Syllabus for
Bachelor of Arts (English Honours)
Academic Year  (2023)

This course has been conceptualized to break the age-old notions of the classics as the best. It attempts to familiarize students with the debates of high culture and low culture; problematize their understanding of literature itself which had begun in the previous semester. It will enable students to understand and contest the hierarchies established within literary and academic circles; relook at their own assumptions in judging literature as good and bad. It will enable them to engage with literature as a text, in context.

This course aims to enable the student to:

• Understand the concept of canon

• Interrogate notions of the canon

• Debate on notions of high and low culture

• Critically engage with literature

• Questions the notions of ‘authority’ and

• Understand that all classifications are arbitrary constructions.

Unit details: Description: This section will deal with discussion on student’s understanding of literature and its functions. The prescribed sections will merge with the initial discussions and introduce the students to the idea of a hierarchy/canon which has been unwittingly following faithfully all these years. The critical reading of the texts included in this unit is intended to sensitise students about the local, regional and national preferences existed in the construction of canon. It will make the students realise how far the notions of gender, race and nationality played a role in traditional contexts in promoting literary works.

14. Canon of Literature.” A Glossary of Literary Terms, by M. H. Abrams, Cengage Learning, 2015.

15. Leavis, F. R. “Introduction.” The Great Tradition, Penguin, 1972.

16. Arnold, Matthew. “The Study of Poetry by Matthew Arnold.” Poetry Foundation, Poetry Foundation, www.poetryfoundation.org/articles/69374/the-study-of-poetry.

17. Johnson, Samuel. Preface to Shakespeare. Blurb, 2021.

 This section will problematize students’ knowledge of the classics and their judgments of literature as good and bad. It will enable them to understand how their notions of literature have been conditioned by certain operational power structures in regional and global contexts. The notions about the significance of cultural tradition discussed in the texts in the unit will make students realise the systems of value formation in different historical and cultural contexts.

16. Sacks, Sam. “Canon Fodder: Denouncing the Classics.” The New Yorker, 23 May 2013, www.newyorker.com/books/page-turner/canon-fodder-denouncing-the-classics.

17. Nelson, Camilla. “Friday Essay: The Literary Canon Is Exhilarating and Disturbing and We Need to Read It.” The Conversation, 7 Dec. 2021, theconversation.com/friday-essay-the-literary-canon-is-exhilarating-and-disturbing-and-we-need-to-read-it-56610.

18. Howe, Irving. “Why You Absolutely Should Read the Canon in College.” The New Republic, 1 Mar. 2022, newrepublic.com/article/119442/irving-howe-value-canon-essay-literature-and-education.

19. Waugh, Patricia. “Value: criticism, canons, and evaluation.” Literary Theory and Criticism, Oxford University Press, 2006.

This unit will introduce students to literature that is considered canonical and some of its contestations. This will enable students to question the givens and make better-equipped critiques. The students will also be introduced to the idea of the writing back. The unit will make students aware of the notions on language and culture formed in different historical contexts in global and regional contexts.

5. “Learning to Curse: Aspects of Linguistic Colonialism in the Sixteenth Century.” Learning to Curse: Essays in Early Modern Culture, by Stephen Greenblatt, Routledge, 2016.

(Choose any TWO pairs from the given three pairs.)

6. Pair I:

Shakespeare, William. The Tempest. The Arden Shakespeare, 2022.

Cesaire, Aime. A Tempest. 1st ed., Theatre Communications Group Inc.,U.S., 2002.

7. Pair II:

Austen, Jane. Emma. Fingerprint! Publishing, 2014.

Ohja, Rajashree, director. Aisha. PVR Pictures, 2010.

8. Pair III:

Bronte, Charlotte. Jane Eyre. Amazing Reads, 2017.

Rhys, Jean. Wide Sargasso Sea. Penguin Books, 2019.

This section will introduce students to writer’s and texts that are marginalised to understand the complexities of constructions of good and bad literature and the politics of representation. The section will also conclude the basic arguments made in the course and enable students to voice their opinions.

18. Forman, Simon, and J. O. Halliwell-Phillipps. The Autobiography and Personal Diary of Dr. Simon Forman: The Celebrated Astrologer, from A.D. 1552, to A.D. 1602, from the Unpublished Manuscripts in the Ashmolean Museum, Oxford. For Private Circulation Only, Richards, Printer, 1849.

19. Maria Edgeworth: Excerpts from her Letter

20. Edgeworth, Maria. The Life and Letters of Maria Edgeworth. Kessinger Pub.

21. Bama. Karukku. Oxford University Press, 2014.

22. Marlene Nourbese Phillips: “Brown Sugar”

The unit aims to make students understand the changing concepts of canon in the context of new literary theories and new approaches towards popular literature

6. Conflicts between New Literary Theories and the Concept of Canon: Deconstruction, Cultural Materialism, etc: Derrida: A Very Short Introduction, Culture and Materialism by Raymond Willaims

7. New Approaches in the Reading and Evaluation of Popular Literature: The Uses of Literacy by Richard Hoggart.

Day, Gary. The British Critical Tradition: A Re-evaluation. Palgrave, 1992.

Bourdieu, Pierre. The Field of Cultural Production: Essays on Art and Literature. Polity Press, 1993.

Waxler, Robert P. The Risk of Reading: How Literature Helps us to Understand Ourselves and the World. Bloomsbury Publishing, 2010

Eagleton, Terry. The Idea of Culture. Wiley, Free, Margaret and Harriette Taylor Treadwell. Reading Literature. Bibliobaazar, 2010.

Waxler, Robert P. The Risk of Reading: How Literature Helps us to Understand Ourselves and the World. Bloomsbury Publishing, 2010.

Mukerji, Chandra and Michael Schudson. Rethinking Popular Culture: Contempory Perspectives in Cultural Studies. University of California Press, 1991.

MSE - 50 Marks

CIA3 - 20 Marks

ESE- 50 Marks

The course will serve as a detailed introduction to the major approaches in western Literary theory and Criticism. It will familiarise the students with different modes of analysis too. The course will help them to have a thorough understanding of the various dimensions of literary works

This unit will closely look into some of the earliest debates pertaining to art and society, through the works of Plato and Aristotle, as well its continuities that can be traced through the works of Sir Philip Sidney, John Dryden and Samuel Johnson.

18. Plato

19. Aristotle

20. Sir Philip Sidney

21. John Dryden

22. Samuel Johnson

This unit closely studies some of the prominent ideas put forth by crucial Enlightenment era thinkers and their impact on literary criticism on a global scale. Subsequently, this unit will also investigate its continuities as well as crucial instances of ideological departure with the literary movement of Romanticism, the values of which are often considered to be antithetical to that of Enlightenment.

1. Jean-Jacques Rousseau

2. Immanuel Kant

3. William Wordsworth

4. Samuel Taylor Coleridge

5. Ralph Waldo Emerson

This unit will focus on the roots of New Criticism as well as Modernism. The unit will begin by tracing the early conceptualisation of some of the foundational theories of new criticism through the 1919 essay “Tradition and Individual Talent” written by the Modernist poet and critic, T.S. Eliot.

23. T. S. Eliot

24. W.K. Wimsatt and I.A. Richards

This unit will closely study psychoanalysis; its origins, key thinkers, their impact on a global scale, and the influence of their work on literary criticism and theory.

8. Sigmund Freud

9. C.G. Jung

This unit will explore feminist literary criticism and Marxist literary criticism. Beginning with Mary Wollstonecraft, this unit shall also closely study the possibilities of intersectionalities between gender and class within the global context.

1. Mary Wollstonecraft

2. Virginia Woolf

3. Elaine Showalter

4. Karl Marx and Friedrich Engels

5. Antonio Gramsci

Ahmand, Aijaz. In Theory: Classes, Nations, Literatures. Oxford University Press, 2006.

Culler, Jonathan. The Pursuit of Signs: Semiotics, Literature, Deconstruction. Routledge, 2001.

Devy, G.N. Indian Literary Criticism: Theory and Interpretation. Orient Longman, 2007.

Eagleton, Terry. Literary Theory: An Introduction. 2nd ed. Blackwell, 2008.

---. The Function of Criticism. Verso, 2005.

Gurrin, Wilfred L, et al. A Handbook of Critical Approaches to Literature. 5th ed. Oxford University Press, 2005.

Habib, M.A.R. A History of Literary Criticism and Theory: From Plato to the Present. Blackwell, 2008.

John, Eileen, and Dominic McIver Lopes, editors. Philosophy of Literature: Contemporary and Classic Readings. Blackwell, 2004.

Kapoor, Kapil. Literary Theory: Indian Conceptual Framework. Affiliated East-West Press, 1998.

Klages, Mary. Literary Theory: A Guide for the Perplexed. Continuum, 2006.

Leitch, Vincent B., ed. The Norton Anthology of Theory and Criticism. W W Norton, 2001.

Rice, Philip, and Patricia Waugh. Modern Literary Theory. 4th ed. Hodder Arnold, 2001.

Rivkin, Julie and Michael Ryan, editors. Literary Theory: An Introduction. Blackwell, 2003.

Rooney, Ellen. Feminist Literary Theory. Cambridge University Press, 2006.

Waugh, Patricia. Literary Theory and Criticism: An Oxford Guide. Oxford University Press, 2006

MSE-50

CIA3= 20

ESE-50

This course has been conceptualized in order to expose students to research enterprises that seek to discover the underlying structure of language and cognition. The traditional approach towards the rules of language is both problematic and, on many fronts, inadequate when it comes to the application of the explanatory adequacy approach towards the language. Linguistics is the study of human language, its nature, structure, origin and its uses. Linguists (those who study language) have devised various methodologies which can be used to study language, not as a set of rules of the system but as the rules which unravel human cognition. In this course, the approach towards the linguistic system would be to ask the question of why the language is the way it is rather than just describing the phenomenon. This course will give students an overview of the field of modern linguistics and will enable them with the basic tools, methodologies, rules, etc. The course develops an understanding of the various subsystems of languages including Phonology, Morphology, Syntax, and Semantics as generative systems. It also directs towards the objectivity of languages in order to think of language as an independent system. The course aims to provide enough basics/working knowledge of the discipline that can be further enhanced in order to develop skills like data analysis, data mining, text mining, POS tagging, corpus understanding, etc., for the students wishing to have a career in language data analysis in Google, Amazon, Meta, and other AI startups. Its objective is to see language as a generative mechanism from the cognitive and computational perspectives. Further, how can this knowledge be translated to understand the relationship between language, mind and machine?

Phonology is the scientific study of the sound system in a language. Phonetics is the study of the physical properties of sound. This unit tries to provide basic working knowledge in the field. Students would be familiarized with IPA (International Phonetic Association) symbols. A detailed discussion with practice would be provided on the organs of speech (speech production, transmission and reception). The section tries to uphold the point that languages have a systematic rule pattern which allows the (im)/possibility of certain sound combinations in a language from optimality theory. The unit provides skills like the working knowledge of sound analyzing software in order to do intent, accent and prosodic analysis which are employable skills.

The unit imparts linguistics skills like accent analysis, software uses to capture and analyse sounds that will lead towards employability

Teaching learning strategies: Lecture, discussion, presentation, workshop, training, group work

1. Phonetics: Accents, Syllables, non-segmental phonology and identity analysis

2. PRAAT, Phon, Audacity

3. Phonological rules and system

4. Grammar and phonology

Morphology is the study of the internal structure of the word. As the term suggests, the section is devoted to studying the forms and functions of words. The goal would be to identify the underlying system of a certain pattern through the surface realization of the forms. The study of morphology was central in the reconstruction of Indo-European (language family), particularly when structuralism was in its prime between 1940 and 1960. Though there are many theories and models to be explored in morphology, our focus would be to see the generative account of morphology. The unit imparts skills so that students would be able to do morphological analysis, can understand software like morphological analyzer, can do POS tagging, parsing, lemmatization, text generation, word retrieval, and understand the various kinds of normalization processing in linguistics. The unit will equip students to understand the system of generating words in a language, this is done by skilling them with theoretical and practical (machine/software) knowledge available in the field. These skills would further help them to seek careers in NLP, AI and other such platforms.

Unit details: Description (Include LRNG, Employability, and Cross-cutting issues)

20. Lexemes and Lego – Key words/ search word / word search

21. Inflectional and derivational morphology

22. Morphological typology

23. Word formation process and the parts of speech (morpho-syntactic properties)

24. POS tagging and morphological analyser

Syntax is the study of the structure of a sentence. In this unit, we will try to explore the various concerns in the domain of syntax like constituent, phrase, and constituent tests, valency, arguments, PRO, passivisation, text normalization, etc. In modern linguistics, the syntax has occupied the central position in the study of language. Moreover, its direct application in understanding human cognition and machines made it both popular and appealing. In this unit, it has been tried to make students understand how phrases are put together and make meaning. The unit attempts to impart skills like POS tagging, parsing, making rules of grammar, predicting wrong utterances, etc., which will enable students to get employment in the field of AI and NLP.

Unit details: Description (Include LRNG, Employability, and Cross-cutting issues)

9. Reintroducing parts of speech and reconsidering POS tagging

10. Understanding constituents and learning the tests

Semantics is the study of meaning. In this section, we have tried to introduce a few concepts which are fundamental to studying the meaning of words and sentences. The study of semantics concerns the relation of linguistic forms to non-linguistic concepts and mental representations of things in order to explain the possibility of successful communication. The unit talks about the various models of meaning-making, it also touches upon the computational models of concept.

Unit Topics:

25. Lexical semantics

26. Language and thought

27. Theories and models of meaning making

28. Models of concepts (computational)

Balasubramanian, T. A textbook of English phonetics for Indian students. Macmillan, 1981.

Collins, Beverley, and Inger M. Mees. Practical phonetics and phonology: A resource book for students. Routledge, 2013.

Hayes, Bruce. Introductory phonology. Vol. 7. John Wiley & Sons, 2008.

MSE=50

CIA3= 20

ESE = 50

This course provides an introduction to the discipline of Linguistics. Students will learn the basic concepts and methods used by linguists in the scientific study of human language. The course will examine the material, accessible properties of language (the sounds, the words, the phrases...) to get an understanding of its non-material, abstract ones. Given that language is intimately connected to our cognitive and social experience, an understanding of linguistic structure can help illuminate aspects of these domains as well. While many key aspects will be illustrated using evidence derived primarily from English and Indian languages. The course will discuss evidence from a variety of languages in order to better demonstrate the richness of linguistic diversity. 

The unit will familiarise the students with the term language and its evolution. The unit also introduce to the human language vs animal communication. Citing examples from both global and national contexts, the unit will briefly look into language family trees and on the studies related to it. The unit deals with human values and sustainability.

 This unit provides a basic introduction to the phonetics and phonology of human languages. Phonetics is the study of how the sounds of the world’s languages are produced and perceived. In this unit, we will begin with an introduction of how to describe and identify different speech sounds by their acoustic and articulatory properties. Through the unit, the students will identify/ work with a diverse sample of the world’s languages. The unit deals with professional ethics and sustainability.

 What is a word? Do the things we put spaces around when we write correspond to anything in our mental grammars? How are new words formed in a language and what are their structures. This unit aims to answer these questions by examining morphological phenomena from across the world’s languages, including English as well as Indian languages. The unit deals with professional ethics.

Variation and change are basic properties of language: All languages show variation in form across geographic space and between social groups, and languages are always changing. The unit will introduce the students to some of the basic concepts and cases on language variation and change among groups and sub-groups both in global and national context. Further the unit will also look into the human language acquisition and the theories related to it. The unit will focus on the human values and professional ethics.

CIA 2= 50

CIA 3 = 20

ESE =50

each era will be analysed in detail to give the student first-hand experience of the texts. To familiarize students with some of the range and diversity of early American literature; to introduce students to major movements in the history of American literature; to deepen students’ interpretative and critical skills, both by discussing literary critical practice and by engaging in it; to improve students’ verbal skills of argumentation and articulation of ideas through large and small group discussion; to improve students’ skills of written argumentation through writing and revising essays

The course aims to

• To familiarise the beginnings of American literary and cultural context

• To be aware of the political history and its influence on literature of America.

• To familiarize students with some of the most important thinkers of the period

This chapter explores the early American literature from the period of exploration and settlement. These two texts will reflect and reveal evolving American experience and character.

Key topics: New world, Columbian exchange, colonialism, Indigenous Americans, transatlantic maritime expedition, conquests of America,

Excerpts from

23. Columbus, Christopher. The Four Voyages of Christopher Columbus. Penguin UK, 2004.

24. Smith, John. “The New Land.” Capt. John Smith: Of Willoughby by Alford, Lincolnshire; President of Virginia, and Admiral of New England. Works. L608-1631. 1895

This unit covers colonial exploration, resistance, conquest, all taking place in the realm of the “new” land. Texts selected for this unit aim at orienting the students to reflect the cultures of America at various points in its history prior to 18th Century.

Key topics: America History, Colonialism, Independence, Resistance, American identity, American Revolution, nationalism

25. Franklin, Benjamin. Rules by Which a Great Empire May Be Reduced to a Small One. (1773) CreateSpace, 2014.

26. Jefferson, Thomas. Declaration of Independence Thomas Jefferson. (1776) Independent Publishing Platform, 2017.

27. Wheatley, Phillis. “To S. M. A Young African Painter, On Seeing His Works.” Poetry Foundation, https://www.poetryfoundation.org/poems/52519/to-s-m-a-young-african-painter-on-seeing-his-works.

This unit explores the early literary works which contributed to the development of American literature, culture, and ideals after the colonial period to the era of American Romanticism.

Topic: American Romanticism, abolitionism, slavery, frontier literature, race, Civil War, revolutionary age

15. Twain, Mark. Adventures of Huckleberry Finn. (1884) Courier Corporation, 1994.

16. Paine, Thomas. The American Crisis. Sherwin, 1817.

17. Cooper, James Fenimore. The Last of the Mohicans. Penguin Classics, 1986.

18. Morton, Sarah Wentworth. “Stanzas to a Husband Recently United.” The Norton Anthology of American Literature: Eighth Edition, W. W. Norton & Company, 2011, p. 717.

This unit engages with American Literary Renaissance and how it occurred at a time in which the United States was experiencing not only extraordinary growth but also redefining itself as a nation, both in theory and in practice.

Topic: American Renaissance, American Literary Renaissance, Self-Reliance, Dark Romanticism, Race, American identity, spirituality

34. Emerson, Ralph Waldo. “Self-Reliance.” American Transcendentalism Web, 1841, https://archive.vcu.edu/english/engweb/transcendentalism/authors/emerson/essays/selfreliance.html.

35. Longfellow, Henry Wadsworth. “Longfellow: A Gleam of Sunshine, The Belfry of Bruges and Other Poems.” Maine Historical Society, https://www.hwlongfellow.org/poems_poem.php?pid=82.

36. Thoreau, Henry. Where I Lived, and What I Lived For. (1924) Penguin UK, 2005.

37. Poe, Edgar Allan. “The Raven.” Poetry Foundation, https://www.poetryfoundation.org/poems/48860/the-raven.

38. Excerpts from Uncle Tom's Cabin, Chapters I, III, VII

39. Stowe, Harriet Beecher. Uncle Tom’s Cabin. (1852) Cosimo, Inc., 2009.

40. Douglass, Frederick. “What to the Slave Is the Fourth of July? Extract from an Oration, at Rochester, July 5, 1852.” Lit2Go ETC, https://etc.usf.edu/lit2go/45/my-bondage-and-my-freedom/1517/what-to-the-slave-is-the-fourth-of-july-extract-from-an-oration-at-rochester-july-5-1852/.

41. Lincoln, Abraham. The Gettysburg Address. 19 Nov. 1863, Soldiers’ National Cemetery in Gettysburg. Speech.

Abel, Darrel. American Literature: Vol. 2 Literature of the Atlantic Culture. Barron’s Educational Series Inc, 1963.

Spiller, Robert Ernest, et al. Literary History of the United States. Macmillan, 1974.

Graham, Maryemma, and Jerry W. Ward Jr. The Cambridge History of African American Literature. Cambridge University Press, 2011.

McQuade, Donald. The Harper Single Volume American Literature. Longman Publishing Group, 1999.

MSE= 50

CIA 3-20

ESE =50

The course investigates the interactions between language and society. This course brings the sociolinguistic issues, including the relationship between linguistic variation and social factors like identity, class and power, the development of pidgins and creoles, code choices in bi-dialectal and bilingual communities, and language change. Students will also draw connections with research methods and approaches to data analysis used in other areas of linguistics, and examine attitudes toward language and culture and their social and political consequences. The course emphasizes the insights into the use of language in society provided by a generative linguistics approach to natural language. The course will enable the understanding of intersection of language and gender, language and social class, language and social change. The learning of course can help the students to acquire the skills to analyse the language change alongwith the social factors and can enable them to get employed in language planning and policy making.

The unit explores the introductory aspect of sociolinguistics – interaction between language and society.

Nikolas Coupland and Adam Jaworski - “Introduction: What is Sociolinguistics?” from Sociolinguistics: A Reader and Coursebook

Ronald Wardhaugh and Janet M. Fuller - “Introduction.” An Introduction to Sociolinguistics

Ronald Wardhaugh and Janet M. Fuller - “Languages in Contact: Multilingual Societies and Multilingual Discourse.”

Roland Wardhaugh and Janet M. Fuller - “Contact Languages: Structural Consequences of Social Factors; Pidgin and Creole”

This unit explores the relevant methodologies in the discipline. It engages with basics of sociolinguistics- how to look for linguistics and social variable.

N. Coupland et. Al. - “Methods in Sociolinguistics”

Field methods in the Study of Social Dialects

Dialect/Regional identity: What is it?

John J Gumperz - "Dialect differences and social stratification in a North Indian Village 1."

William Laboy - The Social Stratification of English in New York City.

The unit engages with the interaction between language and class/ caste. Language is shaped by the socio-economics markers. Language as symbolic capital.

Peter Trudgill - "Sex, covert prestige and linguistic change in the urban British English of Norwich."

Kalyanamalini Sahoo - "Linguistic and socio-cultural implications of gendered structures in Oriya."

The unit explores how change in language reflects social attitude of a particular community. Students engage with case studies and practical issues to understand the relation between the language and social attitude.

Ronald Wardhaugh and Janet M. Fuller. "Language, Gender and Sexuality.”

Penelope Eckert - "The whole woman: Sex and gender differences in variation."

Deborah Cameron - "Performing gender identity: young men’s talk and the construction of heterosexual masculinity (1997)."

Rita Kothari - "Caste in a Casteless Language? English as a Language of 'Dalit' Expression."

Tagliamonte, Sali A. Analysing Sociolinguistic Variation. Cambridge University Press, 2006.

Eckert, Penelope, and John R. Rickford. Style and Sociolinguistic Variation. Cambridge University Press, 2001.

Eckert, Penelope. “Gender and Sociolinguistic Variation.” Language and Gender: A Reader, Wiley-Blackwell, 1998, pp. 64–75.

MSE=50

CIA 3 =20

ESE =50

the questions of construction, mainly, how we see, what we see and don't see will be addressed through critical analysis and interpretation of various images, how they function in terms of identity and help us to identify and categorize cultural ideas. Exploring identity, power, representation and intentionality, the course will help students to critically approach the questions of gender, values, ethics, race, and other identities. The course discusses texts and contexts which are relevant in the regionally, nationally and globally. The course will enable students to develop critical skills, and analytical skills.

The course aims to help students

• to Identify and assess through different theoretical lenses relevant visual elements from one’s surroundings and the way these elements are influencing the experience of life.

• To Investigate the ways that forms of visual culture function in society and how these are linked to race, class, and gender as well as politics and economics

• To Critically evaluate the domain of visual culture in terms of both production and consumption, and recognize its influence on making and maintaining certain positions, experiences, practices, privileges, assumptions, aesthetics, and power relations in one’s local, national and global contexts.

• To Develop lateral thinking, critical reading skills, and analytical and interpretative skills of the medium.

Introducing visual art as texts to explore the meaning within it using semiotic tools available. The texts selected focus mainly on the method of reading visuals. The unit also entails methodological analysis of visual texts like films, You Tube videos, video blogs etc from across the world. The unit will enable students to develop their interpretive and critical skills and will enable them to understand the role and significance of visual culture in conversing and contesting the existing power structures in the society.

Teaching learning strategies: Lectures, classroom discussions, group discussions, presentations, film screenings, and analysis of visual texts

1. Introducing Visual Culture

2. The politics of Visuals

3. Visuals as Language

This unit deliberates over the representative aspects and the problem spaces in from across the world. Apart from the texts mentioned, the unit provides space for semiotic analysis of visual constructs available in contemporary space like news videos, advertisements and propaganda videos. The problem space found in the representative spheres such as gender, caste, race etc in regional, national and global contexts are further subjected to deliberation based on the peripheral voices which the texts try to present or hide. Besides the theoretical deliberations available in the texts recommended, the unit also involves critical analysis of cultural constructs which employ different strategies of ‘othering’ as it is seen in visual representations of the marginalized.

1. Visuals and Caste

2. Visuals and Gender

3. Visuals and Race

This unit intends to look deeply in to the politics of visual texts and the sense of agency working within. It also looks at visuality in the context of culture, history, power and knowledge. This unit will help students to understand the role visual plays disseminating and contesting agency in global as well as national contexts. The unit also addresses issues related to human values, gender, ecology and visuality. These discussions will enable them to develop their critical reading skills and interpretative skills.

1. Visual Culture and Power

2. Visual Culture and Memory

3. Visual Culture and Trauma

The unit looks at various trends in contrast with the problems of representation as discussed in the previous two sections. The unit expands to different variants of visual representations existing in popular culture like music videos, amateur videos available through online applications. This unit is enabling students to have a distinct idea of presence and absence in popular visual culture in regional, national and global contexts. The unit is partly practical in approach, since it urges the students to ideate their notions on human values, gender, identity politics, and ecology in texts available in popular culture.

• Wall art, Street art, Graffiti,

• Popular Games and Music Videos

• Cartoons, Memes, and Popular Visual Culture

Dikovitskaya, Margarita. Visual culture : the study of the visual after the cultural turn. Cambridge, Mass., 2005.

Evans, Hall. Visual Culture: The Reader. India, SAGE Publications, 1999.

Negreiros, Joaquim, and Howells, Richard. Visual Culture. United Kingdom, Wiley, 2012.

Smith, Marquard, and Joanne Morra. Visual Culture: Experiences in visual culture. United Kingdom, Routledge, 2006.

Smith, Marquard, Visual Culture: What is visual culture studies?. Norway, Routledge, 2006.

Berger, Martin A. “The Lost Images of Civil Rights.”. Seeing through Race: A Reinterpretation of Civil Rights Photography. University of California Press, 2011.

Carroll, Noël. “The Image of Women in Film: A Defense of a Paradigm.” The Journal of Aesthetics and Art Criticism, vol. 48, no. 4, 1990, pp. 349–60. JSTOR, https://doi.org/10.2307/431572. Accessed 5 Mar. 2023.

Doyle, Jennifer, and Amelia Jones. “Introduction: New Feminist Theories of Visual Culture.” Signs, vol. 31, no. 3, 2006, pp. 607–15. JSTOR, https://doi.org/10.1086/499288. Accessed 5 Mar. 2023.

Guidetti, Fabio, and Katherina Meinecke. A Globalised Visual Culture? Towards a Geography of Late Antique Art. United Kingdom, Oxbow Books, 2020.

Jenks, Chris. Visual Culture. United Kingdom, Taylor & Francis, 2002.

Mirzoeff, Nicholas. An Introduction to Visual Culture. United Kingdom, Routledge, 1999.

Walker, Michael. “EXHIBITIONISM / VOYEURISM / THE LOOK.” Hitchcock’s Motifs, Amsterdam University Press, 2005, pp. 164–78. JSTOR, http://www.jstor.org/stable/j.ctt46mtpf.22. Accessed 5 Mar. 2023.

Chute, Hillary. Maus Now: Selected Writing. United Kingdom, Knopf Doubleday Publishing Group, 2022.

Essig, Simon. The Animal Metaphor in Art Spiegelman's "Maus". Germany, GRIN Verlag, 2014.

Magilow, Daniel H., and Silverman, Lisa. Holocaust Representations in History: An Introduction. United Kingdom, Bloomsbury Publishing, 2015.

Mirbakhtyar, Shahla. Iranian Cinema and the Islamic Revolution. United States, McFarland, Incorporated, Publishers, 2015.

Mirzoeff, Nicholas. The Right to Look: A Counterhistory of Visuality. United Kingdom, Duke University Press, 2011.

Mitchell, W. J. T. “Seeing ‘Do the Right Thing.’” Critical Inquiry, vol. 17, no. 3, 1991, pp. 596–608. JSTOR, http://www.jstor.org/stable/1343801. Accessed 5 Mar. 2023.

Rahbaran, Shiva. Iranian Cinema Uncensored: Contemporary Film-makers Since the Islamic Revolution. United Kingdom, Bloomsbury Publishing, 2015.

Sinha, Gayatri. Art and Visual Culture in India, 1857-2007. India, Marg Publications, 2009.

Spiegelman, Art. MetaMaus: A Look Inside a Modern Classic, Maus. United Kingdom, Knopf Doubleday Publishing Group, 2011.

Zelizer, Barbie. Remembering to Forget: Holocaust Memory Through the Camera's Eye. United States, University of Chicago Press, 2000.

MSE = 50

CIA 3 = 20

ESE=50

Basic psychological processes offer an introduction and overview of the field of psychology. The course encompasses the subject matter of general psychology. This course is designed to familiarize the student with the basic concepts of Psychology. 

Course Objectives: This course aims to

●      Understand issues and debates in contemporary psychology.

●      Understand and apply the principles of psychology in day-to-day life for a better understanding of themselves and others.

●      Understand and apply the principles of psychology in various areas like human development, personality, learning, language, memory and so on.

• Familiarize with the symptoms of major psychological disorders

Definitionandgoalsofpsychology.Historyandschoolsofpsychology:structuralism;functionalism; psychodynamic; behavioral; cognitive; humanistic Movement, Trends in the 21stcentury,Psychologyandthescientificmethod,Methods,Major  philosophical  issues  inpsychology:freewillanddeterminism;brainandmind; natureand nurture;empiricismandrationality.

EssentialReadings:

Feldman,R.S.(2011).UnderstandingPsychology,10thedition, Delhi:Tata-McGrawHill.

Morgan,C.T,King,R.A.,Weisz,J.R.,andSchopler,J.(2004).IntroductiontoPsychology,7thEdition,24threprint.NewDelhi:TataMcGraw-Hill

Classicalconditioning;Operantconditioning;Cognitivelearning:latentlearning;observationallearning;insightlearning.Memory;Informationprocessingmodel;OrganizationandMnemonictechniquestoimprovememory;Forgetting:decay;interferenceandretrievalfailure.Humanlanguage:Languageacquisitionanddevelopment;criticalperiodhypothesis.Theoriesoflanguagedevelopment– SkinnerandChomsky. Psycholinguistics

EssentialReadings:

Feldman,R.S.(2011 ).UnderstandingPsychology,10thedition,Delhi:Tata-McGrawHill.

Morgan,C.T,King,R.A.,Weisz,J.R.,andSchopler,J.(2004).IntroductiontoPsychology,7thEdition,24threprint.NewDelhi:TataMcGraw-Hill

Levelsofconsciousness;dream,sleep,alteredstatesofconsciousness.Personality;definition;approaches:Freud’sPsychoanalytic;Roger’sApproach;TraitTheories–TheBigFivePersonalityFactors;also:Gordon Allport,RaymondCattell, &16PF;Bandura’sSocialCognitiveTheorySelf-Efficacy.Cognitiveintelligence;EmotionalIntelligence;Socialintelligence;MeasurementofIntelligence

EssentialReadings:

Feldman,R.S.(2011 ).UnderstandingPsychology,10thedition,Delhi:Tata-McGraw Hill.Morgan,C.T,King,R.A.,Weisz,J.R.,andSchopler,J.(2004).IntroductiontoPsychology,7thEdition,24threprint.NewDelhi:TataMcGraw-Hill

Growthanddevelopment:aspects,principles,andperiods;Psychosocialdevelopment:ErikErikson’sPsychosocialStagesofDevelopment;Cognitivedevelopment:JeanPiaget’stheoryofcognitivedevelopment;Moraldevelopment:Kohlberg’stheoryofmoraldevelopment;Socioculturaldevelopment:LevVygotsky’stheoryofsocioculturaldevelopment;Self;Communication:Processandtypes;Effectivecommunicationtraining;Socialinfluence;Prosocialbehavior;Interpersonalrelationship

EssentialReadings:

Feldman,R.S.(2011 ).UnderstandingPsychology,10thedition,Delhi:Tata-McGrawHill.Morgan,C.T,King,R.A.,Weisz,J.R.,andSchopler,J.(2004).IntroductiontoPsychology,7thEdition,24threprint.NewDelhi:TataMcGraw-Hill

AbnormalBehavior;AnxietyandSomaticsymptomDisorders;Bipolarandrelateddisorders;DepressivedisordersandSchizophrenia; PersonalityDisorders.

 EssentialReadings:

Feldman,R.S.(2011 ).UnderstandingPsychology,10thedition,Delhi:Tata-McGrawHill.Morgan,C.T,King,R.A.,Weisz,J.R.,andSchopler,J.(2004).IntroductiontoPsychology,7thEdition,24threprint.NewDelhi:TataMcGraw-Hill

Internship for 30 days 

Internship/apprenticeship: Service learning, community engagement, and discipline-based professional development. 

Skills to be tested: leadership, professional ethics, academic integrity, cultural and social sensitivity, teamwork, and networking skills. 

Weekly report 

Draft submission 

VIVA 

This course has been designed to enable the students to acquire skills that would help them in the process of knowledge acquisition. Through this engagement, it will revisit and question different notions of knowledge and how it is constructed, created, disseminated, and acquired. The course would also enable the students to understand various research practices that are the focal point of the discipline. Also central to the course is an inquiry on the process and role of critical thinking in the discipline and in the larger context of society and nation.

Course Objectives

The course is designed to:

• enhance skills required for knowledge acquisition
• develop a comprehensive knowledge of the variety of research practices in the discipline
• hone and nurture their critical thinking abilities

This unit is primarily invested in the study of quantitative data. The unit will focus on the various ways in which data is elicited and analyzed. It will also give a brief idea about how quantitative data, which is highly monotonous in nature can be presented in an interesting way. Taking examples from the field of English, History, and Political Science, this unit will identify the sub-fields related to these disciplines which deal with large data sets.

Data Interpretation Module will cover Qualitative Research Methods in Language Studies. This module will give students the opportunity to explore the different types of qualitative research methodologies used within applied linguistics, linguistics and language and culture research. This will be focused on to an examination of what counts as evidence within a qualitative research framework and how qualitative research evidence can be evaluated. Students will examine a range of qualitative research methodologies, such as case study, ethnography, participant observation, interviews, questionnaires, discourse analysis. Students will apply this knowledge to a personal research interest.

The unit would primarily engage with the question of what it means to think and revisit some of the notions that are related to the act of thinking and the notion of intelligence. Focussing on the concept of multiple intelligence put forward by Gardener, the unit aims to provide a platform for the students to discuss and deliberate on intelligence and the possibility of exploring multiple intelligence.

Drawing from an informed understanding of the concept of multiple intelligence, this unit will explore the need to look at thinking as a multi-layered process. The aim here is to make students aware of the need to think differently than attempting to fit into what is normative.

Continuing with the questions of thinking and intelligence, this unit focuses on the process of learning and assessing what it means to be a learner in the contemporary era. This unit aims to impart the skills which will make learners value and practice dynamicity and acknowledge the need for appreciating multiple perspectives.

Social awareness provides an individual the ability to understand and respond to the needs of others. This course focuses on social awareness - the ability to understand and respond to the needs of others. This is the third of the domains of emotional intelligence proposed by Daniel Goleman. Research indicates that emotional intelligence can be learned and be measurable differences directly associated with professional and personal success. Furthermore, it may be responsible for up to 80% of the success we experience in life. The course focuses on the basic areas of emotional intelligence namely self-awareness, self-management; empathy/social awareness and relationship management. Students will be able to comprehend how self-awareness reflects understanding, personal acceptance & an overall understanding of personal psychology.

This module will help students learn and understand the fundamental motivations for reading. The module will introduce students to the various aspects of reading and writing and will help focus on the need to read with a sense of social awareness, responsibility and ethical action towards reading. This module aims to help students acquire the cognitive domain-related skills in helping them to appraise, develop, value, critique and defend their acts of reading. The module will include introduction to thinkers like Borges, Scholes, Booth, Fish and others who have written about reading and its responsibilities.

 The evaluation will be based on the assessments formulated by the PTC student-instructors who facilitate each unit in the class. A continuous evaluation pattern will be followed whereby after the completion of each unit, an assignment will follow. The assessment will be done based on predefined rubrics and the score sheet needs to be tabulated. The cumulative score sheet is to be prepared at the end of the semester and the final Skill Development Score is to be computed.

Meaning making is a complex process and has been a point of global interest or investigation for a range of academic disciplines the most prominent among which are Philosophy, Psychology, Neurology, and Linguistics. While a linguist is always interested to find out the logic behind the construction of meanings to the factors that obstruct the same, a psychologist tries to understand, position and negotiate the idea of self in relation to others in the process of construction of meanings. While a philosopher is busy deciphering why something means what it means, a neurologist’s chief focus is on the function of neurons in the construction of meanings. The very act of meaning-making is therefore highly interDisciplinaryglobal learning; and, even when considered from a chiefly linguistic perspective (which is the focus of this course), the process of meaning-making can’t be positioned in the domain of either Semantics or Pragmatics or Semiotics; it is rather a by-product of all the fields. While Semantics is the systematic study of meanings which to a great extent is scientific, Pragmatics and Semiotics are concerned with the ways in which context contributes to meaning. Just like a work of art can’t be studied out of the context (sorry! New Criticism), an utterance produced at any point in time can’t be analysed out of the sociocultural context of its origin. The chief entailment arising from the proposition therefore is - this course aims to provide learners with an understanding of the basic principles in Linguistics mostly in the domain of Semantics, Pragmatics, and Semiotics which are directly involved with the process of meaning-making. That in turn helps in the development of critical and analytical skills, as learners will be required to analyse and understand the complex process of meaning-making. Through the course, learners will also develop global learning skills in interpreting and contextualizing the meaning of language, which can be useful in various day-to-day environments and fields such as communication, marketing, and language translation, and will also enhance the employability of the participants. Additionally, the interDisciplinaryapproach of the course can help in the development of interDisciplinaryskills and the ability to think outside of Disciplinaryboundaries and will give participants a global perspective and a new understanding of human values.

Vendler, Zeno. Linguistics in Philosophy. Cornell University Press, 1967.

Mead, George Herbert. Mind, Self, and Society: From the Standpoint of a Social Behaviorist. University of Chicago Press, 1934.

Saussure, Ferdinand de. Course in General Linguistics. McGraw-Hill, 1916.

Zimmermann, Thomas Ede, and Wolfgang Sternefeld. Introduction to Semantics an Essential Guide to the Composition of

Meaning. De Gruyter Mouton, 2013.

Mey, Jacob L. Pragmatics: An Introduction. 2nd ed., Blackwell, 2001.

Levinson, Stephen C. "Deixis." International Encyclopedia of Linguistics, edited by William Frawley, vol. 2, Oxford University

Press, 2003, pp. 198-200.

Sperber, Dan, and Wilson, Deirdre. Relevance: Communication and Cognition. 2nd ed., Blackwell Publishers, 1995.

Brown, Penelope, and Levinson, Stephen C. Politeness: Some Universals in Language Usage. Cambridge University Press, 1987.

Danesi, Marcel. Messages, Signs, and Meanings: A Basic Textbook in Semiotics and Communication. Canadian Scholars' Press.

2006.

Forceville, C. Visual and Multimodal Metaphor in Advertising: Cultural Perspectives. Routledge. 2017.

Kress, G., & Van Leeuwen, T. Reading Images: The Grammar of Visual Design. Routledge. 2006.

Berger, John. Ways of Seeing. Penguin, 1972.

Csikszentmihalyi, Mihaly, and Eugene Rochberg-Halton. The Meaning of Things: Domestic Symbols and the Self. Cambridge

University Press, 1981.

Meaning. De Gruyter Mouton, 2013.

Johansen, Jrgen Dines, and Svend Erik Larsen. Signs in Use an Introduction to Semiotics. Taylor & Francis e-Library, 2005

Huang, Yan, ed. The Oxford handbook of pragmatics. Oxford University Press, 2017

Bach, Kent. "The Top 10 Things You Don't Know About Meaning." Topoi, vol. 28, no. 1, 2009, pp. 3-8.

Empson, William. Seven Types of Ambiguity. Read Books Ltd., 2016.

Grice, H. Paul. "Logic and Conversation." Syntax and Semantics, vol. 3, Speech Acts, edited by Peter Cole and Jerry Morgan,

Academic Press, 1975, pp. 41-58.

Cobley, Paul. The Routledge Companion to Semiotics and Linguistics. Routledge, 2001.

Giora, Rachel. "Understanding Figurative and Literal Language: The Graded Salience Hypothesis." Cognitive Linguistics, vol. 8,

no. 3, 1997, pp. 183-206.

Barthes, Roland. Mythologies. Hill and Wang, 1972.

Kaiser, Susan B. The Social Psychology of Clothing and Personal Adornment. Macmillan, 1979.

Korsmeyer, Carolyn. Making Sense of Taste: Food and Philosophy. Cornell University Press, 1999.

Knobel, Michele, and Colin Lankshear. "Online Memes, Affinities, and Cultural Production." New Literacies: Everyday Practices

and Social Learning, vol. 2, no. 1, 2000, pp. 45-60.

Rapoport, Amos. House Form and Culture. Prentice-Hall, 1969.

Chandler, D. (2017). Semiotics: The Basics. Routledge

Peirce, Charles Sanders. "Logic as Semiotic: The Theory of Signs." Philosophical Writings of Peirce, edited by Justus Buchler,

Dover, 1955, pp. 98-119.

Sebeok, T. A. (1976). Contributions to the Doctrine of Signs. Indiana University Press.

Bach, Kent. "Speech Acts and Pragmatics." Philosophy of Science, vol. 39, no. 2, 1972, pp. 147-169.

Haugh, Michael. IM/Politeness Implicatures. De Gruyter Mouton, 2015.

Bailey, Stephen. Academic Writing: A Handbook for International Students. Routledge, 2006. 

The paper initiates the students to unlearn some of their conventional notions about what is literature; introduces them to a varied school of literary and cultural theory; and equips them to frame their own sense of 'literature' and 'theory’ and ‘society’.The course aims to equip students to ask the right kind of questions about events around them in the local, regional, national and international contexts; to understand the nature of the societies and cultures that one is part of; recognise one’s subjectivities and ideological positionings; to conceptualise and evaluate one’s positions vis-à-vis the problematics of race, caste, class, gender, environment, the digital and technology. 

The course aims to delve into the fascinating world of folklore and the manner in which it has developed into an academic field. It will orient students to the concepts and theories of folklore studies and help them understand how various genres of folklore act as symbolic representations of socio-cultural history and reality. Beginning with the issues in the definition of folklore the students will be directed to the analysis of folktales, myths, and fairy tales. They will be made aware of the fact that the evolving of folklore is a continuous process and in rural and urban lives new folk beliefs and customs continue to form. From certain overarching themes that bring together cultures to motifs that can be radically specific, this course will attempt to evaluate the complex dynamics of folklore and the role it plays in contemporary lives. The students will be exposed to aspects of urban folklore, folklorism and applied folklore. They will also be introduced to the techniques and skills of a folklorist such as documenting, archiving and research pertinent to the preservation and transmission of folklore. 

The study of discourse is essentially the study of language in its natural habitat. We use language in a variety of contexts, to fulfill a broad range of communicative and social goals. In this course we will examine how contexts and functions of use influence linguistic form. The course is divided into three broad sections. First, the ‘macro-structure’ of discourse: the organization of different kinds (genres) of language, such as conversation, narrative, and institutional dialogue. We will analyze re-occurring patterns of structure and discuss how they are shaped and motivated by communicative and social functional goals. Second,the course focuses on how speakers routinely perform social action through discourse, such as disclaimers, offers, refusals, and questions. The role of Discourse Markers in structuring discourse will be examined. We will also investigate the relationship between discourse and identity, discourse and ideologies, and the social nature of common features of spoken language: ‘reported speech’, dialogicality, framing, and discourse norms. We will analyze how these contribute to discourse structure, and how they reflect, manage, and construct social interaction. Finally, the course will examine ‘microstructure’—the role of discourse and interaction in motivating and explaining grammar and meaning. We will discuss the way in which grammatical structures are functionally brought about by the communicative and social aspects of discourse.  

Course Description: The course explores the confluence of culture nad psychology to understand how varied cultures shapes human behaviour and attitudes. This includes the role of psychology in literature as well. Students will have an insight as how does one's culture impacts the perceptions, attitudes, thinking, personality, self and language of an individual reflected in works of varied authors. Through a combination of lectures, readings, disacussions, and experiential exercises, students will not only gain an understanding of cultural differnces but also develop cultural sensitivity.

Course Objectives: This course aims to

●      Orient students on how culture is shaping human behaviors.

●      Understand the basis of cultural variations in the East and the West.

●      Understand the limitations of Western approaches to explore Eastern perspectives in psychology.

●      Understand the interface between psychology and literature in cultural context.

Understand the major research methods used in cultural psychology.

Definition, Importance and scope of Cultural Psychology; formation of culture; components of culture; Interface between Psychology and Culture; interface between psychology and literature in cultural context; Cultural difference in Eastern and Western societies; Culture and human behaviour; Ethics and Emics.

Perceptual processes and culture; Attention, Attribution; Cultural interpretations placed on perception of beauty, and food; Reasoning styles, Analytic and holistic thinking, Creative Thinking, Talking and Thinking, Linguistic Relativity, Variation of Emotional Experience across Culture.

Self and identity: Definitions, Eastern and Western perspectives of self, Cultural influence in the development of self – concept; Enculturation and Socialization, Childhood Experiences Differences across Culture, Culture, Parenting and Families; Culture and Personality.

Culture and language acquisition, Sapir-Whorf hypothesis, language diffferences accross cultures, cultural differences in non-verbal communications, process of intercultural and intracultural communication, improving intercultural communication. 

Matsumoto M. & Juang, L. (2016). Culture and Psychology. New York: Cengage Learning.

Dalal, A.K., Singh, A.K. and  Misra, G. (l988) Reconceptualization of achievement behavior: A cognitive approach. In. A. Dalal (ed.) Attribution theory and research. New Delhi: Wiley Eastern.

Kitayama, S. & Cohen, D. (2010). Handbook of Cultural Psychology. New York: Guilford Press.

Leary, M., & J, T. (2012). Handbook of Self and Identity. New York: Guilford Press.

Sinha, D. (l986). Psychology in a third world country: The Indian experience. New Delhi, Sage.

This course has been designed to enable the students to acquire skills that would help them in the process of knowledge acquisition. Through this engagement, it will revisit and question different notions of knowledge and how it is constructed, created, disseminated, and acquired. The course would also enable the students to understand various research practices that are the focal point of the discipline. Also central to the course is an inquiry on the process and role of critical thinking in the discipline and in the larger context of society and nation.

Course Objectives

The course is designed to:

• enhance skills required for knowledge acquisition.
• develop a comprehensive knowledge of the variety of research practices in the discipline.
• hone and nurture their critical thinking abilities.

This unit is primarily invested in the study of quantitative data. The unit will focus on the various ways in which data is elicited and analyzed. It will also give a brief idea about how quantitative data, which is highly monotonous in nature can be presented in an interesting way. Taking examples from the field of English, History, and Political Science, this unit will identify the sub-fields related to these disciplines which deal with large data sets.

Data Interpretation Module will cover Qualitative Research Methods in Language Studies. This module will give students the opportunity to explore the different types of qualitative research methodologies used within applied linguistics, linguistics and language and culture research. This will be focused on to an examination of what counts as evidence within a qualitative research framework and how qualitative research evidence can be evaluated. Students will examine a range of qualitative research methodologies, such as case study, ethnography, participant observation, interviews, questionnaires, discourse analysis. Students will apply this knowledge to a personal research interest.

The unit would primarily engage with the question of what it means to think and revisit some of the notions that are related to the act of thinking and the notion of intelligence. Focussing on the concept of multiple intelligence put forward by Gardener, the unit aims to provide a platform for the students to discuss and deliberate on intelligence and the possibility of exploring multiple intelligence.

Drawing from an informed understanding of the concept of multiple intelligence, this unit will explore the need to look at thinking as a multi-layered process. The aim here is to make students aware of the need to think differently than attempting to fit into what is normative.

Continuing with the questions of thinking and intelligence, this unit focuses on the process of learning and assessing what it means to be a learner in the contemporary era. This unit aims to impart the skills which will make learners value and practice dynamicity and acknowledge the need for appreciating multiple perspectives.

Social awareness provides an individual the ability to understand and respond to the needs of others. This course focuses on social awareness - the ability to understand and respond to the needs of others. This is the third of the domains of emotional intelligence proposed by Daniel Goleman. Research indicates that emotional intelligence can be learned and be measurable differences directly associated with professional and personal success. Furthermore, it may be responsible for up to 80% of the success we experience in life. The course focuses on the basic areas of emotional intelligence namely self-awareness, self-management; empathy/social awareness and relationship management. Students will be able to comprehend how self-awareness reflects understanding, personal acceptance & an overall understanding of personal psychology.

This module will help students learn and understand the fundamental motivations for reading. The module will introduce students to the various aspects of reading and writing and will help focus on the need to read with a sense of social awareness, responsibility and ethical action towards reading. This module aims to help students acquire the cognitive domain-related skills in helping them to appraise, develop, value, critique and defend their acts of reading. The module will include introduction to thinkers like Borges, Scholes, Booth, Fish and others who have written about reading and its responsibilities.

The evaluation will be based on the assessments formulated by the PTC student-instructors who facilitate each unit in the class. A continuous evaluation pattern will be followed whereby after the completion of each unit, an assignment will follow. The assessment will be done based on predefined rubrics and the score sheet needs to be tabulated. The cumulative score sheet is to be prepared at the end of the semester and the final Skill Development Score is to be computed.

Postcolonialism may be defined, following Robert Young, as the perspective provided by theories that analyze the material and epistemological conditions of postcoloniality and seek to combat the continuing, often covert operation of an imperialist system of economic, political and cultural domination. This course will examine major literary and filmic texts through the lens of postcolonial theories. It will enable readers to, as John McLeod puts it, read local, regional, national and global literatures that have been produced by people from countries with a history of colonialism. The course especially focusses on aspects of human values and gender in connection with the workings and legacy of colonialism, and resistance to it, in either the past or the present. The course will develop critical skills that will enable students to use postcolonial theories to discuss the ways in which the literary forms of fiction, film and autobiography both depict and question postcolonial realities in nations ranging from India to Nigeria.

The course aims to help students

• To familiarize with the function and value of literature from a postcolonial perspective.

• To develop the student’s capacity to think critically about postcolonial literatures in a comparative framework.

• To understand the construction of nation and national culture, the role of education and language, and hybridity, gender, and the disenfranchised in the formation of colonial and postcolonial identities.

• To understand how the genres or forms in which writers treat postcolonial issues shape their representation of postcolonial

This unit serves as a schematic introduction to national and global ideas of postcolonialism and related concepts. The unit helps students embarking into studies of postcolonial literatures with a brief introduction to the terminologies, values and concepts in order develop critical and analytical skills.

39. Key Concepts related to Postcolonial Studies

40. Discourse and Discourse Analysis

41. Hegemony

42. Hybridity

43. Ethnicity

44. Centre/Margin

45. Metropolis/Empire

46. Colonialism, Postcolonialism and Neo-colonialism

47. What does the “post” in the term postcolonialism signify?

Essential readings:

Loomba, Ania. “Situating Colonial and Postcolonial Studies.” Colonialism/Postcolonialism, Routledge, 2007, pp. 7–24.

Césaire, Aimé. Discourse on Colonialism, NYU Press, 2001, pp. 172–80.

To understand the shifting the history of colonialism, it is important to understand the global, national and local concerns in the light of postcolonial theories. This unit discusses three such pioneering works that forms an essential part of the impressive body of theoretical models for studying postcolonialism. The unit engages with cross-cutting issues of gender, human values and sustainability and develops critical and research skills.

44. Spivak, Gayathri Chakravorty. “Can the Subaltern Speak?

45. Fanon, Frantz. The Wretched of the Earth. (Selected excerpts)

46. Said, Edward W. Orientalism (Selected Excerpts)

Essential readings:

Spivak, Gayathri Chakravorty. “Can the Subaltern Speak?” Marxism and the Interpretation of Culture, Macmillan, 1988, pp. 24–29.

Fanon, Frantz. The Wretched of the Earth. Grove/Atlantic, 1963.

Said, Edward W. Orientalism: Western Conceptions of the Orient. Penguin UK, 2016. (Selected excerpts only)

Writing by the colonised subject becomes a significant method of the construction of identities and subjectivities in the postcolonial world. This unit shows students how voices that emerge from local, regional, national and global spaces exhibit a new sense of urgency in addressing issues of domination and resistance. Power dynamics, human values, gender issues and questions of sustainability become essential in this context. The course instructor can choose any four from the following set of short readings and draw from the theoretical readings in the previous unit to explore the disenfranchised within the postcolonial space.

34. Devi, Mahasweta. “Draupadi”.

35. Mohammed, Abdul Jan. “Between Speaking and Dying”

36. Roy, Arundhati. The God of Small Things

37. Walcott, Derek. “The Casteway”

38. Detha, Vijaydan. “Weigh your Options”

39. Hughes, Langston, “Dream Deffered”

40. Satchidanandan, K. “Stammer"

Essential readings:

Devi, Mahasweta. "Draupadi." Multitudes, Vol.2, 2007, pp. 37-49.

Detha, Vijaydan. “Weigh your Options” Chouboli and Other Stories, Translated by. Christi A. Merrill and Kailash Kabeer, Vol 2. Katha 2010, pp 27-31.

Mohammed, Abdul Jan. “Between Speaking and Dying: Some Imperatives in the Emergence of Subaltern in the Context of U.S. Slavery.” Can the Subaltern Speak? Reflections on the History of an Idea, Columbia University Press, 2010, pp. 139–55.

Roy, Arundhati. The God of Small Things. Penguin Books India, 2002.

Walcott, Derek. “The Castaway.” https://www.pwf.cz/archivy/texts/readings/derek-walcott-the-castaway_2722.html.

While postcolonial studies may seem to be more firmly riveted to temporal and not spatial questions, this unit introduces students to the essential role of space in imagining and reimagining communities, human values and gendered relations in previously colonised societies. This unit draws on to texts which are focussed on local, regional and national spaces in order to develop essential thinking and creative skills.

61. Bhaskaran, Janu. Mother Forest.

62. Nafisi, Azar. Reading Lolita in Tehran.

63. Kincaid, Jamaica. A Small Place.

64. Singh, Khushwant. Train to Pakistan.

Essential readings:

Bhaskaran, Janu. Mother Forest: The Unfinished Story of C.K. Janu. Translated by N. Ravi Shanker, Kali for Women, 2004.

Nafisi, Azar. Reading Lolita in Tehran: A Memoir in Books. Random House, 2003.

Kincaid, Jamaica. A Small Place. Farrar, Straus and Giroux, 2000.

Singh, Khushwant. Train to Pakistan. Orient Blackswan, 1988.

This unit is based on postcolonial fiction that has been adapted for the screen. This unit will be based on screenings and discuss of national and global films with postcolonial themes, that will help students reflect on cross cutting issues of gender, human values and sustainability and develop critical and analytical skills.

13. The Namesake.

14. Half of a Yellow Sun.

15. A Suitable Boy

Essential readings:

The Namesake. Directed by Mira Nair, UTV Motion Pictures, 2007.

Half of a Yellow Sun. Directed by Biyi Bandele, Leap Frog Fims, 2013.

A Suitable Boy. Directed by Mira Nair and Shimit Amin, Lookout Point TV, 2020.

CIAs: 70%

ESE: 30%

CIA 1: 20 marks

The students can be tested through the writing of argumentative essays,

critical analysis of essays, class presentations, group discussions, creative

writing, creative visualizations either as individual or group work.

CIA 2: MSE – 50 Marks

Pattern

Section A: 2x10=20

Section B: 1x15=15

Section C: 1x15=15

Students will be tested on their conceptual clarity, theoretical engagements,

application and analysis of given texts and contexts

CIA 3: 20 marks

The students can be evaluated through exhibitions, visual essays or visual

stories, mini-documentaries, performances, creating social media content and

promotions, cumulative portfolios, docudramas and other modes of creative

evaluation suitable for the course.

ESE: 50 marks

Pattern

Section A: 2x10=20

Section B: 1x15=15

Section C: 1x15=15

Students will be tested on their conceptual clarity, theoretical engagements,

application and analysis of given texts and contexts

Bhabha, Homi. “Signs Taken for Wonders.” The Post-Colonial Studies Reader. Eds. Bill Ashcroft, Gareth Griffiths, Helen Tiffin. Routledge, 1995.

Nayar, Pramod K. Postcolonial Literature: An Introduction. Pearson, 2008.

Young, Robert J. C. “Postcolonial Remains”. Postcolonial Studies: An Anthology, Wiley Blackwell, 2016. Print.

Lahiri, Jhumpa. The Namesake. HarperPerennial, 2007.

Adichie, Chimamanda Ngozi. Half of a Yellow Sun. HarperCollins UK, 2009.

Seth, Vikram. A Suitable Boy. Penguin Books India, 1994.

CIAs: 70%

ESE: 30%

CIA 1: 20 marks

The students can be tested through the writing of argumentative essays,

critical analysis of essays, class presentations, group discussions, creative

writing, creative visualizations either as individual or group work.

CIA 2: MSE – 50 Marks

Pattern

Section A: 2x10=20

Section B: 1x15=15

Section C: 1x15=15

Students will be tested on their conceptual clarity, theoretical engagements,

application and analysis of given texts and contexts

CIA 3: 20 marks

The students can be evaluated through exhibitions, visual essays or visual

stories, mini-documentaries, performances, creating social media content and

promotions, cumulative portfolios, docudramas and other modes of creative

evaluation suitable for the course.

ESE: 50 marks

Pattern

Section A: 2x10=20

Section B: 1x15=15

Section C: 1x15=15

Students will be tested on their conceptual clarity, theoretical engagements,

application and analysis of given texts and contexts

The purpose of this compulsory course is to introduce the concepts of language teaching and learning within classroom spaces and beyond, help students understand how pedagogic spaces are constructed and what their social implications are. The course also intends to explore issues related to assessment in formal as well as semi-formal settings. Through the development of a nuanced understanding about the language teaching and learning scenario at the local, regional, national, and global contexts, the learners would be able to hone skills and professional ethics in the domain of teaching and learning thereby enhancing their opportunities of employability and entrepreneurship in the field. The course has been conceptualized with the following objectives:

• Introduce the learners to the theories, debates, and dominant discourses in the domain of language teaching and learning.

• Familiarize the learners with the dominant methods and practices of language teaching and learning as well as the policies in the field.

• Create an awareness of the linguistic competencies of the learners and thereby enhance their understanding of the critical approach to pedagogy through an experiential approach

This unit provides Introductory sessions on conceptualising and developing perspectives on classrooms, pedagogies, and language teaching. This unit will directly contribute of the skill development of the learners and train them to use various language teaching methods which in turn would enhance their employability.

48. Tracing historical developments in Language Teaching

49. Grammar translation

50. Direct method

51. Audio-lingual method

52. Situational language teaching

53. Total physical response

54. The natural approach

55. The communicative approach

56. The silent way

57. Suggestopedia

58. Community language learning

59. Task-based language teaching

60. Understanding notions of classrooms as pedagogic spaces.

Essential readings:

Richards, Jack. C. and Theodore. S. Rodgers. Approaches and Methods in Language Teaching. Cambridge University Press, 1986.

Widdowson, H. G. Teaching Language as Communication. Oxford University Press, 1978.

This unit focuses on the discursive construction class-room spaces and contextualises it with examples from around the globe. This unit will enable a nuanced understanding of the various cross-cutting issues related to education and human values, gender, professional ethics, and sustainability.

47. Global issues in language teaching

48. Contextualising English language education in the Indian context

49. Social identities in pedagogic spaces- challenges and concerns

50. Freire, Paulo. Pedagogy of the Oppressed: 30th Anniversary Edition. Bloomsbury Publishing USA, 2014.

Essential readings:

Bailey, Richard W. Images of English: A Cultural History of the Language. Cambridge University Press, 1991.

Freire, Paulo. Pedagogy of hope: Reliving pedagogy of the oppressed. Bloomsbury Publishing, 2014.

This unit exposes the learners to the linguistic and affective theories that help develop insights on the phenomenon of language acquisition and teaching and thereby expose the learners to issues of global concerns in the field.

41. Language Acquisition/ Learning theories

42. Brief introduction to the works of:

A) Behaviorsim: B.F. Skinner

B) Cognitivism: Noam Chomsky

C) Child Language Acquistion: Jean Piaget and Vygotsky

D) Second Language Acquistion: Stephen Krashen

E) Acculturation Model: Schumann

F) Accommodation theory: Giles & Byrne

G) Discourse theory: Hatch

H) Variable Competence Model: Ellis

I) Universal Hypothesis: Wode

J) Neurofunctional Theory: Lamendella

Essential readings:

Ellis, Rod. Understanding Second Language Acquisition. Oxford University Press, 1991.

This unit provides the learners a first-hand understanding on curriculum, syllabus and assessment practices and exposes them to the global issues related to the field.65. Syllabus, curriculum design

66. Major theories: Stenhouse, Tyler, Bobbitt, Taba, Nunan. (Major definitions, types and differences).

67. Understanding curriculum and syllabus

68. Processes in syllabus and curriculum design

69. Assessment

70. Understanding Evaluation, Assessment and Testing, Content-based and Skill-based Testing

71. Validity, reliability, standardised testing

72. Alternative teaching and assessment practices

Essential readings:

Durairajan, Geetha. Assessing Learners: A Pedagogic Resource. Cambridge University Press, 2015.

Richards, Jack. C. Curriculum Development in Language Teaching. Cambridge University Press, 2001.

This unit locates the context of English Language Teaching within India with special focus on the multilingual context of learning. This unit exposes the learners to various regional, local, and national debates related English Language policy and planning in the context of education.

16. Studies on bilingualism and multilingualism

17. Situating English language in a multilingual context

Essential readings:

Bayer, Jennifer. Language and social identity. Multilingualism in India. Multilingual Matters Ltd, 1990.

CIAs: 70%

ESE: 30%

CIA 1: 20 marks

The students can be tested through the writing of argumentative essays,

critical analysis of essays, class presentations, group discussions, creative

writing, creative visualizations either as individual or group work.

CIA 2: MSE – 50 Marks

Pattern

Section A: 2x10=20

Section B: 1x15=15

Section C: 1x15=15

Students will be tested on their conceptual clarity, theoretical engagements,

application and analysis of given texts and contexts

CIA 3: 20 marks

The students can be evaluated through exhibitions, visual essays or visual

stories, mini-documentaries, performances, creating social media content and

promotions, cumulative portfolios, docudramas and other modes of creative

evaluation suitable for the course.

ESE: 50 marks

Pattern

Section A: 2x10=20

Section B: 1x15=15

Section C: 1x15=15

Students will be tested on their conceptual clarity, theoretical engagements,

application and analysis of given texts and contexts

Widdowson, H. G. Teaching Language as Communication. Oxford University Press, 1978.

This course aims to address the ecological crisis which has become a defining feature of the current epoch. Conceived from an English Studies perspective, the course maps the ecological crisis and various associated movements through narratives. Through such a conceptualization, the course proposes to expose students to a wide variety of debates and discussions on ecological crisis and awareness drawing texts from different literary cultures and perspectives. The course also attempts to understand ecological crises as stemming from various socio-cultural and political entanglements with ecology. The texts in the course will give the students an overview of the global, national and regional discourses and debates pertaining to ecology and sustainability, thus helping them decode the global and local issues related to ecological violence and their interconnections. To give a multidimensional comprehension of various issues dealt through narratives, field visits are also included to the course structure.

Through classroom discussions, textual analysis, individual and group assignments, the course enables students to develop their critical thinking, analytical skills and raise awareness of nuances of ecological debates. The course thus aims to sensitize students about the environmental and social issues thereby enabling them to work with start-ups, NGOs and in other areas where social and environmental sensitivity and critical thinking are necessary. Texts range in focus and scope from regional, local, national, and global contexts and include engagement with cross-cutting issues such as gender and environmentalism.

The course aims to:

• Develop critical thinking and analytical skills through argumentative writing and class discussions.

• Create awareness of the ecological crisis through literary and visual narratives that expose the students to various local, regional and global issues.

• Analyse the questions of gender, race and ethnicity and their relevance in ecological discourses through various theoretical engagements.

• Examine the local environment and the questions of sustainability through field visits and field journals.

The unit will familiarise the students with key terms relating to ecological concerns and how they are defined and narrativised, especially in the arts and humanities. Giving instances from both global and national contexts, these readings will encourage learners to engage with discourses on sustainability and the role played by the arts and humanities. Texts range in focus and scope from regional, local, national, and global contexts and include engagement with cross-cutting issues such as gender and environmentalism.

Keywords - ecology, environment, nature, romanticism, wilderness, ecocriticism

Essential Readings:

73. Glotfelty, Cheryll. "Ecocriticism: literary studies in an age of environmental crisis." Interconnections Between Human and Ecosystem Health. Springer, Dordrecht, 1996, pp. 229-236.

Excerpts from:

74. White Jr., Lynn. "The Historical Roots of Our Ecologic Crisis, From Transcendence to Obsolescence: A Route Map”. The Ecocriticism Reader: Landmarks in Literary Ecology. 1996.

75. Carson, Rachel. Silent Spring. Houghton Mifflin Harcourt, 2002.

76. Buell, Lawrence. The Future of Environmental Criticism: Environmental Crisis and Literary Imagination. John Wiley & Sons, 2009.

77. Garrard, Greg. “Pastoral”. Ecocriticism. Routledge, 2011.

78. Ghosh, Amitav. The Great Derangement. Climate Change and the Unthinkable. University of Chicago Press, 2016.

This unit assists learners to identify and understand postcolonial concerns in contemporary ecological discourses. Readings have been selected from both national and global contexts to facilitate a holistic understanding of the topic. Texts range in focus and scope from regional, local, national, and global contexts and include engagement with cross-cutting issues such as gender and environmentalism.

Select Essays from:

Essential Reading:

1. DeLoughrey, Elizabeth M., and George B. Handley. Postcolonial Ecologies: Literatures of the Environment. OUP USA, 2011.

2. Guha, Ramachandra. "Radical American Environmentalism and Wilderness Preservation: A Third World Critique." The Ethics of the Environment, 1995, pp. 239-51.

3. Sinha, Indra. Animal’s People. Simon and Schuster, 2016.

4. Sarah, Joseph. Gift In Green. Translated by Valsan Thambu, Harper Collins, 2013.

This unit Introduces the interconnections of gender and ecological discourse through reading ecofeminist theoretical pieces and literary texts. The instructor can choose two texts for theoretical discussion and one from the literary narratives. Texts range in focus and scope from regional, local, national, and global contexts and include engagement with cross-cutting issues such as gender and environmentalism.

Essential Readings:

1. Merchant, Carolyn. “Gaia: Ecofeminism and the Earth.” Earthcare: Women and the Environment, Routledge, 2014.

2. Gaard, Greta. "Living interconnections with animals and nature." Ecofeminism: Women, animals, nature, 1993, pp. 1-12.

Excerpts from:

3. Shiva, Vandana. Staying Alive: Women, Ecology and Development. Zed Books, 1988.

4. Williams, Terry Tempest. The Clan of One-Breasted Women (1992). Penguin UK, 2021.

5. Castillo, Ana. So Far from God: A Novel. Plume Books, 1994.