Syllabus for

Academic Year  (2024)

Candidates who have not passed in at least 50% of the courses of the previous semesters are not promoted to the next year.

The pass criteria for the successful completion of the BA Economics/Honours/Honours with Research programme, shall be as follows:

a. Minimum of 40% aggregate marks in the CIA of a course

b. Minimum of 40% in the ESE of a course.

c. Minimum 50% aggregate in each Semester.

The Department stands out for the high profiles of its faculty in terms of the pedagogic innovativeness and research accomplishment. The current team of well-experienced faculty in the department contribute to research in broad and diverse areas. Publications of faculty focus on issues of current significance. The high standard of the publications earns them places in the popular Scopus indexed journals across the globe.

The department offers BA (Economics/Honours/Economics Honours with Research) programme excels in its theoretical orientation and analytical skill formation. Innovative teaching strategies bring exceptional learning experience for the students. Challenging academic engagements contribute to the holistic development of the young minds. Advanced training in quantitative tools and statistical applications make the undergraduates competent to qualify for the masters programmes of the best institutions of the world and attain career positions with prominent global corporations. The department’s triple major programme of Economics, Media and Political science combine the core areas of the three domains and provide students an experience of true interdisciplinary learning and wide career options.

Excellence in teaching and research in economics and service to the society

The BA Economics/Honours/Honours with Research Programme is designed to produce graduates trained in the application of knowledge in economics to real-life economic, financial, ethical and analytical problems encountered in the economy. It is structured to provide the students with the skills and professional acumen to become key players in the economy irrespective of their future job places and task diversification they would take up. The programme may enable the students to effectively apply their knowledge and skills to situations of economic, institutional and policy making both in governance and industry.

The programme has a rigorous focus on quantitative techniques and research methods which will orient the students in dealing with economic problems with a practical and analytical approach. The diversity and the spread of the programme ensure that the students receive sufficient experience of the current issues and crises of the world, especially that of the emerging economies. At the end of third year students will be awarded BA Economics Degree. After the successful completion of the three-year degree the students will have the option to do an Honours/Honours with Research in Economics in their Fourth year.

Programme Outcome/Programme Learning Goals/Programme Learning Outcome:

PO2: Apply knowledge and skills in economics, mathematics, statistics, and analytical software for conducting original and independent social science research.

PO3: Demonstrate the traits of an ethical global citizen by bringing in various perspectives, interests and biases, and articulate their effects in shaping, forming and manipulating worldviews in a cross-cultural environment.

PO4: Analyse and present critical perspectives on social issues, especially related to gender and environment, through an interdisciplinary lens

PO5: Develop employability or/and entrepreneurial skills to explore their own innovative competence and integrate their lived experiences into becoming effective leaders.

PO6: Exhibit self-motivation, adaptability and respect for peers in personal and professional engagements.

PO7: Demonstrate proficiency in both the use of formal written English (including correct use of referencing styles, such as APA) and the ability to deliver formal presentations before a variety of audiences.

PO8: Develop social awareness through activities such as service-learning and formulate constructive ways of engaging with different communities

PO9: Engage in effective dissemination of knowledge through research publications and presentations at various forums such as seminars and conferences.

Programme Educational Objective:

PEO2: Provide skills in academic research and economic analysis

POE3: Expose the students to real world economic experiences through service learning

POE4: Develop the competency to frame economic policies

This course is designed to give a systematic introduction to the basic concepts and key microeconomic theories and their empirical relevance in explaining real-life economic phenomenon. The course focuses on questions like why study microeconomics; how market works; what determines nature of market demand and supply curves, equilibrium prices and allocations of resources by individuals, firms and government; what determines consumer demand & its behaviours; elasticity of demand and the role of government policies regulating market outcomes; applications of supply, demand and elasticity. The course also covers recent developments in microeconomic concepts or cutting age topics such as asymmetric information and related issues like moral hazard and adverse selection problems.

Meaning, Nature, Scope, Importance of Micro economics, Why study economics? Scope and method of economics; the economic problem: scarcity and choice; the question of what to produce, how to produce and how to distribute output; science of economics; the basic competitive model; prices, property rights and profits; incentives and information; rationing; opportunity sets; economic systems; reading and working with graphs.

Meaning, Nature, Scope, Importance of Micro economics, Why study economics? Scope and method of economics; the economic problem: scarcity and choice; the question of what to produce, how to produce and how to distribute output; science of economics; the basic competitive model; prices, property rights and profits; incentives and information; rationing; opportunity sets; economic systems; reading and working with graphs.

Markets and competition; determinants of individual demand/supply; demand/supply schedule and demand/supply curve; market versus individual demand/supply; shifts in the demand/supply curve, demand and supply together; how prices allocate resources.

Markets and competition; determinants of individual demand/supply; demand/supply schedule and demand/supply curve; market versus individual demand/supply; shifts in the demand/supply curve, demand and supply together; how prices allocate resources.

Utility – Meaning and Types, Cardinal Approach: Law of Diminishing Marginal Utility, Law of EquiMarginal Utility, Consumer’s Equilibrium, the consumption decision - budget constraint, consumption and income/price changes, demand for all other goods and price changes; description of preferences (representing preferences with indifference curves); properties of indifference curves; consumer‘s optimum choice; income and substitution effects; Slutsky equation: Substitution effect, income Effect; Change in demand, rates of change, law of demand; Compensated demand curves.

Utility – Meaning and Types, Cardinal Approach: Law of Diminishing Marginal Utility, Law of EquiMarginal Utility, Consumer’s Equilibrium, the consumption decision - budget constraint, consumption and income/price changes, demand for all other goods and price changes; description of preferences (representing preferences with indifference curves); properties of indifference curves; consumer‘s optimum choice; income and substitution effects; Slutsky equation: Substitution effect, income Effect; Change in demand, rates of change, law of demand; Compensated demand curves.

The elasticity of demand: price elasticity of demand and its determinants; computing the price elasticity of demand; midpoint method; variety of demand curves; total revenue and the price elasticity of demand; elasticity and total revenue and other demand elasticities; The elasticity of supply; price elasticity of supply and its determinants; computing the price elasticity of supply; applications of supply, demand and elasticity.

The elasticity of demand: price elasticity of demand and its determinants; computing the price elasticity of demand; midpoint method; variety of demand curves; total revenue and the price elasticity of demand; elasticity and total revenue and other demand elasticities; The elasticity of supply; price elasticity of supply and its determinants; computing the price elasticity of supply; applications of supply, demand and elasticity.

Asymmetric information: Hidden actions: Principals, agents and moral hazard, Hidden characteristics: adverse selection and the lemons problem; signaling to convey private information, asymmetric information and public policy; Political economy: the condorcet voting paradox, arrow’s impossibility theorem, the median voter.

Asymmetric information: Hidden actions: Principals, agents and moral hazard, Hidden characteristics: adverse selection and the lemons problem; signaling to convey private information, asymmetric information and public policy; Political economy: the condorcet voting paradox, arrow’s impossibility theorem, the median voter.

Mankiw, N. G. (2017). Principles of Microeconomics (8 th ed.). MA: Cengage Learning.

Stiglitz, J. E., & Walsh, C. E. (2006). Principles of Microeconomics (4 th ed.). New York: W.W. Norton & Company Inc., International Student Edition.

Mankiw, N. G. (2011). Economics: Principles and Applications (10 th ed.). MA: Cengage Learning.

Pindyck, R. S., & Rubinfeld, D. L. (2013). Microeconomics (8 th ed.). New York: Pearson Education.

Salvatore, D. (2011). Managerial Economics in a Global Economy (7 th ed.). Oxford: Oxford University Press.

Samuelson, P. A., & Nordhaus, W.D. (2010). Economics (19 th ed.). New Delhi:  McGraw-Hill Companies.

This is the first of a compulsory two-course sequence. The objective of this sequence is to transmit the body of basic mathematics that enables the study of economic theory at the undergraduate level, specifically the courses on microeconomic theory, macroeconomic theory, statistics and econometrics set out in this syllabus. In this course, particular economic models are not the ends, but the means for illustrating the method of applying mathematical techniques to economic theory in general. The level of sophistication at which the material is to be taught is indicated by the contents of the prescribed textbook.

Sets and Set operations; Relations; Equations: Linear, Quadratic and Cubic; Simultaneous Equations; Functions: quadratic, polynomial, exponential and logarithmic; Graphs, Slopes and Intercept. Applications in Economics: Budget Line, Isoquant, Supply and Demand Analysis.

Sets and Set operations; Relations; Equations: Linear, Quadratic and Cubic; Simultaneous Equations; Functions: quadratic, polynomial, exponential and logarithmic; Graphs, Slopes and Intercept. Applications in Economics: Budget Line, Isoquant, Supply and Demand Analysis.

Limits; Continuity; Curvilinear Functions; the Derivative; Rules of Differentiation; Higher order Derivatives; Slope and Curvature-concavity and convexity, inflection points; Application in Economics: Relationship among Total, Marginal and Average Concepts, Optimisation of Economic Functions–Profit Maximization under Perfect Competition and Monopoly, Optimal Timing.

Limits; Continuity; Curvilinear Functions; the Derivative; Rules of Differentiation; Higher order Derivatives; Slope and Curvature-concavity and convexity, inflection points; Application in Economics: Relationship among Total, Marginal and Average Concepts, Optimisation of Economic Functions–Profit Maximization under Perfect Competition and Monopoly, Optimal Timing.

Multivariable Functions and Partial Derivatives; Rules of Partial Differentiation; First and Second-order Partial Derivatives; Applications in Economics: Marginal Productivities, Elasticities, Unconstrained Optimisation Problems-Price and Output Determination of a Multi-Product Firm, Profit Maximisation and Input Decision of a Firm under Competitive Market Structure.

Multivariable Functions and Partial Derivatives; Rules of Partial Differentiation; First and Second-order Partial Derivatives; Applications in Economics: Marginal Productivities, Elasticities, Unconstrained Optimisation Problems-Price and Output Determination of a Multi-Product Firm, Profit Maximisation and Input Decision of a Firm under Competitive Market Structure.

Implicit Functions, Homogeneous Function, Linear Homogeneous Function, Cobb-Douglas Production Function, Constant Elasticity of Substitution Production Function and their Properties, Optimization with Equality Constraint-Lagrangian Multiplier Method; Applications in Economics: Utility Maximization and Derivation of Marshallian Demand Function, Output Maximization with Cost Constrained, Cost Minimisation with Output Constrained.

Implicit Functions, Homogeneous Function, Linear Homogeneous Function, Cobb-Douglas Production Function, Constant Elasticity of Substitution Production Function and their Properties, Optimization with Equality Constraint-Lagrangian Multiplier Method; Applications in Economics: Utility Maximization and Derivation of Marshallian Demand Function, Output Maximization with Cost Constrained, Cost Minimisation with Output Constrained.

Sydsaeter, K. & Hammond, P. (2016). Mathematics for Economic Analysis. New Delhi: Pearson Education Inc.

Dowling, E. T. (2012). Schaum’s Outlines-Introduction to Mathematical Economics. (3rd ed.). New York: McGraw Hill.

Renshaw, G. (2011). Maths for Economics. (4t h ed.). Oxford: Oxford University Press.

Roser, M. (2003). Basic Mathematics for Economists.  (2nd ed.). New York: Routledge.

Course Description: 

This course on statistical methods using MS Excel begins with basic concepts and terminology related to statistical analysis and inference.  Then, the second module gives a detailed discussion of descriptive statistics starting from measures of central tendency to skewness and kurtosis.  A separate module has been developed to identify the nature and the extent of the relationship between variables (correlation and regression analysis), and ends with indices to give a broad understanding of the construction and problems involved in constructing macro-level indices like CPI and WPI.  MS Excel will be used to provide a practical-oriented approach towards the subject.

Course Objective:

This course has been designed to help students to:

1. demonstrate an understanding of the basic elements of data reading and visualisation. 
2. apply summary statistics to describe the problem through data. 
3. quantify the relationship between variables to test theory(ies).
4. apply the concept of index numbers to construct price, quantity and value indices.

Meaning; Scope of statistics; Importance and limitation of statistics Collection of Data: Planning and organising a statistical enquiry; Methods of collecting primary data; Sources of secondary data; Sampling: Census method vs. sample method; Classification of data: Meaning, methods of classification; Tabulation of data: meaning, role, parts of a table; General rules of tabulation; Presentation of data; Diagrams and graphs: General rules for construction a diagram; Types of diagrams; Types of graphs; Software applications using MS Excel.

Meaning; Scope of statistics; Importance and limitation of statistics Collection of Data: Planning and organising a statistical enquiry; Methods of collecting primary data; Sources of secondary data; Sampling: Census method vs. sample method; Classification of data: Meaning, methods of classification; Tabulation of data: meaning, role, parts of a table; General rules of tabulation; Presentation of data; Diagrams and graphs: General rules for construction a diagram; Types of diagrams; Types of graphs; Software applications using MS Excel.

Measures of Central Tendency: Mean, Median and Mode; Geometric and Harmonic means; Measures of Dispersion: Range, interquartile range and quartile deviation, mean deviation, standard deviation and Lorenz curve, Moments, Skewness and Kurtosis; Partition Values: Quartiles; deciles; percentiles; Software applications using MS Excel.

Measures of Central Tendency: Mean, Median and Mode; Geometric and Harmonic means; Measures of Dispersion: Range, interquartile range and quartile deviation, mean deviation, standard deviation and Lorenz curve, Moments, Skewness and Kurtosis; Partition Values: Quartiles; deciles; percentiles; Software applications using MS Excel.

Correlation Analysis: Meaning, types of correlation; Methods of studying correlation: Scatter diagram method, Karl Pearson’s coefficient of correlation, Spearman’s rank method, concurrent deviation method; Testing the significance of the correlation coefficient; Method of least squares: Introduction, estimation, the standard error of estimate, the coefficient of determination, properties of the OLS estimator.  Software applications using MS Excel.

Correlation Analysis: Meaning, types of correlation; Methods of studying correlation: Scatter diagram method, Karl Pearson’s coefficient of correlation, Spearman’s rank method, concurrent deviation method; Testing the significance of the correlation coefficient; Method of least squares: Introduction, estimation, the standard error of estimate, the coefficient of determination, properties of the OLS estimator.  Software applications using MS Excel.

Meaning and importance; problems in the construction of index numbers; Types of index numbers: price index; quantity index; value index; construction of price index numbers: unweighted and weighted indices (Lasperyre’s index, Paasche’s index, Fisher's ideal index); construction of quantity and value indices; tests of index numbers: Time reversal test; Factor reversal test; Splicing: Deflating process; Consumer Price Index (CPI): meaning and uses; problems in the construction of cost of living index; Methods of constructing cost of living index: Aggregate expenditure and family budget methods; Limitations of index numbers; Software applications.  Software applications using MS Excel.

Meaning and importance; problems in the construction of index numbers; Types of index numbers: price index; quantity index; value index; construction of price index numbers: unweighted and weighted indices (Lasperyre’s index, Paasche’s index, Fisher's ideal index); construction of quantity and value indices; tests of index numbers: Time reversal test; Factor reversal test; Splicing: Deflating process; Consumer Price Index (CPI): meaning and uses; problems in the construction of cost of living index; Methods of constructing cost of living index: Aggregate expenditure and family budget methods; Limitations of index numbers; Software applications.  Software applications using MS Excel.

Levine, D. M. (2005). Statistics for Managers Using Microsoft Excel (5th ed.).  New York: Prentice.

Lind, D. A., Waite, C. A., Marchal, W. G., & Wathen, S. A. (2005). Basic Statistics for Business & Economics.  New York: McGraw-Hill.

Sharma, J. K. (2010). Fundamentals of Business Statistics.  (2nd ed.).  New Delhi: Vikas Publishing House.

Freund, J. E., & Perles, B. M. (2007). Modern Elementary Statistics.  (12th ed.).  New Jersey: Prentice Hall.

Gupta, S. C., & Kapoor, V. K. (2007). Fundamentals of Applied Statistics.  (4th ed.).  New Delhi: Sultan Chand & Sons.

Larsen, R. J., & Marx, M. L. (2012). An Introduction to Mathematical Statistics and its Applications.  (5th ed.).  New Jersey: Prentice Hall.

Course Description: 

This course traces the evolution of the modern Indian Economy. It places the phenomenon of India’s economic development within the compulsions of colonial rule. Therefore, it serves as a background course for the study of Indian Economic issues and the Political  Economy of India. 

Course Objectives: 

The course aims to help students to: 

• perceive the importance of contextualising the discipline in historical terms;
• analyse the economic conditions of India, before and during the British rule and how it might have contributed to changing the patterns of production and consumption in the region; 
• emphasise the role of historical factors that led to the changing distribution of the gains and losses associated with economic growth.

Globalisation and colonialism; Theories of Economic History; Market Formation, Institutions, Class, Political Power and Resource Endowments; Colonial Narratives of India and beyond.

Globalisation and colonialism; Theories of Economic History; Market Formation, Institutions, Class, Political Power and Resource Endowments; Colonial Narratives of India and beyond.

Empires; Economic Conditions: Property, Village Community, Industry and Foreign Trade; Institutional Changes in Property Rights and its consequences; Patterns of Ownership, Tax, Tenancy and Land Markets.

Empires; Economic Conditions: Property, Village Community, Industry and Foreign Trade; Institutional Changes in Property Rights and its consequences; Patterns of Ownership, Tax, Tenancy and Land Markets.

The Agricultural Production Function; Trends in output and income, Factor, Credit and Product Market; Effects of Market Expansion and Stagnation.

The Agricultural Production Function; Trends in output and income, Factor, Credit and Product Market; Effects of Market Expansion and Stagnation.

 Types and patterns of Industrialization; Conditions of Small-Scale Industry; Textiles and Handicrafts; Large Scale Industry; Pre-war to World War II; Two major Industries; Cotton Textile and Jute.

 Types and patterns of Industrialization; Conditions of Small-Scale Industry; Textiles and Handicrafts; Large Scale Industry; Pre-war to World War II; Two major Industries; Cotton Textile and Jute.

Drivers of Infrastructure Investments; Irrigation; Railways; Roads and Inland Waterways; Post and Telegraph; Education and Health Care.

Drivers of Infrastructure Investments; Irrigation; Railways; Roads and Inland Waterways; Post and Telegraph; Education and Health Care.

This course is an intensive program for two semesters for all the students of the BA/BSc programmes (ENGH, ECOH, M&JH, PSYH, and POLS) that introduces students to a wide range of expository works in order to develop their knowledge of rhetoric and make them aware of the power of language. The course is designed to meet the rigorous requirements of graduate-level courses and therefore includes expository, analytical, personal, and argumentative texts from a variety of authors and historical contexts. It would allow students to work with the rhetorical situation, examining the authors’ purposes as well as the audiences and subjects in texts. The course is designed to engage students with rhetoric in multiple mediums, including visual media such as photographs, films, advertisements, comic strips, music videos, and TED talks; students would develop a sense to comprehend how a resource of language operates in any given text. In the semester the course focuses on famous rhetorical pieces from across the world to familiarise the learners with various techniques and principles.

The objective of the course is to

● Introduce learners to various types of rhetorical pieces - written, oral text and visual texts.

● Provide an understanding of various rhetorical strategies in various compositional pieces

● Famarlize learners with various strategies of reading and writing by exposing them to effective and ineffective rhetorical pieces.

The unit will focus on understanding rhetoric and various rhetorical situations. The aim is to assert the idea that rhetoric is always contextual and there is a link between the speaker, audience and what the content of the text is. This will enable students to understand the significance of context whether local, regional, national or global while analysing and composing a text. The unit deals with human values of people who have been subjected to terrorist attacks and colonialism.

1. 1. Introduction to Rhetoric and Rhetorical Situation.

a. Lou Gehrig (1939) “Farewell Speech” (Speech)

https://www.lougehrig.com/farewell/

2. SOAP Analysis: Through the analysis of the text the aim is to look at the mode in which various factors like subject, occasion, audience and purpose impact rhetoric. l

a. George W. Bush (2001) “9/11 Address to the Nation” (Speech)

http://www.americanrhetoric.com/speeches/gwbush911addresstothenation.htm

b. Jawaharlal Nehru (1947) “Tryst with Destiny” (Speech)

http://www.americanrhetoric.com/speeches/jawaharlalnehrutrystwithdestiny.htm

3. Ethos, Pathos and Logos: Understanding Aristotle’s concept of Ethos, Pathos and Logos is significant in understanding effective rhetoric. By looking at some of the famous rhetorical works the aim is to understand how the writer’s/ orators of some of the famous rhetorical pieces have used these elements to persuade the reader/ audience.

a. Ethos: i. King George VI (1939) “The King’s Speech” (Speech, can play part of the movie)

https://www.awesomestories.com/asset/view/George-VI-King-s-Speech-September-3-1939

ii. Judith Ortiz Cofer (1992) “The Myth of Latin Women: I Just met a Girl Named Maria” (Essay)

https://www.quia.com/files/quia/users/amccann10/Myth_of_a_Latin_Woman

b. Logos: i. Alice Waters (2006) “Slow Food Nation” (Essay)

https://www.thenation.com/article/slow-food-nation/

c. Pathos: i. Dwight D. Eisenhower (1944) “Order of the Day” (Speech)

https://www.whatsoproudlywehail.org/curriculum/the-american-calendar/order-ofthe-day-6-June-1944

d. Combining Ethos, Logos, and Pathos

i. Rabindranath Tagore (1941) “Crisis of Civilization”

https://www.scribd.com/doc/163829907/Rabindranath-Tagore-The-Crisis-of-Civilization

The unit will focus on understanding rhetoric and various rhetorical situations. The aim is to assert the idea that rhetoric is always contextual and there is a link between the speaker, audience and what the content of the text is. This will enable students to understand the significance of context whether local, regional, national or global while analysing and composing a text. The unit deals with human values of people who have been subjected to terrorist attacks and colonialism.

1. 1. Introduction to Rhetoric and Rhetorical Situation.

a. Lou Gehrig (1939) “Farewell Speech” (Speech)

https://www.lougehrig.com/farewell/

2. SOAP Analysis: Through the analysis of the text the aim is to look at the mode in which various factors like subject, occasion, audience and purpose impact rhetoric. l

a. George W. Bush (2001) “9/11 Address to the Nation” (Speech)

http://www.americanrhetoric.com/speeches/gwbush911addresstothenation.htm

b. Jawaharlal Nehru (1947) “Tryst with Destiny” (Speech)

http://www.americanrhetoric.com/speeches/jawaharlalnehrutrystwithdestiny.htm

3. Ethos, Pathos and Logos: Understanding Aristotle’s concept of Ethos, Pathos and Logos is significant in understanding effective rhetoric. By looking at some of the famous rhetorical works the aim is to understand how the writer’s/ orators of some of the famous rhetorical pieces have used these elements to persuade the reader/ audience.

a. Ethos: i. King George VI (1939) “The King’s Speech” (Speech, can play part of the movie)

https://www.awesomestories.com/asset/view/George-VI-King-s-Speech-September-3-1939

ii. Judith Ortiz Cofer (1992) “The Myth of Latin Women: I Just met a Girl Named Maria” (Essay)

https://www.quia.com/files/quia/users/amccann10/Myth_of_a_Latin_Woman

b. Logos: i. Alice Waters (2006) “Slow Food Nation” (Essay)

https://www.thenation.com/article/slow-food-nation/

c. Pathos: i. Dwight D. Eisenhower (1944) “Order of the Day” (Speech)

https://www.whatsoproudlywehail.org/curriculum/the-american-calendar/order-ofthe-day-6-June-1944

d. Combining Ethos, Logos, and Pathos

i. Rabindranath Tagore (1941) “Crisis of Civilization”

https://www.scribd.com/doc/163829907/Rabindranath-Tagore-The-Crisis-of-Civilization

The unit will focus on understanding rhetoric and various rhetorical situations. The aim is to assert the idea that rhetoric is always contextual and there is a link between the speaker, audience and what the content of the text is. This will enable students to understand the significance of context whether local, regional, national or global while analysing and composing a text. The unit deals with human values of people who have been subjected to terrorist attacks and colonialism.

1. 1. Introduction to Rhetoric and Rhetorical Situation.

a. Lou Gehrig (1939) “Farewell Speech” (Speech)

https://www.lougehrig.com/farewell/

2. SOAP Analysis: Through the analysis of the text the aim is to look at the mode in which various factors like subject, occasion, audience and purpose impact rhetoric. l

a. George W. Bush (2001) “9/11 Address to the Nation” (Speech)

http://www.americanrhetoric.com/speeches/gwbush911addresstothenation.htm

b. Jawaharlal Nehru (1947) “Tryst with Destiny” (Speech)

http://www.americanrhetoric.com/speeches/jawaharlalnehrutrystwithdestiny.htm

3. Ethos, Pathos and Logos: Understanding Aristotle’s concept of Ethos, Pathos and Logos is significant in understanding effective rhetoric. By looking at some of the famous rhetorical works the aim is to understand how the writer’s/ orators of some of the famous rhetorical pieces have used these elements to persuade the reader/ audience.

a. Ethos: i. King George VI (1939) “The King’s Speech” (Speech, can play part of the movie)

https://www.awesomestories.com/asset/view/George-VI-King-s-Speech-September-3-1939

ii. Judith Ortiz Cofer (1992) “The Myth of Latin Women: I Just met a Girl Named Maria” (Essay)

https://www.quia.com/files/quia/users/amccann10/Myth_of_a_Latin_Woman

b. Logos: i. Alice Waters (2006) “Slow Food Nation” (Essay)

https://www.thenation.com/article/slow-food-nation/

c. Pathos: i. Dwight D. Eisenhower (1944) “Order of the Day” (Speech)

https://www.whatsoproudlywehail.org/curriculum/the-american-calendar/order-ofthe-day-6-June-1944

d. Combining Ethos, Logos, and Pathos

i. Rabindranath Tagore (1941) “Crisis of Civilization”

https://www.scribd.com/doc/163829907/Rabindranath-Tagore-The-Crisis-of-Civilization

The unit will focus on understanding rhetoric and various rhetorical situations. The aim is to assert the idea that rhetoric is always contextual and there is a link between the speaker, audience and what the content of the text is. This will enable students to understand the significance of context whether local, regional, national or global while analysing and composing a text. The unit deals with human values of people who have been subjected to terrorist attacks and colonialism.

1. 1. Introduction to Rhetoric and Rhetorical Situation.

a. Lou Gehrig (1939) “Farewell Speech” (Speech)

https://www.lougehrig.com/farewell/

2. SOAP Analysis: Through the analysis of the text the aim is to look at the mode in which various factors like subject, occasion, audience and purpose impact rhetoric. l

a. George W. Bush (2001) “9/11 Address to the Nation” (Speech)

http://www.americanrhetoric.com/speeches/gwbush911addresstothenation.htm

b. Jawaharlal Nehru (1947) “Tryst with Destiny” (Speech)

http://www.americanrhetoric.com/speeches/jawaharlalnehrutrystwithdestiny.htm

3. Ethos, Pathos and Logos: Understanding Aristotle’s concept of Ethos, Pathos and Logos is significant in understanding effective rhetoric. By looking at some of the famous rhetorical works the aim is to understand how the writer’s/ orators of some of the famous rhetorical pieces have used these elements to persuade the reader/ audience.

a. Ethos: i. King George VI (1939) “The King’s Speech” (Speech, can play part of the movie)

https://www.awesomestories.com/asset/view/George-VI-King-s-Speech-September-3-1939

ii. Judith Ortiz Cofer (1992) “The Myth of Latin Women: I Just met a Girl Named Maria” (Essay)

https://www.quia.com/files/quia/users/amccann10/Myth_of_a_Latin_Woman

b. Logos: i. Alice Waters (2006) “Slow Food Nation” (Essay)

https://www.thenation.com/article/slow-food-nation/

c. Pathos: i. Dwight D. Eisenhower (1944) “Order of the Day” (Speech)

https://www.whatsoproudlywehail.org/curriculum/the-american-calendar/order-ofthe-day-6-June-1944

d. Combining Ethos, Logos, and Pathos

i. Rabindranath Tagore (1941) “Crisis of Civilization”

https://www.scribd.com/doc/163829907/Rabindranath-Tagore-The-Crisis-of-Civilization

The unit will focus on understanding rhetoric and various rhetorical situations. The aim is to assert the idea that rhetoric is always contextual and there is a link between the speaker, audience and what the content of the text is. This will enable students to understand the significance of context whether local, regional, national or global while analysing and composing a text. The unit deals with human values of people who have been subjected to terrorist attacks and colonialism.

1. 1. Introduction to Rhetoric and Rhetorical Situation.

a. Lou Gehrig (1939) “Farewell Speech” (Speech)

https://www.lougehrig.com/farewell/

2. SOAP Analysis: Through the analysis of the text the aim is to look at the mode in which various factors like subject, occasion, audience and purpose impact rhetoric. l

a. George W. Bush (2001) “9/11 Address to the Nation” (Speech)

http://www.americanrhetoric.com/speeches/gwbush911addresstothenation.htm

b. Jawaharlal Nehru (1947) “Tryst with Destiny” (Speech)

http://www.americanrhetoric.com/speeches/jawaharlalnehrutrystwithdestiny.htm

3. Ethos, Pathos and Logos: Understanding Aristotle’s concept of Ethos, Pathos and Logos is significant in understanding effective rhetoric. By looking at some of the famous rhetorical works the aim is to understand how the writer’s/ orators of some of the famous rhetorical pieces have used these elements to persuade the reader/ audience.

a. Ethos: i. King George VI (1939) “The King’s Speech” (Speech, can play part of the movie)

https://www.awesomestories.com/asset/view/George-VI-King-s-Speech-September-3-1939

ii. Judith Ortiz Cofer (1992) “The Myth of Latin Women: I Just met a Girl Named Maria” (Essay)

https://www.quia.com/files/quia/users/amccann10/Myth_of_a_Latin_Woman

b. Logos: i. Alice Waters (2006) “Slow Food Nation” (Essay)

https://www.thenation.com/article/slow-food-nation/

c. Pathos: i. Dwight D. Eisenhower (1944) “Order of the Day” (Speech)

https://www.whatsoproudlywehail.org/curriculum/the-american-calendar/order-ofthe-day-6-June-1944

d. Combining Ethos, Logos, and Pathos

i. Rabindranath Tagore (1941) “Crisis of Civilization”

https://www.scribd.com/doc/163829907/Rabindranath-Tagore-The-Crisis-of-Civilization

The unit will focus on understanding rhetoric and various rhetorical situations. The aim is to assert the idea that rhetoric is always contextual and there is a link between the speaker, audience and what the content of the text is. This will enable students to understand the significance of context whether local, regional, national or global while analysing and composing a text. The unit deals with human values of people who have been subjected to terrorist attacks and colonialism.

1. 1. Introduction to Rhetoric and Rhetorical Situation.

a. Lou Gehrig (1939) “Farewell Speech” (Speech)

https://www.lougehrig.com/farewell/

2. SOAP Analysis: Through the analysis of the text the aim is to look at the mode in which various factors like subject, occasion, audience and purpose impact rhetoric. l

a. George W. Bush (2001) “9/11 Address to the Nation” (Speech)

http://www.americanrhetoric.com/speeches/gwbush911addresstothenation.htm

b. Jawaharlal Nehru (1947) “Tryst with Destiny” (Speech)

http://www.americanrhetoric.com/speeches/jawaharlalnehrutrystwithdestiny.htm

3. Ethos, Pathos and Logos: Understanding Aristotle’s concept of Ethos, Pathos and Logos is significant in understanding effective rhetoric. By looking at some of the famous rhetorical works the aim is to understand how the writer’s/ orators of some of the famous rhetorical pieces have used these elements to persuade the reader/ audience.

a. Ethos: i. King George VI (1939) “The King’s Speech” (Speech, can play part of the movie)

https://www.awesomestories.com/asset/view/George-VI-King-s-Speech-September-3-1939

ii. Judith Ortiz Cofer (1992) “The Myth of Latin Women: I Just met a Girl Named Maria” (Essay)

https://www.quia.com/files/quia/users/amccann10/Myth_of_a_Latin_Woman

b. Logos: i. Alice Waters (2006) “Slow Food Nation” (Essay)

https://www.thenation.com/article/slow-food-nation/

c. Pathos: i. Dwight D. Eisenhower (1944) “Order of the Day” (Speech)

https://www.whatsoproudlywehail.org/curriculum/the-american-calendar/order-ofthe-day-6-June-1944

d. Combining Ethos, Logos, and Pathos

i. Rabindranath Tagore (1941) “Crisis of Civilization”

https://www.scribd.com/doc/163829907/Rabindranath-Tagore-The-Crisis-of-Civilization

The unit will focus on understanding rhetoric and various rhetorical situations. The aim is to assert the idea that rhetoric is always contextual and there is a link between the speaker, audience and what the content of the text is. This will enable students to understand the significance of context whether local, regional, national or global while analysing and composing a text. The unit deals with human values of people who have been subjected to terrorist attacks and colonialism.

1. 1. Introduction to Rhetoric and Rhetorical Situation.

a. Lou Gehrig (1939) “Farewell Speech” (Speech)

https://www.lougehrig.com/farewell/

2. SOAP Analysis: Through the analysis of the text the aim is to look at the mode in which various factors like subject, occasion, audience and purpose impact rhetoric. l

a. George W. Bush (2001) “9/11 Address to the Nation” (Speech)

http://www.americanrhetoric.com/speeches/gwbush911addresstothenation.htm

b. Jawaharlal Nehru (1947) “Tryst with Destiny” (Speech)

http://www.americanrhetoric.com/speeches/jawaharlalnehrutrystwithdestiny.htm

3. Ethos, Pathos and Logos: Understanding Aristotle’s concept of Ethos, Pathos and Logos is significant in understanding effective rhetoric. By looking at some of the famous rhetorical works the aim is to understand how the writer’s/ orators of some of the famous rhetorical pieces have used these elements to persuade the reader/ audience.

a. Ethos: i. King George VI (1939) “The King’s Speech” (Speech, can play part of the movie)

https://www.awesomestories.com/asset/view/George-VI-King-s-Speech-September-3-1939

ii. Judith Ortiz Cofer (1992) “The Myth of Latin Women: I Just met a Girl Named Maria” (Essay)

https://www.quia.com/files/quia/users/amccann10/Myth_of_a_Latin_Woman

b. Logos: i. Alice Waters (2006) “Slow Food Nation” (Essay)

https://www.thenation.com/article/slow-food-nation/

c. Pathos: i. Dwight D. Eisenhower (1944) “Order of the Day” (Speech)

https://www.whatsoproudlywehail.org/curriculum/the-american-calendar/order-ofthe-day-6-June-1944

d. Combining Ethos, Logos, and Pathos

i. Rabindranath Tagore (1941) “Crisis of Civilization”

https://www.scribd.com/doc/163829907/Rabindranath-Tagore-The-Crisis-of-Civilization

The unit will focus on understanding rhetoric and various rhetorical situations. The aim is to assert the idea that rhetoric is always contextual and there is a link between the speaker, audience and what the content of the text is. This will enable students to understand the significance of context whether local, regional, national or global while analysing and composing a text. The unit deals with human values of people who have been subjected to terrorist attacks and colonialism.

1. 1. Introduction to Rhetoric and Rhetorical Situation.

a. Lou Gehrig (1939) “Farewell Speech” (Speech)

https://www.lougehrig.com/farewell/

2. SOAP Analysis: Through the analysis of the text the aim is to look at the mode in which various factors like subject, occasion, audience and purpose impact rhetoric. l

a. George W. Bush (2001) “9/11 Address to the Nation” (Speech)

http://www.americanrhetoric.com/speeches/gwbush911addresstothenation.htm

b. Jawaharlal Nehru (1947) “Tryst with Destiny” (Speech)

http://www.americanrhetoric.com/speeches/jawaharlalnehrutrystwithdestiny.htm

3. Ethos, Pathos and Logos: Understanding Aristotle’s concept of Ethos, Pathos and Logos is significant in understanding effective rhetoric. By looking at some of the famous rhetorical works the aim is to understand how the writer’s/ orators of some of the famous rhetorical pieces have used these elements to persuade the reader/ audience.

a. Ethos: i. King George VI (1939) “The King’s Speech” (Speech, can play part of the movie)

https://www.awesomestories.com/asset/view/George-VI-King-s-Speech-September-3-1939

ii. Judith Ortiz Cofer (1992) “The Myth of Latin Women: I Just met a Girl Named Maria” (Essay)

https://www.quia.com/files/quia/users/amccann10/Myth_of_a_Latin_Woman

b. Logos: i. Alice Waters (2006) “Slow Food Nation” (Essay)

https://www.thenation.com/article/slow-food-nation/

c. Pathos: i. Dwight D. Eisenhower (1944) “Order of the Day” (Speech)

https://www.whatsoproudlywehail.org/curriculum/the-american-calendar/order-ofthe-day-6-June-1944

d. Combining Ethos, Logos, and Pathos

i. Rabindranath Tagore (1941) “Crisis of Civilization”

https://www.scribd.com/doc/163829907/Rabindranath-Tagore-The-Crisis-of-Civilization

The unit will focus on understanding rhetoric and various rhetorical situations. The aim is to assert the idea that rhetoric is always contextual and there is a link between the speaker, audience and what the content of the text is. This will enable students to understand the significance of context whether local, regional, national or global while analysing and composing a text. The unit deals with human values of people who have been subjected to terrorist attacks and colonialism.

1. 1. Introduction to Rhetoric and Rhetorical Situation.

a. Lou Gehrig (1939) “Farewell Speech” (Speech)

https://www.lougehrig.com/farewell/

2. SOAP Analysis: Through the analysis of the text the aim is to look at the mode in which various factors like subject, occasion, audience and purpose impact rhetoric. l

a. George W. Bush (2001) “9/11 Address to the Nation” (Speech)

http://www.americanrhetoric.com/speeches/gwbush911addresstothenation.htm

b. Jawaharlal Nehru (1947) “Tryst with Destiny” (Speech)

http://www.americanrhetoric.com/speeches/jawaharlalnehrutrystwithdestiny.htm

3. Ethos, Pathos and Logos: Understanding Aristotle’s concept of Ethos, Pathos and Logos is significant in understanding effective rhetoric. By looking at some of the famous rhetorical works the aim is to understand how the writer’s/ orators of some of the famous rhetorical pieces have used these elements to persuade the reader/ audience.

a. Ethos: i. King George VI (1939) “The King’s Speech” (Speech, can play part of the movie)

https://www.awesomestories.com/asset/view/George-VI-King-s-Speech-September-3-1939

ii. Judith Ortiz Cofer (1992) “The Myth of Latin Women: I Just met a Girl Named Maria” (Essay)

https://www.quia.com/files/quia/users/amccann10/Myth_of_a_Latin_Woman

b. Logos: i. Alice Waters (2006) “Slow Food Nation” (Essay)

https://www.thenation.com/article/slow-food-nation/

c. Pathos: i. Dwight D. Eisenhower (1944) “Order of the Day” (Speech)

https://www.whatsoproudlywehail.org/curriculum/the-american-calendar/order-ofthe-day-6-June-1944

d. Combining Ethos, Logos, and Pathos

i. Rabindranath Tagore (1941) “Crisis of Civilization”

https://www.scribd.com/doc/163829907/Rabindranath-Tagore-The-Crisis-of-Civilization

The unit will focus on understanding rhetoric and various rhetorical situations. The aim is to assert the idea that rhetoric is always contextual and there is a link between the speaker, audience and what the content of the text is. This will enable students to understand the significance of context whether local, regional, national or global while analysing and composing a text. The unit deals with human values of people who have been subjected to terrorist attacks and colonialism.

1. 1. Introduction to Rhetoric and Rhetorical Situation.

a. Lou Gehrig (1939) “Farewell Speech” (Speech)

https://www.lougehrig.com/farewell/

2. SOAP Analysis: Through the analysis of the text the aim is to look at the mode in which various factors like subject, occasion, audience and purpose impact rhetoric. l

a. George W. Bush (2001) “9/11 Address to the Nation” (Speech)

http://www.americanrhetoric.com/speeches/gwbush911addresstothenation.htm

b. Jawaharlal Nehru (1947) “Tryst with Destiny” (Speech)

http://www.americanrhetoric.com/speeches/jawaharlalnehrutrystwithdestiny.htm

3. Ethos, Pathos and Logos: Understanding Aristotle’s concept of Ethos, Pathos and Logos is significant in understanding effective rhetoric. By looking at some of the famous rhetorical works the aim is to understand how the writer’s/ orators of some of the famous rhetorical pieces have used these elements to persuade the reader/ audience.

a. Ethos: i. King George VI (1939) “The King’s Speech” (Speech, can play part of the movie)

https://www.awesomestories.com/asset/view/George-VI-King-s-Speech-September-3-1939

ii. Judith Ortiz Cofer (1992) “The Myth of Latin Women: I Just met a Girl Named Maria” (Essay)

https://www.quia.com/files/quia/users/amccann10/Myth_of_a_Latin_Woman

b. Logos: i. Alice Waters (2006) “Slow Food Nation” (Essay)

https://www.thenation.com/article/slow-food-nation/

c. Pathos: i. Dwight D. Eisenhower (1944) “Order of the Day” (Speech)

https://www.whatsoproudlywehail.org/curriculum/the-american-calendar/order-ofthe-day-6-June-1944

d. Combining Ethos, Logos, and Pathos

i. Rabindranath Tagore (1941) “Crisis of Civilization”

https://www.scribd.com/doc/163829907/Rabindranath-Tagore-The-Crisis-of-Civilization

The unit will focus on understanding rhetoric and various rhetorical situations. The aim is to assert the idea that rhetoric is always contextual and there is a link between the speaker, audience and what the content of the text is. This will enable students to understand the significance of context whether local, regional, national or global while analysing and composing a text. The unit deals with human values of people who have been subjected to terrorist attacks and colonialism.

1. 1. Introduction to Rhetoric and Rhetorical Situation.

a. Lou Gehrig (1939) “Farewell Speech” (Speech)

https://www.lougehrig.com/farewell/

2. SOAP Analysis: Through the analysis of the text the aim is to look at the mode in which various factors like subject, occasion, audience and purpose impact rhetoric. l

a. George W. Bush (2001) “9/11 Address to the Nation” (Speech)

http://www.americanrhetoric.com/speeches/gwbush911addresstothenation.htm

b. Jawaharlal Nehru (1947) “Tryst with Destiny” (Speech)

http://www.americanrhetoric.com/speeches/jawaharlalnehrutrystwithdestiny.htm

3. Ethos, Pathos and Logos: Understanding Aristotle’s concept of Ethos, Pathos and Logos is significant in understanding effective rhetoric. By looking at some of the famous rhetorical works the aim is to understand how the writer’s/ orators of some of the famous rhetorical pieces have used these elements to persuade the reader/ audience.

a. Ethos: i. King George VI (1939) “The King’s Speech” (Speech, can play part of the movie)

https://www.awesomestories.com/asset/view/George-VI-King-s-Speech-September-3-1939

ii. Judith Ortiz Cofer (1992) “The Myth of Latin Women: I Just met a Girl Named Maria” (Essay)

https://www.quia.com/files/quia/users/amccann10/Myth_of_a_Latin_Woman

b. Logos: i. Alice Waters (2006) “Slow Food Nation” (Essay)

https://www.thenation.com/article/slow-food-nation/

c. Pathos: i. Dwight D. Eisenhower (1944) “Order of the Day” (Speech)

https://www.whatsoproudlywehail.org/curriculum/the-american-calendar/order-ofthe-day-6-June-1944

d. Combining Ethos, Logos, and Pathos

i. Rabindranath Tagore (1941) “Crisis of Civilization”

https://www.scribd.com/doc/163829907/Rabindranath-Tagore-The-Crisis-of-Civilization

This unit introduces the students to multiple ways of analysis, close reading, and usage of argumentative statements and diction. In addition to that the unit focuses on how to read visual texts from a global, national and regional perspective and the impact it has on the audience. The unit enhances the reading and comprehension skills of students and prepare them to get employed in content creation. The cross-cutting issues like race, caste, gender are incorporated in the unit.

1. Virginia Woolf (1942) “The Death of the Moth” (Essay)

https://www.sanjuan.edu/cms/lib8/CA01902727/Centricity/Domain/3981/Death%20of%20A%20Moth-Virginia%20Woolf%20copy.pdf

2. Groucho Marx (2006) “Dear Warner Brothers” (Letter) https://archive.org/details/Groucho_Marx_Letter_to_Warner_Brothers

3. ACLU (2000) “The Man on the Left” (Advertisement) https://www.mansonblog.com/2016/10/aclu-charles-manson-martin-luther-king.html

4. R. K. Laxman Political cartoons (Cartoon)

http://webneel.com/rk-lakshman-editorial-cartoons-indian-cartoonist (Political Cartoons)

5. Times of India (2017) ISRO launch cartoon (Cartoon)

https://www.tatacliq.com/que/isro-launch-breaks-record-memes/ISROLaunch

https://indianexpress.com/article/trending/trending-in-india/times-of-india-isro-104-satellite-launch-in-response-to-new-york-times-mangalyaan-cartoon-twitter-reactions-4529893

This unit introduces the students to multiple ways of analysis, close reading, and usage of argumentative statements and diction. In addition to that the unit focuses on how to read visual texts from a global, national and regional perspective and the impact it has on the audience. The unit enhances the reading and comprehension skills of students and prepare them to get employed in content creation. The cross-cutting issues like race, caste, gender are incorporated in the unit.

1. Virginia Woolf (1942) “The Death of the Moth” (Essay)

https://www.sanjuan.edu/cms/lib8/CA01902727/Centricity/Domain/3981/Death%20of%20A%20Moth-Virginia%20Woolf%20copy.pdf

2. Groucho Marx (2006) “Dear Warner Brothers” (Letter) https://archive.org/details/Groucho_Marx_Letter_to_Warner_Brothers

3. ACLU (2000) “The Man on the Left” (Advertisement) https://www.mansonblog.com/2016/10/aclu-charles-manson-martin-luther-king.html

4. R. K. Laxman Political cartoons (Cartoon)

http://webneel.com/rk-lakshman-editorial-cartoons-indian-cartoonist (Political Cartoons)

5. Times of India (2017) ISRO launch cartoon (Cartoon)

https://www.tatacliq.com/que/isro-launch-breaks-record-memes/ISROLaunch

https://indianexpress.com/article/trending/trending-in-india/times-of-india-isro-104-satellite-launch-in-response-to-new-york-times-mangalyaan-cartoon-twitter-reactions-4529893

This unit introduces the students to multiple ways of analysis, close reading, and usage of argumentative statements and diction. In addition to that the unit focuses on how to read visual texts from a global, national and regional perspective and the impact it has on the audience. The unit enhances the reading and comprehension skills of students and prepare them to get employed in content creation. The cross-cutting issues like race, caste, gender are incorporated in the unit.

1. Virginia Woolf (1942) “The Death of the Moth” (Essay)

https://www.sanjuan.edu/cms/lib8/CA01902727/Centricity/Domain/3981/Death%20of%20A%20Moth-Virginia%20Woolf%20copy.pdf

2. Groucho Marx (2006) “Dear Warner Brothers” (Letter) https://archive.org/details/Groucho_Marx_Letter_to_Warner_Brothers

3. ACLU (2000) “The Man on the Left” (Advertisement) https://www.mansonblog.com/2016/10/aclu-charles-manson-martin-luther-king.html

4. R. K. Laxman Political cartoons (Cartoon)

http://webneel.com/rk-lakshman-editorial-cartoons-indian-cartoonist (Political Cartoons)

5. Times of India (2017) ISRO launch cartoon (Cartoon)

https://www.tatacliq.com/que/isro-launch-breaks-record-memes/ISROLaunch

https://indianexpress.com/article/trending/trending-in-india/times-of-india-isro-104-satellite-launch-in-response-to-new-york-times-mangalyaan-cartoon-twitter-reactions-4529893

This unit introduces the students to multiple ways of analysis, close reading, and usage of argumentative statements and diction. In addition to that the unit focuses on how to read visual texts from a global, national and regional perspective and the impact it has on the audience. The unit enhances the reading and comprehension skills of students and prepare them to get employed in content creation. The cross-cutting issues like race, caste, gender are incorporated in the unit.

1. Virginia Woolf (1942) “The Death of the Moth” (Essay)

https://www.sanjuan.edu/cms/lib8/CA01902727/Centricity/Domain/3981/Death%20of%20A%20Moth-Virginia%20Woolf%20copy.pdf

2. Groucho Marx (2006) “Dear Warner Brothers” (Letter) https://archive.org/details/Groucho_Marx_Letter_to_Warner_Brothers

3. ACLU (2000) “The Man on the Left” (Advertisement) https://www.mansonblog.com/2016/10/aclu-charles-manson-martin-luther-king.html

4. R. K. Laxman Political cartoons (Cartoon)

http://webneel.com/rk-lakshman-editorial-cartoons-indian-cartoonist (Political Cartoons)

5. Times of India (2017) ISRO launch cartoon (Cartoon)

https://www.tatacliq.com/que/isro-launch-breaks-record-memes/ISROLaunch

https://indianexpress.com/article/trending/trending-in-india/times-of-india-isro-104-satellite-launch-in-response-to-new-york-times-mangalyaan-cartoon-twitter-reactions-4529893

This unit introduces the students to multiple ways of analysis, close reading, and usage of argumentative statements and diction. In addition to that the unit focuses on how to read visual texts from a global, national and regional perspective and the impact it has on the audience. The unit enhances the reading and comprehension skills of students and prepare them to get employed in content creation. The cross-cutting issues like race, caste, gender are incorporated in the unit.

1. Virginia Woolf (1942) “The Death of the Moth” (Essay)

https://www.sanjuan.edu/cms/lib8/CA01902727/Centricity/Domain/3981/Death%20of%20A%20Moth-Virginia%20Woolf%20copy.pdf

2. Groucho Marx (2006) “Dear Warner Brothers” (Letter) https://archive.org/details/Groucho_Marx_Letter_to_Warner_Brothers

3. ACLU (2000) “The Man on the Left” (Advertisement) https://www.mansonblog.com/2016/10/aclu-charles-manson-martin-luther-king.html

4. R. K. Laxman Political cartoons (Cartoon)

http://webneel.com/rk-lakshman-editorial-cartoons-indian-cartoonist (Political Cartoons)

5. Times of India (2017) ISRO launch cartoon (Cartoon)

https://www.tatacliq.com/que/isro-launch-breaks-record-memes/ISROLaunch

https://indianexpress.com/article/trending/trending-in-india/times-of-india-isro-104-satellite-launch-in-response-to-new-york-times-mangalyaan-cartoon-twitter-reactions-4529893

This unit introduces the students to multiple ways of analysis, close reading, and usage of argumentative statements and diction. In addition to that the unit focuses on how to read visual texts from a global, national and regional perspective and the impact it has on the audience. The unit enhances the reading and comprehension skills of students and prepare them to get employed in content creation. The cross-cutting issues like race, caste, gender are incorporated in the unit.

1. Virginia Woolf (1942) “The Death of the Moth” (Essay)

https://www.sanjuan.edu/cms/lib8/CA01902727/Centricity/Domain/3981/Death%20of%20A%20Moth-Virginia%20Woolf%20copy.pdf

2. Groucho Marx (2006) “Dear Warner Brothers” (Letter) https://archive.org/details/Groucho_Marx_Letter_to_Warner_Brothers

3. ACLU (2000) “The Man on the Left” (Advertisement) https://www.mansonblog.com/2016/10/aclu-charles-manson-martin-luther-king.html

4. R. K. Laxman Political cartoons (Cartoon)

http://webneel.com/rk-lakshman-editorial-cartoons-indian-cartoonist (Political Cartoons)

5. Times of India (2017) ISRO launch cartoon (Cartoon)

https://www.tatacliq.com/que/isro-launch-breaks-record-memes/ISROLaunch

https://indianexpress.com/article/trending/trending-in-india/times-of-india-isro-104-satellite-launch-in-response-to-new-york-times-mangalyaan-cartoon-twitter-reactions-4529893

This unit introduces the students to multiple ways of analysis, close reading, and usage of argumentative statements and diction. In addition to that the unit focuses on how to read visual texts from a global, national and regional perspective and the impact it has on the audience. The unit enhances the reading and comprehension skills of students and prepare them to get employed in content creation. The cross-cutting issues like race, caste, gender are incorporated in the unit.

1. Virginia Woolf (1942) “The Death of the Moth” (Essay)

https://www.sanjuan.edu/cms/lib8/CA01902727/Centricity/Domain/3981/Death%20of%20A%20Moth-Virginia%20Woolf%20copy.pdf

2. Groucho Marx (2006) “Dear Warner Brothers” (Letter) https://archive.org/details/Groucho_Marx_Letter_to_Warner_Brothers

3. ACLU (2000) “The Man on the Left” (Advertisement) https://www.mansonblog.com/2016/10/aclu-charles-manson-martin-luther-king.html

4. R. K. Laxman Political cartoons (Cartoon)

http://webneel.com/rk-lakshman-editorial-cartoons-indian-cartoonist (Political Cartoons)

5. Times of India (2017) ISRO launch cartoon (Cartoon)

https://www.tatacliq.com/que/isro-launch-breaks-record-memes/ISROLaunch

https://indianexpress.com/article/trending/trending-in-india/times-of-india-isro-104-satellite-launch-in-response-to-new-york-times-mangalyaan-cartoon-twitter-reactions-4529893

This unit introduces the students to multiple ways of analysis, close reading, and usage of argumentative statements and diction. In addition to that the unit focuses on how to read visual texts from a global, national and regional perspective and the impact it has on the audience. The unit enhances the reading and comprehension skills of students and prepare them to get employed in content creation. The cross-cutting issues like race, caste, gender are incorporated in the unit.

1. Virginia Woolf (1942) “The Death of the Moth” (Essay)

https://www.sanjuan.edu/cms/lib8/CA01902727/Centricity/Domain/3981/Death%20of%20A%20Moth-Virginia%20Woolf%20copy.pdf

2. Groucho Marx (2006) “Dear Warner Brothers” (Letter) https://archive.org/details/Groucho_Marx_Letter_to_Warner_Brothers

3. ACLU (2000) “The Man on the Left” (Advertisement) https://www.mansonblog.com/2016/10/aclu-charles-manson-martin-luther-king.html

4. R. K. Laxman Political cartoons (Cartoon)

http://webneel.com/rk-lakshman-editorial-cartoons-indian-cartoonist (Political Cartoons)

5. Times of India (2017) ISRO launch cartoon (Cartoon)

https://www.tatacliq.com/que/isro-launch-breaks-record-memes/ISROLaunch

https://indianexpress.com/article/trending/trending-in-india/times-of-india-isro-104-satellite-launch-in-response-to-new-york-times-mangalyaan-cartoon-twitter-reactions-4529893

This unit introduces the students to multiple ways of analysis, close reading, and usage of argumentative statements and diction. In addition to that the unit focuses on how to read visual texts from a global, national and regional perspective and the impact it has on the audience. The unit enhances the reading and comprehension skills of students and prepare them to get employed in content creation. The cross-cutting issues like race, caste, gender are incorporated in the unit.

1. Virginia Woolf (1942) “The Death of the Moth” (Essay)

https://www.sanjuan.edu/cms/lib8/CA01902727/Centricity/Domain/3981/Death%20of%20A%20Moth-Virginia%20Woolf%20copy.pdf

2. Groucho Marx (2006) “Dear Warner Brothers” (Letter) https://archive.org/details/Groucho_Marx_Letter_to_Warner_Brothers

3. ACLU (2000) “The Man on the Left” (Advertisement) https://www.mansonblog.com/2016/10/aclu-charles-manson-martin-luther-king.html

4. R. K. Laxman Political cartoons (Cartoon)

http://webneel.com/rk-lakshman-editorial-cartoons-indian-cartoonist (Political Cartoons)

5. Times of India (2017) ISRO launch cartoon (Cartoon)

https://www.tatacliq.com/que/isro-launch-breaks-record-memes/ISROLaunch

https://indianexpress.com/article/trending/trending-in-india/times-of-india-isro-104-satellite-launch-in-response-to-new-york-times-mangalyaan-cartoon-twitter-reactions-4529893

This unit introduces the students to multiple ways of analysis, close reading, and usage of argumentative statements and diction. In addition to that the unit focuses on how to read visual texts from a global, national and regional perspective and the impact it has on the audience. The unit enhances the reading and comprehension skills of students and prepare them to get employed in content creation. The cross-cutting issues like race, caste, gender are incorporated in the unit.

1. Virginia Woolf (1942) “The Death of the Moth” (Essay)

https://www.sanjuan.edu/cms/lib8/CA01902727/Centricity/Domain/3981/Death%20of%20A%20Moth-Virginia%20Woolf%20copy.pdf

2. Groucho Marx (2006) “Dear Warner Brothers” (Letter) https://archive.org/details/Groucho_Marx_Letter_to_Warner_Brothers

3. ACLU (2000) “The Man on the Left” (Advertisement) https://www.mansonblog.com/2016/10/aclu-charles-manson-martin-luther-king.html

4. R. K. Laxman Political cartoons (Cartoon)

http://webneel.com/rk-lakshman-editorial-cartoons-indian-cartoonist (Political Cartoons)

5. Times of India (2017) ISRO launch cartoon (Cartoon)

https://www.tatacliq.com/que/isro-launch-breaks-record-memes/ISROLaunch

https://indianexpress.com/article/trending/trending-in-india/times-of-india-isro-104-satellite-launch-in-response-to-new-york-times-mangalyaan-cartoon-twitter-reactions-4529893

This unit introduces the students to multiple ways of analysis, close reading, and usage of argumentative statements and diction. In addition to that the unit focuses on how to read visual texts from a global, national and regional perspective and the impact it has on the audience. The unit enhances the reading and comprehension skills of students and prepare them to get employed in content creation. The cross-cutting issues like race, caste, gender are incorporated in the unit.

1. Virginia Woolf (1942) “The Death of the Moth” (Essay)

https://www.sanjuan.edu/cms/lib8/CA01902727/Centricity/Domain/3981/Death%20of%20A%20Moth-Virginia%20Woolf%20copy.pdf

2. Groucho Marx (2006) “Dear Warner Brothers” (Letter) https://archive.org/details/Groucho_Marx_Letter_to_Warner_Brothers

3. ACLU (2000) “The Man on the Left” (Advertisement) https://www.mansonblog.com/2016/10/aclu-charles-manson-martin-luther-king.html

4. R. K. Laxman Political cartoons (Cartoon)

http://webneel.com/rk-lakshman-editorial-cartoons-indian-cartoonist (Political Cartoons)

5. Times of India (2017) ISRO launch cartoon (Cartoon)

https://www.tatacliq.com/que/isro-launch-breaks-record-memes/ISROLaunch

https://indianexpress.com/article/trending/trending-in-india/times-of-india-isro-104-satellite-launch-in-response-to-new-york-times-mangalyaan-cartoon-twitter-reactions-4529893

The unit engages with the questions on why some texts are effective rhetorical pieces as opposed to others. A few texts will be analysed to look at different rhetorical situations, and how it is effective and ineffective in persuading the audience/ reader. The selected texts deal with the issues of animal rights, nuclear rights, food crisis, and holocaust (human values) and help the students to engage with global scenario of the issues concerned. Any five of the suggested topics can be taken in class.

1. PETA, Feeding Kids Meat Is Child Abuse (Advertisement) https://www.peta.org/wp-content/uploads/2010/07/childabuseBB72.jpg

2. Anne Applebaum (2011) “If the Japanese Can’t Build a Safe Reactor, Who Can?” (Essay) https://www.washingtonpost.com/opinions/if-the-japanese-cant-build-a-safe-reactor-who-can/2011/03/14/ABCJvuV_story.html?utm_term=.8

3. Simon Lancaster (2016) Ted Talk: Speak Like a Leader (Speech) https://www.youtube.com/watch?v=bGBamfWasNQ

4. Understanding Argument: Csalexander03 (2012) Why Investing in Fast Food May Be a Good Thing by Amy Domini (Essay) https://csalexander03.wordpress.com/2012/12/04/why-investing-in-fast-food-may-be-a-good-thing-by-amy-domini/

5. The New York Times (2004) Felons and the Right to Vote (Essay) http://www.nytimes.com/2004/07/11/opinion/felons-and-the-right-to-vote.html

6. Using Visual text for Argument: Objevit.cz (2017) “Holocaust + Selfie Culture = ‘Yolocaust’” (Video) https://www.youtube.com/watch?v=mjjV_X5re4g

The unit engages with the questions on why some texts are effective rhetorical pieces as opposed to others. A few texts will be analysed to look at different rhetorical situations, and how it is effective and ineffective in persuading the audience/ reader. The selected texts deal with the issues of animal rights, nuclear rights, food crisis, and holocaust (human values) and help the students to engage with global scenario of the issues concerned. Any five of the suggested topics can be taken in class.

1. PETA, Feeding Kids Meat Is Child Abuse (Advertisement) https://www.peta.org/wp-content/uploads/2010/07/childabuseBB72.jpg

2. Anne Applebaum (2011) “If the Japanese Can’t Build a Safe Reactor, Who Can?” (Essay) https://www.washingtonpost.com/opinions/if-the-japanese-cant-build-a-safe-reactor-who-can/2011/03/14/ABCJvuV_story.html?utm_term=.8

3. Simon Lancaster (2016) Ted Talk: Speak Like a Leader (Speech) https://www.youtube.com/watch?v=bGBamfWasNQ

4. Understanding Argument: Csalexander03 (2012) Why Investing in Fast Food May Be a Good Thing by Amy Domini (Essay) https://csalexander03.wordpress.com/2012/12/04/why-investing-in-fast-food-may-be-a-good-thing-by-amy-domini/

5. The New York Times (2004) Felons and the Right to Vote (Essay) http://www.nytimes.com/2004/07/11/opinion/felons-and-the-right-to-vote.html

6. Using Visual text for Argument: Objevit.cz (2017) “Holocaust + Selfie Culture = ‘Yolocaust’” (Video) https://www.youtube.com/watch?v=mjjV_X5re4g

The unit engages with the questions on why some texts are effective rhetorical pieces as opposed to others. A few texts will be analysed to look at different rhetorical situations, and how it is effective and ineffective in persuading the audience/ reader. The selected texts deal with the issues of animal rights, nuclear rights, food crisis, and holocaust (human values) and help the students to engage with global scenario of the issues concerned. Any five of the suggested topics can be taken in class.

1. PETA, Feeding Kids Meat Is Child Abuse (Advertisement) https://www.peta.org/wp-content/uploads/2010/07/childabuseBB72.jpg

2. Anne Applebaum (2011) “If the Japanese Can’t Build a Safe Reactor, Who Can?” (Essay) https://www.washingtonpost.com/opinions/if-the-japanese-cant-build-a-safe-reactor-who-can/2011/03/14/ABCJvuV_story.html?utm_term=.8

3. Simon Lancaster (2016) Ted Talk: Speak Like a Leader (Speech) https://www.youtube.com/watch?v=bGBamfWasNQ

4. Understanding Argument: Csalexander03 (2012) Why Investing in Fast Food May Be a Good Thing by Amy Domini (Essay) https://csalexander03.wordpress.com/2012/12/04/why-investing-in-fast-food-may-be-a-good-thing-by-amy-domini/

5. The New York Times (2004) Felons and the Right to Vote (Essay) http://www.nytimes.com/2004/07/11/opinion/felons-and-the-right-to-vote.html

6. Using Visual text for Argument: Objevit.cz (2017) “Holocaust + Selfie Culture = ‘Yolocaust’” (Video) https://www.youtube.com/watch?v=mjjV_X5re4g

The unit engages with the questions on why some texts are effective rhetorical pieces as opposed to others. A few texts will be analysed to look at different rhetorical situations, and how it is effective and ineffective in persuading the audience/ reader. The selected texts deal with the issues of animal rights, nuclear rights, food crisis, and holocaust (human values) and help the students to engage with global scenario of the issues concerned. Any five of the suggested topics can be taken in class.

1. PETA, Feeding Kids Meat Is Child Abuse (Advertisement) https://www.peta.org/wp-content/uploads/2010/07/childabuseBB72.jpg

2. Anne Applebaum (2011) “If the Japanese Can’t Build a Safe Reactor, Who Can?” (Essay) https://www.washingtonpost.com/opinions/if-the-japanese-cant-build-a-safe-reactor-who-can/2011/03/14/ABCJvuV_story.html?utm_term=.8

3. Simon Lancaster (2016) Ted Talk: Speak Like a Leader (Speech) https://www.youtube.com/watch?v=bGBamfWasNQ

4. Understanding Argument: Csalexander03 (2012) Why Investing in Fast Food May Be a Good Thing by Amy Domini (Essay) https://csalexander03.wordpress.com/2012/12/04/why-investing-in-fast-food-may-be-a-good-thing-by-amy-domini/

5. The New York Times (2004) Felons and the Right to Vote (Essay) http://www.nytimes.com/2004/07/11/opinion/felons-and-the-right-to-vote.html

6. Using Visual text for Argument: Objevit.cz (2017) “Holocaust + Selfie Culture = ‘Yolocaust’” (Video) https://www.youtube.com/watch?v=mjjV_X5re4g

The unit engages with the questions on why some texts are effective rhetorical pieces as opposed to others. A few texts will be analysed to look at different rhetorical situations, and how it is effective and ineffective in persuading the audience/ reader. The selected texts deal with the issues of animal rights, nuclear rights, food crisis, and holocaust (human values) and help the students to engage with global scenario of the issues concerned. Any five of the suggested topics can be taken in class.

1. PETA, Feeding Kids Meat Is Child Abuse (Advertisement) https://www.peta.org/wp-content/uploads/2010/07/childabuseBB72.jpg

2. Anne Applebaum (2011) “If the Japanese Can’t Build a Safe Reactor, Who Can?” (Essay) https://www.washingtonpost.com/opinions/if-the-japanese-cant-build-a-safe-reactor-who-can/2011/03/14/ABCJvuV_story.html?utm_term=.8

3. Simon Lancaster (2016) Ted Talk: Speak Like a Leader (Speech) https://www.youtube.com/watch?v=bGBamfWasNQ

4. Understanding Argument: Csalexander03 (2012) Why Investing in Fast Food May Be a Good Thing by Amy Domini (Essay) https://csalexander03.wordpress.com/2012/12/04/why-investing-in-fast-food-may-be-a-good-thing-by-amy-domini/

5. The New York Times (2004) Felons and the Right to Vote (Essay) http://www.nytimes.com/2004/07/11/opinion/felons-and-the-right-to-vote.html

6. Using Visual text for Argument: Objevit.cz (2017) “Holocaust + Selfie Culture = ‘Yolocaust’” (Video) https://www.youtube.com/watch?v=mjjV_X5re4g

The unit engages with the questions on why some texts are effective rhetorical pieces as opposed to others. A few texts will be analysed to look at different rhetorical situations, and how it is effective and ineffective in persuading the audience/ reader. The selected texts deal with the issues of animal rights, nuclear rights, food crisis, and holocaust (human values) and help the students to engage with global scenario of the issues concerned. Any five of the suggested topics can be taken in class.

1. PETA, Feeding Kids Meat Is Child Abuse (Advertisement) https://www.peta.org/wp-content/uploads/2010/07/childabuseBB72.jpg

2. Anne Applebaum (2011) “If the Japanese Can’t Build a Safe Reactor, Who Can?” (Essay) https://www.washingtonpost.com/opinions/if-the-japanese-cant-build-a-safe-reactor-who-can/2011/03/14/ABCJvuV_story.html?utm_term=.8

3. Simon Lancaster (2016) Ted Talk: Speak Like a Leader (Speech) https://www.youtube.com/watch?v=bGBamfWasNQ

4. Understanding Argument: Csalexander03 (2012) Why Investing in Fast Food May Be a Good Thing by Amy Domini (Essay) https://csalexander03.wordpress.com/2012/12/04/why-investing-in-fast-food-may-be-a-good-thing-by-amy-domini/

5. The New York Times (2004) Felons and the Right to Vote (Essay) http://www.nytimes.com/2004/07/11/opinion/felons-and-the-right-to-vote.html

6. Using Visual text for Argument: Objevit.cz (2017) “Holocaust + Selfie Culture = ‘Yolocaust’” (Video) https://www.youtube.com/watch?v=mjjV_X5re4g

The unit engages with the questions on why some texts are effective rhetorical pieces as opposed to others. A few texts will be analysed to look at different rhetorical situations, and how it is effective and ineffective in persuading the audience/ reader. The selected texts deal with the issues of animal rights, nuclear rights, food crisis, and holocaust (human values) and help the students to engage with global scenario of the issues concerned. Any five of the suggested topics can be taken in class.

1. PETA, Feeding Kids Meat Is Child Abuse (Advertisement) https://www.peta.org/wp-content/uploads/2010/07/childabuseBB72.jpg

2. Anne Applebaum (2011) “If the Japanese Can’t Build a Safe Reactor, Who Can?” (Essay) https://www.washingtonpost.com/opinions/if-the-japanese-cant-build-a-safe-reactor-who-can/2011/03/14/ABCJvuV_story.html?utm_term=.8

3. Simon Lancaster (2016) Ted Talk: Speak Like a Leader (Speech) https://www.youtube.com/watch?v=bGBamfWasNQ

4. Understanding Argument: Csalexander03 (2012) Why Investing in Fast Food May Be a Good Thing by Amy Domini (Essay) https://csalexander03.wordpress.com/2012/12/04/why-investing-in-fast-food-may-be-a-good-thing-by-amy-domini/

5. The New York Times (2004) Felons and the Right to Vote (Essay) http://www.nytimes.com/2004/07/11/opinion/felons-and-the-right-to-vote.html

6. Using Visual text for Argument: Objevit.cz (2017) “Holocaust + Selfie Culture = ‘Yolocaust’” (Video) https://www.youtube.com/watch?v=mjjV_X5re4g

The unit engages with the questions on why some texts are effective rhetorical pieces as opposed to others. A few texts will be analysed to look at different rhetorical situations, and how it is effective and ineffective in persuading the audience/ reader. The selected texts deal with the issues of animal rights, nuclear rights, food crisis, and holocaust (human values) and help the students to engage with global scenario of the issues concerned. Any five of the suggested topics can be taken in class.

1. PETA, Feeding Kids Meat Is Child Abuse (Advertisement) https://www.peta.org/wp-content/uploads/2010/07/childabuseBB72.jpg

2. Anne Applebaum (2011) “If the Japanese Can’t Build a Safe Reactor, Who Can?” (Essay) https://www.washingtonpost.com/opinions/if-the-japanese-cant-build-a-safe-reactor-who-can/2011/03/14/ABCJvuV_story.html?utm_term=.8

3. Simon Lancaster (2016) Ted Talk: Speak Like a Leader (Speech) https://www.youtube.com/watch?v=bGBamfWasNQ

4. Understanding Argument: Csalexander03 (2012) Why Investing in Fast Food May Be a Good Thing by Amy Domini (Essay) https://csalexander03.wordpress.com/2012/12/04/why-investing-in-fast-food-may-be-a-good-thing-by-amy-domini/

5. The New York Times (2004) Felons and the Right to Vote (Essay) http://www.nytimes.com/2004/07/11/opinion/felons-and-the-right-to-vote.html

6. Using Visual text for Argument: Objevit.cz (2017) “Holocaust + Selfie Culture = ‘Yolocaust’” (Video) https://www.youtube.com/watch?v=mjjV_X5re4g

The unit engages with the questions on why some texts are effective rhetorical pieces as opposed to others. A few texts will be analysed to look at different rhetorical situations, and how it is effective and ineffective in persuading the audience/ reader. The selected texts deal with the issues of animal rights, nuclear rights, food crisis, and holocaust (human values) and help the students to engage with global scenario of the issues concerned. Any five of the suggested topics can be taken in class.

1. PETA, Feeding Kids Meat Is Child Abuse (Advertisement) https://www.peta.org/wp-content/uploads/2010/07/childabuseBB72.jpg

2. Anne Applebaum (2011) “If the Japanese Can’t Build a Safe Reactor, Who Can?” (Essay) https://www.washingtonpost.com/opinions/if-the-japanese-cant-build-a-safe-reactor-who-can/2011/03/14/ABCJvuV_story.html?utm_term=.8

3. Simon Lancaster (2016) Ted Talk: Speak Like a Leader (Speech) https://www.youtube.com/watch?v=bGBamfWasNQ

4. Understanding Argument: Csalexander03 (2012) Why Investing in Fast Food May Be a Good Thing by Amy Domini (Essay) https://csalexander03.wordpress.com/2012/12/04/why-investing-in-fast-food-may-be-a-good-thing-by-amy-domini/

5. The New York Times (2004) Felons and the Right to Vote (Essay) http://www.nytimes.com/2004/07/11/opinion/felons-and-the-right-to-vote.html

6. Using Visual text for Argument: Objevit.cz (2017) “Holocaust + Selfie Culture = ‘Yolocaust’” (Video) https://www.youtube.com/watch?v=mjjV_X5re4g

The unit engages with the questions on why some texts are effective rhetorical pieces as opposed to others. A few texts will be analysed to look at different rhetorical situations, and how it is effective and ineffective in persuading the audience/ reader. The selected texts deal with the issues of animal rights, nuclear rights, food crisis, and holocaust (human values) and help the students to engage with global scenario of the issues concerned. Any five of the suggested topics can be taken in class.

1. PETA, Feeding Kids Meat Is Child Abuse (Advertisement) https://www.peta.org/wp-content/uploads/2010/07/childabuseBB72.jpg

2. Anne Applebaum (2011) “If the Japanese Can’t Build a Safe Reactor, Who Can?” (Essay) https://www.washingtonpost.com/opinions/if-the-japanese-cant-build-a-safe-reactor-who-can/2011/03/14/ABCJvuV_story.html?utm_term=.8

3. Simon Lancaster (2016) Ted Talk: Speak Like a Leader (Speech) https://www.youtube.com/watch?v=bGBamfWasNQ

4. Understanding Argument: Csalexander03 (2012) Why Investing in Fast Food May Be a Good Thing by Amy Domini (Essay) https://csalexander03.wordpress.com/2012/12/04/why-investing-in-fast-food-may-be-a-good-thing-by-amy-domini/

5. The New York Times (2004) Felons and the Right to Vote (Essay) http://www.nytimes.com/2004/07/11/opinion/felons-and-the-right-to-vote.html

6. Using Visual text for Argument: Objevit.cz (2017) “Holocaust + Selfie Culture = ‘Yolocaust’” (Video) https://www.youtube.com/watch?v=mjjV_X5re4g

The unit engages with the questions on why some texts are effective rhetorical pieces as opposed to others. A few texts will be analysed to look at different rhetorical situations, and how it is effective and ineffective in persuading the audience/ reader. The selected texts deal with the issues of animal rights, nuclear rights, food crisis, and holocaust (human values) and help the students to engage with global scenario of the issues concerned. Any five of the suggested topics can be taken in class.

1. PETA, Feeding Kids Meat Is Child Abuse (Advertisement) https://www.peta.org/wp-content/uploads/2010/07/childabuseBB72.jpg

2. Anne Applebaum (2011) “If the Japanese Can’t Build a Safe Reactor, Who Can?” (Essay) https://www.washingtonpost.com/opinions/if-the-japanese-cant-build-a-safe-reactor-who-can/2011/03/14/ABCJvuV_story.html?utm_term=.8

3. Simon Lancaster (2016) Ted Talk: Speak Like a Leader (Speech) https://www.youtube.com/watch?v=bGBamfWasNQ

4. Understanding Argument: Csalexander03 (2012) Why Investing in Fast Food May Be a Good Thing by Amy Domini (Essay) https://csalexander03.wordpress.com/2012/12/04/why-investing-in-fast-food-may-be-a-good-thing-by-amy-domini/

5. The New York Times (2004) Felons and the Right to Vote (Essay) http://www.nytimes.com/2004/07/11/opinion/felons-and-the-right-to-vote.html

6. Using Visual text for Argument: Objevit.cz (2017) “Holocaust + Selfie Culture = ‘Yolocaust’” (Video) https://www.youtube.com/watch?v=mjjV_X5re4g

Mohr, K. A., & Mohr, E. S. (2017). Understanding Generation Z students to promote a contemporary learning environment. Journal on Empowering Teaching Excellence, 1(1), 84-94.

Seaboyer, J., & Barnett, T. (2019). New perspectives on reading and writing across the disciplines. Higher Education Research and Development, 38(1), 1-10.

This course is designed to give a systematic introduction to mainstream approaches to the study of macroeconomics. The course begins by introducing students to the various important macroeconomic variables and their measurement techniques. Then the course proceeds with a systematic introduction to the important macroeconomic theories of Classical economics and Keynesian systems. It has been designed in such a way that it stimulates awareness of evolution, critiques and debates in mainstream macroeconomic thought and provides insights into macroeconomic challenges and policy management in progressive nations.

Course Objectives

The course aims to: 

1. demonstrate an understanding of macroeconomic aggregates and measurement.
2. explain classical and Keynesian theories to understand how the equilibrium level of output and employment is determined in an economy..
3. provide a vivid outline to students on the evolution of macroeconomic thought.
4. train the students to analyse the dynamic interactions between the major macroeconomic variables.

Nature and scope of macroeconomics; meaning and definition of key macroeconomic variables; Central questions in Macroeconomics; National Income Accounts: GDP – National Income – Personal and Disposable Personal Income; National Income Accounting Identities, Issues in National Income Accounting; Cost of Living Index: GDP deflator, WPI, CPI, Core Inflation; Measures of Cyclical Variation in Output.

Nature and scope of macroeconomics; meaning and definition of key macroeconomic variables; Central questions in Macroeconomics; National Income Accounts: GDP – National Income – Personal and Disposable Personal Income; National Income Accounting Identities, Issues in National Income Accounting; Cost of Living Index: GDP deflator, WPI, CPI, Core Inflation; Measures of Cyclical Variation in Output.

The Classical Revolution; Wage, Employment and Production; Equilibrium Output and Employment; Quantity Theory of Money; The Classical Theory of the Interest Rate; Policy Implications of Classical Equilibrium Model.

The Classical Revolution; Wage, Employment and Production; Equilibrium Output and Employment; Quantity Theory of Money; The Classical Theory of the Interest Rate; Policy Implications of Classical Equilibrium Model.

Keynesian Revolution: Keynes’ attack on Classicals, Consumption Function: APC, MPC, APS and MPS, Keynesian model of income determination; income-consumption relationship: absolute, relative and permanent income hypotheses.

Keynesian Revolution: Keynes’ attack on Classicals, Consumption Function: APC, MPC, APS and MPS, Keynesian model of income determination; income-consumption relationship: absolute, relative and permanent income hypotheses.

Derivation of aggregate demand and aggregate supply curves; Effective demand: changes in equilibrium income, Effect of an increase in autonomous investment and taxes, Investment multiplier: Static and dynamic, balanced budget multiplier, Keynesian theory of demand for money and interest rate, Keynesian analysis on stickiness of wages and prices.

Derivation of aggregate demand and aggregate supply curves; Effective demand: changes in equilibrium income, Effect of an increase in autonomous investment and taxes, Investment multiplier: Static and dynamic, balanced budget multiplier, Keynesian theory of demand for money and interest rate, Keynesian analysis on stickiness of wages and prices.

Contemporary issues in macroeconomics, Debates and presentations on post Keynesian economics.

Contemporary issues in macroeconomics, Debates and presentations on post Keynesian economics.

Froyen, R. (2014). Macroeconomics: Theories and Policies (10th ed.). Pearson Education.

 Snowden, B. & Vane, H. R. (2005). Modern Macroeconomics: Its Origins, Development and Current State. United Kingdom: Edward Elgar Publishing.

McConnell, C. R., & Brue, S. L. (2011). Macroeconomics, Principles, Problems and Policies.  New York: McGraw Hill Inc.

This course aims to impart empirical and analytical skills which are highly essential for economics students especially to conduct data analysis. Therefore, the course begins with an introduction to MS Excel, managing data in MS Excel and doing basic statistical analysis using MS Excel.

Introduction to MS Excel: Features of MS Excel, Worksheets and Workbooks: Labeling and Naming Worksheets and Workbooks, Adding, Deleting and Saving Worksheets and Workbooks, Reposition Worksheets, Inserting, Deleting, and Renaming Worksheets, Copy Worksheets, Printing a Workbook, Formatting a Worksheet, Adding Elements to a Workbook, Protecting Worksheet and Workbook.  the Ribbon, Toolbar, Creating file, Formatting Cells.

Introduction to MS Excel: Features of MS Excel, Worksheets and Workbooks: Labeling and Naming Worksheets and Workbooks, Adding, Deleting and Saving Worksheets and Workbooks, Reposition Worksheets, Inserting, Deleting, and Renaming Worksheets, Copy Worksheets, Printing a Workbook, Formatting a Worksheet, Adding Elements to a Workbook, Protecting Worksheet and Workbook.  the Ribbon, Toolbar, Creating file, Formatting Cells.

Import external data, Creating a Table, Sorting Data into a Table, Data Validation, Consolidation, Defining Names in MS Excel, Macros: View Macros, Record Macros, Formulas and Functions: Creating a Formula, Formula Auditing, Meaning and Advantages of functions, Insert function, Use relative References, Basic Maths.

Import external data, Creating a Table, Sorting Data into a Table, Data Validation, Consolidation, Defining Names in MS Excel, Macros: View Macros, Record Macros, Formulas and Functions: Creating a Formula, Formula Auditing, Meaning and Advantages of functions, Insert function, Use relative References, Basic Maths.

Introduction to formula: formula anatomy, Math functions, Basic Statistics, Logical functions; Data tabulation: sorting, filtering; Graphical representation of data: column, bar, pie, line, area charts, Pivot tables; Descriptive Statistics.

Introduction to formula: formula anatomy, Math functions, Basic Statistics, Logical functions; Data tabulation: sorting, filtering; Graphical representation of data: column, bar, pie, line, area charts, Pivot tables; Descriptive Statistics.

Anderson, D. R., Sweeney, D. J., Williams, T. A., Camm, J. D., & Cochran, J. J. (2014). Essentials of Statistics for Business and Economics. Boston: Cengage Learning.

Lind, D. A., Waite, C. A., Marchal, W. G., & Wathen, S. A. (2005). Basic Statistics for Business & Economics. New York: McGraw-Hill.

Anderson, D. R., Sweeney, D. J., Williams, T. A., Camm, J. D., & Cochran, J. J. (2014). Essentials of Statistics for Business and Economics. Boston: Cengage Learning.

Lind, D. A., Waite, C. A., Marchal, W. G., & Wathen, S. A. (2005). Basic Statistics for Business & Economics. New York: McGraw-Hill.

Assessment outline:

Description

This course on Advanced Statistical Methods begins with basic concepts of probability, followed by probability distributions of discrete and continuous random variables and joint distributions. A detailed focus is given for inferential statistics (testing of hypothesis), and the course ends with parametric and non-parametric tests for better statistical inference.  The course content will be delivered using SPSS software for a better understanding of applied statistics.

Objectives

This course has been designed to help students to:

1. Demonstrate understanding of basic probability theory and relate sampling technique with theory of distribution; 
2. Understand the methodology of testing a theory/theories.
3. Apply different methods of hypothesis testing to verify theory/theories.

Sample spaces and events; probability axioms and properties; counting techniques; conditional probability and Bayes’ rule; independence.

Sample spaces and events; probability axioms and properties; counting techniques; conditional probability and Bayes’ rule; independence.

Defining random variables; Probability distributions; Expected values of random variables and functions of random variables; Properties of commonly used discrete and continuous distributions (Binomial, Normal and Poisson).

Defining random variables; Probability distributions; Expected values of random variables and functions of random variables; Properties of commonly used discrete and continuous distributions (Binomial, Normal and Poisson).

Meaning of hypothesis; Types and steps in testing of hypothesis; Flow diagram for hypothesis testing; Type I and Type II error; Two-tailed and One-tailed tests (basics); Importance of parametric and non-parametric tools.

Meaning of hypothesis; Types and steps in testing of hypothesis; Flow diagram for hypothesis testing; Type I and Type II error; Two-tailed and One-tailed tests (basics); Importance of parametric and non-parametric tools.

‘t’ Test: One sample ‘t’ test; Independent sample ‘t’ test; Paired sample ‘t’ test; z test, Analysis of variance (ANOVA).

‘t’ Test: One sample ‘t’ test; Independent sample ‘t’ test; Paired sample ‘t’ test; z test, Analysis of variance (ANOVA).

Chi-square test; Mann-Whitney test; Wilcoxon signed rank test; Kruskal-Wallis test; Friedman’s ANOVA.

Chi-square test; Mann-Whitney test; Wilcoxon signed rank test; Kruskal-Wallis test; Friedman’s ANOVA.

Anderson, D. R., Sweeney, D. J., Williams, T. A., Camm, J. D., & Cochran, J. J. (2014). Essentials of Statistics for Business and Economics. Boston: Cengage Learning.

Douglas, A. L., Lind, W. G. M., & Samuel, A. W. (2006). Basic Statistics for Business and Economics. New York: McGraw-Hill Education

Field, A. (2009). Discovering Statistics using SPSS. London: Sage publications.

Gibbs, G. R. (2002). Qualitative Data Analysis: Explorations with NVivo. Buckingham: Open University Press Hall.

Kothari, C. R. (2004). Research Methodology: Methods and Techniques. New Delhi: New Age International.

Levine, D. M. (2005). Statistics for Managers Using Microsoft Excel (5th ed.). New York: Prentice.

Sharma, J. K. (2010). Fundamentals of Business Statistics. New Delhi: Vikas Publishing House.

Croxton, F. E. F. E., & Cowden, D. J. (1955). Applied General Statistics. New Jersey: Prentice Hall. Inc.

Freund, J. E., & Perles, B. M. (2007). Modern Elementary Statistics. New Jersey: Prentice Hall.

Gupta, S. C., & Kapoor, V. K. (2007). Fundamentals of Applied Statistics. New Delhi: Sultan Chand & Sons.

Larsen, R. J., & Marx, M. L. (2012). An Introduction to Mathematical Statistics and its Applications. (5th ed.). New Jersey: Prentice Hall.

This course is the second part of a compulsory two-course sequence. This part is to be taught in Semester II following the first part in Semester I. The course gives an introduction to linear algebra, integral calculus, differential equations and difference equations; and their applications in economics.

Course Objectives

The course aims to help students to: 

1. understand linear algebra and calculus and its application in economics. 
2. apply the mathematical tools and techniques that are commonly applied to understand and analyse economic models like the Leontief model, growth model, cobweb model etc.

Matrix; Matrix Operations: Addition, Subtraction, Scalar Multiplication and Multiplication; Laws of Matrix Algebra: Commutative, Associative and Distributive; Matrix expression of a System of Linear Equations.

Matrix; Matrix Operations: Addition, Subtraction, Scalar Multiplication and Multiplication; Laws of Matrix Algebra: Commutative, Associative and Distributive; Matrix expression of a System of Linear Equations.

Determinants; Rank of a Matrix; Minors, Cofactors, Adjoint and Inverse Matrices; Laplace Expansion; Solving Linear Equations with the Inverse; Cramer’s Rule for Matrix Solutions; Application in Economics: Input-Output Analysis using Matrices.

Determinants; Rank of a Matrix; Minors, Cofactors, Adjoint and Inverse Matrices; Laplace Expansion; Solving Linear Equations with the Inverse; Cramer’s Rule for Matrix Solutions; Application in Economics: Input-Output Analysis using Matrices.

Integration; Indefinite and Definite Integral; Riemann integral; Numerical methods of evaluating the integral; Fundamental Theorem of the Calculus; Rules of Integration; Integration by substitution; Integration by Parts; Application of Integral Calculus in Economics: Marginal Revenue to Total Revenue, Marginal Cost to Total Cost, Investment and Time Path, Consumers’ and Producers’ Surplus in Market Equilibrium.

Integration; Indefinite and Definite Integral; Riemann integral; Numerical methods of evaluating the integral; Fundamental Theorem of the Calculus; Rules of Integration; Integration by substitution; Integration by Parts; Application of Integral Calculus in Economics: Marginal Revenue to Total Revenue, Marginal Cost to Total Cost, Investment and Time Path, Consumers’ and Producers’ Surplus in Market Equilibrium.

Introduction to Differential Equations: Definitions and Concepts; Exact Differential Equation, Integrating Factor, First-Order Linear Differential Equations-Homogeneous Equation with variable Coefficient, Homogeneous Equation with Constant Coefficient; Non-homogeneous equation with constant coefficient, Economic Application of First-Order Differential Equations: Domar’s growth Model, Dynamic of Market Price-Time Path and Dynamic Stability of Equilibrium

Introduction to Differential Equations: Definitions and Concepts; Exact Differential Equation, Integrating Factor, First-Order Linear Differential Equations-Homogeneous Equation with variable Coefficient, Homogeneous Equation with Constant Coefficient; Non-homogeneous equation with constant coefficient, Economic Application of First-Order Differential Equations: Domar’s growth Model, Dynamic of Market Price-Time Path and Dynamic Stability of Equilibrium

Introduction to Difference Equations: Definitions and Concepts; Finite differences; First-Order Linear Difference Equation- Solution of Homogeneous Equations, Solution of Non- homogeneous Equations, Nature of Time Path-A Graphical Approach; Application in Economics: The Cobweb Model; Harrod Model, Dynamic Multiplier.

Introduction to Difference Equations: Definitions and Concepts; Finite differences; First-Order Linear Difference Equation- Solution of Homogeneous Equations, Solution of Non- homogeneous Equations, Nature of Time Path-A Graphical Approach; Application in Economics: The Cobweb Model; Harrod Model, Dynamic Multiplier.

Sydsaeter, K. & Hammond, P. (2016). Mathematics for Economic Analysis. New Delhi: Pearson Education Inc.

Dowling, E. T. (2012). Schaum’s Outlines-Introduction to Mathematical Economics. (3rd ed.). New York: McGraw Hill.

Roser, M. (2003). Basic Mathematics for Economists.  (2nd ed.). New York: Routledge.

Course Description:

This course enables students to apply theoretical knowledge acquired in their first and second-semester courses to practical applications.  Hence, the students are expected to complete a short internship during the summer break after the second semester as part of the course curriculum.   Having undergone extensive understanding/training in Economic theories, Mathematical Methods, and Statistics, this course enables students to demonstrate an understanding of how to apply theoretical knowledge to practice in different organizations/institutions of their choice.  The minimum duration of the internship is stipulated as eight weeks.  It is evaluated based on set criteria out of 100 marks and has a maximum of four (4) credits.

(This course is one of the requirements for students who exit in the 1st year of B.A. Economics / Honours / Honours with Research programme at CHRIST (Deemed to be University), and is optional for other students.)

Course Objectives:

The course aims to help students to:

1.    apply theoretical knowledge to practical, real-life problems.

2.    analyse data/information through a scientific method.

3.    apply the acquired skills in practical application(s) and gain industry experience.

The students are expected to identify and communicate to the organization/ institution where they want to pursue their internship, and the same should be communicated to the Department of Economics and approved before the internship commences.  As a requirement, the students must submit a letter confirming their internship from the interning organization/institution.  After completing the internship, the students should submit a final Internship Report, internship diary, and completion certificate for evaluation at the Department level.  Failing to submit the completion certificate will result in the status of the internship as "Incomplete". 

The students are expected to identify and communicate to the organization/ institution where they want to pursue their internship, and the same should be communicated to the Department of Economics and approved before the internship commences.  As a requirement, the students must submit a letter confirming their internship from the interning organization/institution.  After completing the internship, the students should submit a final Internship Report, internship diary, and completion certificate for evaluation at the Department level.  Failing to submit the completion certificate will result in the status of the internship as "Incomplete". 

The students are expected to identify and communicate to the organization/ institution where they want to pursue their internship, and the same should be communicated to the Department of Economics and approved before the internship commences.  As a requirement, the students must submit a letter confirming their internship from the interning organization/institution.  After completing the internship, the students should submit a final Internship Report, internship diary, and completion certificate for evaluation at the Department level.  Failing to submit the completion certificate will result in the status of the internship as "Incomplete". 

Language and Contemporary Society is a course offered for the second semester students of the BA/BSc programmes (ENG, ECO, JOUH, PSYH, LIB) that introduces students to a wide range of expository, analytical and fictional and non-fictional works to develop their knowledge of rhetoric and make them aware of the power of language. The course is designed to meet the rigorous requirements of graduate-level courses and therefore includes expository, analytical, personal, and argumentative texts from a variety of authors and cultural contexts. It would provide students with the opportunity to work with the rhetorical situation, examining the authors’ purposes as well as the audiences and the subjects in texts. The course is designed to engage students with rhetoric in varied genres, including essays, poetry, documentary and short story. The students would develop a sense to comprehend how a resource of language operates in any given text. The course is more thematic in nature familiarising students with texts from multiple disciplines, especially in the context of India.

The unit aims to sensitise the students about the evolving politics of education in the regional, national and global contexts through expository, argumentative and analytical texts. The texts in the unit will also address larger questions of exclusion, intellectual freedom and of emerging technologies.

1. Robert Anderson. “ The ‘Idea of a University’ today”

2. Krishna Kumar. (2022). “Politics of Knowledge”

3. Chandra Bhan Prasad (2006) “Hail English, The Dalit Goddess” (Essay) http://www.anveshi.org.in/hail-english-the-dalit-goddess/

4. M Madhava Prasad (2015) Language, the Political Commons https://www.anveshi.org.in/language-the-political-commons/

5. Deutsche, Welle. (2023) “AI experts say ChatGPT is changing education. But how?” -Chat GPT and

Academic Writing https://frontline.thehindu.com/news/ai-experts-say-chatgpt-is-changing-education-but- how/article66449967.ece

The unit aims to sensitise the students about the evolving politics of education in the regional, national and global contexts through expository, argumentative and analytical texts. The texts in the unit will also address larger questions of exclusion, intellectual freedom and of emerging technologies.

1. Robert Anderson. “ The ‘Idea of a University’ today”

2. Krishna Kumar. (2022). “Politics of Knowledge”

3. Chandra Bhan Prasad (2006) “Hail English, The Dalit Goddess” (Essay) http://www.anveshi.org.in/hail-english-the-dalit-goddess/

4. M Madhava Prasad (2015) Language, the Political Commons https://www.anveshi.org.in/language-the-political-commons/

5. Deutsche, Welle. (2023) “AI experts say ChatGPT is changing education. But how?” -Chat GPT and

Academic Writing https://frontline.thehindu.com/news/ai-experts-say-chatgpt-is-changing-education-but- how/article66449967.ece

The unit aims to sensitise the students about the evolving politics of education in the regional, national and global contexts through expository, argumentative and analytical texts. The texts in the unit will also address larger questions of exclusion, intellectual freedom and of emerging technologies.

1. Robert Anderson. “ The ‘Idea of a University’ today”

2. Krishna Kumar. (2022). “Politics of Knowledge”

3. Chandra Bhan Prasad (2006) “Hail English, The Dalit Goddess” (Essay) http://www.anveshi.org.in/hail-english-the-dalit-goddess/

4. M Madhava Prasad (2015) Language, the Political Commons https://www.anveshi.org.in/language-the-political-commons/

5. Deutsche, Welle. (2023) “AI experts say ChatGPT is changing education. But how?” -Chat GPT and

Academic Writing https://frontline.thehindu.com/news/ai-experts-say-chatgpt-is-changing-education-but- how/article66449967.ece

The unit aims to sensitise the students about the evolving politics of education in the regional, national and global contexts through expository, argumentative and analytical texts. The texts in the unit will also address larger questions of exclusion, intellectual freedom and of emerging technologies.

1. Robert Anderson. “ The ‘Idea of a University’ today”

2. Krishna Kumar. (2022). “Politics of Knowledge”

3. Chandra Bhan Prasad (2006) “Hail English, The Dalit Goddess” (Essay) http://www.anveshi.org.in/hail-english-the-dalit-goddess/

4. M Madhava Prasad (2015) Language, the Political Commons https://www.anveshi.org.in/language-the-political-commons/

5. Deutsche, Welle. (2023) “AI experts say ChatGPT is changing education. But how?” -Chat GPT and

Academic Writing https://frontline.thehindu.com/news/ai-experts-say-chatgpt-is-changing-education-but- how/article66449967.ece

The unit aims to sensitise the students about the evolving politics of education in the regional, national and global contexts through expository, argumentative and analytical texts. The texts in the unit will also address larger questions of exclusion, intellectual freedom and of emerging technologies.

1. Robert Anderson. “ The ‘Idea of a University’ today”

2. Krishna Kumar. (2022). “Politics of Knowledge”

3. Chandra Bhan Prasad (2006) “Hail English, The Dalit Goddess” (Essay) http://www.anveshi.org.in/hail-english-the-dalit-goddess/

4. M Madhava Prasad (2015) Language, the Political Commons https://www.anveshi.org.in/language-the-political-commons/

5. Deutsche, Welle. (2023) “AI experts say ChatGPT is changing education. But how?” -Chat GPT and

Academic Writing https://frontline.thehindu.com/news/ai-experts-say-chatgpt-is-changing-education-but- how/article66449967.ece

The unit aims to sensitise the students about the evolving politics of education in the regional, national and global contexts through expository, argumentative and analytical texts. The texts in the unit will also address larger questions of exclusion, intellectual freedom and of emerging technologies.

1. Robert Anderson. “ The ‘Idea of a University’ today”

2. Krishna Kumar. (2022). “Politics of Knowledge”

3. Chandra Bhan Prasad (2006) “Hail English, The Dalit Goddess” (Essay) http://www.anveshi.org.in/hail-english-the-dalit-goddess/

4. M Madhava Prasad (2015) Language, the Political Commons https://www.anveshi.org.in/language-the-political-commons/

5. Deutsche, Welle. (2023) “AI experts say ChatGPT is changing education. But how?” -Chat GPT and

Academic Writing https://frontline.thehindu.com/news/ai-experts-say-chatgpt-is-changing-education-but- how/article66449967.ece

The unit aims to sensitise the students about the evolving politics of education in the regional, national and global contexts through expository, argumentative and analytical texts. The texts in the unit will also address larger questions of exclusion, intellectual freedom and of emerging technologies.

1. Robert Anderson. “ The ‘Idea of a University’ today”

2. Krishna Kumar. (2022). “Politics of Knowledge”

3. Chandra Bhan Prasad (2006) “Hail English, The Dalit Goddess” (Essay) http://www.anveshi.org.in/hail-english-the-dalit-goddess/

4. M Madhava Prasad (2015) Language, the Political Commons https://www.anveshi.org.in/language-the-political-commons/

5. Deutsche, Welle. (2023) “AI experts say ChatGPT is changing education. But how?” -Chat GPT and

Academic Writing https://frontline.thehindu.com/news/ai-experts-say-chatgpt-is-changing-education-but- how/article66449967.ece

The unit aims to sensitise the students about the evolving politics of education in the regional, national and global contexts through expository, argumentative and analytical texts. The texts in the unit will also address larger questions of exclusion, intellectual freedom and of emerging technologies.

1. Robert Anderson. “ The ‘Idea of a University’ today”

2. Krishna Kumar. (2022). “Politics of Knowledge”

3. Chandra Bhan Prasad (2006) “Hail English, The Dalit Goddess” (Essay) http://www.anveshi.org.in/hail-english-the-dalit-goddess/

4. M Madhava Prasad (2015) Language, the Political Commons https://www.anveshi.org.in/language-the-political-commons/

5. Deutsche, Welle. (2023) “AI experts say ChatGPT is changing education. But how?” -Chat GPT and

Academic Writing https://frontline.thehindu.com/news/ai-experts-say-chatgpt-is-changing-education-but- how/article66449967.ece

The unit aims to sensitise the students about the evolving politics of education in the regional, national and global contexts through expository, argumentative and analytical texts. The texts in the unit will also address larger questions of exclusion, intellectual freedom and of emerging technologies.

1. Robert Anderson. “ The ‘Idea of a University’ today”

2. Krishna Kumar. (2022). “Politics of Knowledge”

3. Chandra Bhan Prasad (2006) “Hail English, The Dalit Goddess” (Essay) http://www.anveshi.org.in/hail-english-the-dalit-goddess/

4. M Madhava Prasad (2015) Language, the Political Commons https://www.anveshi.org.in/language-the-political-commons/

5. Deutsche, Welle. (2023) “AI experts say ChatGPT is changing education. But how?” -Chat GPT and

Academic Writing https://frontline.thehindu.com/news/ai-experts-say-chatgpt-is-changing-education-but- how/article66449967.ece

The unit aims to sensitise the students about the evolving politics of education in the regional, national and global contexts through expository, argumentative and analytical texts. The texts in the unit will also address larger questions of exclusion, intellectual freedom and of emerging technologies.

1. Robert Anderson. “ The ‘Idea of a University’ today”

2. Krishna Kumar. (2022). “Politics of Knowledge”

3. Chandra Bhan Prasad (2006) “Hail English, The Dalit Goddess” (Essay) http://www.anveshi.org.in/hail-english-the-dalit-goddess/

4. M Madhava Prasad (2015) Language, the Political Commons https://www.anveshi.org.in/language-the-political-commons/

5. Deutsche, Welle. (2023) “AI experts say ChatGPT is changing education. But how?” -Chat GPT and

Academic Writing https://frontline.thehindu.com/news/ai-experts-say-chatgpt-is-changing-education-but- how/article66449967.ece

The unit aims to sensitise the students about the evolving politics of education in the regional, national and global contexts through expository, argumentative and analytical texts. The texts in the unit will also address larger questions of exclusion, intellectual freedom and of emerging technologies.

1. Robert Anderson. “ The ‘Idea of a University’ today”

2. Krishna Kumar. (2022). “Politics of Knowledge”

3. Chandra Bhan Prasad (2006) “Hail English, The Dalit Goddess” (Essay) http://www.anveshi.org.in/hail-english-the-dalit-goddess/

4. M Madhava Prasad (2015) Language, the Political Commons https://www.anveshi.org.in/language-the-political-commons/

5. Deutsche, Welle. (2023) “AI experts say ChatGPT is changing education. But how?” -Chat GPT and

Academic Writing https://frontline.thehindu.com/news/ai-experts-say-chatgpt-is-changing-education-but- how/article66449967.ece

The unit will engage the students with the discourses on the cross-cutting issues of caste, gender, food and marginality through short stories and poems which bring out different manifestations of the issues in the local and national contexts.

1. Huchangi Prasad. (2019) Children of God Tran. by Chandan Gowda

2. Sky Baba (2013) Vegetarians only (Short Story) (Minority/Life choice/Food politics)

3. Ranajit Das: “Sherlock Holmes India Trip” (Rural Indian poverty, questions of gender, Bengali poem in translation)

4. Ruskin Bond (1988) “The Night Train at Deoli” (Short Story reflecting the romantic humanist attitude of the educated middle class towards the downtrodden)

5. Pallavi Rao (2017) “Politics of the Intimate Pt. 3: The Brahmin Mistress and the Bahujan Maid”(Essay) (Caste) https://medium.com/@pallavirao84/politics-of-the-intimate-pt-3-the-brahmin-mistress-and-the- bahujan-maid-6becf6e2fbcb

The unit will engage the students with the discourses on the cross-cutting issues of caste, gender, food and marginality through short stories and poems which bring out different manifestations of the issues in the local and national contexts.

1. Huchangi Prasad. (2019) Children of God Tran. by Chandan Gowda

2. Sky Baba (2013) Vegetarians only (Short Story) (Minority/Life choice/Food politics)

3. Ranajit Das: “Sherlock Holmes India Trip” (Rural Indian poverty, questions of gender, Bengali poem in translation)

4. Ruskin Bond (1988) “The Night Train at Deoli” (Short Story reflecting the romantic humanist attitude of the educated middle class towards the downtrodden)

5. Pallavi Rao (2017) “Politics of the Intimate Pt. 3: The Brahmin Mistress and the Bahujan Maid”(Essay) (Caste) https://medium.com/@pallavirao84/politics-of-the-intimate-pt-3-the-brahmin-mistress-and-the- bahujan-maid-6becf6e2fbcb

The unit will engage the students with the discourses on the cross-cutting issues of caste, gender, food and marginality through short stories and poems which bring out different manifestations of the issues in the local and national contexts.

1. Huchangi Prasad. (2019) Children of God Tran. by Chandan Gowda

2. Sky Baba (2013) Vegetarians only (Short Story) (Minority/Life choice/Food politics)

3. Ranajit Das: “Sherlock Holmes India Trip” (Rural Indian poverty, questions of gender, Bengali poem in translation)

4. Ruskin Bond (1988) “The Night Train at Deoli” (Short Story reflecting the romantic humanist attitude of the educated middle class towards the downtrodden)

5. Pallavi Rao (2017) “Politics of the Intimate Pt. 3: The Brahmin Mistress and the Bahujan Maid”(Essay) (Caste) https://medium.com/@pallavirao84/politics-of-the-intimate-pt-3-the-brahmin-mistress-and-the- bahujan-maid-6becf6e2fbcb

The unit will engage the students with the discourses on the cross-cutting issues of caste, gender, food and marginality through short stories and poems which bring out different manifestations of the issues in the local and national contexts.

1. Huchangi Prasad. (2019) Children of God Tran. by Chandan Gowda

2. Sky Baba (2013) Vegetarians only (Short Story) (Minority/Life choice/Food politics)

3. Ranajit Das: “Sherlock Holmes India Trip” (Rural Indian poverty, questions of gender, Bengali poem in translation)

4. Ruskin Bond (1988) “The Night Train at Deoli” (Short Story reflecting the romantic humanist attitude of the educated middle class towards the downtrodden)

5. Pallavi Rao (2017) “Politics of the Intimate Pt. 3: The Brahmin Mistress and the Bahujan Maid”(Essay) (Caste) https://medium.com/@pallavirao84/politics-of-the-intimate-pt-3-the-brahmin-mistress-and-the- bahujan-maid-6becf6e2fbcb

The unit will engage the students with the discourses on the cross-cutting issues of caste, gender, food and marginality through short stories and poems which bring out different manifestations of the issues in the local and national contexts.

1. Huchangi Prasad. (2019) Children of God Tran. by Chandan Gowda

2. Sky Baba (2013) Vegetarians only (Short Story) (Minority/Life choice/Food politics)

3. Ranajit Das: “Sherlock Holmes India Trip” (Rural Indian poverty, questions of gender, Bengali poem in translation)

4. Ruskin Bond (1988) “The Night Train at Deoli” (Short Story reflecting the romantic humanist attitude of the educated middle class towards the downtrodden)

5. Pallavi Rao (2017) “Politics of the Intimate Pt. 3: The Brahmin Mistress and the Bahujan Maid”(Essay) (Caste) https://medium.com/@pallavirao84/politics-of-the-intimate-pt-3-the-brahmin-mistress-and-the- bahujan-maid-6becf6e2fbcb

The unit will engage the students with the discourses on the cross-cutting issues of caste, gender, food and marginality through short stories and poems which bring out different manifestations of the issues in the local and national contexts.

1. Huchangi Prasad. (2019) Children of God Tran. by Chandan Gowda

2. Sky Baba (2013) Vegetarians only (Short Story) (Minority/Life choice/Food politics)

3. Ranajit Das: “Sherlock Holmes India Trip” (Rural Indian poverty, questions of gender, Bengali poem in translation)

4. Ruskin Bond (1988) “The Night Train at Deoli” (Short Story reflecting the romantic humanist attitude of the educated middle class towards the downtrodden)

5. Pallavi Rao (2017) “Politics of the Intimate Pt. 3: The Brahmin Mistress and the Bahujan Maid”(Essay) (Caste) https://medium.com/@pallavirao84/politics-of-the-intimate-pt-3-the-brahmin-mistress-and-the- bahujan-maid-6becf6e2fbcb

The unit will engage the students with the discourses on the cross-cutting issues of caste, gender, food and marginality through short stories and poems which bring out different manifestations of the issues in the local and national contexts.

1. Huchangi Prasad. (2019) Children of God Tran. by Chandan Gowda

2. Sky Baba (2013) Vegetarians only (Short Story) (Minority/Life choice/Food politics)

3. Ranajit Das: “Sherlock Holmes India Trip” (Rural Indian poverty, questions of gender, Bengali poem in translation)

4. Ruskin Bond (1988) “The Night Train at Deoli” (Short Story reflecting the romantic humanist attitude of the educated middle class towards the downtrodden)

5. Pallavi Rao (2017) “Politics of the Intimate Pt. 3: The Brahmin Mistress and the Bahujan Maid”(Essay) (Caste) https://medium.com/@pallavirao84/politics-of-the-intimate-pt-3-the-brahmin-mistress-and-the- bahujan-maid-6becf6e2fbcb

The unit will engage the students with the discourses on the cross-cutting issues of caste, gender, food and marginality through short stories and poems which bring out different manifestations of the issues in the local and national contexts.

1. Huchangi Prasad. (2019) Children of God Tran. by Chandan Gowda

2. Sky Baba (2013) Vegetarians only (Short Story) (Minority/Life choice/Food politics)

3. Ranajit Das: “Sherlock Holmes India Trip” (Rural Indian poverty, questions of gender, Bengali poem in translation)

4. Ruskin Bond (1988) “The Night Train at Deoli” (Short Story reflecting the romantic humanist attitude of the educated middle class towards the downtrodden)

5. Pallavi Rao (2017) “Politics of the Intimate Pt. 3: The Brahmin Mistress and the Bahujan Maid”(Essay) (Caste) https://medium.com/@pallavirao84/politics-of-the-intimate-pt-3-the-brahmin-mistress-and-the- bahujan-maid-6becf6e2fbcb

The unit will engage the students with the discourses on the cross-cutting issues of caste, gender, food and marginality through short stories and poems which bring out different manifestations of the issues in the local and national contexts.

1. Huchangi Prasad. (2019) Children of God Tran. by Chandan Gowda

2. Sky Baba (2013) Vegetarians only (Short Story) (Minority/Life choice/Food politics)

3. Ranajit Das: “Sherlock Holmes India Trip” (Rural Indian poverty, questions of gender, Bengali poem in translation)

4. Ruskin Bond (1988) “The Night Train at Deoli” (Short Story reflecting the romantic humanist attitude of the educated middle class towards the downtrodden)

5. Pallavi Rao (2017) “Politics of the Intimate Pt. 3: The Brahmin Mistress and the Bahujan Maid”(Essay) (Caste) https://medium.com/@pallavirao84/politics-of-the-intimate-pt-3-the-brahmin-mistress-and-the- bahujan-maid-6becf6e2fbcb

The unit will engage the students with the discourses on the cross-cutting issues of caste, gender, food and marginality through short stories and poems which bring out different manifestations of the issues in the local and national contexts.

1. Huchangi Prasad. (2019) Children of God Tran. by Chandan Gowda

2. Sky Baba (2013) Vegetarians only (Short Story) (Minority/Life choice/Food politics)

3. Ranajit Das: “Sherlock Holmes India Trip” (Rural Indian poverty, questions of gender, Bengali poem in translation)

4. Ruskin Bond (1988) “The Night Train at Deoli” (Short Story reflecting the romantic humanist attitude of the educated middle class towards the downtrodden)

5. Pallavi Rao (2017) “Politics of the Intimate Pt. 3: The Brahmin Mistress and the Bahujan Maid”(Essay) (Caste) https://medium.com/@pallavirao84/politics-of-the-intimate-pt-3-the-brahmin-mistress-and-the- bahujan-maid-6becf6e2fbcb

The unit will engage the students with the discourses on the cross-cutting issues of caste, gender, food and marginality through short stories and poems which bring out different manifestations of the issues in the local and national contexts.

1. Huchangi Prasad. (2019) Children of God Tran. by Chandan Gowda

2. Sky Baba (2013) Vegetarians only (Short Story) (Minority/Life choice/Food politics)

3. Ranajit Das: “Sherlock Holmes India Trip” (Rural Indian poverty, questions of gender, Bengali poem in translation)

4. Ruskin Bond (1988) “The Night Train at Deoli” (Short Story reflecting the romantic humanist attitude of the educated middle class towards the downtrodden)

5. Pallavi Rao (2017) “Politics of the Intimate Pt. 3: The Brahmin Mistress and the Bahujan Maid”(Essay) (Caste) https://medium.com/@pallavirao84/politics-of-the-intimate-pt-3-the-brahmin-mistress-and-the- bahujan-maid-6becf6e2fbcb

The unit deals with varied questions of social justice through essays, speeches and poems. The texts are selected from global, regional and local contexts to enhance the understanding of contemporary issues of India and help the learners to gain the understanding of human values of the marginalised sections such as workers in unorganised sector, of the society.

1. Jayati Ghosh (2016) On Anti-National Economics (Essay) (Economic policy) http://www.frontline.in/columns/Jayati_Ghosh/antinational-economics/article8356541.ece

2. Gopal Honnalgere: “The Convicts” (a poem on social justice in peril by Kannada poet)

3. Sitakant Mahapatra: “The Election” (Poem on Rural India and Corrupted Politics)

4. Ben Rowen. 2019. The Fault in Our Star Names. https://psmag.com/social-justice/the-fault-in-our- star-names

5. P Sainath. Wrestling with the rural economy (2013)

https://ruralindiaonline.org/en/articles/wrestling-with-the-rural-economy/

The unit deals with varied questions of social justice through essays, speeches and poems. The texts are selected from global, regional and local contexts to enhance the understanding of contemporary issues of India and help the learners to gain the understanding of human values of the marginalised sections such as workers in unorganised sector, of the society.

1. Jayati Ghosh (2016) On Anti-National Economics (Essay) (Economic policy) http://www.frontline.in/columns/Jayati_Ghosh/antinational-economics/article8356541.ece

2. Gopal Honnalgere: “The Convicts” (a poem on social justice in peril by Kannada poet)

3. Sitakant Mahapatra: “The Election” (Poem on Rural India and Corrupted Politics)

4. Ben Rowen. 2019. The Fault in Our Star Names. https://psmag.com/social-justice/the-fault-in-our- star-names

5. P Sainath. Wrestling with the rural economy (2013)

https://ruralindiaonline.org/en/articles/wrestling-with-the-rural-economy/

The unit deals with varied questions of social justice through essays, speeches and poems. The texts are selected from global, regional and local contexts to enhance the understanding of contemporary issues of India and help the learners to gain the understanding of human values of the marginalised sections such as workers in unorganised sector, of the society.

1. Jayati Ghosh (2016) On Anti-National Economics (Essay) (Economic policy) http://www.frontline.in/columns/Jayati_Ghosh/antinational-economics/article8356541.ece

2. Gopal Honnalgere: “The Convicts” (a poem on social justice in peril by Kannada poet)

3. Sitakant Mahapatra: “The Election” (Poem on Rural India and Corrupted Politics)

4. Ben Rowen. 2019. The Fault in Our Star Names. https://psmag.com/social-justice/the-fault-in-our- star-names

5. P Sainath. Wrestling with the rural economy (2013)

https://ruralindiaonline.org/en/articles/wrestling-with-the-rural-economy/

The unit deals with varied questions of social justice through essays, speeches and poems. The texts are selected from global, regional and local contexts to enhance the understanding of contemporary issues of India and help the learners to gain the understanding of human values of the marginalised sections such as workers in unorganised sector, of the society.

1. Jayati Ghosh (2016) On Anti-National Economics (Essay) (Economic policy) http://www.frontline.in/columns/Jayati_Ghosh/antinational-economics/article8356541.ece

2. Gopal Honnalgere: “The Convicts” (a poem on social justice in peril by Kannada poet)

3. Sitakant Mahapatra: “The Election” (Poem on Rural India and Corrupted Politics)

4. Ben Rowen. 2019. The Fault in Our Star Names. https://psmag.com/social-justice/the-fault-in-our- star-names

5. P Sainath. Wrestling with the rural economy (2013)

https://ruralindiaonline.org/en/articles/wrestling-with-the-rural-economy/

The unit deals with varied questions of social justice through essays, speeches and poems. The texts are selected from global, regional and local contexts to enhance the understanding of contemporary issues of India and help the learners to gain the understanding of human values of the marginalised sections such as workers in unorganised sector, of the society.

1. Jayati Ghosh (2016) On Anti-National Economics (Essay) (Economic policy) http://www.frontline.in/columns/Jayati_Ghosh/antinational-economics/article8356541.ece

2. Gopal Honnalgere: “The Convicts” (a poem on social justice in peril by Kannada poet)

3. Sitakant Mahapatra: “The Election” (Poem on Rural India and Corrupted Politics)

4. Ben Rowen. 2019. The Fault in Our Star Names. https://psmag.com/social-justice/the-fault-in-our- star-names

5. P Sainath. Wrestling with the rural economy (2013)

https://ruralindiaonline.org/en/articles/wrestling-with-the-rural-economy/

The unit deals with varied questions of social justice through essays, speeches and poems. The texts are selected from global, regional and local contexts to enhance the understanding of contemporary issues of India and help the learners to gain the understanding of human values of the marginalised sections such as workers in unorganised sector, of the society.

1. Jayati Ghosh (2016) On Anti-National Economics (Essay) (Economic policy) http://www.frontline.in/columns/Jayati_Ghosh/antinational-economics/article8356541.ece

2. Gopal Honnalgere: “The Convicts” (a poem on social justice in peril by Kannada poet)

3. Sitakant Mahapatra: “The Election” (Poem on Rural India and Corrupted Politics)

4. Ben Rowen. 2019. The Fault in Our Star Names. https://psmag.com/social-justice/the-fault-in-our- star-names

5. P Sainath. Wrestling with the rural economy (2013)

https://ruralindiaonline.org/en/articles/wrestling-with-the-rural-economy/

The unit deals with varied questions of social justice through essays, speeches and poems. The texts are selected from global, regional and local contexts to enhance the understanding of contemporary issues of India and help the learners to gain the understanding of human values of the marginalised sections such as workers in unorganised sector, of the society.

1. Jayati Ghosh (2016) On Anti-National Economics (Essay) (Economic policy) http://www.frontline.in/columns/Jayati_Ghosh/antinational-economics/article8356541.ece

2. Gopal Honnalgere: “The Convicts” (a poem on social justice in peril by Kannada poet)

3. Sitakant Mahapatra: “The Election” (Poem on Rural India and Corrupted Politics)

4. Ben Rowen. 2019. The Fault in Our Star Names. https://psmag.com/social-justice/the-fault-in-our- star-names

5. P Sainath. Wrestling with the rural economy (2013)

https://ruralindiaonline.org/en/articles/wrestling-with-the-rural-economy/

The unit deals with varied questions of social justice through essays, speeches and poems. The texts are selected from global, regional and local contexts to enhance the understanding of contemporary issues of India and help the learners to gain the understanding of human values of the marginalised sections such as workers in unorganised sector, of the society.

1. Jayati Ghosh (2016) On Anti-National Economics (Essay) (Economic policy) http://www.frontline.in/columns/Jayati_Ghosh/antinational-economics/article8356541.ece

2. Gopal Honnalgere: “The Convicts” (a poem on social justice in peril by Kannada poet)

3. Sitakant Mahapatra: “The Election” (Poem on Rural India and Corrupted Politics)

4. Ben Rowen. 2019. The Fault in Our Star Names. https://psmag.com/social-justice/the-fault-in-our- star-names

5. P Sainath. Wrestling with the rural economy (2013)

https://ruralindiaonline.org/en/articles/wrestling-with-the-rural-economy/

The unit deals with varied questions of social justice through essays, speeches and poems. The texts are selected from global, regional and local contexts to enhance the understanding of contemporary issues of India and help the learners to gain the understanding of human values of the marginalised sections such as workers in unorganised sector, of the society.

1. Jayati Ghosh (2016) On Anti-National Economics (Essay) (Economic policy) http://www.frontline.in/columns/Jayati_Ghosh/antinational-economics/article8356541.ece

2. Gopal Honnalgere: “The Convicts” (a poem on social justice in peril by Kannada poet)

3. Sitakant Mahapatra: “The Election” (Poem on Rural India and Corrupted Politics)

4. Ben Rowen. 2019. The Fault in Our Star Names. https://psmag.com/social-justice/the-fault-in-our- star-names

5. P Sainath. Wrestling with the rural economy (2013)

https://ruralindiaonline.org/en/articles/wrestling-with-the-rural-economy/

The unit deals with varied questions of social justice through essays, speeches and poems. The texts are selected from global, regional and local contexts to enhance the understanding of contemporary issues of India and help the learners to gain the understanding of human values of the marginalised sections such as workers in unorganised sector, of the society.

1. Jayati Ghosh (2016) On Anti-National Economics (Essay) (Economic policy) http://www.frontline.in/columns/Jayati_Ghosh/antinational-economics/article8356541.ece

2. Gopal Honnalgere: “The Convicts” (a poem on social justice in peril by Kannada poet)

3. Sitakant Mahapatra: “The Election” (Poem on Rural India and Corrupted Politics)

4. Ben Rowen. 2019. The Fault in Our Star Names. https://psmag.com/social-justice/the-fault-in-our- star-names

5. P Sainath. Wrestling with the rural economy (2013)

https://ruralindiaonline.org/en/articles/wrestling-with-the-rural-economy/

The unit deals with varied questions of social justice through essays, speeches and poems. The texts are selected from global, regional and local contexts to enhance the understanding of contemporary issues of India and help the learners to gain the understanding of human values of the marginalised sections such as workers in unorganised sector, of the society.

1. Jayati Ghosh (2016) On Anti-National Economics (Essay) (Economic policy) http://www.frontline.in/columns/Jayati_Ghosh/antinational-economics/article8356541.ece

2. Gopal Honnalgere: “The Convicts” (a poem on social justice in peril by Kannada poet)

3. Sitakant Mahapatra: “The Election” (Poem on Rural India and Corrupted Politics)

4. Ben Rowen. 2019. The Fault in Our Star Names. https://psmag.com/social-justice/the-fault-in-our- star-names

5. P Sainath. Wrestling with the rural economy (2013)

https://ruralindiaonline.org/en/articles/wrestling-with-the-rural-economy/

2. Krishna Kumar. (2022). “Politics of Knowledge”

3. Chandra Bhan Prasad (2006) “Hail English, The Dalit Goddess” (Essay) http://www.anveshi.org.in/hail-english-the-dalit-goddess/

4. M Madhava Prasad (2015) Language, the Political Commons https://www.anveshi.org.in/language-the-political-commons/

5. Deutsche, Welle. (2023) “AI experts say ChatGPT is changing education. But how?” -Chat GPT and

Academic Writing https://frontline.thehindu.com/news/ai-experts-say-chatgpt-is-changing-education-but- how/article66449967.ece

6. Huchangi Prasad. (2019) Children of God Tran. by Chandan Gowda

7. Sky Baba (2013) Vegetarians only (Short Story) (Minority/Life choice/Food politics)

8. Ranajit Das: “Sherlock Holmes India Trip” (Rural Indian poverty, questions of gender, Bengali poem in translation)

9. Ruskin Bond (1988) “The Night Train at Deoli” (Short Story reflecting the romantic humanist attitude of the educated middle class towards the downtrodden)

10. Pallavi Rao (2017) “Politics of the Intimate Pt. 3: The Brahmin Mistress and the Bahujan Maid”(Essay (Caste) https://medium.com/@pallavirao84/politics-of-the-intimate-pt-3-the-brahmin-mistress-and-the-

bahujan-maid-6becf6e2fbcb

11. Jayati Ghosh (2016) On Anti-National Economics (Essay) (Economic policy) http://www.frontline.in/columns/Jayati_Ghosh/antinational-economics/article8356541.ece

12. Gopal Honnalgere: “The Convicts” (a poem on social justice in peril by Kannada poet)

13. Sitakant Mahapatra: “The Election” (Poem on Rural India and Corrupted Politics)

14. Ben Rowen. 2019. The Fault in Our Star Names. https://psmag.com/social-justice/the-fault-in-our-star-names

Mohr, K. A., & Mohr, E. S. (2017). Understanding Generation Z students to promote a contemporary learning environment.

Journal on Empowering Teaching Excellence, 1(1), 84-94.

Seaboyer, J., & Barnett, T. (2019). New perspectives on reading and writing across the disciplines. Higher Education Research and

Development, 38(1), 1-10.

In continuation to the Macroeconomics - I, wherein the students were given a systematic and sequential school-wise introduction to mainstream approaches in Macroeconomics, this course introduces the dynamic relationship that exists between various important macroeconomic variables in the short-run as well as in the long-run. The course begins with an in-depth discussion of the IS-LM framework which forms the fountain of the Keynesian approach. Then it proceeds to the derivation of aggregate demand and supply, followed by discussions on output, unemployment and inflation nexus and the exchange rate determination in an open economy. The course has also included in its discussion recent debates in the field of macroeconomics such as the critiques of IS-LM framework, backward-bending Phillips curve, Discretion versus Policy debate etc. It also introduces students to the latest development in the field of macroeconomic policy such as inflation targeting approach.                                                                                                                                  

This course has been conceptualised in order to:

• Enhance the understanding of the learners regarding the macroeconomic dynamics in the short-run closed as well as open economy.
• Introduce the fundamental theoretical differences between the Classicals and the Keynesians on their approach related to aggregate demand and supply.
• Understand and analyse the nexus between output, inflation and unemployment in both short-run and in the long-run.
• Understand and critically evaluate the contemporary macroeconomic policies.

Links between output and unemployment: Okun’s law; Estimates of potential GDP and their limitations; Links between inflation and unemployment: Phillips curve; Friedman-Phelps expectations augmented Phillips curve; Output-inflation trade-off: Keynesian vs. Monetarists view.                                        

Pedagogy: Interactive lectures, Chalk and talk method.

Activities: Polls and discussion of original research works.

June 18, 2024   to

July 03, 2024

Mankiw, N. G. (2015). Macroeconomics (9th Ed.). Worth Publishers.

Froyen, R. T. (2014). Macroeconomics: Theories and Policies (10th Ed.). Pearson Education.

D’Souza, E. (2012). Macroeconomics (2nd Ed.). Pearson India.

Links between output and unemployment: Okun’s law; Estimates of potential GDP and their limitations; Links between inflation and unemployment: Phillips curve; Friedman-Phelps expectations augmented Phillips curve; Output-inflation trade-off: Keynesian vs. Monetarists view.                                        

Pedagogy: Interactive lectures, Chalk and talk method.

Activities: Polls and discussion of original research works.

June 18, 2024   to

July 03, 2024

Mankiw, N. G. (2015). Macroeconomics (9th Ed.). Worth Publishers.

Froyen, R. T. (2014). Macroeconomics: Theories and Policies (10th Ed.). Pearson Education.

D’Souza, E. (2012). Macroeconomics (2nd Ed.). Pearson India.

The goods market and derivation of IS curve; the money market and derivation of LM curve; determination of equilibrium income and interest rates.

Mankiw, N. G. (2015). Macroeconomics (9th Ed.). Worth Publishers.

Froyen, R. T. (2014). Macroeconomics: Theories and Policies (10th Ed.). Pearson Education.

D’Souza, E. (2012). Macroeconomics (2nd Ed.). Pearson India.

Interactive lectures, Chalk and talk method. 

Activities: Polls and discussion of original research works.

July 04, 2024

to

July 19, 2024

The goods market and derivation of IS curve; the money market and derivation of LM curve; determination of equilibrium income and interest rates.

Mankiw, N. G. (2015). Macroeconomics (9th Ed.). Worth Publishers.

Froyen, R. T. (2014). Macroeconomics: Theories and Policies (10th Ed.). Pearson Education.

D’Souza, E. (2012). Macroeconomics (2nd Ed.). Pearson India.

Interactive lectures, Chalk and talk method. 

Activities: Polls and discussion of original research works.

July 04, 2024

to

July 19, 2024

Factors affecting equilibrium income and interest rate, Monetary influence, real influence; Relative influence of monetary and fiscal policy, Policy effectiveness and slope of IS and LM schedule.

Interactive lectures, Chalk and talk method.

Activities: Polls and discussion of original research works

Mankiw, N. G. (2015). Macroeconomics (9th Ed.). Worth Publishers.

Froyen, R. T. (2014). Macroeconomics: Theories and Policies (10th Ed.). Pearson Education.

D’Souza, E. (2012). Macroeconomics (2nd Ed.). Pearson India.

July 20, 2024

to

Aug 03, 2024

Factors affecting equilibrium income and interest rate, Monetary influence, real influence; Relative influence of monetary and fiscal policy, Policy effectiveness and slope of IS and LM schedule.

Interactive lectures, Chalk and talk method.

Activities: Polls and discussion of original research works

Mankiw, N. G. (2015). Macroeconomics (9th Ed.). Worth Publishers.

Froyen, R. T. (2014). Macroeconomics: Theories and Policies (10th Ed.). Pearson Education.

D’Souza, E. (2012). Macroeconomics (2nd Ed.). Pearson India.

July 20, 2024

to

Aug 03, 2024

The Mundell-Fleming model: Key Assumption; determining equilibrium output and exchange rate in a small open economy; the monetary and fiscal policy under floating and fixed exchange rates regimes; the Mundell-Fleming model with changing price level.

Interactive lectures, Chalk and talk method.

Activities: Polls and discussion of original research works

Aug 05, 2024

to

Sep 07, 2024

Mankiw, N. G. (2015). Macroeconomics (9th Ed.). Worth Publishers.

Froyen, R. T. (2014). Macroeconomics: Theories and Policies (10th Ed.). Pearson Education.

D’Souza, E. (2012). Macroeconomics (2nd Ed.). Pearson India.

The Mundell-Fleming model: Key Assumption; determining equilibrium output and exchange rate in a small open economy; the monetary and fiscal policy under floating and fixed exchange rates regimes; the Mundell-Fleming model with changing price level.

Interactive lectures, Chalk and talk method.

Activities: Polls and discussion of original research works

Aug 05, 2024

to

Sep 07, 2024

Mankiw, N. G. (2015). Macroeconomics (9th Ed.). Worth Publishers.

Froyen, R. T. (2014). Macroeconomics: Theories and Policies (10th Ed.). Pearson Education.

D’Souza, E. (2012). Macroeconomics (2nd Ed.). Pearson India.

Active or Passive Policy Debate, Automatic Fiscal Stabilisers, Pros and Cons of Balanced Budget Rules, Inflation Targeting. 

Sep 09, 2024

to

Oct 20, 2024

 Interactive lectures, Chalk and talk method.

Activities: Polls and discussion of original research works.

Mankiw, N. G. (2015). Macroeconomics (9th Ed.). Worth Publishers.

Froyen, R. T. (2014). Macroeconomics: Theories and Policies (10th Ed.). Pearson Education.

D’Souza, E. (2012). Macroeconomics (2nd Ed.). Pearson India.

Active or Passive Policy Debate, Automatic Fiscal Stabilisers, Pros and Cons of Balanced Budget Rules, Inflation Targeting. 

Sep 09, 2024

to

Oct 20, 2024

 Interactive lectures, Chalk and talk method.

Activities: Polls and discussion of original research works.

Mankiw, N. G. (2015). Macroeconomics (9th Ed.). Worth Publishers.

Froyen, R. T. (2014). Macroeconomics: Theories and Policies (10th Ed.). Pearson Education.

D’Souza, E. (2012). Macroeconomics (2nd Ed.). Pearson India.

Froyen, R. T. (2014). Macroeconomics: Theories and Policies (10th Ed.). Pearson Education.

D’Souza, E. (2012). Macroeconomics (2nd Ed.). Pearson India.

Froyen, R. T. (2014). Macroeconomics: Theories and Policies (10th Ed.). Pearson Education.

D’Souza, E. (2012). Macroeconomics (2nd Ed.). Pearson India.

The course is designed to provide sound training in microeconomic theory to formally analyze the behaviour of individual agents. Since students are already familiar with the quantitative techniques in the previous semesters, mathematical tools are used to facilitate understanding of the basic concepts. This course looks at the behaviour of the consumer and the producer and covers the behaviour of a competitive firm, general equilibrium, imperfect markets, and topics under information economics.

Preferences: assumptions about preferences; Well-behaved preferences; Utility: constructing a utility function, indifference curves from utility; Marginal utility and MRS, Budget constraint: properties of the budget set; Choice under risk: contingent consumption, functions and probabilities, expected utility function; The Von Neumann-Morgenstern theorem, risk aversion, risk spreading.

Preferences: assumptions about preferences; Well-behaved preferences; Utility: constructing a utility function, indifference curves from utility; Marginal utility and MRS, Budget constraint: properties of the budget set; Choice under risk: contingent consumption, functions and probabilities, expected utility function; The Von Neumann-Morgenstern theorem, risk aversion, risk spreading.

Production Functions: Inputs and Outputs, Describing Technological Constraints, Properties of Technology, The Marginal Product, Variations in One Input, Isoquant Maps and the Rate of Technical Substitution, returns to Scale, The Elasticity of Substitution, Some Common Production Functions; Cost: Cost-Minimizing Input Choices, Cost Function, Short-Run, Long-Run Distinction

Production Functions: Inputs and Outputs, Describing Technological Constraints, Properties of Technology, The Marginal Product, Variations in One Input, Isoquant Maps and the Rate of Technical Substitution, returns to Scale, The Elasticity of Substitution, Some Common Production Functions; Cost: Cost-Minimizing Input Choices, Cost Function, Short-Run, Long-Run Distinction

Perfect competition: Profit Maximization and Input Demand, Short-Run and Long-run equilibrium, Short-run supply by a Price-Taking Firm.

Perfect competition: Profit Maximization and Input Demand, Short-Run and Long-run equilibrium, Short-run supply by a Price-Taking Firm.

Imperfect Competition: (a) Monopoly: Barriers to Entry, Profit Maximization and Output Choice, Peak-load pricing; Two-part tariff, Price Discrimination, Regulation of Monopolies; (b) Monopolistic Competition: Model of Product Differentiation; (c) Oligopoly: Pricing under Homogeneous Oligopoly

Imperfect Competition: (a) Monopoly: Barriers to Entry, Profit Maximization and Output Choice, Peak-load pricing; Two-part tariff, Price Discrimination, Regulation of Monopolies; (b) Monopolistic Competition: Model of Product Differentiation; (c) Oligopoly: Pricing under Homogeneous Oligopoly

General Equilibrium: General Equilibrium Models, The Necessity of General Equilibrium; Efficiency: Pareto Efficiency, Efficiency in Production, Efficiency in Product Mix, Competitive Prices and Efficiency

General Equilibrium: General Equilibrium Models, The Necessity of General Equilibrium; Efficiency: Pareto Efficiency, Efficiency in Production, Efficiency in Product Mix, Competitive Prices and Efficiency

Snyder, C. & Nicholson, W. (2011). Fundamentals of Microeconomics (11th ed.).New Delhi: Cengage Learning India.

Varian, H. R. (2014). Intermediate Microeconomics: a Modern Approach (9th ed.). New Delhi: W.W. Norton and Company/Affiliated East-West Press India

Mankiw, G. N. (2015). Principles of Microeconomics (7th ed.). Cengage Learning India Pvt Ltd.

Koutsoyiannis, A. (1979). Modern Microeconomics. London: Macmillan Press.

Kreps, David M., (1990). A Course in Microeconomic Theory. Princeton: Princeton University Press.

Lipsey, R.G. & K.A. Chrystal. (1999). Principles of Economics. (9th ed.). Oxford. Oxford University Press.

Mas-Colell, A., Whinston, M. D., & Green, J. R. (1995). Microeconomic theory. (Vol. 1). New York: Oxford University Press.

Pindyck, R & Rubinfeld, D. (2013). Micro Economics. (8th ed.). New York: Pearson Education.

Samuelson, P. A., & Nordhaus, W. D. (2010). Economics, (19th ed.). New Delhi: McGraw-Hill Companies.

Sen, A. (2007). Microeconomics: Theory and Applications. New Delhi: Oxford University Press.

The course introduces the fundamental concepts, approaches and theories in development economics to provide a solid foundation to explore the diverse patterns in the path of achieving economic development as well as varied levels of economic development across nations. In addition, the course throws light on the contemporary issues and hindrances to economic development.

The course is intended to endorse comprehension of the theoretical perceptions of economic growth and development, the various approaches to measure, compare the level of development among nations.

Concept of Economic growth and development; Measurement: Traditional Measures, the new economic view of development, Sen’s Capabilities Approach; Development and Happiness and other recent measures; Core values and objectives of development

Concept of Economic growth and development; Measurement: Traditional Measures, the new economic view of development, Sen’s Capabilities Approach; Development and Happiness and other recent measures; Core values and objectives of development

Linear stage theories: Rostow’s stages theory, Harrod-Domar Model and Romer’s model; Structural change models: Lewis model and Chenery’s patterns of growth

Linear stage theories: Rostow’s stages theory, Harrod-Domar Model and Romer’s model; Structural change models: Lewis model and Chenery’s patterns of growth

Underdevelopment as Coordination failure; Multiple Equilibria: A Diagrammatic Approach; the Big Push theory; Problems in multiple equilibria.

Underdevelopment as Coordination failure; Multiple Equilibria: A Diagrammatic Approach; the Big Push theory; Problems in multiple equilibria.

Concept of Poverty- absolute, relative and Poverty Line; Absolute poverty: Measurement, popular and recent measures, extent and magnitude; Concept of inequality and measurement, size distributions, Lorenz curves, Gini co-efficient and recent measures; Poverty inequality and social welfare: Economic growth and income inequality; Kuznets’ inverted Hypothesis; Impact of inequality on development.

Concept of Poverty- absolute, relative and Poverty Line; Absolute poverty: Measurement, popular and recent measures, extent and magnitude; Concept of inequality and measurement, size distributions, Lorenz curves, Gini co-efficient and recent measures; Poverty inequality and social welfare: Economic growth and income inequality; Kuznets’ inverted Hypothesis; Impact of inequality on development.

Development planning: concepts and rationale; basics of development planning process; role of State versus market in planning for development; development roles of NGOs.

Development planning: concepts and rationale; basics of development planning process; role of State versus market in planning for development; development roles of NGOs.

Ray, D. (2011). Development Economics. Princeton: Princeton University Press.

Sen, A. (2000). Development as Freedom. New York: Oxford University Press.

Bardhan, P. (2010). Awakening giants, feet of clay: Assessing the economic rise of China and India. Oxford University Press. 

Basu, K. (2007). The Oxford companion to economics in India. Oxford University Press. 

Dasgupta, P. (2007). Economics: A very short introduction. Oxford University Press. 

Deaton, A. (2013). The great escape: Health, wealth and the origins of inequality. Princeton University Press. 

Hirschman, A. (1992). Rival views of market society and other essays. Ch. 3: “Linkages in Economic Development”. Harvard University Press. 

Human Development Report. Relevant years. 

Olson, M. (1996). Big bills left on the sidewalk: Why some nations are rich, and others poor. Journal of Economic Perspectives, 10, 3-24. 23 

Ostrom, E. (1990). Governing the commons: The evolution of institutions for collective action. Cambridge University Press. 

Piketty, T., Saez, E. (2014). Inequality in the long run, Science, 344. 

Ray, D. (1998). Development economics. Princeton University Press. 

Rodrik, D. (2009). One economics, many recipes: Globalization, institutions and economic growth. Ch. 1: ``Fifty Years of Growth (and lack thereof): An Interpretation”. Princeton University Press. 

Shleifer, A., Vishny, R. (1993). Corruption. Quarterly Journal of Economics, 108, 599-617.

CIA 1 and CIA 2 - 65 Marks

ESE - 30 Marks

The primary aim of this course is to introduce students to political economy theory and the political economy of India.  The discourse examines the interplay of politics and economics so that students comprehend the impact of political processes on economic development.  Thirdly, the aim is to acquaint students to significant political economy issues namely liberalization and withdrawal of the state from its engagement in development.

People and Society; Theory of complementary holism; Justice maxims: Conservative, liberal, and radical and their shortcomings.

People and Society; Theory of complementary holism; Justice maxims: Conservative, liberal, and radical and their shortcomings.

Function of the market: Supply and demand reconsidered; The fallacy of the beneficent invisible hand and market failure.

Macro economy: Macro law of supply and demand reconsidered; Myth about inflation and Deficits; Wage lead growth.

Function of the market: Supply and demand reconsidered; The fallacy of the beneficent invisible hand and market failure.

Macro economy: Macro law of supply and demand reconsidered; Myth about inflation and Deficits; Wage lead growth.

Gradualism vs. Radical economic and social change: Caste composition of classes and class divisions within castes; Mixed economy model in India: its evolution as a pattern of mobilization and the goals of planning.

Gradualism vs. Radical economic and social change: Caste composition of classes and class divisions within castes; Mixed economy model in India: its evolution as a pattern of mobilization and the goals of planning.

Political economy of liberalization: The attack on socialist principles of planning and retreat of the state from economic planning; The aims and achievements of privatization; The interface between public investment and economic growth.

Political economy of liberalization: The attack on socialist principles of planning and retreat of the state from economic planning; The aims and achievements of privatization; The interface between public investment and economic growth.

Autonomy of the State; Dynamics of dominant oligarchy and the re-emergence of the dominant propriety classes: A brief examination on their impact on public mobilization and capital management.

Autonomy of the State; Dynamics of dominant oligarchy and the re-emergence of the dominant propriety classes: A brief examination on their impact on public mobilization and capital management.

Frankel, F. R. (2005). India’s Political Economy: 1947 – 2004. (2nd ed.). Oxford India Paperbacks: Oxford University Press.

Hahnel, R. (2002). The ABCs of Political Economy: A Modern Approach. Pluto Press.

Jenkins, R. (1999). Democratic Politics and Economic Reform in India. Cambridge University Press.

Searle, L. G. (2014). Conflict and Commensuration: Contested Market Making in India’s Private Real Estate Development Sector. In G. Shatkin (ed.) Contesting the Indian city: global visions and the politics of the local (pp. 65–90). Oxford: John Wiley & Sons, Ltd.

Kohli, A. (2010). Democracy and Development in India: From Socialism to Pro – Business. Oxford India Paperbacks: Oxford University Press.

Amit Bahaduri : Essay in the reconstruction of political Economy.

This course is designed to provide a comprehensive understanding of how economic concepts, theories, and techniques can be applied to regional economics. It covers the latest policy developments related to regional economics and examines the interconnectivity between various regions and sectors of the economy.

Meaning, Nature and Scope of Regional Economic: Different types of a region; Spatial Organization and Analysis Location Theories: Thunen-Weber-Palander-Christalien Losch- Greenhut-Lefeber Joard Alonso Johnson and Richardson; Theory of Location and interdependence. Techniques of Regional Analysis: Input-Output. Analysis-Linear Programming- -Cost Benefit Analysis, Production Function Analysis-Location Quotient-Shift and Share Analysis.

Meaning, Nature and Scope of Regional Economic: Different types of a region; Spatial Organization and Analysis Location Theories: Thunen-Weber-Palander-Christalien Losch- Greenhut-Lefeber Joard Alonso Johnson and Richardson; Theory of Location and interdependence. Techniques of Regional Analysis: Input-Output. Analysis-Linear Programming- -Cost Benefit Analysis, Production Function Analysis-Location Quotient-Shift and Share Analysis.

Equity Vs Efficiency; Regional Growth, Conceptual and Theoretical Foundations;

Application of theories; Status of Development in relation to Regional economic development; Export Base Theory-Sectoral Theory Vs Regional Theory of Development; Growth Pole Theory-Central place theory -Diffusion Theory-integration:

Equity Vs Efficiency; Regional Growth, Conceptual and Theoretical Foundations;

Application of theories; Status of Development in relation to Regional economic development; Export Base Theory-Sectoral Theory Vs Regional Theory of Development; Growth Pole Theory-Central place theory -Diffusion Theory-integration:

Determinants of Regional Development: Natural Endowments, Human Resources; Capital-Technology; Economic and Social infrastructure; Factor and commodity mobility and Regional development; Convergence Theory.

Determinants of Regional Development: Natural Endowments, Human Resources; Capital-Technology; Economic and Social infrastructure; Factor and commodity mobility and Regional development; Convergence Theory.

Historical perspectives of Indian development: Regional Development Models: Metropolitan Model-Bombay, Delhi, Calcutta. Command Area Development, Tribal Development Drought Prone Area-Mineral Based Region.

Historical perspectives of Indian development: Regional Development Models: Metropolitan Model-Bombay, Delhi, Calcutta. Command Area Development, Tribal Development Drought Prone Area-Mineral Based Region.

Socialistic countries, Republic of China and Yugoslavia, Developed market economies, UK. Japan, Developing Economies, Latin America; Practice of Regional Planning in India.

Socialistic countries, Republic of China and Yugoslavia, Developed market economies, UK. Japan, Developing Economies, Latin America; Practice of Regional Planning in India.

Capello, Roberta. 2007a. Regional Economics. London: Routledge.

Hoover, Edgar. 1975. An Introduction to Regional Economics (2nd edn.). New York: Alfred A Knopff.

Nijkamp, Peter and Abreu, M. 2009. Regional Development Theory. In International Encyclopedia of Human Geography, 202-207. Elsevier.

North, Douglas. 1956. Location Theory and Regional Economic Growth. Journal of Political Economy 63: 243-58.

The world is urbanizing at an unprecedented rate. This is majorly focused on the cities of the global south. Sprawling metropolitan areas have formed even larger agglomerations, and some very large urban regions with populations in the tens of millions have emerged. This has led to environmental degradation, overpopulation, and changes in the labour market. The challenges that are associated with urbanization need to be explored to arrive at innovative solutions for managing urban growth - from affordable housing, and solid waste management, to regulating land-use patterns. The course introduces students to the process of urbanization and the issues in urbanization. It then discusses the main theories in the said discipline and contextualizes the problems, especially with regard to India and the global. 

Urbanization, Urban Life, and Urban Spaces; Patterns and process of Urban development; The Origins and Growth of Cities and Urban Life; Nature and dimensions, factors initiating and perpetuating urbanization process; Characteristics of an economy passing through different stages of urbanization; Classification of Urban Areas by Demographics, Geographical and Economic Criteria; Process of Suburbanization.

Urbanization, Urban Life, and Urban Spaces; Patterns and process of Urban development; The Origins and Growth of Cities and Urban Life; Nature and dimensions, factors initiating and perpetuating urbanization process; Characteristics of an economy passing through different stages of urbanization; Classification of Urban Areas by Demographics, Geographical and Economic Criteria; Process of Suburbanization.

Urban Spatial Structure: Features and Concepts of City Structure; Theories of Urban structure and Growth: Concentric Zone Theory; Central Place Theory; Urban Base Theory; Urban Size: Ratchet, Rank Size Rule; The Cost and Benefits of City Size, Optimum City Size; Urban externalities and growth; The Minimization of Costs of Friction Hypothesis; Location Equilibrium of an Urban Firm.

Urban Spatial Structure: Features and Concepts of City Structure; Theories of Urban structure and Growth: Concentric Zone Theory; Central Place Theory; Urban Base Theory; Urban Size: Ratchet, Rank Size Rule; The Cost and Benefits of City Size, Optimum City Size; Urban externalities and growth; The Minimization of Costs of Friction Hypothesis; Location Equilibrium of an Urban Firm.

Trading Cities, Factory Cities, Innovation Cities; 21st-century Urbanization in India; The Economics of Zoning and Land Use Regulations; Agglomeration Economies, Location Decisions of Firms, Why Do Firms Cluster? Benefits and Costs of Bigger Cities, Urban Growth; The Politics of Change: Urbanization and Urban Governance; Provision and Pricing of Amenities (Public Utility Pricing); Property Tax and Municipal Finances. Urban Local Bodies, Sources of Revenue and Pattern of Expenditure of Urban Local Bodies. 

Trading Cities, Factory Cities, Innovation Cities; 21st-century Urbanization in India; The Economics of Zoning and Land Use Regulations; Agglomeration Economies, Location Decisions of Firms, Why Do Firms Cluster? Benefits and Costs of Bigger Cities, Urban Growth; The Politics of Change: Urbanization and Urban Governance; Provision and Pricing of Amenities (Public Utility Pricing); Property Tax and Municipal Finances. Urban Local Bodies, Sources of Revenue and Pattern of Expenditure of Urban Local Bodies. 

Pull and Push Factors for Urbanization in India; Rural-Urban Migration Process; Growth of Formal and Informal Economic Activities in Urban Space; Skilling in the Informal Economy; Labor Force Participation and Distribution of Workers; Street Children and Street Vendors; The Role of Human Capital in Shrinking Cities.

Pull and Push Factors for Urbanization in India; Rural-Urban Migration Process; Growth of Formal and Informal Economic Activities in Urban Space; Skilling in the Informal Economy; Labor Force Participation and Distribution of Workers; Street Children and Street Vendors; The Role of Human Capital in Shrinking Cities.

Overpopulation and Congestion; Urban sprawls, Urbanization and Housing; Urban Poverty and Emerging New Inequalities; Urban Infrastructure: Water Supply, Sanitation, and Solid waste management; Urban Transport and Peak Load Pricing; Land Use Patterns for City Growth; Urban Policy and Planning: Integrated Development of Small and Medium Towns; Measures to Manage Urban Growth: Decentralization of Industry, Growth Centers, Satellite towns; the Future of Sustainable Cities.

Overpopulation and Congestion; Urban sprawls, Urbanization and Housing; Urban Poverty and Emerging New Inequalities; Urban Infrastructure: Water Supply, Sanitation, and Solid waste management; Urban Transport and Peak Load Pricing; Land Use Patterns for City Growth; Urban Policy and Planning: Integrated Development of Small and Medium Towns; Measures to Manage Urban Growth: Decentralization of Industry, Growth Centers, Satellite towns; the Future of Sustainable Cities.

Knox. Paul L. (2011). Urbanisation: an introduction to urban geography, 3rd Edition, Pearson.

Henderson, V. (2002). Urbanization in developing countries. The World Bank Research Observer, 17(1), 89-112.

Bahl, R. W., & Linn, J. F. (1992). Urban public finance in developing countries. The World Bank.

Harris, R., & Vorms, C. (2017). What's in a name? Talking about urban peripheries. Toronto: University of Toronto Press.

Henderson, J.V. and J.F. Thisse .(eds.). (2006). Handbook of Urban and Regional Economics, Elsevier. 

Misra, R.P. (2019). Million cities of India: Growth dynamics, internal structure, quality of life, and planning perspectives. New Delhi: Concept publishing pvt ltd.

Sassen, S. (2006). Cities in a world economy (3rd ed.). Thousand Oaks, Calif.: Pine Forge Press.

Singh Kumar Amit. (2010). Patterns and Process of Urban Development. New Delhi: Abhijeet Publications.

Singh, K., & Ta'i, B. (2000). Financing and Pricing of Urban Infrastructure. New Age International (P) Limited Publishers.

Sivaramakrishnan, K. C., Kundu, A., & Singh, B. N. (2007). Handbook of urbanization in India: An analysis of trends and processes (2nd ed.). New Delhi; New York: Oxford Univ. Press.

Programme Objectives - The curriculum of the French course offered as II language to II BA/BSc/BCom students is designed to suit the present-day requirements where the emphasis is more on the Oral communication. Beginning with day-to-day situations with its dialogues the stress is on the spoken word. The part on French civilization offers one useful insight on life and living in France.

Course Description -French as a second language in the UG program. The method< Adomania> consists of a student's book and an activity book, both included in the digital manual. It consists of 8 units. The structure of each unit begins with basic communication aspects, leading to basic expressions, vocabulary, cultural aspects, functional and practical French stage by stage in each unit. This< manual> covers all the necessary global parameters.

 Course Objectives

·       To develop basic and communication skills sharpen oral and written skills.

·       To enhance knowledge on French culture.

·       To enrich the learner’s vocabulary

·       To enable learners to engage in and discuss simple topics with ease