Choice Based Credit System

Gurukula Kangri Vishwavidyalaya

Haridwar, Uttarakhand

Department of English

Syllabus
BA English Program

Syllabus
AECC: Ability Enhancement Compulsory Course
SEC: Skill Enhancement Course/ Ability Enhancement Elective Course
DSC: Discipline Specific Elective
GE: Generic Elective

Course Effective from Academic Year

2015-16

Preamble
The University Grants Commission (UGC) has initiated several measures to bring equity,
efficiency and excellence in the Higher Education System of country. The important measures
taken to enhance academic standards and quality in higher education include innovation and
improvements in curriculum, teaching-learning process, examination and evaluation systems,
besides governance and other matters. The UGC has formulated various regulations and
guidelines from time to time to improve the higher education system and maintain minimum
standards and quality across the Higher Educational Institutions (HEIs) in India. The academic
reforms recommended by the UGC in the recent past have led to overall improvement in the
higher education system. However, due to lot of diversity in the system of higher education,
there are multiple approaches followed by universities towards examination, evaluation and
grading system. While the HEIs must have the flexibility and freedom in designing the
examination and evaluation methods that best fits the curriculum, syllabi and teaching–learning
methods, there is a need to devise a sensible system for awarding the grades based on the
performance of students. Presently the performance of the students is reported using the
conventional system of marks secured in the examinations or grades or both. The conversion
from marks to letter grades and the letter grades used vary widely across the HEIs in the
country. This creates difficulty for the academia and the employers to understand and infer the
performance of the students graduating from different universities and colleges based on
grades. The grading system is considered to be better than the conventional marks system and
hence it has been followed in the top institutions in India and abroad. So it is desirable to
introduce uniform grading system. This will facilitate student mobility across institutions
within and across countries and also enable potential employers to assess the performance of
students. To bring in the desired uniformity, in grading system and method for computing the
cumulative grade point average (CGPA) based on the performance of students in the
examinations, the UGC has formulated these guidelines.

CHOICE BASED CREDIT SYSTEM (CBCS):

The CBCS provides an opportunity for the students to choose courses from the prescribed
courses comprising core, elective/minor or skill based courses. The courses can be evaluated
following the grading system, which is considered to be better than the conventional marks
system. Therefore, it is necessary to introduce uniform grading system in the entire higher
education in India. This will benefit the students to move across institutions within India to
begin with and across countries. The uniform grading system will also enable potential
employers in assessing the performance of the candidates. In order to bring uniformity in
evaluation system and computation of the Cumulative Grade Point Average (CGPA) based on
student’s performance in examinations, the UGC has formulated the guidelines to be followed.
Outline of Choice Based Credit System:
1. Core Course: A course, which should compulsorily be studied by a candidate as a core
requirement is termed as a Core course.
2. Elective Course: Generally a course which can be chosen from a pool of courses and which
may be very specific or specialized or advanced or supportive to the discipline/ subject of study
or which provides an extended scope or which enables an exposure to some other
discipline/subject/domain or nurtures the candidate’s proficiency/skill is called an Elective
Course.
2.1 Discipline Specific Elective (DSE) Course: Elective courses may be offered by the main
discipline/subject of study is referred to as Discipline Specific Elective. The
University/Institute may also offer discipline related Elective courses of interdisciplinary
nature (to be offered by main discipline/subject of study).
2.2 Dissertation/Project: An elective course designed to acquire special/advanced knowledge,
such as supplement study/support study to a project work, and a candidate studies such a course
on his own with an advisory support by a teacher/faculty member is called dissertation/project.
2.3 Generic Elective (GE) Course: An elective course chosen generally from an unrelated
discipline/subject, with an intention to seek exposure is called a Generic Elective. P.S.: A core
course offered in a discipline/subject may be treated as an elective by other discipline/subject
and vice versa and such electives may also be referred to as Generic Elective.
3. Ability Enhancement Courses (AEC)/Competency Improvement Courses/Skill
Development Courses/Foundation Course: The Ability Enhancement (AE) Courses may be
of two kinds: AE Compulsory Course (AECC) and AE Elective Course (AEEC). “AECC”
courses are the courses based upon the content that leads to Knowledge enhancement. They
((i) Environmental Science, (ii) English/MIL Communication) are mandatory for all
disciplines. AEEC courses are value-based and/or skill-based and are aimed at providing
hands-on-training, competencies, skills, etc.
3.1 AE Compulsory Course (AECC): Environmental Science, English Communication/MIL
Communication.
3.2 AE Elective Course (AEEC): These courses may be chosen from a pool of courses designed
to provide value-based and/or skill-based instruction.
Project work/Dissertation is considered as a special course involving application of
knowledge in solving / analyzing /exploring a real life situation / difficult problem. A
Project/Dissertation work would be of 6 credits. A Project/Dissertation work may be given in
lieu of a discipline specific elective paper.

Details of Courses Under Undergraduate Programme (B.A. English)

Course *Credits
==================================================================
Paper+ Tutorial
 I. Core Course 12X6= 72
(12 Papers)
Two papers – English
Two papers – MIL
Four papers – Discipline 1.
Four papers – Discipline 2.
II. Elective Course 6x4=24
(6 Papers)
Two papers- Discipline 1 specific
Two papers- Discipline 2 specific
Two papers- Inter disciplinary
Two papers from each discipline of choice
and two papers of interdisciplinary nature.
Elective Cours / Tutorials* 6 X 2=12
(6 Tutorials*)
Two papers- Discipline 1 specific
Two papers- Discipline 2 specific
Two papers- Generic (Inter disciplinary)
Two papers from each discipline of choice
including papers of interdisciplinary nature.
Optional Dissertation or project work in place
of one elective paper (6 credits) in 6th
Semester
III. Ability Enhancement Courses
1. Ability Enhancement Compulsory Course (AICC) 2X 4=8
(2 Papers of 4 credits each)
Environmental Science
English Communication/MIL
2. Ability Enhancement Elective 4 X 2=8
(Skill Based)
(4 Papers of 2 credits each)
__________________ ________________
Total credit= =120

Pattern: CBCS BA English

*Reference to Context 10x2 =20
Long questions 15x2=30
Short questions 5x2=10
Objective questions 10x1=10
--------------------
70

*In the papers where reference to Context are given, the pattern shall be in the following way
Long questions 15x3=45
Short questions 5x3=15
Objective questions 10x1=10
--------------------
70

Each paper will consists of 30 marks for internal assessment

Structure of B.A. Program under CBCS

Semester I
DSC : (English) The Individual and Society. Eds Credits 06
MIL/English -1 (1st half of total students) compulsory Credits 06
English Communication Skills(1st half of total students) compulsory Credits 04
Semester II
MIL/English-1 (2nd half of total students) compulsory Credits 06
English Communication Skills(2nd half of total students) compulsory Credits 04
DSC: (English) Cultural Diversity in India Credits 06

Semester III
English /MIL-2 (1st half of total students) compulsory Credits 06
DSC: (English): Novel and Drama Credits 06
SEC/AEEC -1: Creative Writing Credits 04

Semester IV
MIL/ English -2 (2nd half of total students) compulsory Credits 06
DSC: (English) Modern Indian Literature Credits 06
SEC/AEEC-2: Translation Studies and Principles of Translation Credits 04

SEMESTER V
SEC/AEEC: Academic Writing and Composition Credits 04
DSE: English Language Teaching. Part 1 Credits 06
GE-1:Gender and Human Rights/Contemporary India: Women and Empowerment Credits 06

SEMESTER VI
SEC/AEEC: Media and Communication Skills 1 Credits 04
DSE: English Language Teaching. Part 2 Credits 06
GE2: Contemporary India: Dalit Discourse/Feminist Discourse Credits 06

Detailed Syllabus
SEMESTER I (English Literature) BEL- C-101 Credit 06
Objective: The Syllabus acquaints the students with major issues of contemporary
Indian society. It sensitizes them towards caste, class, gender and cultural issues.

DSC ( English ) The Individual and Society

Selections from Vinod Sood, et. al., eds., The Individual and Society: Essays, Stories and
Poems (Delhi: Pearson, 2005).
Unit 1: Caste/Class
1. Jyotiba Phule, ‘Caste Laws’
2. Premchand, ‘Deliverance’
3. Omprakash Valmiki, ‘Joothan’
4. Hira Bansode, ‘Bosom Friend’
Unit 2: Gender
1. Virginia Woolf, ‘Shakespeare’s Sister’
2. Rabindranath Tagore, ‘The Exercise Book’
3. Marge Piercy, ‘Breaking Out’
4. Eunice De Souza, ‘Marriages Are Made’
5. Ambai, ‘Yellow Fish’
Unit 3: Race
1. Roger Mais, ‘Blackout’
2. Wole Soyinka, ‘Telephone Conversation’
3. Langston Hughes, ‘Harlem’
4. Maya Angelou, ‘Still I Rise’
Unit 4: Violence and War
1. Wilfred Owen, ‘Dulce et Decorum Est’
2. Henry Reed, ‘Naming of Parts’
3. Sa’adat Hasan Manto, ‘The Dog of Tetwal’
4. Amitav Ghosh, ‘Ghosts of Mrs Gandhi’
Unit 5: Living in a Globalized World
1. Roland Barthes, ‘Toys’
2. Imtiaz Dharkar, ‘At the Lahore Karhai’
3. Edward Brathwaite, ‘Colombe’

Sem I
English Communication Skills (1st half of total students) Credits 04
BEG-A 101/201 (for all BA & B.Sc Students)

Unit I.
Verbal and Non-verbal
(Spoken and Written)
Phonetic symbols (consonants, diphthongs, vowels)
Accent
Intonation

Unit II.
Parts of Speech
Subject Verb agreement
Tense
Direct-indirect narration
Unit III
Article
Preposition
Phrasal verb
Antonyms/synonyms
Unit IV
Letter Writing
Report Writing
Job application and preparing CV
Unit V
Group Discussion
Interview
Effective communication
Barriers to communication

Recommended Readings:
1. Fluency in English - Part II, Oxford University Press, 2006.
2. Business English, Pearson, 2008.
3. Language, Literature and Creativity, Orient Blackswan, 2013.
4. Language through Literature (forthcoming) ed. Dr. Gauri Mishra, Dr
Ranjana Kaul, Dr Brati Biswas
5. Norman Lewis. Word Power Made Easy
Compulsory English/MIL
Code : BEG-C 101/201
Credits: 6

Semester I/II
Unit I
Paragraph writing (100 words)
Formal and informal letter writing
Book/ Film reviews
Unit II:
Comprehension of an Unseen passage
Unit III
Phonetic Symbols
Accent
Transcription of monosyllabic words

Unit IV
Article
Verbs (Main, auxiliary, modal, phrasal)
Tenses
Unit V
From Mahabharata by C Rajagopalachari
Ganapati the Scribe (Introduction)
Krishna’s Mission (Ch LV)
Yuddhishthira’s Final Trial (CVI)

Internal assessment
Speaking skills /Listening comprehension
Project work
Attendance

Suggested projects
Telling a story, Fantasy writing, A success story, Creative writing, Translating a poem,
Interviewing a celebrity, The Mahabharata, The Ramayana, The Gita,

Recommended Readings
Fluency in English Part I, Macmillan, Delhi, 2005, Units 1‐18
Business English, Pearson, Delhi, 2008, Units1-3
Language through Literature (forthcoming) ed Dr Gauri Mishra, Dr Ranjana Kaul, Dr
Brat Biswas, Primus Books, Delhi, 2015, Chapters 1-7
Martin Hewing, Advanced English Grammar, Cambridge University Press, New Delhi, 2010,
Units 1‐60
English at the Workplace, Part II, Oxford University Press, Delhi, 2007, Units 1‐12
Language, Literature and Creativity, Orient Blackswan, 2013, Chapters 5-8
Everyday English I, Pearson, Delhi, 2005, Units 1‐20
Raymond Murphy, Essential English Grammar, 2nd Ed, Cambridge University Press,
Cambridge,2007
SEMESTER II BEL C 201
Credits 6
DSC: (English) Cultural Diversity in India
Selections from Sukrita Paul Kumar, et. al., eds., Cultural
Diversity, Linguistic Plurality and Literary Traditions in India (New Delhi:
Macmillan, 2005).
Unit 1: Overview
Unit 2: Linguistic Plurality within Sufi and Bhakti Tradition
Unit 3: Language Politics: Hindi and Urdu
Unit 4: Tribal Verse
Unit 5: Dalit Voices
Unit 6: Writing in English
Unit 7: Woman speak: Examples from Kannada and Bangla
Unit 8: Literary Cultures: Gujarati and Sindi
Suggested Topics and Background Prose Readings for Class Presentations
Topics
Multilingualism and Language Hierarchies
Oral Traditions
Dalit and Tribal Cultures
Sufi and Bhakti Traditions
Indian Writing in English
Readings
1. Jawaharlal Nehru, ‘The Variety and Unity of India’ and ‘The Epics, History,
Tradition and Myth’, in The Discovery of India (Bombay: Asia Publishing House,
1961) pp. 61–3, 99–106.
3
2. U.R. Ananthamurthy, ‘Tradition and Creativity’, ed. A.J. Thomas, Literature
and Culture (Calcutta: Papyrus, 2002).
3. Shashi Deshpande, ‘Where do we belong: Regional, National or
International?’, and ‘Why Am I a Feminist’, in Writing from the Margins and
Other Essays (New Delhi: Viking, 2003) pp. 82–5.
4. Rustom Barucha, ‘Thinking through Culture: A Perspective for the
Millennium’, and Gopal Guru, ‘Dalits in Pursuit of Modernity’, in India: Another
Millennium, ed. Romila Thapar (New Delhi: Penguin, 2000) pp. 66–84, 123–36.
5. Vinay Dharwadkar, ‘Orientalism and the Study of Indian Literature’, in
Orientalism and the Postcolonial Predicament: Perspectives on South Asia, ed.
Carol A. Breckenridge and Peter van der Veer (New Delhi: OUP, 1994) pp. 158–
95.
6. Sheldon Pollock, ed., Literary Cultures in History (New Delhi: OUP, 2003) pp.
1–36. Selections from Language, Literature and Culture
Compulsory English/MIL Credit 06
Code : BEG-C 301/401
Sessional 30
Semester End Examination 70M

Semester III/IV
Unit I:
Writing Narratives
Job application
Dialogue writing
Unit II:
Comprehension of an Unseen passage

Unit III
Intonation
Interaction in real life situations (to introduce one’s self and others, socialise, make requests,
seek permission and information, place an order, accept
an invitation and give directions)
Transcription
Unit IV
Subject-verb agreement
Narration
Voices
Unit V
Homecoming (short story) by R N Tagore
Palanquin (poem) by Sarojini Naidu

Internal assessment
Speaking skills /Listening comprehension
Project work
Attendance

Suggested projects
Telling a story, Fantasy writing, A success story, Creative writing, Translating a poem,
Interviewing a celebrity, The Mahabharata, The Ramayana, The Gita,

Recommended Readings
Fluency in English Part I, Macmillan, Delhi, 2005, Units 1‐18
Business English, Pearson, Delhi, 2008, Units1-3
Language through Literature (forthcoming) ed Dr Gauri Mishra, Dr Ranjana Kaul, Dr
Brat Biswas, Primus Books, Delhi, 2015, Chapters 1-7
Martin Hewing, Advanced English Grammar, Cambridge University Press, New Delhi, 2010,
Units 1‐60
English at the Workplace, Part II, Oxford University Press, Delhi, 2007, Units 1‐12
Language, Literature and Creativity, Orient Blackswan, 2013, Chapters 5-8
Everyday English I, Pearson, Delhi, 2005, Units 1‐20
Raymond Murphy, Essential English Grammar, 2nd Ed, Cambridge University Press,
Cambridge,2007
SEMESTER III BEL-C-301 Credit 06

DSC: (English): Novel and Drama

Sessional 30
Semester End Examination 70M

Novel: Charles Dickens: Oliver Twist

Play: William Shakespeare: The Merchant of Venice

SEMESTER III SEC: Credit 04

Creative Writing BEL-S 301 Sessional 30
Semester End Examination 70M

Literary Forms:
Epic, ode, elegy, sonnet, lyric, dramatic monologue, satire, irony, wit, character, plot, narrative
teaching
Story:
R K Narayan: “An Astrologer’s Day”
Background, Characters, Irony, Narrative Technique, Plot
Poem
William Wordsworth: “The Solitary Reaper”
Critical appreciation based;
Lexeme, grammar, subject matter, rhetorical devices
SEMESTER IV: BEL-C 401 Credit 06
DSC: (English) Modern Indian Literature

Short Stories:
Prem Chand : ‘The Holy Panchayat’
R.K. Narayan: ‘The M.C.C.’
Vaikom Muhammad Basheer: “The Card-Sharper’s Daughter’
Saadat Hasan Manto: ‘Toba Tek Singh’
Ismat Chugtai: ‘Lihaaf’
Ambai: ‘Squirrel’

Play: Vijay Tendulkar: Silence, The Court is in Session

SEMESTER IV: BEL-S- 401 Credit 04

Translation Studies and Principles of Translation

Unit I: Concept of Translation

Categories of translation: Intralingual, interlingual and intersemiotic
Understanding Translation theory: Linguistic Levels in Indian theories

Unit II:
Nida: The Nature of Meaning: Semantics and Pragmatics
Catford: Translation ‘shifts’

Unit III. Indian Equivalents for Translation:

paribhāśā (that can mean anything from speech and discourse to reproof and common
Rule), bhāṣāntara (rendering in another dialect), anuvāda (repetitive interpretation))
anukṛti (imitation), arthakriyā (enacted or performed meaning), vyaktiviveka (repetition
with individual difference), bhāṣya (interpretation)

Unit IV: Translation activity: Translation From English to Hindi and vice versa
Unit V : Study of Translated works:Tagore’s Gitanjali poems (ii, vi, vii, viii, ix, x)

Recommended Sources:
Sri Aurobindo. “Translation of Poetry” Letters on Poetry, Literature and Art. Sri Aurobindo
Ashrama, Pondichery, 2002.

Jeremy Munday. Introducing Translation Studies: Theory and Applications. London and New
York: Routeledge, 2001. (Available on Google website)

Sharma, Shrawan K. “Indian Literary Theories: Towards Understanding Translation”, Punjab

University Research Journal (Arts), Vol XXXVII Nos 1&2 (April-October 2010-11)57-
68.Print.
SEMESTER V:BEL-S- 501
SEC/Academic Writing and Composition Credit 04
Topics
Unit 1: Introduction to the Writing Process
Unit 2: Introduction to the Conventions of Academic Writing
Unit 3: Writing in one’s own words: Summarizing and Paraphrasing
Unit 4: Critical Thinking: Syntheses, Analyses, and Evaluation
Unit 5: Structuring an Argument: Introduction, Interjection, and
Conclusion
Unit 6: Citing Resources; Editing, Book and Media Review
Suggested Readings
1. Liz Hamp-Lyons and Ben Heasley, Study writing: A Course in Writing Skills forAcademic
Purposes (Cambridge: CUP, 2006).
2. Renu Gupta, A Course in Academic Writing (New Delhi: Orient BlackSwan,2010).
3. Ilona Leki, Academic Writing: Exploring Processes and Strategies (New York:CUP, 2nd
edn, 1998).
4. Gerald Graff and Cathy Birkenstein, They Say/I Say: The Moves That Matter
in Academic Writing (New York: Norton, 2009).

SEMESTER V BEL-C 501 Credit 06

*DSE: Studying English Language and Literature Part 1

Unit 1: Major concepts of Phonology: phoneme, phone, free variation, allophone, phonology,
difference between phonology and Phonetics
Unit 2: Phonetics: Phonemes of English-vowels and consonants, organs of speech,
Unit3: Studying Short Story: Length, scene, characters, structure, point of view
Unit4: Studying Poetry: Imagery, diction and syntax, rhythm
Suggested Readings
1. Penny Ur, A Course in Language Teaching: Practice and Theory (Cambridge:CUP, 1996).
2. Marianne Celce-Murcia, Donna M. Brinton, and Marguerite Ann Snow, Teaching English
as a Second or Foreign Language (Delhi: Cengage Learning,4th edn, 2014).
3. Adrian Doff, Teach English: A Training Course For Teachers (Teacher’sWorkbook)
(Cambridge: CUP, 1988).
4. Business English (New Delhi: Pearson, 2008).
5. R.K. Bansal and J.B. Harrison, Spoken English: A Manual of Speech and Phonetics (New
Delhi: Orient BlackSwan, 4th edn, 2013).
6. Mohammad Aslam, Teaching of English (New Delhi: CUP, 2nd edn, 2009).

SEMESTER V: BEL-G 501

GE: Gender/Women and Empowerment Credit 06

Novel: Lakshmi Narayan Trpathi: Me Lakshmi Me Hijra

Short story: Mahasweta Devi “Draupadi” (Breast Stories)
Essay: Rabindranath Tagore “Women and Home”
SEMESTER VI BEL-S-601 Credit04
SEC: Media and Communication Skills
Unit 1: Introduction to Mass Communication
1. Mass Communication and Globalization
2. Forms of Mass Communication
Topics for Student Presentations:
a) Case studies on current issues Indian journalism
b) Performing street plays
c) Writing pamphlets and posters, etc.
Unit 2: Advertisement
1. Types of advertisements
2. Advertising ethics
3. How to create advertisements/storyboards
Topics for Student Presentations:
a) Creating an advertisement/visualization
b) Enacting an advertisement in a group
c) Creating jingles and taglines
Unit 3: Media Writing
1. Scriptwriting for TV and Radio
2. Writing News Reports and Editorials
3. Editing for Print and Online Media
Topics for Student Presentations:
a) Script writing for a TV news/panel discussion/radio programme/hosting
radio programmes on community radio
b) Writing news reports/book reviews/film reviews/TV program
reviews/interviews
c) Editing articles
d) Writing an editorial on a topical subject
Unit 4: Introduction to Cyber Media and Social Media
1. Types of Social Media
2. The Impact of Social Media
3. Introduction to Cyber Media
Topics for Student Presentation
Sem VI BEL-C 601
DSE: Studying Language and literature . Part 2 Credit 06

Unit 1: Major concepts of Morphology: Morpheme, allomorph, morph, free morpheme, bound
morpheme,
Unit 2: Studying Drama: Mythos, ethos, lexis, dianoia, opsis, melos
Unit 3: Use and benefits of Technology in Language Teaching, ICT Tools: computer, audio
devices, internet, Tv. Moble gadget

Suggested Readings
1. Penny Ur, A Course in Language Teaching: Practice and Theory (Cambridge:CUP, 1996).
2. Marianne Celce-Murcia, Donna M. Brinton, and Marguerite Ann Snow,Teaching English as
a Second or Foreign Language (Delhi: Cengage Learning,4th edn, 2014).
3. Adrian Doff, Teach English: A Training Course For Teachers (Teacher’sWorkbook)
(Cambridge: CUP, 1988).
4. Business English (New Delhi: Pearson, 2008).
5. R.K. Bansal and J.B. Harrison, Spoken English: A Manual of Speech and Phonetics (New
Delhi: Orient BlackSwan, 4th edn, 2013).
6. Mohammad Aslam, Teaching of English (New Delhi: CUP, 2nd edn, 2009).

Sem VI: BEL-G 601

GE: Dalit and Feminist Discourse Credit 06
Dr Ambedkar’s Speech at Mahad. The Poisoned Bread
Arjun Dangle “The Caste System of India” Introduction, The Poisoned Bread
Toril Moi, “Feminist, Female, Feminine”