M.A Syllabus

DEPARTMENT OF ENGLISH AND FOREIGN LANGUAGES
M.A - ENGLISH
REGULATIONS AND OBE SYLLABUS

[For the candidates admitted from the Academic Year 2022 – 2023 onwards]
ALAGAPPA UNIVERSITY
(A State University Accredited with ―A+‖ grade by NAAC (CGPA: 3.64) in the Third Cycle and
Graded as Category-I University by MHRD-UGC),
Karaikudi -630003, Tamil Nadu

The panel of Members-Broad Based Board of Studies
Chairperson: Name : Dr. P. Madhan, Designation : Professor and Head, Department : English
and Foreign Languages, University : Alagappa University, Teaching Experience: 15 years, Research
Experience: 10 years, Area of Research: Indian Writing in English, Indian Fiction in English
Foreign Expert: Name : Dr. Anitha Devi Pillai, Designation : Assistant Professor, Department :
English Languges and Literature, Nanyang Technological University, Teaching Experience: 19
years, Research Experience: 19 years, Area of Research: Academic Writing, Genre Studies,
Writing Pedagogy
Indian Expert: Name : Dr. Vinoth Balakrishnan , Designation : Professor, Department : English,
University: National Institute of Technology, Teaching Experience: 25 years, Research Experience:
25 years, Area of Research: Somaesthetics, Politics of Representation, Film Studies, Life Writing
and Narratives about India
Members (All Department faculty) Name : Dr. S. Valliammai, Designation :

Assistant Professor, Department : English and Foreign Languages, Alagappa University, Teaching
Experience: 14 years, Research Experience: 09 years, Area of Research: English Language
Teaching
Name :Dr. M. Natarajan, Designation : Assistant Professor, Department : English and Foreign Languages,
Alagappa University, Teaching Experience: 08 years, Research Experience: 08 years, Area of Research:
Indian Writing in English
Dr. SP. Kanimozhi, Designation : Assistant Professor, Department : English and Foreign Languages,
Alagappa University, Teaching Experience: 08 years, Research Experience: 08 years, Area of
Research: English Language Teaching
Dr. S. Sudha, Designation : Assistant Professor, Department : English and Foreign Languages,
Alagappa University, Teaching Experience: 08 years, Research Experience: 08 years, Area of
Research: English Language Teaching
Alumni : Name : Dr. G. Rajesh Kumar , Designation : Assistant Professor, Department : English,
Madurai KamarajUniversity, Teaching Experience: 10 years, Research Experience: 09 years, Area
of Research: Indian Literature and English Language Teaching
ALAGAPPA UNIVERSITY
Karaikudi -630003, Tamil Nadu.
REGULATIONS AND OBE SYLLABUS-(CBCS-University Department)

[For the candidates admitted from the Academic Year
2022 – 2023 onwards]
Name of the Department: Department of English and Foreign Languages

Name of the Subject Discipline: English
Programme of Level: M.A
Duration for the Course: Full Time (Two Years)
1. Choice-Based Credit System
A choice-Based Credit System is a flexible system of learning. This system allows

students to gain knowledge at their own tempo. Students shall decide on electives from a wide
range of elective courses offered by the University Departments in consultation with the
Department committee. Students undergo additional courses and acquire more than the
required number of credits. They can also adopt an inter-disciplinary and intra-disciplinary
approach to learning, and make the best use of the expertise of available faculty.
2. Programme
―Programme‖ means a course of study leading to the award of a degree in a discipline.
3. Courses
‗Course‘ is a component (a paper) of a programme. Each course offered by the Department

is identified by a unique course code. A course contains lectures/
tutorials/laboratory/seminar/project / practical training/report writing /Viva-voce, etc or a
combination of these, to meet effectively the teaching and learning needs.
4. Credits
The term ―Credit‖ refers to the weightage given to a course, usually in relation to the
instructional hours assigned to it. Normally in each of the courses credits will be assigned on
the basis of the number of lectures/tutorial/laboratory and other forms of learning required to
complete the course contents in a 15-week schedule. One credit is equal to one hour of lecture
per week. For laboratory/field work one credit is equal to two hours.
5. Semesters
An Academic year is divided into two Semesters. In each semester, courses are offered in
15 teaching weeks and the remaining 5 weeks are to be utilized for conduct of examination and
evaluation purposes. Each week has 30 working hours spread over 5 days a week.
6. Medium of Instruction
English
7. Departmental committee
The Departmental Committee consists of the faculty of the Department. The

Departmental Committee shall be responsible for admission to all the programmes offered by
the Department including the conduct of entrance tests, verification of records, admission, and
evaluation. The Departmental Committee determine the deliberation of courses and specifies
the allocation of credits semester-wise and course-wise. For each course, it will also identify
the number of credits for lectures, tutorials, practicals, seminars etc. The courses
(Core/Discipline Specific Elective/Non-Major Elective) are designed by teachers and approved
by the Departmental Committees. Courses approved by the Departmental Committees shall be
approved by the Board of Studies/Broad Based Board of Studies. A teacher offering a course
will also be responsible for maintaining attendance and performance sheets (CIA -I, CIA-II,
assignments and seminar) of all the students registered for the course. The Non-major elective
programme, MOOCs coordinator and Internship Mentor are responsible for submitting the
performance sheet to the Head of the department. The Head of the Department consolidates all
such performance sheets of courses pertaining to the programmes offered by the department.
Then forward the same to be Controller of Examinations.
8. Programme General Objectives - (PGO)
PGO-1 To make the students learn about the significance of history of English Literature
PGO-2 To introduce the students to the birth of Modern English Literature

PGO-3 To provide the students with a knowledge of social, political, cultural and religious
climate of World Literature
PGO-4 To guided the student to develop an understanding of English Language
PGO-5 To intimate the learners to the different genre of Indian English Literature
PGO-6 To train the students to use English without grammatical skills
9. Programme Specific Objectives - (PSO)
PSO-1 To impart knowledge to students about the socio, political and religious conditions of the
world in general and England and America in particular.
PSO-2 To make the learners well-versed in literature
PSO-3 To enable the students to attain critical bent of mind
PSO-4 To get them to understand literature is the manifestation of human life
PSO-5 To make students develop creative ability and write poetry, short story and essays
PSO-6 To make the students understand how grammatical structures are systematically
related to meaning
10. Programme Outcome - (PO)
PO-1 Students acquire the knowledge of socio, political and religious conditions of England
and America and the rest of the world. They also become capable of analysing literary
works in relation to society, politics and history.
PO-2 Students possess comprehensive knowledge of world literature.
PO-3 Learners attain the ability to delve deep into literary works and analyse them.
PO-4 They have the comprehension about the inseparable relationship between society and
literature.
PO-5 They emerge as poets, short story writers and essayists and verbalise their original and
creative ides through their writings.
PO-6 Students gain complete knowledge about grammar
11. Eligibility for admission
B.A English Literature / B.A or B.Sc, with part I or II English.
12. Minimum Duration of programme
The programme is for a period of two years. Each year shall consist of two semesters viz.
Odd and Even semesters. Odd semesters shall be from June / July to October / November
and even semesters shall be from November / December to April / May. Each semester
there shall be 90 working days consisting of 6 teaching hours per working day (5
days/week).
13. Components
A PG programme consists of a number of courses. The term ―course‖ is applied to indicate

a logical part of the subject matter of the programme and is invariably equivalent to the subject
matter of a ―paper‖ in the conventional sense. The following are the various categories of the
courses suggested for the PG programmes:
A. Core courses (CC)- ―Core Papers‖ means ―the core courses‖ related to the programme
concerned including practicals and project work offered under the programme and
shall cover core competency, critical thinking, analytical reasoning, and research skill.
B. Discipline-Specific Electives (DSE) means the courses offered under the programme
related to the major but are to be selected by the students, shall cover additional
academic knowledge, critical thinking, and analytical reasoning.
C. Non-Major Electives (NME)- Exposure beyond the discipline
 Students have to undergo a total of two Non Major Elective courses with 2
credits offered by other departments (one in II Semester another in III
Semester).
 A uniform time frame of 3 hours on a common day (Tuesday) shall be

allocated for the Non-Major Electives.
 Non Major Elective courses offered by the departments pertaining to a

semester should be announced before the end of previous semester.
 Registration process: Students have to register for the Non-Major Elective

course within 15 days from the commencement of the semester either in the
department or NME portal (University website).
D. Self Learning Courses from MOOCs platforms.
 MOOCs shall be on voluntary for the students.
 Students have to undergo a total of 2 Self Learning Courses (MOOCs) one in

II semester and another in III semester. The actual credits earned through
MOOCs shall be transferred to the credit plan of programmes as extra credits.
 If the Self Learning Course (MOOCs) is without credit, 2 credits/course be

given and transferred as extra credit. Otherwise 2 credits/course be given if the
Self Learning Course (MOOCs) is without credit.
 While selecting the MOOCs, preference shall be given to the course related to
employability skills.
E. Projects / Dissertation (Maximum Marks: 200)
The student shall undertake the dissertation work during the fourth semester.
 Plan of work
Project/Dissertation
The candidate shall undergo Project/Dissertation Work during the final semester. The
candidate should prepare a scheme of work for the dissertation/project and should get approval
from the guide. The candidate, after completing the dissertation /project work, shall be allowed
to submit it to the university departments at the end of the final semester. If the candidate is
desirous of availing the facility from other departments/universities/laboratories/organizations
they will be permitted only after getting approval from the guide and HOD. In such a case, the
candidate shall acknowledge the same in their dissertation/project work.
Chapter No Title Page number

1 Introduction
2 Aim and objectives
3 Review of literature
4 Materials and methods
5 Result
6 Discussion
7 Summary
8 References
 Format of the title page

Title of Dissertation/Project work
Dissertation/Project submitted in partial fulfilment of the requirement for the degree
of Master of Science to the Alagappa University, Karaikudi -630003.
By
(Student Name)
(Register Number)
University Logo
Department of -------------------------------------------------------------
Alagappa University
(A State University Accredited with “A+” grade by NAAC (CGPA: 3.64) in the Third
Cycle and Graded as Category-I University by MHRD-UGC, 2019: QS ASIA Rank-
216, QS BRICS Rank-104,QS India Rank-20)
Karaikudi - 630003
(Year)
 Format of certificates
Certificate – Guide
This is to certify that the Dissertation/Project entitled ―---------------------------------------------

---------‖ submitted to Alagappa University, Karaikudi-630 003 in partial fulfilment for the
degree of Master of Science in ----------- by Mr/Mis ---------------------(Reg No --------------- )
under my supervision. This is based on the results of studies carried out by him/her in the
Department of--------------------------, Alagappa University, Karaikudi-630 003. This
dissertation/Project or any part of this work has not been submitted elsewhere for any other
degree, diploma, fellowship, or any other similar titles or record of any University or
Institution.
Place: Karaikudi Research Supervisor
Date:
Certificate - (HOD)
This is to certify that the thesis entitled “ --------------------------------------------- ”
submitted by Mr/Mis -----------------(Reg No: --------------) to the Alagappa University, in
partial fulfilment for the award of the degree of Master of --------in ---------------- is a bonafide
record of research work done under the supervision of Dr.------------------, Assistant
Professor, Department of------------------------- , Alagappa University. This is to further certify
that the thesis or any part thereof has not formed the basis of the award to the student of any
degree, diploma, fellowship, or any other similar title of any University or Institution.
Place: Karaikudi Head of the Department
Date:
Declaration (student)
I hereby declare that the dissertation entitled “ ------------------------------------ ”

submitted to the Alagappa University for the award of the degree of Master of -------- in ------
------- has been carried out by me under the guidance of Dr. -----------------, Assistant
Professor, Department of---------------------------- , Alagappa University, Karaikudi – 630 003.
This is my original and independent work and has not previously formed the basis of the
award of any degree, diploma, associateship, fellowship, or any other similar title of any
University or Institution.
Place: Karaikudi (--------------

Date:
14. Teaching methods
In the present day world, English Language has emerged as a language of opportunity, prosperity,
employability and knowledge transmission not just at national level but at global level. Besides, it serves as
a Lingua Franca across the world. In this circumstance, the importance of teaching of English has grown
multi-fold. There has come a paradigm change in the domain of English Language Teaching. In keeping
with the pace of the fast travelling knowledge world, in the domain of Language instruction also several
transformations have come. In addition to the conventional methods of Language Teaching, Innovative
techniques and novel methods like Teaching through Multi-media have been developed to cater to the
requirements of Language Learners. Incorporation of multi-media Technology in the teaching of language
and Literature not only simplifies the comprehension process of students but also enhances the quality of
teaching. When Language is taught by means of technological devices, it will have far reaching impact on
the learners. Further, it will make the teaching learning process very interesting and lively as well. It will
kindle enthusiasm in the learners to go for self learning as well. Too much dependence on teachers for the
acquisition of language skills will not yield sound results. Teaching English by means of modern
technological devices will make the learners independent and rely less on teachers.
15. Attendance
Students must have earned 75% of attendance in each course for appearing for the examination.
Students who have earned 74% to 70% of attendance need to apply for condonation in the prescribed form with
the prescribed fee. Students who have earned 69% to 60% of attendance need to apply for condonation in the
prescribed form with the prescribed fee along with the Medical Certificate. Students who have below 60% of
attendance are not eligible to appear for the End Semester Examination (ESE). They shall re- do the semester(s)
after completion of the programme.
16. Examination
The examinations shall be conducted separately for theory and practical‘s to assess (remembering,
understanding, applying, analysing, evaluating, and creating) the knowledge required during the study. There
shall be two systems of examinations viz., internal and external examinations. The internal examinations shall
be conducted as Continuous Internal Assessment tests I and II (CIA Test I & II).
A. Internal Assessment
The internal assessment shall comprise a maximum of 25 marks for each subject. The
following procedure shall be followed for awarding internal marks.
Theory -25 marks
Sr.No Content Marks

1 Average marks of two CIA test 15
2 Attendance 2
3 Seminar/group discussion/quiz 4
4 Assignment/field trip report/case study report 4
Total 25
Project/Dissertation - 50Marks (assess by Guide/incharge/HOD/supervisor)
1 Two presentations (mid-term) 30 Marks

2 Progress report 20 Marks
Total 50 Marks
B. External Examination
 There shall be examinations at the end of each semester, for odd semesters in the
month of October / November; for even semesters in April / May.
 A candidate who does not pass the examination in any course(s) may be permitted to
appear in such failed course(s) in the subsequent examinations to be held in October /
November or April / May. However candidates who have arrears in Practical shall be
permitted to take their arrear Practical examination only along with Regular Practical
examination in the respective semester.
 A candidate should get registered for the first semester examination. If registration is
not possible owing to shortage of attendance beyond condonation limit / regulation
prescribed OR belated joining OR on medical grounds, the candidates are permitted to
move to the next semester. Such candidates shall re-do the missed semester after
completion of the programme.
 For the Project Report/ Dissertation Work / internship the maximum marks will be
100 marks for project report evaluation and for the Viva-Voce it is 50 marks (if in
some programmes, if the project is equivalent to more than one course, the project
marks would be in proportion to the number of equivalent courses).
 Viva-Voce: Each candidate shall be required to appear for Viva-Voce Examination
(in defense of the Dissertation Work /Project/ internship).
C. Scheme of External Examination (Question Paper Pattern)
Theory - Maximum 75 Marks
Section 10 questions. All questions carry equalmarks. 10 x 1 = 10 questions – 2 each
A (Objective type questions) 10 from every unit
Marks
Section 5 questions Either / or type like 1.a (or) b. All questions 5x5= 5 questions – 1 each
B carry equal marksand each answer should not exceed 25 from every unit
one page or 250 words.
Section Essay type questions 5 out of 8 questions. All 5 x8 = 5 question –Should

C questions carry equalmarks and each answer should 40 cover all units
not
exceed two page
17. Dissertation /Project report/Internship report Scheme of evaluation
Dissertation /Project report/Internship report 100 Marks

Vivo voce 50 Marks
18. Results
The results of all the examinations will be published through the Department
where thestudent underwent the course as well as through University Website
19. Passing minimum
 A candidate shall be declared to have passed in each course if he/she secures not less
than 40% marks in the End Semester Examinations and 40% marks in the Internal
Assessment and not less than 50% in the aggregate, taking Continuous assessment
and End Semester Examinations marks together.
 The candidates not obtained 50% in the Internal Assessment are permitted to improve
their Internal Assessment marks in the subsequent semesters (2 chances will be given)
by writing the CIA tests and by submitting assignments.
 Candidates, who have secured the pass marks in the End-Semester Examination and
in the CIA but failed to secure the aggregate minimum pass mark (E.S.E + C I.A), are
permitted to improve their Internal Assessment mark in the following semester and/or
in University examinations.
 A candidate shall be declared to have passed in the Project / Dissertation / Internship
if he /she gets not less than 40% in each of the Project / Dissertation / Internship
Report and Viva-Voce and not less than 50% in the aggregate of both the marks for
Project Report and Viva-Voce.
 A candidate who gets less than 50% in the Project / Dissertation / Internship Report
must resubmit the thesis. Such candidates need to take again the Viva-Voce on the
resubmitted Project report.

20. Grading of the Courses
The following table gives the marks, Grade points, Letter Grades and classifications meant to indicate
the overall academic performance of the candidate.
Conversion of Marks to Grade Points and Letter Grade (Performance in Paper / Course)
RANGE OF LETTER GRADE DESCRIPTION

GRADE POINTS
MARKS
O Outstanding
90 - 100 9.0 – 10.0
D+ Excellent
80 - 89 8.0 – 8.9
D Distinction
75 - 79 7.5 – 7.9
A+ Very Good
70 - 74 7.0 – 7.4
A Good
60 - 69 6.0 – 6.9
B Average
50 - 59 5.0 – 5.9
00 - 49 U Re-appear
0.0
AAA ABSENT
ABSENT 0.0
a) Successful candidates passing the examinations and earning GPA between 9.0 and 10.0 and marks from
90 – 100 shall be declared to have Outstanding (O).
b) Successful candidates passing the examinations and earning GPA between 8.0 and 8.9 and marks from 80
- 89 shall be declared to have Excellent (D+).
c) Successful candidates passing the examinations and earning GPA between 7.5 – 7.9 and marks from 75 -
79 shall be declared to have Distinction (D).
d) Successful candidates passing the examinations and earning GPA between 7.0 – 7.4 and marks from 70 -
74 shall be declared to have Very Good (A+).
e) Successful candidates passing the examinations and earning GPA between 6.0 – 6.9 and marks from 60 -
69 shall be declared to have Good (A).
f) Successful candidates passing the examinations and earning GPA between 5.0 – 5.9 and marks from 50 -
59 shall be declared to have Average (B).
g) Candidates earning GPA between 0.0 and marks from 00 - 49 shall be declared to have Re-appear (U).
h) Absence from an examination shall not be taken as an attempt.
From the second semester onwards the total performance within a semester and continuous performance starting
from the first semester are indicated respectively by Grade Point Average (GPA) and Cumulative Grade
Point Average (CGPA). These two are calculated by the following formulate
GRADE POINT AVERAGE (GPA) = i Ci Gi / i Ci
GPA = Sum of the multiplication of Grade Points by the credits of the courses
Sum of the credits of the courses in a Semester
21. Classification of the final result
CGPA Grade Classification of Final

Result
9.5 – 10.0 O+ First Class – Exemplary*
9.0 and above but below 9.5 O
8.5 and above but below 9.0 D++ First Class with Distinction*
8.0 and above but below 8.5 D+
7.5 and above but below 8.0 D
7.0 and above but below 7.5 A++ First Class
6.5 and above but below 7.0 A+
6.0 and above but below 6.5 A
5.5 and above but below 6.0 B+ Second Class
5.0 and above but below 5.5 B
0.0 and above but below 5.0 U Re-appear
The final result of the candidate shall be based only on the CGPA earned by the candidate.
a) Successful candidates passing the examinations and earning CGPA between 9.5 and 10.0 shall be given
Letter Grade (O+), those who earned CGPA between 9.0 and 9.4 shall be given Letter Grade (O) and
declared to have First Class –Exemplary*.
b) Successful candidates passing the examinations and earning CGPA between 7.5 and 7.9 shall be given
Letter Grade (D), those who earned CGPA between 8.0 and 8.4 shall be given Letter Grade (D+), those
who earned CGPA between 8.5 and 8.9 shall be given Letter Grade (D++) and declared to have First
Class with Distinction*.
c) Successful candidates passing the examinations and earning CGPA between 6.0 and 6.4 shall be given
Letter Grade (A), those who earned CGPA between 6.5 and 6.9 shall be given Letter Grade (A+), those
who earned CGPA between 7.0 and 7.4 shall be given Letter Grade (A++) and declared to have First
Class.
d) Successful candidates passing the examinations and earning CGPA between 5.0 and 5.4 shall be given
Letter Grade (B), those who earned CGPA between 5.5 and 5.9 shall be given Letter Grade (B+) and
declared to have passed in Second Class.
i) Candidates those who earned CGPA between 0.0 and 4.9 shall be given Letter Grade (U) and declared to
have Re-appear.
e) Absence from an examination shall not be taken as an attempt.
CUMULATIVE GRADE POINT AVERAGE (CGPA) = n i Cni Gni / n i Cni
CGPA = Sum of the multiplication of Grade Points by the credits of the entire Programme
Sum of the credits of the courses for the entire Programme
Where ‗Ci‘ is the Credit earned for Course i in any semester; ‗Gi‘ is the Grade Point obtained by the
student for Course i and ‗n‘ refers to the semester in which such courses were credited.
CGPA (Cumulative Grade Point Average) = Average Grade Point of all the Courses passed starting
from the first semester to the current semester.
Note: * The candidates who have passed in the first appearance and within the prescribed Semesters of the PG
Programme are alone eligible for this classification.
20. Maximum duration of the completion of the programme
The maximum period for completion of M.A., in English shall not exceed eight
semesters continuing from the first semester.
21. Conferment of the Master’s Degree

A candidate shall be eligible for the conferment of the Degree only after he/ she has
earned the minimum required credits for the Programme prescribed therefor (i.e. 90 credits).
Programme).
22. Village Extension Programme

The Sivaganga and Ramnad districts are very backward districts where a majority of
people Lives in poverty. The rural mass is economically and educationally backward. Thus
the aimof the introduction of this Village Extension Programme is to extend out to reach
environmental awareness, social activities, hygiene, and health to the rural people of
this region. The students in their third semester have to visit any one of the adopted
villages within the jurisdiction of Alagappa University and can arrange various programs to
educate the rural mass in the following areas for three day based on the theme.1.
Environmental awareness 2. Hygiene and Health. A minimum of two faculty members can
accompany thestudents and guide them.
Syllabus for M.A English From 2022-2023 onwards
M.A English will consist of four semesters of two years duration. The following will be the
distribution of the papers:
S. Paper Hours/
Title of the paper T/P Credits Marks
No Code Week
I Semester I E Total
1 701101 Core 1 British Literature - I 5 6 25 75 100
2 701102 Core 2 British Literature - II 5 6 25 75 100
3 701103 Core 3 Indian English Literature 5 6 25 75 100
Advanced English Grammar and
5 6 25 75 100
4 701104 Core 4 Usage
5 701105 DSE*-1 Journalism and Mass Communication 4 5 25 75 100
Library / Yoga/ Seminar 1
24 30 125 375 500
II Semester
6 701201 Core 5 British Literature – III 5 7 25 75 100
7 701202 Core 6 Shakespeare 5 7 25 75 100
8 701203 Core 7 Literary Criticism – I 5 7 25 75 100
9 701204 DSE*- 2 New Literatures 4 4 25 75 100
10 701701 Non Major Elective- I 2 3 25 75 100
11 SLC – I* MOOCs Extra Credit
Library, Yoga and Career Guidance 2
21 30 125 375 500
III Semester
12 701301 Core 8 British Literature – IV 5 7 25 75 100
13 701302 Core 9 World Classics in English Translation 5 7 25 75 100
Research Methodology and Modern
14 701303 Core 10 Rhetoric 5 7 25 75 100
15 701304 DSE*-3 Translation Studies 4 4 25 75 100

16 701702 (Non Major Elective- II) 2 3 25 75 100
17 MOOCs Self-Learning Course Extra Credit
Library, Yoga and Career Guidance 2 - - -
21 30 125 375 500
IV Semester
18 701401 Core 11 Contemporary Literary Theory 4 6 25 75 100
19 701402 Core 12 English Language Teaching 4 6 25 75 100
20 701403 Core 13 Introduction to Linguistics 4 6 25 75 100
21 701404 Core 14 American Literature 4 6 25 75 100
22 701999 Core 15 Project and Viva-Voce 8 6 50 150 200
24 30 150 450
Total 90 - 525 1575 2100
CC: Core Course, EC: Elective Course, NME: Non Major Electives Course SLC: Self
Learning Course (MOOCs)
* DSE – Students Choice and it may be conducted by parallel sections

**NME – Student have to select courses offered by other (Faculty) departments
***SLC – Voluntary basis
****Dissertation / internship report – Marks – Viva voce (50) + thesis (100) + internal (50) = 200
Credits earned through Self Learning Course (MOOCs) shall be transferred in the credit plan
of the program as extra credits.
The Board of Studies may decide the number of Core and Elective courses to be offered in
every Semester.
T-Theory P-Practical
Course Structure
M.A., ENGLISH
OBE Syllabus
2022-2023
Programme Outcome – (PO)
Knowledge
PO1: Acquired a knowledge of socio, political and religious conditions of England,
America, and the rest of the world. They also become capable of analyzing literary
works in relation to society, politics, and history.
PO2: Attained proficiency in rhetoric, critical thinking, soft skills, and language proficiency
consistent with transitioning from new learners to perceptive learners.
PO3: Comprehended the themes and techniques employed in the representative and the
most influential works of the Ages in English Literature.
PO4: Obtained a knowledge to analyze literary works by applying cultural and literary
theories learnt.
Skills
PO5: Exhibited competence in employability skills such as teaching, creative writing,
content writing, script writing, soft skill training, serving in the publishing industry,
print and electronic media, and other sectors.
PO6: Had a comprehension of the inseparable relationship existing between society and
literature.
PO7: Emerged as budding poets, short story writers, and essayists and verbalized their
original and creative ideas through their writings.
PO8: Acquired new and pertinent methodologies and approaches to be competent Teachers
of English, Translators, and Comparative Linguists.
Attitude
PO9: Imbibed the ideas on research ethics and applied them while conducting research.
PO10: Developed a moral and ethical consciousness through the study of language and
literature.
Programme Specific Outcome – (PSO)
Knowledge
PSO1: Providing students with an in-depth understanding of literature and proficiency in
communicative language skills that enable them to find employment in the private and
public sectors.
PSO2: Offering extensive expertise in English studies to prepare students for competitive
examinations such as UGC-NET, GATE, SET, UPSC, SPSC, etc....
Skills
PSO3: Enabling the students to attain a critical bent of mind.
PSO4: Imparting knowledge to students about the socio, political and religious conditions of
the world in general and England and America in particular.
Attitude
PSO5: Enlightening the students to be continuous learners by fostering an awareness of
higher education and research choices.
I SEMESTER
Course Code Title of the British Literature
T Credits: 5 Hours: 6
701101 Course I
Unit I
To provide the students with a first-hand knowledge of the literary works
Objective 1
of the period. i.e. from Chaucer to 1660.
Poetry : Geoffrey Chaucer: Prologue to the Canterbury Tales, (The first five portraits only – The
Knight, The Squire, The Yeoman, The Prioress and The Monk)Edmund Spenser : Prothalamion and
Epithalamion
Students acquire a knowledge of social, political, religious
and cultural conditions of 15th and 16th century England.
Outcome 1 K1
Questions: Arrange, Choose, Define, Describe, Find, How,
Label, List, Match, Name, Relate, Recall, Show, What, Why.
Unit II
To introduce the students to the political, economic, social and intellectual
Objective 2 backgrounds of 15th and 16th centuries and make them study the
representative works of this period.
Poetry :John Donne: A Valediction: Forbidding Mourning, Canonisation, Andrew Marvell – To His
Coy Mistress, John Milton : Paradise Lost Book IX (Satan‘s Temptation of Eve), (Lines from .. to..)
George Herbert : The Pulley, Virtue
Students understand the representative works of the Age
Outcome 2 Questions: Arrange, Choose, Define, Describe, Find, How, K1
Label, List, Match, Name, Relate, Recall, Show, What, Why.
Unit III
To make the students learn about the importance of Renaissance and its
Objective 3
impact on Literature
Prose :Thomas More : Four last things: The supplication of souls The Bible (King James): Gospel
According to St. Mark
Learners fathom the significance of the Age of Chaucer.
Outcome 3 Question: Categories, Classify, Compare, Distinguish, Generate, K4
Examine, Interpret, Operate, Simplify
Unit IV
Objective 4 To make the students aware of the birth of Modern English Literature
Drama : Thomas Kyd : The Spanish Tragedy, Christopher Marlowe: Edward II
Learners develop familiarity with the representative writers
of the Age
Outcome 4 Question: Choose, Compile, Compose, Construct, Create, K6
Develop, Discuss, Elaborate, Estimate, Formulate, Maximize,
Minimize, Modify, Propose, Solve.
Unit V
To provide the students with a first-hand knowledge of the selected literary
Objective 5
texts of the period from Chaucer to 1660
Prose :Francis Bacon : Of Unity in religion, of Death, of Parents and Children, of Marriage and
Single Life, and of Studies.
Outcome 5 Students learn the evolution of Modern English Literature
Questions: classify, compare, convert, Explain, Express, K2
Illustrate, Outline, Relate, Show, Summaries, Translate.
Reference and Text Books
Bush, Douglas. (1945).English Literature in the Earlier Seventeenth Century, 1600–1660.
Oxford: Clarendon Press.
Collins, J. C., (1904) .ed. Sir Thomas More's Utopia. Oxford: Clarendon Press.
G. M. Trevelyan. (1942). English Social History: A Survey of Six Centuries. London.
Gardner, Helen. (1957).The Metaphysical Poets. London: Oxford University Press.
Grierson, H.J.C. (1921). Metaphysical Lyrics and Poems of the Seventeenth Century. Oxford..
Lewis. C. S. L. (1965).English Literature of the 16th Century. Clarendon Press.
Poirier, M. (1951). Christopher Marlowe. London.
Pollard, A. W. (1902).Canterbury Tales: Reprinted From The Globe. London: Macmillan.
Reeves, James. (1952).Selected Poems of John Donne. London: Heineman.
Sampson. (1970).Concise Cambridge History of English Literature. Cambridge: Cambridge
University Press.
Ward Adolphus William (2022), The Cambridge – History of English Literature (Vol - I)
Online Resources
https://www.litcharts.com/poetry/edmund-
Prothalamion -
spenser/prothalamion
Prologue to the Canterbury
- https://www.britannica.com/topic/The-Canterbury-Tales
Tales
https://study.com/learn/lesson/epithalamion-edmund-
Epithalamion -
spenser-summary-analysis.html
A Valediction: Forbidding https://www.litcharts.com/poetry/john-donne/a-valediction-
-
Mourning forbidding-mourning
Canonisation - https://www.sparknotes.com/poetry/donne/section2/
https://www.litcharts.com/poetry/andrew-marvell/to-his-
To His Coy Mistress -
coy-mistress
The Pulley - https://www.litcharts.com/poetry/george-herbert/the-pulley
Virtue - https://thesmolt.com/virtue-poem-summary/
https://www.cliffsnotes.com/literature/p/paradise-
Paradise Lost Book IX -
lost/summary-and-analysis/book-i
Four last things: The
- https://www.youtube.com/watch?v=MZb-hzUth9w
supplication of souls
Gospel According to St. Mark - https://www.youtube.com/watch?v=hZg55OzCayg
The Spanish Tragedy - https://www.sparknotes.com/drama/spanishtragedy/summary/
https://study.com/learn/lesson/edward-ii-christopher-marlowe-
Edward II -
summary-themes-analysis.html
Of Unity in religion, of
Death, of Parents and - http://www.literaturepage.com/read/francis-bacon-essays.html
Children
Course Designed By : Dr. P. Madhan
Mapping Course Outcome Vs Programme Outcomes

CO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10
CO1 3 2 3 2 2 3 2 1 3 3
CO2 3 3 2 2 2 3 2 2 3 3
CO3 3 1 1 3 2 3 3 1 3 3
CO4 3 2 3 3 3 3 3 2 3 3
CO5 3 2 3 3 2 3 3 3 3 3
W.AV 3 2 2.4 2.6 2.2 3 2.6 1.8 3 3
S – Strong (3), M-Medium (2), L- Low (1)
Mapping Course Outcome Vs Programme Specific Outcomes
CO PO1 PO2 PO3 PO4 PO5
CO1 3 3 3 3 3
CO2 3 3 3 3 2
CO3 3 3 3 3 2
CO4 3 3 3 3 2
CO5 3 3 3 3 3
W.AV 3 3 3 3 2.4
S –Strong (3), M-Medium (2), L- Low (1)
I SEMESTER
Course Code Title of the British
T Credits :5 Hours:6
701102 Course Literature II
Unit I
To offer the learners a first-hand knowledge of the works of the literary
Objective 1
creators of the Restoration and Neo Classical Ages.
Poetry : Alexander Pope: An Epistle to Dr. Arbuthnot, John Dryden: Mac Flecknoe
Students gain a knowledge of social, political, cultural and
religious climates of the Neo-Classical Age.
Outcome 1 K1
Questions: Arrange, Choose, Define, Describe, Find, How, Label,
List, Match, Name, Relate, Recall, Show, What, Why
Unit II
To acquaint them with the representative literary artists of the Restoration
Objective 2
Age.
Poetry : Thomas Gray : Elegy Written in a Country Churchyard, William Collins: Ode to Evening
Robert Burns : My Love is like a Red Rose
Learners become knowledgeable about the predominant
themes of Neo-Classical Age.
Outcome 2 K1
Unit III
To provide the students with a knowledge of social, political, cultural and
Objective 3
religious climates of the Neo-Classical Age
Drama : Congreve: Love for Love, Sheridan: The School for Scandal
Students gain awareness about the nature and features of
Restoration Age.
Outcome 3 K2
Questions: classify, compare, convert, Explain,Express, Illustrate,
Outline, Relate, Show, Summaries, Translate
Unit IV
Objective 4 To help the students learn about the predominant themes of Neo-Classical Age
Fiction : Samuel Richardson : Pamela : or Virtue Rewarded, Oliver Goldsmith: The Vicar of
Wakefield
Learners acquire a knowledge about the literary artists of the
Age.
Outcome 4 K1
Unit V
Objective 5 To guide the students to develop an understanding of the birth of Romanticism
Prose : Joseph Addison & Richard Steele: The Spectator‘s Account of Himself, The Coverley
Household and Character of Will Wimble. Edmund Burke: Speech on conciliation with the American
Colonies
Students understand the appearance of Romanticism
Outcome 5 Questions: classify, compare, convert, Explain,Express, Illustrate, K2
Bateson, F.W. (1929).English Comic Drama 1700-1750. Oxford: Clarendon Press.
Connely, Willard. (1934).Sir Richard Steele. London.
Douglas Grant, James Thomson.(1951).Poet of "The Seasons". London: The Cresset Press Ltd.
Milburn, D. J. (1966).The Age of Wit 1650-1750. New York: Macmillan.
Peter J. Stanlis.( 1964).The Relevance of Edmund Burke. New York: P. J. Kennedy & Sons.
Roper, Alan. (1965).Dryden’s Poetic Kingdoms. London: Routledge&Kegan Paul.
Sitwell, Edith. (1948).Alexander Pope. New Delhi: Penguin Books.
Wardle, R M. (1957).Oliver Goldsmith. Lawrence: University of Kansas Press.
Online Resources
An Epistle to Dr. Arbuthnot - https://www.youtube.com/watch?v=cM0X_jP0ChU
Mac Flecknoe - https://www.britannica.com/topic/Mac-Flecknoe NIT -11
Elegy Written in a Country - https://www.litcharts.com/poetry/thomas-gray/elegy-written-
Churchyard in-a-country-churchyard
- https://www.bachelorandmaster.com/britishandamericanpoet
Ode to Evening
ry/ode-to-evening-summary-analysis.html
My Love is like a Red Rose - https://www.litcharts.com/poetry/robert-burns/a-red-red-rose
Love for Love - https://thesmolt.com/love-for-love-summary/
- https://www.litcharts.com/lit/the-school-for-
The School for Scandal
scandal/summary
- https://www.gradesaver.com/pamela-or-virtue-
Pamela : or Virtue Rewarded
rewarded/study-guide/summary
The Vicar of Wakefield - https://www.youtube.com/watch?v=Z7cxEbBnTvY
The Spectator‘s Account of -
https://goodstudy.org/the-spectator-summary/
Himself
- http://madhavessays.blogspot.com/2015/12/summary-of-
Character of Will Wimble
richard-steeles-character-of.html
Speech on conciliation with - https://www.coursehero.com/lit/Speech-on-Conciliation-
the American Colonies with-the-Colonies/plot-summary/
Course Designed By : Dr. S. Valliammai

CO1 3 2 3 3 2 3 2 2 2 3
CO2 3 2 3 3 2 3 3 2 3 3
CO3 3 3 3 3 2 3 3 3 3 3
CO4 3 2 3 3 2 3 1 3 3 3
CO5 3 3 3 3 2 3 2 2 3 3
W.AV 3 2.4 3 3 2 3 2.2 2.4 2.8 3

CO1 3 3 3 3 2
CO2 3 3 3 3 3
CO3 3 3 3 3 2
CO4 3 2 2 3 2
CO5 3 3 3 3 3
W.AV 3 2.8 2.8 3 2.4

I SEMESTER
Course Code Title of the Indian English
T Credits : 5 Hours: 6
701103 Course Literature
Unit I
To initiate the learners to the varied genres of Indian English Literature as a distinct
Objective 1
part of Indian Literature.
Prose Ananda Coomarasamy: The Dance of Shiva, Nirad C. Chaudhuri : Initiation into Scholarship*
*(Chapter IV – The Autobiography of an Unknown Indian), S. Radhakrishnan: Our Heritage (The first two
chapters only – Our Heritage and The Heritage of All Mankind)
Learners understand the distinctive features of various genres in
Indian English Literature.
Outcome 1 K1
Questions: Arrange, Choose, Define, Describe, Find, How, Label, List,
Match, Name, Relate, Recall, Show, What, Why
Unit II
To inculcate in the learners the values enshrined in this two – hundred -year-old
Objective 2
literature which has grown in volume, variety, scope, scholarship and depth
Poetry Toru Dutt – Our Casuarina Tree, Aurobindo: The Tiger and the Deer, Sarojini Naidu: In Bazaars of
Hyderabad
Learners assimilate the values of Indian Tradition and Culture as
portrayed in Indian English Literature.
Outcome 2 K2
Questions: classify, compare, convert, Explain, Express, Illustrate,
Outline, Relate, Show, Summaries, Translate.
Unit III
To make the learners learn about the ever growing significance of Indian English
Objective 3
Literature
Poetry :
Nissim Ezekiel: Night of the Scorpion, A.K. Ramanujan: Small Scale Reflections on a Great House
R. Parthasarathy: River Once, Under Another Sky
Learners comprehend the ever growing significance of Indian
English Literature
Outcome 3 K2
Unit IV
To afford a knowledge to the students about the central themes of Indian English
Objective 4
Literature
Drama : GirishKarnad : Tughlag, Mahesh Dattani : Tara
Learners learn about the central themes dealt with in Indian
English Literature
Outcome 4 K1
Unit V
To make the learners knowledgeable about the representative writers of Indian
Objective 5
English Literature
Fiction :R.K. Narayan : The Man Eater of Malgudi, Kamaladevi Aravindan : Sembawang
Students gain a knowledge about the representative writers.
Outcome 5 Questions: Arrange, Choose, Define, Describe, Find, How, Label, List, K1
Match, Name, Relate, Recall, Show, What, Why.
AlphonsoKarkala, John. (1977).Perspectives on Indian Dramain English. Edited By M. K.
Naikand S. Mokashi-Punekar. Madras and New York: Oxford University Press.
Iyengar, KR. Srinivasa. (1985).Indian Writing in English. New Delhi: Sterling Publishers.
Mukherjee, Meenakshi. (2018).Twice Born Fiction. New Delhi:Pencraft International.
Naik. M.K.( 1982).A History of Indian English Literature. New Delhi: SahityaAkademi.
Naik. M.K. (1984). Perspectives on Indian Prose in English. New Delhi: Abhinav Publications.
Narasimhaiah, C.D. (1969).The Swan and the Eagle. Shimla: Indian Institute of Advanced Studies.
Peeradina, Saleem. (1972).Contemporary Indian Poetry in English – An Assessment and
Selection. New Delhi: Orient Paperback.
Verghese, C. Paul. (1971).Problems of the Indian Creative Writer in English, SomaiyaPublications Pvt Ltd,
Bombay.
Online Resources
A History of - https://www.scribd.com/document/515413407/A-History-of-Indian-Literature-in-
Indian English#
Literature in
English
Our Casuarina - https://poemanalysis.com/toru-dutt/our-casuarina-tree/
Tree
In Bazaars of - https://www.youtube.com/watch?v=kLeFsTv-884
Hyderabad
Night of the - https://allpoetry.com/Night-of-the-Scorpion
Scorpion
Small Scale - https://poemanalysis.com/a-k-ramanujan/small-scale-reflections-on-a-great-house/
Reflections on a
Great House
Under Another - http://studyquestion.blogspot.com/2013/10/under-another-sky-by-r-
Sky parthasarathy.html
Tughlag - https://www.youtube.com/watch?v=EOu3K2D8d3I
Tughlag - https://www.arvindguptatoys.com/arvindgupta/tughlaq.pdf
The Man Eater - https://englishsummary.com/lesson/man-eater-malgudi-narayan/
of Malgudi
Sembawang - https://books.google.co.in/books?id=OfMEEAAAQBAJ&printsec=copyright&redir
Course Designed By :Dr. M. Natarajan

CO1 3 2 3 2 2 3 3 2 2 3
CO2 3 2 3 2 2 3 3 3 3 3
CO3 3 2 3 3 2 3 3 3 3 3
CO4 3 3 3 3 3 3 2 2 3 3
CO5 3 1 3 2 2 3 2 2 3 3
W.AV 3 2 3 2.4 2.2 3 2.6 2.4 2.8 3

CO1 3 3 2 3 2
CO2 3 3 3 3 2
CO3 3 3 2 3 3
CO4 3 3 3 3 3
CO5 3 3 1 3 2
W.AV 3 3 2.2 3 2.4

I SEMESTER
Advanced English
Course Code Title of the
Grammar and T Credits: 5 Hours: 6
701104 Course
Usage
Unit I
To help the students understand how grammatical structures are
Objective 1
systematically related to meaning.
Parts of speech , Noun Phrases, Adjective Phrases, Adverbial Phrases
Students gain a knowledge about grammatical structures
Outcome 1 Questions: Arrange, Choose, Define, Describe, Find, How, Label, K1
Unit II
To give practice in clause analysis and enable the students to use correct
Objective 2
English
Finite and Non Finite verbs, Tenses, Active and Passive VoiceDegrees of Comparison
Students become well-versed in clause analysis
Outcome 2 Question: Construct, Develop, Discover, Identify, Interview, K3
modify, Predict, Practice, Solve
Unit III
Objective 3 To train the students to use English without grammatical errors.
Prepositions-Concord-Idioms and Phrases-Spotting the errors
Learners learn flawless language
Unit IV
Objective 4 To motivate the students to enrich their grammatical skills
Simple, Compound and Complex Sentences, Noun Clause, Adjective clause, Adverbial Clause,
Transformation of Sentences, Synthesis of sentences
Learners enrich their grammatical skills
Question: Choose, Compile, Compose, Construct, Create,
Outcome 4 K6
Unit V
Objective 5 To make the students aware of the importance of Idioms and Phrases
Clause Analysis and Practice in writing general essays, Common Idioms and Phrases
Learners learn to colour their language with idioms and
phrases
Palmer, H.M. (1976). Semantics:A New Outline, CUP : Cambridge.
Krishnaswamy, N. (2008). Modern English: A Book of Grammar Usage and Composition.
Hyderabad: McMillan India Limited.
Wood, F.T. (1965). Remedial English Grammar. Calcutta: Macmillan.
Kierzek, John M. (1946). The Macmillan Handbook of English. New York: Macmillan.
Online Resources
Types of Pharases - https://www.studyandexam.com/types-of-phrase.html
https://www.grammarly.com/blog/active-vs-passive-
Active voice and Passive
- voice/#:~:text=The%20dog%20chases%20the%20ball,the%20f
voice
ocus%20of%20the%20sentence
Degrees of Comparison - https://byjus.com/english/degrees-of-comparison/
Tenses - https://leverageedu.com/blog/tenses-rule/
Prepositions - https://www.gingersoftware.com/content/grammar-
rules/preposition/
Concord - https://www.vocabulary.com/dictionary/concord
Idioms and Phrases - https://www.careerpower.in/idioms-and-phrases.html
Spotting the errors - https://www.geeksforgeeks.org/tricks-to-solve-spotting-errors/
Simple, Compound and
- https://webapps.towson.edu/ows/sentences.htm
Complex Sentences
Synthesis of sentences - https://www.youtube.com/watch?v=WevEWotQhNw
Common Idioms and https://www.ieltspodcast.com/writing-task-2/extremely-useful-
-
Phrases sentences/
- https://www.vedantu.com/english/idiom-and-phrases
Course Designed By : Dr. SP.M. Kanimozhi
CO1 1 3 1 1 3 2 2 3 3 1
CO2 1 3 1 2 3 2 3 3 3 1
CO3 1 3 2 2 3 2 3 2 3 1
CO4 2 3 2 2 2 2 3 2 3 2
CO5 1 3 2 3 2 2 3 2 3 2
W.AV 1.2 3 1.6 2 2.6 2 2.8 2.4 3 1.4

CO1 3 2 3 1 3
CO2 3 2 3 2 3
CO3 3 3 3 3 3
CO4 3 3 3 2 3
CO5 3 3 3 3 3
W.AV 3 2.6 3 2.2 3

I SEMESTER
Course Code Title of the Journalism and Mass
701105 Course Communication
Unit I
Objective 1 To acquaint the learners with the fundamentals of journalistic principles
and ethics.
Communication-Definition-Various Types of Communication: Intrapersonal Communication,
Interpersonal Communication, Group Communication, Mass Communication---- Communication
Process and Its Main Elements--- Theories of Mass Communication: Authoritarian Theory,
Libertarian Theory(Free Press Theory), Social Responsibility Theory, Communist Media Theory,
Democratic-Participant Theory, Development Communication Theory.
Students acquire a knowledge of the basics of journalistic
principles
Outcome 1 K1
Label, List, Match, Name, Relate, Recall, Show, What, Why
Unit II
To introduce the students to the basics of writing for mass media and to
Objective 2 develop in them the skill required for writing for the mass media – the
print, the radio, the T.V and the cinema.
Mass Media: Newspaper, Radio, Television, Cinema, Online Journalism--- Merits and Limitations:
The Role of Mass Media and their Impact on Society. Code of Ethics and Social Responsibilities of
the Press-Four-Fold Functions of Newspaper and other Mass Media---The Art of Interviewing
Outcome 2 Students attain eligibility to choose their career in mass K3
media
Question: Construct, Develop, Discover, Identify, Interview,
modify, Predict, Practice, Solve.
Unit III
To make the students aware of the importance of the fourth pillar of
Objective 3
democracy
News: Definitions, Concept of News (News Elements)—News Writing: The Inverted Pyramid Style
of News Writing—The Five W‘s and One ‗H‘---Various Types of Leads—Headline-Writing---News
Reporting: Event Reporting, Crime News, Sports News---Writing Opinion Pieces: Editorials, Articles,
Letters to the Editor, Features, Reviews: Book Review and Film Review.
Students learn that the press is the fourth pillar of K1
democracy
Outcome 3
Unit IV
Objective 4 To help the students to know about the impact of digital media
Introduction to Electronic Media—Radio Journalism: Compiling Radio News Bulletins—
Presentation---Radio Drama, Radio Talks and Music Programmes---Basics of Writing for TV—TV
News: Writing, Planning and Production--- Event Reporting on TV.
Students wake up to the importance of Digital Media K4
Outcome 4 Question: Categories, Classify, Compare, Distinguish,
Generate, Examine, Interpret, Operate, Simplify.
Unit V
Objective 5 To train the students to produce a news magazine
Advertising—Purposes of Advertising—Designing an Advertisement—Various Types of
Advertisements—Editing: Editing for Content Appropriacy, Language Accuracy and Mechanics of
Writing—The Art of Proof Reading
PRACTICAL WORK:
Students are required to produce a news magazine.
Students become capable of producing a news magazine K6
Outcome 5
Hohenberg, John. (1978).The Professional Journalist. New Delhi: Oxford and IBH Publishing
Company.
Parthasarathy, Rangasamy. (2000).Basic Journalism Chennai: Macmillan.
Kamath, M.V. (1980).Professional Journalism. Bombay: Vikas Publishing House.
Mehta, D.S. (2014). Mass Communication and Journalism in India. Bombay: Allied Publishers.
Ahuja, B.N.( 2007).Theory and Practise of Journalism in India. New Delhi: Surjeet
Publications.
Bruce, Westley. (1975).News Editing. New Delhi: Oxford and IBH Publishing Company.
Sethi, Patanjali. (1977).Professional Journalism. Orient Longman.
Keval, J Kumar. (2002). Mass Communication in India. Mumbai: Jaico Publishing House.
Srivatsava, KM. (2016). Radio and TV Journalism. New Delhi: Stosius Advent Books Division.
Narasimha Reddy, C.V. (1976).How to be good PRO. Hyderabad: Sharada Publications.
Online Resources
Communication-Definition-Various Types of Communication -
https://socialsci.libretexts.org/Courses/De_Anza_College/COMM10%3A_Survey_of_Human_Comm
unication/01%3A_Introduction_to_Communication_Studies/1.01%3A_Communication_-
_History_and_Forms
Forms-of-communication - https://www.communicationtheory.org/forms-of-communication/
Mass Media - https://www.britannica.com/topic/mass-media
Code of Ethics - https://www.betterteam.com/code-of-ethics
The Art of Interviewing - https://youtu.be/F6U2mMVQpn8
https://newsmoor.com/lead-writing-types-of-leads-writing-in-
Types of Leads -
journalism-news-lead-examples-alternative-traditional-lead/
News Definition and http://studylecturenotes.com/what-is-news-meaning-definition-
-
sources of news and-sources-of-news/
Reviews: Book Review https://www.studocu.com/ph/document/sti-college/reading-and-
-
and Film Review writing/book-and-film-review/21898919
Introduction to Electronic https://unacademy.com/content/bank-exam/study-
-
Media material/general-awareness/an-explanation-of-electronic-media/
https://courses.lumenlearning.com/clinton-
Advertising -
marketing/chapter/reading-advertising/
Types of Advertising - https://www.wix.com/blog/amp/types-of-advertising
Course Designed By : Dr. S. Sudha
Mapping Course Outcome Vs ProgrammeOutcomes
CO1 1 3 2 1 3 2 3 3 3 1
CO2 - 3 1 2 3 3 2 2 3 -
CO3 1 3 2 2 3 3 3 2 3 2
CO4 1 3 2 1 3 3 3 2 2 2
CO5 - 3 2 1 3 3 3 2 3 1
W.AV 1 3 1.8 1.4 3 2.8 2.8 2.2 2.8 1.5
CO1 3 2 2 3 3
CO2 3 2 2 2 3
CO3 2 2 2 2 3
CO4 2 1 2 1 3
CO5 2 1 3 2 3
W.AV 2.4 1.6 2.2 2 3

II SEMESTER
701201 Course Literature III
Unit I
To provide the students with a first-hand knowledge of the great literary works
Objective 1
of the Romantic and Victorian Periods.
Poetry : William Wordsworth: Tintern Abbey
S.T. Coleridge : Kubla Khan
John Keats: Ode on a Grecian Urn
P.B. Shelley: Ode to the West Wind
Students acquire a knowledge of the great literary works of
Romantic and Victorian Ages
Outcome 1 K1
Unit II
To acquaint the students with the Romantic Movement and also make them
Objective 2
understand the background of the Victorian Age.
Poetry :Robert Browning : Grammarian‘s Funeral
Dante Gabriel Rossetti: Remember , A Birthday
Tennyson: Ulysses
Arnold : The Scholar Gypsy
Outcome 2 Students learn about Pre-Raphaelite Poetry and Poets
Questions: Arrange, Choose, Define, Describe, Find, How, Label, K1
Unit III
To guide the students to acquire a knowledge about the contribution of great
Objective 3
romantics
Prose : Charles Lamb : Dream Children: A Reverie, A Dissertation Upon a Roasted Pig, Chimney
Sweepers
William Hazlitt : On poetry in General
Learners become knowledgeable about Romanticism and its
tenets
Outcome 3 K1
Unit IV
Objective 4 To make the students well-informed about the novelists of Romantic Period
Fiction : Jane Austen: Sense and Sensibility
Walter Scott: Ivanhoe
Fictional themes of Romantic Novelists are made known to the
students
Outcome 4 K4
Question: Categories, Classify, Compare, Distinguish, Generate,
Examine, Interpret, Operate, Simplify.
Unit IV
Objective 5 To teach the students the central themes of Romantic Poetry and Fiction
Fiction : Dickens: Oliver Twist
Thomas Hardy : Far From the Madding Crowd
Students become well-versed in the areas of Victorian Fiction
and Poetry
Outcome 5 K5
Question: Assess, Choose, Compare, Determine, Evaluate,
Explain, Interpret, Justify, Measure, Priorities, Prove, Select.
Bowra, C. M. (1961).The Romantic Imagination. 1950. Oxford: Oxford University Press.
Darbishire, Helen. (1950). The Poet Wordsworth. London: Oxford University Press.
Blunden, Edmund. (1965). Selected Poems. Percy Bysshe Shelley. London and Glasgow: Collins.
Gittings, Robert. (1968).John Keats. London: Heinemann.
Wright, Andrew H. (1962).Jane Austen’s Novels: A Study in Structure. Harmondsworth:
Penguin Books.
Blunden, Edmund. (1967).Charles Lamb and His Contemporaries. Hamden: Archon Books.
Elton, Oliver. (1920).A Survey of English Literature 1830-1880. London: Edward Arnold.
Blunden, Edmund. (1942).Thomas Hardy. London: Macmillan.
Cruikshank, R. J. (1949).Charles Dickens and early Victorian England. Pitman, London.
Hough, Graham. (1967).The Romantic Poets. Hutchinson, London.
Online Resources
https://www.britannica.com/art/English-literature/The-
The Romantic period -
Romantic-period
Tintern Abbey - https://www.sparknotes.com/poetry/wordsworth/section
https://www.litcharts.com/poetry/john-keats/ode-on-a-grecian-
Ode on a Grecian Urn -
urn
Ode to the West Wind - https://www.britannica.com/art/ode-poetic-form
https://englishsummary.com/a-grammarians-funeral-stanza-
Grammarian‘s Funeral -
wise-summary-by-robert-browning/
Remember, A Birthday - https://www.litcharts.com/poetry/christina-rossetti/a-birthday
Ulysses - https://www.britannica.com/topic/Ulysses-poem-by-Tennyson
https://www.britannica.com/biography/Matthew-
The Scholar Gypsy -
Arnold/Arnold-as-critic
A Dissertation Upon a https://www.gradesaver.com/charles-lamb-essays/study-
-
Roasted Pig guide/summary-a-dissertation-upon-roast-pig
https://www.poetryfoundation.org/articles/69386/from-on-
On poetry in General -
poetry-in-general
Sense and Sensibility - https://www.britannica.com/topic/Sense-and-Sensibility
Sense and Sensibility - https://www.britannica.com/topic/Sense-and-Sensibility
Ivanhoe - https://www.cliffsnotes.com/literature/i/ivanhoe/book-summary
Oliver Twist - https://www.sparknotes.com/lit/oliver/bibliography/
Far From the Madding http://www.literaturepage.com/read/far-from-the-madding-
-
Crowd crowd.html
CO1 3 2 3 3 2 3 2 2 3 3
CO2 3 2 3 3 2 2 1 2 3 3
CO3 3 1 2 2 2 3 2 2 2 3
CO4 3 2 3 3 2 3 2 2 3 3
CO5 3 3 3 3 3 3 3 2 3 3
W.AV 3 2 2.8 2.8 2.2 2.8 2 2 2.8 3

CO1 3 3 3 3 3
CO2 3 3 3 3 2
CO3 3 3 3 3 2
CO4 3 3 3 3 3
CO5 3 3 3 3 3
W.AV 3 3 3 3 2.6

II SEMESTER
Shakespeare T Credits :5 Hours:7
701202 Course
Unit I
To make the students imbibe a first-hand knowledge of the plays of
Objective 1 Shakespeare and to create in them an awareness of the genius of Shakespeare
as a playwright
Twelfth Night
Students become knowledgeable about the genius of
Shakespeare
Outcome 1 K1
Unit II
To help the students understand the distinctiveness of Shakespeare’s plays with
Objective 2 special reference to the immortal characters he created, his intuitive
understanding of human nature and the greatness of his craftsmanship.
King Lear
Learners learn about the delineations of various dimensions of
humanity in Shakespeare’s plays
Outcome 2 K1
Unit III
To help the students to know well about the immortality of Shakespeare’s
Objective 3
plays
Julius Caesar
Learners assimilate the immortal themes of Shakespeare’s
plays
Outcome 3 K2
Unit IV
To enable the students to understand and analyse the historical plays, tragedies
Objective 4
and comedies of Shakespeare
The Winter‘s Tale
Students attain the ability to comprehend and critically
analyse different categories of Shakespearean plays
Outcome 4 K3
Unit IV
Objective 5 To teach the kernel themes of Shakespeare’s Sonnets to students
Sonnets 18, 26, 29, 73
General Shakespeare:
1.Shakespearean Theatre
2.Fools and Clowns in Shakespeare
3.Women in Shakespeare
4.Supernatural Elements in Shakespeare
5.Soliloquies in Shakespeare
Learners’ acquaintance with the themes of Shakespearean
Sonnets is ensured.
Outcome 5 K4
Bradley, AC. (1905).Shakespearean Tragedy: Lectures on Hamlet, Othello, King Lear,Macbeth.
London: Macmillan.
Chambers, E. K. (1925). Shakespeare: A Survey. London: Sidgwick& Jackson.
Granville, Barker. (1925).Preface to Shakespeare. New delhi; Atlantic Publishers.
Knight, G. Wilson. (1949).The Wheel of Fire:Interpretations of Shakespearian Tragedy with
Three New Essays (4th. rev. and enlarged ed). London: Methuen.
Knight, G.W. (2002).The Imperial Theme. New York: Routledge.
Lerner, Laurence. (1967).Shakespeare's Comedies: An Anthology of Modern Criticism.
Middlesex: Penguin Books.
Shakespeare, William. (2009).Sonnets. London: Vintage Classic.
Tillyard, E. M. W.(2013).Shakespeare's Last Plays. London: Bloomsbury Academic.
Online Resources
Twelfth Night - https://youtu.be/J8Wvoa5MO9o
King Lear - https://www.toppr.com/guides/english/english-literature/king-
lear-by-william-shakespeare-plot-summary/
Julius Caesar - https://www.sparknotes.com/shakespeare/juliuscaesar/summary/
The Winter‘s Tale - https://www.britannica.com/biography/Robert-Greene
General Shakespeare - https://www.britannica.com/biography/William-Shakespeare
Shakespearean Sonnets - https://www.sparknotes.com/shakespeare/sonnets/section7/

CO1 3 2 3 3 2 3 3 2 3 3
CO2 3 2 3 3 2 3 3 2 3 3
CO3 3 2 3 3 2 3 3 2 3 3
CO4 2 2 3 3 2 3 3 2 3 3
CO5 3 2 3 2 2 3 3 1 3 3
W.AV 2.8 2 3 2.8 2 3 3 1.8 3 3

CO1 3 3 3 3 3
CO2 3 2 3 2 2
CO3 3 3 3 3 2
CO4 3 3 3 2 3
CO5 3 3 3 3 3
W.AV 3 2.8 3 2.6 2.6

II SEMESTER
Course Code Title of the Literary
701203 Course Criticism – I
Unit I
To provide the learners with a knowledge of critical theories and practice of
Objective 1 literary criticism so as to enable them to appreciate the imaginative literature
in a better light.
Aristotle : Poetics(1 to 4 Chapters and Chapters 25 About Poetry)
Sidney : Apology for Poetry
Students attain a first-hand knowledge of the evolution of
literary criticism and western classical literary critics
Outcome 1 K1
Unit II
To offer the learners an aid to the process of understanding the classic values of
Objective 2 masterpieces by a reading of the critical doctrines laid down by the ancient and
modern critics
Dryden : An Essay of Dramatic Poesy
Alexander Pope : An Essay on Criticism
Learners learn to understand and scrutinize masterpieces of
western critical landscape.
Outcome 2 K1
Unit III
Objective 3 To motivate the students to fathom the essentiality of literary criticism
Wordsworth : Preface to Lyrical Ballads
Coleridge : Biographia Litereria: Chapters XIV to XVII
Outcome 3 Students fathom the essentiality of literary criticism
Questions: classify, compare, convert, Explain,Express, Illustrate, K2
Unit IV
Objective 4 To get the students to learn about the critical views of the iconic English critics
Mathew Arnold : The Study of Poetry
Shelley : A Defence of Poetry
Learners become well-acquainted with the contemplations of
literary critics
Outcome 4 K3
Unit IV
Objective 5 To make the students understand the contemplations of the critics
Allen Tate : Tension in Poetry
I. A. Richards : Four Kinds of Meaning
Learners know well about different schools of criticism in the
western literary world
Outcome 5 K4
Enright, D.J. and Ernst De Chickera. (2000).English Critical Texts. New Delhi: Macmillan
Publications.
Habib, Rafey. (2010).A History of Literary Criticism and Theory. New Delhi: Oxford Publishers.
Lodge, David.(1984).Twentieth Century Literary Criticism. 1972. London, Longman.
Ramaswamy, S., and V. S. Sethuraman. (1986).The English Critical Tradition: An Anthology of
English Literary Criticism. Vol. 1. Bangalore, Macmillan India.
Online Resources
Poetics - https://www.litcharts.com/lit/poetics/summary
Apology for Poetry - https://www.litcharts.com/lit/an-apology-for-poetry/summary
An Essay of Dramatic - https://englishsummary.com/essay-dramatic-poesy-dryden-
Poesy summary/
An Essay on Criticism - https://www.coursehero.com/lit/An-Essay-on-Criticism/plot-
summary/
Preface to Lyrical Ballads - https://www.litcharts.com/lit/preface-to-the-lyrical-
ballads/summary-and-analysis
Biographia Litereria - https://youtu.be/g4B_RHljX1A
The Study of Poetry - https://www.litcharts.com/lit/the-study-of-poetry/summary
A Defence of Poetry - https://interestingliterature.com/2021/10/shelley-defence-of-
poetry-summary-analysis/
Tension in Poetry - https://youtu.be/pofU-NYfyH0
Four Kinds of Meaning - https://www.litgalaxy2019.com/2022/04/the-four-kinds-of-
meaning-ia-richards.html
Course Designed By : Dr. M. Natarajan

CO1 3 3 3 3 3 3 3 3 3 3
CO2 3 3 3 3 3 3 3 3 3 3
CO3 3 3 2 3 2 2 2 3 3 3
CO4 2 3 3 3 2 3 3 3 3 3
CO5 3 3 3 3 2 3 3 3 3 3
W.AV 2.8 3 2.8 3 2.4 2.8 2.8 3 3 3

CO1 3 3 3 3 3
CO2 3 2 3 3 3
CO3 3 3 3 3 3
CO4 3 3 3 3 3
CO5 3 3 3 3 3
W.AV 3 2.8 3 3 3

II SEMESTER
New Literatures T Credits :4 Hours:4
701204 Course
Unit I
To make the students knowledgeable about the recent literary creations of
Objective 1
the writers of different nationalities.
Poetry
Sylvia Plath : Mirror
Judith Wright : Woman to Man
Mayo Angelou : I know why the Caged Birds sings Still I Rise
Students become aware of the latest literary creations in the
broad spectrum of English Literature.
Outcome 1 K1
Unit II
To make the learners understand and analyse these literary creations against
Objective 2
their socio-political and ethnic environments
Fiction
Margaret Laurence : The Stone Angel
Margaret Atwood : Surfacing
Toni Morrison : The Bluest Eye
Learners understand that Postcolonial Literature is a
product of social, political and cultural factors
Outcome 2 K2
Questions: classify, compare, convert, Explain,Express,
Unit III
Objective 3 To sensitize the students about postcolonial writers and their themes
Drama
Lorraine Hansberry : The Sign In Sidney Brustein‘s Window
Wole Soyinka : The Lion and The Jewel
Students become sensitised about the Postcolonial writers
and their themes
Outcome 3 K1
Unit IV
Objective 4 To guide the students to learn about the feminist literary voices
Prose
Virginia Woolf : A Room of One‘s Own
( First two chapters only)
Kate Millet : Theory of Sexual Politics
Learners figure out the echoes of feminism in New
Literatures
Outcome 4 K4
Question: Categories, Classify, Compare, Distinguish,
Generate, Examine, Interpret, Operate, Simplify.
Unit IV
To help the students learn about the prevailing social, political and cultural
Objective 5
conditions in erstwhile colonies
Fiction
BapsiSidwa : Ice Candy Man
V.S. Naipaul : House for Mr. Biswas
Students comprehend the prevailing social, political and
cultural conditions in erstwhile European Colonies
Outcome 5 K3
Drabble, Margaret. (1985).The Oxford Companion to English Literature. New York: Oxford
University Press.
James D. Hart. (1966).The Oxford Companion to American Literature. New York: Oxford
University Press.
Rahman, Tariq. (2015).A History of Pakistani Literature in English 1947–1988.Oxford
University Press.
Toye, William. (1983).The Oxford Companion to Canadian Literature. Toronto: Oxford
University Press.
William H. Wilde, Joy Hooton, Barry Andrews. (1994). The Oxford Companion to Australian
Literature. London: Oxford University Press.
William L. Andrews, Frances Smith Foster, Trudier Harris. (1997).The Oxford Companion to
African American Literature. London: Oxford University Press.
Online Resources
https://www.britannica.com/art/English-
literature
https://www.gradesaver.com/sylvia-plath-
poems/study-guide/summary-mirror
The Stone Angel - https://www.litcharts.com/lit/the-stone-angel/summary
The Bluest Eye - https://www.supersummary.com/the-bluest-
eye/summary/
The Sign In Sidney Brustein‘s - https://www.enotes.com/topics/sign-sidney-brusteins-
Window window
The Lion and The Jewel - http://www.bookrags.com/studyguide-the-lion-and-the-
jewel/#:~:text=Oxford%20University%20Press%2C%20
1962.,meaning%20its%20senior%20authority%20figure
A Room of One‘s Own - https://www.sparknotes.com/lit/roomofonesown/section
1/
Theory of Sexual Politics - https://fdslive.oup.com/www.oup.com/academic/pdf/13/
9780199562541.pdf
Ice Candy Man - https://youtu.be/3nkmJ4N3XOs
Course Designed By : Dr. SP. M. Kanimozhi
CO1 3 2 3 3 3 3 2 2 3 3
CO2 3 2 3 2 3 2 2 2 3 3
CO3 3 2 3 2 2 3 2 3 3 3
CO4 3 2 3 3 2 3 3 3 3 3
CO5 3 3 3 3 3 3 2 3 3 3
W.AV 3 2.2 3 2.6 2.6 2.8 2.2 2.6 3 3

CO1 3 3 3 3 3
CO2 3 3 3 3 2
CO3 3 2 3 3 3
CO4 3 3 3 3 3
CO5 3 3 3 3 3
W.AV 3 2.8 3 3 2.8

III SEMESTER
701301 Course Literature – IV
Unit I
To give the students a first-hand knowledge of the literary works of the
Objective 1
major 20th Century writers.
Poetry
T.S. Eliot: The Waste Land
W.B. Yeats: Sailing to Byzantium, Byzantium, Easter 1916, The Second Coming
Students’ getting acclimatized to the social, political and cultural K1
conditions of 20th Century is ascertained
Outcome 1
Unit II
To introduce the students to the main tendencies and complexities of the
Objective 2 modern era by a selection of the works of literary representatives of this
period.
Poetry
Philip Larkin : This Be the verse
Dylan Thomas : Poem in October
W. H. Auden : Anthem for Doomed Youth
Students’ imbibing of the popular trends and tendencies of
modernist literature is ensured
Outcome 2 K1
Unit III
Objective 3 To make the students learn about Modernism in English Literature
Prose
George Orwell: Bookshop Memories, Why I Write, Shooting an Elephant
Robert Lynd : On Forgetting
Students learn about the representative works of modernists
Outcome 3 Questions: classify, compare, convert, Explain, Express, Illustrate, K2
Unit IV
Objective 4 To motivate the learners to know well about the contributions of modernists
Drama
George Bernard Shaw: Arms and the Man
Beckett : Waiting for Godot
Students become well-versed in the pre occupations of modernist
Outcome 4 literature K3
Question: Construct, Develop, Discover, Identify, Interview, modify,
Predict, Practice, Solve.
Unit V
To guide the students to figure out the central themes of twentieth-century
Objective 5
literature.
Fiction
D. H. Lawrence : The Rainbow
William Golding : Lord of the Flies
Learners comprehend the factors that paved the way for the
birth of post modernism
Outcome 5 K1
Lamires, Harry. (1982).Twentieth Century English Literature. New Delhi: Macmillan Press Ltd.
Gardner, Helen. (1940).The Art of T.S.Eliot. London: The Cresset Press.
Hugo, Leon. (1971). Bernard Shaw: Playwright and Preacher. London: Methuen.
Jeffares, A. Norman. (1962).W.B. Yeats: Man and Poet. London: Routledge&Kegan Paul.
Strong, L A. G. (1951).The Sacred River: An Approach to James Joyce. New York: Pellegrini&
Cudahy,
Ward, A. C. (1986).Twentieth - Century English Literature 1901-1960. Bombay: B.I. Publications.
Online Resources
https://en.m.wikipedia.org/wiki/Twentieth-
Twentieth century literature -
century_English_literature
https://www.lboro.ac.uk/subjects/english/undergraduate/study-
guides/the-waste-
The Waste Land -
land/#:~:text=The%20Waste%20Land%20can%20be,%2C%2
0psychological%2C%20and%20emotional%20collapse
Poem in October - https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=
web&cd=&cad=rja&uact=8&ved=2ahUKEwj39MDuo7GAA
xVvcGwGHUBwCE8QwqsBegQIFxAF&url=https%3A%2F
%2Fwww.youtube.com%2Fwatch%3Fv%3D9yqDL2GYukc&
usg=AOvVaw0C31mqAnQqoks2debX_5Tt&opi=89978449
Poem in October - https://www.youtube.com/watch?v=BFZn6Oh08Ys
George Orwell - https://www.openculture.com/2013/11/george-orwells-five-
greatest-essays.html
Arms and the Man - https://study.com/academy/lesson/arms-the-man-summary-
characters-themes.html
Waiting for Godot - https://interestingliterature.com/2021/06/beckett-waiting-for-
godot-summary-analysis/
Lord of the Flies - https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=
web&cd=&cad=rja&uact=8&ved=2ahUKEwiMiuDqsLuAAx
Ul-
zgGHZogBT4QFnoECBUQAQ&url=https%3A%2F%2Fwww
.cliffsnotes.com%2Fliterature%2Fl%2Flord-of-the-
flies%2Flord-of-the-flies-at-a-
glance&usg=AOvVaw0ZJZF7pVMyc0jbiwBl-
3eb&opi=89978449
Course Designed By :Dr. S. Sudha
CO1 3 2 2 2 2 3 2 2 3 3
CO2 3 3 3 3 3 3 2 2 3 3
CO3 3 2 3 3 2 3 2 2 3 3
CO4 3 2 3 2 2 2 2 2 3 3
CO5 3 2 3 2 2 3 3 3 3 3
W.AV 3 2.2 2.8 2.4 2.2 2.8 2.2 2.2 3 3

CO1 3 3 2 3 2
CO2 3 3 3 3 2
CO3 3 3 3 3 3
CO4 3 3 3 3 3
CO5 3 2 2 3 3
W.AV 3 2.8 2.6 3 2.6

III SEMESTER
Course Code Title of the World Classics in
701302 Course English Translation
Unit I
To introduce the students to English translation of the world classics of
Objective 1
great writers like Homer, Dante, Kalidasa etc.
Poetry
Homer : Odyssey (Selected Passages)
Virgil : Aenead
Students’ acquirement of a fair knowledge of world
literature is ensured
Outcome 1 K1
Unit II
To enable the young minds to peruse and benefit from the literary works
Objective 2
of great writers of the world
Poetry
A.K. Ramanujan : Sangam Poetry – Love and War (Selected Passages)
Subramanya Bharathi : Kuil Paattu (From Sahitya Akademi Collection Edited by Sirpi
Balasubramanian)
Learners attain the eligibility and ability to critically
analyse the literary works in world literature
Outcome 2 K2
Questions: classify, compare, convert, Explain, Express,
Illustrate, Outline, Relate, Show, Summaries, Translate
Unit III
Objective 3 To make the students understand that great minds think alike
Drama
Kalidasan :Sakuntala
Ibsen : A Doll‘s House
Students’ imbibing of the knowledge that great minds
think alike and also one humanity one literature theory is
Outcome 3 ensured K1
Unit IV
To guide the students to make sense of the dictum that great literature is
Objective 4
immortal
Drama
Sophocles: Oedipus Rex
Bertolt Brecht: Mother Courage and Her Children
Students understand the immortality of great literary
works in world literature
Outcome 4 K2
Questions: classify, compare, convert, Explain,Express,
Unit V
Objective 5 To ensure the students’ understanding of World Literature
Fiction
ThakazhiSivasankara Pillai: Chemmeeni (Anita Nair‘s Translation)
FydoderDostoyevsky : Crime and Punishment
Students develop enthusiasm in world literature.
Outcome 5 K6
Minimize, Modify, Propose, Solve
The Good Earth. (2004).
Kalidasa.(2008). Shakuntala and Other Works. Forgotten Books.
Online Resources
World Classics in - https://study.com/learn/lesson/world-literature-overview-famous-
English Translation works.html#:~:text=World%20literature%20can%20be%20defined,S
akuntala%20to%20name%20a%20few
Odyssey - https://www.gutenberg.org/ebooks/1727
Sangam Poetry-Love
- https://www.tamilliterature.in/sangam-poetry-translated-k-ramanujan/
and War
A Doll‘s House - https://www.thoughtco.com/a-dolls-house-plot-summary-2713482
Oedipus Rex - https://www.litcharts.com/lit/oedipus-rex/summary
Mother Courage and
- https://www.britannica.com/topic/Mother-Courage-and-Her-Children
Her Children
Crime and Punishment - https://www.britannica.com/topic/Crime-and-Punishment-novel
Chemmeen https://press.uchicago.edu/ucp/books/book/distributed/C/bo25017152.
-
html
Course Designed By :Dr. P. Madhan

CO1 3 3 3 3 2 3 2 2 3 3
CO2 3 3 3 3 3 3 3 3 3 3
CO3 3 2 3 2 2 3 2 2 3 3
CO4 3 2 3 2 2 3 2 2 2 3
CO5 2 2 3 3 2 3 2 3 3 2
W.AV 2.8 2.4 3 2.6 2.2 3 2.2 2.4 2.8 2.8

CO1 3 3 2 3 3
CO2 3 2 2 3 3
CO3 3 1 2 2 3
CO4 3 2 3 3 2
CO5 3 3 3 3 3
W.AV 3 2.2 2.4 2.8 2.8

III SEMESTER
Research
Methodology and T Credits :5 Hours: 7
701303 Course
Modern Rhetoric
Unit I
To create an awareness among the learners about the importance of research
Objective 1
and introduce them to the steps in research writing
Research Methodology
Definition of Research – Types of Research – Literary Research
Selection of Topic – Preparing a Thesis Statement
Collection of Sources: Library and Electronic Medium etc
Organization of Material – Primary and Secondary Sources – Reference Works
Review of Previous Works
Students get educated about the importance of research
Outcome 1 Questions: Arrange, Choose, Define, Describe, Find, How, K1
Unit II
To expose them to the rhetorical strategies to equip them to write and speak
Objective 2
effectively.
Style of Thesis Writing
Style Sheet Conventions – Thesis Format – Note-Taking – Documentation: Parenthetical Citation,
Bibliography – Work Cited - Abbreviations – Typographic Conventions: Space, Margin, Quotation
Punctuation: Period, Comma, Colon, Semicolon, Dash, Hyphen, Parenthesis, Square Bracket, etc
Learners become educated enough about mechanics of
writing
Outcome 2 K1
Unit III
Objective 3 To help the students know the principles of research methodology
Thesis Layout
Structure of a Thesis- Preliminary- Text of the Thesis-Reference Materials
Students’ acquisition of skills with regard to the principles of
research methodology is ensured
Outcome 3 K2
Unit IV
Objective 4 To train the students in the area of mechanics of writing a thesis
Rhetoric -Reasoning – Inductive and Deductive Reasoning – Fallacies.
Discourse: Forms of Discourse and Style of Discourse-Types of Exposition.
Students become knowledgeable to write good research
articles and dissertations
Outcome 4 K1
Unit V
Objective 5 To educate the students to write good research articles and dissertations
Slang, Archaism, Wordiness, Repetition, Vagueness, Specific and Concrete words, Connotation,
Denotation, Figurative Language, Jargon, Pejorative Language, Euphemism, Metaphor, Tone, Irony.
Students become aware of the different terminologies used in
research methodology and modern rhetoric
Outcome 5 K1
Gibaldi, Joseph. (2004).MLA Handbook for Writers of Research Papers. Seventh and Eighth
Editions. New Delhi: East-West Press Private Limited.
Kothari, C. R. (2000).Research Methodology. New Delhi: New Age International (P) Limited
Publishers.
Troyka, Lynn Q, and Douglas D. Hesse. (2018).Simon& Schuster Handbook for Writers.
Sinha, M. P. (2004). Research Methods in English. New Delhi: Atlantic Publishers.
Brooks, Cleanth. Modern Rhetoric. Np.
Online Resources
Research – Types of Research - https://onlinecourses.swayam2.ac.in/cec20_hs17/preview
Definition of Research - https://ddceutkal.ac.in/Syllabus/MA_English/Paper_26.pdf
Selection of Topic https://wayscholar.com/?gclid=EAIaIQobChMIyoCr766xgA
-
MVwZJmAh1aAwX5EAAYAyAAEgJoAPD_BwE
Documentation - https://en.wikipedia.org/wiki/Documentation
Thesis Layout - https://www.lib.sfu.ca/help/publish/thesis/format/layout
Structure of a Thesis - https://paperpile.com/g/thesis-structure/
Modern Rhetoric https://ocw.mit.edu/courses/21w-747-classical-rhetoric-and-
-
modern-political-discourse-fall-2009/pages/lecture-notes
A glossary of literary terms https://mthoyibi.files.wordpress.com/2011/05/a-glossary-of-
-
literary-terms-7th-ed_m-h-abrams-1999.pdf
Course Designed By :Dr. S. Valliammai
Mapping Course Outcome Vs ProgrammeOutcomes

CO1 2 3 2 3 3 3 3 3 3 3
CO2 2 3 2 3 3 2 3 3 3 2
CO3 1 3 2 2 3 3 2 3 3 2
CO4 1 3 2 3 3 2 3 2 3 2
CO5 3 3 2 3 3 2 2 3 3 2
W.AV 1.8 3 2 2.8 3 2.4 2.6 2.8 3 2.2

CO1 3 2 3 3 3
CO2 3 1 3 3 3
CO3 3 2 3 2 3
CO4 3 1 3 3 3
CO5 2 1 3 3 3
W.AV 2.8 1.4 3 2.8 3

III SEMESTER
Course Code Title of the Translation
T Credits :4 Hours: 4
701304 Course Studies
Unit I
To introduce the students to different theories and kinds of translation and translation
Objective 1
procedures.
Introduction – Terms and Definitions-History of Translation – The Bible Translation – Machine Translation-
Translation – Is it a Science or an Art?
Translation – Is it Imitative or Creative? (Horst Frenz)
Students become educated enough about various theories of Translation
Outcome 1 Question: Categories, Classify, Compare, Distinguish, Generate, Examine, K4
Interpret, Operate, Simplify.
Unit II
To expose them to the problems encountered in the translation of literary and sacred
Objective 2
texts.
Kinds of Translation:
a)Roman Jacobson: Intra Lingual Translation
Inter Lingual Translation, Inter Semiotic Translation
b)Dryden: Metaphase – Paraphrase and Imitation
c)Catford: Full Translation x Partial Translation
Total Translation x Restricted Translation Rank-Bound x Unbounded Translation
d)Peter New Mark: Semantic Translation x Communicative Translation
Students attain the skills to handle the problems of Translation
Outcome 2 Question: Construct, Develop, Discover, Identify, Interview, modify, Predict, K3
Practice, Solve
Unit III
Objective 3 To educate the students about the evolution of the field of translation
Translation Procedures: Literal Translation – Transliteration – Transference – Trans creation – Adaptation.
Students’ acquaintance with the evolution of the field of Translation is
ensured
Outcome 3 K1
Unit IV
Objective 4 To arouse the students’ enthusiasm in different methods of translation
Translation Theories on Equivalence: Eugene Nida: Formal Equivalence & Dynamic Equivalence-Popovic:
Lexical Equivalence-Paradigmatic Equivalence-Stylistic Equivalence-Syntagmatic Equivalence
Catford: Textual Translational Equivalence Formal Correspondence.
Students become knowledgeable about different methods of Translation
Outcome 4 Questions: Arrange, Choose, Define, Describe, Find, How, Label, List, K1
Unit V
To make the students learn about the important theorists in translation and their
Objective 5
contributions
Problems in Translation: Linguistic, Stylistic and Cultural – Translating – Poetry – Prose – Dramatic Texts –
Scientific Texts – Sacred Texts.
Shakespeare in Translation :Practice in Translation of select English Passages into Tamil and vice versa
Students’ knowledge of important theorists of Translation and their
contribution is ascertained
Outcome 5 K1
Bassnett-McGuire, Susan. (2005).Translation Studies. London: Routledge.
Catford, J.C.A. (2005).Linguistic Theory of Translation. London: OUP.
Duff, Alan. (1989).Translation. Oxford: OUP.
Horst, Frenz. (1961).Art of Translation in Stallknecht, NP and Frenz, H. (Eds.), Comparative Literature:
Method and Perspective. Carbondale: South Illinois University Press.
Nida, Eugene A, and Charles R. Taber. (1969).The Theory and Practice of Translation. Leiden:
E.J. Brill.
Nida, Eugene. (1988).Towards a Science of Translation. Oxford: Pergamon Press.
Savory, Theodore. (1959).The Art of Translation. London: Jonathan Cape.
Steiner, T.R.(1975).English Translation Theory, 1650-1800. Assen Amsterdam: Van r Gorcum.
Online Resources
Theories and of - https://www.cambridge.org/core/books/cambridge-handbook-of-
translation translation/theories-oftranslation/11EF4D52CDD9C2D736E49E028CA83F30
Translation – Is it a - https://welanguages.com/posts/2018/8/21/is-translation-an-art-or-a-science
Science or an Art?
Kinds of Translation - https://www.studocu.com/row/document/lahore-university-of-management-
sciences/english-literature/types-of-translation/10371681
Translation Procedures - http://lisnadewi89.blogspot.com/2013/06/translation-procedures.html?m=1
Translation Theories on - https://www.ccjk.com/translation-theories-eugene-nida-and-dynamic-
Equivalence equivalence/#:~:text=Eugene%20A.,word%2Dfor%2Dword%20translation
Problems in Translation - https://youtu.be/EfjwKPIx480

CO1 2 2 2 1 3 1 3 3 3 2
CO2 1 3 2 1 3 3 3 3 3 2
CO3 1 2 1 2 3 2 3 3 3 2
CO4 2 2 2 1 3 2 3 3 3 2
CO5 2 3 2 2 3 2 3 3 3 2
W.AV 1.6 2.4 1.8 1.4 3 2 3 3 3 2

CO1 3 1 2 2 3
CO2 2 - 3 2 3
CO3 2 1 3 1 3
CO4 2 2 3 1 3
CO5 2 1 3 1 3
W.AV 2.2 1.25 2.8 1.4 3

IV SEMESTER
Course Code Contemporary
Title of the
701401 Literary T Credits :4 Hours: 6
Course
Theory
Unit I
To provide the students of post-graduation with a brief historical survey of the
Objective 1
state of criticism of the present time.
Liberal Humanities / Modernism
Students’ acquirement of an understanding of the evolution of
literary criticism is ensured K1
Outcome 1
Unit II
To make them familiar with the significant texts illustrating the different
Objective 2
theoretical approaches
Structuralism
Post – Structuralism
Students’ assimilation of the knowledge of different tendencies
in twentieth century literary criticism is ascertained
Outcome 2 K1
Unit III
To enlighten the students about the important theorists of twentieth century
Objective 3
literary criticism
Colonialism
Post colonialism
Feminism
Students’ become well informed about the important theorists
of the 20th century literary criticism.
Outcome 3 K3
Unit IV
To educate the learners about the predominant tendencies of twentieth century
Objective 4
literary criticism
Psychoanalytic Criticism
Marxist Criticism
Learners fathom the predominant tendencies in 20th-century
literary criticism
Outcome 4 K1
Unit IV
To make the students learn about the important schools of thought in 20th
Objective 5
century literary criticism
New Historicism
Ecocrticism
Learners become well aware of the important schools of
thought like Modernism, Post Modernism Structuralism, Post
Structuralism, Colonialism, Post Colonialism, Eco-criticism,
Outcome 5 K4
New Historicism and so on
Nayar ,Pramod K. – Postcolonial Literature- An Introduction
Hutcheon ,Linda – A Poetics of Postmodernism- History,Theory, Fiction
Hicks , R.C.Stephen– Explaining Postmodernism -Skepticism and Socialism from Rousseau to
Foucault
Butler , Christopher – PostmodernismA very Short Introduction
Guerin, Wilfred L., et.al- A Handbook of Critical Approaches to Literature
Lyotard, Jean-Francois – The Postmodernism Condition: A Report on Knowledge
Barry, Peter- Beginning Theory An Introduction to Literary and Cultural Theory
MC Leod, John- Beginning Postcolonialism
Powell, Jim illustrated by Van Howell – Derrida for Beginners
Online Resources
20th century criticism - https://youtu.be/KVxzOmOk13s
Modernism - https://www.britannica.com/art/Modernism-art
Post – Structuralism - https://www.britannica.com/art/poststructuralism
Feminism - https://www.coe.int/en/web/gender-matters/feminism-and-women-s-
rights-movements
Marxist Criticism - https://englishsummary.com/lesson/introduction-to-marxism/
Ecocrticism - https://www.studysmarter.co.uk/explanations/english-literature/literary-
criticism-and-theory/eco-criticism/

CO1 3 3 3 3 2 3 2 3 3 2
CO2 3 3 3 3 2 3 2 3 3 1
CO3 3 2 2 3 2 2 2 3 3 2
CO4 3 2 2 3 2 2 2 3 3 2
CO5 3 2 2 3 2 3 3 3 3 2
W.AV 3 2.4 2.4 3 2 2.6 2.2 3 3 1.8

CO1 3 2 3 2 3
CO2 2 3 3 2 3
CO3 3 2 3 2 3
CO4 2 3 3 2 3
CO5 3 2 3 2 3
W.AV 2.6 2.4 3 2 3

IV SEMESTER
English
Language T Credits :4 Hours:6
701402 Course
Teaching
Unit I
Objective 1 To make the students understand the importance of teaching English.
ELT in India - The Role of English in India – Medium of Instruction – English as a Library
Language – Values of Learning English – Relevance of Psychological Schools to Languages
Teaching – Behaviourist School of Psychology – Cognitive School of Psychology – Mother Tongue
Interference.
Students grow well aware of the importance of English
Language.
Outcome 1 K2
Unit II
Objective 2 To train the learners to grasp various methods of teaching English.
Methods of Teaching English - Methods of Teaching English – Grammar Translation Method – Oral
Approach – Situational Language Teaching – Audio Lingual Method – Communicative Language
Teaching Materials. Materials for Accuracy and Fluency. Suggestopaedia
Students learn about various methods of English Language
Teaching
Outcome 2 K1
Unit III
To enable the students to understand the application of ICT in English
Objective 3
Language Teaching.
Teaching of Reading and Writing - Theoretical Approaches and Basic Concepts. Reading Strategies
and Types. Designing Reading Tasks and Evaluation. Forms and Functions of Writing. Writing as
Communication. The Structuring of Texts. Planning, Drafting, Revision. Classroom Writing
Situations and Writing Tasks.
Students become skilful in using ICT
Unit IV
To help the students acquire LSRW skills (Listening, Speaking, Reading and
Objective 4
Writing)
Teaching Practice - Teaching the Four Language Skills (LSRW), Teaching Prose, Poetry, Drama and
Extensive Reading
Students become strong in Listening, Speaking, Reading and
Writing Skills (LSRW skills)
Outcome 4 K3
Unit IV
Objective 5 To ensure the English fluency of the learners
Grammar, Communication Technology and Testing in ELT - Role of Grammar in Language
Pedagogy Application of Communicative Language Teaching ICT in ELT Testing – Types of
Question and Object(s) of Testing. Evaluation Techniques.
Students become aware of the latest methods in English
Language Teaching and become fluent speakers of English
Palmer, Harold. E. 1964. The Principles of Language Study. London: Oxford University Press.
Jones, Daniel. (1946).The Pronunciation of English, London: OUP.
Gimson,A.L.( 1965).An Introduction to the Pronunciation of English, London: Oxford University
Press.
Richards, Jack C., and Theodore S. Rodgers. (2001).Approaches and Methods in Language
Teaching. 2nd edition. Cambridge,UK: CUP.
Online Resources
ELT in India - https://egyankosh.ac.in/bitstream/123456789/46834/1/BES-
144B1E.pdf
Methods of Teaching English - https://englishpost.org/approaches-and-methods-in-language-
teaching/
Teaching of Reading and - https://pce.sandiego.edu/how-to-teach-reading-in-the-
Writing classroom-10-strategies/
Teaching the Four Language - https://acumentoday.in/lsrw-way-of-language-learning-
Skills (LSRW) listening-speaking-reading-writing/
Application of Communicative - https://www.acharyar.com.np/2022/01/use-of-ict-tools-in-
Language Teaching ICT in english-language_28.html?m=1
ELT Testing
Course Designed By : Dr. S. Sudha

CO1 3 3 1 1 3 2 3 3 3 2
CO2 3 3 1 2 3 2 3 3 3 2
CO3 3 3 - 1 3 - 3 3 3 2
CO4 3 3 1 1 3 2 3 3 3 2
CO5 3 3 1 1 3 2 3 3 3 2
W.AV 3 3 1 1.2 3 2 3 3 3 2

CO1 3 3 2 2 3
CO2 3 3 2 2 3
CO3 3 3 2 2 3
CO4 3 3 3 2 3
CO5 3 3 3 2 3
W.AV 3 3 2.4 2 3

IV SEMESTER
Course Code Title of the Introduction
701403 Course To Linguistics
Unit I
To introduce the learners to linguistics as a science and expose them to the
Objective 1
levels and flows and branches of linguistics.
Linguistics – What is Linguistics? – Uses of Linguistics in Language Teaching – Structural
Phonology – Structural Morphophonemics – Difference Between Animal Communication and Human
Language – Dialect – Idiolect – Register – Psycho Linguistics – Socio Linguistics – Contrastive
Analysis
Students understand the scientific nature of Linguistics
Unit II
To acquaint them with phonology and morphology and to train them in
Objective 2
phonological and morphological analysis
English Phonetics – Cardinal Vowels – The English Vowels, Diphthongs and Consonants –
Transcription – Accent, Rhythm and Intonation – Assimilation – Elision – Received Pronunciation
Students become knowledgeable about phonology
Unit III
Objective 3 To train students in the area of discourse analysis
System and Norm
Deep Structure and Surface Structure
Students become aware of the History of English Language
Unit IV
Objective 4 To educate them about the History of English Language
Traditional Grammar – Basic Sentence Patterns – Structuralist View of Grammar and IC Analysis –
P.S. Grammar – T.G. Grammar – Theories of Semantics – Semantics, Pragmatics and Discourse.
Students learn about various branches of Linguistics - syntax,
semantics phonology and morphology.
Unit IV
To make the students know different branches of Linguistics – syntax,
Objective 5
semantics, phonology and morphology
History of English Language – Place of English in Indo-European Family of Languages. Word
Making in English – Changes in the Meaning of Words – History of English Spelling and Spelling
Reform – Standard English – American English
Students acquire a fair knowledge of traditional English
grammar.
Outcome 5 K1
Balasubramanian, T. A. (1981).Textbook of English Phonetics for Indian Students. India: New
Delhi. Macmillan India.
Chomsky, Noam. (1975). Knowledge of Language. New York. Pantheon. Chomsky, Noam.
Das, Shyamal. (2009).Essays in Linguistics: Studies in Phonology, Syntax and Sociolinguistics.
India: New Delhi.Akansha Publishing House.
Crystal, David. (2010).The Cambridge Encyclopedia of Language. Cambridge: Cambridge
University Press.
Ruhlen, Merritt. (1994).On the Origin of Languages: Studies in Linguistic Taxonomy. Stanford,
Calif:Stanford University Press.
Pinker, Steven. (1994). The Language Instinct. W. Morrow and Company.
Online Resources
Socio Linguistics - https://www.thoughtco.com/sociolinguistics-3026278
English Phonetics - https://www.studysmarter.co.uk/explanations/english/phonetics/
Deep Structure - https://www.lancaster.ac.uk/fas/psych/glossary/deep_andsurfacestructure_-
and Surface linguistics/
Structure
Semantics - https://www.vocabulary.com/dictionary/semantics
History of English - https://www.britannica.com/topic/English-language
Language
Standard English - https://www.thoughtco.com/standard-english-1692137

CO1 3 3 2 1 3 3 3 3 3 2
CO2 1 3 1 2 3 3 3 3 3 2
CO3 1 3 1 1 3 2 3 3 3 1
CO4 1 3 1 1 3 1 3 3 3 2
CO5 1 3 1 2 3 1 3 3 3 2
W.AV 1.4 3 1.2 1.4 3 2 3 3 3 1.8

CO1 3 3 3 2 3
CO2 3 2 3 1 3
CO3 3 2 3 1 3
CO4 3 2 3 1 3
CO5 3 2 3 1 3
W.AV 3 2.2 3 1.2 3

IV SEMESTER
Course Code Title of the American
T Credits : 4 Hours:6
701404 Course Literature
Unit I
Objective 1 To introduce the students to the literary works of the major American writers
of the 19th and 20th centuries so as to enable them to understand the American
life and culture against the background of American history.
Poetry - Edgar Allan Poe: The Raven
Walt Whitman : When Lilacs Last in the Dooryard Bloomed
Emily Dickinson: I felt a funeral in my Brain, I Taste Liquor Never Brewed
Wallace Stevens : Emperor of Ice-cream
Robert Fros : Mending Wall, Stopping By Woods on a Snowy Evening
Learners acquire a fair knowledge of American Freedom
struggle, Racial Issues and Emancipation of Slaves and also
Outcome 1 American Literary Movements K1
Unit II
To provide the learners with a knowledge of different aspects of American
Literature, the stimulus and inspiration it has received from the literature of
Objective 2
England and the literary forms, conventions and traditions it has inherited
from the past literatures of England and Europe.
Prose - Emerson : The American Scholar
Edgar Allan Poe: The Philosophy of Composition
Thoreau : Walden
Students become aware of the importance of American War of
Independence and its impact on American Literature
Outcome 2 K2
Unit III
To enlighten the students about the American War of Independence and its
Objective 3
impact on literature
Fiction - Mark Twain : Adventures of Tom Sawyer
Hemingway : Farewell To Arms
Students become knowledgeable about the richness of
American Literature
Outcome 3 K1
Unit IV
Objective 4 To educate the students about the richness of American Literature
Fiction - Toni Morrison : Sula-Bernard Malamud: The Assistant Beloved, Edith Wharton : Ethan
Frome
Students grow well-versed in the themes of American
Literature
Outcome 4 K4
Unit IV
To get learners to learn about significant American literary artists and their
Objective 5
contribution to literature
Drama - Arthur Miller : Death of a Salesman-O‘ Neill: The Emperor Jones
Learners learn to compare and contrast American literature
with other literatures
Outcome 5 K5
Explain, Interpret, Justify, Measure, Priorities, Prove, Select.
Baker, Carlos. Ernest Hemingway. (1963)The Writer as Artist. Princeton: Princeton UP.
Bellamy, Gladys C. Mark Twain. (1950).As a Literary Artist. Norman: University of Oklahoma
Press.
Carpenter F.I. (1953).Emerson Handbook. New York: Hendricks House.
Chase, Richard. (1951).Emily Dickinson. Connecticut.Westport: Green Wood Press Publishers.
Cox, James M, ed. (1962).Robert Frost: A Collection of Critical Essays. New Jersey: Prentice
Hall.
Edward H Davidson. (1957). Poe: A Critical Study. Cambridge: Belknap Press of Harvard
University Press.
Egbert, S. Oliver. (1967).American Literature: 1890-1965; An anthology. New Delhi : Eurasia
Publishing House.
Fisher, William J. and et al. (eds.). ( 1965).American Literature of Nineteenth Century: An
Anthology. NewDelhi:Eurasia Publishing House.
Spiller, E. Robert, et al. (1972).Literary History of the United States: History. New Delhi:
Amerind Publishing Co. Pvt. Ltd.
Whitman, Walt. (1955).The Works of Walt Whitman. Edn. Wordsworth Poetry Library.
Wertfordshire: CumberIand House.
Online Resources
Periods of American - https://www.britannica.com/list/periods-of-american-literature
literature
The Raven - https://www.litcharts.com/lit/the-raven/summary
Mending Wall - https://www.sparknotes.com/poetry/frost/section3/
The American Scholar - https://www.cliffsnotes.com/literature/e/emersons-
essays/summary-and-analysis-of-the-american-scholar/about-
the-american-scholar
Walden - https://www.gradesaver.com/walden/study-guide/summary
Adventures of Tom Sawyer - https://www.sparknotes.com/lit/tomsawyer/summary/
Sula - https://www.supersummary.com/sula/summary/
The Emperor Jones - https://www.englishliterature.info/2022/07/the-emperor-jones-
summary-analysis.html
CO1 3 3 3 3 2 3 3 2 3 3
CO2 3 2 3 3 2 3 3 2 3 3
CO3 3 2 3 3 1 3 3 2 3 3
CO4 3 2 3 3 2 3 3 2 3 3
CO5 3 2 3 3 2 3 3 2 3 3
W.AV 3 2.2 3 3 1.8 3 3 2 3 3

CO1 3 3 3 3 3
CO2 3 3 3 3 3
CO3 3 3 3 3 3
CO4 3 3 3 3 3
CO5 3 3 3 3 3
W.AV 3 3 3 3 3

II SEMESTER
Effective
Communication T Credits : 2 Hours:3
701701 Course
and Soft Skills
Unit I
Objective 1 To expose the students to the channels and levels of communication.
Communication vs. Effective Communication) - (Importance and Significance of Communication)
Principles of Effective Communication, The Flow of Communication, The Levels of Communication,
Types of Communication-Verbal & Non-verbal, Barriers to Effective Communication – How to Get
Rid of Them
Students develop exposure to the channels and levels of
communication
Outcome 1 Question: Choose, Compile, Compose, Construct, Create, Develop, K6
Discuss, Elaborate, Estimate, Formulate, Maximize, Minimize,
Modify, Propose, Solve.
Unit II
To acquaint them with the strategies in planning, preparing and presenting a
speech with focus on nuances of delivery; to train them in the writing of memos
Objective 2
and resumes and to train them how the leader should conduct himself in
moments of conflict.
Conversation Skills & Basic Etiquettes) - Modes of Greeting, Requesting, Thanking, Writing,
Introducing, Congratulating, Giving Opinion and Granting Permission, Expression of Agreement,
Disagreement, Giving Orders, Advice, Suggestion, Apology, Warning and Gratitude etc.
Telephone Conversation – Dos and Don‘ts (Specific dialogues to be given to enable the students
understand and use the expressions in conversations)
Learners develop a fair understanding of the methods of
preparation of public speeches
Outcome 2 K1
Unit III
To help the students fine-tune their language by avoiding slang, informal
Objective 3
expressions and faulty usages.
Presentation Skills) - Preparing, Planning and Presenting a Talk.
Preparing for the Introduction, Body and Conclusion of Presentation
Structure, Language and Delivery of the Presentation
How to Make an Impressive Presentation?
Analyzing Audience and Locale
The Use of Audio-Visual Aids
Students imbibe knowledge about the difference between
formal and informal languages
Outcome 3 K1
Unit IV
Objective 4 To enable the students no write letters, articles, representations etc
(Group Communication) - Behaviour Pattern-Peer Group-Cooperation-Analysis of the Given Topic.
Arguments and Force of Expressions - Avoiding Interference and Rudeness of Language – Guiding
the Group Members at points of dullness – Leadership Qualities – Summing Up.
Students attain competence to excel well in Group Discussions
Unit IV
Objective 5 To make the students adepts in communication skills
(Writing Skills) - Writing Letters, The Essentials of Letters, Writing Job Applications, Preparing a
Resume and Resume Types,
Types and Uses of Memos and Circulars,
Advantage and Disadvantage of E-mail,
Advantage and Disadvantage of Advertisements.
Students can understand the difference between formal and
informal communications and also can write letters, resume
Outcome 5 and job applications K2

Dutt, Kiranmai&GeethaRajeevan. (2006).Basic Communication Skills. Rev. Ed. Foundation books
Pvt. Ltd, New Delhi: Cambridge House
Bill, R. Swetmon. (2006).Communication Skills for the 21st Century, Chennai: Eswari Press, First
South Asian Edition.
Glass, Lillian. (1987).Talk to Win. New York: Perigee Books.
Pillai, G. Radhakrishna&Rajeevan. K.(1987).Spoken English for You. Emerald Publishers, Chennai.
Online Resources
Importance and Significance - https://www.skillsyouneed.com/ips/what-is-
of Communication communication.html
Speaking skills - https://www.britishcouncil.in/blog/seven-simple-ways-
improve-your-speaking-skills
Presentation Skills - https://www.coursera.org/articles/presentation-skills
Group Communication - https://getuplearn.com/blog/group-communication/
Writing Skills - https://www.skillsyouneed.com/writing-skills.html

CO1 2 3 2 1 3 2 3 3 3 1
CO2 2 3 1 - 3 1 3 3 3 2
CO3 2 3 - - 3 2 3 3 3 2
CO4 2 3 - 1 3 2 3 3 3 2
CO5 2 3 1 1 3 2 3 3 3 2
W.AV 2 3 1.3 1 3 1.8 3 3 3 1.8

CO1 3 3 3 - 3
CO2 3 1 3 - 3
CO3 3 2 3 1 3
CO4 3 1 3 - 3
CO5 3 1 3 1 3
W.AV 3 1.6 3 1 3

III SEMESTER
English for
Competitive T Credits : 2 Hours:3
701702 Course
Examinations
Unit I
Objective 1 To help the students understand how grammatical structures are
systematically related to meaning.
Parts of speech
Noun Phrases
Adjective Phrases
Adverbial Phrases
Students become well-versed in understanding and using
various sentence patterns
Outcome 1 K2
Unit II
Objective 2 To give practice to the students in clause analysis
Prepositions
Concord
Students grow skilful in analysing clauses
Outcome 2 K6
Unit III
Objective 3 To enable the students write correct English
Tenses
Active and Passive Voice
Degrees of Comparison
Learners grasp the importance of correct English
Outcome 3 Questions: classify, compare, convert, Explain, Express, K2
Unit IV
Objective 4 To help the students standardise their English language skills
Noun Clause, Adjective clause, Adverbial l Clause
Simple, Complex and Compound Sentences
Transformation of Sentences
Synthesis of sentences
Students’ fine performance in English Language based
competitive examinations is ascertained
Outcome 4 K5
Explain, Interpret, Justify, Measure, Priorities, Prove, Select
Unit IV
Objective 5 To equip the students to perform well in competitive examinations
Idioms and Phrases
Spotting the Errors
English vocabulary
Learners become capable of delivering public speeches

Palmer, H.M. (1976).Semantics:A New Outline, CUP: Cambridge.
Krishnaswamy, N. (2008). Modern English: A Book of Grammar Usage and Composition.
Hyderabad: McMillan India Limited.
Wood, F.T. (1965). Remedial English Grammar. Calcutta: Macmillan.
Kierzek, John M. (1946).The Macmillan Handbook of English. New York: Macmillan.1946
Online Resources
Types of Phrases - https://www.studyandexam.com/types-of-phrase.html
Prepositions - https://www.gingersoftware.com/content/grammar-rules/preposition/
Concord - https://www.vocabulary.com/dictionary/concord
Active and Passive - https://www.grammarly.com/blog/active-vs-passive-
Voice voice/#:~:text=The%20dog%20chases%20the%20ball,the%20focus
%20of%20the%20sentence
Degrees of Comparison - https://byjus.com/english/degrees-of-comparison/
Tenses - https://leverageedu.com/blog/tenses-rule/
Types of Sentences - https://webapps.towson.edu/ows/sentences.htm
Synthesis of sentences - https://www.youtube.com/watch?v=WevEWotQhNw
Idioms and Phrases - https://www.vedantu.com/english/idiom-and-phrases
Spotting the Errors - https://www.geeksforgeeks.org/tricks-to-solve-spotting-errors/

CO1 1 3 1 1 3 2 2 3 3 1
CO2 1 3 1 2 3 2 3 3 3 1
CO3 1 3 2 2 3 2 3 2 3 1
CO4 2 3 2 2 2 2 3 2 3 2
CO5 1 3 2 3 2 2 3 2 3 2
W.AV 1.2 3 1.6 2 2.6 2 2.8 2.4 3 1.4

CO1 3 2 3 1 3
CO2 3 2 3 2 3
CO3 3 3 3 3 3
CO4 3 3 3 2 3
CO5 3 3 3 3 3
W.AV 3 2.6 3 2.2 3

PANNEL MEMBERS
CURRICULUM VITAE
Name: Dr. P.Madhan

Designation: Professor and Head
Address: Department of English and
Foreign Languages, Alagappa
University, Karaikudi – 630 003
Phone: 7339276791
Fax: -
Email: [email protected]
Educational Qualification:
M.A., M.Phil., Ph.D.

Professional Experience:
Teaching Experience: 10 Years

Research Experience: 5 Years
Recent publications:
 Images of Cultural Alienation in V.S. Naipaul‘s A House for Mr. Biswas and
The Mimic Men, WESLEYAN Journal of Research
 Significance of Literature in the Third Millennium, Rock Pebbles, Vol.XXIV
No. I & II, 82-29
 Christopher Marlowe‘s Doctor Faustus: A Study , Literary Endeavour,
 Mythology in Amish Tripathi‘s The Immortals of Meluha: A Study, Literary
Endeavour

CURRICULUM VITAE
Name: Dr. S.Valliammai

Designation: AssistantProfessor
Address: Department of English and Foreign Languages,
Alagappa University, Karaikudi – 630 003
Phone: 9600328600
Fax: -



Existence of Women in Wordsworth‘s Poems, Gedrag en Organisatie, Volume No: 33 Issue 2

CURRICULUM VITAE
Name: Dr. M. NATARAJAN

Designation: AssistantProfessor
Phone: 9944647554
Fax: -
M.A., Ph.D., PGDCA


Honours and Awards:

Best Faculty Award (2016) awarded by Indian Research Association, Trichy

 An Investigation onto Tribal Students‘ Education and their Promotion of English Language
Teaching , JUNI KHYAT
 Representing the under-represented: ethnic world in Gita Mehta's a river sutra , Research
Journal of English
 Language and Literature
 Bama‘s Harum Scarum Saar & Other Stories: The Portrayal Unveils the Veiled Truth, Our
Heritage
 An Idealized Picture of Tribal Life in Arun Joshi‘s The Strange Case of Billy Biswas, Adalya
Journal
 The Exploration of the Theme of Identity Crisis through the Works of Aravind Adiga, Gedrag
en Organisatie, Volume No: 33 Issue 2

CURRICULUM VITAE
Name: Dr. SP.M.KANIMOZHI

Designation: Assistant Professor
Phone: 9442969404
Fax: -

 Ethics of Post-Colonialism and Endeavour of Women in Adichie‘s Purple Hibiscus and Half of a
Yellow Sun, Gedrag en Organisatie, Volume No: 33 Issue 2
 Unfolding the Psychological Trauma of an African Immigrant Woman: Buchi Emecheta‘s Second Calss
Citizen, Journal Gujarat Research Society Volume 21(10)

CURRICULUM VITAE
Name: Dr. S.SUDHA

Phone: 9487899183
Fax: -

 Thoughts, Words and Creativity, Gedrag en Organisatie, Volume No: 33 Issue 2
CURRICULUM VITAE
Name: Dr.Anitha Devi Pillai

Phone: 67903393
Fax: -
M.A., Ph.D.

Honours and Awards:

Excellence in Teaching Commendation Award (NIE, Nanyang Technological University) - 2018
Pravasi Express Research Excellence Award - 2017
Teaching Merit Award (SUSS University) - 2014
Teaching Merit Award (SUSS University) - 2013
CURRICULUM VITAE
Name: Dr. Vinoth Balakrishnan

Designation: Professor
Address: Department of English,
National Institute of Technology,
Phone: 0431-2503694
Fax: -
M.A., Ph.D.

Honours and Awards:

 Third Prize Bronze Medal-North Atlantic Open Poetry Competition-Conducted by the National
Library of Poetry, Maryland, USA.
 2. Editor's Choice Award-For Outstanding Achievement in Poetry-Presented by Poetry.com and
the International Library of Poetry-2000.
 3. Editor's Choice Award-For Outstanding Achievement in Poetry-Presented by Poetry.com and
the International Library of Poetry-1997.
 4. The Fr. Pinto Medal-For Outstanding Academic Performance (for both the years) in English
Literature at the Postgraduate Level-St. Joseph's College, Tiruchirapalli-1991.
CURRICULUM VITAE
Name: Dr. G. Rajesh Kumar

Address: Department of English
Madurai KamarajUniversity Phone: 67903393
Fax: -
Email: rajesh22kumarmku @ gmail.com
M.A. M.Phil., B.Ed., Dip(French)., Ph.D


M.A Syllabus

Uploaded by

Copyright:

Available Formats

M.A Syllabus

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

M.A Syllabus

Uploaded by

Copyright:

Available Formats

DEPARTMENT OF ENGLISH AND FOREIGN LANGUAGES

REGULATIONS AND OBE SYLLABUS

Karaikudi -630003, Tamil Nadu

Members (All Department faculty) Name : Dr. S. Valliammai, Designation :

REGULATIONS AND OBE SYLLABUS-(CBCS-University Department)

Name of the Department: Department of English and Foreign Languages

1. Choice-Based Credit System

A choice-Based Credit System is a flexible system of learning. This system allows

―Programme‖ means a course of study leading to the award of a degree in a discipline.

‗Course‘ is a component (a paper) of a programme. Each course offered by the Department

The Departmental Committee consists of the faculty of the Department. The

8. Programme General Objectives - (PGO)

PGO-2 To introduce the students to the birth of Modern English Literature

9. Programme Specific Objectives - (PSO)

PSO-4 To get them to understand literature is the manifestation of human life

10. Programme Outcome - (PO)

11. Eligibility for admission

B.A English Literature / B.A or B.Sc, with part I or II English.

12. Minimum Duration of programme

A PG programme consists of a number of courses. The term ―course‖ is applied to indicate

C. Non-Major Electives (NME)- Exposure beyond the discipline

 A uniform time frame of 3 hours on a common day (Tuesday) shall be

 Non Major Elective courses offered by the departments pertaining to a

 Registration process: Students have to register for the Non-Major Elective

D. Self Learning Courses from MOOCs platforms.

 MOOCs shall be on voluntary for the students.

 Students have to undergo a total of 2 Self Learning Courses (MOOCs) one in

 If the Self Learning Course (MOOCs) is without credit, 2 credits/course be

E. Projects / Dissertation (Maximum Marks: 200)

Chapter No Title Page number

 Format of the title page

This is to certify that the Dissertation/Project entitled ―---------------------------------------------

Place: Karaikudi Head of the Department

I hereby declare that the dissertation entitled “ ------------------------------------ ”

Place: Karaikudi (--------------

Sr.No Content Marks

Project/Dissertation - 50Marks (assess by Guide/incharge/HOD/supervisor)

1 Two presentations (mid-term) 30 Marks

Section Essay type questions 5 out of 8 questions. All 5 x8 = 5 question –Should

17. Dissertation /Project report/Internship report Scheme of evaluation

Dissertation /Project report/Internship report 100 Marks

RANGE OF LETTER GRADE DESCRIPTION

CGPA Grade Classification of Final

20. Maximum duration of the completion of the programme

21. Conferment of the Master’s Degree

22. Village Extension Programme

15 701304 DSE*-3 Translation Studies 4 4 25 75 100

* DSE – Students Choice and it may be conducted by parallel sections

Mapping Course Outcome Vs Programme Outcomes

Mapping Course Outcome Vs Programme Outcomes

S –Strong (3), M-Medium (2), L- Low (1)

Mapping Course Outcome Vs Programme Specific Outcomes

S –Strong (3), M-Medium (2), L- Low (1)

Mapping Course Outcome Vs Programme Outcomes

S –Strong (3), M-Medium (2), L- Low (1)

Mapping Course Outcome Vs Programme Specific Outcomes

S –Strong (3), M-Medium (2), L- Low (1)

S –Strong (3), M-Medium (2), L- Low (1)

Mapping Course Outcome Vs Programme Specific Outcomes