APPENDICES

Contents Page No.

Table 2.1 “Theses of the Month” University News (2007-08) 286
Table 2.2 College-wise list of vocational courses for which affiliation is granted by
North Maharashtra University, Jalgaon 286
Papers offered for BA (Special English) course study during 1993-94 to 2007-08 287
in the universities selected for present study
Table 4.1 Papers offered in the University of Mumbai (UoM) for B.A. English
(Major) during 1993-94 to 2006-07) 287
Table 4.2 Papers offered in the University of Pune (UoP) for B.A. (English
Special) during 1993-94 to 2007-08 288
Table 4.3 Papers offered in Shivaji University, Kolhapur (SUK) for B.A. English
(Special) during 1996-97 to 2006-07) 288
Documents of existing syllabi in the universities selected for present study 289
Papers offered for BA (Special English) course in other universities in 365
Maharashtra, states neighbouring Maharashtra and in other Indian states
Table 4.4 B.A. (English) course in other Universities in Maharashtra 365
Table 4.5 B.A. (English) course in Universities from
the states neighbouring Maharashtra 366
Table 4.6 (A) B.A. (English) courses in some Indian universities 367
Table 4 (A) The frequency of imperative words used in the objectives of papers
offered in the universities selected 368
Table 4 (B) Question pattern of papers IV, VII and VIII offered in TYBA in the UoM 369
Table 4 (C) (i) Question pattern of papers G-II, S-I and S-II offered in SYBA (UoP) 370
Table 4 (C) (ii) Question pattern of papers G-II, S-I and S-II offered in SYBA (UoP) 370
Table 4 (D) Question pattern of papers V, VI and VII offered in TYBA in SUK 371
Table 4 (E) The questions words used in the ten question papers of Special English 372
Table 4 (F) The question words used in the question papers of Special English 373
Questionnaires
1. Questionnaire for Students 374
2. Questionnaire for Teachers of Special English 379
3. Questionnaire for Subject Experts 384
4. Questionnaire for Employers 387
Table 5 (A) Languages known by students 389
Table 5 (B) Students’ observation on teaching methods 390
Table 5 (C) Students’ preferences to career – responses to any other field 391
Table 5 (D) Classification of suggestions from the students 392
Table 5 (E) Teachers preferences to teaching methods 394
Table 5 (F) Classification of the suggestions by the teachers 395
Table 5 (G) Classification of suggestions by the subject experts 396
The colleges mentioned in Table 6.1 a) of Chapter VI and their Code numbers 397
The colleges mentioned in Table 6.1 b) of Chapter VI 398
 Shivaji University, Kolhapur

B.A. Part I
English for Communication
Implemented from June 2007
Communication Skill
Section I
Unit 1 : Introducing Yourself and Others.
Unit 2 : Talking about Personal Experiences.
Unit 3 : Giving Directions and Instructions.
Unit 4 : Preparing a C.V. and Writing a Letter of Application.
Unit 5 : Telephonic and E-mail Communication.
Unit 6 : Note-Making

Reading Comprehension Skill

Section II
Unit 7 : How I Taught my grandmother to read -Sudha Murty
Unit 8 : Non-Co-operation -M.K. Gandhi
Unit 9 : Socrates and Schoolmaster -F.L. Brayne
Unit 10 : The Lottery Ticket -Anton Chekov
Unit 11 : Interview with Nelson Mandela -from Readers Digest
Unit 12 : Women in Media
Unit 13 : Where the Mind is without fear -Ravindranath Tagore.
Unit 14 : The Jet Age -V.C. Dutt.
Unit 15 : O Captain ! My Captain! -Walt Whitman

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 Shivaji University, Kolhapur

B.Com. Part I
English for Business Communication
Implemented from June 2007
Section I: Communication Skills
Unit 1 : Business Communication I
Unit 2 : Business Communication II
Unit 3 : Writing Business Letters
Unit 4 : Preparing a C.V. and Writing a Letter of Application.
Unit 5 : English for Consumer Advertising
Unit 6 : Notices, Agenda and Minutes
Unit 7 : Information Transfer and Interpretation of Data.
Unit 8 : Interview for a Job.

Reading Comprehension Skill

Section II
Unit 9 : A Lickpenny Lover - O’Henry
Unit 10 : A Practical Joke -Guy De Maupassant
Unit 11 : All About a Dog -A.G. Gardiner
Unit 12 : The Search : The one Minute Manager
- Ken Blenchard and Spencer Johnson
Unit 13 : Smile -Anonymous
Unit 14 : Yes ! I Can Do It ! -Shweta Taneja
Unit 15 : The Jaguar -Ted Hughes

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 Shivaji University, Kolhapur
B.Sc. Part I
English for Communication

Implemented from June 2007

Section I: Communication Skills
Unit 1 : How to Express Your Views and Opinions.
Unit 2 : Talking About Personal Experiences.
Unit 3 : Preparing a C.V. and Writing a Letter of Application
Unit 4 : Telephonic and E-mail communication.
Unit 5 : Making Notes.
Unit 6 : Information Transfer.

Reading Comprehension Skill

Section II
Unit 7 : Forgetting -Robert Lynd
Unit 8 : Wife’s Holiday -R.K. Narayan
Unit 9 : Man in the Future -Bill Williams
Unit 10 : Prafulla Chandra Ray
Unit 11 : Public Attitude towards Science -Stephen Hawking
Unit 12 : Smart Village : Hansdehar -Archana Binbusar
Unit 13 : Entertainment -Nissim Ezekiel
Unit 14 : Parachute -Lenrie Peters
Unit 15 : Argument with God -Y. S. Chemba

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 Shivaji University, Kolhapur
B.A. Part I Additional English

Implemented from June 2007

I] Poetry :
1) Let Me Not To The Marriage of True Minds -William Shakespeare
2) To Daffodils - Robert Herrick
3) If We Must Die - Claude Mckay
4) Leisure - W.H. Davis
5) Break Break Break - Tennyson
6) Solitary Reaper – W. Wordsworth
7) Stopping By Woods on a Snowy Evening - Robert Frost
8) Dover Beach – M. Arnold
9) Ode on Solitude – A. Pope
10) Grasshopper and Cricket -Keats

II] Novel
That Long Silence – Shashi Deshpande

III] Poetry as a form of Literature

IV] Novel as a form of Literature

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 Shivaji University, Kolhapur
B.A. Part I Optional English
Implemented from June 2007
I] One Act Plays :
1) The Refund - Fritz Karnithy
2) The Hour of Truth - Percival Wilde
3) Lord Byron’s Love Letter - Tennessee Williams
4) The Bear - Anton Chekhov
5) Getting Married - Moliere

II] Short Stories

1) The Devoted Son -Anita Desai

2) The False Gems -Guy De Maupassant
3) The Sparrows -K.A. Abbas
4) The Night Train at Deoli -Ruskin Bond
5) The Last Leaf -O’ Henry

III] One – Act Play as a Minor Form of Literature

IV] Short – Story as a Minor Form of Literature

5
 1

B+
Accredited By NAAC

Faculty of Arts & Fine Arts

Revised Syllabus For
Bachelor of Arts ( Part-II)

(Subject to the modifications that will be made from time to time)

Syllabus to be implemented from June 2008 onwards.

Shivaji University, Kolhapur

 2

Ordinance and Regulations:-

Shivaji University, Kolhapur
Revised Syllabus For
Bachelor of Arts ( Part-II )

1. TITLE : The degree of shall be titled as Bachelor of Arts (B.A.) Subject

English (Optional) under the Faculty of Arts and Fine Arts.
2. YEAR OF IMPLEMENTATION:- Revised Syllabus will be implemented
from June 2008 onwards.
3. OBJECTIVES :

4. PATTERN:-
Pattern of Examination will be Annual Pattern

5. MEDIUM OF INSTRUCTION :
i) The medium of instruction shall be in English or Marathi.

Shivaji University, Kolhapur

 3

B+
New/Revised Syllabus For

( B.A. Part II )
(Introduced for the Academic Years 2008-09,2009-10,2010-11)
(June 2008 onwards)

Paper – II
TITLE OF PAPER – Modern English Literature

Lectures/Contact hours per unit _______________________________hours

Unit wise Syllabus:-

A. Essays:-
George Orwell 1. Shooting an Elephant
2. Hanging
Aldous Huxley 3. Work & Leisure
4. J.C. Bose
E.M. Forster 5. What I Believe
6. Voltaire & Fredrick the Great

B. Drama:-
G. B. Shaw :- Pygmalion
C. Poems:-
Thomas Hardy 1. Neutral Tones
2. The Darkling Thrush
3. A Broken Appointment

Robert Frost 4. Stopping by Woods on a Snowy Evening

5. Mending Wall
6. The Road Not Taken

W.B. Yeats 7. A Prayer for My Daughter

8. The Second Coming
T.S. Eliot 9. Marina
10. The Love Song of J. Alfred Prufrock

D.H. Lawrence 11. Snake

Shivaji University, Kolhapur

 4

B+
New/Revised Syllabus For
( B.A. Part II )
(Introduced for the Academic Years 2008-09,2009-10,2010-11)
(June 2008 onwards)
Paper – III
TITLE OF PAPER- Indian English Literature
Lectures/Contact hours per unit _______________________________hours

Unit wise Syllabus:-

A. Essays :
A.P.J.Abdul Kalam 1. India's Needs and Core Competencies
(Source India 2020)
H.Y. Sharada Prasad 2. Discrimination Begins Early
(Source: The Book I Won't be writing and other Essays)
P 157 Cronicle Books and an Imprint of DC Publishers,
New Delhi Distributor : Orient Longman, 2003
Arfeen Khan 3. Are You Ambitious Enough? Pp. 47-50
(Source you can you will: Its your choice) Macmillan
India Ltd. 2004

B. Novel : R.K. Narayan :- The Financial Expert

C. Poetry :
Nissim Ezekiel 1. Goodbye Party for Miss Pushpa T.S.
2. Night of the Scorpion
3. Poet, Lover and Birdwatcher
Jayant Mahapatra 4. Dawn at Puri
5. The Exile
A.K. Ramanujan 6. The Striders
7. Looking for a Cousin on a Swing
8. A River
9. Ecology
Imtiaz Dharkar 10. Purdah I
Kamla Das: 11. An Introduction
12. My Grandmother's House
Dilip Chitre 13. Father Returning Home
14. The Felling of the Banyan Tree

Shivaji University, Kolhapur

 1

Shivaji University Kolhapur

B.A. III English (Special)
Implemented from June 2009 onwards

Paper No. IV
Literary Criticism and Appreciation
Revised Syllabus
Teaching Years – 2009-10, 2010-11, 2011-12
A) OBJECTIVES :-

To acquaint the students with the basic concepts of literary criticism and literature.

To study some critical approaches.

To introduce the students with a few critical and literary terms.

To provide them practical training in literary appreciation.
B) TOPICS PRESCRIBED :
Unit No. 1 : Introduction to Literature
i) The Nature of Literature ii) The Function of Literature.
Unit No. 2 : Introduction to Literary Criticism
i) The Nature of Criticism ii) The Function of Criticism
Unit No. 3 : Approaches to the Study of Literature
i) Literature & Biography (Biographical Approach)
ii) Literature & psychology (Psychological Approach)
iii) Literature & Society (Sociological Approach)
Unit No. 4 : Aristotle – Poetics
i) Imitation. ii) Catharsis.
Unit No. 5 : William Wordsworth : Preface to Lyrical Ballads
Unit No. 6 : D. H. Lawrence : Why the Novel Matters.
Unit No. 7 : Literary & Critical Terms.
i) Figures of Speech - a) Alliteration b) Simile
c) Metaphor d) Personification e) Hyperbole f) Onomatopoeia
ii) Realism iii) Symbolism
iv) Satire v) Paradox
Unit No. 8 : Practical Criticism
Critical appreciation of a poem with the help of the questions given below it. (A Poem
not exceeding 20-25 lines)
C) DIVISION OF TEACHING HOURS Total Teaching hours 120
Each Unit – 15 hours = 15 x 8 = 120
D) TEXT BOOKS :
Nos. 1&3 : Rene Wellek and Austen Warren : Theory of Literature, Penguin Books / A Peregrine
Books, Literature, Criticism – 1985
Part One : Topic Nos – 2 & 3
Part Three : Topic Nos – 7, 8 & 9
No. 2 : W. H. Hudson : An Introduction to the Study of Literature : London, George G. Harrap &
Company Press.
Chapter No. – 6
No. 4 : S. C. Butcher : Poetics
&6 : D. J. Enright & Chikera, ed. English Critical Texts, London, OUP, 1968.
No. 7 : M. H. Abrams : A Glossary of Literary Terms, Prism Books Pvt. Ltd. Banglore.
 2
No. 8 : L. G. Alexander : Prose & Poetry Appreciation for Overseas Students,
Longman – Green & Comp. Ltd. London -1966.
Praveen T. Thaker, Appreciating English Poetry Orient Longman, Hyderabad (2005)
E) REFERENCE BOOKS :
1) Wimsat and Cleanth Brooks : Literaty Criticism, A Short History :
Oxford & IBH Publishing Company Pvt.
Ltd. New Delhi.
2) Bywater : Aristotle's Poetics
3) R. A. Scott James : The Making of Literature, Mercury
Books, London.
4) David Daiches : Critical Approaches to Literature Orient-
Longman.
5) I. A. Richards : Practical Criticism : A Study of Literary
Judgment, UBS, Publishers, New Delhi,
2002.
6) V. S. Sethuraman C.T. Indra : Practical Criticism, Macmillan India Ltd.,
& T. Siraman Madras, 1995.
7) Joseph K. Davis, Pathea R. : Literature, Scott, Foresman & comp.,
Broughton, Michael Wood Glenview, Illinois, 1977.
F) THE PATTERN OF QUESTION PAPER
Time : 3 hours Total Marks : 100
Q.1 : Objective type Question
A) Multiple choice question with four alternatives 10
B) Answer the following questions in one word / phrase / 10
sentence each. (Q.1 A & B to be set on topics covering Unit No. 1 to 7,
at least two items to be set on each unit.)
Q.2 : Answer the following questions in about 250 words each 16
(Any two out of three) [based on Unit Nos. 1 & 2]
Q.3 : Answer the following questions in about 250 words each 16
(Any two out of three) [based on Unit Nos. 3 & 4]
Q.4 : Answer the following questions in about 250 words each 16
(Any two out of three) [based on Unit Nos. 5 & 6]
Q.5 : Write short notes on the following (Any four out of six)
[based on Unit No. 7] 16
Q.6 : Write a critical appreciation of the following poem with the help of 16
the questions given below it.

B.A. III English (Special) Paper No. V

Understanding Poetry
Revised Syllabus
Teaching Years – 2009-10, 2010-11, 2011-12
A) OBJECTIVES :

To acquaint and familiarize the students with some lyrical types such as
Song, Sonnet, Ode, Elegy and Ballad.

To encourage students to make a detailed study of a few masterpieces of
POETRY in English from different parts of the world i.e. British, American, Indian,
African, Australian etc.
 3

To develop among the students the ability to read, appreciate,
analyze and evaluate poems independently.

To study the prescribed poems in the context of themes such as racial
discrimination, crisis of identity and search for self, protest and revolt, alienation, etc.

B) GENERAL TOPICS PRESCRIBED :

1) Lyrical types : Song, Sonnet, Ode, Elegy and Ballad
2) Characteristics of Contemporary Indian Poetry in English
3) Racial Discrimination and Protest in Black Poetry
4) Confessional Element in American Poetry.
C) POEMS PRESCRIBED :
1) William Shakespeare : Let me not to the marriage of true minds.
2) William Wordsworth : The Solitary Reaper
3) John Keats : Ode to a Nightingale
4) Alfred Lord Tennyson : From 'In Memoriam'
5) Wilfred Owen : Strange Meeting
6) Edith Sitwell : Still Falls the Rain
7) W. H. Auden : Lay Your Sleeping Head
8) Stephen Spender : Elegy for Margaret VI
9) Nissim Ezekiel : Very Indian Poem in Indian English
10) A. K. Ramanujan : Small – Scale Reflections on a Great House
11) Arun Kolatkar : Irani Restaurant Bomaby
12) R. Parthasarathy : Complaint
13) Gauri Deshpande : The Female of the Species
14) Mamata Kalia : Tribute to Papa
15) Sylvia Plath : Daddy
16) Carl Sandburg : Who can Make a Poem of the Depths of
Weariness
17) Jean-Joseph Robearivela : She
18) Mary Gilmore : Never Admit the Pain
19) Edward Braithwaite : Timbuctu
20) Dennis Brutus : Nightsong : City
D) DIVISION IF TEACHING HOURS Total Teaching hours – 120
i) General Topics – 20 ii) Poems Prescribed – 100
E) PRESCRIBED POEMS SELECTED FROM :
1) John Hayward, Ed., The Penguin Book of English Verse Penguin (1987)
(Poem Nos. 1 to 8)
2) Saleem Peeradina, Ed., Contemporary Indian Poetry in English
Macmillan (1987) (Poem Nos. 9 to 14)
3) Sylvia Plath, Ariel (1965) (Poem No. 15)
4) B. N. Sahay, Ed. New horizons : A Verse Anthology
Orient Longman (1986) (Poem Nos. 16 to 19)
5) A. M. Pearce, Ed. The Heinemann Book of African Poetry in English
(Poem No. 20)
F) REFERENCE BOOKS
1) R. J. Rees : Introduction of English Literature.
2) B. Prasad : Background to the Study of English Literature
3) M. K. Naik : A History of Indian English Literature
 4
4) Makarand Paranjape : Towards Indian Poetics
5) Meenakshi Mukherjee : The Perishable Empire
6) Peterse & Mundro (Ed.) : Protest and Conflict in African Literature
7) Ray Harvey Pearce : The Continuity of American Literature
8) Leonine Kramev (Ed.) : The Oxford History of Australian Literature,
OUP 1981.
9) Hoffman D.G. (Ed.) : American Poetry and Poetics, New York 1962.
G) THE PATTERN OF QUESTION PAPER
Time : 3 hours Total Marks : 100
Q. 1 : Objective Type
A) Multiple choice with four alternative (Ten items) 10
B) Answer in one word/ phrase/ sentence each (Ten items) 10
(Q.1 A & B covering all 20 poems)
Q.2 : Write Short Notes (On General Topics) [2 out of 3] 20
Q.3 : Essay-type Question with an internal option based on Poem Nos. 1 to 8. 15
Q.4 : Essay-type Question with an internal option Based on Poem Nos. 9 to 14. 15
Q.5 : Essay-type Question with an internal option Based on Poem Nos. 15 to 20. 15
Q.6 : Short Notes (3 out of 5) covering aspects not covered in question nos.
3 to 5 based on prescribed poems. 15

B.A. III English (Special) Paper No. VI

Understanding Drama
Revised Syllabus
Teaching Years – 2009-10, 2010-11, 2011-12
A) OBJECTIVES :

To familiarize the students with the concept of Drama.

To acquaint them with the different trends in Drama.

To encourage the students to make a detailed study of a few
masterpieces of English drama from different parts of the world.

To develop among the students an ability of reading and appreciating
drama.
B) GENERAL TOPICS PRESCRIBED
a) Definition of Drama.
b) Elements of Drama.
c) Shakespearian Tragedy
d) Features of Modern American Drama.
e) Origin and Development of Indian English Drama.
C) TEXTS PRESCRIBED :
1) William Shakespeare : Othello,
2) Arthur Miller : Death of a Salesman
3) Vijay Tendulkar : Silence ! The Court Is In Session
D) DIVISION OF TEACHING HOURS Total teaching hours : 120
A) General Topics – 30
B) Plays – 90 (Each play 30 hours)
E) REFERENCE BOOKS
1) Nicolas Udoll : British Drama.
2) Keneith Muir : Shakespearean Tragedy.
 5
3) G. Wilson Knight : The Wheel of Fire OUP 1930.
4) Willis Wager : American Literature, A World view
A. H. Wheeler and Company Allahbad.
5) Charles Feidelson and : Interpretation of American Literature OUP,
Paul Brodtkorb Calcutta.
6) Weales Gerald (Ed.) : Arthur Miller : A Death of a Salesman, Text and
Criticism. New York (The Viking Press)
7) G. P. Deshpande : Indian Drama, Sahitya Academy Publication.
8) M. K. Naik. : A History of Indian English Literature Sahitya
Academy, New Delhi.

9) Kenneth Muir : Shakespeare's Tragic Sequence

Hutchinson University, Library London – 1972.
10) Kenneth Muir : The Great Tragedies
Longmans Green & Company 1961.
11) Kenneth Muir : Shakespeare's Othello Penguin Books 1968.
F) THE PATTERN OF QUESTION PAPER FOR PAPER NO. VI
Time : 3 hours Total Marks : 100
Q.1 : Objective Type Questions
A) Multiple choice with four alternatives (Ten Items) 10
B) Answer in one word / phrase / sentence each (Ten Items) 10
(Q.1 A & B based on dramas prescribed (At least six items
to be set from each play prescribed)
Q.2 : Write Short Notes (2 out of 3) (On General Topics) 20
Q.3 : Essay-type Question with an internal option A or B (On Othello) 15
Q.4 : Essay-type Question with an internal option A or B 15
(On Death of A Salesman)
Q. 5 : Essay-type Question with an internal option A or B (On Silence ! 15
The Court Is In Session)
Q. 6 : Short Notes (3 out of 6) (covering aspects not covered under 15
question Nos. 3 to 5) [two short notes based on each play be set]

B.A. III English (Special) Paper No. VII

Understanding Novel
Revised Syllabus
Teaching Years – 2009-10, 2010-11, 2011-12

A) OBJECTIVES :

To introduce the students to Literatures in English.

To acquaint the students with novels written by different writers from different
countries.

To study different novels in the context of such themes as Partition, racial
segregation, Crisis of identity, diaspora etc.

B) GENERAL TOPICS PRESCRIBED :

1) What is the Novel ?
2) Types of the Novel
 6
a) Picaresque b) Historical c) Regional d) Stream of Consciousness
3) Elements of Novel
a) Plot b) Character c) Setting d) Point of view
4) Themes of the Novel
a) Partition b) Racial Segregation c) Crisis of Identity d) Diaspora

C) TEXTS PRESCRIBED :
1) Conrad, Joseph : Heart of Darkness, Mumbai : Orient Longman
Ltd., 1902 / 1994.
2) Paton, Alan : Cry, The Beloved Country, New Delhi : Orient
Longman Ltd., 1962 / 1970.
3) Sidhwa, Bapsi : Ice-Candy-Man, New Delhi : Penguin Books,
1988 / 1970.

D) DIVISION OF TEACHING HOURS Total teaching hours – 120

A) General Topics – 30
B) Novels – 90 (Each Novel 30 hours)

E) REFERENCE BOOKS :
1) Foster E. M. : Aspects of the Novel, London, 1949.
2) Brooks and Warren : Understanding Fiction, Prentice Hall, 1959.
3) Kermode, Frank : Sense of an Ending OUP 1967.
4) Lubbock Percy : The Craft of Fiction, London : Janathan Cape,
1965.
5) Walt, Ian : The Rise of the Novel, Penguin, 1957.
6) Edel, Leon : The Psychological Novel : 1900-1950 .
Ludhiana : Kalyani, 1997.
7) Bradbury, Malcolm : The Novel Today – Glasgow, F. C. Parebacks
1978, 1982.
8) Kirpal, Vinay (Ed.) : The New Indian Novel in English, Allied
Publishers, 1990.
9) Rimmon-Kennan, Shlomith : Narrative Fiction, London and New York :
Routledge, 2005.
10) Matz, Jesse : The Modern Novel : A Short Introduction,
Oxford : Blackwell, 2004.
11) Rees, R. J. : Introduction to English Literature, London :
Macmillan, 1966 / 1968.
F) THE PATTERN OF QUESTION PAPER FOR PAPER NO. VII
Time : 3 hours Total Marks : 100.
Q.1 : Objective Types Questions 20
A) Answer in one word/phrase/sentence/each (Ten Items)
B) Multiple choice with four alternatives (Ten Items)
[Q.1 A and B – At least six items to be set from each novel prescribed]
Q.2 : Write Short Notes (2 out of 3) (On General Topics) 20
Q.3 : Essay-type Question with an internal option A or B (On Heart of Drakness) 15
Q.4 : Essay-type Question with an internal option A or B 15
(on Cry, The Beloved Country)
Q.5 : Essay-type Question with an internal option A or B (On Ice-Candy-Man) 15
Q.6 : Short Notes (3 out of 6) (covering aspects not covered under 15 questions
Nos. 3 to 5)
 7
(Two short notes from each novel prescribed be set)

B.A. III English (Special) Paper No. VIII

The Structure and Function Of Modern English
Revised Syllabus
Teaching Years – 2009-10, 2010-11, 2011-12
A) OBJECTIVES :
To acquaint the students with :

The nature and characteristics of language

The basic sounds of English language.

The word – formation processes, phrases and clauses

The structure of compound and complex sentences in English

The nature of semantics
B) TOPICS PRESCRIBED :
1) Language
i) Definitions
ii) Characteristics
iii) Human and Animal Communication
2) Phonology
i) Speech Mechanism
ii) Description of sounds with three-term labels
iii) Word transcription with primary stress
3) Morphology
i) Morpheme
ii) Classification of morphemes
iii) Word formation processes
4) Words
i) Word Classes : Open and Closed
ii) Form and function
5) Phrases
i) Classes of phrase
ii) Main and subordinate phrase
iii) Form and function lables
6) Clauses
i) Elements of the clause
ii) Classes of clauses
iii) Form and function lables
7) Sub-ordination and Co-ordination
i) Finite sub-ordinate clauses
ii) Non-finite sub-ordinate clauses
iii) Direct and Indirect – subordination

8) Semantics
i) Definition
ii) Synonymy
iii) Antonymy
iv) Polysemy
v) Homonymy
 8
vi) Hyponymy

C) DIVISION OF TEACHING HOURS Note : Total teaching hours : 120

15 hours per unit = 15 x 8 = 120

D) REFERENCE BOOKS :
1) Balsubramanian : A Textbook of English Phonetics for Indian
Students, Macmillan, 1981.
2) Bansal R. K., Harrison J. B.: Spoken English for India, 1976.
Orient Longman Reprint 2006.
3) Hockett C. F. : A Course in Modern Linguistics, Macmillan 1963
4) Hornby A. S. : Oxford Advanced Learner's Dictionary of
Current English.
5) Jones Daniel, : English Pronouncing Dictionary, ELBS Edition.
6) Leech et. al : English Grammar for Today : A New
Introduction, Macmillan 1982.
7) Lyons John, : Language and Linguistic : An Introduction,
Cambridge University Press 1981.
8) Palmar F. R. : Semantics
9) Velayudhan S. & : An Introduction to the Phonetics and Structure
Mohanan K. P. of English, Somaiya Pub. Pvt. Ltd., New Delhi,
1977.
10) Verma S.K. and : Modern Linguistics, Oxford University Press 1989
Krishnaswamy N.

E) THE PATTERN OF QUESTION PAPER FOR PAPER NO. VIII

Time : 3 hours Total Marks : 100
Q.1 : Objective Type
A) Three Terms Lables (Five out of Seven) 05
B) Transcription of words with primary stress (Five out of Seven) 05
C) Identification of word formation process (Five out of Seven) 05
D) Identification of word classes (Five out of Seven) 05
Q.2 : A) Write Short Notes (Two out of Three) On Unit No. 1 10
B) Morphological Analysis (Two out of Five) 05
Q.3 : A) Write Short Notes (Two out of Three) On Unit No. 5 10
B) identification of phrases with form and function labels (5 out of 7) 10
Q.4 : A) Write Short Notes (Two out of Three) On unit no. 6 10
B) Identification of elements of clauses (Five out of Seven) 05
Q.5 : A) Write Short Notes (Two out of three) On Unit No. 7 10
B) Identification of subordinate clauses with form and function lables
(Five out of Seven) 10
Q.6 : A) Write Short Notes (Two out of Three) On Unit No. 8 10
 9

B.A.III English Compulsory Equivalences of the revised

syllabus introduced from June 2009 onwards
Sr No Old Syllabus Sr No New Syllabus
1 B.A.III English 1 B.A.III English
Compulsory Compulsory

B.Sc.III English Compulsory Equivalences of the revised

syllabus introduced from June 2009 onwards
Sr No Old Syllabus Sr No New Syllabus
1 B.Sc. III English 1 B.Sc. III English
Compulsory Compulsory

B.A.III English Special Equivalences of the revised syllabus

introduced from June 2009 onwards
Sr No Old Syllabus Sr No New Syllabus
1 Paper No. IV 1 Paper No. IV
Literary Criticism Literary Criticism and
Appreciation
2 Paper No. V 2 Paper No. V
English Literature – Understanding Poetry
1550 - 1750
3 Paper No. VI 3 Paper No. VI
English Literature Understanding Drama
1750- 1900
4 Paper VII 4 Paper No. VII
20th Century English Understanding Novel
Literature
5 Paper VIII 5 Paper No. VIII
Structure and Function of The Structure and
Modern English Function of Modern
English
Documents of existing syllabi in the universities selected for present study

University of Mumbai (w.e.f. 2007-08) Page

No.
Class Paper No. Title of the Paper
FYBA English Ancillary I Reading Fiction and Drama 289
SYBA English (Opt) II Reading Poetry 292
English (Opt) III Indian Writing in English and 296
Indian Literature in Translation
TYBA English Major IV British Literature (1550-1750) 302
English Major V English Language and Literary Criticism 306
English Major (i) Rhetoric, Composition & Applied Language Skills 309
VI (ii) Theory and Practice of Translation 312
Popular Culture 314
(iii)
English Major VII Literature in English (1750-1900) 316
English Major VIII 20th Century Literature in English 319
English Major (i) Postcolonial Perspectives on Texts 322
IX (ii) American Literature (1900-1990) 325
(iii) Film and Literature 328
(iv) Literature and Gender 331

Shivaji University, Kolhapur (w.e.f. 2007-08)

FYBA English (Optional) I Introduction to the Minor Forms of Literature 335
SYBA Optional English II Modern English Literature 336
Optional English III Indian English Literature 337
TYBA English(Special) IV Literary Criticism and Appreciation 338
English(Special) V Understanding Poetry 339
English(Special) VI Understanding Drama 341
English (Special) VII Understanding Novel 342
English(Special) VIII The Structure and Function of Modern English 344

University of Pune (w.e.f. 2008-09)

FYBA English General I Introduction to Poetry and 346
Minor Forms of Literature
SYBA English General II Understanding Fiction 348
Special Paper I Understanding Drama 350
Special Paper II Understanding Poetry 352
TYBA English General III Enriching Oral and Written Communication 355
Special Paper III Introduction to the Study of English Language 358
Special Paper IV Introduction to Literary Criticism and Critical 362
Appreciation
Table 2.1 “Theses of the Month” University News (2007-08)

Sr. Volume Month and Year No. of Theses Total

No. No. and Literary Language
Issue No. studies studies
1 45 (03) January 15-21, 2007 14 03 17
2 45(07) February 12-18,2007 15 06 21
3 45 (11) March 12-18, 2007 10 02 12
4 45(15) April 09-15,2007 14 01 15
5 45 (23) June 04-10,2007 17 01 18
6 45 (27) July 02-08,2007 17 02 19
7 45 (31) July 30-August 05,2007 10 01 11
8 45 (35) August 27-Sept 02, 2007 11 01 12
9 45 (39) September 24-30, 2007 13 02 15
10 45 (43) October 22-28,2007 18 00 18
11 46 (06) February 11-17,2008 11 02 13
12 46(10) March 10-16,2008 18 01 19
13 46 (14) April 07-13, 2008 19 01 20
14 46(22) June 02-08, 2008 12 01 13
15 46 (26) June 30-July 06, 2008 16 02 18
16 46 (28) July 14-20, 2008 14 01 15
17 46 (31) August 04-10, 2008 09 01 10
18 46 (34) August 25-31, 2008 14 02 16
Total 252 (89%) 30 (11%) 282

Table 2.2 College-wise list of vocational courses for which affiliation is granted
by North Maharashtra University, Jalgaon

Sr. Name of College Vocational Course

No.
1 Rashtriya Arts, Science & Certificate Course in Functional English
Commerce College, Diploma Course in Functional English
Chalisgaon, Dist. Jalgaon Advanced Diploma Course in Functional English
2 M.J.College, Jalgaon Diploma Course in Functional English
3 SGP Arts, Science & Certificate Course in Communicative English
Commerce College, Sakri,
Dist. Dhule
4 S S M M Arts Science & Certificate Course in Spoken English
Commerce College,
Pachora, Dist. Jalgaon
5 GDM Arts SKRN Certificate Course in Communicative &
Commerce MDS Science Competitive Skills
College, Jamner,
Dist. : Jalgaon
6 Arts Science & Commerce Certificate Course in Functional English
College Chopda, Dist. : Jalgaon

286
 Papers offered for BA (Special English) course study during 1993-94 to 2007-08
in the universities selected for present study

Table 4. 1 Papers offered in the University of Mumbai (UoM) for B.A. English
(Major) during 1993-94 to 2006-07)
Class University of Mumbai (UoM)
and
Paper
No.
FYBA 1993-94 1997-98 2001-02
P-I English Literature from English Literature from English Literature from 1798
1798 to the 1890s 1798 to 1890 to 1890
SYBA 1994-95 1997-98 2002-03
P-II Indian English Literature Indian English Indian English Literature and
and Indian Literature in Literature and Indian Indian Literature in
Translation Literature in Translation
(1900 to the present) Translation (1900 to the present)
(1900 to the present)
P-III 20th Century American 20th Century American 20th Century American
Literature Literature Literature
TYBA 1995-96 1999-2000 2003-04
P-IV Shakespeare and English Shakespeare and Shakespeare and English
Literature from 1579 to English Literature from Literature from 1579 to 1660
1660 1579 to 1660
P-V Literary Criticism Literary Criticism Literary Criticism
(Theory and Practice) (Theory and Practice)
P-VI Description of the Description of the Modern English Structure
(i) English Language, and English Language, and and the Art of Writing
the Art of Writing the Art of Writing
(ii) Creative Writing Popular Culture Popular Culture
(iii) Translation of Literary Theory and Practice of Theory and Practice of
Texts (from Modern Translation Translation
Indian Language to
English)
(iv) Popular Culture ---- -----
P-VII Milton and English Milton and English Milton and English Literature
Literature from 1660 to Literature from 1660 from 1660 to 1798
1798 to 1798
P-VIII Modern British Modern British 20th Century British
Literature Literature Literature
(1900 to the 1970s) (1900 to the 1990)
P-IX (i) Drama and Theatre Drama and Theatre Drama and Theatre
(ii) Feminist Theory and its Post-colonial Post-colonial Perspectives on
Application to Texts Perspectives on Texts Texts
(iii) Post-colonial Film and Literature Film and Literature
Perspectives on Texts
(iv) Literature and Film Women’s Writing and Women’s Writing and
Feminist Criticism Feminist Criticism

287
Table 4. 2 Papers offered in the University of Pune (UoP) for B.A. (English
Special) during 1993-94 to 2007-08
Class and University of Pune (UoP)
Paper No.
FYBA 1993-1994 1998-99 2003-04
G-I No title Introducing Poetry and Poetry and Minor Forms
Minor Forms of Literature of Literature
SYBA 1994-95 1999-2000 2004-05
G-II Modern Drama and Understanding Fiction Understanding Fiction
Modern Novel
S-I 17th and 18th Century Understanding Drama Understanding Drama
English Literature
S-II 18th and 19th Century Understanding Poetry Understanding Poetry
English Literature
TYBA 1995-96 2000-2001 2005-06
G-III No title English Literature from 1798 Poetry and Fiction
to 1890
S-III An introduction to Functional English An Introduction to the
the study of the Study of English
English Language Language
S-IV Shakespeare and Introduction to Literary Literary Criticism
Literary Criticism Criticism and Critical
Appreciation

Table 4.3 Papers offered in Shivaji University, Kolhapur (SUK) for

B.A. English (Special) during 1996-97 to 2006-07

Class and Shivaji University, Kolhapur (SUK)

Paper No.
FYBA 1996-97 1999-2000 2003-04

P-I Study of a Minor -- Introduction to Fiction and

Literary Form Drama
SYBA 1997-98 2004-05
P-II Introduction to -- Reading Poetry
English Literature
P-III Indian English -- Introduction to Indian
Literature Writing in English
TYBA 1996-97 2002-03 2005-06
P-IV Literary Criticism Literary Criticism: Theory Literary Criticism
and Practice
P-V English Poetry English Poetry English Literature – 1550 -
1750
P-VI The English Drama English Drama English Literature – 1750-
1900
P-VII The English Novel English Novel 20th Century English
Literature
P-VIII The Structure and The Structure and Function Structure and Function of
Function of Modern of Modern English Modern English
English

288
 1

UNIVERSITY OF PUNE

The Revised Course Structure of English Subject(s) for the Following Under-
Graduate Classes Will Be Implemented in a Phased Manner as Follows :
• F.Y.B.Com. (w.e.f. June 2008)
• F.Y.B.A. (w.e.f. June 2008)
• S.Y.B.A. (w.e.f. June 2009)
• S.Y.B.Sc. (w.e.f. June 2009)
• S.Y.B.Sc. (Computer) (w.e.f. June 2009)
• T.Y.B.A. (w.e.f. June 2010)

The Revised Course Structure for the Following Post-Graduate Classes in English
Will Be Implemented in a Phased Manner as Follows:
• M.A. English (Part – I, i.e. Semester I & II) (w.e.f. June 2008)
• M.A. English (Part – II, i.e. Semester III & IV) (w.e.f. June 2009)
 2

UNIVERSITY OF PUNE
Revised Course Structure for Under-Graduate Classes :
F.Y.B.Com. (English) (w.e.f. June 2008)
(i) Compulsory English
(ii) Additional English

F.Y.B.A. (English) (w.e.f. June 2008)

(i) Compulsory English
(ii) English General Paper- I : Introduction to Poetry and Minor Forms of
Literature

S.Y.B.A. (English) (w.e.f. June 2009)

(i) Compulsory English
(ii) English General Paper- II : Understanding Fiction
(iii) English Special Paper - I : Understanding Drama
(iv) English Special Paper - II : Understanding Poetry

S.Y.B.Sc. (Optional English) (w.e.f. June 2009)

(i) Enriching Oral and Written Communication

S.Y.B.Sc. (Computer) (Compulsory English) (w.e.f. June 2009)

(i) Enriching Oral and Written Communication

T.Y.B.A. (English) Revised Syllabus (w.e.f. June 2010)

(i) Compulsory English
(ii) English General Paper-III : Enriching Oral and Written Communication
(iii) English Special Paper-III : Introduction to the Study of English Language
(iv) English Special Paper- IV : Introduction to Literary Criticism and Critical
Appreciation.
 3

F.Y.B.Com. (English) (w.e.f. June 2008)

(i) Compulsory English
(a) Objectives
1. To make students aware of the different communicative skills, and to develop
among them an ability to effectively communicate in English, both in written and
spoken modes.
2. To develop linguistic and pragmatic competence among the students and to
prepare them to develop competence for self-learning.
3. To encourage and enable the students to read the various types of texts on their
own and discuss them among peers.
(b) Course Content
Prescribed Text : Reflections I (CUP)
1. A Little Bit of What You Fancy - Desmond Morris
2. The Avenger - Anton Chekov
3. Leave this Chanting and Singing - Rabindranath Tagore
4. To Know When to Say ‘Its None of Your Business’ - Mark McCormack
5. The Second Crucifixion - Larry Collins & Dominique Lapierre
6. Next, Please - Phillip Larkin
7. The Model Millionaire - Oscar Wilde
8. Mirror - Sylvia Plath
9. Refund - Fritz Karinthy
10. Two Gentlemen of Verona - A. J. Cronin
11. The Town by the Sea - Amitav Ghosh
12. Affliction of Margaret - William Wordsworth
13. Uncle Podger Hangs a Picture - Jerome K. Jerome
14. How to Escape from Intellectual Rubbish - Bertrand Russell
15. All the World is a Stage - William Shakespeare
16. The Conjurer’s Revenge - Stephen Leacock
17. Gather ye Rose Buds - Robert Herrick
18. The Boy Comes Home - A. A. Milne

*Course Work for Term – I

Units from 1 to 9 along with exercises given below each unit

*Course Work for Term – II

Units from 10 to 18 along with exercises given below each unit

(c) Suggestions for Teachers

The present syllabus is a multi-skills course and it aims at developing the
students’ proficiency in language and communication skills. The teachers are
advised to adopt interactive approach in dealing with this course instead of solely
relying on unidirectional teacher-talk. They can begin with a few stimulating
questions to arouse the curiosity of students and motivate them to read the text on
their own. The main reading unit and the units dealing with language skills as
well as grammar, vocabulary, etc are to be treated as one composite unit and
every part of it needs to be dealt with carefully in the class-room and reflected in
 4

evaluation system. Teachers should ensure the participation of learners by using

techniques like question-answer sessions, group discussions, role-playing, oral
presentations, etc. The classroom activities and exercises should be adopted /
modified to suit the needs and competence level of the students. The course is
flexible enough to allow experimentation on the part of individual teachers. The
teachers should ensure that students become active participants in the teaching-
learning process and enjoy it. The ultimate aim is to equip the students with self
learning skills, so that they become better and more confident learners of the
language.

(d) Suggestions for Evaluation

There will be a Term End Examination for 60 marks at the end of the First Term. The
marks secured by the students in this examination will be reduced in proportion to the
value of 20 marks. There will be an Oral Test for 20 marks before the Final
Examination at the End of the Year. The Annual Examination will be for 60 marks.
The major thrust of the question papers will be practical, objective, and application
oriented. In question papers for both the Term End and the Annual Examination 80%
questions shall be based on the pattern of exercises dealing with language skills given
below the main reading units.

(e) Question Paper Patterns

TERM END EXAMINATION

Question 1 :Textual-Comprehension question (2 out of 4) [2 x 6=12]

Question 2 :Textual-Comprehension question (3 out of 5) [3 x 4=12]
Question 3 : Writing Activity(Modelled on the exercises in the Text)
(2 out of 3) [2 x 6=12]
Question 4 : Practical Questions on Vocabulary (6 out of 9) [6 x 2=12]
Question 5 : : Practical Questions on Grammar and Usage
(6 out of 9) [6 x 2=12]

ANNUAL EXAMINATION

Question 1 : Textual-Comprehension questions (2 out of 4) [2 x 6=12]

Question 2 : Textual-Short answer questions (3 out of 5) [3 x 4=12]
Question 3 : Writing Activity(Modelled on the exercises in the Text)
(2 out of 4) [2 x 6=12]
Question 4 : Practical Questions on Vocabulary (6 out of 9) [6 x 2=12]
Question 5 : Practical Questions on Grammar and Usage
(6 out of 10) [6 x 2=12]

* Question 1 will be on the First Term Syllabus. In Question 3 and 5, 50%

weightage will be given to the First Term Syllabus.

************
 5

(ii) Additional English

(a) Objectives
1. To initiate students into the Joy of Reading literary texts.
2. To encourage and enable them to read the various types of texts independently and
discuss them among peers.
3. To impart the skill and develop the ability among them to use English language.

(b) Course Content

Prescribed Text : The Joy of Reading Literature (OL)

Part A: Short Stories

1. An Astrologer’s Day - R. K. Narayan
2. Between the Mosque and the Temple - Boman Desai
3. The Child - Premchand
4. The Gift of the Magi - O’Henry
5. The Hotel Stefani - J. Millington Ward
6. Marriage is a Private Affair – Chinua Achebe

Part B: Prose
1. Education : Indian and American - Anurag Mathur
2. My Financial Career - Stephen Leacock
3. Speech on Indian Independence - Jawaharlal Nehru
4. A Talk on Advertising - Herman Wouk

Part C: Poetry
1. Bangle Sellers - Sarojini Naidu
2. The Mountain and the Squirrel - R. W. Emerson
3. Where the Mind is Without Fear - Ravindranath Tagore
4. Stopping by Woods on a Snowy Evening - Robert Frost
5. Sonnet 29 - William Shakespeare
6. The World is Too Much With Us - William Wordsworth
7. Success is Counted Sweetest - Emily Dickinson
8. I, Too Sing America - Langston Hughes

*Course Work for Term – I

Part A: Short Stories from 1 to 3, Part B: Prose from 1 to 2, and Part C: Poetry
from 1 to 4 (along with required exercises.)
*Course Work for Term – II
Part A: Short Stories from 4 to 6, Part B: Prose from 3 to 4, and Part C: Poetry
from 5 to 8 (along with required exercises.)

(c) Suggestions for Teachers

The course adopts the approach of teaching English language through literature. Since it
is meant for commerce students, the purely literary aspects of the texts may take a
backseat in classroom teaching and the language teaching part may be given more focus.
Students should be motivated to participate in all the activities pertaining to learning of
the language skills. Literature is a source of joy for everybody and the motivation for
 6

reading and studying it is almost inbuilt. This joy of reading literature can be fruitfully
utilized for learning of communicative skills needed in real life situations.

(d) Suggestions for Evaluation

There will be a Term End Examination for 60 marks at the end of the First Term. The
marks secured by the students in this examination will be reduced in proportion to the
value of 20 marks. The Annual Examination will be for 80 marks. As far as possible the
major thrust of the question papers will be practical, objective, and application oriented.
In question papers for both the Term End and the Annual Examination 60% questions
shall be based on the pattern of exercises given below the main reading units.

(e) Question Paper Patterns

TERM END EXAMINATION

Question 1 : Grammar & Usage ( text based) [12x 1=12]

(three components i.e. a, b, c having four marks each)
Question 2 :Long answer questions on Prose units (1out of 2) [1 x 12=12]
Question 3 : Short answer questions on Prose (2 out of 3) [2 x 6=12]
Question 4 : Long answer questions on Poetry (1 out of 2) [1 x 12=12]
Question 5 : Short answer questions on Poetry (2out of 3) [2 x 6=12]

ANNUAL EXAMINATION

Question 1 : Grammar & Usage ( text based) (1out of 2) [16 x 1=16]

(three components i.e. a,b,c having four marks each)
Question 2 :Long answer questions on Prose units of the first term
(1out of 2) [1 x 16=16]
Question 3 : Long answer questions on Poetry of the first term
(1 out of 2) [1 x 16=16]
Question 4 : Short answer questions on Prose of the second term
(2 out of 4) [2 x 8=16]
Question 5 : Short answer questions on Poetry of the second term
(2out of 4) [2 x 8=16]

************
 7

F.Y.B.A. (English) (w.e.f. June 2008)

(i) Compulsory English
(a) Objectives
1. To make students aware of the different communicative skills, and to develop
among them an ability to effectively communicate in English, both in written and
spoken modes.
2. To develop linguistic and pragmatic competence among the students and to
prepare them to develop competence for self-learning.
3. To encourage and enable the students to read the various types of texts on their
own and discuss them among peers.

(b) Course Content

Prescribed Text : Reflections I (CUP)

1. A Little Bit of What You Fancy - Desmond Morris

2. The Avenger - Anton Chekov
3. Leave this Chanting and Singing - Rabindranath Tagore
4. To Know When to Say ‘Its None of Your Business’ - Mark McCormack
5. The Second Crucifixion - Larry Collins & Dominique Lapierre
6. Next, Please - Phillip Larkin
7. The Model Millionaire - Oscar Wilde
8. Mirror - Sylvia Plath
9. Refund - Fritz Karinthy
10. Two Gentlemen of Verona - A. J. Cronin
11. The Town by the Sea - Amitav Ghosh
12. Affliction of Margaret - William Wordsworth
13. Uncle Podger Hangs a Picture - Jerome K. Jerome
14. How to Escape from Intellectual Rubbish - Bertrand Russell
15. All the World is a Stage - William Shakespeare
16. The Conjurer’s Revenge - Stephen Leacock
17. Gather ye Rose Buds - Robert Herrick
18. The Boy Comes Home - A. A. Milne

*Course Work for Term – I

Units from 1 to 9 along with exercises given below each unit

*Course Work for Term – II

Units from 10 to 18 along with exercises given below each unit

(c) Suggestions for Teachers

The present syllabus is a multi-skills course and it aims at developing the students’
proficiency in language and communication skills. The teachers are advised to adopt
Interactive approach in dealing with this course instead of solely relying on unidirectional
teacher-talk. They can begin with a few stimulating questions to arouse the curiosity of
students and motivate them to read the text on their own. The main reading unit and the
units dealing with language skills as well as grammar, vocabulary, etc are to be treated as
 8

one composite unit and every part of it needs to be dealt with carefully in the class-room
and reflected in evaluation system. None of these should be treated as optional. Teachers
should ensure the participation of learners by using techniques like question-answer
sessions, group discussions, role-playing, oral presentations, etc. The classroom activities
and exercises should be adopted / modified to suit the needs and competence level of the
students. The course is flexible enough to allow experimentation on the part of individual
teachers. The teachers should ensure that students become active participants in the
teaching-learning process and enjoy it. The ultimate aim is to equip the students with self
learning skills, so that they become better and more confident learners of the language.

(d) Suggestions for Evaluation

There will be a Term End Examination for 60 marks at the end of the First Term. The
marks secured by the students in this examination will be reduced in proportion to the
value of 20 marks. The Annual Examination will be for 80 marks. The major thrust of the
question papers will be practical, objective, and application oriented. In question papers
for both the Term End and the Annual Examination 80% questions shall be based on the
pattern of exercises dealing with language skills given below the main reading units.

(e) Question Paper Patterns

TERM END EXAMINATION

Question 1 :Textual-Comprehension question (2 out of 4) [2 x 6=12]

Question 2 :Textual-Comprehension question (3 out of 5) [3 x 4=12]
Question 3 : Writing Activity(Modeled on the exercises in the Text)
(2 out of 3) [2 x 6=12]
Question 4 : Practical Questions on Vocabulary (6 out of 9) [6 x 2=12]
Question 5 : : Practical Questions on Grammar and Usage
(6 out of 9) [6 x 2=12]

ANNUAL EXAMINATION

Question 1 : Textual-Comprehension questions (2 out of 4) [2 x 8=16]

Question 2 : Textual-Short answer questions (4 out of 7) [4 x 4=16]
Question 3 : Writing Activity(Modeled on the exercises in the Text)
(2 out of 4) [2 x 8=16]
Question 4 : Practical Questions on Vocabulary (8 out of 11) [8 x 2=16]
Question 5 : Practical Questions on Grammar and Usage
(8 out of 12) [8 x 2=16]

* Question 1 will be on the First Term Syllabus. In Question 3 and 5, 50%

weightage will be given to the First Term Syllabus.

************
 9

(ii) English General Paper- I : Introduction to Poetry and Minor Forms of

Literature
(a) Objectives
1. To acquaint the students with the Minor Forms of literature.
2. To initiate students into the first hand experience of reading literary texts.
3. To encourage and enable them to read the various types of texts independently
and discuss them among peers.
4. To impart the skill and develop the ability among them to use English language.

(b) Course Content

Prescribed Text : Poetry and Minor Forms of Literature, (ed.) Ashok Thorat,
Zeenat Merchant, B. S. Valke and Z. N. Patil [Revised Edition]
Poems
1. Let Me not to the Marriage of True Minds : William Shakespeare
2. The Invocation : John Milton
3. A Red Red Rose : Robert Burns
4. The Daffodils : William Wordsworth
5. To Autumn : John Keats
6. Stopping by Woods on a Snowy Evening : Robert Frost
7. O What is that Sound : W. H. Auden
8. Night of the Scorpion : Nissim Ezekiel
9. Telephone Conversation : Wole Soyinka

Short Stories
1. The Greedy Old Woman and the Lime Tree : Anonymous
2. The Golden Touch : Nathaniel Howthorne
3. The Diamond Necklace : Guy de Maupassant
4. The Doll’s House : Katherine Mansfield
5. The Eyes Have It : Ruskin Bond

One Act Plays

1. The Professor : Donn Byrne
2. The Dear Departed : Stanley Houghton
3. The Monkey’s Paw : W. W. Jacobs

Essays
1. All About a Dog : A. G. Gardiner
2. On Forgetting : Robert Lynd
3. Hobbies and Interests : C. T. Philip
4. My Financial Career : Stephen Leacock

*Course Work for Term – I

Poems from 1 to 5, Short Stories from 1 to 3, One Act Plays 1 and 2, and Essays 1 and 2.

*Course Work for Term – II

Poems from 6 to 9, Short Stories from 4 and 5, One Act Play No. 3, and Essays 3 and 4.
 10

(c) Suggestions for Teachers

The course aims at acquainting the students with minor forms of literature. The distinct
nature of each of these minor forms and their formal aspects may be explained at the
outset. This background knowledge will help the students to understand and appreciate
the prescribed selections better. First hand acquaintance with the prescribed literary texts
is absolutely necessary. Teachers should ovoid the temptation of paraphrasing the text
and dictating the summaries. Students should be motivated to grapple with the language
and the context of each text on their own and discover the joy of reading literature. A few
curiosity rousing questions before the teaching of the text followed by discussion-
sessions to highlight thematic and linguistic aspects of the literary piece would be a
fruitful method of dealing with the texts.

(d) Suggestions for Evaluation

There will be a Term End Examination for 60 marks at the end of the First Term. The
marks secured by the students in this examination will be reduced in proportion to the
value of 20 marks. The Annual Examination will be for 80 marks. As far as possible the
major thrust of the question papers will be practical, objective, and application oriented.
In question papers for both the Term End and the Annual Examination 60% questions
shall be based on the pattern of exercises given below the main reading units.

(e) Question Paper Patterns

TERM END EXAMINATION

Question 1 : On the forms of Literature

Short answer questions (7 out of 10) [7 x 2=14]
Question 2 : One -Act Plays (2 out of 4) [2 x 4=8]
Question 3 : Poetry
a- Reference to the Context (2 out of 4) [2 x 4 = 8]
b- Practical questions (application oriented) [2 x 5=10]
Question 4 : a- Short stories ( 1 out of 2) [1 x 10=10]
b- Essays (1 out of 2) [1 x 10=10]

ANNUAL EXAMINATION

Question 1 : A- On the forms of Literature (5 out of 7) [5 x 2=10]

B- On Literary Devices (5 out of 7) [5 x 2=10]
C- On Poetry (References to the context: 2out of 4) [2 x 5=10]
Question 2 : Poetry : each in about 150 words (1 out of 3) [1 x 10=10]
Question 3 : Short stories : Each in about 150 words (2 out of 4) [2 x 10=20]
Question 4 : A- Essays: Each in about 150 words(1 out of 3) [1 x 10=10]
B- One Act Play: Each in about 150 words (1out of 2)[1 x 10=10]

************
 11

UNIVERSITY OF PUNE
Revised Course Structure for Post-Graduate Courses in English
M.A. English (Part - I) (w.e.f. June 2008)
Semester One
Core Papers
Paper – 1.1 : English Literature from 1550-1832 (I)
Paper – 1.2 : English literature from 1832 to 1980 (I)
Paper – 1.3 : English Language Today (I)
Paper – 1.4 : Contemporary Critical Theory (I)

Semester Two
Core Papers
Paper – 2.1 : English Literature from 1550-1832 (II)
Paper – 2.2 : English literature from 1832 to 1980 (II)
Paper – 2.3 : English Language Today (II)
Paper – 2.4 : Contemporary Critical Theory (II)

M.A. English (Part - II) (w.e.f. June 2009)

Semester Three
Core Papers
Paper – 3.1 : Doing Research (I)
Paper – 3.2 : English Language and Literature Teaching (I)
Optional Papers (Any two of the following)
Paper – 3.3 : Drama (I)
Paper – 3.4 : Fiction (I)
Paper – 3.5 : Poetry (I)
Paper – 3.6 : Linguistics and Stylistics (I)
Paper – 3.7 : Pragmatics (I)
Paper – 3.8 : Multi-Cultural Discourse in Immigrant Fiction (I)

Semester Four
Core Papers
Paper – 4.1 : Doing Research (II)
Paper – 4.2 : English Language and Literature Teaching (II)
Optional Papers (The optional papers will remain the same, i.e., as chosen in
semester three)
Paper – 4.3 : Drama (II)
Paper – 4.4 : Fiction (II)
Paper – 4.5 : Poetry (II)
Paper – 4.6 : Linguistics and Stylistics (II)
Paper – 4.7 : Pragmatics (II)
Paper – 4.8 : Multi-Cultural Discourse in Immigrant Fiction (II)
 12

M. A. (English) Part -I (w.e.f. June 2008)

Semester One
Paper – 1.1 : English Literature (1550 - 1832) - (I)
(a) Objectives
1. To acquaint students with major trends in English Literature through a detailed
study of specific literary texts.
2. To enable students to read and appreciate the literary texts.
3. To Cultivate among students a sense of understanding in order to make them
better human beings by the exposure to literature.
4. To improve the linguistic competence along with the literary competence of
students.

(b) Course Content

1. Edmund Spenser : i) Epithalamion
2. John Donne : i) Song : Goe and Catche a Falling Star
: ii) Ecstasy
: iii) Death, be not proud
3. John Milton : i) Lycidas
: ii) On His Blindness
4. William Shakespeare : Othello
5. Oliver Goldsmith : The Vicar of Wakefield

(c) Suggestions for Teachers

No study of literature can begin without having read the literary texts(s) to be studied.
Teachers, therefore, should encourage students and help them go through the
prescribed texts. To have the first hand experience of literature teachers should make
students interact with the texts so that students develop their own responses rather
than depend on the borrowed critical views. It would be good to have at least some
silent reading sessions carefully planned and monitored by the teacher. Students
should also be given practice in writing answers to the point and should be
discouraged from writing vague, round about and repetitive answers. Understanding
of the literal meaning, i.e. what the printed text means, is a prerequisite for a proper
understanding of the intended message of the text.
(d) Suggestions for Evaluation
The Semester Examination will be for 80 marks. The Internal Assessment will have the
weightage of 20 marks. As a part of Internal Assessment, students will write an
assignment consisting of a Paper of about 08 to 10 printed pages (double space, A-4
size) on a topic from the syllabus, chosen in consultation with the concerned
teacher/s. It will be assessed by the concerned teacher/s for 10 marks. Each student
will be required to make a brief oral presentation on the paper for 10 to 15 minutes to be
followed by question-answer session. The seminar will be conducted by the concerned
teacher/s. The presentation will have the weightage of 10 marks. Teacher/s will submit
the assessment and evaluation record to the college office at least fifteen days before
the commencement of the Semester Examination.
 13

(e) Reading List

For Course Material standard and authentic editions of the texts published by the
publishers like OUP, CUP, Longman, Macmillan, Penguin, Routledge Signet
Classics, Allen and Unwin, etc

Edmund Spenser
1. Arthos, john (1956), On the Poetry of Spenser and the Form of the Romances,
London: Allen and Unwin.
2. Berger, Harry (ed.) (1968), Spenser: A Collection of Critical Essays, Englewood
Cliffs: Prentice Hall.
3. David, B. C. (1962), Edmund Spenser: A Critical Study, New York: Russell and
Russell.
4. Nelson, W. R. (ed.) (1961), Form and Convention in the poetry of Edmund
Spenser, New York: Columbia University Press.
5. Shire, Helena (1978), A Preface to Spenser, London: Longman.
John Donne
1. Carey, john (1981), John Donne: Life, Mind and Art, London: Faber.
2. Redpath, Theodore (ed.) (1983), The Songs and Sonnets of John Donne, London:
Methuen.
3. Roberts, J. R. (ed.) (1975), Essential Articles for the study of John Donne’s
Poetry, Brighton: Harvester Press.
John Milton
1. Broadbent, John (ed.) (1973), John Milton: Introductions, CUP.
2. Kermode, Frank (ed.) (1960), The Living Milton, London: Routledge.
3. Patrides, C. A. (ed.) (1968), Approaches to Milton, London: Arnold.
4. Alexander Pope
5. Bateson, F. W. (ed.) (1971), Penguin Critical Anthology: Pope, Harmondsworth,
Middlesex : Penguin.
6. Dixon, Peter, (1962), The World of Pope’s Satires, London.
7. Mack, Meyhard (ed.) (1968), Essential Articals for the Study of Pope, Camdon.
8. Southall (ed.) (1975), Pope – Selection, London: Macdonald and Evans.
William Wordsworth
1. Abrams, M. H. (1953), The Mirror and the Lamp: Romantic Theory and the
Critical Tradition, OUP.
2. Abrams, M. H. (ed.) (1972), Wordsworth: A Collection of Critical Essays,
Englewood Cliffs: Prentice Hall.
3. Hartmann (1964), Wordsworth’s Poetry, New Haven: Tale.
4. Leavis, F. R. (1936), ‘Wordsworth’ in Revaluation, London.
5. Trilling, Lionel (1950), The Liberal Imagination, New York.
P. B. Shelley
1. Foakes, R. A. (1958), The Romantic Assertion, London.
2. Fogle, R. H. (1949), The Imagery of Keats and Shelley, Chapel Hill: N.C.
3. King-Hele, D. (1960), Shelley: His Thought and Work, London.
4. Ridenour (ed.) (1965), Shelley: A Collection of Critical Essays, Englewood
Cliffs: Prentice Hall.
 14

5. Swinden, Patrick (ed.) (1977), Shelley: Shorter Poems and Lyrics: A Casebook,
London: Macmillan.
William Shakespeare
1. Norton Critical Edition : Othello (Viva Books)
2. Brown, J. R. (1986), Discovering Shakespeare: A New Guide to the Plays,
Macmillan.
3. Draper, R. P. (1980) Tragedy: Developments in Criticism, London: Macmillan.
4. Elliott, G. R. (1953), Flaming Minister, Durham: Duke University Press.
5. Herbage, Alfred (ed.) (1965), Twentieth Century Views on Shakespeare: The
Tragedies, Englewood Cliffs: Prentice Hall.
6. Rosenberg, Marvin (1953), The Masks of Othello, Berkley: University of
California.
7. Thomson, Peter (1983), Shakespeare’s Stage, London: Routledge.
8. Nicoll, A. (1952), History of English Drama : 1660 – 1900, Vol. – I: Restoration
Drama, CUP.
William Congreve
1. Bruce, Donald (1975), Topics of Restoration Drama, London.
2. Kelsall, Malcolm (1981), Congreve: The Way of the World, London.
3. Lyons, Patrick (ed.) (1982), Congreve: Comedies, A Casebook, London:
Macmillan.
4. Mueshke, Paul (1958), A New View of Congreve’s The Way of the World, Ann
Arbor: Michigan Press.
5. Nicoll, A. (1952), History of English Drama : 1660 – 1900, Vol. – I: Restoration
Drama, CUP.
6. Muir, Kenneth – Comedy of Manners
7. Dobree, Bonamy – Restoration Comedy
Oliver Goldsmith
1. Quintana, R. - Oliver Goldsmith
2. Hirst, D. L. – The Comedy of Manners
Jane Austen
1. David, Cecil (Lord) – The Early Victorian Novelists
2. Southam, B. C. – Jane Austen
3. Kumar, Shiv K. (ed.) – British Victorian Literature
4. Lubbock, Percy – The Craft of Fiction

************
 15

Paper- 1.2: English literature (1832-1980) - (I)

(a) Objectives
1. To acquaint students with major trends and writers in English Literature
through detailed study of specific literary works.
2. To enable students to read and appreciate critically the literary works by the
major English authors.
3. To cultivate among students a sense of understanding in order to make them
better human beings by the exposure to literature.
4. To improve linguistic competence along with the literary competence of
students

(b) Course Content

Term - I
1. Tennyson i) The Lady of Shalott
ii) Lotos Eaters
iii) Ulysses
2. Browning i) My Last Duchess
ii) Porphyria’s Lover
iii) Patriot
3. W. B. Yeats i) The Second Coming
ii) Leda and the Swan
4. E M Forster : A Passage to India
5. G. B. Shaw : Pygmalion

(c) Suggestions for Teachers

No study of literature can begin without having read the literary texts(s) to be studied.
Teachers, therefore, should encourage students and help them go through the
prescribed texts. To have the first hand experience of literature teachers should make
students interact with the texts so that students develop their own responses rather
than depend on the borrowed critical views. It would be good to have at least some
silent reading sessions carefully planned and monitored by the teacher. Students
should also be given practice in writing answers to the point and should be
discouraged from writing vague, round about and repetitive answers. Understanding
of the literal meaning, i.e. what the printed text means, is a prerequisite for a proper
understanding of the intended message of the text.
(d) Suggestions for Evaluation
The Semester Examination will be for 80 marks. The Internal Assessment will have the
weightage of 20 marks. As a part of Internal Assessment, students will write an
assignment consisting of a Paper of about 08 to 10 printed pages (double space, A-4
size) on a topic from the syllabus, chosen in consultation with the concerned
teacher/s. It will be assessed by the concerned teacher/s for 10 marks. Each student
will be required to make a brief oral presentation on the paper for 10 to 15 minutes to be
followed by question-answer session. The seminar will be conducted by the concerned
teacher/s. The presentation will have the weightage of 10 marks. Teacher/s will submit
the assessment and evaluation record to the college office at least fifteen days before
the commencement of the Semester Examination.
 16

(e) Reading List

For Course Material standard and authentic editions of the texts published by the
publishers like OUP, CUP, Longman, Macmillan, Penguin, Routledge Signet
Classics, Allen and Unwin, etc, especially Kermode and Hollander (ed.) (1973),
Modern British Literature (Oxford Anthology)

Lord Alfred Tennyson

1. Buckley, J. H. (1960), Tennyson : The Growth of a Poet, Cambridge, Mass:
Harvard University Press.
2. Langbaum, Robert (1974), The Poetry of Experience, Harmondsworth: Penguin.
3. Pattison, Robert (1979), Tennyson and Tradition, Harvard.
4. Stevenson, L. (1963), Darwin among the Poets, New York.
5. Tennyson, Hallam (ed.) (1981), Studies in Tennyson, London: Macmillan.
Robert Browning
1. Drew, Phillip (1970), The Poetry of Robert Browning: A Critical Introduction,
London: Methuen.
2. Drew, Phillip (ed.) (1966), Robert Browning: A Collection of Critical Essays,
London: Methuen.
3. Eliot, T. S. (1953) The Three Voices of Poetry, London: Faber and Faber.
4. Jack, Ian (1973), Browning’s Major Poetry, Oxford: Clarendon Press.
5. King, Roma A. (1957), The Bow and the Lyre: The Art of Robert Browning, Ann
Arbor: Michigan Press.
W. B. Yeats
1. Bloom, Harold (ed.) (1986), W. B. Yeats, New York: Chelsea House.
2. Finneran, R. J. (ed.) (1986), Critical Essays on W. B. Yeats, Boston Hall.
3. Keane, Patric (ed.) (1973), W. B. Yeats: A Collection of Criticism, New York.
4. Uterecker, John (1959), A Reader’s Guide to W. B. Yeats, London: Thames and
Hudson.
5. Winters, Yvor (1960), The Poetry of W. B. Yeats, Denver: University of
Colorado Press.
T. S. Eliot
1. Bagchee, Shymal, Elizabeth Daumer (ed.) (2006), The International Reception of
T. S. Eliot.
2. Maxwell, D. E. S. (1952), The Poetry of T. S. Eliot, London: Routledge.
3. Moody, A. D. (ed.) (1994), The Cambridge Companion to T. S. Eliot, CUP.
4. Rees, T. R. (1974), The Technique of T. S. Eliot, Mouton: The Hague.
5. Southam, B. C. (1994), A Student’s Guide to the Selected Poems of T. S. Eliot,
London: Faber and Faber.
6. Williamson, George (1953), A Reader’s Guide to T. S. Eliot, New York: The
Noonday Press.
Ted Hughes
1. Bold, Alan (1976), Thom Gunn and Ted Hughes, Edinburgh: Oliver and Boyd.
2. Sagar, Keith (1972), Ted Hughes, London: Longman.
3. Sagar, Keith (1975), The Art of Ted Hughes, Cambridge: CUP.
4. Sagar, Keith, The Laughter of Foxes: A Study of Ted Hughes
 17

5. Skea, Ann (1994), Ted Hughes: The Poetic Quest, University of New England
Press.

Thom Gunn
1. Campbell, James (2000), Thom Gunn in conversation with James Campbell,
Between the Lines.
2. Dyson, A. G. (ed.), Three Contemporary Poets: Thom Gunn, Ted Hughes and R.
S. Thomas, Case Book Series.
Phillip Larkin
1. Burns, Robert (ed.) (1988), Spectrum of verse, Madras : Macmillan India Limited
E. M. Forster
1. Norton Critical Edition : A Passage to India (Viva Books)
2. Bloom, Harold (ed.) (1987), E. M. Forster.
3. McConley, J. (1957), The Novels of E. M. Forster.
4. Scherer, Judith and Herz (ed.) (1993), A Passage to India.
5. Tambling, Jeremy (ed.) (1995), E. M. Forster, Conemporary Critical Essays,
Palgrave: Macmillan.
6. Trilling, Lionel (1943), E. M. Forster.
G. B. Shaw
1. Bentley, Eric (1957), G. B. Shaw.
2. Greene, N. (1984), Bernard Shaw: A Critical View, London: Macmillan.
3. Holroyd, M. (ed.) (1979), The Genius of Shaw.
4. Kaufman, R. I. (1965), Shaw: A Collection of Critical Essays, Prentice Hall.
5. Purolom, C. B. (1963), A Guide to the Plays of G. B. Shaw.
Graham Greene
1. Allott, K. and M. Farris (1951), The Art of Graham Greene.
2. Atkins, John (1966), Graham Greene, London: Calder and Boyars.
3. Hynes, Samuel (ed.) (1973), Graham Greene: A Collection of Critical Essays,
Prentice Hall.
4. Smith, Graham (1986), The Achievement of Graham Greene, Brighton.
5. Spurling, John (1983), Graham Greene: Contemporary Writers Series, London:
Methuen.
Harold Pinter
1. Begley, Varun (2005), Harold Pinter and the Twilight of Modernism, University
of Toronto Press.
2. Esslin, Martin (1982), Pinter: The Playwright, London: Methuen.
3. Ganz, Arthur (ed.) (1972), Pinter: A Collection of Critical Essays, Prentice Hall.
4. Peacock, D. Keith (1997), Harold Pinter and the new British Theatre, Greenwood
Press.
5. Raby, Peter (ed.) The Cambridge Companion to Harold Pinter, CUP.
************
 18

Paper-1.3 : English Language Today (I)

(a) Objectives
1. To familiarise students with the ideology of Communication, Communication
Technology and English language as a means of communication
2. To familiarise students with the phonological, morphological, lexical, and
syntactic systems of the English language.
3. To acquaint them with the main geographical, registral and social varieties of
English.
4. To focus on situational contextual, social and cultural appropriateness besides
grammatical correctness.
5. To acquaint students with the basic concepts in pragmatic theory and give them
practice in the application of these concepts.

(b) Course Content

I) Phonology
a) Phonemes / Sounds of English
b) Syllable
c) Word Stress
d) Sentence Stress
e) Intonation
II) Morphology
a) Structure of words
b) Concept of Morpheme / Allomorph
c) Types of Morpheme
d) Processes of Word Formation
III) Syntax
a) Elements of Grammar
b) Nouns, Pronouns and the Basic NP
c) Adjective and Adverb
d) Preposition and Preposition Phrases
e) The Simple Sentence
IV) Semantics
a) The Terms ‘Semantics’ and ‘Meaning’
b) Seven Types of Meaning
c) Components and Contrasts of Meaning (Synonymy, Antonymy, Hyponymy,
Prototypes)
d) Lexical Relations (Homonymy, Homophony, Polysemy, Metonymy)

(c) Suggestions for Teachers

Keeping in mind the practical nature of the course teaching should be interactive and
participatory. It should be leaner centred, learning focused and activity oriented.
Basic concepts may be clarified with the help of teacher-talk.

(d) Suggestions for Evaluation

The Semester Examination will be for 80 marks. The Internal Assessment will have the
weightage of 20 marks. As a part of Internal Assessment, students will write an
 19

assignment consisting of a Paper of about 08 to 10 printed pages (double space, A-4

size) on a topic from the syllabus, chosen in consultation with the concerned
teacher/s. It will be assessed by the concerned teacher/s for 10 marks. Each student
will be required to make a brief oral presentation on the paper for 10 to 15 minutes to be
followed by question-answer session. The seminar will be conducted by the concerned
teacher/s. The presentation will have the weightage of 10 marks. Teacher/s will submit
the assessment and evaluation record to the college office at least fifteen days before
the commencement of the Semester Examination.

(e) Reading List

1. Quirk, R, S. Greenbaum (1973), A University Grammar of English, London:
Longman.
2. Quirk, R (1962), The Use of English, London: Longman.
3. Gimson, A. C. (1996), An Introduction to The Pronunciation of English, a revised
edition.
4. Kachru, B. B. (1983), The Indianization of English, The English Language in
India, Delhi: OUP.
5. Kachru, B. B. (1986), The Alchemy of English: The spread, functions and models
of non- native Englishes, Delhi: OUP.
6. Thorat, Ashok (2008), Discourse Analysis, CUP.
7. Bansal, R. K. and J. B. Harrison (1972), Spoken English for India, New Delhi :
Orient Longman
8. Akmajian, et al. (1995), Linguistics: An Introduction to Language and
Communication, Prentice Hall of India: New Delhi.
9. Anderson, W. L. and Stageberg, N. C. (1975), Introductory Readings on
Language, Holt, Rinehart & Wilson (4th edn.): New York
10. Annamalai, E. (2001), Managing Multiculturalism in India (Sage, Delhi)
11. Balasubramaniam, T. (1981), A Text book of English Phonetics for Indian
Students (Macmillan)
12. Brown, G. and G. Yule (1983), Discourse Analysis, Cambridge: CUP.
13. Brown, p. and Levinson, S. C. (1987), ‘Politeness: Some Universals’ in Language
Usage, Cambridge: CUP
14. Chomsky (1957), Syntactic Structures, The Hague: Mouton.
15. Chomsky (1965), Aspects of the Theory of Syntax, Cambridge, Mass: MIT Press.
16. Crystal, David (1980 rpt. 1995), Dictionary of Linguistics and Phonetics,
Cambridge: Blackwell.
17. Crystal, David (1987), The Cambridge Encyclopaedia of Language, Cambridge:
CUP.
18. Crystal, David and Derek Davy, (1969), Investigating English Style, London:
Longman.
19. Hudson, R. A. (2003), Sociolinguistics, Cambridge: CUP.
20. Koach, P. (1983), English Phonetics and Phonology (CUP)
21. Krishnaswamy, Verma and Nagarajan (1992), Modern Applied Linguistics
(Macmillan)
22. Leech, G. N. (1983), Principles of Pragmatics, London: Longman.
23. Levinson, S. C. (1983), Pragmatics, Cambridge: CUP.
24. Lyons, J. (1977), Semantics, Vols. 1 & 2, Cambridge: CUP.
 20

25. Lyons, J. (1981), Language, Meaning and Context, Cambridge: CUP.

26. Mey, Jacob L. (1993), Pragmatics: An Introduction, Oxford: Blackwell.
27. O’Connor, J. D. (1980, rpt. 1992), Better English Pronunciation (New Edition),
Universal Book Stall, New Delhi
28. Palmer, Frank – Semantics (CUP)
29. Radford, Atkinson and Others (1999), Linguistics: An Introduction (CUP)
30. Saeed, John I. (1997), Semantics, Oxford: Blackwell.
31. Saussure, Ferdinand De (1974), Course in General Linguistics (with introduction
by Jonathan Culler), Fontana: Collins.
32. Sethi and Dhamija (1989), A Course in Phonetics and Spoken English (Prentice
Hall of India)
33. Thorat, Ashok (ed.) (2006), Non-Native Phenomenon of English (IASE, Pune)
34. Thorat, Ashok (ed.) (2007), Pragmatics (IASE, Pune)
35. Thorat, Ashok (2008) Discourse Analysis (FCS, Pune)
36. Trask, R. L. (2003), Language : The Basics (Routledge)
37. Verma and Krishnaswamy (1989), Modern Linguistics: An Introduction (OUP)
38. Verscheuren, Jef (1999), Understanding Pragmatics (London: Edward Arnold)
39. Yule, George (1996), Pragmatics (Oxford: OUP).

************
 21

Paper – 1.4 : Cotemporary Critical Theory (I)

(a) Objectives
1. To acquaint students with different trends in literary criticism – Ancient and Modern.
2. To acquaint students with important schools of literary criticism with the help of
representative texts and help them grasp the methods and techniques of interpreting
literature.
3. To expose them to the major trends in Contemporary Critical Theory.

(b) Course Content

Background of Contemporary Literary Theory
I) A survey of Western Critical Thought from classical through the neo-classical to
romantic Criticism from mimetic to expressive theories of Literature.
1) Aristotle : The Poetics (Chapters 1-16)
2) Samuel Johnson : From The life of Milton as covered in
Ramaswami and Sethuraman (eds.), The
English Critical Tradition, Vol. 1
(Macmillan: 1986)
3) William Wordsworth : Preface to Lyrical Ballads

II) Formalist Approach and New Criticism

1) T.S. Eliot : Tradition and the Individual Talent
2) I. A. Richards : Pseudo-Statements
3) Cleanth Brooks : Irony as Principle of Structure.
4) Wimsatt and Beardsley : The Intentional Fallacy.

(c) Suggestions for Teachers

Students have already been acquainted with the basic terms and concepts in critical
theory and practice at the undergraduate level. Now the focus should be on the
theoretic aspects of literary criticism and students be trained in approaching literary
texts from various points of view. As far as possible, the theoretical aspects should be
explained and illustrated with reference to the literary texts students have studied at
various stages

(d) Suggestions for evaluation

The Semester Examination will be for 80 marks. The Internal Assessment will have the
weightage of 20 marks. As a part of Internal Assessment, students will write an
assignment consisting of a Paper of about 08 to 10 printed pages (double space, A-4
size) on a topic from the syllabus, chosen in consultation with the concerned
teacher/s. It will be assessed by the concerned teacher/s for 10 marks. Each student
will be required to make a brief oral presentation on the paper for 10 to 15 minutes to be
followed by question-answer session. The seminar will be conducted by the concerned
teacher/s. The presentation will have the weightage of 10 marks. Teacher/s will submit
the assessment and evaluation record to the college office at least fifteen days before
the commencement of the Semester Examination.
 22

* Weightage of marks will be – 40% for Survey and 60% for Formalist Approach and
New Criticism

(e) Reading List

1. Ramaswami and Sethuraman (eds.) (1986), The English Critical Tradition, Vol. 1
(Macmillan) For Samuel Johnson and William Wordsworth.
2. Hardy and Westbrook (eds.) (1974), 20th Century Criticism, (Light and Life
Publishers, New Delhi) for T.S. Eliot, I. A. Richards, Cleanth Brooks, Richard
Chase, and Ernest Jones.
3. Ramaswami and Sethuraman (eds.) (1986), The English Critical Tradition, Vol. II
(Macmillan) for Wimsatt and Beardsley.
4. Lodge, David (1989), 20th Century Literary Criticism (London Longman) For
George Lukacs
5. Sethuraman (ed.), Contemporary Criticism: An Anthology, (Macmillan), for
Roland Barthes, Stanley Fish, M.H. Abrams, and Elaine Showalter.
6. Ashok Thorat, et al (2001), Spectrum of Literary Criticism, New Delhi: Frank
Bros. & Co.
7. Barry, Peter (2007), Beginning Theory : An Introduction to Literary and Cultural
Theory, Manchester University Press

************
 23

Semester Two
Paper – 2.1 : English Literature (1550 - 1832) – (II)
(a) Objectives
1. To acquaint students with major trends in English Literature through a
detailed study of specific literary texts.
2. To enable students to read and appreciate the literary texts.
3. To Cultivate among students a sense of understanding in order to make them
better human beings by the exposure to literature.
4. To improve the linguistic competence along with the literary competence of
students.

(b) Course Content

1. Alexander Pope : The Rape of the Lock
2. William Wordsworth : i) Tintern Abbey
: ii) Ode on the Intimations of Immortality
3 Shelley : Adonais
4. William Congreve : The Way of the World
5. Jane Austen : Pride and Prejudice

(c) Suggestions for Teachers

No study of literature can begin without having read the literary texts(s) to be studied.
Teachers, therefore, should encourage students and help them go through the
prescribed texts. To have the first hand experience of literature teachers should make
students interact with the texts so that students develop their own responses rather
than depend on the borrowed critical views. It would be good to have at least some
silent reading sessions carefully planned and monitored by the teacher. Students
should also be given practice in writing answers to the point and should be
discouraged from writing vague, round about and repetitive answers. Understanding
of the literal meaning, i.e. what the printed text means, is a prerequisite for a proper
understanding of the intended message of the text.
(d) Suggestions for Evaluation
The Semester Examination will be for 80 marks. The Internal Assessment will have the
weightage of 20 marks. As a part of Internal Assessment, students will write an
assignment consisting of a Paper of about 08 to 10 printed pages (double space, A-4
size) on a topic from the syllabus, chosen in consultation with the concerned
teacher/s. It will be assessed by the concerned teacher/s for 10 marks. Each student
will be required to make a brief oral presentation on the paper for 10 to 15 minutes to be
followed by question-answer session. The seminar will be conducted by the concerned
teacher/s. The presentation will have the weightage of 10 marks. Teacher/s will submit
the assessment and evaluation record to the college office at least fifteen days before
the commencement of the Semester Examination.

(e) Reading List

The same as for Paper 1.1
 24

Paper- 2.2 : English literature (1832-1980) – (II)

(a) Objectives
1. To acquaint students with major trends in English Literature through a
detailed study of specific literary texts.
2. To enable students to read and appreciate the literary texts.
3. To cultivate among students a sense of understanding in order to make them
better human beings by the exposure to literature.
4. To improve the linguistic and literary competence of students.

(b) Course Content

1. T. S. Eliot i) The Love Song of J. Alfred Prufrock
ii) Marina
iii) Gift of the Magi
2. Ted Hughes i) The Jaguar
ii) Hawk Roosting
3. Thom Gunn i) On the Move
ii) Considering the Snail
4. Phillip Larkin i) Wants
ii) Lines on a Young Lady’s Photograph Album
5. Graham Greene : The Power and the Glory
6. Harold Pinter : The Birthday Party
(c) Suggestions for Teachers
No study of literature can begin without having read the literary texts(s) to be studied.
Teachers, therefore, should encourage students and help them go through the
prescribed texts. To have the first hand experience of literature teachers should make
students interact with the texts so that students develop their own responses rather
than depend on the borrowed critical views. It would be good to have at least some
silent reading sessions carefully planned and monitored by the teacher. Students
should also be given practice in writing answers to the point and should be
discouraged from writing vague, round about and repetitive answers. Understanding
of the literal meaning, i.e. what the printed text means, is a prerequisite for a proper
understanding of the intended message of the text.
(d) Suggestions for Evaluation
The Semester Examination will be for 80 marks. The Internal Assessment will have the
weightage of 20 marks. As a part of Internal Assessment, students will write an
assignment consisting of a Paper of about 08 to 10 printed pages (double space, A-4
size) on a topic from the syllabus, chosen in consultation with the concerned
teacher/s. It will be assessed by the concerned teacher/s for 10 marks. Each student
will be required to make a brief oral presentation on the paper for 10 to 15 minutes to be
followed by question-answer session. The seminar will be conducted by the concerned
teacher/s. The presentation will have the weightage of 10 marks. Teacher/s will submit
the assessment and evaluation record to the college office at least fifteen days before
the commencement of the Semester Examination.
(e) Reading List
The same as for Paper 1.1
 25

Paper-2.3 : English Language Today (II)

(a) Objectives
1. To familiarise students with the ideology of Communication, Communication
Technology and English language as a means of communication
2. To familiarise students with the phonological, morphological, lexical, and
syntactic systems of the English language.
3. To acquaint them with the main geographical, registral and social varieties of
English.
4. To focus on situational contextual, social and cultural appropriateness besides
grammatical correctness.
5. To acquaint students with the basic concepts in pragmatic theory and give
them practice in the application of these concepts.

(b) Course Content

I) Language and Society
A) Language Variation
a) Regional Variation / Dialects
b) Social Variation / Sociolects
c) Individual Variation / Idiolects
d) Stylistic Variation / (i.e. Formal and Informal Styles)
B) Language Contact
a) Code Switching and Code Mixing
b) Pidgins and Creoles
c) Borrowing

II) Distinctive Features Of British, American and Indian English

a) Phonological Features
b) Syntactic Features
c) Features of Vocabulary
d) Spelling Conventions
III) Pragmatics
A) Basic Concepts
i) Speech Acts
ii) Situation and Speech Event
iii) Deixis
iv) Presuppositions and Implicatures
v) The Concept of Discourse
vi) Cohesion and Coherence
vii) Turn Taking and Adjacency Pairs
B) Conversational Principles
i) Politeness in Conversation : Face, Power, Solidarity, etc
ii) Maxims of Politeness Principle (as given by Lakoff and Leech)
iii) Co-operation in Conversation: Maxims of Co-operative Principle
(Gricean Maxims as given in G. N. Leech (1983))
iv) Observation and Violation of CP and PP in Conversation
 26

(c) Suggestions for Teachers

Keeping in mind the practical nature of the course teaching should be interactive and
participatory. It should be learner centred, learning focused and activity oriented.
Basic concepts may be clarified with the help of teacher-talk.

(d) Suggestions for Evaluation

The Semester Examination will be for 80 marks. The Internal Assessment will have the
weightage of 20 marks. As a part of Internal Assessment, students will write an
assignment consisting of a Paper of about 08 to 10 printed pages (double space, A-4
size) on a topic from the syllabus, chosen in consultation with the concerned
teacher/s. It will be assessed by the concerned teacher/s for 10 marks. Each student
will be required to make a brief oral presentation on the paper for 10 to 15 minutes to be
followed by question-answer session. The seminar will be conducted by the concerned
teacher/s. The presentation will have the weightage of 10 marks. Teacher/s will submit
the assessment and evaluation record to the college office at least fifteen days before
the commencement of the Semester Examination.

(e) Reading List

The same as for Paper 1.3

************
 27

Paper – 2.4 : Contemporary Critical Theory (II)

(a) Objectives
1. To acquaint students with different trends in literary criticism – Ancient and Modern.
2. To acquaint students with important schools of literary criticism with the help of
representative texts and help them grasp the methods and techniques of interpreting
literature.
3. To expose them to the major trends in Contemporary Critical Theory.

(b) Course Content

An introduction to the following contemporary critical approaches / schools /
ideas in the light of the essay(s) prescribed for study (Questions could be set on
the critical approaches or texts or both.)
1. Archetypal Criticism : Richard Chase - Notes on the Study of Myth
2. Marxist Criticism : George Lukacs - The Ideology of Modernism
3. Psychoanalytic Approach : Ernest Jones - Hamlet :The Psychological
Solution
4. Structuralism : Roland Barthes - To Write: An intransitiveVerb?
5. Reader-Response Theory : Stanley Fish - Is there a Text in this class?
6. Deconstruction :M.H. Abrams - The Deconstructive Angel
7. Feminism :Elaine Showalter - Toward a Feminist Poetics

(c) Suggestions for Teachers

Students have already been acquainted with the basic terms and concepts in
critical theory and practice at the undergraduate level. Now the focus should be on
the theoretic aspects of literary criticism and students be trained in approaching
literary texts from various points of view. As far as possible, the theoretical
aspects should be explained and illustrated with reference to the literary texts
students have studied at various stages

(d) Suggestions for Evaluation

The Semester Examination will be for 80 marks. The Internal Assessment will have
the weightage of 20 marks. As a part of Internal Assessment, students will write an
assignment consisting of a Paper of about 08 to 10 printed pages (double space, A-
4 size) on a topic from the syllabus, chosen in consultation with the concerned
teacher/s. It will be assessed by the concerned teacher/s for 10 marks. Each
student will be required to make a brief oral presentation on the paper for 10 to 15
minutes to be followed by question-answer session. The seminar will be conducted
by the concerned teacher/s. The presentation will have the weightage of 10 marks.
Teacher/s will submit the assessment and evaluation record to the college office at
least fifteen days before the commencement of the Semester Examination.

(e) Reading List

The same as for Paper 1.4

************
 28

QUESTION PAPER PATTERNS

M.A. English Semester-I & II
Question Paper Pattern for Paper 1.1, 1.2, 2.1 & 2.2

Question 1 : Reference to Context ( Poetry) (4 out of 6) [4 x 4=16]

Question 2 : Short notes on Poetry (2 out of 4) [2 x 8=16]
Question 3 : Broad question on Drama (1 out of 2) [1 x 16=16]
Question 4 : Broad question on Novel (1 out of 2) [1 x 16=16]
Question 5 : Short notes on ; (a)-on Drama (1 out of 2) [1 x 8=8]
(b)-on Novel (1 out of 2) [1 x 8=8]

M.A. English Semester-I

Question Paper Pattern for Paper 1.3

Question 1: Short answer questions on Phonology (4 out of 6) [4 x 4=16]

Question 2 Short answer questions on Morphology (4 out of 6) [4 x 4=16]
Question3: Short answer questions on Syntax (4 out of 6) [4 x 4=16]
Question 4: Short answer questions on Semantics (4 out of 6) [4 x 4=16]
Question 5: Practical questions on all the four components
(4 out of 6 on each component) [4 x 4=16]

M.A. English Semester-II

Question Paper Pattern for Paper 2.3

Question 1: Short answer questions on Language & Society (4 out of 6) [4 x 4=16]

Question 2 Short answer questions on Features of British, American & Indian English
(4 out of 6) [4 x 4=16]
Question3: Short answer questions on Pragmatics: Basic Concepts
(4 out of 6) [4 x 4=16]
Question 4: Short answer questions on Conversational Principles
(4 out of 6) [4 x 4=16]
Question 5: Practical questions on all the four components
(4 out of 6 on each component) [4 x 4=16]
 29

M.A. English Semester-I

Question Paper Pattern for Paper 1.4

Question 1: Short answer questions on Survey (2 out of 3) [2 x 8=16]

Question 2 Short answer questions on Aristotle / Johnson / Wordsworth
(2 out of 3) [2 x 8=16]
Question3: Short answer questions on Eliot / Richards
(2 out of 3) [2 x 8=16]
Question 4: Short answer questions on Brooks / Beardsley
(2 out of 3) [2 x 8=16]
Question 5: Practical question (Application of critical concepts – Passages / examples
from prescribed texts of Paper 1.1, 1.2, 2.1 & 2.2 can be given)
(2 out of 3) [2 x 8=16]

M.A. English Semester-II

Question Paper Pattern for Paper 2.4

Question 1: Short answer questions on Contemporary Critical Approaches / school / ideas

(2 out of 3) [2 x 8=16]
Question 2: Short answer questions on Chase / Lukacs / Jones
(2 out of 3) [2 x 8=16]
Question3: Short answer questions on Barthes / Fish
(2 out of 3) [2 x 8=16]
Question 4: Short answer questions on Abrams / Showalter
(2 out of 3) [2 x 8=16]
Question 5: Practical question (Application of critical concepts – Passages / examples
from prescribed texts of Paper 1.1, 1.2, 2.1 & 2.2 can be given)
(2 out of 3) [2 x 8=16]
S.Y.B.A. (English) (w.e.f. June 2009)
(i) Compulsory English
(a) Objectives
1. To develop the communicative skills of the students and thereby develop their
proficiency in English language.
2. To develop competence among the students for self-learning.
3. To encourage and enable the students to read the various types of texts on their own and
discuss them among peers.

(b) Course Content

Prescribed Text: Reflections II (CUP)
Prose
1. A Story of Stanford
2. What is Body Language
3. Glut of Gullibility
4. Chief Seattle’s Letter
5. I Love You Mom
6. People Who Never Took a ‘No’ (1. Akio Morita, and 2. Henry Ford)
7. JRD’s Words of Inspiration to Sudha Murthy
8. When Ideas Make Money - Sharmila Ganesan
9. The Three-Piece Suit - Ali Deb
10. Unity of Mind - A. P. J. Abdul Kalam
11. The Wonder of New Millennium - Michael David
12. After Twenty Years - O’Henry
13. Engine Trouble - R. K. Narayan
Poems
1. A Different History - Sujata Bhatt
2. Digging - Seamus Heaney
3. Kindness - Sylvia Plath
4. Punishment in K. Garten - Kamala Das
5. Sunrise - Padma Sachdev
6. Ozymandius of Egypt - P. B. Shelley
7. After Apple Picking - Robert Frost

*Course Work for Term – I

Prose units from 1 to 7 and Poetry units from 1 to 3 along with exercises given below
each unit
*Course Work for Term – II
Prose units from 8 to 13 and Poetry units from 4 to 7 along with exercises given
below each unit

(c) Suggestions for Teachers

This is a continuation of the same multi-skills course as in F.Y.B.A. Compulsory English, and
hence the teachers are expected to continue with the interactive approach in teaching. The
teachers should use learner-focused and learning oriented teaching methods and help the
students in developing the four skills of language. As far as possible the class should consist of
relevant tasks or activities on the part of the students, and the teacher-talk should be reduced to
the minimum necessary level. There should be considerable interaction between the teachers and

-1-
students and between or among the students in the form of pair work and group work. The
teachers should encourage the students to actively participate in the learning activities related to
different skills / aspects of language learning. Wherever the situation permits, activities like
discussions, and presentations should be promoted. Only the active interest and participation of
learner can ensure the communicative and pragmatic competence of the students in using the
language. The main reading unit and the units dealing with language skills as well as grammar,
vocabulary, etc are to be treated as one composite unit and every part of it needs to be dealt with
carefully in the class-room and reflected in evaluation system.

(d) Suggestions for Evaluation

There will be a Term End Examination for 60 marks at the end of the First Term. The marks
secured by the students in this examination will be reduced in proportion to the value of 20
marks. The Year End Examination will be for 80 marks. The major thrust of the question papers
will be practical, objective, and application oriented. In question papers for both the Term End
and the Annual Examination 80% questions shall be based on the pattern of exercises dealing
with language skills given below the main reading units.

Question Paper Format(SY BA Comp)

Term-End Examination
Q 1 Text-based comprehension questions (2 out of 3) 12
Q 2 Text-based comprehension questions (2 out of 3) 12
Q 3 Questions on writing activities (2 out of 3) 12
Q 4 Questions on vocabulary (6 out of 8) 12
Q 5 Questions on grammar and usage (6 out of 8) 12

Annnual Examination
Q 1 Text-based comprehension questions (2 out of 3) 16
Q 2 Text-based comprehension questions (2 out of 3) 16
Q 3 Questions on writing activities (2 out of 3) 16
Q 4 Questions on vocabulary (8 out of 10) 16
Q 5 Questions on grammar and usage ( 8 out of 10) 16

************

-2-
(ii) English General Paper- II : Understanding Fiction
(a) Objectives
1. To acquaint and familiarise the students with the terminology in Fiction Criticism (i.e.
the terms used in Critical Analysis and Appreciation of Fiction)
2. To encourage students to make a detailed study of a few sample masterpieces of English
Fiction from different parts of the world
3. To enhance student awareness in the aesthetics of Fiction and to empower them to
independently venture into reading, appreciation and critical examination and evaluation
of Fiction Texts

(b) Course Content

A. Theory of Fiction
(a) What is Fiction?
(b) Elements of Fiction: Story, Plot, Characters, Setting, Narrative Technique,
Point of View
(c) Types of Novels: Autobiographical Novel, Epistolary Novel, Picaresque
Novel, Regional Novel, Detective Novel, Science Fiction [Types of
Novels should be discussed with suitable examples]

B. Prescribed Texts:
(i) Lord of the Flies : William Golding
(ii) Inside the Haveli : Rama Mehta
(iii) A Man of the People : Chinua Achebe

*Course Work for Term – I

A. Theory of Fiction
B. Texts : (i) Lord of the Flies : William Golding

*Course Work for Term – II

Texts : (i) Inside the Haveli : Rama Mehata
(ii) A Man of the People : Chinua Achebe

(c) Suggestions for Teachers

The course consists of three representative samples of British, Indian and Commonwealth
fiction. This is an attempt to move away from Eurocentric canons of studying literature. The
teacher should begin by acquainting the students with the theoretical background and the basic
aspects of fiction as a form of literature. Students should be trained in applying this basic
knowledge in understanding individual texts of fiction. They should be encouraged to have
detailed first hand acquaintance with the prescribed texts. Instead of relying on the teacher-told
meanings and borrowed critical views they should be motivated to interact with the texts and
develop their own individual responses, howsoever rudimentary they might be. The fiction texts
may be divided into convenient chunks for the purposes of teaching. The teaching need not start
with the first chapter. It is possible to begin with the climactic or the most interesting episode in
the novel. This may have the benefit of engaging the learners’ attention immediately and
motivating them to go through the whole text.

(d) Suggestions for Evaluation

There will be a Term End Examination for 60 marks at the end of the First Term. The marks
secured by the students in this examination will be reduced in proportion to the value of 20

-3-
marks. The Year End Examination will be for 80 marks. As far as possible, the major thrust in
question papers for both the Term End and the Annual Examination will be practical, objective,
and application oriented.

(e) Reading List

1. Abrams, M. H. – A Glossary of Literary Terms (Latest Edition), (Macmillan)
2. Hawthorn, Jeremy (2005), Studying the Novel (Hodder Arnold)
3. Barnett, Susan – Students Guide to Writing about Literature (Pearson Education)
4. Forster, E. M. – Aspects of Novel
5. Mayhead, Robin – Understanding Literature (Blackie and Sons)
6. Rees, R. J. – An Introduction of English Literature to Foreign Learners
7. Martin, Gray – A Dictionary of Literary Terms (Pearson Education)
8. Boulton, Marjorie – Anatomy of Fiction (Routeledge)
9. Murphy, M. J. –Understanding Unseens
10. Hooper - An Introduction to the Study of Language and Literature
11. Hudson, W. H. - Introduction to the Study of English Literature
12. Iyengar, K. R. Sriniwas and Nandakumar, Prema - Introduction to the Study of English
Literature (Sterling, 1984)
13. Lerner - English Literature : An Interpretation for Students Abroad (OUP)
14. Bloom, Harold (2007)– Lord of the Flies, Viva Modern Critical Interpretations (Viva
Books)

Question Paper Format(G 2)

Term-End Examination
Q 1 Questions on the theory of fiction (3 out of 5) 12
Q 2 Questions on the theory of fiction (3 out of 5) 12
Q 3 Questions on Lord of the Flies (2 out of 3) 12
Q 4 Questions on Lord of the Flies (2 out of 3) 12
Q 5 Practical questions on the application of theory to the novel prescribed (4 out of 6) 12

Annnual Examination

Q1 Questions on the theory of fiction (3 out of 5) 16

Q2 Questions on Lord of the Flies (3 out of 5) 16
Q3 Questions on Inside the Haveli (2 out of 3) 16
Q4 Questions on A Man of the People (2 out of 3) 16
Q5 Practical questions on the application of theory to the novels prescribed (4 out of 6) 16

************

-4-
(iii) English Special Paper - I : Understanding Drama
(a) Objectives
1. To acquaint and familiarise the students with the terminology in Drama Criticism (i.e.
the terms used in Critical Analysis and Appreciation of Drama)
2. To encourage students to make a detailed study of a few sample masterpieces of English
Drama from different parts of the world
3. To develop among students the ability to independently read and appreciate as well as
critically analyse and evaluate Drama
4. To enhance student awareness in the aesthetics of Drama and to empower them to
independently venture into reading, appreciation and critical examination and evaluation
of Drama

(b) Course Content

A. Theory of Drama
(a) What is Drama?
(b) Elements of Drama : Theme, Characters, Plot, Dialogue, Stage Properties, The
Three Unities, Conflict, Elements of Structure
(c) Types of Drama : Tragedy, Comedy, Tragi-Comedy, Problem Plays, Absurd
Drama

B. Prescribed Texts :
(i) The Importance of Being Ernest : Oscar Wilde
(ii) Death of a Salesman : Arthur Miller
(iii) Hayavadan : Girish Karnad

*Course Work for Term – I

A. Theory of Drama
B. Text : (i) The Importance of Being Earnest : Oscar Wilde
*Course Work for Term – II
Texts : (i) Death of a Salesman : Arthur Miller
(ii) Hayavadan : Girish Karnad

(c) Suggestions for Teachers

This course is an amalgam of the representative samples of British, American and Indian drama.
This is a shift away from the purely Eurocentric literary canon. The teachers should begin by
explaining the theoretical background and the basic aspects of dramatic literature. The drama is
basically a performing art and the teaching of drama should highlight the theatrical aspects of
drama. Techniques like solo/group reading, role-playing; using audio/video cassettes (if
available) may be employed to give some idea of live performance. These will also ensure the
interest and active participation of the learners. Students should also be guided in carefully
examining the text and imaginatively visualizing the performance to get the real idea of the
dramatic impact of the text. The resources of spoken language such as stress, intonation, pauses,
hesitations, etc are utilised to the fullest extent by the playwrights and hence drama can be an
extremely useful tool for the teaching of spoken English. In drama we have the added advantage
of contextualizing the teaching points in spoken English and pronunciation.

(d) Suggestions for Evaluation

There will be a Term End Examination for 60 marks at the end of the First Term. The marks
secured by the students in this examination will be reduced in proportion to the value of 20

-5-
marks. The Year End Examination will be for 80 marks. As far as possible, the major thrust in
question papers for both the Term End and the Annual Examination will be practical, objective,
and application oriented.

(e) Reading List

1. Abrams, M. H. – A Glossary of Literary Terms (Latest Edition), (Macmillan)
2. Barnett, Susan – Students Guide to Writing about Literature (Pearson Education)
3. Boulton, Margorie – Anatomy of Drama (Routledge)
4. Brooks, Cleanth and Heilman - Understanding Drama
5. Eslin, Martin – Anatomy of Drama
6. Mayhead, Robin – Understanding Literature (Blackie and Sons)
7. Rees, R. J. – An Introduction of English Literature to Foreign Learners
8. Martin, Gray – A Dictionary of Literary Terms (Pearson Education)
9. Kennedy - Literature : An Introduction to Fiction, Poetry and Drama (Longman)
10. Hooper - An Introduction to the Study of Language and Literature
11. Hudson, W. H. - Introduction to the Study of English Literature
12. Iyengar, K. R. Sriniwas and Nandakumar, Prema - Introduction to the Study of English
Literature (Sterling, 1984)
13. Kennedy - Literature : An Introduction to Fiction, Poetry and Drama (Longman)
14. Lerner - English Literature : An Interpretation for Students Abroad (OUP)
15. Bloom, Harold (2007) – Death of a Salesman, Viva Modern Critical Interpretations
(Viva Books)

Question Paper Format(S 1)

Term-End Examination
Q 1 Questions on the theory of drama (3 out of 5) 12
Q 2 Questions on the theory of drama (3 out of 5) 12
Q 3 Questions on Importance of Being Ernest (2 out of 3) 12
Q 4 Questions on Importance of Being Ernest (2 out of 3) 12
Q 5 Practical questions on the application of theory to the drama prescribed (4 out of 6)12

Annnual Examination

Q1 Questions on the theory of drama (3 out of 5) 16

Q2 Questions on Importance of Being Ernest (3 out of 5) 16
Q3 Questions on Death of a Salesman (2 out of 3) 16
Q4 Questions on Hayavadan (2 out of 3) 16
Q5 Practical questions on the application of theory to the plays prescribed (4 out of 6) 16

************

-6-
(iv) English Special Paper - II : Understanding Poetry
(a) Objectives
1. To acquaint and familiarise the students with the terminology in poetry criticism (i.e. the
terms used in critical analysis and appreciation of poems)
2. To encourage students to make a detailed study of a few sample masterpieces of English
poetry from different parts of the world
3. To enhance student awareness in the aesthetics of poetry and to empower them to
independently venture into reading, appreciation and critical examination and evaluation
of poems

(b) Course Content

A. Theory of Poetry
(a) What is poetry?
(b) Elements of poetry : Rime, Rhythm, Stanza Forms, Figures of
Speech, Symbols, Imagery, and other Poetic
Devices like Repetition, Contrast.
(c) Types of poetry : Elegy, Sonnet, Dramatic Monologue, Lyric,
Ode, Ballad.

B. Prescribed Text : Poetry Down the Ages (O. L.)

[Only the following Selections from Poetry Down the Ages]

William Shakespeare : 1. A Requiem

John Donne : 2. A Valediction: Forbidding Mourning
Andrew Marvell : 3. To his Coy Mistress
William Blake : 4. The Chimney Sweeper
5. The Tyger
William Wordsworth : 6. Lucy Gray
7. Strange Fits of Passion Have I Known
Percy Bysshe Shelley : 8. To a Skylark
John Keats : 9. Ode on a Grecian Urn
Lord Alfred Tennyson : 10. From In Memoriam, LIV- LVI
11. Tears, Idle Tears
Matthew Arnold : 12. To Marguerite
Robert Browning : 13. The Bishop Orders his Tomb
Thomas Hardy : 14. The Darkling Thrush
G.M. Hopkins : 15. Felix Randal
W.B. Yeats : 16. An Irish Airman Foresees his Death
T .S. Eliot : 17. Sweeney Among the Nightingales
W.H. Auden : 18. Song
Dylan Thomas : 19. And Death shall have no Dominion
Philip Larkin : 20. Church Going
Nissim Ezekiel : 21. Goodbye Party for Miss Pushpa T. S.
Jayanta Mahapatra : 22. The Abandoned British Cemetery at Balasore
A.K. Ramanujan : 23. The Last of the Princes
R. Parthasarthy : 24. Delhi
Walt Whitman : 25. Gods
Emily Dickinson : 26. The Wind Tapped Like a Tired Man.
Robert Frost : 27. The Road Not Taken

-7-
 R. W. Emerson : 28. Give All to Love
Langston Hughes : 29. Ballad of the Landlord
30. I, Too

*Course Work for Term – I

A. Theory of Poetry
B. Text : Poetry Down the Ages
(i) Selected Poems : From William Shakespeare To John Keats

*Course Work for Term – II

B. Text : Poetry Down the Ages
(ii) Selected Poems : from Lord Alfred Tennyson to Langston Hughes

(c) Suggestions for Teachers

The teaching of a poem should begin with reading the poem aloud with proper stress and
rhythm. This should be followed by a close and careful analysis of the text. Student participation
should be ensured by asking questions on the specific parts/lines/expressions in the text and their
answers should be used in analyzing the text. Background/authorial information may be given
only when absolutely necessary for the understanding of the text of the poem. The students
should be motivated to discover or interpret the poem on the basis of intra-textual linguistic
clues. Paraphrasing the poem by teachers kills the students’ initiative and hence it should be
avoided. The teachers may explain figures of speech, poetic devices, and poetic forms with
concrete examples from the prescribed texts. The distinction between ordinary language and
poetic/literary language should be highlighted. Students should be encouraged to form their own
opinions rather than merely parroting the critical opinions or teacher-told meanings.

(d) Suggestions for Evaluation

There will be a Term End Examination for 60 marks at the end of the First Term. The marks
secured by the students in this examination will be reduced in proportion to the value of 20
marks. The Year End Examination will be for 80 marks. As far as possible, the major thrust in
question papers for both the Term End and the Annual Examination will be practical, objective,
and application oriented.

(e) Reading List

1. Abrams, M. A. – A Glossary of Literary Terms (Seventh Edition), (Macmillan)
2. Barnett, Susan – Students Guide to Writing about Literature (Pearson Education)
3. Brooks, Cleanth and Robert Penn Warren – Understanding Poetry
4. Mayhead, Robin – Understanding Literature (Blackie and Sons)
5. Martin, Gray – A Dictionary of Literary Terms (Pearson Education)
6. Murphy, M. J. – Understanding Unseens
7. Rees, R. J. – An Introduction of English Literature to Foreign Learners
8. Wainwright, Jeffrey (2004), Poetry : The Basics (Routeledge)
9. Hooper - An Introduction to the Study of Language and Literature
10. Hudson, W. H. - Introduction to the Study of English Literature
11. Iyengar, K. R. Sriniwas and Nandakumar, Prema - Introduction to the Study of English
Literature (Sterling, 1984)
12. Kennedy - Literature : An Introduction to Fiction, Poetry and Drama (Longman)
13. Lennard – The Poetry Handbook: Guide Reading Poetry for Pleasure and Criticism
(OUP)
14. Lerner - English Literature : An Interpretation for Students Abroad (OUP)

-8-
 Question Paper Format(S 2)

Term-End Examination
Q 1 Questions on the theory of poetry (3 out of 5) 12
Q 2 Questions on the theory of poetry (3 out of 5) 12
Q 3 Reference to context (3 out of 5) 12
Q 4 Questions on the poems prescribed (2 out of 3) 12
Q 5 Practical questions on the application of theory to the poems prescribed (4 out of 6)12

Annnual Examination

Q1 Questions on the theory of poetry (3 out of 5) 16

Q2 Questions on the poems prescribed for the first term (3 out of 5) 16
Q3 Questions on the poems prescribed for the second term (2 out of 3) 16
Q4 Questions on the poems prescribed for the second term (2 out of 3) 16
Q5 Reference to context from the poems prescribed for the second term (4 out of 6) 16

************

-9-
S.Y.B.Sc. OPTIONAL ENGLISH (w.e.f. June 2009)
(i) Enriching Oral and Written Communication
(a) Objectives
1. To acquaint the students with the different modes of Communication in the context of
modern life.
2. To make them effective and efficient users of language.
3. To impress upon their minds the importance and value of Communication in personality
development and career prospects.
4. To enhance their employment opportunities in communication based careers.

(b) Course Content

*Course Work for Semester I

Orientation
What is Communication?
Formal and Informal Communication
Non-verbal Communication
Features of Effective Communication
Vocabulary
Splitting the Fine Senses of Words
Literal and Figurative Use of Words
Word Parallels and Alternatives
Lexical Sets
Using a Dictionary/ Activator/ Thesaurus
Language Games
Oral Communication
Word Stress and Sentence Stress
Intonation
Use of Politeness Markers
Making Presentations: Important Features
Making Presentations: Preparing, Planning and Performing

*Course Work for Semester II

Using Audio-visual Aids (from handouts to computer Graphics)
Characteristic Features of an Effective Group Discussion
Facing Interviews
(Activities/tasks like role playing, group discussion, public speaking, extempore
presentation and interviews to be conducted)
Written Communication
Writing Task : identifying the focus, generating ideas, outlining, etc.
Paragraph Structure and Linking Sub-points in a Paragraph
Cohesion and unity in a paragraph
Minding Punctuation and Proofreading
Summarising
Reviewing
Aspects of Creative Writing
(Activities/tasks to be conducted like paragraph writing, essay writing, writing a review
of a literary text, writing a summary of a literary text, comprehension and analysis of a
literary text, preparing an advertisement, making PowerPoint Presentations)

- 10 -
Technology-enabled Business Communication
Telephonic conversation and manners
E-mails and e-mail etiquettes
Power Point Presentation

(c) Suggestions for Teachers

The course is designed to acquaint the students with the basic aspects of communication and
help them to become effective communicators by using different modes of communication.
Teacher talk may be used for clarification of basic ideas. However, keeping in mind the
essentially practical nature of the course, the teachers should engage the students through
various tasks, activities, projects and assignments, and offer them guidance about carrying them
out effectively. Student involvement can also be enhanced through activities like oral
presentations, writing exercises, vocabulary building exercises, role playing, mock interviews,
etc. The teacher should play the role of a facilitator, monitor the student activities and provide
feedback wherever necessary. The interaction between and among the students needs to be
encouraged for effective implementation of the course.

(d) Suggestions for Evaluation

The evaluation pattern will be the same as is adopted for other courses in the Semester System.
For the First Semester there will be a University Examination carrying 40 marks at the end of
the First Semester. There will be a continuous assessment and evaluation of the student’s
performance in Oral and Written Communication skills through the First Semester. The marks
secured by the students in this Internal Assessment will be reduced in proportion to the value of
10 marks. Similarly, For the Second Semester there will be a University Examination carrying
40 marks at the end of the Second Semester. There will be a continuous assessment and
evaluation of the student’s performance in Oral and Written Communication skills through the
Second Semester. The marks secured by the students in this Internal Assessment will be reduced
in proportion to the value of 10 marks. The major thrust of the evaluation for both Internal
Assessment and University Examinations for both the Semesters will be practical, objective, and
application oriented. The focus of the evaluation should be on testing the students’ ability to
independently construct and properly deliver utterances in different contexts.

(e) Reading List

1. Thorat, A.and Lokhandwala,M.(2009),Enriching Oral and Written Communication [OBS
2. Mohanraj J. and Mohanraj S. (2001), English Online [OBS]
3. Seely (2006), Oxford Guide to English speaking and writing [OUP]
4. Dutt, P. Kiranmal, Geetha Rajeevan, CLN Prakash (2008), A Course in Communication
Skills [Foundation Books]
5. Anderson, Keith, John Maclean, Tony Lynch (2007), Study Speaking [CUP]
6. Goodale, Malcolm (2008), Professional Presentations [CUP]
7. Morley, David (2007), The Cambridge Introduction to Creative Writing [CUP]
8. Dutt, P. Kiranmal and Geetha Rajeevan (2007), A Course in Listening and Speaking
(Vol. I & II) [Foundation Books]
9. Sasikumar, V., P. Kiranmal Dutt and Geetha Rajeevan (2007), Basic Communication
Skills [Foundation Books]
10. O’Connor, J. D. – Better English Pronunciation (Latest Edition with CD)
11. Narayanswamy – Strengthen Your Writing (OBS)

- 11 -
 Question Paper Format(SY B Sc Optional English)

Semester 1
Q1 Application-oriented short-answer questions on ‘Orientation’ (2out of 3) 10
Q2 Practical questions on vocabulary on items 1 to 3 10
Q3 Practical questions on vocabulary on items 4 to 6 10
Q4 Application-oriented short-answer questions on ‘Oral Communication’ (2out of 3) 10

Semester II
Q1 Application-oriented short-answer questions on ‘Oral Communication’ (2out of 3) 10
Q2 Task-based practical questions on ‘Written Communication’ (2 out of 3) 10
Q3 Task-based practical questions on ‘Written Communication’ (2 out of 3) 10
Q4 Application-oriented short-answer questions on ‘Technology-based Business
Communication’ (2out of 3) 10

************

- 12 -
S.Y.B.Sc. (Computer) : Compulsory English (w.e.f. June 2009)
(i) Enriching Oral and Written Communication
(a) Objectives
1. To acquaint the students with the different modes of Communication in the context of
modern life.
2. To make them effective and efficient users of language.
3. To impress upon their minds the importance and value of Communication in personality
development and career prospects.
4. To enhance their employment opportunities in communication based careers.

(b) Course Content

*Course Work for Semester I
Orientation
What is Communication?
Formal and Informal Communication
Non-verbal Communication
Features of Effective Communication
Vocabulary
Splitting the Fine Senses of Words
Literal and Figurative Use of Words
Word Parallels and Alternatives
Lexical Sets
Using a Dictionary/ Activator/ Thesaurus
Language Games
Oral Communication
Word Stress and Sentence Stress
Intonation
Use of Politeness Markers
Making Presentations: Important Features
Making Presentations: Preparing, Planning and Performing

*Course Work for Semester II

Oral Communication
Using Audio-visual Aids (from handouts to computer Graphics)
Characteristic Features of an Effective Group Discussion
Facing Interviews
(Activities/tasks like role playing, group discussion, public speaking, extempore
presentation and interviews to be conducted)
Written Communication
Writing Task :
Identifying the focus, generating ideas, outlining, etc
Paragraph Structure and Linking Sub-points in a Paragraph
Cohesion and unity in a paragraph
Minding Punctuation and Proofreading
Summarising
Reviewing
Aspects of Creative Writing

- 13 -
 (Activities/tasks to be conducted like paragraph writing, essay writing, writing a review
of a literary text, writing a summary of a literary text, comprehension and analysis of a
literary text, preparing an advertisement, making PowerPoint Presentations)
Technology-enabled Business Communication
Telephonic conversation and manners
E-mails and e-mail etiquettes
Power Point Presentations

(c) Suggestions for Teachers

The course is designed to acquaint the students with the basic aspects of communication and
help them to become effective communicators by using different modes of communication.
Teacher talk may be used for clarification of basic ideas. However, keeping in mind the
essentially practical nature of the course, the teachers should engage the students through
various tasks, activities, projects and assignments, and offer them guidance about carrying them
out effectively. Student involvement can also be enhanced through activities like Oral
presentations, writing exercises, vocabulary building exercises, role playing, mock interviews,
etc. The teacher should play the role of a facilitator, monitor the student activities and provide
feedback wherever necessary. The interaction between and among the students needs to be
encouraged for effective implementation of the course.

(d) Suggestions for Evaluation

The evaluation pattern will be the same as is adopted for other courses in the Semester System.
For the First Semester there will be a University Examination carrying 40 marks at the end of
the First Term. There will be a continuous assessment and evaluation of the student’s
performance in Oral and Written Communication skills through the First Semester. The marks
secured by the students in this Internal Assessment will be reduced in proportion to the value of
10 marks. Similarly, For the Second Semester there will be a University Examination carrying
40 marks at the end of the Second Term. There will be a continuous assessment and evaluation
of the student’s performance in Oral and Written Communication skills through the Second
Semester. The marks secured by the students in this Internal Assessment will be reduced in
proportion to the value of 10 marks. The major thrust of the evaluation for both Internal
Assessment and University Examinations for both the Semesters will be practical, objective, and
application oriented. The focus of the evaluation should be on testing the students’ ability to
independently construct and properly deliver utterances in different contexts.

(e) Reading List

1. Thorat, A.and Lokhandwala,M.(2009),Enriching Oral and Written Communication [OBS
2. Mohanraj J. and Mohanraj S. (2001), English Online [OBS.]
3. Seely (2006), Oxford Guide to English speaking and writing [OUP]
4. Dutt, P. Kiranmal, Geetha Rajeevan, CLN Prakash (2008), A Course in Communication
Skills [Foundation Books]
5. Anderson, Keith, John Maclean, Tony Lynch (2007), Study Speaking [CUP]
6. Goodale, Malcolm (2008), Professional Presentations [CUP]
7. Morley, David (2007), The Cambridge Introduction to Creative Writing [CUP]
8. Dutt, P. Kiranmal and Geetha Rajeevan (2007), A Course in Listening and Speaking
(Vol. I & II) [Foundation Books]
9. Sasikumar, V., P. Kiranmal Dutt and Geetha Rajeevan (2007), Basic Communication
Skills [Foundation Books]
10. O’Connor, J. D. – Better English Pronunciation (Latest Edition with CD)
11. Narayanswamy – Strengthen Your Writing (OBS)

- 14 -
 Question Paper Format(SY B Sc Computer- Compulsory English)

Semester 1
Q1 Application-oriented short-answer questions on ‘Orientation’ (2out of 3) 10
Q2 Practical questions on vocabulary on items 1 to 3 10
Q3 Practical questions on vocabulary on items 4 to 6 10
Q4 Application-oriented short-answer questions on ‘Oral Communication’ (2out of 3) 10

Semester II
Q1 Application-oriented short-answer questions on ‘Oral Communication’ (2out of 3) 10
Q2 Task-based practical questions on ‘Written Communication’ (2 out of 3) 10
Q3 Task-based practical questions on ‘Written Communication’ (2 out of 3) 10
Q4 Application-oriented short-answer questions on ‘Technology-based Business
Communication’ (2out of 3) 10

************

- 15 -
M. A. (English) Part-II (w.e.f. June 2009)

Semester Three

Core Papers
Paper – 3.1 : Doing Research (I)
Paper – 3.2 : English Language and Literature Teaching (I)

Optional Papers (Any two of the following)

Paper – 3.3 : Drama (I)
Paper – 3.4 : Fiction (I)
Paper – 3.5 : Poetry (I)
Paper – 3.6 : Linguistics and Stylistics (I)
Paper – 3.7 : Pragmatics (I)
Paper – 3.8 : Multi-Cultural Discourse in Immigrant Fiction (I)

Semester Four

Core Papers
Paper – 4.1 : Doing Research (II)
Paper – 4.2 : English Language and Literature Teaching (II)

Optional Papers (The optional papers will remain the same, i.e., as chosen in semester
three)
Paper – 4.3 : Drama (II)
Paper – 4.4 : Fiction (II)
Paper – 4.5 : Poetry (II)
Paper – 4.6 : Linguistics and Stylistics (II)
Paper – 4.7 : Pragmatics (II)
Paper – 4.8 : Multi-Cultural Discourse in Immigrant Fiction (II)

………………………….

- 16 -
SEMESTER THREE
Paper- 3.1 : Doing Research (I)
(a) Objectives
1. To introduce the students to the concept of research and with the terminology associated
with research activity.
2. To sensitise them to the requirements of cohesion and coherence in continuous
composition.
3. To highlight the significance of systematic planning and execution of research activity.
4. To give the students practice in the use of various tools and techniques of research.
5. To prepare them for undertaking research.

(b) Course Content

A) Orientation
What is research?
Qualities of a Good Researcher
Key terms in research: investigation, exploration, examination, analysis, hypothesis
data, methods and techniques, results and findings, etc.

B) Research Process
1) Research Area and Research Topic
2) Preparing Bibliography for Background Reading
3) Formulating the Research Problem
4) Extensive Survey of Relevant Literature
5) Developing Hypothesis
6) Defining Aims and Objectives
7) Deciding the Scope and Limitations
8) Adopting Appropriate Research Methodology
9) Writing a Research Proposal

C) Practical Work
Exercises related to all the nine items under section (B)

(c) Suggestions for Teachers

Since research is a do-it-yourself activity, the teacher may initially explain the basic concepts
regarding research working interactively with the students. For example, this may be done
by floating an idea and eliciting their responses regarding relevant aspects, thus guiding and
monitoring the discussion, giving the students an opportunity to think and arrive at answers
independently. The students may be given practical assignments related to research
procedure. The teacher should work with the students and help them choose the topic, frame
the title and the hypothesis, and in general supervise the research activity to be carried out by
the students.

(d) Suggestions for Evaluation

The Semester Examination will be for 80 marks. The Internal Assessment will have the
weightage of 20 marks. As a part of Internal Assessment, students will write an assignment
consisting of a Paper of about 10 to 12 printed pages (double space, A-4 size) on a topic
from the syllabus, chosen in consultation with the concerned teacher/s. It will be assessed by
the concerned teacher/s for 10 marks. Each student will be required to make a brief oral
presentation on the paper for 10 to 15 minutes to be followed by question-answer session. The
seminar will be conducted by the concerned teacher/s. The presentation will have the weightage

- 17 -
 of 10 marks. Teacher/s will submit the assessment and evaluation record to the college office
at least fifteen days before the commencement of the Semester Examination.

(e) Reading list

1. Chindhade, S. and Thorat, A. (2009), Doing Research, Mumbai: CUP
2. Hunt, Andy (2005), Your Research Project, New Delhi: Foundation Books
3. Abdul Rahim, F. (2005), Thesis Writing: A Manual for Researchers (New Delhi: New
Age International)
4. Gibaldi, Joseph (6th edn. 2003), MLA Handbook for Writers of Research Papers, New
York: MLA Association
5. Eliot, Simon and W. R. Owens (4th edn. 1998), A Handbook to Literary Research,
London: Routledge & Open University
6. Miller, R. H. (1995), Handbook of Literary Research, Methuen
7. Lenburg, Jeff (2007), Guide to Research, Viva Books
8. Oakman, Robert L. (1984), Computer Methods for Literary Research, Athens: University
of Georgia Press
9. Altick, R. D. (1963), The Art of Literary Research, New York: Norton
10. Harner, James L. (2002), Literary Research Guide: An Annotated Listing of Reference
Sources in English Literary Studies, New York: MLA of America
11. Barker, Nancy and Nancy Hulig (2000), A Research Guide for Under Graduate Students:
English and American Literature, New York: MLA of America
12. Gupta, R. K. (1971), American Literature Fundamentals of Research, ASRC Hyderabad
13. Mishra, D. S. (1989), A Grammar of Literary Research, New Delhi: Harman Publishing
House
14. Rajannan, B. (1968), Fundamentals of Research, ASRC Hyderabad
15. Bateson, F. W. (1972), The Scholar Critic: An Introduction to Literary Research,
London: Routledge
16. Adam Sirjohn (2004), Research Methodology: Methods & Techniques, Delhi: New Age
International Ltd
17. Caivary, R. & Nayak V. K. (2005), Research Methodology, S. Chand
18. Kothari,C.R. (1985), Research Methodology: Methods & Techniques, Delhi : New Age
International Ltd
19. Litosseliti,Lia (2000), Using Focus Groups in Research, British Library Cataloguing
20. Rahim, F. Abdul (1996), Thesis Writing-A Manual for Researchers, New Delhi: New
Age International Ltd
21. Rengachari,S. & Rengachari,Sulochna - Research methodology for English Literature,
Bareilly : Prakash Book Depot
22. Seliger (2001), Second Language Research Methods, Oxford University
23. Sinha, M.P. - Research Methods in English
24. Winkler, Anthony C. & Accuen, Jo Roy (2003), Writing the Research Paper, Thomson
Heinle
25. Brown, James Dean (2006), Understanding Research in Second Language Learning,
New York: Cambridge University Press

Question Paper Format (3.1)

Q 1 Questions on Section A (2 out of 3) 16
Q 2 Questions on Section B (items 1-3) (2 out of 3) 16
Q 3 Questions on Section B (items 4-6) (2 out of 3) 16
Q 4 Questions on Section B (items 7-9) (2 out of 3) 16
Q 5 Practical Question on Sections A and B (4 out of 6) 16
************

- 18 -
Paper – 3.2: English Language and Literature Teaching (I)
(a) Objectives
1. To acquaint the students with different theoretical and practical aspects and components
of language and literature teaching
2. To acquaint them with different approaches, methods and techniques of language and
literature teaching
3. To sensitize the students to the major issues in ELLT in the Indian context

(b) Course Content

1. The Nature of Language Learning and Language Teaching
2. Language Acquisition and Language Learning
3. Behaviourism, Cognitivism and Their Implications
4. Socio-Linguistic Context of English Language and Literature Teaching in India
5. The Teaching of Language Skills, Study Skills and Presentation Skills
6. The Teaching of Vocabulary and Grammar
7. Teaching Without Lecturing: Use of Audio-Visual Aids and Computers in Language
Teaching
8. Curriculum and Syllabus
9. Materials Production for English Language and Literature Teaching
10. Testing and Assessment, Formative and Summative Evaluation, Different Types of
Questions
11. Developing Pragmatic Competence

(c) Suggestions for Teachers

Many students opting for M.A. English have teaching career in mind. The present course is
designed to acquaint them with the basic issues in English language and literature teaching
in the Indian context, and to equip them with necessary abilities to become competent
teachers of English. The teachers are expected to make the students aware that behind every
teaching activity there is some principle at work. Students learn best by doing things on their
own; hence their active involvement should be ensured through seminars, group discussions,
presentations, etc. The teacher should play the role of a facilitator and monitor the activities
of the students.

(d) Suggestions for Evaluation

The Semester Examination will be for 80 marks. The Internal Assessment will have the
weightage of 20 marks. As a part of Internal Assessment, students will write an assignment
consisting of a Paper of about 10 to 12 printed pages (double space, A-4 size) on a topic
from the syllabus, chosen in consultation with the concerned teacher/s. It will be assessed by
the concerned teacher/s for 10 marks. Each student will be required to make a brief oral
presentation on the paper for 10 to 15 minutes to be followed by question-answer session. The
seminar will be conducted by the concerned teacher/s. The presentation will have the weightage
of 10 marks. Teacher/s will submit the assessment and evaluation record to the college office
at least fifteen days before the commencement of the Semester Examination.

(e) Reading List

1. Brumfit, C. and R. Carter (1986), Literature and Language Teaching, (OUP)
2. Brumfit, C. and K. Johnson (1979), The Communicative Approach to Language
Teaching (OUP)
3. Bagchi, G. (1994), Teaching Poetry in School and Colleges, (T.R. Publications, Madras)
4. Carter, R. and M. N. Long (1991), Teaching Literature (Longman, London)

- 19 -
5. Collie, J. and S. Slater (1987), Literature in the Language Classroom, (CUP, Cambridge)
6. Duff, A. and A. Maley (1990), Literature (OUP)
7. Carter, R. And D. Nunan (2001), Teaching English to Speakers of Other Languages
(CUP)
8. , S. (Ed.) (2002), English Language Teaching in India (Orient Longman)
9. Richards, J. C. And T. S. Rodgers (1986), Approaches and Methods in Language
Teaching (CUP)
10. Marathe, Ramanan And Bellarmine (1993), Provocations : The Teaching of English
Literature in India (Orient Longman)
11. Nagaraj, G. (1996), English Language Teaching: Approaches, Methods and Techniques
(Orient Longman)
12. Nolasco, R. And L. Arthur (1988), Large Classes, (Macmillan)
13. Nunan, D. (1988), Syllabus Design (OUP)
14. Prabhu, N. S. (1987), Second Language Pedagogy (OUP)
15. LazarBabu, Prabhakar (1993), Teaching Spoken English in Colleges (CIEFL,
Hyderabad)
16. Hill, J. (1986), Using Literature in Language Teaching (Macmillin, London)
17. Hutchinson, T. And A. Waters (1989), English for Specific Purposes: A Learning
Centered Approach (CUP, Cambridge)
18. Indra, C.T. (1995), Teaching Poetry at the Advanced Level (T.R. Publications, Madras)
19. Krishnaswamy, N. and T. Sriraman (1994), English Teaching in India, (T. R.
Publications, Madras)
20. Krishnaswamy, N. And T. Krishnaswamy (2006), The Story of English in India,
(Foundation Books)
21. Kudchedkar, G. (1993), Literature and Language Teaching (Cup)
22. Bassnet, S. And P. Grundy (1993), Language Through Literature (Longman)
23. Corder, S. Pit (1973), Introduction to Applied Linguistics (Penguin)
24. Richards, J. C. (Ed.) (1974), Error Analysis (Longman, London)
25. Tickoo, M. L. (2002), Teaching and Learning English (Orient Longman)
26. Ur, Penny (1996), A Course in Language Teaching: Practice and Theory (Cup)
27. Sarasvati, V. (2004), English Language Teaching: Principles and Practice (O.L.)
28. Widdowson, H. G. (1975), Stylistics and the Teaching of Literature (Longman)
29. Hughes, A. (1989), Testing for Language Teachers (CUP)
30. Allan, J. P. B. And S. Pit Corder (1975), The Edinburgh University Course in Applied
Linguistics, Vol. 1,2 and 3 (OUP)

Question Paper Format (3.2)

Q-1 Long Answer Question - 1 to be attempted out of 2 16

Q-2 Long Answer Question - 1 to be attempted out of 2 16
Or
Short Answer Question - 4 to be attempted out of 6
Q-3 Short Answer Question - 4 to be attempted out of 6 16
Q-4 Short Notes – 4 to be attempted out of 6 16
Q-5 Task-based practical questions - 1 to be attempted out of 2 16

************

- 20 -
Paper- 3.3 : Drama (I)
(a) Objectives
1. To acquaint students with major trends in English drama and with a few drama texts
through detailed study of specific plays.
2. To enable students to read and appreciate critically the drama texts.
3. To cultivate among students a sense of understanding in order to make them better
human beings by the exposure to dramatic literature.
4. To improve linguistic competence along with the literary competence of students

(b) Course Content

(i) Theoretical aspects of the study of Drama
(ii) Plays
1. Macbeth : William Shakespeare
2. Candida : George Bernard Shaw
3. Endgame : Samuel Beckett
4. The Glass Menagerie : Tennessee Williams

(c) Suggestions for Teachers

No study of literature can begin without having read the literary texts(s) to be studied.
Teachers, therefore, should encourage students and help them go through the prescribed
texts. To have the first hand experience of literature teachers should make students interact
with the texts so that students develop their own responses rather than depend on the
borrowed critical views. It would be good to have at least some silent reading sessions
carefully planned and monitored by the teacher. Students should also be given practice in
writing answers to the point and should be discouraged from writing vague, round about and
repetitive answers. Understanding of the literal meaning, i.e. what the printed text means, is
a prerequisite for a proper understanding of the intended message of the text.
(d) Suggestions for Evaluation
The Semester Examination will be for 80 marks. The Internal Assessment will have the
weightage of 20 marks. As a part of Internal Assessment, students will write an assignment
consisting of a Paper of about 08 to 10 printed pages (double space, A-4 size) on a topic
from the syllabus, chosen in consultation with the concerned teacher/s. It will be assessed by
the concerned teacher/s for 10 marks. Each student will be required to make a brief oral
presentation on the paper for 10 to 15 minutes to be followed by question-answer session. The
seminar will be conducted by the concerned teacher/s. The presentation will have the weightage
of 10 marks. Teacher/s will submit the assessment and evaluation record to the college office
at least fifteen days before the commencement of the Semester Examination.

(e) Reading List

For Course Materials refer to standard and authentic editions of the texts published by
the publishers like OUP, CUP, Longman, Macmillan, Penguin, Routledge Signet
Classics, Allen and Unwin, etc.
General Books on Drama
1. Bentley, Eric (1954), In Search of Theater, New York: Vintage Books.
2. Dawson, S W (1970), Drama and the Dramatic, London: Methuen.
3. Esslin, Martin (1977), An Anatony of Drama, New York: Hill and Wong
4. Kelsall, Malcolm (1983), Studying Drama, London: Macmillan.
5. Salgado, Gamini (1980), English Drama: A Critical Introduction, London: Arnold.
6. Styan, J L (1960), Elements of Drama, Cambridge: C.U.P.
7. Spaldind P. (1985), Drama in Practice: A Guide for Students, London: Macmillan.

- 21 -
Shakespeare : Macbeth
1. Bloom, Harold (ed) Macbeth: Viva Modern Critical Interpretations, New Delhi: Viva
Books.
2. Bradley, A C, Shakespearean Tragedy, London: Macmillan.
3. Charlton, H B (1968) Shakespearean Tragedy, Cambridge: C.U.P.
4. Knight G Wilson (1961), The Wheel of Fire, London and New York: Rutledge
5. Lerner, Laurence (1968), Shakespeare’s Tragedies: An Anthology of Modern Criticism,
harmonds-worth: Penguin
6. Harrison, G B (1915) Shakespeare’s Tragedies, London: Rutledge and Kegan Paul.
7. Wells, Stanley (ed) (1986), The Cambridge Companion to Shakespeare Studies,
Cambridge: C.U.P.
8. Norton Critical Edition: Macbeth (Viva Books)
8. Viva Modern Critical Interpretations: Macbeth (Viva Books)
G B Shaw : Candida
1. Bentley, Eric (19470, Bernard Shaw, London: Methuen.
2. Huge, Lean (1971), Bernard Shaw: Playwright and Preacher, London: Methuen.
3. Kaufman, R J (1965) Shaw: A Collection of Critical Essays, Englewood Cliffs, New
Jersey: Prentice Hall.
4. Whitman, Robert F (1977), Shaw and the Play of Ideas, Ithaca; Cornell University Press.
5. Williams, Raymond (1968) Drama from Ibsen to Brecht, London: Chatto and Windus.
6. Greene N, (1984) Bernard Shaw: A Critical View, London: Macmillan.
Samuel Beckett : Endgame
1. Esslin, Martin (1961), The Theater of the Absurd, New York: Penguin.
2. Esslin, Martin (ed) (1965), Samuel Beckett: A collection of Critical Essays, Englewood
Cliffs, New Jersey: Prentice Hall.
3. Cohn, Ruby (ed) (1975), Samuel Beckett: A collection of Critical Essays, New York: Mc
Graw
4. Fletcher, John and Fletcher Beryl (1978), A Student’s Guide to the Plays of
Samuel Beckett, London: Faber.
5. Fletcher, John and Spurling, John (1972), Beckett: A Study of His Plays, London: hill
and Wong.
6. Kennedy, Andrew K. (1989), Samuel Beckett, Cambridge: C.U. P.
Tennessee Williams : Glass Menagerie
1. Bloom, Harold (ed) (2007) Glass Menagerie: Viva Modern Critical Interpretations, New
Delhi: Viva Books.
2. Jackson, Esther Merle (1965) The Broken World of Tennessee Williams, Madison and
Milwaukee: Wisconsin University Press.
3. Parker, R B (ed) (1983), The Glass Menagerie: A Collection of Critical Essays,
Englewood Cliffs, New Jersey: Prentice Hall.
4. Stanton, Stephen S (ed) (1977) Tennessee Williams: A Collection of Critical Essays,
Englewood Cliffs, New Jersey: Prentice Hall.
5. Tickler, Jack (ed) (1965), Tennessee Williams: Rebellious Puritan, New York: The
Citadel Press.
6. Thorpe, Jack (ed) (1977), Tennessee Williams: A Tribute, Jackson: University of
Mississippi Press.

Question Paper Format (3.3)

Q-1 Long Answer Question theoretical aspect of drama (1 out of 2) 16

Q-2 Long Answer Question on Macbeth (1 out of 2) 16
or

- 22 -
 Short notes on Macbeth (2 out of 4)
Q-3 Long Answer Question on Candida (1 out of 2) 16
or
Short notes on Candida (2 out of 4)
Q-4 Long Answer Question on Endgame (1 out of 2) 16
or
Short notes on Endgame (2 out of 4)
Q-5 Long Answer Question on The Glass Menagerie (1 out of 2) 16
or
Short notes on The Glass Menagerie (2 out of 4)

************

- 23 -
Paper- 3.4: Fiction (I)
(a) Objectives
1. To acquaint students with major trends in English Fiction and to novelists representing
different nationalities through detailed study of specific literary works.
2. To enable students to independently read and critically appreciate Fiction in English.
3. To cultivate among students a sense of understanding in order to make them better
human beings by the exposure to literature.
4. To improve linguistic competence along with the literary competence of students

(b) Course Content

(i) Theoretical aspects of the study of Fiction
(ii) Novels
1. Wuthering Heights : Emile Bronte
2. Lord Jim : Joseph Conrad
3. The Bluest Eye : Toni Morrison
4. The Catcher in the Rye : J. D. Salinger

(c) Suggestions for Teachers

No study of literature can begin without having read the literary texts(s) to be studied.
Teachers, therefore, should encourage students and help them go through the prescribed
texts. To have the first hand experience of literature teachers should make students interact
with the texts so that students develop their own responses rather than depend on the
borrowed critical views. It would be good to have at least some silent reading sessions
carefully planned and monitored by the teacher. Students should also be given practice in
writing answers to the point and should be discouraged from writing vague, round about and
repetitive answers. Understanding of the literal meaning, i.e. what the printed text means, is
a prerequisite for a proper understanding of the intended message of the text.
(d) Suggestions for Evaluation
The Semester Examination will be for 80 marks. The Internal Assessment will have the
weightage of 20 marks. As a part of Internal Assessment, students will write an assignment
consisting of a Paper of about 10 to 12 printed pages (double space, A-4 size) on a topic
from the syllabus, chosen in consultation with the concerned teacher/s. It will be assessed by
the concerned teacher/s for 10 marks. Each student will be required to make a brief oral
presentation on the paper for 10 to 15 minutes to be followed by question-answer session. The
seminar will be conducted by the concerned teacher/s. The presentation will have the weightage
of 10 marks. Teacher/s will submit the assessment and evaluation record to the college office
at least fifteen days before the commencement of the Semester Examination.

(e) Reading List

For Course Material refer to standard and authentic editions of the texts published by the
publishers like OUP, CUP, Longman, Macmillan, Penguin, Routledge Signet Classics, Allen
and Unwin, etc
General Works on Fiction
1. Allen, Walter (1958) The English Novel: A Short Critical History, Harmondsworth:
Penguin.
2. Forster, E M (1927) Aspect of the Novel, Pelican.
3. Leavis F R (1948), The Great Tradition, Hammondsport: Penguin.
4. Lodge, David (1966) Language of Fiction, London: Macmillan.
5. Lack, John (1983) How to Study a Novel London: Macmillan.
6. Van Ghent, Dorothy(1972) The English Novel: Form and Function, New York:Harper

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 Wuthering Heights : Emily Bronte
1. Norton Critical Edition: Wuthering Heights (Viva Books)
2. Viva Modern Critical Interpretations: Wuthering Heights (Viva Books)
3. Bloom, Harold (2008) (ed) Wuthering Heights: Viva Modern Critical Interpretations,
New Delhi: Viva Books.
4. Allott, Mirian (1970) Emily Bronte: Wuthering Heights, London: Macmillan.
5. Peterson, Linda (1993) Wuthering Heights: Emily Bronte, London: Macmillan
(Case Studies in Contemporary Criticism Series)
6. Winnifrith, Tom and Chithan Edward (1989) Charlotte Bronte and Emily Bronte:
Literary Lives, London: Macmillan.
Lord Jim : Joseph Conrad
1. Norton Critical Edition: Lord Jim (Viva Books)
2. Bloom, Harold (ed) (1986) Joseph Conrad: Modern Critical Views, New York:
Chelsea House.
3. Krieger, Murray (1960), The Tragic Vision: Variation on a Theme in Literary
Interpretations, New York: Holt, Rinehart and Winston.
4. Moser, Thomas C (1957) Joseph Conrad: Achievement and Decline, London: OUP
5. Stallman, Robert W (ed) (1960) The Art of Joseph Conrad: A Critical Symposium,
Michigan University Press.
6. Stape J H (ed) (1996) The Cambridge Companion to Joseph Conrad, London: C U P
7. Tanner T. (1963) Conrad: Lord Jim, London: Arnold.
The Bluest Eye : Toni Morrison
1. Christian, Barbara (1980) Black Women Novelists: The Development of a Tradition,
Westport: Green Wood Press.
2. Evans, Marie (ed) (1984) Black Women Writer, (1950-1980) : A Critical Evaluation,
New York : Anchor Press.
3. Harris, Trudier (1991) Fiction and Folklore: The Novels of Toni Morrison, Knoxville:
University of Tennesse Press.
4. Samuel, Wilfred and Hudson Weems, Clenora(1990) Toni Morrison, Boston: Twayne.
5. Tate, Claudia (ed) (1983) Black Women Writers at Work, New York: Continuum.
The Catcher in the Rye : J D Salinger
1. Burgess, Anthony (1984) Ninety-nine Novels: The Best in English Since 1939,
London: Allison and Busby.
2. Batra, Shakti (2007) The Catcher in the Rye: A Critical Stydy, New Delhi: Surjeet
Publication.
Question Paper Format (3.4)
Q-1 Long Answer Question on Theory of Fiction (1 out of 2) 16
Q-2 Long Answer Question on Wuthering Heights (1 out of 2) 16
or
Short notes on Wuthering Heights (2 out of 4)
Q-3 Long Answer Question on Lord Jim (1 out of 2) 16
or
Short notes on Lord Jim (2 out of 4)
Q-4 Long Answer Question on The Bluest Eye (1 out of 2) 16
or
Short notes on The Bluest Eye (2 out of 4)
Q-5 Long Answer Question on Catcher in the Rye (1 out of 2) 16
or
Short notes on Catcher in the Rye (2 out of 4)
************

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Paper- 3.5 : Poetry (I)
(a) Objectives
1. To acquaint students with major trends in English poetry through detailed study of
specific poems.
2. To enable students to read and critically appreciate the poems by the major poets of
different nationalities.
3. To cultivate among students a sense of understanding in order to make them better
human beings by the exposure to literature.
4. To improve linguistic competence along with the literary competence of students

(b) Course Content

(i) Theoretical aspects of the study of poetry

(ii) Poems
1. British Poetry
William Wordsworth : (i) Michael
S. T. Coleridge : (i) Christabel
John Keats : (i) Ode to Nightingale.
Lord Alfred Tennyson : (i) Tithonus
Robert Browning : (i) Fra Lippo Lippi
W. B. Yeats : (i) Byzantium
T. S. Eliot : (i) The Waste Land.
W. H. Auden : (i) Musee De Beaux Artes.
Philip Larkin : (i) Whitsun Weddings.
Dylan Thomas : (i) Fern Hill.

2. American Poetry:
R. W. Emerson : (i) The Problem
Walt Whitman : (i) There Was a Child Went Forth
Emily Dickinson. : (i) I’m Nobody ! Who Are You?
(ii) I Heard a Fly Buzz When I Died.
(iii) I Cannot Live With You.
(iv) A Bird Came Down the Walk.
Robert Frost : (i) Home Burial
(ii) Birches
Wallace Stevens : (i) Sunday Morning
Sylvia Plath : (i) Lady Lazarus.
Robert Lowell : (i) Skunk Hour.

(c) Suggestions for Teachers

No study of literature can begin without having read the literary texts(s) to be studied.
Teachers, therefore, should encourage students and help them go through the prescribed
texts. To have the first hand experience of literature teachers should make students interact
with the texts so that students develop their own responses rather than depend on the
borrowed critical views. It would be good to have at least some silent reading sessions
carefully planned and monitored by the teacher. Students should also be given practice in
writing answers to the point and should be discouraged from writing vague, round about and
repetitive answers. Understanding of the literal meaning, i.e. what the printed text means, is
a prerequisite for a proper understanding of the intended message of the text.

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(d) Suggestions for Evaluation
The Semester Examination will be for 80 marks. The Internal Assessment will have the
weightage of 20 marks. As a part of Internal Assessment, students will write an assignment
consisting of a Paper of about 10 to 12 printed pages (double space, A-4 size) on a topic
from the syllabus, chosen in consultation with the concerned teacher/s. It will be assessed by
the concerned teacher/s for 10 marks. Each student will be required to make a brief oral
presentation on the paper for 10 to 15 minutes to be followed by question-answer session. The
seminar will be conducted by the concerned teacher/s. The presentation will have the weightage
of 10 marks. Teacher/s will submit the assessment and evaluation record to the college office
at least fifteen days before the commencement of the Semester Examination.

(e) Reading List

1. Hayward, John : A Penguin Book of English Verse
2. Narasimhaiah, C. D. (Ed.), An Anthology of Commonwealth Poetry (Macmillan)
3. Chindhade, S. and Ashok Thorat (ed), Approved Voices (Dastane & Co, Pune

British Poetry
1. Gingerich Martin E (1977) ‘W.H. Auden: A Reference Guide’, Boston, mass: G.K.Hall.
2. Bayley’John (1975) ‘Twentieth Century Poetry: Critical Essay and Documents’, The open
Uni-Press, London.
3. Blair, John G.(1965), ‘The Poetic Arts of W.H. Auden’,Princeton Uni-Press Princeton.
4. Buell, Frederick.(1973) ‘W.H.Auden as a social Poet’,Cornell Uni-Press,London.
5. Farnan, Dorothy J.(1984) ‘Auden in Love’,Simon and Schuster’New York.
6. Williamson’ G (1953), ‘A Reader’s Guide to T.S.Eliot,’New york.
7. Ackroyd Peter (1989), ‘T.S.Eliot,’Cordinal, London.
8. Drew Elizabeth (1970) ‘T.S. Eliot: The Design of His Poetry’, Doaba House, Delhi.
9. Bush, Dauglas (1966), ‘John Keats: his life and Writing,’Macmillan, New York.
10. Evert, Walter (1965), ‘Aesthetic and myth in the Poets of Keats,’ Princeton Uni-Press,
Princeton.
11. Ward, Aileen (1963), ‘John Keats: the making of a Poet,’ Viking Press, New York.
12. Bowra, Maurice (1961), ‘The Romantic Imagination’, Oxford Uni-Press, Oxford.
13. Brooke, Stoppard (1985), ‘Tennyson: His Art and Relation to Modern Life’, Aparna
Publiction Delhi.
14. Dickstein Morris (1971), ‘Keats and His Poetry A Study in Development,’ Uni. Of Chicago
Press, Chicago.
15. Durrant, Geoffrey (1969), ‘William Wordsworth,’Cambridge Uni.Press,Cambridge.
16. Gridley, Roy E (1972), ‘Browning major Poetry’, Clarendon Press, Oxford.
17. Hough, Graham (1967), ‘The Romantic Poets,’ Hutchinson, London.
18. Jack Ian (1973), ‘Browning’s major Poetry,’ Clarendon Press, Oxford.
19. Pattison, Robert (1979), ‘Tennyson and Tradition,’ Harvard Uni.Press, Cambridge.
20. Wilson, F.A.C (1968), ‘W.B.Yeats and Tradition,’ Methuen, London.
21. Garrod H.W. (ed) (1956), ‘The Poetical Works of John Keats,’ Oxford Uni.Press, London.
22. Ricks, Christopher (ed) (1969), ‘The Poem of Tennyson,’ Longman, London.
23. Kuby, Lolette (1974), ‘An uncommon Poet for the Common Man: A Study of Philip Larkin,’
The Hague, Mouton.
24. Timms, David (1973), ‘Philip Larkin,’ Oliver and Boyd, Ediuburg.

American Poetry
Required Reading :
1. Beckett, Lucy,Wallace Stevens,Cambrideg : CUP,1974.
2. Boroff,Marie,ed.Wallace Stevens : A Colletion of Critical Essay, Cambridge,CUP,1963.

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3. Cook,Reginald,Robert Frost : A Living Voice,Amherst,The Univ. of Mass Press,1974.
4. Cox James M.,ed. Robert Frost : A Collection of Critical Essay, Englewood Cliffs, Prentice,
Hall,1962.
5. Crick, J.F., Robert Lowell Edinburg, Oliver and Boyd,1974.
6. Jarrell,Randall, Poetry and the Age,London,Faber and Faber,1955.
7. Kermode,Frank, Wallace Stevens, Edinburgh, London Oliver and Boyd.
8. London, Michael and Boyers R.eds. Robert Lowell : A Portrait of the Artist in His Time,
New York,David Lewis.
9. Patke, Rajeev,The Long Poems of Wallace Stevens : An Interpretative Study, Cambridge :
CUP, 1986.
10. Pearce, Roy Harvey, The Continuity of American Poetry, Princeton, Princeton, UP,1965.
11. Perloff, Marjorie, The Poetic Art of Robert Lowell, Ithaca, Cornell University Press,1973.
12. Plath, Sylvia, Letters Home,ed. Aurelia S. Plath.London Faber and Faber,1975.
13. Poirier, Richard, Robert Frost : The Work of Knowledge, New York.
14. Potter, James L., The Robret Frost Handbook, University Park and London : The
Pennsylvania State University Press,1980.
15. Steiner, Naney Hunter, A close Look AT Ariel : A Memory of Sylvia Plath, London, Faber
and Faber, 1974.
16. Vendler, Helen ed. Voices and Visions : The Poet as American, New Delhi, Tata McGraw
Hill,1987.

Question Paper Format (3.5)

Q-1 A) Reference to Context (2 out of 4) 08

B) A Question on Theoretical aspect of Poetry (1 out of 2) 08
Q-2 Long Answer Question on British Poetry (1 out of 2) 16
Q-3 Short Answer Question on British Poetry (4 out of 6) 16
Q-4 Long Answer Question on American Poetry (1 out of 2) 16
Q-5 Short Answer Question on American Poetry (4 out of 6) 16

************

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Paper- 3.6 : Linguistics and Stylistics (I)
(a) Objectives
1. To acquaint the students with different theoretical and practical aspects and components
of linguistics and stylistics.
2. To make students aware of the relation between linguistics and stylistics.
3. To give them practice in the application of the basic concepts in stylistics to literary
texts.
4. Application of the basic concepts in Semantics and Pragmatics in stylistic analysis of
literary texts.

(b) Course Content

1. Orientation: - Linguistics as a scientific study of language, langue and parole, linguistic
competence and linguistic performance; syntagmatic and paradigmatic relations;
ordinary language and literary language, free repetition and repetition and parallelism;
foregrounding.
2. Phonology and literature: Segmental and suprasegmental features, sound patterns,
onomatopoeia and sound symbolism. The importance of the spoken word and pauses in
literature.
3. Syntax and literature: Periodic and loose sentence structure, use of the passive voice,
direct and indirect speech, free direct speech and free indirect speech, sentence length,
types of sentences - declarative, interrogative, imperative and exclamatory; simple,
complex and compound. Syntactic cohesion.
4. Lexis and Literature: Content words and function words, lexical sets, collocations and
select ional restrictions. Lexical cohesion.
5. Semantics and literature: Synonymy, antonymy, hyponymy, semantic entailments,
paraphrase relationship, semantic anomaly, tautology, contradiction, indeterminacy of
meaning in literature, figures of speech based on meaning.

(c) Suggestions for Teachers

Keeping in mind the application-oriented nature of the course, the teacher should carry out a
variety of application-based activities/tasks. Student involvement could be ensured through
student activities like doing practical exercises requiring identification of relevant linguistics
and stylistic devices and explaining their purpose/relevance or contribution to literary effect /
meaning. The students may be given relevant practical assignments, and the teacher may act
as facilitator and monitor student activities. The course is basically interactive in nature.
Therefore, interaction should be encouraged.

(d) Suggestions for Evaluation

The Semester Examination will be for 80 marks. The Internal Assessment will have the
weightage of 20 marks. As a part of Internal Assessment, students will write an assignment
consisting of a Paper of about 10 to 12 printed pages (double space, A-4 size) on a topic
from the syllabus, chosen in consultation with the concerned teacher/s. It will be assessed by
the concerned teacher/s for 10 marks. Each student will be required to make a brief oral
presentation on the paper for 10 to 15 minutes to be followed by question-answer session. The
seminar will be conducted by the concerned teacher/s. The presentation will have the weightage
of 10 marks. Teacher/s will submit the assessment and evaluation record to the college office
at least fifteen days before the commencement of the Semester Examination.

(e) Reading List

1. Austin, J. L. (1962), How to do things with words, Oxford: Clarendon Press.

- 29 -
2. Black, Elizabeth (2006), Pragmatic Stylistics, (Edinburgh)
3. Chatman, Seymour (ed.) (1971), Literary Style : A Symposium, Oxford : OUP
4. Crystal, David – A Dictionary of Applied Linguistics and Stylistics
5. Cummings, M. and R. Simmons (1983), The Language of Literature : A Stylistic
Introduction to the Study of Literature, London : Pergamon
6. Elam, K. (1980), The Semiotics of Theatre and Drama, London : Methuen
7. Fowler, Roger (1971), The Language of Literature, London : Routledge and Kegan
8. Freeman, D. C. (1970), Linguistics and Literary Style, New York : Holt Rinehart and
Winston
9. Krishnaswamy, N., S. K. Verma and N. Nagarajan (1992), Modern Applied Linguistics,
Madras: Macmillan
10. Leech, Geoffrey (1969), A Linguistic Guide to English Poetry, London: Longman
11. Lyons, J. (1981), Language and Linguistics, Cambridge: CUP.
12. Prakasam, V. (1996), Stylistics of Poetry : A Functional Perspective, Hyderabad : Omkar
Publishers
13. Thomas, G. Meaning in Interaction, London: Longman
14. Thornborrow and Shan Wareing (1998), Patterns in Language : An Introduction to
Language and Literary Style, London : Routledge
15. Welsh, Katie (1989), A Dictionary of Stylistics, London: Longman
16. Wright, Laura and Jonathan Hope (1996), Stylistics : A Practical Course book, London :
Routledge
in addition to the Reading List given here, the teachers and students may also refer to the
relevant reference books stated in the Reading List provided for Paper-III : English
Language Today, Paper - XI : Pragmatics, and from standard reference books on
Stylistics.

Question Paper Format (3.6)

Q-1 Long Answer Question -1 to be attempted out of 2 16

Q-2 Long Answer Question -1 to be attempted out of 2 16
Q-3 Short Answer Question - 4 to be attempted out of 6 16
Q-4 Short Answer Question - 4 to be attempted out of 6 16
Q-5 Analyzing the Linguistic features of a given (literary) passage 16

************

- 30 -
Paper- 3.7 : Pragmatics (I)
(a) Objectives
1. To make students aware of the primary distinction between language and language use.
2. To give them practice in the application of the basic concepts in pragmatic theory.
3. To acquaint them with the different types of context and their relevance for interpreting
different types of texts.
4. To familiarise them with the in-depth knowledge of pragmatic concepts and their
application in planning and interpretation of utterances in everyday life and in literature.

(b) Course Content

A. Orientation
Development of Modern Pragmatics
Definitions of Pragmatics
Component vs. Perspective
Sentence and Utterance
Language and Language Use
B. The Dynamics of Context
Utterer and Interpreter
The Mental World
The Social World
The Physical World
Linguistic Context
Context and Conversation
C. Speech Acts
What is Speech Act?
Searle and Austin
Locutionary, Illocutionary and Perlocutionary Acts
Felicity Conditions
Indirect Speech Acts
D. Deixis
Reference and Deictics
Time, Place and Person Deixis
Discourse and Social Deixis
E. Practical Work on Sections A,B,C and D

(c) Suggestions for Teachers

Keeping in mind the application oriented nature of the course, the teacher should carry out a
variety of relevant problem-solving activities/tasks. Student involvement could be ensured
through student activities. The students may be given relevant practical assignments, and the
teacher may act as facilitator and monitor student activities. The course is basically
interactive in nature. Therefore, interaction should be encouraged.

(d) Suggestions for Evaluation

The Semester Examination will be for 80 marks. The Internal Assessment will have the
weightage of 20 marks. As a part of Internal Assessment, students will write an assignment
consisting of a Paper of about 10 to 12 printed pages (double space, A-4 size) on a topic
from the syllabus, chosen in consultation with the concerned teacher/s. It will be assessed by
the concerned teacher/s for 10 marks. Each student will be required to make a brief oral
presentation on the paper for 10 to 15 minutes to be followed by question-answer session. The
seminar will be conducted by the concerned teacher/s. The presentation will have the weightage

- 31 -
 of 10 marks. Teacher/s will submit the assessment and evaluation record to the college office
at least fifteen days before the commencement of the Semester Examination.

(e) Reading List

1. Austin, J. L. (1962), How to do things with words, oxford: Clarendon Press.
2. Brown, G. and G. Yule (1983), Discourse Analysis, Cambridge: CUP.
3. Brown, p. and Levinson, S. C. (1987), ‘Politeness: Some Universals’ in Language
Usage, Cambridge: CUP
4. Fowler, Roger – Literature as Social Discourse
5. Grundy, Peter (2000), Doing Pragmatics, London: Edward Arnold.
6. Leech, G. N. (1983), Principles of Pragmatics, London: Longman.
7. Levinson, S. C. (1983), Pragmatics, Cambridge: CUP.
8. Mey, Jacob L. (1993), Pragmatics: An Introduction, Oxford: Blackwell. [Revised
edition is available and is preferred.]
9. Mills, Sara - Discourse
10. Schiffrin, D. (1994) Approaches to Discourse, Oxford: Blackwell.
11. Searle, J. R. (1969), Speech Acts, Cambridge: CUP
12. Searle, J. R. (1970), Speech Acts: An Essay in the Philosophy of Language,
Cambridge: CUP.
13. Sinclaire & others – Approaches to Discourse
14. Sperber, D. & Wilson, D. (1986), Relevance: Communication and Cognition, Oxford:
Basil Blackwell.
15. Thorat, Ashok (2008), Discourse Analysis (FCS)
16. Thorat, Ashok (ed.) (2006), Non-Native Phenomenon of English (IASE, Pune)
17. Thorat, Ashok (ed.) (2007), Pragmatics (IASE, Pune)
18. Verschueren, Jef (1995), Handbook of Pragmatics, Amsterdam: John Benjamins.
19. Verschueren, Jef (1999), Understanding Pragmatics, London: Arnold.
20. Yule, George (1996), Pragmatics, Oxford: OUP.
21. Journal on Intercultural Pragmatics, Eds. Istvan Keckes (Mouton D. Gruyter)

Question Paper Format (3.7)

Q1. Questions on Section A (2 out of 3) 16

Q2. Questions on Section B (2 out of 3) 16
Q3. Questions on Section C (2 out of 3) 16
Q4. Questions on Section D (2 out of 3) 16
Q5. Practical Questions on Sections A, B, C and D (4out of 6) 16

***********

- 32 -
Paper- 3.8 : Multicultural Discourse in Immigrant Fiction (I)
(a) Orientation
An important phase in the growth of postcolonial writing has been the emergence of
significant fiction written by expatriate and immigrant writers. Some of them, especially
those of Indian origin, migrated to the countries like Canada, U.S.A. and U.K. and dealt with
the themes of alienation, quest for identity and conflict of cultures. History of this kind of
writing can be traced in contours of migration. The first generation immigrants from among
these writers represent the diasporic, expatriate vision of the clash of human values through
their thematic categories. The second generation authors, born and brought up in the host
country, talk of assimilation with the new culture and their identity crisis is acute and its
resolution has dilemmas and drama. The third wave recent immigrants assimilate and merge
with the local culture. The intellectual framework of globalization and multiculturalism has
made some of those writers so popular that they have been winning several prestigious
awards abroad. It would be relevant to study these writers for their fresh sensibility and
linguistic achievement.

(b) Objectives
1. To sensitize and introduce students to some major expatriate and immigrant writers of
Indian origin.
2. To make them aware of the major thematic concerns and linguistic strategies utilized by
the texts of this kind of fiction.
3. To develop among students a view of the world from the perspective of multiculturalism
which connotes ‘positive acceptance, not a negative tolerance’ of the other culture/s.
4. To make them aware of the interdependence of language and culture as seen in the
strategies used in these texts for successful intercultural communication.
5. To enable students to read literature as social discourse.

(c) Course Content

A) Theoretical perspective : Basic terms and concepts
(i) Diaspora, expatriate, immigrant, nationality, assimilation, identity,
hybridity, etc. Illustrations to be found from prescribed texts.
(ii) The concept of discourse, types of discourse, approaches to discourse,
intercultural discourse, literature as social discourse, discourse analysis.

B) Prescribed Texts
1. Bharati Mukherjee : Jasmine (1989)
2. Kiran Desai: The Inheritance of Loss (2005)

(d) Suggestions for Teachers

The Teacher should see that students get good grounding in the theoretical background to the
expatriate immigrant sensibility by discussing different aspects. The prescribed texts should
be studied as samples of multicultural discourse through the perspective of pragmatics.
Wherever possible, available videos, films and such multimedia materials may be utilized to
make the study meaningful and interesting.

(e) Suggestions for Evaluation

The Semester Examination will be for 80 marks. The Internal Assessment will have the
weightage of 20 marks. As a part of Internal Assessment, students will write an assignment
consisting of a Paper of about 10 to 12 printed pages (double space, A-4 size) on a topic
from the syllabus, chosen in consultation with the concerned teacher/s. It will be assessed by
the concerned teacher/s for 10 marks. Each student will be required to make a brief oral

- 33 -
 presentation on the paper for 10 to 15 minutes to be followed by question-answer session. The
seminar will be conducted by the concerned teacher/s. The presentation will have the weightage
of 10 marks. Teacher/s will submit the assessment and evaluation record to the college office
at least fifteen days before the commencement of the Semester Examination.

For the Semester exam the questions to be set on the following two areas carrying the
weightage as stated in brackets:
1. Theoretical perspective (32 Marks)
2. On the prescribed texts (48 Marks)

(f) Reading List

A) General Background
1. Ashcroft, Bill, et al (1989), The Empire Writes Back, London : Routledge
2. Ashcroft, Bill, et al (1998), Key Concepts in Postcolonial Studies, London : Routledge
3. Boehmer, Elleke (1995), Colonial and Postcolonial Literatures : Migrant Metaphors,
OUP
4. Brah, Avtar (1996), Cartographies of Diaspora : Contesting Identities, London :
Routledge
5. Bromley, Roger (2000), Narratives for a New Belonging : Diasporic Cultural Fictions,
Edinburgh : Edinburgh University Press
6. Chrisman, Laura and Benita Parry (ed.) (2000), Postcolonial Theory and Criticism,
Cambridge : D. S. Brewer
7. Cohen, Robin (2001), Global Diasporas : An Introduction, London : Routledge
8. Dhavan, R. K. and Krishnasastry (ed.) (1994), Commonwealth Writing : A Study in
Expatriate Experience, New Delhi : Prestige
9. Gandhi, Leela (1998), Postcolonial Theory : A Critical Introduction, New Delhi : OUP
10. Kaur, Tejinder (ed.) (2005), Perspectives of Diaspora : Indian Fiction in English,
Jalandher : Nirman Publishers
11. Kripal, Vinay (1989), The Third World of Expatriation, New Delhi : Sterling
12. Nelson, Emmanuel S. (1992), Reworlding : The Literature of the Indian Diaspora,
Greenwood Press
13. Nelson, Emmanuel S. (ed.) (1993), Writers of the Indian Diaspora : A Bio-
Bibliographical Critical Soiurcebook, New York : Greenwood Press
14. Rushdie, Salman (1991), Imaginary Homelands, London : Granata Books and Penguin
India
15. Suman Bala (ed.) (1994), American Literature Today, New Delhi : Prestige
16. Nayar, Promod K. (2008), Postcolonial Literature : An Introduction, New Delhi :
Pearson – Longman
17. Fowler, Roger (1981), Literature as Social Discourse, London: Batsford Academic and
Educational Ltd.
18. Blommaert, Jan (2005), Discourse, Cambridge: The Press Syndicate of the University of
Cambridge
19. Blommaert, Jan and Verscheuren, Jef (1998) Debating Diversity: Analysing the
Discourse of Tolerance, London: Routledge
20. Mills, Sara, Discourse
21. Sinclair, et al, Approaches to Discourse
22. Thorat, Ashok (2008), Discourse Analysis, Pune: Forum for Culture Studies
23. Coulthart, Michael, Discourse Analysis
24. Dijk, Van, Text and Context
26. Nair, Pramod K.(2008), An Introduction to Cultural Studies, Viva Books
27. Watson, C W (2007), Multiculturalism, New Delhi: Viva Books

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 C) On Prescribed Authors
1. Amar Nath Prasad (ed)(2008) “ New Lights on Indian Women Novelists in English”,
Sarup & Sons, New Delhi.
2. Jasbir Jain (ed) (2000) “ Post Coloniality Literature and Politics”, Rawat Publications
Jaipur.
3. Jaydipsinh Dodiya (ed) (2006) “Indian Women Novelists in English”, Sarup & Sons,
New Delhi.
4. Prasanna S (ed) (2005) “Indian Women writing in English”, Sarup & Sons, New Delhi.
5. Alam, Fakrul (1996), Bharati Mukherjee, New York : Twayne
6. Dhavan, R. K (ed.) (1995), Indian Women Novelists, Vol. 3, New Delhi : Prestige
7. Dhavan, R. K (ed.) (1996), The Fiction of Bharati Mukherjee : A Critical Symposium,
New Delhi : Prestige
8. Jain, Jasbir (2003), Writers of the Indian Diaspora, Rawat Publishers
9. Jain, Jasbir (2004), Dislocations and Multiculturalisms, Rawat Publishers
10. Khair, Tabish (2001), Babu Fictions, OUP
11. Kumar, Nagendra (2001), Fiction of Bharati Mukherjee : A Cultural Perspective, New
Delhi : Atlantic Publishers
12. Mandal, Somnath (ed.), (2000), Asian American Writing, Vol. II, New Delhi : Prestige
13. Modern Fiction Studies, Summer 2000, Published by John Hopkins University
14. Nelson, Emmanuel S. (1993), Bharati Mukherjee : Critical Perspectives, New York :
Greenwood Press
15. Tendon, Sushama (2004), Bharati Mukherjee’s Fiction : A Perspective, New Delhi :
Sarup and Sons

Question Paper Format (3.8)

Q 1 Questions on Section A (2 out of 3) 16

Q 2 Questions on Section A (2 out of 3) 16
Q 3 Questions on Jasmine (2 out of 3) 16
Q 4 Questions on The Inheritance of Loss (2 out of 3) 16
Q 5 Short Questions on the novels (2 out of 3) 16

* Question Number 3,4 and 5 to be set keeping the theoretical perspective in mind

************

- 35 -
SEMESTER FOUR
Paper- 4.1 : Doing Research (II)
(a) Objectives
1. To introduce the students to the concept of research and with the terminology
associated with research activity.
2. To sensitize them to the requirements of cohesion and coherence in continuous
composition.
3. To highlight the significance of systematic planning and execution of research
activity.
4. To give the students practice in the use of various tools and techniques of research.
5. To prepare them for undertaking research.

(b) Course Content

A) Research Process
Collecting and Classifying Data
Analyzing the Data
Arriving at Interpretations and Generalizations
Preparing Chapter wise Design
B) Presentation of Research
1) Format of the Thesis
2) Logical Writing
3) Introductions and Conclusions
4) Presentation of Findings
5) Guarding Against Plagiarism
6) Quotations and Acknowledging the Sources
7) Footnotes and Endnotes
8) Writing Bibliography Using Standard Style sheets
9) Writing a Short Research Paper
10) Writing a Short Dissertation

C) Practical Work
Exercises related to all the items under sections A and B

*The teacher is expected to get the practical work done during teaching hours.
Emphasis be given on individual discussions and counseling.

(c) Suggestions for Teachers

Since research is a do-it-yourself activity, the teacher may initially explain the basic concepts
regarding research working interactively with the students. For example, this may be done
by floating an idea and eliciting their responses regarding relevant aspects, thus guiding and
monitoring the discussion, giving the students an opportunity to think and arrive at answers
independently. The students may be given practical assignments related to research
procedure.

(d) Suggestions for Evaluation

The Semester Examination will be for 80 marks. The Internal Assessment will have the
weightage of 20 marks. As a part of Internal Assessment, students will write an assignment
consisting of a Paper of about 10 to 12 printed pages (double space, A-4 size) on a topic
from the syllabus, chosen in consultation with the concerned teacher/s. It will be assessed by
the concerned teacher/s for 20 marks. The presentation will have the weightage of 10 marks.

- 36 -
 Teacher/s will submit the assessment and evaluation record to the college office at least
fifteen days before the commencement of the Semester Examination.

The following points to be taken into consideration while assessing the LTP:
1. Hypothesis / Statement of problem :
2. Data collection and analysis :
3. Findings / Results / Implications / Suggestions :
4. Bibliography :
5. Logical presentation :
6. Language :

(e) Reading list

The same as for Paper 3.1

Question Paper Format (4.1)

Q 1 Questions on Section A (2 out of 3) 16

Q 2 Questions on Section B (items 1-3) (2 out of 3) 16
Q 3 Questions on Section B (items 4-6) (2 out of 3) 16
Q 4 Questions on Section B (items 7-10) (2 out of 3) 16
Q 5 Practical Question on Sections A and B (4 out of 6) 16

************

- 37 -
Paper – 4.2 : English Language and Literature Teaching (II)
(a) Objectives
1. To acquaint the students with different theoretical and practical aspects and components
of language and literature teaching
2. To acquaint them with different approaches, methods and techniques of language and
literature teaching
3. To sensitize the students to the major issues in ELLT in the Indian context

(b) Course Content

1. Error Analysis and Contrastive Analysis
2. Remedial Teaching, Peer Teaching and Micro Teaching
3. English for Specific Purposes
4. The Teaching of Poetry
5. The Teaching of Fiction
6. The Teaching of Drama
7. The Relationship Between Language Teaching and Literature Teaching
8. Relevance of ‘Literatures In English’ in Indian Context
9. Stylistic and Pragmatic Approaches to the Teaching of Literature
10. Major Issues in English Language Teaching in India: Teaching in Large Classes, Role of
Mother Tongue in English Language Teaching
11. Lesson Planning for Teaching English Language and Literature

(c) Suggestions for Teachers

Many students opting for M.A. English have teaching career in mind. The present course is
designed to acquaint them with the basic issues in English language and literature teaching
in the Indian context, and to equip them with necessary abilities to become competent
teachers of English. The teachers are expected to make the students aware that behind every
teaching activity there is some principle at work. Students learn best by doing things on their
own; hence their active involvement should be ensured through seminars, group discussions,
presentations, etc. The teacher should play the role of a facilitator and monitor the activities
of the students.

(d) Suggestions for Evaluation

The Semester Examination will be for 80 marks. The Internal Assessment will have the weight
age of 20 marks. As a part of Internal Assessment, students will write an assignment consisting
of a Paper of about 10 to 12 printed pages (double space, A-4 size) on a topic from the
syllabus, chosen in consultation with the concerned teacher/s. It will be assessed by the
concerned teacher/s for 10 marks. Each student will be required to make a brief oral
presentation on the paper for 10 to 15 minutes to be followed by question-answer session. The
seminar will be conducted by the concerned teacher/s. The presentation will have the weight
age of 10 marks. Teacher/s will submit the assessment and evaluation record to the college
office at least fifteen days before the commencement of the Semester Examination.

(e) Reading List

The same as for Paper 4.2

Question Paper Format (4.2)

Q-1 Long Answer Question - 1 to be attempted out of 2 16

Q-2 Long Answer Question - 1 to be attempted out of 2 16

- 38 -
 Or
Short Answer Question - 4 to be attempted out of 6
Q-3 Short Answer Question - 4 to be attempted out of 6 16
Q-4 Short Notes – 4 to be attempted out of 6 16
Q-5 Preparing a Lesson plan for teaching a given topic of language 16
/ Literature - 1 to be attempted out of the 4 choices given.

************

- 39 -
Paper- 4.3 : Drama (II)
(a) Objectives
1. To acquaint students with major trends in English drama and with a few drama texts
through detailed study of specific plays.
2. To enable students to read and appreciate critically the drama texts.
3. To cultivate among students a sense of understanding in order to make them better
human beings by the exposure to dramatic literature.
4. To improve linguistic competence along with the literary competence of students

(b) Course Content

1. Emperor Jones : Eugene O’Neill
2. The Crucible : Arthur Miller
3. Final Solutions : Mahesh Dattani
4. Doll’s House : Henrik Ibsen

(c) Suggestions for Teachers

No study of literature can begin without having read the literary texts(s) to be studied.
Teachers, therefore, should encourage students and help them go through the prescribed
texts. To have the first hand experience of literature teachers should make students interact
with the texts so that students develop their own responses rather than depend on the
borrowed critical views. It would be good to have at least some silent reading sessions
carefully planned and monitored by the teacher. Students should also be given practice in
writing answers to the point and should be discouraged from writing vague, round about and
repetitive answers. Understanding of the literal meaning, i.e. what the printed text means, is
a prerequisite for a proper understanding of the intended message of the text.
(d) Suggestions for Evaluation
The Semester Examination will be for 80 marks. The Internal Assessment will have the
weightage of 20 marks. As a part of Internal Assessment, students will write an assignment
consisting of a Paper of about 10 to 12 printed pages (double space, A-4 size) on a topic
from the syllabus, chosen in consultation with the concerned teacher/s. It will be assessed by
the concerned teacher/s for 10 marks. Each student will be required to make a brief oral
presentation on the paper for 10 to 15 minutes to be followed by question-answer session. The
seminar will be conducted by the concerned teacher/s. The presentation will have the weightage
of 10 marks. Teacher/s will submit the assessment and evaluation record to the college office
at least fifteen days before the commencement of the Semester Examination.

(e) Reading List

For Course Materials refer to standard and authentic editions of the texts published by
the publishers like OUP, CUP, Longman, Macmillan, Penguin, Routledge Signet
Classics, Allen and Unwin, etc.
General Books on Drama
1. Bentley, Eric (1954), In Search of Theater, New York : Vintage Books.
2. Dawson, S W (1970), Drama and the Dramatic, London : Methuen.
3. Esslin, Martin (1977), An Anatomy of Drama, New York : Hill and Wong
4. Kelsall, Malcolm (1983), Studying Drama, London : Macmillan.
5. Salgado, Gamini (1980), English Drama : A Critical Introduction, London :
Arnold.
6. Styan, J L (1960), Elements of Drama, Cambridge: C.U.P.
7. Spalding P. (1985), Drama in Practice: A Guide for Students, London: Macmillan.

- 40 -
Eugene O’ Neill : Emperor Jones
1. Carpenter, Frederic I (1964), Eugene O’ Neill, New Haren : College and University
Press.
2. Gassner, John (1964), O’ Neill: A Collection of Ctitical Essays, Englewood Cliffs,
New Jersey: Prentice Hall.
3. Falk, Doris V. (1958), Eugene O’ Neill and the Tragic Tension, New Brunswick:
Rutgers.
4. Winther, S K, Eugene O’ Neill: A Critical Study.
Arthur Miller : The Crucible
1. Bigsby, Christopher (1999) The Cambridge Companion to Arthur Miller, Cambridge:
CUP
1. Bloom, Harold (ed) (2007), The Crucible: Viva Modern Critical Interpretations, New
Delhi: Viva Books.
2. Ferres John H. (ed) (1972) Twentieth Century Interpretations of the Crucible,
Englewood Cliffs, New Jersey: Prentice Hall.
3. Martine, James J.(1993) The Crucible: Politics, Property and Pretense, New York:
Twayne.
4. Weales, Gerald (ed)(1971) The Crucible: Text and Criticism, New York: Viking Press.
Henrik Ibsen : Doll’s House
1. Downe Brian W. (1950) A Study of Six Plays of Ibsen, Cambridge : C. U. P.
2. Knight, G Wilson (1962) Ibsen, Edinburgh : Oliver and Boyd
3. Mc Farlane, James (ed) (1970) Henrik Ibsen : A Critical Anthology,
Harmondworth : Penguin.
4. Northem, John (1973) Ibsen : A Critical Study, Cambridge : C. U. P.
5. Tennant, P. F. D. (1948) Ibsen’s Dramatic Technique, Cambridge : C. U. P.
Mahesh Dattani : Final Solutions
1. Pandey, Sudhakar and Freya Barua (1994) New Directions In India Drama, New
Delhi : Prestige.
2. Meherotra, A K (ed) (2003) An Introduction History of Indian /literature in English,
(chap 2.2) Delhi : Permanent Black.
3. Bhatta, S Krishna (1987) Indian English Drama : A Critical Study, New Delhi.
4. Naik, M K and Mokashi – Punekar S. (ed) (1977) Perspectives on Indian Drama in
English, Madras.
Question Paper Format (4.3)

Q-1 Application oriented practical question on Drama 16

(Analysis of passage on the basis of the given points)
Q-2 Long Answer Question on Emperor Jones (1 out of 2) 16
or
Short notes on Emperor Jones (2 out of 4)
Q-3 Long Answer Question on Crucible (1 out of 2) 16
or
Short notes on Crucible (2 out of 4)
Q-4 Long Answer Question on Final Solutions (1 out of 2) 16
or
Short notes on Final Solutions (2 out of 4)
Q-5 Long Answer Question on Doll’s House (1 out of 2) 16
or
Short notes on Doll’s House (2 out of 4)
************

- 41 -
Paper- 4.4 : Fiction (II)
(a) Objectives
1. To acquaint students with major trends in English Fiction and to novelists representing
different nationalities through detailed study of specific literary works.
2. To enable students to independently read and critically appreciate Fiction in English.
3. To cultivate among students a sense of understanding in order to make them better
human beings by the exposure to literature.
4. To improve linguistic competence along with the literary competence of students

(b) Course Content

Term – II
1. Kanthapura : Raja Rao
2. That Long Silence : Shashi Deshpande
3. The Outsider : Albert Camus
4. A House for Mr. Biswas : V.S. Naipaul

(c) Suggestions for Teachers

No study of literature can begin without having read the literary texts(s) to be studied.
Teachers, therefore, should encourage students and help them go through the prescribed
texts. To have the first hand experience of literature teachers should make students interact
with the texts so that students develop their own responses rather than depend on the
borrowed critical views. It would be good to have at least some silent reading sessions
carefully planned and monitored by the teacher. Students should also be given practice in
writing answers to the point and should be discouraged from writing vague, round about and
repetitive answers. Understanding of the literal meaning, i.e. what the printed text means, is
a prerequisite for a proper understanding of the intended message of the text.

(d) Suggestions for Evaluation

The Semester Examination will be for 80 marks. The Internal Assessment will have the
weightage of 20 marks. As a part of Internal Assessment, students will write an assignment
consisting of a Paper of about 10 to 12 printed pages (double space, A-4 size) on a topic
from the syllabus, chosen in consultation with the concerned teacher/s. It will be assessed by
the concerned teacher/s for 10 marks. Each student will be required to make a brief oral
presentation on the paper for 10 to 15 minutes to be followed by question-answer session. The
seminar will be conducted by the concerned teacher/s. The presentation will have the weightage
of 10 marks. Teacher/s will submit the assessment and evaluation record to the college office
at least fifteen days before the commencement of the Semester Examination.

(e) Reading List

For Course Material refer to standard and authentic editions of the texts published by the
publishers like OUP, CUP, Longman, Macmillan, Penguin, Routledge Signet Classics,
Allen and Unwin, etc
Kanthapura : Raja Rao
1. Desai S K (ed) (1974) Experimentation with Language in Indian Writer in English, a
Monograph Published by Shivaji University Kolhapur
1. Nail M K, Raja Rao – (A Twayne World Author Series book), Twayne.
2. Mukherjee Meenakshi (1971) The Twice Born Fiction, New Delhi: Heinemann
Educational Books.
3. Narsimhaiah, C D (1973) Raja Rao, New Delhi : Arnold Heinemann

- 42 -
5. Narayan, Shyamale (1988), Raja Rao : Man and His Work, New Delhi : Sterling
Publisher
That Long Silence: Shashi Deshpande
1. Bharucha, Niloufer and Sarang, Vilas (ed) (1994) Indian English Fiction 1980-90 : An
Assessment, New Delhi : B R Publication.
2. Dhawan R K (ed) (1991) Indian Women Novelists, Set – I, Vol. 5, New Delhi:
Prestige.
3. Dhawan R K (ed) (1995) Indian Women Novelists, Set – III, Vol. 4, New Delhi:
Prestige.
4. Surendersingh J. “Indianized English in Shashi Despande’s That Long Silence” form
Asian Quarterly Nol. 5 Issue-2, August2007, P P.25 to 4-1.
5. Sharma, Siddharth (2004) Shashi Despande’s Novels : A Feminist Study, New
Delhi : Atlantic.
A House for Mr. Biswas : V S Naipaul
1. Boxhill, Anthony (1983) V S Naipaul’s Fiction : In Quest of the Enemy, New
Brenswick : York Press.
2. Gilkes, Michael (1981), The West Indian Novel, Boston : Twayne.
3. Mason, Nondita (1986) The Fiction of V S Naipaul, Calcutta : The World Press.
4. Rai, Sudha (1982) V S Naipaul : A Study in Expatriate Sensibility, New Delhi : Arnold
Heinemann.
5. Ramchand, Kenneth (1970) The West Indian Novel and its Background, London :
Faber and Faber.
6. Walsh William (1973) V S Naipaul, London : Oliver and Boyd.
7. White, Landeg (1975) V S Naipaul : A Critical Introduction, London : Macmillan.
The Outsider : Albert Camus
1. Cruikshank, John (1959), Albert Camus and the Literature of Revolt, London : O. U. P.
2. Thody, Philip (1993) Albert Camus London : Macmillan.
3. Bree, Germaine (ed) (1962) Camus : A Collection of Critical Essays, Englewood
Cliffs, New Jersey : Spectrum.
4. Bree, Germaine and Guiton, Margaret (1962) The French Novel from Gide to Camus,
New York : Harbinger.

Question Paper Format (4.4)

Q-1 Application oriented practical question on Fiction 16

(Analysis of passage on the basis of the given points)
Q-2 Long Answer Question on Kanthapura (1 out of 2) 16
or
Short notes on Kanthapura (2 out of 4)
Q-3 Long Answer Question on That Long Silence (1 out of 2) 16
or
Short notes on That Long Silence (2 out of 4)
Q-4 Long Answer Question on The Outsider (1 out of 2) 16
or
Short notes on The Outsider (2 out of 4)
Q-5 Long Answer Question on The House for Mr. Biswas (1 out of 2) 16
or
Short notes on The House for Mr. Biswas (2 out of 4)

************

- 43 -
Paper- 4.5 : Poetry (II)
(a) Objectives
1. To acquaint students with major trends in English poetry through detailed study of
specific poems.
2. To enable students to read and critically appreciate the poems by the major poets of
different nationalities.
3. To cultivate among students a sense of understanding in order to make them better
human beings by the exposure to literature.
4. To improve linguistic competence along with the literary competence of students

(b) Course Content

1. Indian Poetry
Nissim Ezekiel : (i) Enterprise
Jayant Mahapatra : (i) The Lost Children of America
Kamala Das : (i) My Grandmother’s House
(ii) Spoiling the Name
Syed Amanuddin : (i) Don’t Call Me Indo-Anglian
Gopal Honnalgere : (i) Of Crows
Keki N. Daruwala : (i) Mother
(ii) Pestilence
Gieve Patel : (i) Naryal Purnima (August 1965)
A. K. Ramanujan : (i) Obituary
2. African / Commonwealth Poetry
Leopald Sedar Senghor : (i)New York
Bernard Daddie : (i)I Thank You God
Tsegaye Gabre-Medhin : (i)Home-Coming Son
Noemia De Sousa : (i)If You Want to Know Me
John Pepper Clark : (i)The Casualities to Chinua Achebe
David Diop : (i)Africa
George Frederic Cameron : (i)The Future
M. Atwood : (i)Journey to the Interior
E. Braithwaite : (i)So Long, Charlie Parker
Derek Walcot : (i)Ruins of a Great House
(ii)A Far Cry from Africa
Yasmine Gooneratne : (i)On an Asian Poet Fallen Among American
Translators
Kishwar Naheed : (i) I am not that Woman

(c) Suggestions for Teachers

No study of literature can begin without having read the literary texts(s) to be studied.
Teachers, therefore, should encourage students and help them go through the prescribed
texts. To have the first hand experience of literature teachers should make students interact
with the texts so that students develop their own responses rather than depend on the
borrowed critical views. It would be good to have at least some silent reading sessions
carefully planned and monitored by the teacher. Students should also be given practice in
writing answers to the point and should be discouraged from writing vague, round about and
repetitive answers. Understanding of the literal meaning, i.e. what the printed text means, is
a prerequisite for a proper understanding of the intended message of the text.

- 44 -
(d) Suggestions for Evaluation
The Semester Examination will be for 80 marks. The Internal Assessment will have the
weightage of 20 marks. As a part of Internal Assessment, students will write an assignment
consisting of a Paper of about 10 to 12 printed pages (double space, A-4 size) on a topic
from the syllabus, chosen in consultation with the concerned teacher/s. It will be assessed by
the concerned teacher/s for 10 marks. Each student will be required to make a brief oral
presentation on the paper for 10 to 15 minutes to be followed by question-answer session. The
seminar will be conducted by the concerned teacher/s. The presentation will have the weightage
of 10 marks. Teacher/s will submit the assessment and evaluation record to the college office
at least fifteen days before the commencement of the Semester Examination.

(e) Reading List

Indian Poetry
1. Press John (ed) (1965), ‘Commonwealth Literature’, Heinemann, London.
2.Walsh William (1973), ‘Readings in Commonwealth Literature’, Clarendon Press, Oxoford.
3. Walcott Derek (1969), ‘The Gulf and other Poems Jonathan Cape, London.
4. James Lavis (ed) (1968) ‘The Islands in Between: Essays on West Indian Literature’, O.U.P,
London
Jayant Mahapatra
1. PRASAD, MADHUSUDAN ed. The Poetry of Jayanta Mahapatra New Delhi:Sterling
Publishers,1986.
2. MOHAN DEVINDER .Jayanta Mahapatra New Delhi: Arnold-Heinemann, 1987.
3. DWIVEDI, A.N ed. Student in Contemporary Indo-English Verse Bareilly: Prakash Book
Depot, 1984.
4.King Bruce. Modern Indian English Poetry. Delhi: OUP, 1989.
Nissim Ezekiel
1. DWIVEDI, SURESH CHANDRA.ed. Perspectives on Nissim Ezekiel New Delhi:
K.M.Agencies, 1989
2 “Nissim Ezekiel Special Issue”, JOURNAL of Indian Writing 14.2,1986.
3. WISEMAN, CHRISTOPHER. “The Development of Technique in the Poetry of Nissim
Ezekier” in KULSHRESHTHA, CHIRANTAN, ed. Contemporary Indian-English Verse: An
Evaluation.New Delhi: Arnold- Heinemann, 1980.
4. DAS, BIJAY KUMAR, “The Search after Reality. A Study of Ezekiel’s Poems” Journal of
Indian Writing in English, 10.1&2, 1982.
Daruwalla, keki N.
1. KING, BRUCE. “Keki Daruwalla: Outside, Skeptic and Poet” The Indian Literary Review,
4.2, 1986.
2. NAIK, M.K. “ ‘Drama Talk’ The Poetry of K.N. Daruwalla” in Naik Studies in Indian
English Literature New Delhi: Sterling, 1987.
3. Prasad, Madhusudhan. “Keki N. Daruwalla: Poet as Critic of His Age” Literary Half-Yearly,
January 1987.
Ramanujan A.K.
1. DWIVEDI, A.N.A.K. Ramanujan and His Poetry Delhi: Doaba House, 1983.
2. King Bruce. Three Morden Indian English Poets, Delhi: OUP, 1994.
3. DEVY, G. N. “Alienation as Means of Self-exploration: A Study of A.K. Ramanujan’s
Poetry:’ Chandrabhaga 6, 1981.
4. REUBEN, ELIZABETH. The Presence of the Past: The Sense of Time in the Poetry of A.
K. Ramanujan Journal of Indian Writing in English.17.1.1989.
Das, Kamala
1. KOHLI, DEVINDRA. Kamala Das. New Delhi: Arnold –Heinemann, 1975.

- 45 -
2. Rahaman, Anisur. Expressive Form in the Poetry of Kamala Das .New Delhi: Abhinav
Pubications, 1989.
3. RADHA, K. Kamala Das. Madras: Macmillan India, 1987.
5. DWIVEDI, A.N. Kamala das and Her Poetry Delhi: Doaba House, 1983.
6. KULSHRESHTHA, CHIRANTAN, ed Contemporary Indian –English Verse: An
Evaluation. New Delhi: Arnold – Heinemann, 1980.
Gieve Patel
1. NABAR, VRINDA. “Gieve Patel: Poet as Clinician of Feelings “The Indian Liteary Review.
3.3. 1985.
2. SAHA SUBHAS. Gieve Patel On Killing a Tree: An Analysis: in DAS, BLJAY KUMAR, ed.
Contemporary Indo – English Poetry. Bareilly: Prakash Book Depot, 1986.
4. SARMA, M.N. The Ambiguous Fate of Being Human: The Poetry of Gieve Patel
“SHAHANE, Vasant and SIVARAMAKRISHNA, eds. Indian Poetry in English: A Critical
Assessment. Madras: Macmillan, 1980.
Amanuddin, Syed
1. DWIVEDI, A.N. Syed Amanuddin: His Mind and Art. New Delhi: Sterling, 1988.
2. DWIVEDI, A.N. “Re- creating The Living Scenes of Contemporary Life: The Poetry of Syed
Amanuddin” in DWIVEDI, A.N. ed. Studies in Contemporary Indo – English Verse. Bareilly:
Prakash Book Depot, 1984.
3. YASEEN, MOHAMMED. “Syed Ameeruddin’s Poetry: A Critical Appraisal” in DWIVEDI,
A.N. ed.Studies in Contemporary Indo – English Verse. Bareilly: Prakash Book Depot, 1984.
Honnalgere, Gopal
l. SRIDHAR, S.N.” A Note on Honnalgere’ s Zen Tree and Wild Innocents” Journal of Indian
Writing in English 3.2, 1975.

African/Commonwealth Poetry

Recommended Reading:
1. Booth,James, Writers and Politics in Nigeria, London, Hodder and Stoughton,1981.
2. Brown, Lloyd,West Indian Poetry, Boston, Twayne, 1978.Brydon, Diana and Tiffin,
Helen, eds.
3. Decolonising Fichian, AARHUS, Dangaroo, 1992.
4. Coetzee, J.M.White Writing on the Culture of Letters in South Africa, Johansburg,
Radix, 1988.
5. Gilroy, Paul, The Black Atlantic, Modernity and Double,Consciousness,London and
New York Verso,1993.
6. .Harri’s Wilson, The Womb of Space, The Cross-Culture Imagination, Westport, Conn.,
Greenwood,1983.
7. King Bruce, West Indian Literatures, London Macmillan, 1980.
8. King Bruce, The New English Literatures, London Macmillan, 1979.
9. Ramchand, Kenneth, An Introduction to the Study of west Indian Literatures, London,
Nelson, 1976.
10. Soyinka, Wole,Myth,Literature and the African World, Cambridge, Cambridge
University Press.
11. Moor, Gerald, The Chosen Tongue, English Writing in the Tropical World
(Harlow, Longman, 1969).
12. Ngugi Wan Thiong’o,Decolonising the Mind Heinemann,1986.
13. Nkusi, Lewis,Home and Exile Harlow, Longman,1983.
14. Walsh, William, Commonwealth Litrature, Oxford, UP, 1973.
15. Bill Asheriff,Gareth Griffiths and Helen Tiffin, The Empire strikes, Back Theory and
Practice in Post-colonial Literatures,1989,London,Routledge.

- 46 -
16. Hutcheon Linda, The Canadian Postmodern, A study of Contemporary English Canadian
Fiction, Toronto OUP, 1988.
17. Keith W.J., Canadian Literature in English, London, Longman, 1985.
18. New,W.H. A History of Canadian Literature, London, Macmillan, 1989.
19. Toye Willam ed. The Oxford Companion to Canadian Literature Toronto, OUP, 1983,
Wilde,William H. Hooton Joy.
20. Atwood, Manager, Survival, a Thematic Guide to Canadian Literature, Toronto, Anansi,
1972.
21. Ojinmah,Umelo, With Ihimaera A Changing Vision( Dunedin, University of Otago
Press,1993).Woodcock, George.
22. The World of Canadian Writing, Critiques and Recollections Vancouver Danglas and me
Dntyro, 1980.
23. Klinck. History of Canadian Literature.
24. Marshall Tom, Harsh and Lovely Land, the University of British Columbia, 1979.
25. Pacey, Desmond, Power above Power, 4 Essays, Canadian Literature in English, Mysore,
The Centre for Commonwealth Literature and Research, 1979.
26. Mcauley James (1975), ‘A Map of Australian Verse’ Oxoford Uni.Press, Melbourne

Question Paper Format (4.5)

Q-1 A) Reference to Context (2 out of 4) 08

B) An Application Oriented Question on Poetry (1out of 2) 08
Q-2 Long Answer Question on Indian Poetry (1 out of 2 ) 16
Q-3 Short Answer Question on Indian Poetry (4 out of 6) 16
Q-4 Long Answer Question on African/Commonwealth 16
Poetry (1 out of 2)
Q-5 Short Answer Question on African /Commonwealth 16
Poetry (4 out of 6)

************

- 47 -
Paper- 4.6 : Linguistics and Stylistics (II)
(a) Objectives
1. To acquaint the students with different theoretical and practical aspects and components
of linguistics and stylistics.
2. To make students aware of the relation between linguistics and stylistics.
3. To give them practice in the application of the basic concepts in stylistics to literary
texts.
4. Application of the basic concepts in Semantics and Pragmatics in stylistic analysis of
literary texts.

(b) Course Content

1. Orientation: The relationship between linguistics and stylistics, the relationship between
literature and stylistics, practical criticism and stylistics. The nature and scope of
stylistics, the stages in stylistic analysis, linguistic stylistics and literary stylistics. The
strengths and limitations of stylistics.
2. The stylistics of poetry: The concept of poetic diction, creativity in the use of language,
poetic license, music in poetry, metre, ambiguity, obscurity and indeterminacy.
3. The stylistics of drama: Theatre and drama, dramatic mode, dramatic text and
performance text, the use of proximal deixis in drama, dramatic dialogues and speech act
theory, the cooperative principle and the politeness principle, turn taking and adjacency
pairs, dramatic dialogues and everyday conversations.
4. The stylistics of fiction: Fiction as a narrative form of discourse, narrative strategies,
point of view, universe of discourse, the use of distal deixis in fiction.

(c) Suggestions for Teachers

Keeping in mind the application-oriented nature of the course, the teacher should carry out a
variety of application based activities/tasks. Student involvement could be ensured through
student activities like doing practical exercises requiring identification of relevant linguistics
and stylistic devices and explaining their purpose/relevance or contribution to literary effect /
meaning. The students may be given relevant practical assignments, and the teacher may act
as facilitator and monitor student activities. The course is basically interactive in nature.
Therefore, interaction should be encouraged.

(d) Suggestions for Evaluation

The Semester Examination will be for 80 marks. The Internal Assessment will have the
weightage of 20 marks. As a part of Internal Assessment, students will write an assignment
consisting of a Paper of about 10 to 12 printed pages (double space, A-4 size) on a topic
from the syllabus, chosen in consultation with the concerned teacher/s. It will be assessed by
the concerned teacher/s for 10 marks. Each student will be required to make a brief oral
presentation on the paper for 10 to 15 minutes to be followed by question-answer session. The
seminar will be conducted by the concerned teacher/s. The presentation will have the weightage
of 10 marks. Teacher/s will submit the assessment and evaluation record to the college office
at least fifteen days before the commencement of the Semester Examination.

(e) Reading List

The same as for Paper 3.6

- 48 -
 Question Paper Format (4.6)

Q-1 Long Answer Question -1 to be attempted out of 2 16

Q-2 Long Answer Question -1 to be attempted out of 2 16
Q-3 Short Answer Question - 4 to be attempted out of 6 16
Q-4 Short Answer Question - 4 to be attempted out of 6 16
Q-5 Stylistic analysis of a poem or an extract from a play / novel 16

************

- 49 -
Paper- 4.7 : Pragmatics (II)
(a) Objectives
1. To make students aware of the primary distinction between language and language use.
2. To give them practice in the application of the basic concepts in pragmatic theory.
3. To acquaint them with the different types of context and their relevance for interpreting
different types of texts.
4. To familiarise them with the in-depth knowledge of pragmatic concepts and their
application in planning and interpretation of utterances in everyday life and in literature.
(b) Course Content
A. Pragmatic Principles
Principles and Rules
The Cooperative Principle
The Politeness Principle
Trade off Relationship between Cooperative Principle and Politeness Principle
Relevance Theory
B. Implicature
What is Implicature?
Implications and Implicatures
Conventional Implicature
Conversational Implicature
C. Conversation Analysis
Turns and Turn taking
Cohesion and Coherence
Adjacency Pairs
Conversation and Speech Acts
D. Applications of Pragmatics
Pragmatic Competence
Reading as Pragmatic Act
Pragmatics and Machine Translation
Natural Language Processing
E. Practical Work on Sections A,B,C and D

(c) Suggestions for Teachers

Keeping in mind the application oriented nature of the course, the teacher should carry out a
variety of relevant problem-solving activities/tasks. Student involvement could be ensured
through student activities. The students may be given relevant practical assignments, and the
teacher may act as facilitator and monitor student activities. The course is basically
interactive in nature. Therefore, interaction should be encouraged.
(d) Suggestions for Evaluation
The Semester Examination will be for 80 marks. The Internal Assessment will have the
weightage of 20 marks. As a part of Internal Assessment, students will write an assignment
consisting of a Paper of about 10 to 12 printed pages (double space, A-4 size) on a topic
from the syllabus, chosen in consultation with the concerned teacher/s. It will be assessed by
the concerned teacher/s for 10 marks. Each student will be required to make a brief oral
presentation on the paper for 10 to 15 minutes to be followed by question-answer session. The
seminar will be conducted by the concerned teacher/s. The presentation will have the weightage
of 10 marks. Teacher/s will submit the assessment and evaluation record to the college office
at least fifteen days before the commencement of the Semester Examination.
(e) Reading List
The Same as for Paper 3.7

- 50 -
 Question Paper Format (4.7)

Q 1. Questions on Section A (2 out of 3) 16

Q 2. Questions on Section B (2 out of 3) 16
Q 3. Questions on Section C (2 out of 3) 16
Q 4. Questions on Section D (2 out of 3) 16
Q 5. Practical Questions on Sections A, B, C and D (4 out of 6) 16

***********

- 51 -
Paper- 4.8: Multicultural Discourse in Immigrant Fiction (II)
(a) Orientation
An important phase in the growth of postcolonial writing has been the emergence of
significant fiction written by expatriate and immigrant writers. Some of them, especially
those of Indian origin, migrated to the countries like Canada, U.S.A. and U.K. and dealt with
the themes of alienation, quest for identity and conflict of cultures. History of this kind of
writing can be traced in contours of migration. The first generation immigrants from among
these writers represent the diasporic, expatriate vision of the clash of human values through
their thematic categories. The second-generation authors, born and brought up in the host
country, talk of assimilation with the new culture and their identity crisis is acute and its
resolution has dilemmas and drama. The third wave recent immigrants assimilate and merge
with the local culture. The intellectual framework of globalization and multiculturalism has
made some of those writers so popular that they have been winning several prestigious
awards abroad. It would be relevant to study these writers for their fresh sensibility and
linguistic achievement.

(b) Objectives
1. To sensitize and introduce students to some major expatriate and immigrant writers
of Indian origin.
2. To make them aware of the major thematic concerns and linguistic strategies utilized
by the texts of this kind of fiction.
3. To develop among students a view of the world from the perspective of
multiculturalism which connotes ‘positive acceptance, not a negative tolerance’ of
the other culture/s.
4. To make them aware of the interdependence of language and culture as seen in the
strategies used in these texts for successful intercultural communication.
5. To enable students to read literature as social discourse.

(c) Course Content

A) Prescribed Texts
1. Chitra Banerjee Divakaruni : Arranged Marriage (1995) (Entire collection)
2. Jhumpa Lahiri : The Namesake (2007)

B) Discourse Analysis
Analysis of the texts prescribed.

(d) Suggestions for Teachers

The Teacher should see that students get good grounding in the theoretical background to the
expatriate immigrant sensibility by discussing different aspects. The prescribed texts should
be studied as samples of multicultural discourse through the perspective of pragmatics.
Wherever possible, available videos, films and such multimedia materials may be utilized to
make the study meaningful and interesting.

(e) Suggestions for Evaluation

The Semester Examination will be for 80 marks. The Internal Assessment will have the
weightage of 20 marks. As a part of Internal Assessment, students will write an assignment
consisting of a Paper of about 08 to 10 printed pages (double space, A-4 size) on a topic
from the syllabus, chosen in consultation with the concerned teacher/s. It will be assessed by
the concerned teacher/s for 10 marks. Each student will be required to make a brief oral
presentation on the paper for 10 to 15 minutes to be followed by question-answer session. The
seminar will be conducted by the concerned teacher/s. The presentation will have the weightage

- 52 -
 of 10 marks. Teacher/s will submit the assessment and evaluation record to the college office
at least fifteen days before the commencement of the Semester Examination.

For the Semester Examination the questions to be set on the following two areas carrying
the weightage as stated in brackets:
1. On the prescribed texts (48 marks)
2. Discourse analysis of passages selected from the texts with a view to bringing out
their pragmatics. (32 marks)

(f) Reading List

The Same as for Paper 3.8

Question Paper Formats (4.8)

Q 1 Questions on Discourse Analysis of Arranged Marriage (2 out of 3) 16

Q 2 Questions on Discourse Analysis of The Namesake (2 out of 3) 16
Q 3 Questions on Arranged Marriage (2 out of 3) 16
Q 4 Questions on The Namesake (2 out of 3) 16
Q 5 Short Questions on the novels (2 out of 3) 16

* Question Number 3,4 and 5 to be set keeping the theoretical perspective in mind
************

- 53 -
T.Y.B.A. (English) (w.e.f. June 2010)
(i) Compulsory English
(a) Objectives
1. To develop the communicative skills of the students and thereby develop
their proficiency in English language.
2. To develop competence among the students for self-learning.
3. To encourage and enable the students to read the various types of texts on
their own and discuss them among peers.

(b) Course Content

Text : Reflections III (CUP)
[Term wise distribution of units will be communicated later]

(c) Suggestions for Teachers

The ultimate aim of all compulsory English courses is to make the learners more
competent and confident users of language. This can be achieved by making the learner
participate in the language learning activities and equipping them with the self-learning
skills. The teachers should provide maximum opportunities for using language through
classroom activities like discussions, role-playing and interactive sessions of different
kinds. The main reading unit and the units dealing with language skills as well as
grammar, vocabulary, etc are to be treated as one composite unit and every part of it
needs to be dealt with carefully in the class-room and reflected in evaluation system. The
tasks and exercises should be appropriate to the needs of students and their level of
competence at this stage of learning. Teachers need to guide the students, monitor their
activities, and provide feedback on student performance every now and then. The success
of the teacher lies in making the students independent learners and confident users of
language.

(d) Suggestions for Evaluation

There will be a Term End Examination for 60 marks at the end of the First Term. The
marks secured by the students in this examination will be reduced in proportion to the
value of 20 marks. The Year End Examination will be for 80 marks. The major thrust of
the question papers will be practical, objective, and application oriented. In question
papers for both the Term End and the Annual Examination 80% question shall be based
on the exercises dealing with language skills given below the main reading units.

Question Paper Format

Term-End Examination
Q 1 Text-based comprehension questions (2 out of 3) 12
Q 2 Text-based comprehension questions (2 out of 3) 12
Q 3 Questions on writing activities (2 out of 3) 12
Q 4 Questions on vocabulary (6 out of 8) 12
Q 5 Questions on grammar and usage (6 out of 8) 12

1
Annnual Examination
Q 1 Text-based comprehension questions (2 out of 3) 16
Q 2 Text-based comprehension questions (2 out of 3) 16
Q 3 Questions on writing activities (2 out of 3) 16
Q 4 Questions on vocabulary (8 out of 10) 16
Q 5 Questions on grammar and usage ( 8 out of 10) 16

************

2
(ii) English General Paper-III: Enriching Oral and Written
Communication
(a) Objectives
1. To acquaint the students with the different modes of Communication in the
context of modern life.
2. To make them effective and efficient users of English language.
3. To impress upon their minds the importance and value of Communication in
personality development and career prospects.
4. To enhance their employment opportunities in communication based careers.

(b) Course Content

*Course Work for Term – I
Orientation
What is Communication?
Formal and Informal Communication
Non-verbal Communication
Features of Effective Communication

Vocabulary
Splitting the Fine Senses of Words
Literal and Figurative Use of Words
Word Parallels and Alternatives
Lexical Sets
Using a Dictionary/ Activator/ Thesaurus
Language Games

Oral Communication
Word Stress and Sentence Stress
Intonation
Use of Politeness Markers
Making Presentations: Important Features
Making Presentations: Preparing, Planning and Performing

*Course Work for Term – II

Using Audio-visual Aids (from handouts to computer Graphics)
Characteristic Features of an Effective Group Discussion
Facing Interviews
(Activities/tasks like role playing, group discussion, public speaking, extempore
presentation and interviews to be conducted)

Written Communication
Writing Task : identifying the focus, generating ideas, outlining, etc.
Paragraph Structure and Linking Sub-points in a Paragraph
Cohesion and unity in a paragraph
Minding Punctuation and Proofreading
Summarising

3
 Reviewing
Aspects of Creative Writing
(Activities/tasks to be conducted like paragraph writing, essay writing, writing a
review of a literary text, writing a summary of a literary text, comprehension and
analysis of a literary text, preparing an advertisement, making PowerPoint
Presentations)
Technology-enabled Business Communication
Telephonic conversation and manners
E-mails and e-mail etiquettes
PowerPoint Presentation

(c) Suggestions for Teachers

The course is designed to acquaint the students with the basic aspects of communication
and help them to become effective communicators by using different modes of
communication. Teacher talk may be used for clarification of basic ideas. However,
keeping in mind the essentially practical nature of the course, the teachers should engage
the students through various tasks, activities, projects and assignments, and offer them
guidance about carrying them out effectively. Student involvement can also be enhanced
through activities like oral presentations, writing exercises, vocabulary building
exercises, role playing, mock interviews, etc. The teacher should play the role of a
facilitator, monitor the student activities and provide feedback wherever necessary. The
interaction between and among the students needs to be encouraged for effective
implementation of the course.

(d) Suggestions for Evaluation

There will be a Term End Examination for 60 marks at the end of the First Term. The
marks secured by the students in this examination will be reduced in proportion to the
value of 20 marks. There will be an Oral Test for 20 marks. It will be conducted by the
concerned teacher/s before the Final Examination at the End of the Year. The Year End
Examination will be for 60 marks. The major thrust of the question papers for both the
Term End Examination and the Year End Examination will be practical, objective, and
application oriented. The focus of the evaluation should be on testing the students’ ability
to independently construct and properly deliver utterances in different contexts.

(e) Reading List

1. Thorat A and Munira Lokhandwala (2009), Enriching Oral and Written
Communication in English [Orient Blackswan]
2. Mohanraj J. and Mohanraj S. (2001), English Online [O.L.]
3. Seely (2006), Oxford Guide to English speaking and writing [OUP]
4. Dutt, P. Kiranmal, Geetha Rajeevan, CLN Prakash (2008), A Course in
Communication Skills [Foundation Books]
5. Anderson, Keith, John Maclean, Tony Lynch (2007), Study Speaking [CUP]
6. Goodale, Malcolm (2008), Professional Presentations [CUP]
7. Morley, David (2007), The Cambridge Introduction to Creative Writing [CUP]
8. Dutt, P. Kiranmal and Geetha Rajeevan (2007), A Course in Listening and
Speaking (Vol. I & II) [Foundation Books]

4
 9. Sasikumar, V., P. Kiranmal Dutt and Geetha Rajeevan (2007), Basic
Communication Skills [Foundation Books]
10. O’Connor, J. D. – Better English Pronunciation (Latest Edition with CD) (CUP)
11. Narayanswamy – Strengthen Your Writing
12. Thorat, Ashok, Sridhar Gokhale and Madhuri Gokhale (2008), Towards Better
English (FCS)

Question Paper Format

Term-End Examination
Q.1 Short-answer question on Orientation’
(3 out of 5) 12
Q.2 Practical question on Vocabulary items 1 to 3
(3 out of 5) 12
Q.3 Practical question on Vocabulary items 4 to 6
(3 out of 5) 12
Q.4 Application-oriented question on Oral Communication item 1&2
(2 out of 3) 12
Q.5 Application-oriented question on Oral Communication item 3 to 5
(2 out of 3) 12

Annual-Examination
Q.1 (a) Short-answer questions on Orientation’
(3 out of 5) 06
(b) Practical questions on Oral Communication items covered in term I
(3 out of 5) 06
Q.2 (a) Practical questions on Vocabulary items
(3 out of 5) 06
(b) Practical questions on Vocabulary items
(3 out of 5) 06
Q.3 Application-oriented questions on Oral Communication items
Covered in term II (2 out of 3) 12
Q.4 Application-oriented questions on Written Communication
(2 out of 3) 12
Q.5 (a) Questions on written communication
(2 out of 3) 06
(b) Application-oriented questions on Technology-enabled Business
Communication (2 out of 3) 06

************

5
iii) English Special Paper-III: Introduction to the Study of English
Language
(a) Objectives
1. To familiarise the students with the basics of English language
2. To make them aware of the phenomena of World Englishes
3. To sensitize them to English used in India
4. To make them aware of the significance of Context in language use

(b) Course Content

A) Introduction to Three Components of Language Study
1) Morphology
What is Morphology? Concepts of morpheme & allomorph, Types of
morpheme, Word formation Processes: prefixation, suffixation,
compounding, blending, clipping.
2) Phonology
Physiology of speech production, Consonants & Vowels in English,
Accent in words & Connected Speech, Weak & Strong forms, Tone
groups, Placement of Nucleus, Intonation patterns.
3) Syntax
‘Section A – Concepts’ from Part Three [Grammar in use] of A
Communicative Grammar of English (1975, rpt. 1992) By Leech, Geoffrey
and Jan Svartvik
B) Sociolinguistics
1) Language Contact and Language Variation
Nativization of English, Bilingualism, Multilingualism, Code-Switching,
Code- mixing, Pidgins, Creoles, Dialects, Registers, Styles
2) Language in Use
Language & Language Use, Sentence and Utterance, Speech Acts, Deixis
(Person, Place & Time), Observance & Violation of Conversational
Principles, (CP & PP only)
3) Major Varieties of English
British English, American English, and Indian English: Major
characteristics

*Course Work for Term – I

A) Introduction to Three Components of Language Study
1) Morphology
What is Morphology? Concepts of morpheme & allomorph, Types of
morpheme, Word formation Processes.
2) Phonology
Physiology of speech production, Consonants & Vowels in English
B) Sociolinguistics
1) Language contact & Language Variation
Nativization of English, Bilingualism, Multilingualism, Code-Switching,
Code- Mixing, Pidgins, Creoles
2) Language in Use

6
 Language & Language Use, Sentence and Utterance, Speech Acts

*Course Work for Term – II

A) Introduction to Three Components of Language Study
2) Phonology
Weak & Strong forms, Accent in words & Connected Speech, Tone
groups, Intonation patterns.
3) Syntax
Section A – ‘Concepts’ from Part Three [Grammar in use] of A
Communicative Grammar of English, By- Leech, Geoffrey and Jan
Svartvik (1975, rpt. 1992)
B) Sociolinguistics
1) Language Contact and Language Variation
Dialects, Registers, Styles
2) Language in Use
Deixis (Person, Place & Time)
Observance & Violation of Conversational Principles, (CP & PP only)
3) Major Varieties of English
British English, American English and Indian English: Major
characteristics.

(c) Suggestions for Teachers

The basic concepts and terms will have to be made clear by offering precise definitions,
concrete and familiar examples and by using devices of comparison and contrast.
However, the teacher talk alone is not enough. Student participation should be ensured
by giving them practical exercises related to the topics in the syllabus. Attempt should be
made to link teaching of the topic with real life contexts and uses of language, and hence
the examples given should be as authentic as possible. The teaching should aim at
acquainting the learners with the core concepts in the study of language in general and
English language in particular. Students should be able to cope with varied uses of
language in various situations of life with the help of the insights gained through this
course.

(d) Suggestions for Evaluation

There will be a Term End Examination for 60 marks at the end of the First Term. The
marks secured by the students in this examination will be reduced in proportion to the
value of 20 marks. The Year End Examination will be for 80 marks. As far as possible,
the major thrust in question papers for both the Term End and the Annual Examination
will be practical, objective, and application oriented.

(e) Reading List

1. Balasubramaniam, T. (1981, rpt 1995), A Textbook of English Phonetics for
Indian Students (Macmillan)
2. Bansal, R. K. and J. B. Harrison (1972), Spoken English for India, New Delhi :
Orient Longman
3. Cutting, Joan (2008), Pragmatics and Discourse, Routledge

7
 4. Kachru, Braj B. (1986), The Alchemy of English, OUP
5. Kachru, Braj B. (1983), The Indianisation of English, OUP
6. Ford & Others (-- ), Linguistics: An Introduction, CUP
7. Leech, Geoffrey and Svartvik, Jan (1975, rpt. 1992), A Communicative Grammar
of English, Longman
8. Hudson, R.A. (2003), Sociolinguistics, CUP
9. Jones, Daniel (5th Indian reprint 1992), The Pronunciation of English, Universal
Book Stall, New Delhi
10. Krishnaswamy, Verma and Nagarajan (1992), Modern Applied Linguistics,
(Macmillan)
11. Moody, H. L. B. (1970), Varieties of English, London: Longman
12. Nihalani, p., Tongue, R. K., and Hosali, P. (1979), Indian and British English: A
Handbook of Usage and Pronunciation, OUP
13. O’Connor, J. D. (1980, rpt. 1992), Better English Pronunciation (New Edition),
Universal Book Stall, New Delhi
14. Quirk, et al (1985), The Comprehensive Grammar of the English Language,
Longman
15. Richards, Pratt, Weber (ed.), Longman Dictionary of Applied Linguistics
16. Robins, R. H. (1996, 3rd edn.),General Linguistics, Longman
17. Sethi & Dhamija (1989), A Course in Phonetics & Spoken English, Prentice Hall
of India
18. Strevens, Peter (1992), ‘English as an International Language’ in Braj B. Kachru,
ed. (1992), The Other Tongue, OUP
19. Thorat Ashok (2008), Discourse Analysis (FCS)
20. Verma and Krishnaswamy (1989), Modern Linguistics: An Introduction (OUP)
21. Yule, George (1985), The Study of Language: An Introduction (CUP)
22. Yule, George (2000), Pragmatics (OUP)
23. Trudgil, Peter – Sociolinguistics

Question Paper Format

Term-End Examination
Q.1 Short-answer questions on Morphology
(4 out of 6) 12
Q.2 Short notes on Phonology
(2 out of 4) 12
Q.3 Short notes on Language Contact and Language Variation
(2 out of 4) 12
Q.4 Short notes on Language in Use
(2 out of 4) 12
Q.5 Practical questions on each of the following
(3 out of 4) 12
(a) Morphology
(b) Phonology
(c) Language Contact and Language Variation
(d) Language in Use

8
Annual Examination
Q.1 Short-answer questions on Morphology and Phonology (First Term topics)
(4 out of 6) 16
Q.2 Short notes on Sociolinguistics (First Term topics)
(4 out of 6) 16
Q.3 Short notes on Phonology and Syntax (Term II)
(4 out of 6) 16
Q.4 Short notes on Sociolinguistics (Term II topics)
(4 out of 6) 16
Q.5 (a) Short-answer questions on Major Varieties of English
(2 out of 3) 08
(b) Practical questions one each on the following
(4 out of 5) 08
(a) Morphology
(b) Phonology
(c) Syntax
(d) Language Contact and Language Variation
(e) Language in Use

************

9
(iv) English Special Paper IV: Introduction to Literary Criticism and
Critical Appreciation.
(a) Objectives
1) To introduce students to the rudiments of Literary Criticism.
2) To acquaint the students with the commonly used literary terms and concepts
and to enable them to independently apply this knowledge while responding to
literature.
3) To create among the students an awareness of language used in Literature.
4) To introduce students to devices employed in poetry and prose so as to enable
them to appreciate literature better.
5) To train them to read literature closely and to help develop their critical insight.

(b) Course Content

*Course Work for Term – I
(A) : Principles of literary Criticism
i) What is Criticism? - Definition and principles.
ii) Fine Arts and Useful Arts, Literature as Fine Art - definition and
characteristics.
iii) Theory of Imitation
iv) Poetic Truth and Historic Truth.
v) Qualifications of a good critic.

(B) : Critical Approaches to literature

Biographical, Sociological and Psychological approaches.

(C) : Contribution / theories of some selected critics

i) Philip Sidney : Superiority of poetry over other Sciences/Disciplines (From
Apology for Poetry)
ii) Samuel Johnson: Defence of Shakespeare’s intermingling of the tragic and the
Comic in drama (From Preface to Shakespeare)
iii) William Wordsworth: Definition of poetry; Language of Poetry & objects of
poetry. (From Preface to Lyrical Ballads)
iv) Matthew Arnold: Three kinds of estimates of poetry; the Touchstone method
of evaluating poetry. (From Study of Poetry)
v) T. S. Eliot : Concept of Tradition, historical sense. (From Tradition and
Individual Talent)

*Course Work for Term – II

(D) : Literary and Critical Concepts and Terms
1. Allusion
2. Ambiguity, Connotation and Denotation
3. Simile, Metaphor, Onomatopoeia, Symbol, Imagery; Conceit
4. Wit and Humour
5. Irony, Sarcasm, Satire, Paradox
6. Genre
7. Interior Monologue and Stream of Consciousness

10
 8. Setting
9. Classicism, Romanticism, the Absurd, Modernism,
10. Allegory and Personification
11. Asides, Soliloquies
12. Comic Relief
13. Poetic Justice
14. Intentional Fallacy
15. Round and Flat Characters

(E) : Applied or Practical Criticism

Analysis of poems to be demonstrated in the class

(c) Suggestions for Teachers

The teaching of this paper may begin by exposition of the basic principles and aspects of
literary criticism and then acquainting the students with important critical approaches to
literature. Students also need to be acquainted with the contribution/theories of some
important critics. These seminal ideas need to be expounded by the teacher in a lucid and
learner friendly manner. The same approach needs to be adopted while explaining the
critical concepts and terms as well. Teacher talk, contextualisation and illustration of
ideas, question-answer sessions, discussions, etc will be useful in dealing with the content
of this paper.

(d) Suggestions for Evaluation

There will be a Term End Examination for 60 marks at the end of the First Term. The
marks secured by the students in this examination will be reduced in proportion to the
value of 20 marks. The Year End Examination will be for 80 marks. As far as possible,
the major thrust in question papers for both the Term End and the Annual Examination
will be practical, objective, and application oriented.

(e) Reading List

1. Abrams, M. H. – A Glossary of Literary Terms (Seventh Edition)
2. Bertens, Hans – Literary Theory Basics
3. Brooks and Wimsatt - A Short History of Literary Criticism
4. Butcher, S.H. - Aristotle’s Poetics
5. Chickera, Ernest – English Critical Texts
6. Eliot, T.S. - Tradition and the Individual Talent
7. Hamer, Enid - Metres of English Poetry (Chapter 1)
8. Hudson, W.H. -Introduction to the study of Literature
9. Humphrey House - Aristotle’s Poetics
10. Lucas, F.L. - Tragedy
11. Martin, Gray – A Dictionary of Literary Terms (Pearson Education)
12. Monfries, Helen - Critical appreciation
13. Prasad, Brijeshwar - Introduction to Literary Criticism
14. Schreiber - Introduction to Literary Criticism
15. Scot, Wilbur - Five Approaches to literature
16. Scott -James - Making of Literature

11
 17. Sethuraman - Practical Criticism
18. Thorat, Ashok and others (2001), A Spectrum of Literary Criticism (Frank Bros)
19. Worsfold, Basil - Judgement of Literature
20. For Philip Sidney, Samuel Johnson, William Wordsworth, Mathew Arnold
(Standard and authentic editions of the texts published by the publishers like
OUP, CUP, Longman, Macmillan, Penguin, Routledge Signet Classics, Allen and
Unwin, etc)

Question Paper Format

Term-End Examination
Q 1 Questions on Section (A) items 1 and 2
(3 out of 5) 12
Q 2 Questions on Section (A) items 3 to 5
(3 out of 5) 12
Q 3 Questions on Section (B)
(2 out of 3) 12
Q 4 Questions on Section (C) items 1 and 2
(2 out of 3) 12
Q 5 Questions on Section (C ) items 3 to 5
(2 out of 3) 12

Annual Examination
Q 1 a) Questions on Section (A)
(2 out of 3) 08
b) Questions on Section (B)
(2 out of 3) 08
Q 2 Questions on Section (C)
(4 out of 6) 16
Q 3 Questions on Section (D) items Allusion to Genre
(4 out of 6) 16
Q 4 Questions on Section (D) items Interior Monologue onwards
(4 out of 6) 16
Q 5 Practical Criticism of a poem
(8 sub-questions out of 11) 16

************

12
 F.Y.B.A
Paper 1- Reading fiction and Drama.

1) Reading Fiction

A) Short stories

a) Selection from the Mahabharata

Draupadi stories (select any two stories)

1) Draupadi's Swayambar
2) Imperial Indraprastha
3) The Gambling Match
4) The year in Hiding

OR

Karna – Eklavya Stories (Select any two stories)

1) The birth of Karna

2) The pandava princess
3) Karna faces Arjuna

b) Tales from 1001 Arabian Nights

Select any two forms: the Voyages of Sinbad the Seaman

OR

Alibaba and the forty thieves

c) Select any four of the following stories

1) Premchand : shroud
2) Tagore : the home coming
3) Anton Chekhov : the Lady with the Toy Dog
4) O’Henry : the poet and the Peasant
5) Basher : Birth Day
6) Kusumavati Deshpande : Wet and Shine
7) Mulk Raj Anand : The golden Water
8) Maupassant : Martins Girl

B] Any one novel to be studied :

 1) George Orwell : animal farm
2) Raja Rao : kanthapura
3) Hemingway : Old man and the Sea

II Term

C] Reading drama
One drama from each group to be studied :

Group A :

Bernard Shaw : Pygmalion

Sudrak : Mrichchhakatik
Bhasa : Swapnavasavdatta

Group B :

Vijay Tendulkar : Ghasiram Kotwal

Luigi Pirandello : Six Characters in Search of an Author
Gohn Galsworthy : Strife
 UNIVERSITY OF MUMBAI
No.UG / 208 of 2007
CIRCULAR :-

A reference is invited to the Ordinances, Regulations and syllabi relating

to the Bachelor of Arts (B.A.) degree course under the revised pattern vide
this oflice Circular No.UG/07 of 1997 dated 3rd January 1997 and the
Principals of the affiliated colleges in Arts and Professor-cum-Director,
Institute of Distance Education are hereby informed that the recommendation
made by the Board of Studies in English at its meeting held on 2nd
February,2007 has been acccplcd by, the Academic Council at its meeting
held on l3th April,2007 vide Item No 4.8 and that in accordance therewith the
syllabus in the subject of English (Optional) Papers-II and III at the S.Y.B.A.
examination is revised as per Appendix and that the same will be brought into
force with effect from the academic year 2007-2008.

MUMBAI-400 032

18th May,2007 ------------------------ for I/c. REGISTRAR

To,
The Principals of affiliated colleges in Arts, and Professor-Cum-
Director, Institute of Distance Education.

A.C./4.8/13.04.2007
----------------------------
No.UG/ 208- A of 2007, MUMBAI-400 032 18th May,2007

Copyforwardedwithcomplimentsforinformation to:
1) The Dean. Faculty of Arts

2) The Chairman, Board of Studies in English

-7,

for I/c. REGISTRAR

WaghVIIi4 1/18507
 Enclosure to item No :-4.8
Date:-13-4-2007

UNIVERSITY OF MUMBAI

Syllabus in the
Subject of English
( Optional ) Paper II
at the S.Y.B.A. examination

( With effect from the academic year 2007-2008)

list)
 S.Y.BA. Revised Syllabus
Paper II Reading Poetry
Objective:-
.
1. To introduce the student to various forms of poetry through the detailed study of
lyric, satire, elegy, ode and he dramatic monolgue.
2. To make the student aware, conceptually of the other forms such as epic,
pastoral, ballad the experimental and modern free verse poetry, Narrative
poetry, Epistolary.
3. To train the student to some basic c oncepts in the Scansion of a poem.

Please note while selecting poems care shewd be taken to set only one
poem by one poet.

First Term:
A] 1:- All Lyric (select any six from the following list)
i) At Night Fall : Meera
ii) Night Cancels the Business of Day: Rumi
iii) Knowledge is conventional : Rumi
iv) Song : John Donne
v) Delight in Disorder: Robert Herrick
vi) A poison Tree: William Blake
vii) Pied Beauty : G.M. Hopkins
viii) Futility : Wilfred Owen
ix) Law Like Love: W.H. Auden
x) Missing Dates: William Empson
xi) Urban : Nissim Ezekiel
xii) For a Child Expected: Anne Ridler
xiii) Stopping by Woods on a Snowy Evening: OR Mowing: Robert Frost
xiv) Haikus from various Japanese Poets

A] 2: Dramatic Monologue: (Select any three from the list)

list)
i) The Portrait: Robert Browning
ii) Porphyria s Lover :
iii) Soliloquy of the Spanish Cloister
iv) Dover Beach : Mathew Arnold
v) The Forsaken Merman:
vi) Feeding the Poor at Christmas : Eunice Desouza
vii) Telephone Conversation: Wole Soyinka
viii) Prufiock : T.S. Eliot
AJ 3: Ode: Select any 3 from the list:

i) Ode on Solitude : Pope

ii) Ode to Evening : Collins
iii) Ode of Autumn: Keats
iv) Ode on a Grecian Urn :
v) Ode to the West Wind : Shelley
vi) Kind of an ode to Duty : Ogden Nash
vii) Ode to Clothes: Pablo Neruda

B] Conceptual Study of Epic and Pastoral poetry.

C] Basic concepts of Stress, Rising a iid falling feet and Rhyming

Scheme.

Second Term:
A] 4 : Satire (Select any Six from the list)

i) Wife of Bath: Chaucer

ii) Chief of Domestic Knights and Errants from Hudibras Part I Canto I
Sairiuci Butler
iii) Epistle to Arbuthnot : Alexander Pope (Select a passage of not more than
25 lines)
iv) Stella s Birthday : Jonathan Swift
v) A Description of the Morning:
vi) A Beautiful Young Nymph:
vii) Belinda s Toilet Scene from the Rape of the Lock--Alexander Pope
viii) Elegy on the Death of a Mad Dog = Oliver Goldsmith
ix) The Station Master : from Jejuri = Kolatkar

list)
 x) Ajamail and the Tigers: Arun Koltakar
xi) Catholic Mother: Eunice Desouza
xii) Indeed tis True: Wendy Cope

A] 5: Sonnet (Select any four from the list)

i) Not marble : Shakespeare

ii) When to sessions of ..: Shakespeare
iii) Batter My Heart, John Donne
iv) The Token : John Donne
v) If I Leave All for Them: Elizabeth Browning
vi) Grand Grandeur : G.M. Hopkins
vii) Sonnets from China: in Times of War : W.H. Auden
viii) Sonnets from China : Here War is Harmless :
ix) For My Mother : George Barker
x) Leda and the Swan: W. B. Yeals
xi) Love Sonnet: N. Ezekiel
xii) Landscape Painter: Dom Moraes

A] 6:Elegy (Select any Two)

i) Break Break Break: Tennyson

ii) A Refusal to Mourn Death ..: Dylan Thomas
iii) On the Death of W.B. Yeats: W.H. Auden
iv) 0 Captain! My Captain !: Walt Whitman
v) Elegy for Margaret : Stephen Spender
vi) A Mid Term Break : Seamus Heany

B] Conceptual Study of Ballad, Narrative Poetry;, Epistolary,

Experimental and Modern Free Verse poetry.

C] Scansion of poems (only easier passages, avoid mixed

metre as and where possible)

Books to Refer:
1. Richard Dutton : introduction to Literacy Criticism
2. John Fuller : The Sonnet

list)
3. T.W.H. Crosland : The English Sonnet

4. Peter Sacks : The English Elegy

5. Pollard Arthur : The Satire

6. Geoffrey Leech : A Linguistic Guide to English Poetry

7. Elizabeth Drew: Understanding Poetry

8. Marjori Boulton: The Anatomy of Poetry

9. Shipley : Dictionary of Literary Terms

10. M.H. Abrahms: Literary Ternis

11. Prerninger Alex : An Encyclopeadia of LiteraryTerms

12. Blackstone : Practical English Prosody

13. R.N. Bose & T.S. Sterling : Elements of English Rhetoric & Prosody.

14. Praveen K. Thaker : Appreciating English Poetry.

Paper Pattern: (1st Term)

Q.1 Critical appreciation of any two poems from the prescribed poems. (20)
Q.2 Scansion of two passages of 4/6 lines. (10)
Q.3 Essay type question on each type of poem 3 options any two to be answered (20)

2ndTerm:-
Q.1 Objective type covering section B (10)
Q.2 Explain 4 passages with reference to context from the prescribed poems. (20)
Q.3 Essay type questions on each type: 2 out of 3. (20)

Revised syllabus drafted by:

1) Smt. Meghna Sant (convener)

2) Dr. Anjali Bhelande
3) Shirin Vakil
4) Laxmi Muthukumar
5) Balirani Pawar.

list)
 REVISED SYLLABUS FOR THE S.Y.B.A - ENGLISH LiTERATURE
PAPER IIL IND!AN WRITING IN ENGLISH AND INDIAN

LITERATURE IN TRANSLATION

BackgroundTopics:

1). Dcvelopment of social and political consciousness:

The Pre independence period and its influence on Indian writing with
reference to Raja Ram Mohun Roy. .Mahadev Govind Ranade. Sir
Pherozeshah Mehta. Mahatma Gandhi, and Dr. B.R.. Ambedkar and their
influence on the works of writers like Mulk Raj Anand, Raja Rao and
others.

2). Dalit Literature :

protest against caste: creation of new social order with reference to the
writings of Dr. B.R. Ambedkar and his influence on the works of
writers like Shankarrao Kharat. Baburao Daya pawar. Namdeo
Dhasal. Dr. Narendra .ladhav and others.

3). The Literature of Partition :

Comunal divide : psychic and physical trauma: ultimate assertion of faith in the
indivisibility humanity as seen in the works of Khushwant Sing Attia
Hosain.Bhisham Sahani. S. H. Manto and others.

4) Post 80s development in the Indian English Novel :

i) Post- modernism and the novel : Questioning of the
canon and grand narratives. both literary and political
alternative strategies: Salman Rushdie. Amitav Ghosh. Kiran
Nagarkar and others.

ii) Perspectives in women s fiction : Status of women

gender inequality:role of wonien: opportunities for change as
seen in works of Attia Hasain. Anita Desai

list)
 iii) Shashi Deshpande, Arundhati Roy. Gita Hariharan and others
iv) The Literature of the diaspore : immigration and exile :dislocation :fractures
identity confusion as seen in works of Salman Rushdie, Rohinton Mistry and others.
5. i) Brief introduction to 20th century pre- independence poetry :
patriotism : nationalism : spiritualism: Rabindranath Tagore. Aurobindo. Sarojani
Naidu and others.
ii) Post Independence trend:
1950 and after : modernist experimentation and theurban shift : Nissim Ezekiel. Dom Moraes.
Arun Kolatkar. Dilip Chitre and others.

iii) The works of women Poets : Question of position of women: the double bind of
minority women: religion and gender. Kamala [)as. lmtiaz Dharkar. Eunice de Souza and
others.
6. Brief introduction to drama : Sanskrit drama Folk thratre traditions : Realism
and Naturalism in modern theatre : the problem play : symbolism and expressionism :
stanislavsky and ~method theatre: Brecht and epic theatre: thatre of the Absurd : theatre
of cruelty and its impact on modern dramatists like Badal sircar. GirishKarnad. Satish
Alekar. \/ijay Tendulkar and others.
7. The problems of Indian writer English and the debates on Indianness in Indian writing.
The adoption of netivistposition and its critiqule.

Note : Though individual writers have been mentioned no

single writer \\ ill be focused upon in the background
questions.

list)
List of prescribed Texts
First Term
II Novel

Mahasweta Devi : Rudali, translated by Ajum Katyal,

Seagull Books Pvt. Ltd. Calcutta
ISBN 81-7046-138-3

OR

Gopinath Mohanti : Paraja. OUP.

OR

Rohinton Mistrv : Such a Lone Journey. 1990

Ill. Poetry

1 . Arun Kolatkar : Any eight poems to be studied. Jejuri. Published

by Clearing House. Following poem to be studied :- The Bus

Heart of Rijin. . Chaitanva , A 1.Low Temple.The Pattern.

Thc Horseshoe Shrine Manohar , Chaitanya , The

Butterfly , A Scratch~. Chaitanya Beetween

.Jejuri and The Railway Station.

OR

Dilip Chitre : Any eight poems to be studied.

Says Tuka.Sontheimer Cultural
Association.plot no.235. Surver no.51. Bhairavnagar.
Dhanori Road . Pune-411015.

Following l)oeiIl to be StII(lied:

6. 10, 37-38, 80, 88, 109, 157,182,185, and 223.

Second Term

IV. Ayyappa Panikar : Modern Indian poetry in English. Sahitya Akademi, 1991
ISBN 81-7201-123-7.

list)
list)
 Any eight poems to be studied: -
Keki N. Daruwalla : Gulzaman s Son

Kamala Das : The Stone Age

Gauri deshpande : The Female of the Species

Nissim Ezekiel : Very-Indian Poem in Indian English

Adil Jussawalla : To the Tune of a swing in the Municipal Park

Shiv K. Kumar : Indian Woman

Dom Moraes : Gardener

Gieve Patel : On Killing a Tree

A.K. Ramanujan : Epitaph on a Street Dog

Meena Alexander : To Li Ch ing- Chao

V. Drama

Girish Karnad : The Fire and the Rain. Oxford University Press. I 998
ISBN 0-19-564443-3
OR
Satish Alekar : The Dread Departure.
Seagull Books Pvt.Ltd.. Calcutta.
OR
Mahesh Dattani : Tara. Collected Plays.
Penguin Books. New Delhi.
VI. Recommended Reading
1. K. R.S. lyengar. Indian Writing in English. Bombay. 1962

2. M. K. Nai k.A History of Indian English Literature. Sahitya Akademi Delhi. 1982.

list)
3. Vasant Shahane and Shiv ram Krishnan(eds). Indian Poetry in English : A critical
Assessment, Macmillan. Madras, 1982
4. Bruce King, Modern Indian Poetry in English, Oxford University l~ress, Delhi, 1987
5. Vinay Kirpal. The New Indian Novel in English, Allied Publishers. [)elhi.1990
6. Rangrao Bhongle (ed). The Inside View Nati~ e Responses to Contemporary Indian English
Novel. Atlantic Publishers Delhi.2003
7. Vinay K irpal (ed). The Postmodern Indian English Novel . Allied l~ubIishers. 1996
8. NiIu(~r F. Bharucha and Vikas Sar~ng (eds), Indian English Fiction. I )80-199() An
Assessment. B.R. Publishers.Delhi, 1994
9. Nilulhr Li. I3harucha and Vrinda Nabar(eds), Mapping Cultural Spaces: Posteol mial Indian
Literature in English, Essays
in Hon our of Nissim Ezekiel. Vi~h n Books. Delhi. 1998
10. Malashri Lal . The Law of i]ireshold Women Writer in I iidiaii I ~n.t~lisli Indian Institute
ot Advanced Study. 1995
11. Meenashi Mukherjuee. Realism and Reality: The Novel and Soeiet\ ill India. 01 ?. l)elhi.
1985
1 2. (i.N . 1)c~ ~ . A I~er Amnesia : Iradition and Change in Literary Criticism. Orient I
ongman. Ni umba i. I 993.
I 3. N lakaran~ lUiran~ape( ed ). Nauivisms : Essays in Criticism. Sahiu\ a Akademi.l)elhi.
I 997.
14. (i~iuri Vish~ anathan. Masks of ( onquest : Literary 1 1 istorv of British Rule in India.
Faher. I 990.
15. G.N.Devy (ed) . Indian I Iterarv (i riti cism, Orient Longman. 2004.
16. Kapil Kapoor and A~adhesh Kumar Singh (eds). Indian V a r ~ Sx stem. Vol. I &2. Indian
Institute of Advance Study. Shimla. 2005

ISIIN 81-7201-123-7
17. Mohan Ramanan(ed), Ninteenth Century Indian English Prose, Sahitya Akademi, New Delhi, 2004

18. Since critical books in English on Indian writers may not be readily available, students are advised to

refer to Indian Literature, Sahitya Akademi s Bi- Monthly Journal which carries regular articles on

Indian writers and on the problems related to Indian Literature. -

19. Video- films on eminent Indian writers by Sahitya Akedemi

Question Paper Pattern

I Term end Examination
1.Bakground 15 Marks
2. Poetry 15 Marks
3. Novel 20 Marks
II Term-end Examination
1. Background 15 Marks
2. Poetry 15 Marks
3. Drama 20 Marks
Each question should have two internal options. One of the
options may consist of short notes with a choice of 2 out of 3. Question could also
combine poets of the same period.

ISIIN 81-7201-123-7
ISIIN 81-7201-123-7
 TYBA
PAPER IV

Texts prescribed :

1) William Shakespeare : A Mid Summer Nights Dream

2) William Shakespeare : Romeo and Juliet
3) William Wycherley : The Country Life
4) Selected verse from the Elizabethan, Jacobean and Restoration
Periods.

Elizabethan Period :

a) Edmund Spenser from the ‘The Shepherds Calendar’

March Eclogue
December Eclogue

b) William Shakespeare : from The Sonnets

No 2 “When forty winters shall besiege they brow”
No.26 “ Lord of my love, to whom in vassalage”
No.116 “Let me not to the marriage of true minds”
No 141 “ In faith, I do not love thee with mine eyes”

Jacobean Period :

a) John Donne :
“The flea”
“The Anniversarie”

Holy Sonnets:
“This is my playes last scene”
“A hymn to the God the Father”

b) George Herbert :
“ Mortification”
“Love”

Restoration Period :

a) John Milton
“Lycidas”
“On his Blindness”

b) Alexander Pope :
“The Proper Study of Mankind”
 c) John Dryden
From Absalom and Acidophil
from “Of these the false Achitophel was first…(line 150) to Drawn from
the Mouldy Rolls of Noah’s Ark”

Background topics : The teachings of the background topics should be related

the major literary works of the period. Students are expected to be acquainted
with these works to use them as illustration when answering questions.

The Elizabethan Age (1550-1600)

A i) The Renaissance : the beginnings : its manifestations in the literature and

culture of the period with special focus on humanism.
ii) The Reformation.

B) A survey of the drama, poetry and prose of the period including the literary
movements with which the following are associated.
Drama : The University of Wits
Poetry : The Epic (Spencer), the Pastoral, the Sonnet Sequence.
Prose : Sidney, Lyly and Greene

The Jacobean and Caroline Age ( 1601-1650)

A) The temper of the age : The shift from the Elizabethan sensibility : the
impact of this shift in the literature of the period.

B) A survey of the poetry, drama and prose of the period, including the
literary movement with which the following are associated :

Drama : Ben Johnson, John Webster and Cyril tourneur

Poetry Metaphysical and Puritan Poetry
Bacon, Bnyan, Sir Thomas Browne

The Restoration ( 1660 Onwards)

A) The re establishment of the monarchy after the fall of the Protectorate :

the first appearance of women on the English stage : The comedy of
Manners

B) A survey of the poetry drama and prose of the period, including the literary
movements with which the following are associated.
Drama : William Wycherly, William Congreve, John Dryden, George
Etherege
Poetry : Neop Classical poetry, Dryden, Alexander Pope.
Prose : Rise of periodical essay – Joseph Addesions Tatler, Richard
Steele’s Spectator.

English Paper V
English Language and Literary Criticism

I History of English Language :

a) Influence and development from Anglo Saxon to Modern times.

b) Modern Influences up to 21st century.
i) Non European languages
ii) Technological influences

II Structure of English Language :

a) Origin
b) Morphology, phonology
c) Sounds of English – intonation, Accent
d) Socio – linguistics
e) Varieties of English – Dialects – Southern, Northern, Pidgins
and Creole. Register/Jargon/Slang.
f) English as Lingua-Franca – Bi-lingual and Multi lingual.

III The theory of Literature :

The nature and function's of Literature :

Theory of Mimesis – The Plato – Aristotle debate
Literature and Emotion
Literature and Imagination – Critique of Romanticism

IV The Nature and Function of Criticism

Who is a critic? A review of his qualifications – explication,

evaluation analysis and theorizing

V Critical Approaches to Literature with Particular reference to :

Sociological
Psychological
Feminist
Marxist
Formalist
 PAPER VI : POPULAR CULTURE

I Definition and History :

1) Definition of popular culture. Term examined with the help of

semantic history. Distinction between popular and fold culture/
2) Academic Justification for the study of poplar culture. Study for
popular culture as a kind of political intervention. Development seen
literary theory and the questioning of old paradigms and canons.
The shift from literary to cultural studied
3) 19th century debates on culture and the attempt to valorize minority
culture. Consideration on the binaries between high and low
culture, a look at ideological bias implicit in the formulation of
canons.

II : A Detailed Study of Some Underlying Ideologies of Popular

Culture.

1) Marxist accounts of ideology. The view of culture found in Marx

Gramsci, Althusser, Raymond William, Walter Benjamind.
2) Semiotic analysis of culture. The work of Rolan Barthes/
3) Feminist readings of popular culture.
4) Structuralist approaches

III Application of Theories

1) Rise of best sellers, comic strips, popularity of detective fiction, spy

thrillers and the horror genre, science fiction, romances, fantasies.
An examination of narrative patters, certain stereotypes in these
genres and their ideological underpinnings.
2) An examination of the globalization of media and the changing
features in advertising, TV serials, films, music videos and other
popular forms.

IV Analysis of Passages :

1) An analysis of a passage from advertising or journalism for its

underlying biases and semiotic character.
2) A discussion of a passage illustrative of one of the genres listed in
III above. The question would require acquaintance with
representative readings listed in the reading list.

PAPER VII : LITERATURE IN ENGLISH ( 1750-1900)

1 BACKGROUND :
A] Romantic Age :
Impact of the French revolution and the American Revolution, the
Romantic concept of Imagination, Classicism vs. Romanticism, the novel, poetry,
prose in the Romantic age.

B] Victorian Age
Impact Of Industrialization and Carlyle’s response; the Reform Acts and
the process of democratization, Scientific thought, the age of Faith and Doubt;
the novel, poetry, prose and drama in the Victorian Age.

C] Utilitarianism, Pre Raphaelitism, Aestheticism, Oxford Movement.

2 ROMANTIC POETRY

Robert Burns : A Red, Red Rose ; John Anderson my Jo

William Blake : Lamb; Tiger
William Wordsworth : To a Skylark; Ode: Intimations of Immortality
S.T. Coleridge : Kubla Khan
P.B. Shelley : Ozymandias ; Loves’ Philosophy
John Keats : Ode to a Nightingale ; On Looking into Champman’s Homer.
Lord Byron : All for Love ; She walks in Beauty.

3 VICTORIAN POETRY

Tennyson : Tears; Idle Tears; O’Swallow; Flying South ; Crossing the Bar.

Browning : Prospice ; The Patriot

Elizabeth Barret Browning ; How Do I Love Thee?

Matthew Arnold : To Marguerite Poems

DG Rossetti : The Blessed Damozel

Christina Rossetti : Sleeping at Last

Hopkins : Spring; I wake and feel

Emily Bronte : Remembrance

4] NOVEL
Thomas Hardy : The Return of the Native

5 ] NON FICTIONAL PROSE

 Charler Lamd : Dream Children

William Hazlet : The Indian Jugglers

John Ruskin : Work

Thomas Carlyle : The Hero as a poet ; Dante, Shakespeare.

PAPER VIII : 20th CENTURY LITERATURE IN ENGLISH

I A ] Background :- The Russian Revolution, the two World wars, imperialism and
decolonization, the Indian National Movement and Independence; Globalization.

B] Freudian thought, existentialism, feminism; modernism and post modernism ;

new developments in fiction and drama; the rise of new literature in English with
special reference to Indian Writing in English.

II POETRY

T. S Eliot - The Love Song of J Alfred Prufrock

The Hollow Men

W.B. Yeats – Sailing to Byzantium

The Second Coming

Dylan Thomas – Fern Hill

On His Birthday

Wilfred Owen – Strange Meeting

Arms and the Boy

Emily Dickenson – Nature is What We See

Nature is the Gentlest Mother

Nissim Ezekiel – The Visitor

Night of the Scorpion

III A] NOVEL

J.D Salinger : Catcher in the Rye

OR
 Amitav Ghosh : The Shadow Lines

B] SHORT STORY

O Henry :The Higher Pragmatism

The Last Leaf
The Gift of Magi
The Green Door

Poe : The Cask of Amontillado

The fall of the House of Usher
The Black Cat
The Gold Bug

Shashi Deshpande : It was Dark

The Legacy

IV] DRAMA

GB SHAW : The Apple Cart

OR
Bertalt Brecht : Mother Courage and Her Children
OR
Ratan Thiyam : Chakravyuha ( Pretext and performance text by Kavita
Nagpal)

V ] NON FICTIONAL PROSE

1) Kapil Kapoor : Indian knowledge Systems : Nature philosophy, Character

2) Powar K.B : Quality : The Concept.

3) Amartya Seen : Reason Before Identity.

PAPER IX – POST COLONIAL PERSPECTIVES ON TEXTS

Background Topics:

1) The definition, scope and importance of Postcolonial Theory. The need to

define the concepts not just as a period concept but also as one involving
a motion of an colonial resistance.
 i) the reasons for change from the study of Commonwealth
literature to Postcolonial Literature
ii) The need to understand Postcolonialism as an emacipatory
project. ( see essays such as ‘interrogating Post colonialism’ by
Meenakshi Mukherji in interrogating Post Colonialism edited by
Harish Trivedi and Meenakshi Mukherji and books such as
Postcolonial Theory : A Critical Introduction, by Leela Gandhi.

2) Postcolonial Interrogation of Orientalism :

i) 19th Century Project of Ryanization of the Indian past. The
mystification of the Orient and the notion of Africa as the Dark
Continent.
ii) Postcolonial critiques of excoticisation of the non Western
worlds.
iii) Examination of canonical and popular western texts such as the
Heart of Darkness and the Raj Quartet. ( see the works of
Edward Said such as Orientalism and Culture and Imperialism,
essays by Salman Rushdie in Imaginary Homelands.

3) Interrogation and critique of western literary and critical traditions and their
Universality assumptions. Examination of the ideology underlying western
canons and institutions. The processes that have led to the rise of English
studied both in Britain and India. ( see chapter of “Rise of English” in
Literary Theory by Terry Eagleton and The lie of the Land edited by
Rajeshwari Sunder Rajan and The masks of Conquests by Gauri
Vishwanathan.)

4) An exploration of the creative and critical resistance to colonist thinking.

The decolonization of the English language and the countering of the
cultural hegemony. Consideration of creative works ranging from Mulk Raj
Anand’s Untouchable, Raja Rao’s Kanthapura to more recent works such
as Rushdie’s Midnights Children or African writing like Achebe’s Things
Fall Apart.
i) Critical analysis of Western assumptions of novel writing, the
emphases on an individual protagonist, archetypal motifs such
as the quest myth, the tradition of Bildungsroman. The post
colonial emphases on the cultural specificities as against
universals in the liberal humanist tradition.
ii) The implications of the concepts such as subject position in post
colonial theory
iii) Neo-colonialism and the problems of internal colonization. The
questioning of grand narratives of nation and state : writing by
Dalit writers, Rushdie, Amitav Ghosh, Mahashweta Devi and
anthologies on women’s writing, such as the edited by Susie
Tharu and K. Lalitha.
5) Nativist positions considered as resistance to dominant western
frameworks. A critical consideration of such frameworks. The need to look
at the pluralistic nature of traditions and to be on guard against internal
hegemonies. ( look at Makrand Paranjape’s Nativism).

6) Disaporic interventions in post colonial debates. To what extent are they

valid? Are they suspect because they emerge from privileged locations in
the West? E.g. the work of Spivak, Bhabha, Rushdie. Is the ideological
location of the writer more important than the geographic one?
 Shivaji University, Kolhapur

B.A. Part I
English for Communication
Implemented from June 2007
Communication Skill
Section I
Unit 1 : Introducing Yourself and Others.
Unit 2 : Talking about Personal Experiences.
Unit 3 : Giving Directions and Instructions.
Unit 4 : Preparing a C.V. and Writing a Letter of Application.
Unit 5 : Telephonic and E-mail Communication.
Unit 6 : Note-Making

Reading Comprehension Skill

Section II
Unit 7 : How I Taught my grandmother to read -Sudha Murty
Unit 8 : Non-Co-operation -M.K. Gandhi
Unit 9 : Socrates and Schoolmaster -F.L. Brayne
Unit 10 : The Lottery Ticket -Anton Chekov
Unit 11 : Interview with Nelson Mandela -from Readers Digest
Unit 12 : Women in Media
Unit 13 : Where the Mind is without fear -Ravindranath Tagore.
Unit 14 : The Jet Age -V.C. Dutt.
Unit 15 : O Captain ! My Captain! -Walt Whitman

E:\c backup\vrr My Document\Hegade S.S\1-4-2007 Onwards\Sandeep\B.A. I English for Communication.doc

1
 Shivaji University, Kolhapur

B.Com. Part I
English for Business Communication
Implemented from June 2007
Section I: Communication Skills
Unit 1 : Business Communication I
Unit 2 : Business Communication II
Unit 3 : Writing Business Letters
Unit 4 : Preparing a C.V. and Writing a Letter of Application.
Unit 5 : English for Consumer Advertising
Unit 6 : Notices, Agenda and Minutes
Unit 7 : Information Transfer and Interpretation of Data.
Unit 8 : Interview for a Job.

Reading Comprehension Skill

Section II
Unit 9 : A Lickpenny Lover - O’Henry
Unit 10 : A Practical Joke -Guy De Maupassant
Unit 11 : All About a Dog -A.G. Gardiner
Unit 12 : The Search : The one Minute Manager
- Ken Blenchard and Spencer Johnson
Unit 13 : Smile -Anonymous
Unit 14 : Yes ! I Can Do It ! -Shweta Taneja
Unit 15 : The Jaguar -Ted Hughes

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2
 Shivaji University, Kolhapur
B.Sc. Part I
English for Communication

Implemented from June 2007

Section I: Communication Skills
Unit 1 : How to Express Your Views and Opinions.
Unit 2 : Talking About Personal Experiences.
Unit 3 : Preparing a C.V. and Writing a Letter of Application
Unit 4 : Telephonic and E-mail communication.
Unit 5 : Making Notes.
Unit 6 : Information Transfer.

Reading Comprehension Skill

Section II
Unit 7 : Forgetting -Robert Lynd
Unit 8 : Wife’s Holiday -R.K. Narayan
Unit 9 : Man in the Future -Bill Williams
Unit 10 : Prafulla Chandra Ray
Unit 11 : Public Attitude towards Science -Stephen Hawking
Unit 12 : Smart Village : Hansdehar -Archana Binbusar
Unit 13 : Entertainment -Nissim Ezekiel
Unit 14 : Parachute -Lenrie Peters
Unit 15 : Argument with God -Y. S. Chemba

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3
 Shivaji University, Kolhapur
B.A. Part I Additional English

Implemented from June 2007

I] Poetry :
1) Let Me Not To The Marriage of True Minds -William Shakespeare
2) To Daffodils - Robert Herrick
3) If We Must Die - Claude Mckay
4) Leisure - W.H. Davis
5) Break Break Break - Tennyson
6) Solitary Reaper – W. Wordsworth
7) Stopping By Woods on a Snowy Evening - Robert Frost
8) Dover Beach – M. Arnold
9) Ode on Solitude – A. Pope
10) Grasshopper and Cricket -Keats

II] Novel
That Long Silence – Shashi Deshpande

III] Poetry as a form of Literature

IV] Novel as a form of Literature

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4
 Shivaji University, Kolhapur
B.A. Part I Optional English
Implemented from June 2007
I] One Act Plays :
1) The Refund - Fritz Karnithy
2) The Hour of Truth - Percival Wilde
3) Lord Byron’s Love Letter - Tennessee Williams
4) The Bear - Anton Chekhov
5) Getting Married - Moliere

II] Short Stories

1) The Devoted Son -Anita Desai

2) The False Gems -Guy De Maupassant
3) The Sparrows -K.A. Abbas
4) The Night Train at Deoli -Ruskin Bond
5) The Last Leaf -O’ Henry

III] One – Act Play as a Minor Form of Literature

IV] Short – Story as a Minor Form of Literature

5
 1

B+
Accredited By NAAC

Faculty of Arts & Fine Arts

Revised Syllabus For
Bachelor of Arts ( Part-II)

(Subject to the modifications that will be made from time to time)

Syllabus to be implemented from June 2008 onwards.

Shivaji University, Kolhapur

 2

Ordinance and Regulations:-

Shivaji University, Kolhapur
Revised Syllabus For
Bachelor of Arts ( Part-II )

1. TITLE : The degree of shall be titled as Bachelor of Arts (B.A.) Subject

English (Optional) under the Faculty of Arts and Fine Arts.
2. YEAR OF IMPLEMENTATION:- Revised Syllabus will be implemented
from June 2008 onwards.
3. OBJECTIVES :

4. PATTERN:-
Pattern of Examination will be Annual Pattern

5. MEDIUM OF INSTRUCTION :
i) The medium of instruction shall be in English or Marathi.

Shivaji University, Kolhapur

 3

B+
New/Revised Syllabus For

( B.A. Part II )
(Introduced for the Academic Years 2008-09,2009-10,2010-11)
(June 2008 onwards)

Paper – II
TITLE OF PAPER – Modern English Literature

Lectures/Contact hours per unit _______________________________hours

Unit wise Syllabus:-

A. Essays:-
George Orwell 1. Shooting an Elephant
2. Hanging
Aldous Huxley 3. Work & Leisure
4. J.C. Bose
E.M. Forster 5. What I Believe
6. Voltaire & Fredrick the Great

B. Drama:-
G. B. Shaw :- Pygmalion
C. Poems:-
Thomas Hardy 1. Neutral Tones
2. The Darkling Thrush
3. A Broken Appointment

Robert Frost 4. Stopping by Woods on a Snowy Evening

5. Mending Wall
6. The Road Not Taken

W.B. Yeats 7. A Prayer for My Daughter

8. The Second Coming
T.S. Eliot 9. Marina
10. The Love Song of J. Alfred Prufrock

D.H. Lawrence 11. Snake

Shivaji University, Kolhapur

 4

B+
New/Revised Syllabus For
( B.A. Part II )
(Introduced for the Academic Years 2008-09,2009-10,2010-11)
(June 2008 onwards)
Paper – III
TITLE OF PAPER- Indian English Literature
Lectures/Contact hours per unit _______________________________hours

Unit wise Syllabus:-

A. Essays :
A.P.J.Abdul Kalam 1. India's Needs and Core Competencies
(Source India 2020)
H.Y. Sharada Prasad 2. Discrimination Begins Early
(Source: The Book I Won't be writing and other Essays)
P 157 Cronicle Books and an Imprint of DC Publishers,
New Delhi Distributor : Orient Longman, 2003
Arfeen Khan 3. Are You Ambitious Enough? Pp. 47-50
(Source you can you will: Its your choice) Macmillan
India Ltd. 2004

B. Novel : R.K. Narayan :- The Financial Expert

C. Poetry :
Nissim Ezekiel 1. Goodbye Party for Miss Pushpa T.S.
2. Night of the Scorpion
3. Poet, Lover and Birdwatcher
Jayant Mahapatra 4. Dawn at Puri
5. The Exile
A.K. Ramanujan 6. The Striders
7. Looking for a Cousin on a Swing
8. A River
9. Ecology
Imtiaz Dharkar 10. Purdah I
Kamla Das: 11. An Introduction
12. My Grandmother's House
Dilip Chitre 13. Father Returning Home
14. The Felling of the Banyan Tree

Shivaji University, Kolhapur

 1

Shivaji University Kolhapur

B.A. III English (Special)
Implemented from June 2009 onwards

Paper No. IV
Literary Criticism and Appreciation
Revised Syllabus
Teaching Years – 2009-10, 2010-11, 2011-12
A) OBJECTIVES :-

To acquaint the students with the basic concepts of literary criticism and literature.

To study some critical approaches.

To introduce the students with a few critical and literary terms.

To provide them practical training in literary appreciation.
B) TOPICS PRESCRIBED :
Unit No. 1 : Introduction to Literature
i) The Nature of Literature ii) The Function of Literature.
Unit No. 2 : Introduction to Literary Criticism
i) The Nature of Criticism ii) The Function of Criticism
Unit No. 3 : Approaches to the Study of Literature
i) Literature & Biography (Biographical Approach)
ii) Literature & psychology (Psychological Approach)
iii) Literature & Society (Sociological Approach)
Unit No. 4 : Aristotle – Poetics
i) Imitation. ii) Catharsis.
Unit No. 5 : William Wordsworth : Preface to Lyrical Ballads
Unit No. 6 : D. H. Lawrence : Why the Novel Matters.
Unit No. 7 : Literary & Critical Terms.
i) Figures of Speech - a) Alliteration b) Simile
c) Metaphor d) Personification e) Hyperbole f) Onomatopoeia
ii) Realism iii) Symbolism
iv) Satire v) Paradox
Unit No. 8 : Practical Criticism
Critical appreciation of a poem with the help of the questions given below it. (A Poem
not exceeding 20-25 lines)
C) DIVISION OF TEACHING HOURS Total Teaching hours 120
Each Unit – 15 hours = 15 x 8 = 120
D) TEXT BOOKS :
Nos. 1&3 : Rene Wellek and Austen Warren : Theory of Literature, Penguin Books / A Peregrine
Books, Literature, Criticism – 1985
Part One : Topic Nos – 2 & 3
Part Three : Topic Nos – 7, 8 & 9
No. 2 : W. H. Hudson : An Introduction to the Study of Literature : London, George G. Harrap &
Company Press.
Chapter No. – 6
No. 4 : S. C. Butcher : Poetics
&6 : D. J. Enright & Chikera, ed. English Critical Texts, London, OUP, 1968.
No. 7 : M. H. Abrams : A Glossary of Literary Terms, Prism Books Pvt. Ltd. Banglore.
 2
No. 8 : L. G. Alexander : Prose & Poetry Appreciation for Overseas Students,
Longman – Green & Comp. Ltd. London -1966.
Praveen T. Thaker, Appreciating English Poetry Orient Longman, Hyderabad (2005)
E) REFERENCE BOOKS :
1) Wimsat and Cleanth Brooks : Literaty Criticism, A Short History :
Oxford & IBH Publishing Company Pvt.
Ltd. New Delhi.
2) Bywater : Aristotle's Poetics
3) R. A. Scott James : The Making of Literature, Mercury
Books, London.
4) David Daiches : Critical Approaches to Literature Orient-
Longman.
5) I. A. Richards : Practical Criticism : A Study of Literary
Judgment, UBS, Publishers, New Delhi,
2002.
6) V. S. Sethuraman C.T. Indra : Practical Criticism, Macmillan India Ltd.,
& T. Siraman Madras, 1995.
7) Joseph K. Davis, Pathea R. : Literature, Scott, Foresman & comp.,
Broughton, Michael Wood Glenview, Illinois, 1977.
F) THE PATTERN OF QUESTION PAPER
Time : 3 hours Total Marks : 100
Q.1 : Objective type Question
A) Multiple choice question with four alternatives 10
B) Answer the following questions in one word / phrase / 10
sentence each. (Q.1 A & B to be set on topics covering Unit No. 1 to 7,
at least two items to be set on each unit.)
Q.2 : Answer the following questions in about 250 words each 16
(Any two out of three) [based on Unit Nos. 1 & 2]
Q.3 : Answer the following questions in about 250 words each 16
(Any two out of three) [based on Unit Nos. 3 & 4]
Q.4 : Answer the following questions in about 250 words each 16
(Any two out of three) [based on Unit Nos. 5 & 6]
Q.5 : Write short notes on the following (Any four out of six)
[based on Unit No. 7] 16
Q.6 : Write a critical appreciation of the following poem with the help of 16
the questions given below it.

B.A. III English (Special) Paper No. V

Understanding Poetry
Revised Syllabus
Teaching Years – 2009-10, 2010-11, 2011-12
A) OBJECTIVES :

To acquaint and familiarize the students with some lyrical types such as
Song, Sonnet, Ode, Elegy and Ballad.

To encourage students to make a detailed study of a few masterpieces of
POETRY in English from different parts of the world i.e. British, American, Indian,
African, Australian etc.
 3

To develop among the students the ability to read, appreciate,
analyze and evaluate poems independently.

To study the prescribed poems in the context of themes such as racial
discrimination, crisis of identity and search for self, protest and revolt, alienation, etc.

B) GENERAL TOPICS PRESCRIBED :

1) Lyrical types : Song, Sonnet, Ode, Elegy and Ballad
2) Characteristics of Contemporary Indian Poetry in English
3) Racial Discrimination and Protest in Black Poetry
4) Confessional Element in American Poetry.
C) POEMS PRESCRIBED :
1) William Shakespeare : Let me not to the marriage of true minds.
2) William Wordsworth : The Solitary Reaper
3) John Keats : Ode to a Nightingale
4) Alfred Lord Tennyson : From 'In Memoriam'
5) Wilfred Owen : Strange Meeting
6) Edith Sitwell : Still Falls the Rain
7) W. H. Auden : Lay Your Sleeping Head
8) Stephen Spender : Elegy for Margaret VI
9) Nissim Ezekiel : Very Indian Poem in Indian English
10) A. K. Ramanujan : Small – Scale Reflections on a Great House
11) Arun Kolatkar : Irani Restaurant Bomaby
12) R. Parthasarathy : Complaint
13) Gauri Deshpande : The Female of the Species
14) Mamata Kalia : Tribute to Papa
15) Sylvia Plath : Daddy
16) Carl Sandburg : Who can Make a Poem of the Depths of
Weariness
17) Jean-Joseph Robearivela : She
18) Mary Gilmore : Never Admit the Pain
19) Edward Braithwaite : Timbuctu
20) Dennis Brutus : Nightsong : City
D) DIVISION IF TEACHING HOURS Total Teaching hours – 120
i) General Topics – 20 ii) Poems Prescribed – 100
E) PRESCRIBED POEMS SELECTED FROM :
1) John Hayward, Ed., The Penguin Book of English Verse Penguin (1987)
(Poem Nos. 1 to 8)
2) Saleem Peeradina, Ed., Contemporary Indian Poetry in English
Macmillan (1987) (Poem Nos. 9 to 14)
3) Sylvia Plath, Ariel (1965) (Poem No. 15)
4) B. N. Sahay, Ed. New horizons : A Verse Anthology
Orient Longman (1986) (Poem Nos. 16 to 19)
5) A. M. Pearce, Ed. The Heinemann Book of African Poetry in English
(Poem No. 20)
F) REFERENCE BOOKS
1) R. J. Rees : Introduction of English Literature.
2) B. Prasad : Background to the Study of English Literature
3) M. K. Naik : A History of Indian English Literature
 4
4) Makarand Paranjape : Towards Indian Poetics
5) Meenakshi Mukherjee : The Perishable Empire
6) Peterse & Mundro (Ed.) : Protest and Conflict in African Literature
7) Ray Harvey Pearce : The Continuity of American Literature
8) Leonine Kramev (Ed.) : The Oxford History of Australian Literature,
OUP 1981.
9) Hoffman D.G. (Ed.) : American Poetry and Poetics, New York 1962.
G) THE PATTERN OF QUESTION PAPER
Time : 3 hours Total Marks : 100
Q. 1 : Objective Type
A) Multiple choice with four alternative (Ten items) 10
B) Answer in one word/ phrase/ sentence each (Ten items) 10
(Q.1 A & B covering all 20 poems)
Q.2 : Write Short Notes (On General Topics) [2 out of 3] 20
Q.3 : Essay-type Question with an internal option based on Poem Nos. 1 to 8. 15
Q.4 : Essay-type Question with an internal option Based on Poem Nos. 9 to 14. 15
Q.5 : Essay-type Question with an internal option Based on Poem Nos. 15 to 20. 15
Q.6 : Short Notes (3 out of 5) covering aspects not covered in question nos.
3 to 5 based on prescribed poems. 15

B.A. III English (Special) Paper No. VI

Understanding Drama
Revised Syllabus
Teaching Years – 2009-10, 2010-11, 2011-12
A) OBJECTIVES :

To familiarize the students with the concept of Drama.

To acquaint them with the different trends in Drama.

To encourage the students to make a detailed study of a few
masterpieces of English drama from different parts of the world.

To develop among the students an ability of reading and appreciating
drama.
B) GENERAL TOPICS PRESCRIBED
a) Definition of Drama.
b) Elements of Drama.
c) Shakespearian Tragedy
d) Features of Modern American Drama.
e) Origin and Development of Indian English Drama.
C) TEXTS PRESCRIBED :
1) William Shakespeare : Othello,
2) Arthur Miller : Death of a Salesman
3) Vijay Tendulkar : Silence ! The Court Is In Session
D) DIVISION OF TEACHING HOURS Total teaching hours : 120
A) General Topics – 30
B) Plays – 90 (Each play 30 hours)
E) REFERENCE BOOKS
1) Nicolas Udoll : British Drama.
2) Keneith Muir : Shakespearean Tragedy.
 5
3) G. Wilson Knight : The Wheel of Fire OUP 1930.
4) Willis Wager : American Literature, A World view
A. H. Wheeler and Company Allahbad.
5) Charles Feidelson and : Interpretation of American Literature OUP,
Paul Brodtkorb Calcutta.
6) Weales Gerald (Ed.) : Arthur Miller : A Death of a Salesman, Text and
Criticism. New York (The Viking Press)
7) G. P. Deshpande : Indian Drama, Sahitya Academy Publication.
8) M. K. Naik. : A History of Indian English Literature Sahitya
Academy, New Delhi.

9) Kenneth Muir : Shakespeare's Tragic Sequence

Hutchinson University, Library London – 1972.
10) Kenneth Muir : The Great Tragedies
Longmans Green & Company 1961.
11) Kenneth Muir : Shakespeare's Othello Penguin Books 1968.
F) THE PATTERN OF QUESTION PAPER FOR PAPER NO. VI
Time : 3 hours Total Marks : 100
Q.1 : Objective Type Questions
A) Multiple choice with four alternatives (Ten Items) 10
B) Answer in one word / phrase / sentence each (Ten Items) 10
(Q.1 A & B based on dramas prescribed (At least six items
to be set from each play prescribed)
Q.2 : Write Short Notes (2 out of 3) (On General Topics) 20
Q.3 : Essay-type Question with an internal option A or B (On Othello) 15
Q.4 : Essay-type Question with an internal option A or B 15
(On Death of A Salesman)
Q. 5 : Essay-type Question with an internal option A or B (On Silence ! 15
The Court Is In Session)
Q. 6 : Short Notes (3 out of 6) (covering aspects not covered under 15
question Nos. 3 to 5) [two short notes based on each play be set]

B.A. III English (Special) Paper No. VII

Understanding Novel
Revised Syllabus
Teaching Years – 2009-10, 2010-11, 2011-12

A) OBJECTIVES :

To introduce the students to Literatures in English.

To acquaint the students with novels written by different writers from different
countries.

To study different novels in the context of such themes as Partition, racial
segregation, Crisis of identity, diaspora etc.

B) GENERAL TOPICS PRESCRIBED :

1) What is the Novel ?
2) Types of the Novel
 6
a) Picaresque b) Historical c) Regional d) Stream of Consciousness
3) Elements of Novel
a) Plot b) Character c) Setting d) Point of view
4) Themes of the Novel
a) Partition b) Racial Segregation c) Crisis of Identity d) Diaspora

C) TEXTS PRESCRIBED :
1) Conrad, Joseph : Heart of Darkness, Mumbai : Orient Longman
Ltd., 1902 / 1994.
2) Paton, Alan : Cry, The Beloved Country, New Delhi : Orient
Longman Ltd., 1962 / 1970.
3) Sidhwa, Bapsi : Ice-Candy-Man, New Delhi : Penguin Books,
1988 / 1970.

D) DIVISION OF TEACHING HOURS Total teaching hours – 120

A) General Topics – 30
B) Novels – 90 (Each Novel 30 hours)

E) REFERENCE BOOKS :
1) Foster E. M. : Aspects of the Novel, London, 1949.
2) Brooks and Warren : Understanding Fiction, Prentice Hall, 1959.
3) Kermode, Frank : Sense of an Ending OUP 1967.
4) Lubbock Percy : The Craft of Fiction, London : Janathan Cape,
1965.
5) Walt, Ian : The Rise of the Novel, Penguin, 1957.
6) Edel, Leon : The Psychological Novel : 1900-1950 .
Ludhiana : Kalyani, 1997.
7) Bradbury, Malcolm : The Novel Today – Glasgow, F. C. Parebacks
1978, 1982.
8) Kirpal, Vinay (Ed.) : The New Indian Novel in English, Allied
Publishers, 1990.
9) Rimmon-Kennan, Shlomith : Narrative Fiction, London and New York :
Routledge, 2005.
10) Matz, Jesse : The Modern Novel : A Short Introduction,
Oxford : Blackwell, 2004.
11) Rees, R. J. : Introduction to English Literature, London :
Macmillan, 1966 / 1968.
F) THE PATTERN OF QUESTION PAPER FOR PAPER NO. VII
Time : 3 hours Total Marks : 100.
Q.1 : Objective Types Questions 20
A) Answer in one word/phrase/sentence/each (Ten Items)
B) Multiple choice with four alternatives (Ten Items)
[Q.1 A and B – At least six items to be set from each novel prescribed]
Q.2 : Write Short Notes (2 out of 3) (On General Topics) 20
Q.3 : Essay-type Question with an internal option A or B (On Heart of Drakness) 15
Q.4 : Essay-type Question with an internal option A or B 15
(on Cry, The Beloved Country)
Q.5 : Essay-type Question with an internal option A or B (On Ice-Candy-Man) 15
Q.6 : Short Notes (3 out of 6) (covering aspects not covered under 15 questions
Nos. 3 to 5)
 7
(Two short notes from each novel prescribed be set)

B.A. III English (Special) Paper No. VIII

The Structure and Function Of Modern English
Revised Syllabus
Teaching Years – 2009-10, 2010-11, 2011-12
A) OBJECTIVES :
To acquaint the students with :

The nature and characteristics of language

The basic sounds of English language.

The word – formation processes, phrases and clauses

The structure of compound and complex sentences in English

The nature of semantics
B) TOPICS PRESCRIBED :
1) Language
i) Definitions
ii) Characteristics
iii) Human and Animal Communication
2) Phonology
i) Speech Mechanism
ii) Description of sounds with three-term labels
iii) Word transcription with primary stress
3) Morphology
i) Morpheme
ii) Classification of morphemes
iii) Word formation processes
4) Words
i) Word Classes : Open and Closed
ii) Form and function
5) Phrases
i) Classes of phrase
ii) Main and subordinate phrase
iii) Form and function lables
6) Clauses
i) Elements of the clause
ii) Classes of clauses
iii) Form and function lables
7) Sub-ordination and Co-ordination
i) Finite sub-ordinate clauses
ii) Non-finite sub-ordinate clauses
iii) Direct and Indirect – subordination

8) Semantics
i) Definition
ii) Synonymy
iii) Antonymy
iv) Polysemy
v) Homonymy
 8
vi) Hyponymy

C) DIVISION OF TEACHING HOURS Note : Total teaching hours : 120

15 hours per unit = 15 x 8 = 120

D) REFERENCE BOOKS :
1) Balsubramanian : A Textbook of English Phonetics for Indian
Students, Macmillan, 1981.
2) Bansal R. K., Harrison J. B.: Spoken English for India, 1976.
Orient Longman Reprint 2006.
3) Hockett C. F. : A Course in Modern Linguistics, Macmillan 1963
4) Hornby A. S. : Oxford Advanced Learner's Dictionary of
Current English.
5) Jones Daniel, : English Pronouncing Dictionary, ELBS Edition.
6) Leech et. al : English Grammar for Today : A New
Introduction, Macmillan 1982.
7) Lyons John, : Language and Linguistic : An Introduction,
Cambridge University Press 1981.
8) Palmar F. R. : Semantics
9) Velayudhan S. & : An Introduction to the Phonetics and Structure
Mohanan K. P. of English, Somaiya Pub. Pvt. Ltd., New Delhi,
1977.
10) Verma S.K. and : Modern Linguistics, Oxford University Press 1989
Krishnaswamy N.

E) THE PATTERN OF QUESTION PAPER FOR PAPER NO. VIII

Time : 3 hours Total Marks : 100
Q.1 : Objective Type
A) Three Terms Lables (Five out of Seven) 05
B) Transcription of words with primary stress (Five out of Seven) 05
C) Identification of word formation process (Five out of Seven) 05
D) Identification of word classes (Five out of Seven) 05
Q.2 : A) Write Short Notes (Two out of Three) On Unit No. 1 10
B) Morphological Analysis (Two out of Five) 05
Q.3 : A) Write Short Notes (Two out of Three) On Unit No. 5 10
B) identification of phrases with form and function labels (5 out of 7) 10
Q.4 : A) Write Short Notes (Two out of Three) On unit no. 6 10
B) Identification of elements of clauses (Five out of Seven) 05
Q.5 : A) Write Short Notes (Two out of three) On Unit No. 7 10
B) Identification of subordinate clauses with form and function lables
(Five out of Seven) 10
Q.6 : A) Write Short Notes (Two out of Three) On Unit No. 8 10
 9

B.A.III English Compulsory Equivalences of the revised

syllabus introduced from June 2009 onwards
Sr No Old Syllabus Sr No New Syllabus
1 B.A.III English 1 B.A.III English
Compulsory Compulsory

B.Sc.III English Compulsory Equivalences of the revised

syllabus introduced from June 2009 onwards
Sr No Old Syllabus Sr No New Syllabus
1 B.Sc. III English 1 B.Sc. III English
Compulsory Compulsory

B.A.III English Special Equivalences of the revised syllabus

introduced from June 2009 onwards
Sr No Old Syllabus Sr No New Syllabus
1 Paper No. IV 1 Paper No. IV
Literary Criticism Literary Criticism and
Appreciation
2 Paper No. V 2 Paper No. V
English Literature – Understanding Poetry
1550 - 1750
3 Paper No. VI 3 Paper No. VI
English Literature Understanding Drama
1750- 1900
4 Paper VII 4 Paper No. VII
20th Century English Understanding Novel
Literature
5 Paper VIII 5 Paper No. VIII
Structure and Function of The Structure and
Modern English Function of Modern
English
 Papers offered for BA (Special English) course in other universities in
Maharashtra, states neighbouring Maharashtra and in other Indian states

Table 4.4 B.A. (English) course in other Universities in Maharashtra

University FYBA SYBA TYBA
North G-I - G II - Introduction to G-III - The Study of
Maharashtra Optional English the Study of English English Language
University, Literature and
Jalgaon (NMU) Language
(w.e.f. 2009)
S-I -16th and 17th S-III - 20th Century
Century English English Literature
(07 Papers) Literature
S-II -18th and 19th S-IV - Indian Writing
Century English in English & American
Literature Literature
Yashwantrao --- ENG 214 - How to ENG 255 - Indian
Chavan Read a Short Story Writing in English
Maharashtra ENG 215 - How to ENG 256 -
Open
Read a Novel Understanding Drama
University,
Nashik ENG 257 -
Understanding Prose
(YCMOU) ENG 258 -
Understanding Poetry
(w.e.f. 2002) ENG 259 -
Communication Skills
(08 Papers) in English
ENG 306 - Structure of
Modern English
Literature of the Drama-Texts, Literature from 1560
Shreemati 19th Century History, Critical To 1660
Nathibai Perspectives
Phonetics Grammar Fiction and Literature from 1660
Damodar and Communication Approaches to To 1798
Thackersey Critical Analysis
Women's of Fiction
Literature from 1901 Theory of Literary
University To 1970 Criticism
(SNDTWU) Poetry, Approaches to
(during Critical Analysis of
2010-11) Poetry including
Prosody
(10Papers) Indian Writing in
English and in English
Translations
Swami P-I Modern English P-III Reading Drama P-V Reading Poetry
Ramanand Structure
Teerth P –II Reading P-IV Reading Prose P-VI Literary Criticism
Marathwada
Fiction and Theory
University,
Nanded P-VII Translation:
(SRTMU)
Theory and Practice
(w.e.f. 2009)
(07 papers)

365
Table 4.5 B.A. (English) course in Universities from the states neighbouring
Maharashtra

University FYBA SYBA TYBA

Universities Sem I- Sem I- Sem I- P-I - Indian Writing in English
in M. P. P-I - Poetry P-I - Drama
(MPUs) Sem II – Sem II – Sem II –
(w.e.f. P-II – Prose P-II – Fiction P-II – English for Specific Purposes
2008-09)
(06 Papers)
Gujarat P-I - Foundation P-III - History of P-VI - History of English Literature
University, Studies in English English Literature (1901 to Recent times)
Ahmedabad (1798-1900)
(GjU) P-II - Literature P-IV - Forms of P-VII - Indian Literature in English
in English Literature –
Language Comedy and Essay
P-V - Literary P-VIII – Forms of Literature –
(w.e.f. Criticism Autobiography and One Act Play
2005-06) P-IX - Literary Criticism
P-X-(Any one paper is to be selected)
(11 Papers) (A) Spoken English and ELT
[for regular students only]
(B) Shakespeare’s Tragedies
P-XI - (Any one paper is to be
selected)
(A) American Literature
(B) Comparative Literature
(C) Women’s Writing from 1780 to
present day
(D) World Classics in Translation
Goa Sem – I - Sem –III - Sem – V
University Introduction to Nineteenth Century P 1 – Autobiographical Writings
(GoU) Poetry and English Literature P 2 – Shakespeare
Drama P 3 – New Literatures in English
(16 Papers) P 4 – Indian Literature in English
P 5 – Indian Drama in Translation
P 6 – Literary Criticism from
(during Aristotle to Leavis
2009-10) Sem – II - Sem – IV - Sem – VI
Introduction to Twentieth Century P 1 – Modern American Literature
Fiction English Literature P 2 – Indian Fiction in Translation
P 3 – Contemporary Indian Women
Novelists
P 4 – Goan Writing
P 5 – Modern Literary Theory
P 6 – Indian Diaspora Writing

366
University FYBA SYBA TYBA
(w.e.f. 2011-12) (2008-09 to 2011-12) (2010-11 to 2012-13)
Karnatak Sem I – Sem –III – Sem –V–
Universiy, Introduction to History of English Paper I - Literary Criticism
Dharwad Literature, Literature (Romantic
(KUD) Literary Forms, and Victorian period)
History of English Poetry and
(Optional Literature Introduction to Sem –V–
English) (Elizabethan and Modern Grammar and Paper II- Indian English Literature,
Puritan Age) and Usage a novel and poetry
(08 papers) English Phonetics
Sem II – Sem IV– Sem –VI–
Literary Forms, History of English Paper I – History of English
History of English Literature (Modern Language and Media Studies
Literature Period upto 1960), Sem –VI–
(Restoration and English Language Paper II – World Classics: a novel
Augustan Age) Teaching and a drama
and English
Phonetics

Table 4.6 (A) B.A. (English) courses in some Indian universities

University FYBA SYBA TYBA

Jamia Millia P-I -Background to P-III -Poetry I P-V -Fiction II
Islamia (JMI) English Literature
(w. e. f. 2003-04) P-II -Fiction I P-IV -Drama I P-VI - Poetry II
(08 Papers) P-VII- Drama II
P-VIII- Criticism
Amity University History of English 20th Century Indian Modern English Literature
(AU) Language & Literature
Literature
English Poetry English Novel Contemporary Literature
(09 Papers) Drama Literary Criticism Select any one:
a) Popular Fiction
b) American Literature
c) Modern European Drama
University of Poetry Drama Modern British Literature
Lucknow (UoL) Fiction Prose American Literature
Greek Mythology, History of English Literary Criticism
(during 2010-11) Biblical Language & Indian Writing in English
References, Literature Communication for Business
Literary Terms & and Media
(12 papers) Movements Contemporary Indian
Literature in English
Translation

367
Table 4 (A) The frequency of imperative words used in the objectives of papers
offered in the universities selected

Imperative words UoM UoP SUK Frequency Rank

To acquaint 01 06 05 12 I
To create awareness -- 01 -- 01
To develop -- 01 02 03 V
To enable 01 -- -- 01
To encourage -- 04 02 06 III
To enhance -- 04 -- 03 V
To familiarize 02 01 01 04 IV
To help 03 -- -- 03 V
To impart -- 01 -- 01
To impress -- 01 -- 01
To initiate -- 01 -- 01
To introduce 03 02 02 07 II
To make 03 03 -- 06 III
To provide -- -- 01 01
To sensitize -- 01 -- 01
To study -- -- 03 03 V
To train 02 01 -- 03 V
Total 15 27 16 58

368
Table 4 (B) Question paper pattern of papers IV, VII and VIII offered in
TYBA in the UoM

Literature papers
P. 1999-2000 2003-04 2008-09
No.
IV Shakespeare and Shakespeare and British Literature 1550-
English Literature from English Literature from 1750
1579-1660 1579-1660 5 questions of 20 marks
5 questions of 20 marks 5 questions of 20 marks each
each each With internal options
With internal options With internal options 1- long answer questions
1- long answer 1- long answer background topics (1/3)
questions questions background 2-5 - long answer
background topics topics (1/3) questions and short notes
(1/3) 2-5 -long answer (2/3) - - (1/3)
2-5 -long answer questions on texts (1/2) Questions On poetry (1/3)
questions on texts (1/2)
VII Milton and English Milton and English Literature in English
Literature from 1660 – Literature from 1660 - 1750-1900
1798 1798 5 questions of 20 marks
5 questions of 20 marks 5 questions of 20 marks each
each each With internal options
With internal options With internal options Two long answer
One long answer 2 long answer questions and short notes
questions background questions and short (2/3) - - (1/3)
topics (1/3) notes (2/3) - -
2-5 long answer (1/3)
questions on texts (1/2)
VIII Modern English 20th Century Literature 20th Century Literature in
Literature (1900-1990) in English English
Question Paper Pattern 5 questions of 20 marks 5 questions of 20 marks
– not mentioned each each
With internal options With internal options
One long answer Two long answer
questions background questions and short notes
topics (1/3) (2/3) - - (1/3)
2-5 long answer
questions on texts (1/2)

369
Table – 4 (C) (i) Question pattern of papers G-II, S-I and S-II offered in SYBA
( UoP)

1999-2000 Annual examination

G-II and S-I S-II
Fiction and Drama Poetry
100 marks 100 marks
1- Questions on the relevance of the 1- Application-oriented questions with
given extract in the prescribed internal options
texts– any 2- [20] RC [10] & diction [10]
Qs -2, 3 and 4 essay-type questions 2- Application-oriented questions on use of
[12] and short answer questions [8] poetic devices with internal options
on the prescribed texts with internal 3- essay-type questions or short answer
options questions [20]
5- essay-type questions on the 4- Application-oriented questions on use of
prescribed texts (1/2) [20] sound devices with internal options [8]
And short answer questions -3 lines [12]
There are no questions on 5- comparative essay type questions on
background topics background topics / form / theme [20]

Table 4 (C) (ii) Question pattern of papers G-II, S-I and S-II offered in SYBA
( UoP)

2004-05 2009-10 – Annual examination

G-II, S-I and S-II G-II and S-I S-II
Fiction, Drama and Poetry Fiction and Drama Poetry
80 marks 80 marks 80 marks
1- 4 questions short 5 questions 16 marks each 5 questions 16 marks each
answer questions on (with internal options) (with internal options)
the form 40 words Qs- 1 long answer type Q-1 long answer type
[20] questions on the theory question on the theory
2- short answer questions (3/5) (3/5)
on texts 100 words Qs – 2, questions on the Q - 2, questions on the text
[10] text (3/5) (3/5)
3- long answer questions 3,4 questions on the texts 3,4 questions on the texts
texts– 200 words [20] (2/3) (2/3)
4- extracts/passages for Q-5 – practical questions Q-5 – Reference to context
RC [10] on the application of theory (4/6)
long answer question (4/6)
[20]

370
Table 4 (D) Question pattern of papers V, VI and VII offered in TYBA in the
SUK

Literature papers
1996-97 and 2002-03 2005-06 and 2009-10
5 questions of 20 marks 6 questions
each divided into two First question combination of objective type and short
sub-questions with answer type questions (on the prescribed texts ) for twenty
internal options in which marks,
first an essay-type second question - short notes (on background topics) for
question and the second twenty marks
short notes (3 out of 5) – 2005-06; (2 out of 3) - 2009-10 and
(2 out of 4) - 1996-97 third, fourth and fifth - essay type questions with internal
(2 out of 3) - 2002-03 options (on the prescribed texts) for fifteen marks each
The last (sixth) question - short notes (on the aspects not
covered in the questions III-V) for fifteen marks (3out of 5)

371
Table 4 (E) The questions words used in the ten question papers of Special
English (Refer Table 4.21 in Chapter IV)

Question words UoM UoP SUK Total Rank

Analyse 2 -- -- 2
Attempt 2 1 -- 3
Bring out -- 2 -- 2
Comment 4 2 1 7
Complete -- -- 3 3
Consider -- 1 -- 1
Critically examine 1 -- -- 1
Critically evaluate -- -- 2 2
Define -- 3 -- 3
Describe -- 3 2 5
Discuss 15 2 5 22 I
Draw the character -- -- 1 1
sketch
Does 1 -- -- 1
Elaborate 4 -- -- 4
Elucidate 1 1 -- 2
Evaluate 1 -- -- 1
Explain 3 6 2 11 IV
Explain critically -- -- 1 1
Examine 3 -- -- 3
Examine how 1 -- -- 1
Give an account of -- 1 -- 1
Give transcription -- -- 2 2
Identify -- 1 5 6
In what way -- -- 1 1
Justify 1 -- -- 1
outline 1 -- -- 1
Point out -- 1 -- 1
Read and write -- 1 -- 1
Refer -- 1 -- 1
Rewrite 2 -- -- 2
Show how 2 -- -- 2
Sketch the character -- 1 2 3
Wh- What 3 8 2 13 III
questions Which -- 2 -- 2
How 3 5 1 9 V
Write a note 11 6 1 18 II
Write critical -- -- 2 2
appreciation
Total 61 48 33 142

372
Table 4 (F) –The question words used in the question papers of Special English

P-I (UoP) April 2010 P-I (SUK) April 2010

Attempt -1 Explain - 2 Sketch-1 Bring out-1 Comment – 2 Sketch -
Papers 1
on Bring out -1 How-2 What -4 Complete -1 Write critical How -3
Minor Comment -2 Identify-1 Which-1 appreciation -1
forms
Define-2 Refer -1 Write-5
Discuss- 1
G-II
(UoP) April 2010 P-VII (SUK) April 2010
Bring out -1 Explain - 4 Read & Comment - 1 Describe- 1 Discuss -
Genre-wise write -1 2
papers – Consider -1 Elucidate -1 What -4 Write - 2
(Fiction) Define-1 Give an Which-1
account of -1
Describe -3 How-3 Write-1
Discuss- 1 Point out -1
UoM – P-IX (ii) American Literature P-III – Indian English Literature (SUK)
Papers on Mar 2009 April 2010
non-British Comment -3 Elaborate -1 Explain -1 Complete -1 Discuss-2 Explain-1
Literatures Critically Examine - 1 Show how - How does- 1 In what What -1
examine - 1 1 way -1
Discuss- 3 Examine Write-3 Write critical Sketch - 1
how - 1 appreciation-1

UoM – P-V (April 2009) SUK – P-VIII (Apr 2010)

Linguistics Attempt-1 Discuss-2 Explain- 1 Describe-1 Give-2 Identify-5
papers How - 1 Rewrite-2 What – 1
Write -1

373
 Questionnaire for Students
Note: i) Read carefully and completely the questions before you respond.
ii) Students can fill up this questionnaire with the help of the researcher.
iii) Please tick () only one option wherever necessary.
Name (Optional): ____________________________________________________
College: ____________________________________________________________
Gender: Male  Female Age:

1. What is your parents’ education? Father: ________ Mother: ________

2. What is your parents’ occupation? Father: ________ Mother: ________
3. Languages you know: (Please tick () in the columns applicable to you.)
Languages known Speak Read Write Understand
Mother tongue:
Hindi
English

4. What was your medium of education at school?

Marathi English  Hindi  Any other (please specify): ______

5. Your performance in English at the H.S.C. examination (marks obtained):

35- 49 %  50-59 %  60-69%  Above 70% 
6. a) You have taken admission to B.A. (Special English) for academic reasons:
(You may () more than 1 option.)
i) You want to develop proficiency in the English language
ii) You want to develop your communication skills in English
iii) You are interested in the study of literatures in English
iv) You want to join courses like LLB, BJC, MBA after your graduation,
where the medium of instruction is English
v) You want to appear for exams like a) MPSC, UPSC, etc.
 b) GRE, TOFEL, IELTS, etc.
vi) It will help you to become a creative writer
vii) Any other academic reason (please specify) _________________________

b) You have taken admission to B.A. (Special English) for non-academic reasons:
(You may () more than 1 option.)
i) There is a great demand for English in the job market
ii) You have followed the advice of your parents / teachers / friends / seniors
iii) It is easier than other courses
iv) The fees for this course are lesser than other courses like
BBA, BCA, B.Sc. (Computer Sci.)
v) There was no better option available to you
vi) Any other non-academic reason (please specify)____________________

374
7. Among the papers you have studied for B.A. (Special English) course, which is the
Special English paper you like or dislike most? Please tick () your choices. Give
appropriate reasons for your choices.
Special English papers at your Tick only Reasons Tick only one Reasons
university one paper for your paper that you for your
that you response dislike most response
Class Title and Paper No. like most
FYBA i) i)
SYBA

TYBA ii) ii)

8. Is the syllabus of any of these Special English papers too vast? Yes No
If yes, please specify the Paper No.: ___________________________________

9. Among the textbooks / units you have studied for B.A. (Special English) course,
which book or unit you like or dislike most? Please give appropriate reasons for
your choices.
Class Title of the Title of the
FY/SY/ Textbook / unit Reasons Textbook / unit you Reasons
TYBA you like most dislike most
i) i)
ii) ii)

10. Do your teachers ask you to study some units / sections of the syllabus on your
own? Yes
11. Are the prescribed textbooks and reference books mentioned in the syllabus easily
available
a) in the college library? Yes
b) in the market? Yes

12. Should a list of websites be included in the reading list in the syllabus?
Yes

13. If they are prescribed along with the printed ones, would you like to study literary
works/ language units with the help of DVDs / VCDs? Yes No

14. How useful are the notes dictated / circulated by your teachers?
Most useful Useful to some extent
375
15. Would you like to refer to the study materials prepared on the lines of Open
Universities like YCMOU / IGNOU? Yes

16. Which teaching methods does your teacher use to teach the prescribed texts / units
of the Special English Papers? (You may tick () more than one option.)
Lecture Discussion Debate
Panel discussion Pair work
Using the recorded reading of poems Dramatisation of plays Study Tour
Role play / Simulation
Language laboratory work ease specify): _____________

17. From the above methods choose the three methods which your teachers prefer
most to teach the prescribed texts / units of the Special English papers.
(Please write in the order of preference.)
i) ___________________ ii)___________________ iii) ________________

18. How often do your teachers use any method other than the lecture method (e.g.
seminars, debate, etc.)?
Always

19. How often do your teachers use audio visual aids like OHP and LCD?
Always Most of the times

20. What percentage of language other than English (Marathi/Hindi) do your teachers
use while teaching Special English papers?
00% 100%
21. If allowed, would you like to use an English – English dictionary in the
examination hall? Yes

22. Which of the following tests would you like to have for B.A. (Special English)
Course? (You may tick () more than one option.)
Theory exam/written test
Oral Examination Project work Online test
Language lab practical Any other (please specify) ___________________

23. Which of the following courses are you going to join immediately after your
graduation? (Write any 2 in the order of your preference based on (but not
restricted to) the given options.)
i) _____________________ ii) _____________________
M.A. (English) B. Ed. LL. B.  M. B. A. M. S.W. M. C. M. 
M.C.A. B. Lib. B. Journalism Mass CommunicationTravel & Tourism 

376
24. What type of career would you like to prefer after completion of your education?
(Please write any two in the order of your preference)
You would i) __________________ ii) _____________________
(Your responses may be based on (but not restricted to) the following options.)
become a school teacher of English become a college lecturer in English
give tuitions start your own spoken English class
join any coaching class as a tutor become a private tutor
seek job as a spoken English trainer seek job in a shopping mall
seek job in a call centre become a journalist/media person
become a tourist guide become a creative writer
become a lawyer become a farmer
start / run your own business

25. Which of the following abilities the present syllabuses of the Special English
papers have developed in YOU? (You may tick () more than one option.)
proficiency in English language
vocabulary in English
interest in the study of literature
ability to think critically/analytically independently
ability to make notes and summary  presentation skills
Any other (please specify) ________

26. According to you, for which of the following purposes will the present syllabuses of
the Special English papers be useful? (You may tick () more than one option.)
study courses in English after graduation read reference books in English
fetch good jobs (employment) give tuitions (self-employment)
appear for entrance and competitive exams become a creative writer
fill-in various forms (admission, exam, etc) start/run a business
cope with the tensions in life  develop your personality
acquire moral values Any other (please specify): ______

27. Which of the following add-on course(s) have you joined on your college campus
or outside it?
Communication Skills in English ken English
Career Oriented Course in English Soft Skills
Any other course (please specify): ______

377
 28. Which components do you think should be included in B.A (Special English)
course? (You may tick () more than one option.)
Communication skills in English
English Lang. & Literature Teaching . & Literature
English for Academic Purposes Gender Studies
Comparative Literary Studies Pragmatics
History of English Language Stylistics  History of English Literature
History of Indian Literature Creative Writing Indian Linguistics
Indian Literary Criticism Dalit Studies Folk Literature
Interdisciplinary Studies Soft skills
Any other component (please specify): ____________________________

29. Would you advise your brother/sister/relative/friend/junior student to join the B.A.
(Special English) course? Yes

30. The suggestions you have for the improvement of the syllabi of Special English
papers:
_____________________________________________________________________
_____________________________________________________________________

Date:
Place: Signature of the student

Thank You Very Much!

378
 Questionnaire for Teachers of Special English
Note: i) This questionnaire has been designed to evaluate the syllabi of
B.A. (Special English) course vis-à-vis needs of the students.
ii) The information would be strictly used for research purpose only.
iii) Please tick () only one option wherever necessary.
Name (Optional): _____________________________________________
College: ____________________________________________________
Location of the College: City
University: University of Mumbai
Gender: Male Age:
Qualifications: H.S.C. - Arts
UG- B.A.
M.A.
NET
Teaching Experience: 15 or more years years 05 years
less than 05 years

1. Did you have the paper entitled English Language (and Literature) Teaching at
your M.A.? Yes

2. Have you completed any course after your M.A.?

PGCTE

3. Which Special English papers do you teach? (Please tick () in the column
applicable to you.)
University of Mumbai Shivaji University, Kolhapur University of Pune
(w.e.f. 2007-08) (w.e.f. 2007-08) (w.e.f. 2008-09)
Class Paper No. Paper No. Paper No.
FYBA English Ancillary I English (Optional) I GI
SYBA English (Opt) II Optional English II G II
English (Opt) III Optional English III SI
S II
TYBA English Major IV English(Special) IV G III
English Major V English(Special) V S III
English Major (i) English(Special) VI S IV
VI (ii)
(iii)
English Major VII English (Special) VII
English Major VIII English(Special) VIII
English Major (i)
IX (ii)
(iii)
(iv)

379
4. Is the syllabus of any of these Special English papers too vast? Yes
If yes, please specify the Paper No. & its title: __________________________

5. Among the papers you teach, which Special English paper you like or dislike most?
Please give appropriate reasons for your choices.
Class Paper you Paper you
FY/SY/ like most Reasons dislike most Reasons
TYBA
Paper No. i) Paper No. i)
ii) ii)

6. Which textbooks or units, according to you, should be excluded from / included in the
Special English Papers you teach? Please give appropriate reasons for your choices.
Class Books/Units Books/Units
FY/SY/ to be Reasons for exclusion to be Reasons for inclusion
TYBA excluded included
i) i)
ii) ii)

7. Are the objectives (if specified) of the Special English papers compatible with the
prescribed texts or units in the syllabus? Yes

8. Are the prescribed texts annotated and properly glossed? Yes

9. Do you encourage your students to study some units / sections of the syllabus
themselves? Yes

10. Are the prescribed textbooks and reference books easily available
a) in the college library ? Yes
 b) in the market? Yes

11. Should a list of websites be included in the recommended reading?

Yes

12. Would you like to teach literary works / language units, with the help of DVDs /
VCDs, if these are prescribed along with the printed ones? Yes No

13. Which teaching methods do you use to deal with the texts / units of the Special
English papers?
Lecture
Panel discussion
Using the recorded reading of poems
Role play / Simulation med versions of novels / plays
Language laboratory work _______

380
14. From the above methods choose the three methods which you prefer most to teach
the prescribed texts / units of the Special English papers. (Please write in the order
of your preference.)
i) ________________ ii) ________________ iii)_______________

15. How often do you use any method other than the lecture method (e.g., seminars,
debates, etc.)?
Always Rarely

16. How often do you use audio visual aids like the OHP and LCD?
Always

17. What percentage of language other than English (Marathi/Hindi) do you use while
teaching the Special English papers?
00%

18. Are you compelled to dictate or circulate notes to your students? Yes No

19. Should the study materials be made available to the students as in the case of
Open Universities? Yes

20. Which of the following tests would you like to have for B.A. (Special English)
course?
 Theory exam/written test Tutorials
Oral Examination Term paper
Language lab practical Online test
Any other (please specify): ____________________________________

21. Are you happy with the question patterns of the paper(s) you teach?
Yes
Give reasons for your response.
i) ___________________________________________________________
ii)_____________________________________________________________
22. Do the methods used to evaluate the Special English papers measure the following
competencies of the students?
Competencies Yes No Uncertain
Linguistic competence
Literary competence
Communicative competence
Pragmatic competence
Presentation skills
Translation skills
Study Skills and Reference Skills
Any other (please specify):

381
 23. Which of the following courses do most of your students join immediately after
their graduation? (Please write any two in the order of their preference.)
i) ___________________________ ii) __________________________
(Your responses may be based on (but not restricted to) the following options.)
M.A. (English) B. Ed. LL. B. M. C. M. 
B. Journalism  M. B. A.  M.C.A.  M. S.W. 
B.Lib. & Inf. Sci. Mass Communication Travel & Tourism 

24. What type of career do your students generally prefer after completion of their
education? (Please write any two in the order of their preference.)
i) ___________________________ ii) __________________________
(Your responses may be based on (but not restricted to) the following options.)
They
become a school teachers of English become a college lecturers in English
become a private tutors  give tuitions
seek job as a spoken English trainer  join any coaching class as a tutor
seek job in a call centre seek job in a shopping mall 
become journalists/media persons  become tourist guides 
become farmers  become creative writers
start their own spoken English class  start / run their own business

25. Which of the following abilities the present syllabi of the Special English papers
have developed in your students? (You may tick () more than one option.)
Proficiency in the English language
Vocabulary in English
Interest in the study of literature
Ability to think critically/analytically to interpret literary works independently
Ability to make notes and summary
Any other (please specify): ___________________________

26. For which of the following purposes will the present syllabi of the Special English
papers be useful to your students? (You may tick () more than one option.)
To study courses in English after graduation ead reference books in English
To fetch good jobs (employment) -employment)
To appear for entrance and competitive exams
To fill-in various forms (admission, exam, etc) To start/run a business
To cope with the tensions in life To develop their personality
To acquire moral values Any other (please specify): __________

27. Mention the add-on course that is liked most by the students of B.A. (Special
English) of your college.
Communication Skills in English
Career Oriented Course in English Spoken English
Any other course (please specify): _________________
382
28. What components would you like to have in the syllabi of B.A. Special English
papers? * Please refer rearside of the covering letter.
Communication skills in English
English Language & Literature Teaching
English for Academic Purposes Gender Studies Media and Film Studies
Comparative Literary Studies Pragmatics Literature of the Diaspora
History of English Language History of English Literature
History of Indian Literature Indian Linguistics
Indian Literary Criticism Dalit Studies Folk Literature
Interdisciplinary Studies Soft skills Any other component (please specify):

29. Have you read the reports of UGC’s Curriculum Development Centre (1989 & 2001)?
Yes
30. In what way have you contributed to the syllabus designing of B.A. (Special English)?
Member, Board of Studies in English
Member, sub-committee to draft the revised syllabus of Special English papers
Produced course materials (e.g. anthology of poetry)
Sent written suggestions to the BoS in English of your University
Participated in a seminar / workshop on syllabus framing
Any other way (please specify): _____________________________________

31. What should be the objectives of B.A. (Special English) course in the 21 st century?
To develop the students’
proficiency in the English Language
oral and written presentation skills
knowledge of literatures in English dently
ability to think critically/analytically pragmatic competence
potential for doing various jobs where English is required
ability to teach English language, literature and communication skills
Any other (please specify): ________________________

32. Do you think that the students with B.A. (Special English) have an edge over the
students with other specializations in the Arts Faculty? Yes

33. What would be your reaction if your ward seeks admission to B.A. (Special
English) course? Encourage

34. The suggestions you have for the improvement of the Special English papers you
teach: ___________________________________________________
Date:
Place: Signature of the Teacher

Thank You Very Much!

383
 Questionnaire for Subject Experts
Note: i) This questionnaire has been designed to evaluate syllabi of
B.A. (Special English) course vis-à-vis needs of the students.
ii) The information would be strictly used for research purpose only.
iii) Please tick () only one option wherever  necessary.
Name (optional): _________________________________________
Designation & Institute ___________________________________________
Educational Qualifications: _____________ Area of Specialization: ___________
Teaching experience at UG level: 20 or more yrs 15 yrs yrs
1. Which factors should be considered important in designing the syllabi of B.A.
(Special English) course?
Sr. Factors Very Important Not
No. Important Important
i. the recommendations of
commissions and committees
ii. the requirements of the nation
iii. the needs of the society
iv. job market demands
v. the needs and competence of the students
vi. the competence of the teachers
vii. availability of teaching materials
viii. teaching methods required
ix. infrastructure facilities in the colleges
(e.g. classroom, library, language lab)
x. the evaluation methods
Any other (please specify)
i. 1
ii. 2

2. Do you think it necessary to specify the objectives of the Special English papers in
the syllabus document of B.A. (Special English)? Yes

3. In what way should the papers in literary studies at B.A. (Special English) be
arranged?
Genrewise

4. How many novels should a student of B.A. (Special English) should study within
a year in the special paper on fiction? ______ (write only number)
5. Do you think it necessary to prescribe DVDs or CDs of literary works / language
units along with the printed ones? Yes

6. Should the teachers encourage students to study some units / sections of the
syllabus themselves? Yes

384
7. Should study materials be prepared (on the lines of Open Universities) to prevent
the students’ use of substandard reference materials? Yes

8. Is it necessary to add a list of websites in the recommended reading?

Yes No

9. Which methods should the teachers employ in teaching the prescribed texts / units
for the Special English papers?
Lecture Discussion Seminar
Panel discussion Group Discussion Pair work
Using the recorded reading of poems Dramatisation of plays
Role play / Simulation reening filmed versions of novels / plays
Language laboratory work

10. Which of the following tests should be used to evaluate the performance of
students of B.A. (Special English)?
Theory exam/written test Tutorials
Oral Examination Term paper
Language lab practical Online test t
Any other (please specify): ____________________________________

11. Should the evaluation methods used for the Special English papers measure the
following competencies of the students?
Competencies Yes No Uncertain
Linguistic competence
Literary competence
Communicative competence
Pragmatic competence
Presentation skills
Translation skills
Study Skills and Reference Skills
Any other (please specify):

12. Should the students specializing in English be allowed to use a monolingual

dictionary in the examination hall? Yes

13. Is the time ripe to introduce the cafeteria system at the UG level in India?
Yes

385
14. What components would you like to introduce in the syllabi of B.A. Special
English papers? * Please refer rearside of the covering letter.
Communication skills in English
English Language & Literature Teaching
English for Academic Purposes Gender Studies Media and Film Studies
Comparative Literary Studies Pragmatics Literature of the Diaspora
History of English Language History of English Literature
History of Indian Literature Indian Linguistics
Indian Literary Criticism Dalit Studies Folk Literature
Interdisciplinary Studies Soft skills
Any other component (please specify): ____________________________

15. Which of the following courses pose a threat to the B.A. (Special English) course?
Spoken English ls
Global Talent Track
B.Sc. (Computer Sci.)

16. Do you think it necessary to specify the syllabus document the job opportunities
that the B.A. (Special English) course offers? Yes

17. What should be the objectives of B.A. (Special English) course in the 21 st century?
To develop the students’ 
proficiency in the English Language ability to communicate effectively
oral and written presentation skills study skills and reference skills
knowledge of literatures in English ility to interpret literary works independently
ability to think critically/analytically pragmatic competence
potential for doing various jobs where English is required
ability to teach English language, literature and communication skills
Any other (please specify): ________________________

18. The suggestions you have for the improvement of the syllabi of Special English
papers:
_____________________________________________________________________
_____________________________________________________________________

Date:
Place: Signature

Thank You Very Much!

386
 Questionnaire for Employers
Note: i) This questionnaire has been designed to find out the English language
skills required by the employers from the prospective employees.
ii) The information would be strictly used for research purpose only.
iii) Please use tick mark () for your response.
Name (Optional): _____________________________________________
Designation: ____________________________________________________
Company/Firm/Organization/Institute: ______________________________
Organization Type: MNC Pub Ltd Pvt. Ltd Trust
Partner/Proprietor
 Section A: Writing Skills and Presentation Skills
Sr. No. A candidate should be able to Very Important Not
Important Important
1 use appropriate words and phrases
2 use (mobile) dictionary / web dictionary
3 fill-in various forms
4 write captions, subtitles and short notices
5 prepare slogans, advertisements, etc.
6 prepare user manuals, brochures, etc.
7 compose business letters concisely
8 make an abstract / a summary
9 draft notices, agendas and write minutes
10 prepare news items, news bulletins
11 draft proposals accurately
12 prepare questionnaires for market
surveys
13 write research reports / papers
14 edit and carry out proof reading
15 translate the matter
16 develop content for the programme /
web pages (technical writing)
17 review books, films, plays, concerts
18 make a power point presentation in a
meeting/seminar/conference/workshop

387
  Section B: Listening, Speaking and Reading Skills

Sr. A candidate should be able to Very Important Not

No. Important Important
1 follow oral instructions
2 receive and make telephonic calls
3 take down notes/imp points at
discussions, meetings, etc.
4 communicate effectively with
colleagues and guests
5 speak fluently in discussions and
meetings
6 compere during formal gatherings
7 use British as well as American English
8 read aloud effectively a prepared speech
( e.g. a vote of thanks)
9 read and understand information from
graphs, maps, diagrams, charts, etc.
10 understand information from web sites
and handle e-mails
11 teach effectively

 Any other (please specify)

Sr. A candidate should be able to Very Important Not
No. Important Important
1
2
3

 The suggestions you would like to make in relation to the English language skills
expected from the prospective employees.
__________________________________________________________________
__________________________________________________________________

Date:
Place: Signature of the authority

Thank You Very Much!

388
 Table 5 (A) Languages known by students

Q. No. 3 Languages known by students

Mother Speak Read Write Understand Total
Tongue UoM UoP SUK UoM UoP SUK UoM UoP SUK UoM UoP SUK
Marathi 91 81 120 91 81 120 91 81 120 91 81 120 292
Hindi 03 10 00 03 10 00 03 10 00 03 10 00 13
Urdu 04 02 00 04 02 00 04 02 00 04 02 00 06
Sanskrit 00 01 00 00 01 00 00 01 00 00 01 00 01
Bengali 00 02 00 00 02 00 00 02 00 00 02 00 02
Gujarati 00 01 00 00 01 00 00 01 00 00 01 00 01
Kannada 01 00 00 01 00 00 00 00 00 01 00 00 01
Konkani 00 01 00 00 01 00 00 01 00 00 01 00 01
Telgu 01 01 00 01 01 00 01 01 00 01 01 00 02
Punjabi 00 00 00 00 00 00 00 00 00 00 01 00 01
Other languages
Hindi 100 100 120 100 100 120 100 100 120 100 100 120 320
English 62 90 86 100 100 120 100 100 120 100 100 117 320
Gujarati 02 03 00 01 02 00 00 02 00 02 03 00 05
Kannada 00 00 06 00 00 00 00 00 00 00 00 08 08
Konkani 00 01 00 00 01 00 00 01 00 00 01 00 01
Malwani 08 00 00 08 00 00 08 00 00 08 00 00 08
Marathi 00 06 00 00 06 00 00 06 00 00 06 00 06
Punjabi 00 01 00 00 01 00 00 01 00 00 01 00 01
Rajastani 00 01 00 00 00 00 00 00 00 00 01 00 01
Sanskrit 00 02 00 00 04 00 00 00 00 00 04 00 04
Sindhi 00 01 00 00 01 00 00 00 00 00 01 00 01
Urdu 00 03 00 00 01 00 00 01 00 00 03 00 03
Foreign Languages
Arabic 00 00 00 01 01 00 01 01 00 00 01 00 02
French 05 00 00 00 04 00 00 05 00 00 05 00 05
German 02 00 00 00 02 00 00 02 00 00 02 00 02
Spanish 01 00 00 00 01 00 00 01 00 00 01 00 01

389
Table 5 (B) Students’ observation on teaching methods

Q. Question
No.
17 From the above methods choose the three methods which your teachers prefer most to teach the prescribed texts
/ units of the Special English papers.
Name of Preference I Preference II Preference III
the UoM UoP SUK Total UoM UoP SUK Total UoM UoP SUK Total
Method
i) Lecture 88 90 116 294 04 01 -- 05 01 01 -- 02
ii) Discussion 07 06 02 15 71 61 62 194 10 03 06 19
iii) Debate -- 01 -- 01 04 02 01 07 07 06 04 17
iv) Seminar 04 -- -- 04 06 06 12 24 19 02 17 38
v) Panel -- -- -- -- -- -- -- -- 01 01 02
discussion
vi) Group -- 03 -- 03 05 17 15 37 14 35 24 73
Discussion
vii) Group -- -- -- -- 02 02 04 09 13 04 26
Activity
viii) Pair work -- -- -- -- -- 08 08 02 02 07 11
ix) Using the -- -- -- -- -- 01 01 -- -- -- --
recorded
reading of
poems
x) Dramatis- -- -- -- -- -- 03 03 01 03 03 07
-ation of
Plays
xi) Study Tour -- -- -- -- 01 -- 01 -- 06 03 09
xii) Role play/ 01 -- -- 01 -- -- -- 01 02 03 06
Simulation
xiii) Screening -- -- 02 02 04 -- 05 09 20 02 30 52
filmed
versions
of novels /
plays
xiv) Language -- -- -- -- -- -- -- -- 03 -- 03
laboratory
work
xv) Any other -- -- -- 02 -- 04 06 -- 02 -- 02
method
NR -- -- -- 04 10 07 21 16 19 18 53
Total 100 100 120 320 100 100 120 320 100 100 120 320

390
 Table 5 (C) Students’ preferences to career: responses to any other field

Q. What type of career would you like to prefer after completion of your education?
24
No. Any other field Preference I Preference II
of career UoM UoP SUK Total UoM UoP SUK Total
16 Private job 01 -- 02 03 01 -- 02 03
17 Hotel business 01 -- -- 01 01 -- -- 01
18 Politician -- -- -- -- 01 -- 01 02
19 Social work -- 01 02 03 01 01 01 03
20 Animation -- -- -- -- 01 -- -- 01
21 Police 02 01 01 04 -- 01 01 02
22 Sports person 01 -- -- 01 -- -- -- --
23 Artist/sculptor -- -- -- -- 01 -- -- 01
24 Administrative 01 08 03 12 02 06 07 15
25 IT/computer -- 01 02 03 02 01 01 04
26 Military /defence 01 01 -- 02 -- 03 -- 03
27 Govt. job -- 01 -- 01 01 -- -- 01
28 Job in MNC -- 03 -- 03 -- 01 03 04
29 Banking -- -- 01 01 -- -- -- --
30 Publishing -- 01 -- 01 -- -- -- --
31 Translator -- 01 -- 01 -- 02 -- 02
32 Travel writer -- -- -- -- -- 01 -- 01
33 Anchor -- -- -- -- -- 01 -- 01
34 Management -- 01 -- -- -- -- -- --
35 Researcher -- 01 -- 01 -- -- -- --
36 Principal -- -- -- -- -- -- 01 01
37 Plantation owner 01 -- -- 01 -- -- -- --
38 HR -- 01 -- 01 -- -- -- --
Total (any other) 08 21 11 39 11 17 17 45
No Response -- -- 04 -- 21 14 22 57

391
Table 5 (D) Classification of suggestions from the students

N= 198

Q. Question
No.
30 The suggestions you have for the improvement of the syllabi of Special English papers:

Area of Suggestions
suggestions
I inclusion of
course
components
a) literary Include different forms of literature of various writers from different
studies countries-01
Indian Literature in English and in translation -03,
Gender studies-2, Dalit Studies-01
Contemporary literature, issues – 03,
History of English literature -01,
Reviews of novels and plays -01,
3 or 4 poems of one poet-02,
Include only poems in P-VIII (UoM)
Literature and Criticism, Indian Literary criticism/critics – 1+2+1=4
Concepts of literary criticism should be introduced in first year – 01
(UoP)
b) language Communication skills – 09; Spoken English -18,
studies Soft skills-04, vocabulary-04, Presentation skills-04,
Grammar – 1, Indian grammar -01,
Introduction to linguistics in BA I – 02;
Research methods and mass communication
at UG level - 01; Improve G-III – 01 (UoP)
Paper on Writing skills-01,
Paper on Technical Writing-01,
Paper on grammar 01; Pragmatics-01,
II Exclusion of Background topics and history of literature -02,
course Novels with more number of chapters-01,
components Reduce the number of poems -01
Don’t want many poems from many poets- 01,
Replace poetry paper (P-V, SUK) by inclusion of plays
III Books Prescribed should be related to reality -02,
Should be useful to life -05,
Should be interesting to students as well as teachers-01,
Increase number of texts -01,
Increase reading list-01,
Textbooks not available in market-06,
Make prescribed books available in market early-18,
Reference books not available in market -01,
Reference books not available in library -01
IV Teaching Change current teaching methods-02,
methods Interactive teaching methods-– (04);
Practical / creative teaching needed (09),
Use of AV aids-01,
Conduct lectures regularly-01,
Medium of instruction -01,
Use simple language while teaching -03,
Use simple language while teaching criticism-03

392
V Evaluation Change current examination methods-02,
Oral tests-06, Assignments-01,seminars-01,project work-03,
QPP revision- objective questions-03, application-oriented questions-02
VI On syllabi
a) Positive Syllabus is very easy and interesting -01,
reactions Syllabus of Special papers very good -04,
Syllabus is similar to NET/SET -01,
Syllabus is helpful to us-02,
Improvement in English language – 02,
Syllabus is not vast -02, (appears vast because of annual pattern-01)
No need to improve the syllabi – 11,
b) Negative Syllabus should have options to choose from -02,
feedback Improvement in syllabus important for future life-01,
Job-oriented syllabus necessary-04,
Improvement in syllabus – practical approach necessary-03,
Syllabus should be related to society -01,
Syllabus should be more student friendly-01,
Syllabus should be in easier language -02,
Limit the syllabus -02,
Limit literature as career after graduation is of practical knowledge -01,
Syllabus should be structured according to the current needs -01,
Syllabus should be helpful to academic career and life -01,
Syllabus should depend on interest of students -01,
Syllabus is hard-01, Give simple syllabus-01,
Prescribe syllabus easy to understand-06,
Syllabus very vast – 19,
Papers on criticism –very hard – 05,
Paper on poetry hard-01,
Make syllabus of Paper on Criticism more interesting-01,
Papers on language study –not easy-01,
c) Both Special papers develop confidence, but we want many changes in them
(01),
Special papers easy, but language hard-01,
VII On English
language
a) Positive English language important for future business -01,
reactions I’ve interest in English language studies -01,
b) Negative English language is very hard to study -01,
reactions Sentence structure in English very difficult -01,
VIII Miscellaneous Include career options for study – 01,
English as a subject is very important for career development -01,
Prepare us for competitive exams-01,
Need for semester system -02;
Limit the number of novels/plays as per students wish-01,
I like Media and Film studies -01,
Include any other foreign language –e.g. Spanish- (01) Teachers- should
be NET/SET, Ph.D. (3)
Must be trained to teach-01,

393
Table 5 (E) Teachers preferences to teaching methods

Q. Question
No.
14 From the above methods choose the three methods which you prefer most to teach the prescribed texts / units of
the Special English papers. (Please write in the order of your preference.)
Name of Preference I Preference II Preference III
the Method UoM UoP SUK Total UoM UoP SUK Total UoM UoP SUK Total
1 Lecture 16 17 15 48 01 01 01 03 01 02 01 04
2 Discussion 03 03 01 07 10 10 05 25 01 01 02 04
3 Debate -- -- -- -- 01 -- 01 02 01 02 -- 03
4 Seminar 02 -- 01 03 02 04 03 09 05 03 03 11
5 Panel -- -- -- -- -- -- -- -- -- -- -- --
discussion
6 Group -- 02 01 03 03 03 06 12 04 01 03 08
Discussion
7 Group -- -- -- -- 01 01 01 03 03 03 01 07
Activity
8 Pair -- -- -- -- 01 -- -- 01 -- -- 01 01
work
9 Using -- -- -- -- -- -- -- -- 01 -- 01
the
recorded
reading
of poems
10 Dramatis- -- -- -- -- -- 03 -- 03 01 02 01 04
-ation of
plays
11 Study Tour -- -- -- -- -- -- -- -- -- -- 01 01
12 Role 01 -- -- 01 -- -- -- -- 02 02 02 06
play/
Simulation
13 Screening 01 -- -- 01 04 01 02 07 03 03 03 09
filmed
versions of
novels/
plays
14 Language -- 01 -- 01 -- -- -- -- 01 -- 01 02
laboratory
work
Any other -- 01 01 02 -- 01 -- 01 -- 03 -- 03
method
(total)
NR 02 -- 02 04 02 -- 02 04 03 01 02 06
Total 25 24 21 70 25 24 21 70 25 24 21 70

394
Table 5 (F) Classification of the suggestions by teachers

N=47

Q. No. Question
34 The suggestions you have for the improvement of the Special English
papers you teach:
Area of Suggestions
suggestions
I Inclusion
of course
components
a) literary Indian English literature -03 trs;
studies Popular literature, children literature, creative writing,
comparative and interdisciplinary studies -04 trs;
Masterpieces of literature – 01 tr; modern critics-01 tr;
more survey topics-01 tr.
b) language Grammar – 05 trs;
studies Communication skills – 03 trs;
introduction to linguistics in BA I – 01 tr;
Research writing - 01 tr;
II Exclusion of Traditional units on criticism – (1),
course repetition of similar critics–(1), repetition of texts–(1),
components Lesson the proportion of literature–(1),
Avoid genrewise papers –(1)
III Teaching Interactive teaching methods-GDs, field visits needed – 03);
methods Practical teaching needed (05)
IV Evaluation Oral tests, seminars, project work, QPP revision- (5)
V Other Syllabus - Revise syllabus regularly -01;
suggestions syllabus should be job-oriented-01; need to redefine all
components of syllabus – (2)
Students- should be made aware of career options in films,
advertising, exposure to script writing – (2);
Students should read regularly- (3)
Texts- written by authors with the knowledge of students’
cultural and linguistic background – (01),
Timely availability of prescribed books in market (2)
Teachers- with good communication skills be appointed (2)
BoS members - should be highly qualified & one from job-
industry – (2)

395
Table 5 (G) Classification of suggestions by the subject experts

N=26
Q. No. Question
18 The suggestions you have for the improvement of the syllabi of Special
English papers:
Area of Suggestions
suggestions
I Objectives to develop linguistic and communicative competence,
to develop language and literary competence,
II Needs and Industry needs; focus on employability; job-market
content friendly and skill-oriented content; advanced, practical,
job-oriented useful
III Inclusion of to follow UGC syllabus- CDC Reports, separate course
course for communication skills
components
a) literary New literatures – Latin American, popular culture, Indian
studies literature in English translation
b) language Focus on language skills, LSRW, linguistic competence,
studies more weightage to communication skills, knowledge and
proficiency in spoken and written English, advanced
reading and writing, presentation skills, study skills,
vocabulary through literary texts- self-reliance to play
with words, use of technology and language together
c) other thinking skills, use of mind mapping, to develop creative
skills and critical thinking, analytical ability, comparison and
interpretation
d) texts latest texts, suggestions from students for this, texts in
translation, texts should be easily available, Q. No. of
texts reasonable, variety of text materials
III Teaching use interactive teaching methods, use of AV aids, use
methods multimedia,
IV Teacher trained trs, periodic orientation of trs, trs – must be
training proficient in lg & lit, trs training
V Evaluation rigorous evaluation methods needed, strict methods of
evaluation and freedom from bazaar notes, formative
evaluation, 50% objective evaluation
VI Other criteria for admission - need for admission/ language test,
suggestions students training by experts in language teaching, text
and time schedule to be planned, reference books –
classification of reading list, BoS members- should be
Ph.D. and scholars of national standing,
Q. No. of papers in the course - not less than ten

396
 The colleges mentioned in Table 6.1 a) of Chapter VI
and their Code numbers
Colleges affiliated to the University of Mumbai

2 Elphistone College, Mumbai

3 M. D. College, Mumbai

4 Jai Hind College, Mumbai

5 Acharya Marathe College, Mumbai

9 Sundarrao More College, Poladpur, Dist. Raigad

10 Arts and Commerce College, Phondaghat, Dist. Sindhudurg

13 SIES College, Mumbai

15 Athalye-Sapre-Pitre College, Devrukh, Dist. Ratnagiri

Colleges affiliated to the University of Pune

1 Chandwad College, Dist. Nashik

2 Waghire College of Arts, Commerce and Science, Saswad, Dist. Pune

4 Dr. B.N. Purandare Arts, Smt. S.G. Gupta Com. & Sci. College,
Lonavala, Dist. Pune (LC)
5 Subhash Baburao Kul College, Kedgaon, Tal. Daund, Dist. Pune

6 Rahata College, Rahata, Dist. Ahmednagar

7 New Arts, Commerce and Science College, Shevgaon, Dist. Ahmednagar

8 Dada Patil College, Karjat, Dist. Ahmednagar

10 C.T. Bora College, Shirur, Dist. Pune

Colleges affiliated to Shivaji University, Kolhapur

1 Arts and Commerce College, Nesari, Dist. Kolhapur

3 Krantisinh Nana Patil College, Walve, Dist. Sangli

4 Venutai Chavan College, Karad, Dist. Satara

5 Babasaheb Chitale College, Bhilawadi, Dist. Sangli

397
 The colleges mentioned in Table 6.1 b) of Chapter VI

Colleges affiliated to the University of Mumbai

1. Sonopant Dandekar College, Palghar Dist. Thane (SDC)
2. Mahatma Phule College, Panvel, Dist. Raigad (MPC)
3. CKT College, Panvel, Dist. Raigad (CKT)
4. Kankavali College, Kankavali, Dist. Sindudurga (KCK)
5. Kelkar College, Devgad, Dist. Sindudurga (KCD)
6. Shri Pancham Khemraj College, Sawantwadi, Dist. Sindudurga (SPK)

Colleges affiliated to the University of Pune

1. Ahmednagar College, Ahmednagar (ACA)
2. Sangamner College, Sangamner, Dist. Ahmednagar (SCS)
3. Rahata College, Rahata, Dist. Ahmednagar (RC)
4. Fergusson College, Pune (FC)
5. Dr. B.N. Purandare Arts, Smt. S.G. Gupta Com. & Sci. College,
Lonavala, Dist. Pune (LC)
6. Chhattrapati Shivaji College, Junnar, Dist. Pune (JC)
7. KTHM College, Nashik (KTHM)
8. Chandwad College, Dist. Nashik (CC)

Colleges affiliated to Shivaji University, Kolhapur

1. Krantisinh Nana Patil College, Walve, Dist. Sangli (KNP)
2. Karmaveer Bahurao Patil College, Islampur, Dist. Sangli (KBP)
3. Arts, Commerce and Science College, Palus, Dist. Sangli (ACS)
4. Kundal College, Kundal, Dist. Sangli (KC)
5. Maltibai Patil Kanya Mahavidyalaya Islampur, Dist. Sangli (MPK)
6. Dr. Ghali College, Gadhinglaj, Dist. Kolhapur (GCG)
7. New College, Kolhapur (NCK)
8. Shahaji College, Kolhapur (SCK)

398