1.3.1 Syllabus English

PART-II
English
PROFESSIONAL ETHICS
First Year PART-II ENGLISH COURSE-I Semester-I

PROSE FOR EFFECTIVE COMMUNICATION
Code: 22ELCE1 (Theory) Credit:3
OBJECTIVES :
 Appreciate literary works from the works of notable writers.

 Familiarize learners with various rhetoric devices
 Help learners to read and comprehend literary texts to communicate effectively.
 Train learners to improve their comprehension and composition skills.
 Motivate students to develop intellectual flexibility, creativity, and cultural literacy to
enhance effective communicative skills.
 Encourage Creative writing in English.
UNIT – I:
Francis Bacon : Of Parents and Children

G.K. Chesterton : The Worship of the Wealthy
UNIT – II:
O. Henry : After Twenty Years

E.V. Lucas : Third Thoughts
UNIT – III:
Nathaniel Branden : Our Urgent Need for Self-Esteem

Jesse Owens : My Greatest Olympic Prize
UNIT – IV:
Abraham Lincoln : The Gettysburg Address

R.K. Narayan : A Snake in the Grass
UNIT – V GRAMMAR AND COMPOSITION :
Parts of Speech Noun, Pronoun – Adjective - Articles, Determiners,

Word formation – the use of Prefixes - the Use of suffixes
Punctuations – Spelling and Capitalization
Sentence – Types, Phrases and Clauses
UNIT – VI CURRENT CONTOURS : (for Continuous Internal Assessment only):
Encourage by collecting similar literary texts and presenting them orally - Learn new
vocabulary and making own sentences by using them - Apply the basic grammatical rules
learnt from the prescribed lessons – Associate the lesson with events in the learners’ lives
and improving their speaking and writing abilities - Become aware of moral values through
the stories from the prescribed Prose Pieces - Understand the nuances involved in acquiring
the skills related to listening, team building, problem solving, assertiveness, emotional
intelligence etc. – Enrich Communicative Skills through Group Discussion.
BOOKS FOR REFERENCE:
1. Bacon, Francis. Bacon’s Essays. Macmillan and Company. 1889. Chesterton, G.K.
All Things Considered. Methuen & Co. London. 1908.
2. Henry. O. The Four Million. Doubleday, Page & Company. New York. 1906 Lincoln,
Abraham. Gettysburg Address. Penguin, 2009.
3. Narayan. R.K. A Snake in the Grass. Alpha Edition, 2020.
4. Krishnasamy N. Modern English: A Book of Grammar Usage & Composition. Laxmi
Publication- 2009
5. Eastwood, John. Oxford Guide to English Grammar. OUP, 2003
6. Green, David. Contemporary English Grammar – Structure and Composition. Trinity
Press, Laxmi Publication, 2015.
E-BOOKS/E-MATERIALS:
1. https://www.rd.com/article/jesse-owens-my-greatest-olympic-
prize/ https://nathanielbranden.com/our-urgent-need-for-
selfesteem/ https://etc.usf.edu/lit2go/131/the-four-
million/2413/after-twenty-years/
COURSE OUTCOMES :
After completion of the course the students will be able to realize the following outcomes:–
 Read, understand and appreciate the literary works..

 Make clear about the basic structures of grammar through the texts.
 Realize, evaluate and synthesize information from a variety of writers.
 Appreciate the ethical points of view in the texts.
 Understand the process of communicating and interpreting human experiences through
literary representation.
 Enhance LSRW skills.
 Write analytically in different formats like essays, reviews, research papers etc.
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PROFESSIONAL ETHICS
First Year PART-II ENGLISH COURSE-II Semester-II

POETRY FOR EFFECTIVE COMMUNICATION
Code: 22ELCE2 (Theory) Credit:3
OBJECTIVES:
 To enable the students to appreciate the poem

 To train the emotions, feelings and imagination of the student
 To familiarize students with the basic grammar
UNIT- I:
William Shakespeare : All the World’s a Stage

Robert Frost : Stopping by Woods on a Snowy Evening
UNIT- II:
Rabindranath Tagore : Where the Mind is Without Fear

P. B. Shelley : Ode to the West Wind
UNIT – III:
Ralph Waldo Emerson : Brahma

Robert Browning : Incident of the French Camp
UNIT – IV:
W. B. Yeats : The Lake Isle of Innisfree

T. S. Eliot : Journey of the Magi
UNIT-V GRAMMAR AND COMPOSITION :
Word Classes – Verb, Tense, Adverbs, Concord (Subject-Verb Agreement) Active and Passive
Voice, Preposition, Conjunction and Interjection
UNIT -VI CURRENT CONTOURS (for Continuous Internal Assessment only):
Appreciate the salient features of different types of poems – enhance understanding of poems –
motivate to write poems creatively.
1. Fifteen Poets. Oxford University Press, New Delhi, 1941.

2. Khan. M.Q. and Kumar Das, Bijoy, ed., Treasury of Poems: An Anthology of Poems in
English. Oxford University Press, New Delhi, 2011.
3. Sharma, R.S and Misra, L, ed., Anthology of English Poems: From Shakespeare to
Keats. Oxford University Press, New Delhi, 2001.
Publication. 2009.
COURSE OUTCOMES:
After completion of the course the students will be able to realize the following outcomes:
 Appreciate the essential elements of poetry.

 Recognize poetry from a variety of cultures, languages and historic periods.
 Identify the tone and theme, sound devices metre, rhythm, rhyme scheme.
 Analyse the underlying meanings of the poem by using the elements of poetry.
 Relate the poem to real life.
 Apply different verb forms efficiently in day-to-day communication.
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PROFESSIONAL ETHICS
Second Year PART-II ENGLISH COURSE-III Semester-III

ONE-ACT PLAYS FOR EFFECTIVECOMMUNICATION
(Theory)
Code: 22ELCE3
Credit:3
OBJECTIVES:
 To familiarize learners with the major one-act playwrights and their works.
 To enable learners to understand the elements of one-act plays.
 To expose learners to the sociological and psychological dimensions of characterization.
UNIT – I:
Anton Chekhov : The Bear
UNIT – II:
Kalaingar M. Karunanidhi : Socrates
UNIT– III:
Norman McKinnel : The Bishop’s Candlesticks
UNIT – IV:
Arthur Hopkins : Moonshine
UNIT – V GRAMMAR AND COMPOSITION:
Simple, Compound and Complex Sentences, Direct and Indirect Speech, Note Making, Dialogue
Writing, Email Writing and Paragraph Writing.
UNIT VI CURRENT CONTOURS: (for Continuous Internal Assessment only):
Understand the significance and salient features of Dramas and One Act play – understand and
appreciate themes and characters – enact one-act plays on stage based on socio political cultural
contours – enact plays on important scenes from Shakespeare’s plays.
1. Karunanidhi. M. “Socrates.” Tale of the Anklet and One-Act Plays. Macmillan, 2009.
Reddy, T. B. Nine Modern Plays. OUP, 2015.
2. Sujatha K. editor. On the Stage: One-Act Plays. Orient Black Swan, 2011.
Lewis, Roland. Contemporary One-Act Plays. www.gutenberg.org
Publication. 2009.
 Appreciate the structure and organization of one-act plays.

 Identify and discuss the theoretical elements of the plays.
 Understand dramatic techniques used in the plays to explore socio-cultural ideas and
issues.
 Develop an appreciation and respect for the characterization in the plays.
 Analyse critically the theme, plot and cultural aspects prevalent in the play.
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PROFESSIONAL ETHICS
Second Year PART-II ENGLISH COURSE-IV Semester-IV

SHORT STORIES FOR EFFECTIVECOMMUNICATION
(Theory)
Code: 22ELCE4
Credit:3
OBJECTIVES:
 To familiarize learners with the salient features of short stories.

 To help learners appreciate the different themes, strategies and techniques in short stories.
 To enhance the reading skills and observation capacity for understanding universal truths.
UNIT – I:
Mulk Raj Anand : The Lost Child

Khushwant Singh : The Mark of Vishnu
UNIT – II:
Oscar Wilde : The Model Millionaire

Stephen Leacock : With the Photographer
UNIT – III:
Leo Tolstoy : Two Old Men

Somerset Maugham : The Luncheon
UNIT – IV:
Guy de Maupassant : The Diamond Necklace

Ernest Hemingway : A Day’s Wait
UNIT –V COMPOSITION:
Letter Writing, Report

Writing Précis Writing,
Essay Writing
UNIT- VI CURRENT CONTOURS (for Continuous Internal Assessment only):
Understand the nuances of short stories – Appreciate themes and characters – cull out the
message from the short sties – develop the ability to write short stories in the current social
affairs.
1. Joseph A., and Balasubramanian M, eds. Memorable Tales. PoGo Publishing

House, 2013.
2. Kannan, Lakshmi. India Gate and Other Stories. Disha Books, 1993.
3. Sasikumar J., editor. Spectrum-An Anthology of Short Stories. Orient BlackSwan,
2012.
Publication. 2009.
COURSE OUTCOMES:
 Analyze a variety of short fiction at college level.

 Consider author bibliography and socio-historic context of each short story.
 Identify and apply techniques of literary analysis and criticism.
 Discuss short story content, structure and characterization in depth.
 Examine the various cultural and moral values associated with short stories.
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B.A. English
PROFESSIONAL ETHICS
First Year CORE COURSE-I Semester-I

PROSE
Code: 22ACCEN1 (Theory) Credit: 5
OBJECTIVES:
 To acquaint the students with lives and works of great writers of prose.
 To instigate a sense of aesthetic beauty and love of aspiration.
 To provide some moral lesson through the essays.
UNIT – I:
Francis Bacon : Of Studies

: Of Friendship
UNIT – II:
Joseph Addison : Sir Roger at the Play

Oliver Goldsmith : The Man in Black
UNIT – III:
Charles Lamb : In the Praise of Chimney Sweepers

William Hazlitt : On Going a Journey
UNIT – IV:
E. M Forster : A Note on English Character

Robert Lynd : The Pleasures of Ignorance
UNIT – V:
A.G. Gardiner : On the Rule of the Road

Virginia Woolf : Professions for Women
UNIT - VI CURRENT CONTOURS (For Continuous Internal Assessment Only):
Significance of language in the elements of prose such as character, theme, and style –
Give a critical analysis ofa passage of prose from English literature – Becoming aware of
moral values through the stories from theprescribed prose pieces.
REFERENCE:
1. Damrosch, David. The Longman Anthology of British Literature. Longman, 2003.

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COURSE OUTCOMES: After completion of the course the students will be able to realizethe
followingoutcomes:
 To develop a knowledge about different genres of prose

 To get an idea about the development of prose through ages
 To expose the students early English Literature and transition
 To Understand the linguistic changes that took place during this period
 To provide knowledge about socio–cultural and historical development of this period
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PROFESSIONAL ETHICS
First Year CORE COURSE-II Semester-I

WORLD SHORT STORIES
OBJECTIVES:
 To explore the sequences in a story by knowing its themes, strategies and techniques
employed by the writersand create an insight of various cultures of the world.
 To identify the characters and convey moral, ethical and cultural values.
 To enhance vocabulary knowledge of learning new words and phrases.
UNIT–I BRITISH:
H. H. Munro (Saki) : The Open Window

Somerset Maugham : The Verger
UNIT–II INDIAN:
Rabindranath Tagore : Subha

Lakshmi Kannan : Muniyakka
UNIT–III RUSSIAN:
Anton Chekhov : A Work of Art

Leo Tolstoy : How Much Land Does a Man Need?
UNIT–IV AMERICAN:
Kate Chopin : The Story of an Hour

O. Henry : The Last Leaf
UNIT–V NEW ZEALAND & AUSTRALIAN:
Katherine Mansfield : A Cup of Tea

Tim Winton : Neighbours
Significance of reading various classical and modern stories of various countries and writers.
Reading / Writing / Express a short story in own words and making a short video of a short
story.
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1. Joseph. A and Subramanian. Memorable Tales. Pogo Publishing House, 2013.

2. Popular Short Stories Edited by Board of Directors. Oxford University Press, 2006.
3. Kannan, Lakshmi. India Gate and Other Stories. Disha Books, 1993.
COURSE OUTCOMES :
 Analyze the style of writing and examine the story, plot and themes.
 Classify the different types of characters in real life situations.
 Understand the meanings of difficult words / phrases.
 Write or narrate a story creatively in own words.
 Recall and relate stories from different parts of the world.
 Explain and apply the values and understand that virtues always excel over vices.
 Empower to think creatively and discover the inner talent to b short story writers.
****
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PROFESSIONAL ETHICS
First Year FIRST ALLIED COURSE-I Semester-I
SOCIAL HISTORY OF ENGLAND
Code: 22AFACEN1 (Theory) Credit:3
OBJECTIVES:
 To help learners understand the social and literary history of England from the
Middle Ages to the 20thcentury
 To make learners aware of the relation between socio–political and socio–religious events
and literary works
UNIT – I:
Medieval and Tudor England – Renaissance, Reformation

UNIT – II:
The Civil War and the Restoration England

UNIT – III:
The Age of Queen Anne

UNIT – IV:
The Victorian Age

UNIT – V:
Twentieth Century
Map Reading – Post World War England – Birth of Commonwealth – UK: Current
Scenario - Economy and e-commerce.
BOOKS FOR REFERENCE :
1. Trevelyan, G. M. English Social History. Books Way, 2014.

2. Xavier, A. G. An Introduction to the Social History of England. S.V. Printers and Publishers,
2009.
3. Ward A. C. Twentieth Century Literature (1900-1960). ELBS, 1965.
4. Bedarida Francois. A Social History of England (1851-1990). Routledge, 1991.
COURSE OUTCOMES: After completion of the course the students will be able to realize
the followingoutcomes:
 Acquire knowledge of the course of British social history.
 Realize the major trends which have shaped English society
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 Identify the key themes which encapsulate each period.
 Relate the socio–historical background to literature.
 Understand the impact of historical events on writers of each age.
 Explore the contemporary social history of England.
****
2
HUMAN VALUES
First Year PART-IV Semester-I

VALUE EDUCATION
Code:22UGVED (Theory) Credit: 2

OBJECTIVES:


 To understand the philosophy of life and values through Thirukural
 To analyse the components of values education to attain the sense of citizenship
 To understand different types of values towards National Integration and international
understanding
 To learn yoga as value education to promote mental and emotional health
 To understand human rights, women rights and other rights to promote peace and harmony
UNIT I : PHILOSOPHY OF LIFE AND SOCIAL VALUES:
Human Life on Earth (Kural 629) -Purpose of Life (Kural 46) -Meaning and
Philosophy of Life (Kural 131, 226) -Family (Kural 45), Peace in Family (Kural 1025)
Society (Kural 446), The Law of Life (Kural 952), Brotherhood (Kural 807) Five
responsibilities / duties of Man (a) to himself (b) to his family (c) to his
environment (d) to his society, (e) to the Universe in his lives (Kural 43, 981).
UNIT-II – HUMAN VALUES AND CITIZENSHIP

Aim of education and value education: Evolution of value oriented education, Concept
of Human values: types of Values- Character Formation – Components of Value
education- A P J Kalam’s ten points for enlightened citizenship- The role of media in value building
UNIT-III VALUE EDUCATION TOWARDS NATIONAL AND GLOBAL

DEVELOPMENT:
Constitutional or national values: Democracy, socialism, secularism, equality, Justice,

liberty, freedom and fraternity - Social Values: Pity and probity, self-control, universal
brotherhood - Professional Values - Knowledge thirst, sincerity in profession, regularity,
punctuality and faith -Religious Values: Tolerance, wisdom, character - Aesthetic
Values- Love and appreciation of literature and fine arts and respect for the same-
National Integration and International Understanding.
UNIT IV : YOGA AND HEALTH:
Definition, Meaning, Scope of Yoga - Aims and objectives of Yoga - Yoga
Education with modern context - Different traditions and schools of Yoga - Yoga
practices: Asanas, Pranayama and Meditation.
UNIT V : HUMAN RIGHTS:
Concept of Human Rights: Indian and international perspectives- Evolution of

Human Rights- definitions under Indian and International documents -Broad
classification of Human Rights and Relevant Constitutional Provisions: Right to
Life, liberty ad Dignity- Right to equality- Right against exploitation- Cultural and
Educational Right- Economic Rights- Political Rights- Social Rights - Human Rights
of Women and Children – Peace and harmony.
UNIT - VI: CURRENT CONTOURS: (for continuous internal assessment only):
BOOKS FOR REFERENCES:
1. Thirukkural with English Translation of Rev. Dr. G.U. Pope, Uma Publication, 156,
Serfoji Nagar, Medical College Road, Thanjavur 613 004
2. jpUf;Fws; - [p.A.Nghg; - Mqf ; py nkhopahf;fj;JLd; ckh E}y;> ntspaPL;Lfk;> jQ;rhT+H>
3. Leah Levin, Human Rights, NBT, 1998
4. V.R. Krishna Iyer, Dialetics and Dynamics of Human Rights in India, Tagore Law
Lectures.
5. Yogic Thearpy - Swami Kuvalayananda and Dr.S.L.Vinekar, Government of India,
Ministry of Health, New Delhi.
6. SOUND HEALTH THROUGH YOGA - Dr.K.Chandrasekaran, Prem Kalyan
Publications, Sedaptti, 1999.
7. Grose. D. N – “A text book of Value Education’ New Delhi (2005)
8. Gawande . EN – “Value Oriented Education” – Vision for better living. New Delhi (2002)
Saruptsons
9. Brain Trust Aliyar- “Value Education for Health, Happiness and Harmony” Erode (2004)
Vethathiri publications
COURSE OUTCOMES: After completion of the course, the student will be able to:
 Apply the values in thirukural to be peaceful, dutiful and responsible in family and society
 Develop character formation and sense of citizenship
 Be secular, self-control, sincere, respectful and moral.
 Master yoga, asana and meditation to promote mental health
 Be attitudinal to follow the constitutional rights
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PROFESSIONAL ETHICS
First Year CORE COURSE-III Semester-II

POETRY I
OBJECTIVES:
 To introduce learners to the changing trends in English poetry from Age of Renaissance to
Johnson.
 To help learners analyse and appreciate poetry critically
UNIT – I
Edmund Spenser : Epithalamion

William Shakespeare : Sonnet 116
UNIT – II
John Donne : Death be not Proud

Andrew Marvell : The Garden
UNIT – III
John Milton : Lycidas
UNIT– IV
John Dryden : To the Memory of Mr. Oldham

Alexander Pope : Essay on Man
Epistle I : Of the Nature andState of Man with
Respect to the Universe.
UNIT– V
Oliver Goldsmith : The Village Preacher

William Blake : The Tyger
Significance of poetry – Structure of a poem– Rhyming lines, metre rhythm and system of
repetition, landscape of poem – Amplification, reflection and engagement with other national
and international works - the diverse themes& poetic forms such as Haiku, Tanka, Free verse,
etc. – demonstrate a crafty integration of words into ideas and vistas – illuminates a reflection on
matters of National and Global issues.
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1. Fifteen Poets. Oxford University Press, New Delhi, 1941.

2. Khan. M.Q. and Kumar Das, Bijoy, ed., Treasury of Poems: An Anthology of
Poems in English. OxfordUniversity Press, New Delhi, 2011.
3. Sharma, R.S and Misra, L, ed., Anthology of English Poems: From Shakespeare to
Keats. Oxford UniversityPress, New Delhi, 2001.
 Identify the essential elements of poetry.

 Appreciate the tone and theme, sound devices metre, rhythm, rhyme scheme
 Explain the figures of speech used in the poems.
 Understand the different types of poetry.
 Analyze myths and biblical references of the poem.
 Examine the contemporary life of England as portrayed
****
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PROFESSIONAL ETHICS
First year CORE COURSE-IV Semester-II

FICTION
Code: 22ACCEN4 (Theory) Credit:5
OBJECTIVES:
 To introduce fiction as a literary genre.

 To familiarize learners with various techniques of fiction.
 To enable the learners to understand fiction as tool for enhancing reading skills.
 To orient the learners towards understanding the chronological development of fiction.
 To motivate the learners to write screenplay for the prescribed
UNIT – I
Samuel Richardson : Pamela
UNIT – II
Charles Dickens : Great Expectations
UNIT – III
Joseph Conrad : Heart of Darkness
UNIT – IV
Virginia Woolf : Mrs. Dalloway
UNIT – V
Aldous Huxley : Brave New World
Taking up fiction reading as an individual and group activity – Comparing the prescribed
fiction with the works of regional writers – updating their knowledge on the contemporary
novelists – watching the movie adaptation of prescribed fiction
1. Logan, Melville Peter. The Encyclopedia of Novel.

2. Richardson, Samuel. Pamela: Or, Virtue Rewarded. Penguin Classics, 1980.
3. Conrad, Joseph. Heart of Darkness. Fingerprint! Publishing, 2018.
4. Woolf, Virginia. Mrs. Dalloway. Maple Press, 2018.
5. Huxley, Aldous. Brave New World. RHUK, 2004.
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 Understand fiction as a literary genre.

 Gain a grip over skimming and scanning methods of reading.
 Develop the various methods of storytelling.
 Transform fiction into modern screen play.
 Familiarize themselves with contemporary popular fiction.
 Appreciate theme, characterization and setting of the novel .
****
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PROFESSIONAL ETHICS
First year FIRST ALLIED COURSE-II Semester-II

LITERARY
Code: 22AFACEN2 (Theory) Credit:3
OBJECTIVES:
 To initiate learners into the study of various literary forms

 To enable learners to understand the literary terms while analyzing and interpreting the
works of literature
UNIT– I: POETRY:
Ballad – Epic and Mock Epic – Dramatic Monologue –Limerick – Lyric – Ode – Elegy –
Pastoral Elegy – Sonnet
UNIT– II: POETRY:
Rhyme – Metre – Stanza Form – Types of Verse – Figures of Speech – Imagery – Simile and
Metaphor – Personification – Onomatopoeia – Alliteration – Apostrophe –Hyperbole –
Oxymoron – Allegory – Allusion – Irony and Metonymy
UNIT – III: DRAMA:
The Origin and Growth of Drama in England – Tragedy and Comedy – Dramatic Design –
Romantic Tragedy and Romantic Comedy – Tragicomedy – Chronicle Plays – Masque and
Antimasque – Comedy of Humours – Comedy of Manners – Genteel Comedy – Sentimental
Comedy – Farce – Melodrama – Expressionist Drama – Absurd Drama – One–Act Play
UNIT– IV: NON–FICTION:
Biography – Autobiography – Essay – Aphoristic, Personal, Critical, Periodical
UNIT – V: FICTION:
Short Story – Picaresque Novel – Historical, Sentimental and Gothic Novel – Science Fiction
Haiku and other modern forms of poetry – drama and fiction in the postmodern era – memoir
and life narrative –cyber literature – eco literature
1. Abrams, M H. A Glossary of Literary Terms. Harcourt Brace Jovanovich College Publishers,

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2015.
2. Prasad B. A Background to the Study of English Literature. Trinity Press Pub., 1999.
3. Ashok, Padmaja. A Companion to Literary Forms. Orient Blackswan, 2015.
4. Rees, R J. English Literature: An Introduction for Foreign Readers. Macmillan, 1973.
5. NTC’s Dictionary of Literary Terms. McGraw-Hill, 1992.
6. Baldick, Chris. Oxford Dictionary of Literary Terms. OUP, 2015.
 Identify a wide variety of forms, styles and genres in English literature.

 Understand the significance of these forms in determining the meaning of texts.
 Have access to elementary literary vocabulary.
 Possess the basic skills required for the reading and understanding of literature.
 Acquire the ability to appreciate literature through analytical and responsive reading.
 Observe present trends in literary writings.
****
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PROFESSIONAL ETHICS
Part III : PROFESSIONAL ENGLISH FOR ARTS & SOCIAL SCIENCES-I
First Year Semester-II

Code: : 20PELAS1
OBJECTIVES:
 To develop the language skills of students by offering adequate practicein

professional contexts.
 To enhance the lexical, grammatical and socio-linguistic and
communicative competence of first year physical sciences students
 To focus on developing students’ knowledge of domain specific registersand the
required language skills.
 To develop strategic competence that will help in efficient
communication
 To sharpen students’ critical thinking skills and make students culturallyaware of the
target situation.
LEARNING OUTCOMES:
 Recognise their own ability to improve their own competence in using the language
 Use language for speaking with confidence in an intelligible andacceptable manner
 Understand the importance of reading for life
 Read independently unfamiliar texts with comprehension
 Understand the importance of writing in academic life
 Write simple sentences without committing error of spelling or grammar (Outcomes
based on guidelines in UGC LOCF – Generic Elective)
UNIT 1: COMMUNICATION
1. Listening: Listening to instructions

2. Speaking: Telephone etiquette and Official phone conversations
3. Reading short passages (3 passages, one from each – History,
Sociology/Social Work/ Psychology, English Literature)
5. Writing: Letters and Emails in professional context
6. Grammar in Context:
 Wh and yes or no,
 Q tags
 Imperatives
7, Vocabulary in Context: Word formation - .
i) Creating antonyms using Prefixes
ii) Intensifying prefixes (E. g inflammable)
Changing words using suffixes
A) Noun Endings
B) Adjective Endings
C) Verb Endings
UNIT 2: DESCRIPTION
Listening – Listening to process description
Speaking - Role play
Formal: With faculty and mentors in academic environment, workplace
communication
Informal: With peers in academic environment, workplace
communication
Reading –Reading passages on social issue, psychological well-being, literary
achievements/contributions
Writing – Writing sentence definitions (e.g. monarchy) and extended
definitions (e.g. government)
Picture Description – Description of natural calamities and their
impact on people/ Cultures and cultural practices
Grammar in Context: Connectives and linkers.
Vocabulary – Synonyms (register) - Compare & contrast expressions.
UNIT 3: NEGOTIATION STRATEGIES

Listening - Listening to interviews of specialists / inventors in fields (Subject
specific)
Speaking – Brainstorming. (mind mapping). Small group discussions (subject-
specific)
Reading – Longer Reading text. (Comprehensive passages)
Writing – Essay Writing (250 word essay on topics related to subject area, like
recording business trans)
Grammar in Context: Active voice & Passive voice – If conditional -
Collocations –Phrasal verbs
UNIT 4: PRESENTATION SKILLS
Listening - Listening to presentation. Listening to lectures. Watching –

documentaries (discovery / history channel)
Speaking –Short speech
- Making formal presentations (PPT)
Reading – Reading a written speech by eminent personalities in the relevant
field /Short poems / Short biography.
Writing - Writing Recommendations
Interpreting visuals - charts / tables/flow diagrams/charts
Grammar in Context – Modals
Vocabulary (register) - Single word substitution
UNIT 5: CRITICAL THINKING SKILLS
Listening - Listening to advertisements/news and brief documentary films (with

subtitles)
Speaking – Simple problems and suggesting solutions.
Reading: Motivational stories on Professional Competence, Professional Ethics
and Life Skills (subject-specific)
Writing Studying problem and finding solutions- (Essay in 200 words)
Grammar-Make simple sentences
Vocabulary -Fixed expressions
SUGGESTED ACTIVITIES
UNIT 1
Listening: Links for formal conversation can be given - Gap filling exercises –
Multiple Choice questions – Making notes.
Speaking - Role play activity
Reading – Note making. Note-Taking.
Writing: Guided Writing (developing hints)
Email
Grammar: Vocabulary – Worksheets – Games.
UNIT 2
Listening-
Process Descriptions (like recording business transactions in chronological
order in the journal/ a process from the field of logistics)
Speaking – Role Play
Reading – Multiple choice questions - Evaluative answers – Classifying and
labeling
Writing - Picture description –Description of natural calamities and their
impact on people/ Cultures and cultural practices across India.
Vocabulary: Expansion of compound nouns
UNIT 3
Listening- Gap fill exercises – Listening comprehension

Speaking -Debates
Reading -Reading comprehension
Writing – Essay Writing
Grammar &Vocabulary: Activities, Worksheets & Games.
UNIT 4
Listening - Note taking (of listening & viewing items) - Filling a table based on
the listening item.
Speaking – JAM, Presentations. (PPT-subject related)
Reading-Reading comprehension
Writing– Difference between recommendations and instructions
Questions/MCQs based on graphs/flow diagrams/charts
Grammar &Vocabulary: Activities, Worksheets & Games.
UNIT 5
Listening – Radio News/ TV-News telecast /

Speaking - Watch or listen to documentaries and ask questions
Reading - Reading motivational stories (success stories in subject area)
Writing - Essay writing.
Grammar & Vocabulary: Activities, Worksheets & Games
PROFESSIONAL ETHICS
First Year PART-IV Semester-II

ENVIRONMENTAL STUDIES
Code: 22UGCES (Theory) Credit: 2
COURSE OBJECTIVES:
 To appreciate the scope of Environmental Studies, Community ecology and the

Inter disciplinary nature of environmental issues
 To have a basic knowledge of Natural resources its classification, concepts, and natural
resources of India.
 The course designed to gain knowledge on values of biodiversity and conservation on global,
national, and local scales
 To study about sources and effects of environmental pollution like air, water, soil, thermal,
marine, nuclear and noise
 To understand the concerns related to Sustainable Development on environment and health
 To introduce the students in the field of Law and Policies and Acts both at the national and
international level relating to environment.
UNIT-1: The Multidisciplinary nature of environmental studies

Definition, scope and importance. (2 lectures)
Need for public awareness
UNIT-2: Natural Resources:

Renewable and non-renewable resources:
Natural resources and associated problems.
a) Forest resources: use and over-exploitation, deforestation, case studies. Timber

extraction, mining, dams and their effects on forests and tribal people.
b) Water resources: Use and over-utilization of surface and ground water, floods,
drought, conflicts over water, dams benefits and problems.
c) Mineral resources: Use and exploitation, environmental effects of extracting and
using mineral resources, case studies.
d) Food resources: World food problems, changes caused by agriculture and
overgrazing, effects of modern agriculture, fertilizer-pesticide problems, water
logging, salinity, case studies.
e) Energy resources: Growing energy needs, renewable and non renewable energy
sources, use of alternate energy sources. Case studies.
f) Land resources: Land as a resources, land degradation, man induced Landslides,

soil erosion and desertification.
 Role of an individual in conservation of natural resources.

1
 Equitable use of resources for sustainable lifestyles.
(8 lectures)
Unit: 3 Ecosystems
 Concept of an ecosystem.
 Structure and function of an ecosystem.
 Producers, consumers and decomposers
 Energy flow in the ecosystem
 Ecological succession.
 Food chains, food webs and ecological pyramids
 Introduction, types, characteristic features, structure and function of the
following ecosystem:-
 a. Forest ecosystem
 b. Grassland ecosystem
 c. Desert ecosystem
 d. Aquatic ecosystems, (ponds, streams, lakes, rivers, oceans, estuaries)
(6 lectures)
Unit: 4 Biodiversity and its conservation
 Introduction – Definition : Genetic, species and ecosystem diversity

 Biogeographical classification of India
 Value of biodiversity : consumptive use, productive use, social, ethical,
aesthetic and option values
 Biodiversity at global, National and local levels
 India as a mega-diversity nation
 Hot-spots of biodiversity
 Threats to biodiversity : habitat loss, poaching of wildlife, man-wildlife
conflicts.
 Endangered and endemic species of India
 Conservation of biodiversity: In-situ and Ex-situ conservation of
biodiversity.
 Biological Diversity Act 2002/ BD Rules, 2004
(8 lectures)
Unit: 5 Environmental Pollution
Definition
Causes, effects and control measures of :

a. Air Pollution
b. Water Pollution
c. Soil Pollution
d. Marine Pollution
e. Noise pollution
f. Thermal Pollution
g. Nuclear hazards
2
 Solid waste Management: Causes, effects and control measures of urban
and industrial wastes.
 Role of an individual in prevention of pollution
 Pollution case studies
 Disaster management: floods, earthquake, cyclone and landslides.
 Ill-Effects of Fireworks: Firework and Celebrations, Health Hazards,
Types of Fire, Firework and Safety
(8 lectures)
Unit: 6 Social Issues and the Environment
 From Unsustainable to Sustainable development.

 Urban problems related to energy.
 Water conservation, rain water harvesting, watershed management.
 Resettlement and rehabilitation of people; its problems and concerns.
Case studies
 Environmental ethics: Issues and possible solutions.
 Climate change, global warming, acid rain, ozone layer depletion,
nuclear accidents and holocaust. Case studies.
 Wasteland reclamation.
 Consumerism and waste products.
 Environment Protection Act.
 Air (Prevention and Control of Pollution) Act.
 Water (Prevention and Control of Pollution) Act.
 Wildlife Protection Act.
 Forest Conservation Act.
 Issues involved in enforcement of environmental legislation
 Public awareness.
(7 lectures)
Unit: 7 Human Population and the Environment
 Population growth, variation among nations.

 Population explosion – Family Welfare Programmes
 Environment and human health
 Human Rights - Value Education
 HIV/ AIDS - Women and Child Welfare
 Role of Information Technology in Environment and human health
 Case studies.
Unit: 8 Field Work
 Visit to a local area to document environmental assets-river / forest/

grassland/ hill / mountain
References:
3
1. Agarwal, K.C. 2001 Environmental Biology, Nidi Public Ltd Bikaner.
2. Bharucha Erach, The Biodiversity of India, Mapin Publishing Pvt ltd, Ahamedabad –
380013, India, E-mail: mapin@icenet.net(R)
3. Brunner R.C. 1989, Hazardous Waste Incineration, McGraw Hill Inc 480 p
4. Clark R.S. Marine Pollution, Clanderson Press Oxford (TB)
5. Cunningham, W.P.Cooper, T.H.Gorhani E & Hepworth, M.T. 2001.
6. De A.K. Environmental Chemistry, Wiley Eastern Ltd
7. Down to Earth, Centre for Science and Environment (R)
8. Gleick, H.P. 1993. Water in crisis, Pacific Institute for Studies in Dev., Environment &
Security. Stockholm Env. Institute Oxford University, Press 473p.
9. Hawkins, R.E. Encyclopedia of India Natural History, Bombay Natural History Society,
Bombay (R)
10. Heywood, V.H & Watson, R.T. 1995. Global Biodiversity Assessment. Cambridge
University Press 1140 p.
11. Jadhav, H & Bhosale, V.M. 1995. Environmental Protection and Laws Himalaya Pub.
House, Delhi 284 p.
12. Mckinney, M.L. & Schoch R.M. 1996. Environmental Science systems & Solutions,
Web enhanced edition 639 p.
13. Mhaskar A.K. Matter Hazardous, Techno-Science Publications (TB)
14. Miller T.G. Jr. Environmental Science, Wadsworth Publishing Co. (TB)
15. Odum, E.P. 1971 Fundamentals of Ecology. W.B. Saunders Co. USA. 574 p
16. Rao MN & Datta, A.K. 1987 Waste Water treatment, Oxford & IBH Publication Co. Pvt
Ltd 345 p.
17. Sharma B.K. 2001 Environmental chemistry Goel Publ House, Meerut.
18. Survey of the Environment, The Hindu (M ).
19. Townsend C. Harper, J and Michael Begon, Essentials of Ecology, Blackwell science
(TB)
20. Trivedi R.K. Handbook of Environmental Laws, Rules, Guidelines, Compliances and
Standards, Vol. I and II, Enviro Media (R).
21. Trivedi R.K. and P.K. Goel, Introduction to air pollution, Techno-Science Publications
(TB).
22. Wagner K.D. 1998 Environmental Management. W.B. Saunders Co. Philadelphia USA
499 p
(M) Magazine (R) Reference (TB) Textbook
23.http://nbaindia.org/uploaded/Biodiversityindia/Legal/33%20Biological%20Diversity%20
Rules,%202004.pdf.
COURSE OUTCOMES:
 Understand the environmental importance including interactions across local to global

scales.
 The learners to update and analyze environmental relationships and interactions of
environmental components
 The student to gain knowledge on importance of natural resources in a systematic way.
4
 The course content is introduce the concept of renewable and non-renewable energy
resources and its scenario in India and at global level
 The students will know the relationship between biodiversity and ecosystem functions,
direct and indirect values of biodiversity resources and their bioprospecting opportunities.
 The learners can gain awareness related on environmental pollution, causes and pollution
control with case studies.
 Student to obtain the environmental ethics and gain knowledge about the sustainable
development.
 Learners should realize the environmental legislation and policies of national and
international regime and know the regulations applicable to industries and other
organizations with significant Environmental aspects
*****
5
PROFESSIONAL ETHICS
III SEMESTER
COURSE CODE: 16ACCEN5
CORE COURSE V – POETRY II
Objectives:
1. To enable learners to comprehend the salient features of various types of poetry from the
romantics up to T.S. Eliot
2. To make learners sharpen their poetic sensibility and stylistic skills
Unit I
William Wordsworth : “The Solitary Reaper”
S. T Coleridge : “Dejection: An Ode”
Unit II
John Keats : “Ode to Nightingale”
P. B Shelley : “Ozymandias”
Unit III
Robert Browning : “Andrea del Sarto”
Alfred Tennyson : “Break, Break, Break”
Unit IV
W. B. Yeats : “Sailing to Byzantium”
Philip Larkin : “Ambulances”
Unit V
T. S. Eliot : “Marina”
Ted Hughes : “Hawk Roosting”
PROFESSIONAL ETHICS
III SEMESTER
CORE COURSE VI - ONE-ACT PLAYS
Objectives:
1. To help learners understand the salient features of one-act plays
2. To make learners comprehend and appreciate various cultures and varieties
of presentation in the representative texts
3. To expose learners to the sociological and psychological
dimensions of characterization
Unit I - (British)
J. M. Synge : “Riders to the Sea”
Unit II - (Russian)
Anton Chekov : “The Swan Song”
Unit III - (American)

Tennessee Williams : “Lord Byron’s Love Letter”
Unit IV- (Indian)

Asif Currimbhoy : “The Refugee”
Unit V - (African)
Erisa Kironde : “The Trick”
Books for Reference:

1. Elias, M., Plays in One Act. Chennai: Orient Black Swan, 2013.
2. Sujatha K.,ed. On the Stage: One-Act Plays. New Delhi: Orient Black Swan, 2011.
PROFESSIONAL ETHICS
III SEMESTER
COURSE CODE: 16AACEN3
ALLIED COURSE III - HISTORY OF ENGLISH LITERATURE I
Objectives:
1. To help learners aware of the literary history of the texts from the Age of
Chaucer to Dryden
2. To make learners understand the rise and fall of literary movements and
their relationships to socio-political and socio-religious events
Unit I
Chapters II & III : The Age of Chaucer
Unit II
Chapters IV & V : Development of Drama
Unit III
Chapters VI, VII & VIII : The Age of Shakespeare
Unit IV
Chapters IX & X : The Age of Milton
Unit V
Chapters XI & XII : The Age of Dryden
Textbook:
Hudson W. H. An Outline History of English Literature. Noida: Maples Press, 2011.
PROFESSIONAL ETHICS
IV SEMESTER
CORE COURSE VII - DRAMA
Objectives:
1. To introduce learners to the emergence of English Drama from the Elizabethans to
the 20th century
2. To make learners understand the features of tragedy, comedy of humours,
anti-sentimental comedy, drama of ideas and absurd play
Unit I
Christopher Marlowe : Dr. Faustus
Unit II
Ben Jonson : The Alchemist
Unit III
Oliver Goldsmith : She Stoops to Conquer
Unit IV
G. B Shaw : Pygmalion
Unit V
Samuel Beckett : Waiting for Godot
PROFESSIONAL ETHICS
IV SEMESTER
CORE COURSE VIII - INTRODUCTION TO LANGUAGE AND LINGUISTICS
Objectives:
1. To introduce learners to the history of English language and concepts in phonetics and linguistics
2. To make learners aware of the form and content of language
3. To enable learners to know the scientific systems of the language
Unit I
The Origins and the Development of Language
Unit II
The Organs of Speech – Classification of Speech Sounds
Unit III
Phonology – Morphology
Unit IV
Syntax – Semantics
Unit V
Language, Society and Culture
Textbook:
Yule, George. The Study of Language: An Introduction. Cambridge: Cambridge UP, 1985.
Book for Reference:

Wrenn, C L. The English Language. London: Methuen, 1949.
PROFESSIONAL ETHICS
IV SEMESTER
COURSE CODE: 16AACEN4
ALLIED COURSE IV - HISTORY OF ENGLISH LITERATURE II
Objectives:
1. To expose learners to the historical background of the literary texts from the Age of
Pope to the Present Age
2. To make learners understand the rise and fall of literary movements and
theirrelationships to socio-political and socio-religious events
Unit I
Chapters XIII & XIV : The Age of Pope
Unit II
Chapters XV to XVII : The Age of Johnson
Unit III
Chapters XVIII to XXI : The Age of Wordsworth
Unit IV
Chapters XXII to XXIV : The Age of Tennyson
Unit V
Chapters XXV & XXVI : The Age of Hardy and the Present Age.
Textbook:
Hudson W. H. An Outline History of English Literature. Noida: Maples Press, 2011.
PROFESSIONAL ETHICS , GENDER & HUMAN VALUES
III YEAR V SEMESTER
CORE COURSE IX - SHAKESPEARE
Objectives:
1. To introduce learners to the dramatic and theatrical conventions of Shakespeare
2. To make learners understand the characterization, dramatic and poetic techniques in
Shakespearean plays
3. To enhance learners’ appreciation and enjoyment of select plays of Shakespeare
Unit I
A Midsummer Night’s Dream
Unit II
Julius Ceasar
Unit III
King Lear
Unit IV
Twelfth Night
Unit V
Shakespearean Theatre and Audience
Shakespearean Fools and Clowns
Shakespearean Women
Supernatural Elements in Shakespearean Plays
Shakespearean Soliloquies
Shakespeare as a Sonneteer and a Narrative Poet
PROFESSIONAL ETHICS
V SEMESTER
CORE COURSE X - PRINCIPLES OF LITERARY CRITICISM
Objectives:
1. To acquaint learners with the knowledge of history of literary criticism, its
various trends and schools
2. To help learners apply literary theory to texts in order to enrich their understanding
and appreciation of literature
3. To make learners understand Wilbur Scott’s five approaches to literature
Unit I
Literary Theory – Literary History – Literary Criticism
Unit II
Classical Criticism:
Plato – Aristotle – Horace – Quintilian – Longinus.
Unit III
Orientation of Critical Theories:
Mimetic Theories – Pragmatic Theories – Sidney – Dryden – Dr. Johnson – Coleridge –
Arnold – T. S. Eliot
Unit IV
Five Approaches:
Moralistic Approach
Psychological Approach
Unit V
Archetypal Approach
Sociological Approach
Formalistic Approach
Textbook:
Ravindranathan, S. A Handbook on Principles of Literary Criticism (From Plato to Post-modernism).
Chennai: Emerald Publishers, 2006.
PROFESSIONAL ETHICS & HUMAN VALUES
V SEMESTER
CORE COURSE XI - AMERICAN LITERATURE
Objectives:
1. To introduce learners to important aspects in various genres of American
literature
2. To help learners get acquainted with the richness of American literature
through representative works of poets, essayists and novelists
Unit I - Poetry
Walt Whitman : “I Hear America Singing”
Emily Dickinson : “A Bird Came Down the Walk”
Unit II - Poetry
Robert Frost : “Mending Wall”
Sylvia Plath : “Lady Lazarus”
Unit III - Prose

Martin Luther King : “I Have a Dream”
Ralph Waldo Emerson : “The American Scholar”
Unit IV - Drama
Arthur Miller : Death of a Salesman
Unit V- Fiction
Nathaniel Hawthorne : The Scarlet Letter
III YEAR V SEMESTER

CORE COURSE XII - INDIAN CULTURE AND LITERATURE
Objectives:
1. To make learners understand the rich literary heritage of India
2. To appreciate the underlying unity among the diverse languages and literatures of India
3.To recognize the important contribution of India to World Literature
Unit I: Poetry
Kalidasa : “Look to This Day”
K.J. Saunders : “Karma” (Selection from Buddhist Verse)
Unit II: Poetry

Dr.T. N. Ramachandran : “Tiruyirattaimanimaalai” (Selection from Translation on
Kaaraikkaal Ammaiyaar)
Prof.K. G. Seshadri : “Fear We Not” (Selection from Translation on Bharathi)
Unit III: Prose

S. Radhakrishnan : “Character Is Destiny”
M.K. Gandhi : “Faith on Its Trial”
Unit IV: Drama

T.P. Kailasam : “The Burden”
D.G. Mukerji : “The Judgment of Indra”
Unit V: Fiction
Mahasweta Devi : Rudali
Bama : Karukku
Reference:
Ramachandran, T. N., Trans. The Hymns of Kaaraikkaal Ammaiyaar. Dharmapuram: International
Institute of Savia Siddhanta Research, 1993.
http://tpkailasam.blogspot.in/2008/07/burden.html
http://www.gutenberg.org/files/36984/36984-h/36984-h.htm#THE_JUDGMENT_OF_INDRA
PROFESSIONAL ETHICS
V SEMESTER
COURSE CODE: 16AMBEEN1
MAJOR BASED ELECTIVE I - TRANSLATION: THEORY AND PRACTICE
Objectives:
1. To familiarize learners with the history and theory of
translation
2.To introduce learners to the techniques involved in translation
3. To make learners translate prose passages from English to Tamil and vice versa
Unit I
Translation – Definition, Types, Principles – Decoding and Recoding – Problems ofEquivalence –
Untranslatability
Unit II
History of Translation Theory – Period Study – The Romans – Bible Translation – Early Theorists –
The Renaissance – 17th Century and 18th Century – Romanticism –Victorians – 20th Century
Unit III
Problems of Literary Translation – Structures – Translating Poetry – TranslatingProse – Translating
Dramatic Texts
Unit IV
Two chapters from G.U Pope’s Translation of Tirukkural: “The Utterance of Pleasant Words”“Not
Doing Evil”
Unit V
Translation Practice: Translating Proverbs and Prose from English to Tamil and viceversa
1. Bassnett, Susan. Translation Studies. London: Methuen, 1980.
2. Catford, J C. A Linguistic Theory of Translation: An Essay in Applied Linguistics.
London:Oxford UP, 1965.
3. Savory, Theodore H. The Art of Translation. Boston: The Writer, 1968.
VI SEMESTER
CORE COURSE XIII - INDIAN WRITING IN ENGLISH
Objectives:
1. To make learners aware of the history and the growth of Indian Writing in
English
2..To introduce learners to the rich literary tradition in Indian Writing in English
3. To enable learners to appreciate the changing trends in Indian literature in
Englishfrom pre to post-Independence era
Unit I - Poetry
Henry Derozio : “The Harp of India”
Sarojini Naidu : “Love and Death”
Unit II - Poetry
Nissim Ezekiel : “Poet, Lover, Birdwatcher”
A. K. Ramanujan : “Of Mothers, Among Other Things”
Unit III - Prose

M. K. Gandhi : “Playing the English Gentleman” (Chapter 15 from the
Story of My Experiments with Truth)
A. P. J. Abdul Kalam : “The Power of Prayer”
Unit IV - Drama
Girish Karnad : Nagamandala
Unit V - Fiction
Mulk Raj Anand : Coolie
PROFESSIONAL ETHICS
VI SEMESTER
CORE COURSE XIV: COMMONWEALTH LITERATURE
Objectives:
1. To introduce learners to the literatures of a few commonwealth countries
2. To enable learners to understand and appreciate various cultures, traditions and mores
Unit I - Poetry
Sir Charles G.D Roberts : “The Solitary Woodsman”
Razia Khan : “My Daughter’s Boyfriend”
Unit II - Poetry
Allen Curnow : “House and Land”
E.J Pratt : “The Dying Eagle”
Unit III - Prose

Margaret Atwood : “Nature as a Monster” from Chapter 2 of Survival:
A Thematic Guide to Canadian Literature
Unit IV - Drama
Wole Soyinka : The Road
Unit V - Fiction
Chinua Achebe : Things Fall Apart
Book for Reference:

Narasimhaiah, C. D. An Anthology of Commonwealth Poetry. India: Macmillan, 1990.
PROFESSIONAL ETHICS
VI SEMESTER
CORE COURSE XV - ENGLISH LANGUAGE TEACHING
Objectives:
1. To expose learners to various approaches and methods, aspects and strategies of
teaching English
2. To help learners understand the essential components and concepts of language teaching
Unit I
Place of English in India – Issues Involved in the Teaching of English – English as FL, SL, ESP
Unit II
Approaches and Methods – Grammar Translation Method – Audio-lingual Method –
Communicative Approach – Natural Approach – Content-based Instruction – Task-based
Language Teaching
Unit III
Teaching of Prose, Poetry, Drama, Grammar, Composition – Teaching LSRW Skills
Unit IV
Testing – Types of Tests – Characteristics of a Good Test – Preparation of Model Exercises and
Questions
Unit V
Use of Audio-Visual Aids – Television and Language Lab in Teaching English

1. Baruah, T C. The English Teacher's Handbook. New Delhi: Sterling Publishers, 1991.
2. Bright, John A., and G. P. McGregor. Teaching English as a Second Language.
Longmans, 1970.
3. Richards, Jack C, and Theodore S. Rodgers. Approaches and Methods in Language Teaching: A
Description and Analysis. Cambridge: Cambridge UP, 1986.
4. Varghese, Paul. Teaching English as a Second Language. New Delhi: SterlingPublishers, 1990.
PROFESSIONAL ETHICS
VI SEMESTER
MAJOR BASED ELECTIVE II -- JOURNALISM
Objectives:
1. To initiate learners into the history of journalism
2.To exposes learners to various aspects of journalism
Unit I
Definition of Journalism – Role of Journalism – Ethics – Press Laws – Press Council
Unit II
News – Definition – Kinds – Elements – Source – News Agencies
Unit III
Reporting – Qualities of Reporters – Beats – Kinds of Reporting with Special Reference to
Court, Crime, Election, Sport – Investigative Reporting
Unit IV
Editing – News Editor – Sub Editors – Anatomy of Editing.
Unit V
Language of Journalism – Writing a News Story – Writing Opinion Pieces – Writing Leads –
Headlines.

1. Mehta, D.S. Mass Communication and Journalism in India. Bombay: Allied,
1979.
2. Shrivastava, K. M. News Reporting and Editing. New Delhi: Sterling Publishers,
2003.
PROFESSIONAL ETHICS
VI SEMESTER
MAJOR BASED ELECTIVE III: ENGLISH FOR COMPETITIVE EXAMINATIONS
Objectives:
1.To instill confidence in learners and improve their language skills to face the challenges of
a competitive examination
2. To equip learners with adequate English language skills to achieve success in
Competitive examinations
Unit I
Basics in English Grammar and Usage: Articles, Prepositions, Tenses, Concord, Question Tag,
Unit II
Homophones – Homonyms – Phrases and Idioms – One-word Substitution – Reading
Comprehension
Unit III
Error Correction
Unit IV
Letter Writing – Formal and Informal – Note-making
Unit V
Expansion of Proverbs – Writing Essays
Textbook:
Pillai, Radhakrishna. G. English Grammar and Composition. Emerald Publishers, 2002.

1. Bhatnagar, R. P. English for Competitive Examinations. New Delhi: Laxmi PublishersIndia,
2009.
2. Krishnaswamy, N. Modern English: A Book of Grammar, Usage and Composition. India: Laxmi
Publishers, 2000.
3. Prasad, Hari M, and Uma R. Sinha. Objective English for Competitive Examination. New Delhi:
Tata McGraw-Hill Education Pvt. Ltd., 2005.
M.A. English
PROFESSIONAL ETHICS
First Year CORE COURSE-I Semester-I

LANGUAGE AND LINGUISTICS
Code: P22ENCC11 (Theory) Credit: 5
OBJECTIVES:
 To provide learners an insight into the nature of language
 To familiarize learners with the discourse of linguistics and to expose them to theoretical
and practical manifestations of linguistics
 To enable learners to understand the link between literature and society
UNIT–I:
The Origin of Language - Development of Gesture, Sign, Words, Sounds, Speech and
Writing
Language History and the Process of Language Change
Core Features of Human Language, Animals and Human Language
UNIT–II:
Nature of Language
Pure Vowels, Diphthongs and Consonants
Language Varieties: Dialects, Idiolect, Pidgin and Creole Language and Gender,
Language and Disadvantage
UNIT–III:
Linguistic Form
Morphology, Grammar, Syntax
Saussurean Dichotomies: Synchronic and Diachronic Linguistics Semantics, Pragmatics
UNIT–IV:
Branches of Linguistics
Structural Linguistics, Sociolinguistics, Psycholinguistics, Neurolinguistics, Applied
Linguistics
UNIT–V:
Stylistics and Discourse Analysis: Relationship between Language and Literature, Style
and Function, Poetic Discourse, Narrative Discourse and Dramatic Discourse
UNIT – VI: CURRENT CONTOURS (For internal assessment only)
Recent trends in linguistics as an interdisciplinary study: Significance of linguistics in Artificial

Intelligence, Translation Softwares, Computational Linguistics, Linguistics and neuroscience.
REFERENCE:
1. Aitchison, J. Linguistics: An Introduction. London: Hodder & Stoughton, 1995.

2. Atkinson,M.,Kilby,D.&Rocca,I.FoundationsofGeneralLinguistics.London:George
Allen&Unwin,1982.
3. Lyons, John. Language and Linguistics: An Introduction. CUP, 1981.
Radford,A. et al. Linguistics: An Introduction. UK:Cambridge UniversityPress,1999.
4. Wardhaugh, R. An Introduction to Sociolinguistics. Massachusetts: Blackwell, 1986.
5. Wood, F. T. An Outline History of the English Language. India: Macmillan Publishers, 2000.
6. Yule, G. The Study of Language.4thedn. Cambridge: CUP,2014.
COURSE OUTCOMES:
 Understand how language, society and culture are related.

 Describe the theoretical and practical manifestations of linguistics.
 Understand the discourse of linguistics.
 Explain the origin of the English Language and its development.
 Explain the various implications of word formation.
 Establish a relationship between linguistics and language teaching.
****
PROFESSIONAL ETHICS
First Year CORE COURSE-II Semester-I
MODERN LITERATURE – I (1400-1660)

OBJECTIVES:
 To introduce learners to the evolution of Old English and classical English literature
 To familiarise them with the salient features of classical and metaphysical poetry
 To trace the origin and development of English essays and plays
UNIT – I POETRY :
Geoffrey Chaucer : The General Prologue(Lines 1- 360)

Edmund Spenser : “Prothalamion”
UNIT – II POETRY:
John Donne : a) “Valediction Forbidding Mourning” b) “Extasie”

Andrew Marvell : “To His Coy Mistress”
George Herbert : “Affliction”
Henry Vaughan : “The Retreat”
UNIT – III PROSE:
Francis Bacon : a) “Of Truth”b) “Of Adversity”c) “Of Ambition”
The Bible : “Book of Job”
UNIT – IV DRAMA :
Christopher Marlowe : Dr. Faustus

John Webster : The White Devil
UNIT – V: DRAMA :
Thomas Kyd :The Spanish Tragedy
Ben Jonson :Every Man in His Humour

UNIT – VI CURRENT CONTOURS (For Internal Assessment Only):
Emerging perspectives on Jacobean English drama – Influence of Classical literature on the

future generation – comparison of neo-classical literature with that of classical literature
REFERENCE:
1. Bacon, Francis, and F G Selby. Bacon’s Essays, Ed. with Introduction and Notes. London:
Macmillan, 1927.
2. Baron, Anne. Ben Jonson, Dramatist. Cambridge UP, 1984.
3. Bennett, Joan. Five Metaphysical Poets: Donne, Herbert, Vaughan, Crashaw, Marvell.
Cambridge: UP, 1984.
4. Chaucer Geoffrey, The Canterbury Tales The Oxford Book of English Verse (1250-
1980).ED Sir Arthur Quiller- Couch, Oxford University Press.
5. Daichess, David. A Critical History of English Literature. London: Secker & Warburg,1960.
6. Donne, John and Frank Kermode. The Poems of John Donne. New York: Heritage
Press,1970.
7. Levin, Harry. Christopher Marlowe.Coral Gables; U of Miami P, 1970.
8. Reeves, James. A Short History of English Poetry, 1340-1940. New York: Dutton, 1962.
COURSE OUTCOMES:
After the completion of the course the students will be able to realise the following
outcomes:
 Demonstrate the literary techniques and style employed during the classical age.
 Promote the learning of the various poetic devices
 Establish a link between literature and society
 Prepare for qualifying and competitive examinations in English literature.
 Trace the development of the English language and society.
 Equip the readers with the techniques of teaching English literature.
***
PROFESSIONAL ETHICS
First Year CORE COURSE-III Semester-I

MODERN LITERATURE – II (1660 – 1798)
OBJECTIVES :
 To expose learners to the changing trends in English poetry from Milton to Pre – Romantics.
 To make learners understand the prose allegory of the Restoration period and varied prose
works of the Age of Pope.
 To make learners know the salient features of anti-sentimental comedy and Restoration
comedy.
UNIT – I POETRY:
John Milton : Paradise Lost Book I
UNIT – II POETRY:
John Dryden : “Mac Flecknoe”

Alexander Pope : “Epistle to Dr. Arbuthnot”
Robert Burns : “The Cotter’s Saturday Night”
Thomas Gray : Odes : “Ode on the Spring”
UNIT – III PROSE:
Addison and Steele : From The Spectator

“Of the Club” ( Steele )
“Sir Roger at Church ” (Addison )
Jonathan Swift : The Battle of the Book
UNIT – IV DRAMA:
R B Sheridan : The School for Scandal

William Congreve : The Way of the World
UNIT – V FICTION:
Henry Fielding : Tom Jones

Oliver Goldsmith : The Vicar of Wakefield
UNIT – VI CURRENT CONTOURS (For Internal Assessment only):
Relevance of Milton’s ideas to the modern world, the universal values of long suffering and
faith – understand the emergence of the English novel during the Age of Transition – Latest
Trends in writing and approaching literary texts.
BOOKS FOR REFERENCE :
1. Danielson, Dennis R. The Cambridge Companion to Milton. Cambridge : Cambridge

UP,1989.
2. Ford, Boris. The New Pelican Guide to English Literature : A Guide for Readers.: Penguin
Books, 1983.
3. Humphreys, A.R. The Augustan World : Society, Thought, and Letters in Eighteenth –
Century England. New York : Harper & Row, 1963.
4. Morwood, James, and David Crane. Sheridan Studies. Cambridge : Cambridge UP,1995.
5. Walker, Hugh. English Satire and Satirists. New York : Octagon Books, 1965.
6. Willey Basil. The Seventeenth Century Background : Studies in the Thought of the Age in
Relation to Poetry and Religion. Garden City : Doubleday, 1953.
COURSE OUTCOMES:
outcomes:
 Demonstrate the literary techniques and style employed during the classical age.
 Promote the learning of the various poetic devices
 Establish a link between literature and society
 Prepare for qualifying and competitive examinations in English literature.
 Trace the development of the English language and society.
 Equip the readers with the techniques of teaching English literature.
****
PROFESSIONAL ETHICS
First Year CORE CHOICE COURSE- I Semester-I
INTRODUCTION TO COMPARATIVE
LITERATURE
Code: P22ENCC1A (Theory) Credit: 4
OBJECTIVES:
 To make the students learn the evolution of Comparative Literature

 To initiate the students to Influence studies and Parallel Studies
 To make the students realize the relationship Literature has with Psychology and
various Arts
UNIT – I:
Definition and Theory of Comparative Literature – Scope, Methodology, Application

– National Literature - Comparative Literature- Comparative Literature in India
UNIT – II:
French and American Schools of Comparative Literature - Influence studies ;

analogy or parallel studies
UNIT – III:
Thematology, reception study , Study of Genres and Forms – Periodization
UNIT – IV:
Literature and Society, Literature and Religion
UNIT – V:
Literature and Psychology, Literature and Other Arts

UNIT – VI CURRENT CONTOURS (For Internal Assessment Only)
Significance of Comparative Literature; scope of Comparative Literature in India; the

role of Sahitya Academy, CLAI and others towards the promotion of CL ; the role of
translation in the development of CL
REFERENCE:
1. Bhatnagar, M.K. Comparative English Literature. New Delhi: Atlantic Publishers and
Distributors, 1999
2. George, K.M. Comparative Indian Literature. Trichur : Kerala Sahitya Akademi, 1984
3. Pawar S. Comparative Literary Studies : An Introduction. Duckworth N. 1973
4. Weisstein, Ulrich. Comparative Literature and Literary Theory : Survey and
Introduction.
i. Bloomington : Indiana Univ. Press, 1974
5. Welleck, Rene and Austin Warren. Theory of Literature. New York : Harcourt, Brace,
1993
COURSE OUTCOMES:
After completion of the course the students will be able to realise the following outcomes:
 Explain the evolution of Comparative Literature

 Describe the salient features of the French and American Schools of CL
 Realize the methodology employed in Influence and Parallel Studies
 Understand the finer points of thematology, reception study and study of the genres
 Spell out the relationship Literature has with society and religion
 Comment on the relationship Literature has with Psychology and various Arts
****
PROFESSIONAL ETHICS
First Year ELECTIVE COURSE- I Semester-I

ASIAN LITERATURE IN ENGLISH
Code: P22ENE1A (Theory) Credit: 3
OBJECTIVES:
 To introduce the learners the themes and techniques of Asian writing in English
 To make learners aware of various Asian cultures through the select works
 To create research interest in Asian writing in English
UNIT – I POETRY:
Bei Dao (Chinese) : “Moon festival”

Balkrishna Sama (Nepali) : “The song”
Taslima Nasreen(Bangladeshi) : “Border”
UNIT – II PROSE :
Lafcadio Hearn (Japanese) : “Mosquitoes”

J. Vijayatunga (Sri Lankan) : “Village Goes Town”
UNIT – III DRAMA:
Asif Currimbhoy (Indian) : The Refugee

Zeami Motokiyo (Japanese) : Takasago
UNIT – IV SHORT STORY:
Sunethra Raja Karunanayake : “SMS”

(Sri Lankan)
Lu Hsun (Chinese) : “A little Incident”
Zaugyi (Myanmarese) : “His Spouse”
UNIT – V FICTION:
Kamila Shamise (Pakistani) : Burnt Shadow

Hwang Sok-Yong (Korean) : Princess Bari
Evolution or History of Asian Literature - Importance and development - Recent Asian

Writers and their contribution - Themes and cultural issues - Genres, forms and writing
style of Asian Literature
REFERENCE:
1. Azim, Firdous, and Niaz Zaman. Galpa: Short Stories by Women from Bangladesh. Dhaka:
Rachana, writers. Ink, 2006.
2. Currimbhoy, Asif. The Complete Plays. Calcutta: Writers Workshop, 1970.
3. Shamise, Kamila, Broken Verses Harcourt
4. Shamsie, Muneeza. And the World Changed: Contemporary Stories by Pakistani Women.
N.P.,
2008.
5. Tyler, Royall Ed.&Trans. Japanese No Dramas. London: Penguin Books, 2004.
6. Wijesinha, Rajiva. Bridging Connections: An Anthology of Sri Lankan Short Stories. New
Delhi;
National Book Trust, 2007.
7. https:// www.Scribd .com /book 263729589 / princess Bari.
8. https:// never imitates .word press .com/2015/04/25/ book-review-princess-Bari.
COURSE OUTCOMES:
outcomes:
 Students will be able to appreciate and assess the Asian Literature written in English.
 Ecognize the universality of human experiences reflected in these works.
 Analyze elements of literature such as imagery, theme, motifs, style, tone etc...
 Compare and contrast the works of authors of different cultural backgrounds which deal
with similar themes.
 Develop cultural awareness and compare that with the learners cultural background .
 Demonstrate improvement in critical writing and critical thinking skills.
***
PROFESSIONAL ETHICS
First Year VALUE ADDED COURSE- I Semester-I
SOFT SKILLS THROUGH

LITERATURE
Code: P22ENVAC1 (Theory) Credit: 2
OBJECTIVES:
 To enhance the life skills of the learners

 To make the learners aware of workplace and career skills
 To focus on positive behavior and management techniques
UNIT – I :
Leadership Skills -Communication – Strategic Thinking – Planning and Execution –

People Management – Persuasion and Influence
Team Spirit – Clarity – Discussion – Listening - Motivation – Feedback
Alfred Tennyson’s “Ulysses”
Rudyard Kipling’s “If”
UNIT- II:
Decision Making – Intuition – Foresight – Critical Thinking – Emotional Intelligence –

Self Control
Robert Frost’s “The Road Not Taken”
Shakespeare’s Hamlet – “To Be or Not To Be” (Act III, Scene i)
UNIT – III:
Public Speaking – Communication – Clarity – Voice –Gesture – Stage Presence – Body

Language
Oratorical Skills – Confidence – Content – Know your Audience –Key Points – Practice
Shakespeare’s Julius Caesar – Funeral Speech (Act III, Scene ii)
Shakespeare’s The Merchant of Venice – Trial Scene (Act IV, scene i)
UNIT – IV:
Emotional Intelligence – Self-awareness – Self-regulation - Motivation – Empathy –

Social Skills
Perseverance – Fixing Goal – Innovation – Plan – Execution - Equanimity
William Blake “The Chimney Sweeper” from Songs of Innocence and Songs of
Experience
W. Somerset Maugham “The Verger” (short story)
UNIT – V:
Problem Solving – Problem Identification – Structuring the Problem – Solutions –

Implementation – Feedback
Wole Soyinka’s “Telephone Conversation”
A.G. Gardiner’s “All About a Dog”
UNIT – VI : CURRENT CONTOURS ( For Internal Assessment Only):
Emerging trends in soft skills: Experiential Learning, Virtual Reality, Learning the skill
and techniques through the characters, themes, images of Plays, Poems and Fiction
REFERENCE:
1. Almonte, Richard. A Practical Guide to Soft Skills: Communication, Psychology, and Ethics
Your Professional Life. Routledge, 2021.
2. Barlow, Richard E., et al. Reliability and Decision Making. CRC P, 1993.
3. German, Kathleen M., et al. Principles of Public Speaking. Routledge, 2016.
4. Gidwani, Gitika. The act of perseverance. Spectrum Of Thoughts, 2021.
5. Wentz, Frederick H. Soft Skills Training: A Workbook to Develop Skills for Employment.
Create space Independent Publishing Platform, 2012.
COURSE OUTCOMES:
 Develop employment Skills and enhance communication skills

 Create awareness on career enhancement and develop creative skills
 Understand the skills through the literary text
 Develop effective presentation and analytical skills
 Strengthen the potentiality to emerge as a team leader
 Improve logical and critical thinking
****
PROFESSIONAL ETHICS
First Year CORE COURSE- IV Semester-II
MODERN LITERATURE – III (1798-1832)
OBJECTIVES:
 To familiarize learners with the characteristics of Romantic poetry.

 To acquaint learners with the unique qualities of the essays of romantic period.
 To make learners aware of the characteristics of novels during romantic period.
UNIT – I POETRY:
William Wordsworth : “Lines Composed a Few Miles above Tintern Abbey”

S.T. Coleridge : “The Rime of the Ancient Mariner”
UNIT – II POETRY:
John Keats : “Ode on a Grecian Urn”

P. B. Shelley : ‘Ode to the West Wind”
UNIT – III PROSE:
Charles Lamb : “Christ Hospital”

William Hazlitt : “On Reading Old Books”
UNIT – IV DRAMA:
Lord Byron : Manfred
UNIT –V FICTION:
Jane Austen : Sense and Sensibility

Walter Scott : Kenilworth
UNIT- VI: CURRENT CONTOURS (For Internal Assessment Only)
Significance of Modern Literature from 1798 to 1832, Romantic poetry, Prominent

themes and well known writer’s contribution to Modern Literature – contribution to the
understanding of ecology and it relationship with mankind
REFERENCE:
1. Abrams, M H. English Romantic Poets. Modern Essays in Criticism. Oxford UP, 1967.
2. Bowra, C M. The Romantic Imagination. Harvard UP, 1949.
3. Kirkham, Margaret. Jane Austen, Feminism and Fiction. Athlone Press, 1997.
4. Reeves, James. A Short History of English Poetry, 1340-1940. Dutton, 1962.
5. Wasserman, Earl R, and John Keats. The Finer Tone: Keats’ Major Poems. Baltimore: John
Hopkins Press, 1953.
COURSE OUTCOMES:
 Develop knowledge of principal works of Modern Literature from 1798 to 1832.

 Create an awareness of the characteristics of Romantic poetry.
 Acquire knowledge of the political, social and intellectual background of the age through the
works of various writers of the Romantic period.
 Understand and deploy a range of terms and concepts pertaining to literature.
 Establish the link between man and nature through romantic poetry
 Gain an ability to view texts in terms of development, values and socio-cultural context.
***
PROFESSIONAL ETHICS
First Year CORE COURSE- V Semester-II

MODERN LITERATURE – IV
(1832-1945)
OBJECTIVES:
 To enable learners to understand the spirit of Victorian England and its influence on poetry
 To help learners appreciate the revolution brought about through Aesthetic Movement and
anti- Victorian Movement in poetry, drama and novel during the Age of Hardy
 To expose learners to various aspects of the works of 20th century writers
UNIT – I POETRY:
Matthew Arnold : “The Scholar Gypsy”

Robert Browning : “Rabbi Ben Ezra”
Alfred Tennyson : “Lotus Eaters”
UNIT – II POETRY:
W. B. Yeats : “The Second Coming”

G. M. Hopkins : “The Windhover”
T. S. Eliot : Section V “What the Thunder Said?” from The Wasteland
W. H. Auden : “In Memory of W .B . Yeats”
Wilfred Owen : “The Strange Meeting”
UNIT – III PROSE:
Thomas Carlyle : “The Hero as Poet”

John Ruskin : “Of Queens’ Gardens”
E. M. Forster : “A Book that Influenced Me”
UNIT – IV DRAMA :
G. B. Shaw : Man and Superman

Harold Pinter : The Home Coming
UNIT – V FICTION:
Charles Dickens : Great Expectations

Thomas Hardy : The Mayor of Casterbridge
UNIT – VI CURRENT CONTOURS ( For Internal Assessment only ):
Naturalism and Imagism, Style and Stylistics, Existentialism and Absurdism , Modes of
narrative Fiction in the literature of the modern era.
REFERENCE:
1. Batho, Edith C, Bonamy Dobrée, and Guy Chapman. The Victorians and After, 1830-1914.
London: Cresset, 1962.
2. Cecil, David. Early Victorian Novelists: Essays in Revaluation. London: Constable &Co.,
Ltd, 1934.
3. Colin Clarke. ed. D.H. Lawrence: The Rainbow and Women in Love. London: Macmillan,
1979.
4. Corrigan, R. Theatre in the Twentieth Century. New York: Grove Press, 1961.
5. Esslin, M. The Theater of the Absurd. London: Eyer&Spottiswoode, 1964.
6. Gassner, John. An Anthology. Introduction to the Drama. New York: Holt, Rinehart and
Winston, 1963.
7. Gransden, K W. E.M. Forster. New York: Grove Press, 1962.
8. Leavis, F R, and Q D. Leavis. Dickens, the Novelist. New York: Pantheon Books, 1971.
9. Malins, Edward G. A Preface to Yeats. New York: Scribner, 1974.
10. Martin, Jay, and T S. Eliot. A Collection of Critical Essays on "The Waste Land."
Englewood Cliffs: Prentice-Hall, 1968.
11. Smith, Stan. The Cambridge Companion to W.H. Auden. Cambridge: Cambridge UP, 2004.
COURSE OUTCOMES:
After the completion of the course the students will be able to realise the following outcomes:
 Appreciate the issues such as capitalism, race , the evolution of democracy that shaped
the 19th century England
 Acquire in-depth knowledge of the religious, socio-intellectual and cultural thoughts of
the period
 Analyse and examine the representation of the characteristics of the era in the literature
 Analyse the thematic concerns such as male female gender roles, history and politics,
class and industrialization, religion and sexuality.
 Examine the aesthetic and political shifts from the earlier periods
 Analyse and appreciate Prose, Poetry and Drama in terms of changing socio-cultural
contexts.
****
PROFESSIONAL ETHICS
First Year CORE COURSE- VI Semester-II

SHAKESPEARE
OBJECTIVES:
 To expose learners to the development of linguistic, social, psychological and existential

skills through a few representative plays of Shakespeare.
 To familiarize learners with the characterization, dramatic and poetic techniques of
Shakespeare.
 To enable learners to understand Shakespeare’s influence and contribution in English
literature.
UNIT – I:
Othello
UNIT – II:
Twelfth Night
UNIT – III:
Richard II
UNIT – IV:
The Tempest
UNIT – V:
Shakespearean Theatre and Audience

Shakespearean Fools and Clowns
Shakespearean Women
Supernatural Elements in Shakespearean Plays
Shakespearean Soliloquies
Shakespeare as a Sonneteer and a Narrative Poet
UNIT – VI: CURRENT CONTOURS (For Internal Assessment Only)
Application of Shakespearean characters in the contemporary situation – Application of

the latest theories on Shakespearean plays – relevance of Shakespeare studies in the
recent times.
REFERENCE:
 Bradley, A C. Shakespearean Tragedy: Lectures on Hamlet, Othello, King Lear, Macbeth.

Macmillan and Co, 1905.
 Bowers, Fredson. Elizabethan Revenge Tragedy: 1587-1642. Peter Smith, 1959.
 Charlton, H B. Shakespearean Comedy. Methuen, 1938.
 Ford, Boris. The Age of Shakespeare. Penguin Books, 1982.
 Knight, G W. The Imperial Theme: Further Interpretations of Shakespeare's Tragedies,
Including the Roman Plays. Methuen, 1951.
COURSE OUTCOMES:
 Understand the socio-political influences of Britain during the Shakespearean age.

 Appreciate the characterization, dramatic and poetic techniques of Shakespeare.
 Examine Shakespeare’s choice of subject matter and his use of the form of tragic-comedy.
 Discuss the characteristic features of Shakespearean stage and Shakespeare’s skill in
affecting catharsis through his tragedies.
 Analyze the technique of disguise in Shakespeare’s plays, the reason behind it and discuss
the significance of women characters in his plays.
 Demonstrate the portrayal of history in the historical plays of Shakespeare.
****
PROFESSIONAL ETHICS
First Year CORE CHOICE COURSE- II Semester-II

ENGLISH LANGUAGE TEACHING
Code: P22ENCC2A (Theory) Credit: 4
OBJECTIVES:
 To introduce learners to the theories of language description and language learning, and their
implications in teaching and learning
 To make learners understand different methods of teaching English and assess them
 To familiarize learners with principles of course designing and testing and evaluation
UNIT – I:
History of English Language Teaching – Need for Teaching/Learning English – English

in India: Past, Present and Future – Teaching English in India – Fluency vs Accuracy –
Role of Mother Tongue – Second Language Acquisition Research
UNIT – II:
Nature of Approaches and Methods in Language Teaching – Grammar Translation

Method – Oral Approach – Audiolingual Method – Direct Method – Bilingual Method –
Communicative Approach to Language Teaching
UNIT – III:
Total Physical Response – The Silent Way – Community Language Teaching –

Suggestopedia – The Natural Approach – Content-based Instruction – Task-based, Game-
based Language Teaching – Post-methods era
UNIT – IV:
Teaching the Four Skills of the language – Teaching Drama, Fiction, Prose, Poetry,
Vocabulary, Grammar and Composition at Various Levels – Preparing Lesson Plan
UNIT – V:
Language Teaching with ICT, using modern instructional aids like tape-recorder, video,
television, Language Lab
Study Aids: Study Skills and Reference Skills
Language Testing and Evaluation – Principles – Types and Techniques – Testing
Language Skills, Grammar and Vocabulary – Technology for Testing
UNIT – VI CURRENT CONTOURS (For Internal Assessment only):
From English to Englishes – ELT in Digital World – ELT and Social Media –
Grammar Teaching and ELT - Incorporating the ICT based learning of LSRW skills,
Incorporating the Artificial Intelligence methodology in acquiring grammatical patterns
and linguistic skills, harnessing the use of automated learning portals.
REFERENCE:
1. Baruah, T C. The English Teacher's Handbook. New Delhi: Sterling Publishers, 1991.
2. Krishnaswamy, N, and Lalitha Krishnaswamy. Methods of Teaching English. Delhi:
Macmillan India, 2007.
3. Lado, Robert. Language Testing: The Construction and Use of Foreign Language Tests: a
Teacher's Book. New York: McGraw-Hill, 1964.
4. Larsen-Freeman, Diane. Techniques and Principles in Language Teaching. New York,
N.Y., USA:
Oxford University Press, 1986.
5. Richards, Jack C, and Theodore S. Rodgers. Approaches and Methods in Language
Teaching: A Description and Analysis. Cambridge: Cambridge University Press, 1986.
COURSE OUTCOMES:
 Describe the role of mother tongue in teaching English in India.

 Comment on the contemporary theories of Second Language Acquisition.
 Describe the various methods of English Language Teaching.
 Describe the four different skills of language acquisition.
 Elucidate the major steps in Lesson Plan preparation.
 Briefly discuss the role ICT in language teaching.
****
PROFESSIONAL ETHICS
First Year ELECTIVE COURSE- II Semester-II

RESEARCH METHODOLOGY
Code: P22ENE2A (Theory) Credit: 3
OBJECTIVES:
 To expose learners to philosophy of research

 To enable learners to use different research sources and document them
 To make learners know the format of research and mechanics of writing
UNIT – I:
Definition of Research – Types of Research –- Literary and Scientific Research –

Philosophy of Research, Preliminary Study, Choosing a Viable Topic, Primary and
Secondary Sources
UNIT – II:
The Modern Academic Library, Research Sources: Printed and Electronic Including Web
Sources, Digital Library Sources, Identifying the Right Sources, Compiling Working
Bibliography. Evaluating the Sources
UNIT –III:
Taking Notes and Collecting Materials Thesis Statement, Working Outline, Preparing
Samples, Writing Drafts—Revising the Outline and Drafts The Introduction and the
Conclusion—the Main Chapters: Clarity, Unity, Coherence, Emphasis, Interest, Point of
view
UNIT – IV:
The Format of the Thesis, Preparing the Final Outline and Final Draft – Organizing
Principles and Methods of Development, Plagiarism, Converting the Working
Bibliography to List of Works-Cited, Abbreviations, Proof Reading
UNIT – V:
Language and Style of Thesis Writing: General principles – Kinds and Suitability of
Style, Style Sheet Conventions, Documentation: Parenthetical Documentation, Foot
Notes, End Notes
The Mechanics of Writing: Spelling, Punctuation, Quotations, etc.
Different kinds of style books and their implications – acknowledging web podcasts,
social media and beyond – need for uploading the research work in the digital platform
for plagiarism-free future
1. Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. 9thEdition 2021.
2. Moore, Robert H. Effective Writing. New York: Holt, Rinehart and Winston, 1965.
COURSE OUTCOME:
 Define research
 Differentiate the types of research
 Describe the use of library in academic research
 Comment on the different types of note making
 Explain the methods of outlining
 Elucidate the mechanics of thesis writing
***
PROFESSIONAL ETHICS
First Year NON MAJOR ELECTIVE COURSE-I Semester-II

INTRODUCTION TO INDIAN ECONOMY
(Theory)
Code: P22ECNME1 Credits: 2
OBJECTIEVES:
 To help the students know the various natural and human resources.
 To familiarize the feature of Agricultural, Industrial and Service sector of India.
 To analyze the problem of poverty in India and the various government schemes for
eradication of poverty.
 To study the role of planning in the development of Indian economy.
 To help students know the typical feature of Globalization and India’s foreign trade
policies.
UNIT – I NATURAL RESOURCES AND HUMAN RESOURCES:
Natural Resources – meaning and importance – forest resources – energy resources – mineral
resources – water resources – use patterns of natural resources – environmental degradation
policies on management of environmental resources Demography- size, growth and
occupation composition of the population – density and distribution – demographic dividend
- national population policy – human capital – quality of health and education – Human
Development Index – National Skill Development Corporation.
UNIT – II AGRICULTURAL, INDUSTRIAL AND SERVICES SECTORS:
Nature and importance of agriculture – factors influencing agricultural development –

agricultural production and productivity – new agricultural policy – green revolution – issues
in food security – farmers suicide – role of governments for agricultural sector development.
Industrial development under Five Year Plans – New industrial policy – position of public
sector enterprises – labour market reform – Make in India Programme - infrastructure and
economic development - transport: railways, roads, shipping and airways – energy – power –
role of service sector in economic development – banking – insurance – telecommunications
– IT Industry – ITES.
UNIT – III POVERTY AND INEQUALITY:
Poverty – its meaning – V M Dandekar & Nilakanta Rath, Suresh Tendulkar and Rangarajan
methodology for poverty estimation-poverty alleviation programmes since 1970s –
MGNREGP (Mahatma Gandhi National Rural Employment Guarantee Programme) - Food
Security Act – PDS – ICDS -PURA (Vision 2020).
UNIT – IV PLANNING AND POLICY ENVIRONMENT:
Planning in India – objectives – strategies – achievements and failures - Eleventh and Twelfth
Five Year Plans - objectives, allocation and target - NITI [National Institution for
Transforming India] Aayog – Structure and functions – Plan performance to tackle poverty,
1
inequality and unemployment – New economic reforms – Liberalization, Privatization and
Globalization; rationale behind economic reforms – Macro Economic policies – fiscal and
monetary.
UNIT – V GLOBALIZATION AND TRADE:
Directions and composition of foreign trade – balance of trade and payments – current
account deficit –India‘s foreign trade policy – WTO – features and assessment –
globalization – features and problems – sectoral contribution trade – import substitution and
export promotion – Foreign Direct Investment (FDI) and MNCs.
UNIT- VI: CURRENT CONTOURS (For Continuous Internal Assessment Only) :
Current developments in various sectors of Indian economy
REFERENCE:
1. Agarwal, A.N. (2004) Indian Economy, Wishwa Prakashan, New Delhi

2. Ahluwalia, I.J. and I.M.D. Little (Eds.) (1999), India‘s Economic Reforms and
Development (Essays in honour of Manmohan Singh), Oxford University Press, New
Delhi.
3. Alagh, Y.K. (1995), Indian Development Planning and Policy, Vikas, New Delhi.
4. Bardhan, P.K. (9th Edition) (1999), The Political Economy of Development in India,
Oxford University Press, New Delhi.
5. Bawa, R.S. and P.S. Raikhy (Ed.) (1997), Structural Changes in India Economy, Guru
Nanak Dev University Press, Amritsar.
6. Brahmananda, P.R. and V.R. Panchmukhi (Eds.) (2001), Development Experience in the
Indian Economy : Inter-State Perspectives, Bookwell, Delhi.
7. Chakravarty, S. (1987), Development Planning : The Indian Experience, Oxford
University Press, New Delhi.
8. Dantwala, M.L. (1996), Dilemmas of Growth : The Indian Experience, Saga
Publications, New Delhi.
9. Datt Ruddan and K.P.M. Sundaram (2001), Indian Economy, S. Chand & Co., New
Delhi.
10. Dhar, P .K, (2002) Indian Economy - its growing dimensions, Kalyani Publishers, New
Delhi
11. Dhingra, I.C., (2012) The Indian Economy: Environment and Policy, 16th e, Sultan
Chand & Sons, New Delhi
12. Dreze, Jean and Amartya Kumar Sen (1999), India : Economic Development and Social
Opportunity, OUP, New Delhi.
13. Government of India, Economic Survey, (Annual), Ministry of Finance, New Delhi.
14. Jalan, B. (1992), The Indian Economy – Problems and Prospects, Viking, New Delhi.
15. Kindleberger,C.P. (1977), Economic Development, 3e,McGraw Hill, New York.
16. Jhingan, M.L., (2010) The Economics of Development and Planning, Vikas Publishing
House PVT Ltd., New Delhi.
17. Kindleberger,C.P. (1977), Economic Development, 3e,McGraw Hill, New York.
2
18. Meier, G.M. (1995), Leading Issues in Economic Development,6e, Oxford University
Press, New Delhi.
19. Mishra,S.K. and V.K.Puri, (2010) Economics of Development and Planning, Himalaya
Publishing House, New Delhi.
20. Pantwala.S (1987), Dilemmas of Growth : Indian Experience, Sage Publications, New
Delhi.
21. Parkh, K.S. (1999), India Development Report (Annual), Oxford University Press, New
Delhi.
22. Reserve Bank of India, Report of Currency and Finance, (Annual).
23. Todaro, M.P, Economic Development, Wesley Longman, New Delhi 7th edition, 2000.
24. Uma Kapila, Indian Economy: Performance and Policies
25. Uma Kapila, Indian Economy since Independence
COURSE OUTCOMES: On completion of the course, students should be able to:
 Understand various natural resources and human resources.

 Evaluate the Policies and Performance of Agriculture, Industry and Service sectors of India.
 Gain a perspective on key issues related to Poverty and Inequality existing in India.
 Understand the role of planning in the development of Indian economy.
 Make aware about the concept of Globalization and its impact on Indian economy.
****
3
PROFESSIONAL ETHICS
III SEMESTER
COURSE CODE: P16EN31
CORE COURSE IX - AMERICAN LITERATURE
Objectives:
1. To introduce learners to significant aspects in various genres of American
literature
2. To help learners get acquainted with the richness of American literature through
representative works of poets, essayists, playwrights and novelists
Unit I - (Poetry)
Edgar Allan Poe : “The Raven”
Walt Whitman : “When Lilacs Last in the Dooryard Bloom’d”
Emily Dickinson : “Because I Could Not Stop for Death”
Robert Frost : “Birches”
Unit II - (Poetry)
Hart Crane : “Poem: To Brooklyn Bridge”
E. E. Cummings : “The Grasshopper”
Wallace Stevens : “The Emperor of Ice-Cream”
William Carlos Williams : “Yachts”
Sylvia Plath : “Daddy”
Unit III - (Prose)

Ralph Waldo Emerson : “Self-reliance”
Henry David Thoreau : “Where I Lived and What I Lived for?”
from Walden Pond
John F. Kennedy : “Inaugural Address” (Presidential
Inauguration of John. F. Kennedy on January 20, 1961 atWashington, D.C)
Unit IV - (Drama)
Eugene O‟Neill : Emperor Jones
Arthur Miller : All My Sons
Unit V - (Fiction)
Mark Twain : Huckleberry Finn
Ernest Hemingway : For Whom the Bell Tolls
1. Cunliffe, Marcus. American Literature to 1900. New York: P. Bedrick Books, 1987.
2. Matthiessen, F O. American Renaissance: Art and Expression in the Age of Emerson and
Whitman.N.p., 1941.
3. McMichael, George L, and Frederick C. Crews. Concise Anthology of American
Literature. New York:Macmillan, 1985.
4. Spiller, Robert E. Literary History of the United States. New York: Macmillan, 1963.
PROFESSIONAL ETHICS
III SEMESTER
CORE COURSE X - THEORY OF COMPARATIVE LITERATURE AND CLASSICS IN
TRANSLATION
Objectives:
1. To expose learners to the scope, methodology and application of the theories in
comparative literature
2. To help learners understand the thematology and genre studies
3. To make learners know a few representative classics in translation
Unit I
Definition and Theory of Comparative Literature – Scope, Methodology, Application – National
Literature – Comparative Literature – French and American School
Unit II
Influence and Imitation – Epoch, Period, Generation – Thematology, Comparing Works on the
Basis of Themes – Genres, Comparing Works on the Basis of Form
Unit III
Literature and Society, Literature and Religion, Literature and Psychology – Comparative
Literature in India
Unit IV
G.U. Pope : Three Chapters from the translation of Tirukkural: “Compassion”
“Veracity” “Hospitality”
Aesychylus : Agamemnon
Goethe : The Nearness of the Beloved
Unit V
Franz Kafka : “Metamorphosis”
Leo Tolstoy : “How much Land Does a Man Require?”
Omar Khayyam : The Rubaiyat

1. Bhatnagar, M K. Comparative English Literature. New Delhi: Atlantic Publishers and
Distributors, 1999. George, K M. Comparative Indian Literature. Trichur: Kerala Sahitya
Akademi, 1984.
2. Pawar S. Comparative Literary Studies: An Introduction. Duckworth N.P., 1973.
3. Weisstein, Ulrich. Comparative Literature and Literary Theory: Survey and Introduction.
Bloomington:Indiana UP, 1974.
4. Wellek, René, and Austin Warren. Theory of Literature. New York: Harcourt, Brace,
1993.
PROFESSIONAL ETHICS
III SEMESTER
CORE COURSE XI - LITERARY THEORY
Objectives:
1. To introduce learners to literary theory from the beginning of the twentieth century to the
present day.
2. To help learners to apply theory in the analysis of literary texts
3. To enable learners to understand a wide range of theoretical perspective
4. To enhance their appreciation of literary texts.
Unit I
New Criticism, Semiotics, Formalism
Unit II
Structuralism, Poststructuralism, Deconstruction
Unit III
Modernism, Postmodernism, New Historicism and Cultural Materialism, Magical Realism
Unit IV
Feminism, Neo – Feminism, Queer Theory, Ecocriticism, Marxism, Neo – Marxism,
Colonialism, Postcolonialism
Unit V
Intertextuality, Phenomenology, Hermeneutics, Reader-Response Criticism, Narratology,
Discourse Analysis, Stylistics

1. Abrams M.H, Harphman Geoffrey. A Handbook of Literary Terms. New Delhi: Cleanage,
2007.
2. Barry, Peter. Beginning Theory: An Introduction to Literary and Cultural Theory.
3. Manchester: Manchester UP, 2009.
4. Culler, Jonathan. Literary Theory. New Delhi: Oxford UP, 2011. Said, Edward W.
Orientalism. London: Vintage Books, 1979.
5. Showalter, Elaine. Towards a Feminist Poetics. Twentieth Century Literary Theory. Ed.
K.M. Newton. London: Macmillan, 1988.
6. Habib, M.A.R, A History of Literary Criticism: From Plato to the Present, USA:
BlackwellPublishing, 2005.
PROFESSIONAL ETHICS
III SEMESTER
CORE COURSE – XII RESEARCH METHODOLOGY
Objectives:
1. To expose learners to philosophy of research
2. To enable learners to use different research sources and document them
3.To make learners know the format of research and mechanics of writing
Unit I
Definition of Research – Types of Research – Literary and Scientific Research –Philosophy of
Research, Preliminary Study, Choosing a Viable Topic,
Primary and Secondary Sources
Unit II
The Modern Academic Library, Research Sources: Printed and Electronic Including Web Sources,
Digital Library Sources, Identifying the Right Sources, Compiling Working Bibliography.
Evaluating the Sources
Unit III
Taking Notes and Collecting Materials
Thesis Statement, Working Outline, Preparing Samples, Writing Drafts – Revising the Outline and
Drafts The Introduction and the Conclusion – the Main Chapters: Clarity, Unity, Coherence,
Emphasis, Interest, Point of view
Unit IV
The Format of the Thesis, Preparing the Final Outline and Final Draft–Organizing Principles and
Methods of Development, Plagiarism,
Converting the Working Bibliography to List of Works-Cited, Abbreviations, Proof Reading
Unit V
Language and Style of Thesis Writing: General principles – Kinds and Suitability of Style, Style Sheet
Conventions, Documentation: ParentheticalDocumentation, Foot Notes, End Notes
The Mechanics of Writing: Spelling, Punctuation, Quotations, etc.
1. Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. 7th Edition, 2009.
2. Moore, Robert H. Effective Writing. New York: Holt, Rinehart and Winston, 1965.
PROFESSIONAL ETHICS ,GENDER & HUMAN VALUES
III SEMESTER
COURSE CODE: P16ENE3
ELECTIVE COURSE III - ASIAN LITERATURE IN ENGLISH
Objectives:
1. To familiarize learners with Asian writers in English
2. To make learners aware of various Asian cultures through representative texts of Asian
Literature in English
Unit I - (Poetry)
Bei Dao (Chinese) : “Moon Festival”
Balkrishna Sama (Nepali) : “The Song”
Faiz Ahmed Faiz (Pakistani) : “When Autumn Came”
Unit II - (Prose)
Lafcadio Hearn (Japanese) : “Mosquitoes”
J. Vijayatunga (Sri Lankan) : “Village Goes Town”
Unit III - (Drama)

Frank Chin (Chinese) : The Year of Dragon
Zeami Motokiyo (Japanese) : Hogoromo [The Feather Mantle]
Unit IV - (Short Story)

Sunethra Rajakarunanayake (Sri Lankan) : “SMS”
Lu Hsun (Chinese) : “A Little Incident”
Zawgyi (Myanmar) : “His Spouse”
Unit V - (Fiction)
Kamila Shamsie (Pakistani) : Kartography
Kyung-sook Shin (Korean) : Please Look After Mom
1. Azim, Firdous, and Niaz Zaman. Galpa: Short Stories by Women from Bangladesh.
Dhaka: Rachana, Writers.ink, 2006.
2. Ganesan.S. Asian Voices: An Anthology of Asian Writings in English. Chennai: New
Century BookHouse, 2015.
3. Shamsie, Muneeza. And the World Changed: Contemporary Stories by Pakistani Women.
N.P., 2008.Tyler, Royall. Ed. & Trans. Japanese No Dramas. London: Penguin Books,
2004.
4. Wijesinha, Rajiva. Bridging Connections: An Anthology of Sri Lankan Short Stories.
New Delhi: NationalBook Trust, 2007.
PROFESSIONAL ETHICS, GENDER & HUMAN VALUES
IV SEMESTER
CORE COURSE XIII - NEW LITERATURES IN ENGLISH
Objectives:
1. To make learners familiarize with writers of new literatures
2.…To enable learners to appreciate various cultures
Unit I - (Poetry)
David Diop : “Africa”
Wole Soyinka : “Telephone Conversation”
Judith Wright : “Fire at Murdering Hut”
A.D. Hope : “Australia”
Unit II - (Poetry)
Archibald Lampman : “A January Morning”
F.R. Scott : “The Canadian Authors Meet”
Margaret Atwood : “Journey to the Interior”
Leonard Cohen : “If It Were Spring”
Unit III - (Prose)

Stuart Hall : “Cultural Identity and Diaspora”
Chinua Achebe : “Marriage is a Private Affair
Unit IV - (Drama)
Wole Soyinka : The Swamp Dwellers
Tomson Highway : Dry Lips Oughta Move to Kapuskasing
Unit V - (Fiction)
Adele Wiseman : Crackpot
Margaret Laurence : Stone Angel

1. Oyekan Owomoyela. A History of Twentieth-Century African Literatures. University of
Nebraska Press, 1993.
2. Irele, Abiola. F.The African Imagination: Literature in Africa and the Black Diaspora.
Oxford UniversityPress, 2001.
3. David I. Ker. The African Novel and the Modernist Tradition. Peter Lang Publishing,
1998.
4. Parekh, Pushpa Naidu and Siga Fatima Jagne. Postcolonial African Writers: A Bio-
Bibliographical Critical Sourcebook. Greenwood Press, 1998.
5. Andrew Taylor. Reading Australian Poetry. Queensland: U of Queensland P 1987.
6. Malcolm Ross. "Introduction". Poets of the Confederation. Toronto: McLelland and
Stewart, 1960.
7. John W. Garvin. ed. "Archibald Lampman". Canadian Poets and Poetry. Toronto,
Ontario: McClelland, Goodchild & Stewart. 1916.
8. Gary Geddes. ed. Fifteen Canadian Poets. Toronto: Oxford University Press, 2001.
9. Birney, Earle. ed. Twentieth-Century Canadian Poetry: An Anthology. Toronto: Ryerson
Press, 1953. Angela, McRobbie. Stuart Hall, Cultural Studies and the Rise of Black and
Asian British Art. 2016. Panofsky, Ruth. The Force of Vocation: The Literary Career of
Adele Wiseman. University of Manitoba Press. 2006.
PROFESSIONAL ETHICS
II YEAR IV SEMESTER
CORE COURSE XIV - TRANSLATION: THEORY AND PRACTICE
Objectives:
1. To familiarize learners with the history and theories of translation
2. To introduce learners to the techniques involved in translation of literary and non- literary texts
3. To enhance the employability of the learners as translators
Unit I
A Brief History of Translation and Translation Theory, Aspects of Translation Theory
Unit II
Types of Translation Procedure, Communicative and Semantic Translation
Unit III
Translation Procedures, Translation Process and Synonymy, Translation and the Meta Lingual
Functionof Translation
Unit IV
Linguistics and Translation, Theories of Translation, Equivalence in Translation, Problems in
Translation
– Untranslatability
Unit V
Translation Practice in Tamil and English – Proverbs and Prose Passages

1. Bassnett, Susan. Translation Studies. London: Methuen, 2002.
2. Malmkjær, Kirsten, and Kevin Windle. The Oxford Handbook of Translation Studies.
Oxford: OxfordUP, 2011.
3. Munday, Jeremy. Translation: An Advanced Resource Book. Taylor & Francis, 2004.
Newmark, Peter. Approaches to Translation. Oxford: Pergamon Press, 1981.
4. Venuti, Lawrence. The Translation Studies Reader. New York: Routledge, 2004.
PROFESSIONAL ETHICS
IV SEMESTER
ELECTIVE COURSE IV - SINGLE-AUTHOR STUDY – RABINDRANATH TAGORE
Objectives:
1. To initiate learners into the study of Tagore’s works and his narrative techniques
2. To expose learners to the aspects of Indian civilization and culture with reference to Tagore
Unit I - (Poetry)
Gitanjali– Verses II, VIII, IX, XIX, XXXI, XXXV, XXXVI, XLI, XLV, L, LI, LXII, LXXVI,
LXXXVI, XC
Unit II - (Prose)
From The Religion of Man
“Man’s Universe” (Chapter – I)
“The Creative Spirit” (Chapter – II)
Unit III - (Drama)

Sacrifice
The King and the Queen
Unit IV - (Short Stories)

KabuliwalaSubha
My Lord, The Baby
Unit V- (Fiction)
Gora
1. Banerjee, Hiranmay. How Thou Singest of My Spirit! A Study of Tagore’s Poetry 1961.
2. A.C. Bose. Three Mystic Poets. School and College Book Stall, 1945.
3. Radhakrishnan, S. A Centenary Volume Rabindranath Tagore 1861-1961. New Delhi:
Sahitya Akademi, 1992.
4. Dhoomketu. Gitanjali Bhavanuvad. Ahmedabad: Gurjar, 2007
5. Dutta, Krishna and Robinson Andrew.eds. Rabindranath Tagore: An Anthology, London:
MacmillanPublisher Ltd. 1997.
6. Ghosh, Sisir Kumar. Rabindranath Tagore. New Delhi: Sahitya Akademi, 2005.
7. Iyengar, Srinivasa. R.K. Rabindranath Tagore. Bombay: Popular Prakashan, 1965.
8. Kripalani, Krishna. Modern Indian Literature. Bombay: Niramal Bhatkal. 1968.
9. Radhakrishnan, S. The Philosophy of Rabindranath Tagore. London: MacMillan, 1919.
PROFESSIONAL ETHICS
IV SEMESTER
ELECTIVE COURSE V - ENGLISH LITERATURE FOR UGC EXAMINATIONS
Objectives:
1. To help learners have a wide range of knowledge in literature – poetry, prose, drama, short
story and novel
2. To help learners prepare for UGC Eligibility tests for JRF and Assistant Professorship
Unit I
Chaucer to ShakespeareJacobean to Restoration
Unit II
Romantic PeriodVictorian Period
Unit III
Modern Period Contemporary Period
Unit IV
American Literature
New Literatures in English (Indian, Canadian, African, Australian) English Language Teaching
Translation Studies
Unit V
Classicism to New CriticismContemporary Theory
1. D, Benet E., and Samuel Rufus. NET. SET.GO… English. N.p., 2014.
2. Masih, K. Ivan. et.al. An Objective Approach to English Literature: For NET, JRF, SLET
and Pre-Ph.D. Registration Test. New Delhi: Atlantic Publishers, 2007.
M.Phil. English
PROFESSIONAL ETHICS
I SEMESTER
COURSE CODE:M18EN1
COURSE I – RESEARCH METHODOLOGY AND THEORY OF LITERATURE
Unit I - Definition, meaning and philosophy of Research
Types of Research
Literary Research – Research in Social Sciences and physical science
Choosing the topic/problem
Hypothesis and thesis statement.
Unit II -Working Bibliography and working outline
Note making - Collection and organization of material
Method and tools of analysis – Primary and Secondary sources –
Library and Electronic sources
Documentation
Format of the thesis
Unit III - Scholarship and Criticism
a. “The Sense of Fact”.
“The Literary Object” Bateson, F.W. The Scholar Critic
“Work of Reference”
b. “Textual Criticism” Thorpe, James. The Aims and

“Literary History” Methods of Scholarship in Modern
“Literary Criticism” Languages and Literatures.
Unit. IV- Theory of Literature

Extrinsic and Intrinsic Approaches
Theory of Comparative Literature
(Relevant chapters in Theory of Literature . Wellek, Rene and Warren, Austin).
Unit V: Preparing a Sample Project in the form of a term Paper
Parts of a short Project Proposal

Title, Form and Sequence
Statement of Aim and Objectives
Hypothesis Formulation and Statement
Framing the thesis Statement
Scope of the thesis
Methodology adopted
Reference:
1. Watson, G. The Literary Thesis
2. Joseph Gibaldi M L A Hand Book
VII Ed.Iverson. Thesis Writing
3. Camphell. Form and Style in Thesis Writing
4. Williamson, Karp & Others. The Research Craft: An Introduction to Social
ResearchMethods.
5. Bateson, F.W. The Scholar Critic
6. Thorpe, J. Aims and Methods of Scholarship in Modern Languages and Literatures.
.
PROFESSIONAL ETHICS
I SEMESTER
COURSE CODE: M18EN2
COURSE II – LITERARY THEORY AND AREA STUDY
Part – A
Unit I - Structuralism, Post structuralism, Deconstruction

Genette, Gerard. “Structuralism and Literary Criticism.”
(Contemporary Criticism, ed. Sethuraman, V.S.)
Todorov, Tzvetan. “The Uncanny and the Marvelous.”

(Literary Criticism and Theory: The Greeks to the Present.ed.
Davis, Robert Con & Laurie Finke).
Derrida, Jacques. “Structure, Sign and Play in the Discourse of the Human
Sciences.” (Contemporary Criticism, ed. Sethuraman, V.S.)
Paul de Man. “Semiology and Rhetoric.” (Contemporary Criticism, ed.

Sethuraman, V.S.
Unit II - Marxism, Feminism, Cultural Identity and Discourse Representation
Wilson, Edmund. “Marxism and Literature”, (20th Century Literary Criticism,
ed.Lodge, David)
Showalter, Elaine. “Towards a Feminist Poetics.”

Hall, Stuart. “Cultural Identity and Diaspora.”

(Contemporary Postcolonial Theory.ed.Mongia, Padmini)
Bhaba, Homi. “The Other Question.”(Contemporary Postcolonial

Theory.ed.Mongia, Padmini)
Unit III - Hermeneutics, Phenomenology, Existentialism and Reader Response
Hirsch, Jr.E.D. “Three Dimensions of Hermeneutics.”

Pulet, Georges. “Criticism and the Experience of Interiority.”(The Theory of

Criticism, ed. Selden, Raman, pp.200-02).
Sartre, Jean-Paul. “Why I Write?”(20th Century Literary Criticism, ed.Lodge

, David)
Fish, Stanley. “Is There a Text In This Class?

(Contemporary Criticism, ed.Sethuraman, V.S.)
Unit IV - Fiction
1. Salman Rushdie : Midnights Children

2. Anita Desai : Journey to Ithaca
3. Margaret Laurence: : Diviners
4. Toni Morrison : Jazz
5. Bernard Malamud : The Assistant
Unit V - Drama
1. John Osborne : Look Back in Anger
2. Edward Albee : A Delicate Balance
3. August Wilson : Fences
4. Mahesh Dattani : Where There’s a Will
5. George Ryga : The Ecstasy of Rita Joe
PROFESSIONAL ETHICS
I SEMESTER
COURSE CODE:M18TLS3
COURSE IV - TEACHING AND LEARNING SKILLS
Objectives:
After completing the course, scholars will be able to:
 acquaint different parts of computer system and their functions
 understand the operations and use of computers and common accessories
 develop skills of ICT and apply them in teaching learning context and Research
 appreciate the role of ICT in teaching, learning and Research
 acquire the knowledge of communication skill with special reference to its elements,
types, development and styles
 understand the terms communication Technology and Computer mediated teaching
and develop multimedia/E-content in their respective subject
 understand the communication process through the web
 acquire the knowledge of instructional
Unit I - Computer Applications Skills

Computer System: Characteristics, Parts and their functions - Different generations of computer –
Operation of Computer: switching on/off/restart. Mouse control, Use of key board and some functions
of key – Information and Communication Technology (ICT): Definition, Meaning, Features, Trends –
Integration of ICT in teaching and learning – ICT applications: Using word processors, Spread sheets,
Power point slides in the classroom – ICT for Research: On-line journals, e-books, Courseware,
Tutorials, Technical reports,Theses and Dissertations.
Unit II - Communication Skills

Communication Definitions – Elements of Communication: Sender, Message, Channel,
Receiver, Feedback and Noise – Types of Communication: Spoken and Written: Non-verbal
Communication – Intrapersonal, Interpersonal, Group and Mass communication – Barriers
to communication: Mechanical, Physical, Linguistic & Cultural – Skills of Communication:
Listening, Speaking, Reading and writing – Methods of developing fluency in oral and
written communication – Style, Diction and Vocabulary – Classroom communication and
dynamics.
Unit III - Communication Technology
Communication Technology: Bases, Trends and Developments – Skills of using
Communication Technology – Computer Mediated Teaching Multimedia, E – content –
Satellite – based communication: EDUSAT and ETV Channels. Communication through
web: Audio and Video applications on the internet, interpersonal communication through
the web.
Unit IV - Pedagogy
Instructional Technology: Definition, Objectives and Types – Difference between Teaching
and Instruction – Lecture Technique: Steps, Planning of a Lecture, Delivery of a Lecture –
Narration in tune with the nature of different disciplines – Lecture with power point
presentation – Versatility of Lecture technique – Demonstration: Characteristics, Principles,
Planning Implementation and Evaluation – Teaching – learning Techniques: Team
Teaching, Group discussion, Seminar, Workshop, Symposium and Panel Discussion –
Modes of teaching: CAI, CMI and WBI
Unit V - Teaching Skills

Teaching Skill: Definition, Meaning and Nature: Types of Teaching skills: Skill of Set
induction, Skill of Stimulus Variation, Skill of Explaining, Skill of Probing Questions, Skill
of Black Board Writing and Skill of Closure – Integration of Teaching Skills – Evaluation of
Teaching Skills.
References:
1. Bela Rani Sharma (2007), Curriculum Reforms and Teaching Methods, Sarup and sons, New Delhi
2. Don Skinner (2005), Teaching Training, Edinburgh University Press Ltd, Edinburgh
3. Information and Communication Technology in Education: A Curriculum for schools and programme of
Teacher development, Jonathan Anderson and Tom Van Weart, UNESCO, 2002
4. Kumar, KL (2008) Educational Technology, New Age International Publishers, New Delhi
5. Mangal, S.K. (2002) Essential of Teaching – Learning and Information Technology, Tandon
Publications, Ludhiana
6. Michael, D and William (2000), Integrating Technology into Teaching and Learning: Concepts and
Applications, Prentice Hall, New York
7. Pandey, S.K (2005) Teaching Communication, Commonwealth Publishers, New Delhi
8. Ram Babu, A and Dandapani, S (2006), Microteaching (vol. 1 &2), Neelkammal Publications, Hyderabad
9. Singh V.K. and Sudarshan, K.N. (1996) Computer Education, Discovery Publishing Company, New York
10. Sharma, R.A. (2006) Fundamentals of Educational Technology,Surya Publications, Meerut
11. Vanaja, M. and Rajasekar, S (2006), Computer Education, Neelkamal Publications, Hyderabad
---

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PART-II

First Year PART-II ENGLISH COURSE-I Semester-I

 Appreciate literary works from the works of notable writers.

Francis Bacon : Of Parents and Children

O. Henry : After Twenty Years

Nathaniel Branden : Our Urgent Need for Self-Esteem

Abraham Lincoln : The Gettysburg Address

UNIT – V GRAMMAR AND COMPOSITION :

Parts of Speech Noun, Pronoun – Adjective - Articles, Determiners,

UNIT – VI CURRENT CONTOURS : (for Continuous Internal Assessment only):

BOOKS FOR REFERENCE:

 Read, understand and appreciate the literary works..

First Year PART-II ENGLISH COURSE-II Semester-II

 To enable the students to appreciate the poem

William Shakespeare : All the World’s a Stage

Rabindranath Tagore : Where the Mind is Without Fear

Ralph Waldo Emerson : Brahma

W. B. Yeats : The Lake Isle of Innisfree

UNIT-V GRAMMAR AND COMPOSITION :

UNIT -VI CURRENT CONTOURS (for Continuous Internal Assessment only):

BOOKS FOR REFERENCE:

1. Fifteen Poets. Oxford University Press, New Delhi, 1941.

 Appreciate the essential elements of poetry.

Second Year PART-II ENGLISH COURSE-III Semester-III

Anton Chekhov : The Bear

Kalaingar M. Karunanidhi : Socrates

Norman McKinnel : The Bishop’s Candlesticks

Arthur Hopkins : Moonshine

UNIT – V GRAMMAR AND COMPOSITION:

UNIT VI CURRENT CONTOURS: (for Continuous Internal Assessment only):

BOOKS FOR REFERENCE:

 Appreciate the structure and organization of one-act plays.

Second Year PART-II ENGLISH COURSE-IV Semester-IV

 To familiarize learners with the salient features of short stories.

Mulk Raj Anand : The Lost Child

Oscar Wilde : The Model Millionaire

Leo Tolstoy : Two Old Men

Guy de Maupassant : The Diamond Necklace

Letter Writing, Report

UNIT- VI CURRENT CONTOURS (for Continuous Internal Assessment only):

1. Joseph A., and Balasubramanian M, eds. Memorable Tales. PoGo Publishing

 Analyze a variety of short fiction at college level.

First Year CORE COURSE-I Semester-I

Francis Bacon : Of Studies

Joseph Addison : Sir Roger at the Play

Charles Lamb : In the Praise of Chimney Sweepers

E. M Forster : A Note on English Character

A.G. Gardiner : On the Rule of the Road

UNIT - VI CURRENT CONTOURS (For Continuous Internal Assessment Only):

1. Damrosch, David. The Longman Anthology of British Literature. Longman, 2003.

 To develop a knowledge about different genres of prose

First Year CORE COURSE-II Semester-I

H. H. Munro (Saki) : The Open Window

Rabindranath Tagore : Subha

Anton Chekhov : A Work of Art

Kate Chopin : The Story of an Hour

UNIT–V NEW ZEALAND & AUSTRALIAN:

Katherine Mansfield : A Cup of Tea

UNIT - VI CURRENT CONTOURS (For Continuous Internal Assessment Only):