of form and content
analyze the genre and its contemporary form in
CO – 2 African Literature while reflecting on sub- B, F K4
genres and narrative modes
understand how African theatre evolved during
CO – 3 F K2
post-colonial period
evaluate the cultural, thematic and aesthetic
CO – 4 G, D K3, K5
representations in African literature
assess and compare the genres of Non-fiction,
CO – 5 G, C K6
fiction, drama and poetry of African literature

K1 – Remember, K2 – Understand, K3 – Apply, K4 – Analyze, K5 – Evaluate, K6 – Create

Mapping with POs:

COs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8

CO 1 S S S M M S S S
CO 2 S S S S S S S S
CO 3 S S S M S S M M
CO 4 S S S S S S M L
CO 5 S S S S S S S S

33
S – Strong, M – Medium, L - Low
UnitI: Prose
KenjoJumbam : The Whiteman of God
AyiKwei Amah : The Beautiful Ones Are Not Yet Born
Linus T. Asong : The Crown of Thorns
Bessi Head : Maru
UnitII: Poetry
Christopher Okigbo : Heaven’s Gate
Gabriel Okara : Where I to Choose
John Pepper Clark : The Casualities
David Diop : Africa
UnitIII: Short Story
Chinua Achebe : The Madman
Steve Chimombe : The Rubbish Dump
Ben Okri : Conberging City
Gloria KembabaziMuhatane : The Gem and Your Dreams
UnitIV: Drama
Wole Soyinka : A Dance of the Forests
UnitV:
Nadine Gordimer : A Guest of Honour
MaazaMengiste : The Shadow King
Prescribed Texts:
KenjoJumbam. The White Man of God. London: Heinemann Educational Books, 1980.
Chinua Achebe.Girls at War and Other Stories. The Madman Anchor Books. New York.
https://poemotopia.com/david-diop/africa/
http://dodiyameghana.blogspot.com/2017/03/poem-were-i-to-choose-by-gabriel-okara.html?
m=1
https://folukeafrica.com/the-casualties-by-john-pepper-clark/
https://www.oloyede.com.ng/2015/09/christopher-okigbo-heaven-gate.html
https://www.academia.edu/24342779/Suubi
Wole Soyinka. A Dance in the Forests. Surjeet Publications. 2018.
Nadine Gordimer. A Guest of Honour. Bloomsbury Publishing India Private Limited, 2002.
MaazaMengiste. The Shadow King. Canongate Books, 2020.

34
 MSU/2021-2022/UG-College/Part-III (B.A. English)/Semester-I/NME I
Non-Major Elective - I
ENGLISH FOR COMPETITIVE EXAMINATIONS
Objectives:
1.Toenrich word power for framing flawless sentences.
2.To produce passages without any errors.
CourseOutcomes:
Upon the completion of this course, students will be PSO Cognitive
CO No.
able to Addressed Level
to understand the importance of grammar and its usage in
CO - 1 C K1,K2
our daily life.
learn the basic grammar rules to prepare for Competitive
CO – 2 E K3
Examinations
apply the knowledge of grammar to identify errors and
CO – 3 F K3
reproduce correct patterns of expressions
analyze the varied form of expressions, basics structures,
CO – 4 verbal patterns and sentence patterns for the effective use A K4, K5
of the English language
evaluate the structures and patterns learned and to know
CO – 5 A K4, K5
their distinctive usages
create situation-based and context-based expressions and
CO – 6 H K6
sentences to clear Competitive Examinations

K1 – Remember, K2 – Understand, K3 – Apply, K4 – Analyze, K5 – Evaluate, K6 – Create

Mapping with POs:

COs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8

CO 1 M L S L M M M S
CO 2 M L S L M M M S
CO 3 M L S L M M M S
CO 4 L L L L L L L L
CO 5 M M M M M M M M
CO 6 S S S S S S S S
S – Strong, M – Medium, L - Low

35
Unit I:
Word Substitution (Pg: 151 – 163)
Idioms and Phrases (Pg: 180 – 193)

Unit II:
Synonyms (Pg: 233 - 250)
Antonyms (Pg: 251 – 263)

Unit III:
Proficiency Tests : Synonyms (Pg: 289 - 305)
Proficiency Tests : Antonyms (Pg: 306 – 340)

Unit IV:
Sentence Completion (Pg: 443 – 476)
Common Errors (Pg: 479 – 504)

Unit V:
Comprehension : Prose (Pg: 509 – 514)
Comprehension : Poetry (Pg: 515 – 522)

Prescribed Texts:
A.P. Bhardwaj. General English for Competitive Examinations(Banking, Insurance, SSC
Examinations, Railway, Defence and MBA Entrance Examinations). Delhi: Pearson, 2013.
Reference Books:
Essential English for Competitive Examinations – 2nd Edition. Disha Publications, 2019.
General English for Competitive Exams – SSC / Banking / Defence / Insurance – 2nd Edition. Disha
Publications, 2019.

36
 SEMESTER IV
MSU/2021-2022/UG-College/Part-III (B.A. English)/Semester-IV/Core X
Core - X
BRITISH FICTION
Objectives:
1. To understand the ecosocio-cultural context of the age that contributed to the making
of the literature.
2. To sensitise the evolution of literature, themes and style.
3. To comprehend the various characters and their psyche.
4. To expose them to the narrative techniques, plot constructions and stylistic aspects.
CourseOutcomes:
Upon the completion of this course, students PSO Cognitive
CO No.
will be able to Addressed Level
CO - 1 comprehend the ethical values of the society A K1
compare and contrast the characters of the
CO – 2 B K3
novels
analyze the plot construction and techniques
CO – 3 C K4
employed in the novels
interpret the different meanings and messages
CO – 4 C K4
in the novels
CO – 5 assess the literary value of each novel D K6
K1 – Remember, K2 – Understand, K3 – Apply, K4 – Analyze, K5 – Evaluate, K6 – Create
Mapping with POs:
COs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8
CO 1 S M L S S S M M
CO 2 M S M S S M S S
CO 3 S M M S S S S M
CO 4 M S M S M M M S
CO 5 S M S M M S M L

S – Strong, M – Medium, L - Low

37
Unit I:
Jane Austen : Pride and Prejudice
George Eliot : The Mill on the Floss

Unit II:
Charles Dickens : Great Expectations
Joseph Conrad : Heart of Darkness

Unit III:
Agatha Christie : The Murder of Roger Ackroyd
George Orwell : Animal Farm

Unit IV:
Ian McEwan : Atonement
Sarah Waters : The Little Stranger

Unit V:
Julian Barnes : The Sense of an Ending
Signe Pike : The Lost Queen

Prescribed Texts:
Jane Austen. Pride and Prejudice. Fingerprint Publishing, 2013.
George Eliot. The Mill on the Floss. Fingerprint Publishing, 2016.
Charles Dickens. Great Expectation. Fingerprint Publishing, 2016.
Joseph Conrad. Heart of Darkness. Fingerprint Publishing, 2018.
Agatha Conrad. The Murder of Roger Ackroyd. Harper Collins, 2017.
George Orwell. Animal Farm. Rupa, 2010.
Ian McEwan. Atonement. RHUK, 2007.
Sarah Waters. The Little Stranger. Virago, 2010
Julian Barnes. The Sense of an Ending. RHUK, 2012.
Signe Pike. The Lost Queen. Atria Books, 2019.

38
 MSU/2021-2022/UG-College/Part-III (B.A. English)/Semester-IV/Core XI
Core - XI
INDIAN ENGLISH LITERATURE - II
Objectives:
1. To carry forward the listed objectives of the prior Paper.
2. To be aware of the cultural distinctions represented in Indian Literature.
3. To present the literary aspects of the local writers in English, a foreign language.
4. To present significant Indian writers in English tradition.
5. To present the works of contemporary writers in Indian English Literature.
CourseOutcomes:
Upon the completion of this course, students will PSO Cognitive
CO No.
be able to Addressed Level
remember the origin and History of the Indian
CO - 1 Writing in English and appreciate the literary devices B K1, K2
used in the texts
examine a broad cross section of regions and cultures
CO – 2 B, F K4
in India
understand the broad view of culture as seen from
CO – 3 D, E K1, K2
outside the culture
make familiar with the contributions made by
CO – 4 D, G K3
modern Indian writers writing in English
critically engage with Indian literary texts written in
CO – 5 English in terms of colonialism, post colonialism, C, G K5, K6
regionalism and nationalism
K1 – Remember, K2 – Understand, K3 – Apply, K4 – Analyze, K5 – Evaluate, K6 – Create
Mapping with POs:
COs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8
CO 1 S S S S M S S S
CO 2 S M S L S S S S
CO 3 S S S M S S S S
CO 4 S M S S S S M S
CO 5 S M S S S S S S
S – Strong, M – Medium, L - Low

39
Unit I: Prose
Swami Vivekananda : Chicago Address – I
Dr. Radhakrishnan : The Emerging World Society
A.P.J. Abdul Kalam : “15. Emancipators” from Wings of Fire: An Autobiography
Amartya Sen : Inequality, Instability and Voice

Unit II: Poetry

A K Ramanujan : Small Scale Reflections on a Great House
Eunice de Souza : Catholic Mother
Keki N. Daruwalla : Death of a Bird
Agha Shahid Ali : Postcard from Kashmir

Unit III: Short Story

Manjula Padmanabhan : Unfaithful Servants
Gita Hariharan : Remains of the Feast
Khushwant Singh : The Portrait of a Lady

Unit IV: Drama

Girish Karnad : Hayavadana

Unit V:
Rohinton Mistry : Such a Long Journey
Sunjeev Sahota : The Year of the Runaways

40
Prescribed Texts:
https://arunshanbhag.files.wordpress.com/2009/07/vivekananda_chicagospeech.pdf
Dr. S. Radhakrishnan. The Emerging World Society. Sahyadri Books & Bloom Books,
Trivandrum, 2012.
A P J Abdul Kalam. Wings of Fire-An Autobiography. Universities Press (India) Private Limited,
1999.
file:///C:/Users/HP/Downloads/instapdf.in-wings-of-fire-362.pdf
The Argumentative Indian, Writings on Indian History, Culture and Identity, Amartya Sen, Part
One, Voice and Heterodoxy, 2. 2. Inequality, Instability and Voice, Farrar, Straus and Giroux,
New York.
https://www.poemhunter.com/poem/small-scale-reflections-on-a-great-house/
https://www.poetryinternational.com/en/poets-poems/poems/poem/103-16099_CATHOLIC-
MOTHER
https://www.poemhunter.com/poem/daruwalla-s-death-of-a-bird/
https://www.poetrynook.com/poem/postcard-kashmir
https://www.alephbookcompany.com/the-portrait-of-a-lady-by-khushwant-singh/

https://newint.org/features/1995/02/05/feast

Girish Karnad. Hayavadana. Oxford, 1997.

Rohinton Mistry. Such a Long Journey. Enopf. 1991.

Sunjeev Sahota. The Year of the Runaways. Picador, 2016.

41
 MSU/2021-2022/UG-College/Part-III (B.A. English)/Semester-IV/Core XII
Core - XII
AMERICAN LITERATURE - II
Objectives:
1. To introduce students to diverse range of poems, plays, short stories, fiction andprose in
American literature.
2. To familiarize students with various and diverse cultures within the United States of
America.
3. To highlight the experiences of people from varying ethnicities and cultures and their
diaspora within America.
CourseOutcomes:
Upon the completion of this course, students will PSO Cognitive
CO No.
be able to Addressed Level
become acquainted with the historical and literary
CO - 1 D, F K1, K2
elements in American literature
read and retain themes and ideas in the literary
CO – 2 G K1
texts
attain knowledge of various literary styles in
CO – 3 B, F K2, K4, K5
relation to their cultural context and literary forms
view literary works in the context of the
CO – 4 tremendous social and political changes throughout D, F K2, K5
American history
participate in creative activities related to the
CO – 5 E, F K6
literary works
K1 – Remember, K2 – Understand, K3 – Apply, K4 – Analyze, K5 – Evaluate, K6 – Create
Mapping with POs:
COs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8
CO 1 S S L S S L S S
CO 2 S S M S S M M S
CO 3 S S L S S L S S
CO 4 S S M S S M S S
CO 5 L S S S S S S S
S – Strong, M – Medium, L - Low

42
Unit I: Prose
Frederick Douglass : “Chapter VI & VII” from Narrative of the Life of Frederick
Douglass, an American Slave
Ayn Rand : “Doesn’t Life Require Compromise?” from The Virtue of
Selfishness: A New Concept of Egoism

Unit II: Poetry

Maya Angelou : Woman Work
Pablo Neruda : If You Forget Me
Garrett Kaoru Hongo : Yellow Light

Unit III: Short-stories

Gabriel Garcia Marquez : One of These Days
Leslie Marmon Silko : Lullaby
Viet Thanh Nguyen : “Black-Eyed Women” from The Refugees

Unit IV: Drama

Lin-Manuel Miranda : Hamilton: An American Musical
William Wells Brown : The Escape; or, A Leap for Freedom

Unit V: Fiction
Chang-Rae Lee : Native Speaker
Philip Roth : Nemesis

43
Prescribed Texts:
Frederick Douglass, Narrative of the Life of Frederick Douglass, an American Slave, Lector House
LLP, 2019.
https://www.gutenberg.org/files/23/23-h/23-h.htm
Ayn Rand, The Virtue of Selfishness: A New Concept of Egoism, Penguin USA, 1964.
https://ia802903.us.archive.org/1/items/AynRandTheVirtueOfSelfishness/Ayn_Rand-
The_Virtue_of_Selfishness.pdf
https://www.poemhunter.com/poem/woman-work/
https://allpoetry.com/If-You-Forget-Me
Garrett Kaoru Hongo, Yellow Light, Wesleyan University Press, 1982.
http://workingclasspoems.blogspot.com/2009/03/yellow-light.html
http://www.classicshorts.com/stories/ootdays.html
https://www.webpages.uidaho.edu/engl484jj/SilkoLullaby001.pdf
Viet Thanh Nguyen, The Refugees, Corsair, 2018.
https://electricliterature.com/black-eyed-women-by-viet-thanh-nguyen/
Lin-Manuel Miranda, Hamilton: An American Musical, Hal Leonard Corp, 2020.
https://www.allmusicals.com/h/hamilton.htm
William Wells Brown, The Escape; or, A Leap for Freedom, Cosimo Classics, 2007.
Chang-Rae Lee, Native Speaker, Penguin, 2013.
Philip Roth, Nemesis, Vintage, 2011.

44
 MSU/2021-2022/UG-College/Part-III (B.A. English)/Semester-IV/Allied IV
Allied - IV
LANGUAGE AND LINGUISTICS
Objectives:
1. To develop and apply the understanding of the concepts and methods appropriate for the
analysis and study of the English language.
2. To establish a firm foundation in environmental writing and eco-criticism, thus bridging
gaps between creative and scientific writing, through essays, poems, fiction and non-
fiction.
3. To identify strategies used by poets and fiction and nonfiction writers and to address
environmental questions through both the form and content of their works.

CourseOutcomes:

Upon the completion of this course, students will be PSO Cognitive

CO No.
able to Addressed Level

understand a wide array of linguistic diversity,

CO - 1 systematic patterns and cross linguistic universals that B, C, E K2
constrain this diversity

demonstrate understanding of linguistic concepts,

methods and approaches and apply this understanding to
CO – 2 the construction and analysis of meanings in different E, G K3, K4
modes of communication (spoken, written and
multimodal)

assess the efficiency of the tools and knowledge that give

CO – 3 E, H K4, K5
a new perspective on language and linguistic
analyze and evaluate the influence of contextual and
cultural factors in the production and reception of the
CO – 4 D, E, F K4, K5
English language, taking into account the relevant drivers
of language change

examine their attitude towards language and the way it is

CO – 5 E, F K6
used in society and culture

45
K1 – Remember, K2 – Understand, K3 – Apply, K4 – Analyze, K5 – Evaluate, K6 – Create

Mapping with POs:

COs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8
CO 1 S S S S S S S S
CO 2 S S S S S S S S
CO 3 M M S S S S S S
CO 4 S S S S S S S S
CO 5 S S S S S S S S

S – Strong, M – Medium, L - Low

Unit I: The Origin and Development of Language

The Origins of Language
Animals and Human Language
Written Language

Unit II: English Phonetics I

How the Speech Organs Work in English
The Consonants of English
Consonant Sequences
The Vowels of English

Unit III:
Words in Company
Intonation

Unit IV: English Phonetics II

The Patterns of Language – Morpheme; Word
Form and Meaning
Group – Nominal, Verbal, Adverbial
Clauses and Sentences – IC Analysis

46
 Sentences – Major and Minor Sentence Classification
Word Meaning - Association, Connotation, Collocation, Semantic Field

Unit V: Regional and Social Variations of Language

Language History and Change

Regional Variation in Language

Social Variation in Language

Prescribed Texts:
Yule, George. The Study of Language. Seventh Edition. New Delhi: CUP, 2006.(Unit I and Unit V)
O’Connor, J.D., Better English Pronunciation. New Delhi: CUP, 2008. (Unit II and III)
Wallwork, J.F. Language and Linguistics: An Introduction to the Study of Language.London:
Heineman, 1981.(Unit IV)
Reference Books:
Balasubramaniam, T. A Textbook of English Phonetics for Indian Students. Macmillan, 2012.
Iyadurai, P. Phonetics for Beginners.
Wood, F.T. An Outline History of the English Language.
Baugh, A. C. A History of the English Language.

47
 MSU/2021-2022/UG-College/Part-III (B.A. English)/Semester-IV/NME II
Non-Major Elective - II
Content Writing
Objectives:
1.To create unique useful and compelling content on a topic.
2.To inform the students to develop content as per the business concept.
3. To encourage and guide students to write keywords that allows the site visitors to get the
information quickly and efficiently
4. To equip students to write quality content and run their own blogs or sites.
CourseOutcomes:
Upon the completion of this course, students will be PSO Cognitive
CO No.
able to Addressed Level
improve the ability to read the literary texts critically and
CO - 1 A, E K1, K3
to analyse them
gain an understanding about various modes and methods
CO – 2 B K4, K5
of literary interpretation
understanding the development of new forms of writing
CO – 3 C K2, K6
and literary interpretation
CO – 4 comprehend the qualities of literary texts E, G K3, K6
trace the inter disciplinary nature of literary texts in the
CO – 5 D, G K2, K6
20th century
K1 – Remember, K2 – Understand, K3 – Apply, K4 – Analyze, K5 – Evaluate, K6 – Create
Mapping with POs:
COs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8
CO 1 S S S S S S S S
CO 2 S S S S S S S S
CO 3 S S S S S S S S
CO 4 S S S S S S S S
CO 5 S S S S S S S S

S – Strong, M – Medium, L - Low

48
Unit I:
Meaning, definition and scope of Content Writing
Types of Content Writing
Content Writing Topics
Problems faced in Content Writing

Unit II:
Different content writing formats
Major skills for writing quality content
Strategies in producing high quality content
Different stages of writing a good content

Unit III:
Blogging and Types
Blogging and Advertising
E-book and its different formats
Plagiarism Detection

Unit IV:
Introduction to SEO
Types and elements of SEO
SEO Developing strategies
Steps to SEO the web content

Unit V:
Content Writing for e-commerce sites
Steps involved in writing e-commerce product description
Types of content marketing for e-commerce
Effective ways to share content in social media
Employment opportunities
Prescribed Texts:
Content Writing for the Web -Kristine Halverson
The Content Strategy Toolkit -Kristine Halverson, Melissa Rach, Megan Casey

49
 SEMESTER V
MSU/2021-2022/UG-College/Part-III (B.A. English)/Semester-V/Core XIII
Core - XIII
GENRE STUDIES
Objectives:
1. To introduce students to various genres of literature.
2. To help students to understand the features and characteristics of different genres.
3. To sensitize students on the socio linguistic codes and conventions of different genres.
4. To orient students about the patterns of narration.
5. To provide insights about generic variations.
CourseOutcomes:
Upon the completion of this course, students PSO Cognitive
CO No.
will be able to Addressed Level
understand the importance of context in the
CO - 1 A K1
creation of a text
understand the socio-cultural boundaries of the
CO – 2 A,B,D K2
literary texts
identify and apply the stereotypic patterns of
CO – 3 E,F K3
different literary genres
analyse generic rules and conventions and their
CO – 4 D,G K4
relationship with social contexts
understand the significance of genre in the
CO – 5 F,G K5, K6
communicative function of a literary text
K1 – Remember, K2 – Understand, K3 – Apply, K4 – Analyze, K5 – Evaluate, K6 – Create
Mapping with POs:
COs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8
CO 1 S S M M M M M M
CO 2 S M M S S L M L
CO 3 M S S M M M M L
CO 4 M M M S S M L M
CO 5 M M S S M L M L
S – Strong, M – Medium, L - Low

50
UnitI: Figures of Speech
Alliteration, Anaphora, Antithesis, Assonance, Conceit, Hyperbole, Irony, Metonymy,
Metaphor, Onomatopoeia, Paradox, Personification, Pun, Simile, Synecdoche.
Unit II: Schools and Movements
Age of Johnson, Augustan Age, Cavalier Poets, Classicism, Early Tudor, Elizabethan
Age, The Enlightenment, Graveyard School, Metaphysical Poetry, Neoclassicism, Pre-
Raphaelites, Restoration, Romanticism, University Wits, Imagism.
Unit III: Themes and Characters
Alienation, Antagonist, Byronic Hero, Epiphany, Hamartia, Allegory,Allusion,
Ambiguity, Blank Verse, Free Verse, Catastrophe, Catharsis, Confessional Poetry,
Cyberpunk, Denouement.
Unit IV: Poetry and Drama
Heroic Couplet, Meter, Ballad, Burlesque, Chronicle Play, Closet Drama, Comedy,
Detective Story, Domestic Tragedy, Dramatic Monologue, Elegy, Epic, Mock Epic,
Mock Heroic, Epistle, Lyric, Masque, Melodrama, Farce, Foot, Problem Play, Satire,
Soliloquy, Sonnet, Stanza, Tragedy, Tragicomedy, Haiku, Heroic Drama, Idyll,
Interlude.
Unit V: Prose, Short story and Novel
Essay, Biography, Autobiography,Bildungsroman, Gothic Novel, Epistolary Novel,
Campus Novel, Graphic Novel, The Grotesque, Historical Novel,Memoir, Picaresque
Novel, Point of View, Science Fiction, Sentimental Novel, Short Story.
Prescribed Texts:
ChrisBaldrick. The Concise Oxford Dictionary of Literary Terms. 2nd Ed, Oxford University
Press, 2004.
Edward GQuinn. A Dictionary of Literary and Thematic Terms. Checkmark Books, 2000.
IanBuchanan. A Dictionary of Critical Theory. First Edition, OUP Oxford, 2010.
John A. Cuddonand Claire E. Preston. The Penguin Dictionary of Literary Terms and Literary
Theory. 4thEd, Penguin Books, 1999.
M.H. Abrams and Geoffrey Galt Harpham. A Glossary of Literary Terms. Eleventh Edition,
Cengage Learning, 2015.

51
 MSU/2021-2022/UG-College/Part-III (B.A. English)/Semester-V/Core XIV
Core - XIV
SHAKESPEARE
Objectives:
1. To study Shakespeare based on a reading of the representative plays and selected sonnets.
2. To study the principal plays of Shakespeare in the light of the dramatic and literary
background of his time.
3. To develop critical skills to approach Shakespeare on page and stage
4. To make judgments about the meaning of the plays based on the contemporary scenario.
5. To recognize and deploy different critical methodologies and understand the range of
Shakespeare studies.
CourseOutcomes:
Upon the completion of this course, students will be PSO Cognitive
CO No.
able to Addressed Level
understand the plays studied in different critical
CO - 1 A, B, F K1, K2
contexts, including historical, theoretical, and theatrical
apply various emerging literary theories to the study of
CO – 2 B, G K3
Shakespeare
appraise the universal values embedded in the plays of
CO – 3 D K5
Shakespeare
recall the nuclei of each play and analyze them with the
CO – 4 A, B, D, F K4, K5
historical, philosophical and literary factors
challenge the existing ideas with the realms of the
CO – 5 B, G K5, K6
contemporary literary scenario
K1 – Remember, K2 – Understand, K3 – Apply, K4 – Analyze, K5 – Evaluate, K6 – Create
Mapping with POs:
COs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8
CO 1 S M S S S S S S
CO 2 S M S S S S S S
CO 3 S M S S S S S S
CO 4 S S S S S S S S
CO 5 S S S S S S S S
S – Strong, M – Medium, L - Low

52
UnitI: General Shakespeare and Popular Shakespearean Critics
Importance of Opening Scenes, Supernatural Elements and Fools and Clowns.
A.C. Bradley : “The Substance of Shakespearean Tragedy” from Shakespearean Tragedy
Tiffany Stern : “The Theatre of Shakespeare’s London”
Unit II: Sonnets
Sonnets : 18, 65, 116 & 121
Unit III: Comedy or Dark Comedy
A Midsummer Night’s Dream
Much Ado About Nothing
Unit IV: Tragedy
King Lear
Unit V: Historical
Antony and Cleopatra
Prescribed Texts:
A.C.Bradley. “The Substance of Shakespearean Tragedy”.Shakespearean Tragedy. London:
Penguin, 1991.
Tiffany Stern. “The Theatre of Shakespeare’s London.”The New Cambridge Companionto
Shakespeare. Ed. Margreta de Grazia. Cambridge: Cambridge UP, 2010.
William Shakespeare. A Midsummer Night’s Dream. Fingerprint Publishing, 2019.
William Shakespeare. Much Ado About Nothing. New York: Penguin Books, 2017.
William Shakespeare. King Lear. London: Bloomsbury Publishing, 2018.
William Shakespeare. Antony and Cleopatra. London: Bloomsbury Publishing, 2018.

53
 MSU/2021-2022/UG-College/Part-III (B.A. English)/Semester-V/Core XV
Core - XV
RESEARCH METHODOLOGY
Objectives:
1. To prepare students to undertake research.
2. To introduce the basic concepts of research.
3. To train the students on the procedures and techniques.
CourseOutcomes:
Upon the completion of this course, students PSO Cognitive
CO No.
will be able to Addressed Level
make a systematic and theoretical approach
CO - 1 B, G K2, K3, K4
during the process of research
collect and analyze data through surveys,
CO – 2 G K3, K4
interviews and observation
CO – 3 enhance critical thinking B, F K1, K2
CO – 4 perform literature reviews G K3, K4, K5
CO – 5 write research article C, E, G K6

K1 – Remember, K2 – Understand, K3 – Apply, K4 – Analyze, K5 – Evaluate, K6 – Create

Mapping with POs:

COs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8
CO 1 S S S S S S S S
CO 2 S S S S S S S S
CO 3 S S S S S S S S
CO 4 S S S S S S S S
CO 5 S S S S S S S S

S – Strong, M – Medium, L - Low

54
Unit I:
Why Document Sources
Plagiarism and Academic Dishonesty
Think: Evaluating your sources

Unit II:
Select: Gathering Information about your sources
Organize: Creating your Documentation

Unit III:
The Mechanics of Scholarly Prose

Unit IV:
Works Cited

Unit V:
In-Text Citations (Pg: 116)

Prescribed Text:
MLA Eighth Edition. The Modern Language Association of America. New York. 2016.

55
 MSU/2021-2022/UG-College/Part-III (B.A. English)/Semester-V/Core XVI
Core - XVI
TRANSLATION THEORY AND PRACTICE
Objectives:
1. Tocomprehend any Source language text and acquire the necessary skills to translate it
into the Target language using adequate procedures and techniques.
2. Tobecome a skilled translator.
CourseOutcomes:
Upon the completion of this course, students will be PSO Cognitive
CO No.
able to Addressed Level
understand the fields of translation principles,
CO - 1 B K2
methods, procedures and techniques of translating.
identify the nuances of the SL texts and enrich the
CO – 2 adequate skills to address the issues of transition B K2, K3
encountered by translators worldwide.
apply the acquired skills to translate specific structures
CO – 3 G,H K3
and formulate suitable procedures for translation.
analyse the grammatical classes, syntactic and
CO – 4 semantic structures of the language concerned and re- D K4
text and re- render the Source language text.
evaluate any translated text in the light of the
CO – 5 G,H K5
principles, methods, techniques and procedures learnt.
produce translated texts to promote cultural exchange
CO 6 G,H K6
and connectedness.
K1 – Remember, K2 – Understand, K3 – Apply, K4 – Analyze, K5 – Evaluate, K6 – Create
Mapping with POs:
COs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8
CO 1 S S S S S S M M
CO 2 S S S S S S M M
CO 3 S S S S S S M M
CO 4 S S S S S S M M
CO 5 S S S S S S M M
CO 6 S S S S S S M M
S – Strong, M – Medium, L - Low

56
Unit I:
1.1. Defining Translation
1.2. Art or Science or Craft?
1.3. The Nature of Translation
1.4. Fields of Translation
1.4.1. Literary Translation
1.4.2. Scripture Translation
1.4.3. Scientific and Technical Translation
1.4.4. Interpretation
1.4.4.1. Alternative Interpretation
1.4.4.2. Consecutive Interpretation
1.4.4.3. Simultaneous Interpretation
1.4.4.4. Liaison Interpreting
1.5. Translating for the Media
1.5.1. Subtitling
1.5.2. Dubbing
1.6. Machine Translation

Unit II:
1.7. Problems, Principles, Methods and Procedures of Translation
1.7.1. Problems of Translation
1.7.1.1. Lexis
1.7.1.2. Syntax
1.7.2. The Role of the Translator
1.7.3. Principles of Translator
1.7.3.1. Principle of Fidelity
1.7.3.2. Principle of Intelligibility
1.7.3.3. Principle of Communication Load
1.7.3.4. Principle of Contextual Consistency

57
 1.9. Grammatical Classes and Universal Semantic Categories
1.9.1. Lexical Ambiguity due to Semantic Categories
1.9.2. Words with Complex Structures
1.10. Transformational Generative Grammar and Translation
1.10.1. Syntactic Ambiguity
1.10.2. Paraphrase
1.10.3. The Same Grammatical Conversation having Different Meanings.

Unit III:
1.11. Referential Meaning
1.11.1. Syntactic Marking of the Referential Meaning
1.11.2. Marking of Meaning by Semotaxis
1.11.3. Techniques of Semantic Analysis
1.11.3.1. Chain Analysis
1.11.3.2. Hierarchical Analysis
1.11.3.3. Componential Analysis
1.12. Connotative Meaning
1.13. Transfer
1.13.1. Idioms
1.13.2. Figurative Expressions
1.13.3. Generic and Specific Meanings
1.13.4. Use of classifiers
1.13.5. Active and Passive constructions
1.13.6. Ellipsis
1.13.7. Tenses
1.13.8. Inclusive vs. Exclusive First Person Plural
1.13.9. Honorifics
1.14.Restructuring

58
Unit IV:
2.0. Approaches, Methods and Techniques
2.1. Determiners
2.1.1. Articles
2.1.2. Demonstrative Adjectives and Demonstrative Pronouns
2.1.3. Possessive Adjectives and Possessive Pronouns
2.1.4. Interrogative Adjectives and Interrogative Pronouns
2.1.5. Reflexive Pronouns
2.1.6. Indefinite Pronouns
2.1.6.1. Some
2.1.6.2. Any
2.1.6.3. No
2.1.6.4. None
2.1.6.5. All
2.1.6.6. Every
2.1.6.7. Each
2.1.6.8. Both, Either and Neither
2.2. Morphological Categories
2.2.1. Number
2.2.2. Gender
2.2.3. Person

Unit V:
2.2.4. Tense and Aspect
2.2.5. Mood
2.2.6. Voice
2.2.6.1. Nominative with Infinitive
2.2.6.2. Accusative with Passive Infinitive
2.3. Translating Inchoative Verbs

59
 2.4. Translating Modals
2.4.1. Shall
2.4.2. Will
2.4.3. Shall and Will Compared and Contrasted
2.4.4. Can
2.4.5. May
2.4.6. Can and May Compared and Contrasted
2.4.7. Must
2.4.8. Would
2.4.9. Should
2.4.10. Could
2.4.11. Might
2.4.12. Ought
2.4.13. Dare
2.4.14. Need
2.4.15. Used to

Prescribed Texts:
Nihamathullah A. Procedures of Translating. Tirunelveli: Shameem Publication, 2009.
Nihamathullah A. Techniques of Translation. Tirunelveli: Shameem Publication, 2009.

60
 MSU/2021-2022/UG-College/Part-III (B.A. English)/Semester-V/Core XVII
Core - XVII
ENVIRONMENT AND LITERATURE
Objectives:
1. Tointroduce the nature and ecological aspects of literature and the critical practice of
reading literature.
2. Toestablish a firm foundation in environmental writing and eco-criticism,thus
bridging gaps between creative and scientific writing, through essays, poems, fiction
and non-fiction.
3. To identify strategies used by poets, and fiction and nonfiction writers to address
environmental questions through both the form and content of their works.
CourseOutcomes:

Upon the completion of this course, students PSO Cognitive

CO No.
will be able to Addressed Level

understand the significance and implications of

CO - 1 environmental writing with varied perspectives of B, G K2
both literary and scientific criticism
interpret and relate literary texts by using
CO – 2 B, C, G K3, K4
essential terms from Environment studies
value the significance of the latest schools of
CO – 3 criticism through the new approach used B, G K4, K5
practically

make close reading, critical thinking and

analytical writing through which the students will
be able to investigate the literary and cultural
CO – 4 G, C, G K2, K4, K5
forms that shape the observation of the readers
and the way in which they relate themselves with
nature and environment

develop awareness of how literature can articulate

CO – 5 D, E K6
humanity's relationship with the environment

K1 – Remember, K2 – Understand, K3 – Apply, K4 – Analyze, K5 – Evaluate, K6 – Create

61
Mapping with POs:
COs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8
CO 1 S S S S S S S S
CO 2 S S S S S S S S
CO 3 S S S S S S S S
CO 4 S S S S S S S S
CO 5 S S S S S S S S

S – Strong, M – Medium, L - Low

Unit I: Essays on Environment

Rachel Louise Carson : And No Birds Sing
Aldo Leopold : Land Ethics
Henry David Thoreau : Pond

Unit II: Introduction to Ecocriticism

CheryllGlotfelty : Literary Study in an Age of Environmental Crisis
Peter Barry : “Ecocriticism” from Beginning Theory

Unit III: Ecocritical Studies

NirmalSelvamony : tiNaipoetics
Gretchen T. Legler : Ecofeminist Literary Criticism

Unit IV: Poetry

D.H. Lawrence : Snake
G.M.Hopkins : Spring
F.G. Scott : The Unnamed Lake
Douglas A. Stewart : The Silkworm
W.W.E. Ross : The Snake Trying

62
Unit V: Fiction
John Steinbeck : The Grapes of Wrath
Charlotte McConaghy : Migrations
Prescribed Texts:
Rachel LouiseCarson. Silent Spring. Crest Book.
Leopold, Aldo, Charles Walsh Schwartz, Barbara Kingsolver. A Sand County Almanac: And
Sketches Here and There. New York: Oxford University Press, 2020.
Thoreau, Henry David. “Pond”, Walden. Boston: Ticknor and Fields, 1854.
Glotfelty, Cheryll and Harold Fromm (Ed.) The Eco-criticism Reader: Landmarks in Literary
Ecology. London: University of Georgia Press
Barry, Peter. Beginning Theory: An Introduction to Literary and Critical Studies. 3rd revised
edition, 2009 Manchester University Press, 2009.
Selvamony, Nirmal. “tiNai Poetics and Tamil Poetry”. Horizons, ed. Suresh Frederick,
Thanjavur: Amithamani, 2011.
Warren, Karen J. Ed. Ecofeminism: Women, Culture, Nature. Bloomington: Indiana University
Press, 1997.
https://www.poetryfoundation.org/poems/148471/snake-5bec57d7bfa17
https://www.poetryfoundation.org/poems/51002/spring-56d22e75d65bd
https://allpoetry.com/The-Unnamed-Lake
https://allpoetry.com/poem/8530083-The-Silkworms-by-Douglas-Alexander-Stewart
http://www.english-for-students.com/the-snake-trying.html
Steinbeck, John. The Grapes of Wrath. United States: The Viking Press, 1939.
Charlotte McConaghy. Migrations. Flatiron Books, 2021.

63
 MSU/2021-2022/UG-College/Part-III (B.A. English)/Semester-V/Core XVII
Core - XVII
MARGINAL LITERATURE
Objectives:
1. To introduce the literature that represent the marginalised.
2. To enable the students understand and identify the factors responsible for the different
types of marginalisation.
3. To probe deep into the issues that bring in the paradigm shift.
CourseOutcomes:
Upon the completion of this course, students will PSO Cognitive
CO No.
be able to Addressed Level
understand the prescribed text and theories in the
CO - 1 B, D, F K1, K2
light of racial, cultural and social discriminations
CO – 2 apply the concept of diaspora in the global culture D, G K3, K4
CO – 3 assess values in line with the cultural hierarchy D, G K5
explore and examine the literary avenues that
CO – 4 E, F K4
contribute to the growth of Marginal Literature
investigate and offer panacea to the nemesis
CO – 5 D K4, K6
undergone by the marginalised
K1 – Remember, K2 – Understand, K3 – Apply, K4 – Analyze, K5 – Evaluate, K6 – Create

Mapping with POs:

COs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8
CO 1 S S S S S S S S
CO 2 S S S S S S S S
CO 3 S S S S S S S S

CO 4 S S S S S S S S

CO 5 S S S S S S S S

S – Strong, M – Medium, L - Low

64
Unit I: Theory
National Research Council : Theories of Discrimination
TerryGoldie : The Representation of the Indigene

Unit II: Racial Discrimination

Suzan-Lori Parks : Venus

Unit III: Cultural Discrimination

Chinua Achebe : Arrow of God
Ta-Nehisi Coates : Between the World and Me

Unit IV: Social Discrimination

Alice Walker :The Color Purple
Azeem Ibrahim : The Rohingyas: Inside Myanmar’s Hidden Genocide

Unit V: Diaspora
Uma Parameswaran : Mangoes on the Maple Tree
Zadie Smith : White Teeth

Prescribed Texts:
National Research Council. “Theories of Discrimination,” Measuring Racial Discrimination.
Washington, DC: The National Academies Press, 2004.
Goldie, Terry. “The Representation of the Indigene”, Engaging with Literature of Commitment.
Volume 2, New York: Rodopi, 2012.
Parks, Suzan-Lori. Venus. New York: Theatre Communications Group, 2015.
Achebe, Chinua. Arrow of God. New York: Anchor Books, 1969.
Ta-Nehisi Coates. Between the World and Me. One World. 2015.
Walker, Alice. The Color Purple. New York: Penguin Books, 2019.
Azeem Ibrahim. The Rohingyas: Inside Myanmar’s Hidden Genocide. Speaking Tiger
Publishing Private Limited, 2017.
Parameswaran, Uma. Mangoes on the Maple Tree. New York: iUniverse, 2006.
Zadie Smith. White Teeth. Penguin UK, 2001.

65
 MSU/2021-2022/UG-College/Part-III (B.A. English)/Semester-V/Core XVIII
Core - XVIII
INDIAN LITERATURE IN TRANSLATION
Objectives:
1. To impart the uniqueness and supremacy of landscape in Indian Literature.
2. To afford a comprehensive outline of different literatures in India.
3. To present multilingual translated works of Indian Literature.
4. To depict Indian convention through the innovative voices of various vernaculars.
5. To create an awareness of ethnic distinctions in translated works.
CourseOutcomes:
Upon the completion of this course, students will PSO Cognitive
CO No.
be able to Addressed Level

CO - 1 understand how English gets Indianised in translation. B K1, K2

analyse with the major ancient medieval and modern

CO – 2 literary movements in India and their influence on B K1, K4
literature.
understand different literary techniques employed by
CO – 3 C, E K1, K2
various Indian regional language writers.
compare the features and peculiarities of Indian
CO – 4 C, D K3, K5
societies, culture and language.
engage in the vast possibilities of translating literary
CO – 5 G, H K6
texts from their own languages into English.
K1 – Remember, K2 – Understand, K3 – Apply, K4 – Analyze, K5 – Evaluate, K6 – Create

Mapping with POs:

COs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8

CO 1 S S S M M S M S
CO 2 S M S S L S S S
CO 3 S S S M S S S S
CO 4 S M S S S S S S
CO 5 S S S S S S M S

S – Strong, M – Medium, L - Low

66
UnitI: Prose
Murkoth Kumaran :The Great Search (The Biography of Sree Narayana Guru)
KumudPawde : The Story of My “Sanskrit” (Autobiography)
Suresh Joshi : On Interpretation (ChintamayiManasa)
Sisir Kumar Das : The Mad Lover

Unit II: Poetry

S. Joseph : My Sister’s Bible
N.Pichamurti : National Bird
Lankesh : Mother
AvtarPaash : Lines to our own Insecurity

Unit III: Short Story

Ashok Mitran : Still Bleeding from the Wound
V.M. Bashir : Fool’s Paradise
Satyajit Ray : The Indigo Terror

Unit IV: Drama

Komal Swaminathan : ThanneerThanneer

Unit V: Fiction
Kalki : PonniyinSelvan: New Floods – Volume I
U.R. Ananthamurthy : Bharathipura

67
Prescribed Texts:
Murkoth Kumaran, “The Great Search.”The Biography of Sree Narayana Guru. 1st Ed. SNDS
Trust, 1998.
https://www.arvindguptatoys.com/arvindgupta/well-english.pdf
Suresh Joshi.On Interpretation, ChintamayiManasa, Joshi, Suresh, Suresh Joshinu. Sahitya
Vishwa: Criticism, Vol 1 & 2, Gujarat SahityaAcademi, Gandhinagar, 2005.
http://egyankosh.ac.in/bitstream/123456789/54064/1/B-1U-2.pdf
https://www.poetryinternational.org/pi/poem/17776/auto/0/0/S-Joseph/My-Sisters-Bible/en/tile
http://cuckooscall.blogspot.com/2006/07/national-bird.html
http://komalesha.blogspot.com/2014/09/mother-english-translation-of-avva-by-p.html
https://parchanve.wordpress.com/category/authors/paash/
Ashok Mitran.Still Bleeding from the Wound. India Penguin, 2016.
V.M. Bashir.Fool’s Paradise.ViddikaludeSwargam, 1948.
https://www.parabaas.com/translation/database/translations/stories/satyajit_indigo.html.
Ananthamurthy U R.Bharathipura. New Delhi: Oxford University Press, 2012.
Kalki. New Floods: PonniyinSelvan. Zero Degree Publishing, 2019.

68
 SEMESTER VI
MSU/2021-2022/UG-College/Part-III (B.A. English)/Semester-VI/Core XIX
Core - XIX
LITERARY CRITICISM
Objectives:
1. To help the students to understand the principles of literary criticism.
2. To develop perspectives about the multidisciplinary nature of literary interpretation.
3. To help the students to understand the social, political and economical contexts of a literary
text.
4. To sensitize students to aesthetic, moralistic and humanistic aspects of literary theory.
5. To help the students to understand the influence of psychology, linguistics and political
philosophy in Literary Criticism.
CourseOutcomes:
Upon the completion of this course, students will be able PSO Cognitive
CO No.
to Addressed Level
understand the origin and development of the art of literary
CO - 1 A,B K1, K2
interpretation
CO – 2 comprehend the qualities of canonical literary texts B K2
gain an understanding about various modes and methods of
CO – 3 D,G K3
literary interpretation
trace the interdisciplinary nature of literary criticism evolved
CO – 4 B,F K4
in the twentieth century
improve their ability to read the literary texts critically and
CO – 5 analyze them and write well-structured analysis of literary D,E K5, K6
texts
K1 – Remember, K2 – Understand, K3 – Apply, K4 – Analyze, K5 – Evaluate, K6 – Create
Mapping with POs:
COs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8
CO 1 S S M M M M M M
CO 2 S L M S S L M L
CO 3 M S S M M M M M
CO 4 M S M S S M L M
CO 5 S M M S M L M L

69
S – Strong, M – Medium, L - Low

Unit I: Classical Criticism

Aristotle : Poetics – Chapters 13,14,15
Longinus : On Sublimity- Some marks of true sublimity, Five sources of
Sublimity
Unit II: 16th to 18th century
Sir Philip Sydney : An Apology For Poetry
Samuel Johnson : Preface to Shakespeare
Unit III: Romanticism
Wordsworth : Preface to Lyrical Ballads
S.T.Coleridge : BiographiaLiteraria- Part II – Chapter 14
Unit IV: Victorian Period
Matthew Arnold : Culture and Anarchy - Sweetness and Light
Walter Pater : Preface- Studies in the History of Renaissance
Unit V: 20th Century
T.S.Eliot : Tradition and Individual Talent
C.G.Jung : On the Relation of Analytical Psychology to Poetry
Prescribed Texts:
Vincent B Leitch. The Norton Anthology of Theory & Criticism.
V.S.Seturaman& S.Ramasamy. The English Critical Tradition Vol. 1 and 2.
Ernst De Chickera D J Enright.English Critical Texts, OUP.
M.A.R.Habib, Literary Criticism from Plato to the Present: An Introduction. Wiley Blackwell, 2011.
David Lodge and Nigel Wood. Modern Criticism and Theory: A Reader. Routledge, 2017.
Literary Criticism (From Plato to Lewis), by Dr.MerinSimiraj, IIT Madras - SWAYAM Course.
Introduction to Literary Theory by Prof. Sayan Chattopadhyay, IIT Kanpur- SWAYAM Course.
Literary Criticismby Dr.C.G.Shyamala, Mercy College, Palakad –SWAYAM course
Introduction to Theory of Literature- Open Yale Courses- https://oyc.yale.edu/english/engl-300
Megan Hall – Literary Criticism: A Brief Introduction.

70
 MSU/2021-2022/UG-College/Part-III (B.A. English)/Semester-VI/Core XX
Core - XX
Canadian Literature
Objectives:
1. To comprehend the unique features in Canada’s landscape and topography.
2. To To understand the literary tradition in Canadian literature.
3. To acquire a thorough knowledge of indigenous writing.
4. To analyze the post-modernist developments in Canadian literature
CourseOutcomes:
Upon the completion of this course, students will PSO Cognitive
CO No.
be able to Addressed Level
improve their ability to read the literary texts
CO - 1 critically and analyse them and write well-structured A, D K2
analysis of literary texts
trace the interdisciplinary nature of literary texts
CO – 2 B K2, K5
evolved in the twentieth century
gain an understanding about various modes and
CO – 3 E K3
methods of literary interpretation
CO – 4 comprehend the qualities of canonical literary texts E, F K1, K5
understand the origin and development of the art of
CO – 5 G K6
literary interpretation
K1 – Remember, K2 – Understand, K3 – Apply, K4 – Analyze, K5 – Evaluate, K6 – Create
Mapping with POs:
COs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8
CO 1 S S S S S S S S
CO 2 S S S S S S S S
CO 3 S S S S S S S S
CO 4 S S S S S S S S
CO 5 S S S S S S S S
S – Strong, M – Medium, L - Low

71
Unit I: Poetry
Earle Birney : Bushed
Margaret Atwood : Habitation
Armand Garnet Ruffo : On the Day the World Begins Again
Michael Ondaatje : Speaking To You
Unit II: Prose
Stephen Leacock : The Conjurer’s Revenge
: A Model Dialogue
Margaret Atwood : Napoleon’s Two Biggest Mistakes
Unit III: Short Story
Alice Munro : The Love of a Good Woman
Giuseppe Tomasidi : The Siren
Rohinton Mistry : One Sunday
Unit IV: Drama
Tomson Highway : The Rez Sisters
Joan Macleod : Toronto Mississippi
Unit V: Fiction
Alice Munro : The Moons of Jupiter
Yann Martel : The Life of Pi

Prescribed Texts:
https://www.poetrynook.com/poem/bushed-0
https://poets.org/poem/habitation
file:///C:/Users/HP/Downloads/The%20Love%20of%20a%20Good%20Woman%20_%20Stories
%20(%20PDFDrive%20).pdf.
https://vdoc.pub/documents/the-rez-sisters-a-play-in-two-acts-nc31ghgfdgk0
Alice Munro. The Moons of Jupiter. RHUK. 2004.
Yann Martel. Life of Pi. Mariner Books, 2003.

72
 MSU/2021-2022/UG-College/Part-III (B.A. English)/Semester-VI/Core XXI
Core - XXI
AUSTRALIAN LITERATURE
Objectives:
1. To acquire a detailed knowledge of the diverse nature and culture.
2. To explore the representation of aboriginality.
3. To understand the literary texts in their social, political, economical, historical,
cultural and psychological contexts.
CourseOutcomes:
Upon the completion of this course, students PSO Cognitive
CO No.
will be able to Addressed Level
understand the origin and development of the art
CO - 1 A, B K2
of literary interpretation
improve their ability to read the literary texts
CO – 2 critically and analyse them and write well- D K4
structured analysis of literary texts
gain an understanding about various modes and
CO – 3 C, E K3, K6
methods of literary interpretation
comprehend the qualities of canonical literary
CO – 4 F K5
texts
trace the interdisciplinary nature of literarytexts
CO – 5 C, G K1, K6
evolved in the twentieth century
K1 – Remember, K2 – Understand, K3 – Apply, K4 – Analyze, K5 – Evaluate, K6 – Create
Mapping with POs:
COs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8
CO 1 S S S S S S S S
CO 2 S S S S S S S S
CO 3 S S S S S S S S
CO 4 S S S S S S S S
CO 5 S S S S S S S S
S – Strong, M – Medium, L - Low

73
Unit I: Poetry
Judith Wright : The Moving Image
Oodgeroo Noonuccal : A Song of Hope
C.K. Stead : Pictures in a Gallery Undersea
Patricia Walsh : Ordinary Death
David Malouf : Wild Lemons
Les Murray : An Absolutely Ordinary Rainbow
Unit II: Prose
Sally Morgan : “What People are We?” from My Place
Kate Grenville : One Life: My Mother’s Story (Chapter one)
Unit III: Short Story
Edward Dyson : A Golden Shanty
Tim Winton : Big World
Unit IV: Drama
Jack Davis : The Dreamers
Nick Enright : Daylight Saving
Unit V: Fiction
Patrick White : Riders in the Chariots
Doris Pilkington : Follow the Rabbit-Proof Fence
Prescribed Texts:
https://iamnotasilentpoet.wordpress.com/tag/patricia-walsh/
https://poetryarchive.org/poet/c-k-stead/
https://kategrenville.com.au/books/one-life/
Jack Davis. The Dreamers. Currency Press, 2014.
Nick Enright. Daylight Saving. Currency Press, 2015.
Patrick White. Riders in the Chariot. NYRB Classics, 2002.
Doris Pilkington. Follow the Ribbit Proof Fence. University of Queensland Press, 2002.

74
 MSU/2021-2022/UG-College/Part-III (B.A. English)/Semester-VI/Core XXII
Core - XXII
FANTASY LITERATURE
Objectives:
1. To kindle the spark of creative writing.
2. To introduce the students to a variety of fantasy writers.
3. To identify the components that are characteristic of fantasy literature.
CourseOutcomes:

Upon the completion of this course, students PSO Cognitive

CO No.
will be able to Addressed Level
CO - 1 expand their imagination and enhance creativity C, D K2, K6
contextualize and understand the author’s themes
CO – 2 B, D, F, G K2, K4, K5
and ideas
explore the uniqueness and differences between
CO – 3 D, F K2, K4, K5
the subgenres of fantasy
appreciate the artistry of the works and analyze
CO – 4 B, D K2, K4
them critically

CO – 5 improve their writing skills C, E, G, H K6

K1 – Remember, K2 – Understand, K3 – Apply, K4 – Analyze, K5 – Evaluate, K6 – Create

Mapping with POs:

COs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8
CO 1 S S M L S L S M
CO 2 S S S S S S S S
CO 3 S S M L S L S M
CO 4 S S S S S S S S

CO 5 S S S S M S M S

S – Strong, M – Medium, L - Low

UnitI: Poetry
Lewis Carroll : Jabberwocky
Lord Alfred Tennyson : The Lady of Shalott

75
 Walter de La Mare : The Listeners
Unit II: Short Story
Hans Christian Andersen : The Little Mermaid
Lord Dunsany : The Hoard of the Gibbelins
Anne McCaffrey : The Smallest Dragonboy
Unit III: Drama
J.K. Rowling,John Tiffany : Harry Potter and the Cursed Child
and JackThorne
Unit IV: Fiction
J.R.R. Tolkien : The Hobbit
C.S. Lewis : The Chronicles of Narnia: The Lion, the Witch and
the Wardrobe
Unit V: Fiction
Brandon Sanderson : Mistborn: The Final Empire (Book One)
Cassandra Clare : The Mortal Instruments: City of Bones (Book One)
Rick Riordan : Percy Jackson and the Olympians: The Lightning
Thief (Book One)
Prescribed Texts:
https://www.poetryfoundation.org/poems/42916/jabberwocky
https://www.poetryfoundation.org/poems/45359/the-lady-of-shalott-1832
https://www.poetryfoundation.org/poems/47546/the-listeners
http://hca.gilead.org.il/li_merma.html
https://www.sacred-texts.com/neu/dun/tbow/tbow11.htm
https://www.baen.com/Chapters/9781476781617/9781476781617___4.htm
J.K. Rowling, John Tiffany and Jack Thorne. Harry Potter and the Cursed Child: Parts I & II.
Little Brown, 2016.
J.R.R. Tolkien. The Hobbit. Harpercollins. 2012.
C.S. Lewis. The Chronicles of Narnia: The Lion, the Witch and the Wardrobe. UK Children,
2010.
Brandon Sanderson. Mistborn: The Final Empire. Tor Fantasy, 2007.
Cassandra Clare. City of Bones. Walker Books, 2007.
Rick Riordan. Percy Jackson and the Lightning Thief. Penguin UK, 2013.

76
 MSU/2021-2022/UG-College/Part-III (B.A. English)/Semester-VI/Core XXIII
Core - XXIII
GLOBAL LITERATURE
Objectives:
1. To encourage the students to pursue their interests in literature beyond linguistic
boundaries.
2. To understand the culture, language and identity of different countries.
3. To analyze the significance of conflict, peace and security in the global context.
CourseOutcomes:
Upon the completion of this course, students will PSO Cognitive
CO No.
be able to Addressed Level
trace the interdisciplinary nature of literary texts
CO - 1 B, C K1
evolved in the twentieth century
gain an understanding about various modes and
CO – 2 A, E K2, K4
methods of literary interpretation
understand the origin and development of the art of
CO – 3 C K3
literary interpretation
CO – 4 comprehend the qualities of canonical literary texts C, F K4, K5
improve their ability to read the literary texts
CO – 5 critically and analyse them and write well- D, G K4, K6
structured analysis of literary texts.
K1 – Remember, K2 – Understand, K3 – Apply, K4 – Analyze, K5 – Evaluate, K6 – Create
Mapping with POs:
COs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8
CO 1 S S S S S S S S
CO 2 S S S S S S S S
CO 3 S S S S S S S S
CO 4 S S S S S S S S
CO 5 S S S S S S S S
S – Strong, M – Medium, L - Low
UnitI: Poetry
Pablo Neruda : A Dog has Died
Seamus Heaney : Digging

77
 Wole Soyinka : Telephone Conversation
Patrick White : The Widening Compass of Pain
George Seferis : Helen
Unit II: Prose
Octavio Paz : The Clerk’s Vision
Winston Churchill : Painting as a Pastime
Unit III: Short Story
Nadine Gordimer : Once Upon a Time
Gabriel García Márquez : A Very Old Man with Enormous Wings
Ronald Dahl : Lamb to the Slaughter
Unit IV: Drama
Wole Soyinka : A Dance of the Forests
Rabindranath Tagore : Red Oleanders
Unit V: Fiction
Mark Twain : The Adventures of Tom Sawyer
Erica Ferencik : Girl in Ice
Prescribed Text:
https://www.poetryfoundation.org/poetrymagazine/poems/40470/a-dog-has-died
https://www.poetryfoundation.org/poems/47555/digging
https://allpoetry.com/poem/10379451-Telephone-Conversation-by-Wole-Soyinka
https://www.poemhunter.com/poem/the-widening-compass-of-pain/
https://www.poetryfoundation.org/poems/51361/helen-56d22f0b36c82
https://www.nobelprize.org/prizes/literature/1990/paz/prose/
https://gutenberg.ca/ebooks/churchillws-paintingasapastime/churchillws-paintingasapastime-00-
h-dir/churchillws-paintingasapastime-00-h.html
http://blogs.ubc.ca/lled4492017/files/2017/05/Once-Upon-a-Time.pdf
https://www.umsl.edu/~alexanderjm/AVeryOldManwithEnormousWingsbyMarquez.pdf
https://www.rsf.gsacrd.ab.ca/eteacher_download/1119/35642
Wole Soyinka. A Dance in the Forest. Surjeet Publications, 2018.
Rabindranath Tagore. Red Oleanders. Niyogi Books, 2012.
Mark Twain. The Adventures of Tom Sawyer. Fringerprint Publishing, 2015.
Erica Ferencik. Girl in Ice. Scout Press, 2022.

78
 MSU/2021-2022/UG-College/Part-III (B.A. English)/Semester-VI/Core XXIII
Core - XXIII
LITERATURE AND PSYCHOLOGY
Objectives:
1. Toenhance one’s behaviour for the better and to know the human reality.
2. Tomaintain physical and emotional well-being.
CourseOutcomes:
Upon the completion of this course, students PSO Cognitive
CO No.
will be able to Addressed Level
understand the parallelism between Psychology
CO - 1 A,F K2
and Literature and their relevance in one’s life.
apply the motivations of authors and their fictional
CO – 2 B K2, K3
figures to comprehend the human condition.
analyse the human consciousness and the different
CO – 3 B K3, K4
phenomena in the human psyche.
analyze the causes and connections to recover
CO – 4 B K3, K4
meanings.
CO – 5 evaluate the production of a text and real life. B K5
create characters and situations to highlight the
CO 6 G K1
psychological dimension of human reality.
K1 – Remember, K2 – Understand, K3 – Apply, K4 – Analyze, K5 – Evaluate, K6 – Create
Mapping with POs:
COs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8
CO 1 S S S S S S S S
CO 2 S S S S S S S M
CO 3 S S S S S S M M
CO 4 M S M M S S M L
CO 5 S S S S L S M M
S – Strong, M – Medium, L - Low
UnitI: Poetry
Rudyard Kipling : If
Robert Browning : Andrea Del Sarto

79
 Maya Angelo : Phenomenal Woman
Jo Camacho : The Owl and the Chimpanzee
Unit II: Novella
Henry James : The Turn of the Screw
Franz Kafka : The Metamorphosis
Unit III: Short Story
Anton Chekhov : The Bet
: Ward No 6
William Faulkner : A Rose for Emily
Katherine Mansfield : Psychology
Unit IV: Drama
William Shakespeare : Julius Caesar
Sharon Pollock : Blood Relations
Unit V: Fiction
Fyodor Dostoyevsky : Crime and Punishment
Paula Hawkins : The Girl on the Train
Prescribed Texts:
https://uh.edu/~hwagan/pnl/if.pdf
https://rpo.library.utoronto.ca/content/andrea-del-sarto
https://allpoetry.com/phenomenal-woman
https://nowcomment.com/documents/238717
https://www.ibiblio.org/ebooks/James/Turn_Screw.pdf
https://www.lonestar.edu/departments/english/kafka_metamorphosis.pdf
https://www.acschools.org/cms/lib/PA01916405/Centricity/Domain/399/The%20Bet.pdf
https://nmi.org/wp-content/uploads/2015/01/1332.pdf
https://repositorio.ufsc.br/bitstream/handle/123456789/163604/A%20Rose%20for%20Emily%20-
%20William%20Faulkner.pdf?sequence=1&isAllowed=y
http://digital.library.upenn.edu/women/mansfield/bliss/psychology.html
http://pinkmonkey.com/dl/library1/julius.pdf
http://spartan.ac.brocku.ca/~dvivian/Blood_Relations/Blood_Relations_A_Primer_rev_4.pdf
https://www.planetebook.com/crime-and-punishment/
Paula Hawkins. The Girl on the Train. Random House, 2016.

80
 MSU/2021-2022/UG-College/Part-III (B.A. English)/Semester-III/Core XXIV
Core - XXIV
PROJECT - INDIVIDUAL
Objectives:
1. To perform academic review and analysis by retaining and interpreting information.
2. Toformulate substantiated theories and solutions academically.
3. Todelineate information efficiently and effectively through academic avenues.
4. To hypothesize and test theories in an academic manner.
CourseOutcomes:
Upon the completion of this course, students PSO Cognitive
CO No.
will be able to Addressed Level
meaningfully retain information from reading
CO - 1 B, G K1, K2
academic articles
analyse and evaluate retained information in
CO – 2 G K3, K5
meaningful ways
Develop meaningful theses from the
CO – 3 B, G K4, K6
information gathered
CO – 4 plan and write advanced papers G K3, K6
detect plagiarism and identify ways to
CO – 5 B, C K3, K5
eliminate it
K1 – Remember, K2 – Understand, K3 – Apply, K4 – Analyze, K5 – Evaluate, K6 – Create
Mapping with POs:
COs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8
CO 1 S S S S S S S S
CO 2 S S S S S S S S
CO 3 S S S S S S S S
CO 4 S S S S S S S S
CO 5 S S S S S S S S
S – Strong, M – Medium, L - Low
The students are expected to submit a project of about 30 pages on preferably a recent writer
not included in the current syllabus.
----------------------------------------------------

81