Syllabus for
BA (English/Honours/Honours with Research)
Academic Year  (2024)

The Programme has a blend of continuous formative and summative assessments. 

The department’s academic work began at the Bannerghatta Road Campus in May 2016. With academic programs that have

been designed to provide a comprehensive learning environment through faculty members trained in institutions of various

national and international repute, the department provides a holistic approach to engaging with language, literature and

culture. The department promotes an intellectual climate of critical and creative ideation that aims to inculcate among its

students a critical reading of the word and the world alike. It has geared its academic engagements towards moulding

studentsinto responsible and socially sensitive citizensthrough programs that are designed to facilitate holistic development.

The academic programs seek to build academic, social and professional competencies along with an ethical outlook. The

academic programs offered by the department are aligned with the University’s vision and mission. Offering programs at

the undergraduate, postgraduate, and research levels, the core areas of enquiry range from domain in language and literature,

to those in and around culture. Programs currently offered include BA English (Hons); BA (Liberal Arts); MA (English and

Cultural Studies), and PhD (Cultural Studies). The Department of English and Cultural Studies (BGR Campus) has

consistently worked towards evolving novel and pertinent learning environments that are highly learner-centric, firmly

locating its academic exercises in our contemporary world. The courses designed are a vibrant confluence of valuable

engagements with disciplinesincluding history,sociology, philosophy, linguistics, ethics, comparative literature and culture,

among others. With faculty members having developed their expertise in a variety of fields including Gender Studies,

Popular Culture, Postcolonial Studies, Screen Studies, Language Instruction, and Sociolinguistics among others, its

academic exercises provide for immense scope for students to learn, unlearn, and relearn, and work towards more informed

and effective social citizenship.

VISION:

To enable a transformative learning experience through critical, creative and intellectual engagements.

MISSION:

The Department of English and Cultural Studies works towards the advancement of knowledge through creative and critical

modes of enquiry that would equip the student to be socially and ethically aware. We enable this awareness through an

inclusive and transformative learning ecosystem in which learners can explore nuances of language, literature and culture. By

promoting critical thinking, multicultural competence and respect for diverse perspectives, we aim to nurture a community of

socially sensitive and empathetic individuals.

The BA (English/ English Honours/ English Honours with Research) is a three/ four-year rigorous programme that provides an

avenue for learners to acquire knowledge and skill sets in the areas of Literary Studies, Cultural Studies, and Linguistics. Over

the course of three/four years, the programme enables holistic development among the learners by exposing them to the latest

discourses in the field. The three-year programme is structured in such a way that it provides foundational knowledge of

various theories, methodologies, and skills that are intrinsic to the discipline through innovative pedagogical and andragogical

practices. The fourth year of the English Honors programme is designed to enable the learners gain an exposure to the various

professional fields that aligns with the discipline through industry exposure and related activities. The fourth year of the

English Honours with Research programme offers them the opportunity to involve in capstone projects which enables the

learners to gain first-hand exposure to various field-based research and studies through community engagements and our NGO

partners. The programme is highly learner-centric. Distinct from a traditional approach, the programme offers courses that are

highly inter Disciplinaryand multiDisciplinaryin nature providing an exposure to the learners in the areas of Visual Culture and

Film Studies, Urban Studies, Digital Humanities, Critical Food Studies, Folklore Studies, Translation Studies, Sociolinguistics,

Psycholinguistics, Semiotics, Multilingualism, Content Designing and Development, Editing and Publishing, Critical

Pedagogic Studies, Gender and Intersection Studies, along with the conventional English Literature courses. The program is

very dynamic in nature as it enables the learners to grow beyond academic and hone the skill sets by participating and

organizing various conferences, seminars, and fests and make them professionally ready. The programme provides value-

added courses that focus on managing mental and emotional well-being of the learners to successfully manoeuvre the

challenges according to the times.

Programme Outcome/Programme Learning Goals/Programme Learning Outcome:

PO2: Utilise LSRW skills to communicate effectively to support academic endeavours by consistent and systematic involvement in collaborative peer engagements and assignments, research, and internship projects.

PO3: Apply critical thinking skills to cultural texts, socio-political contexts, movements, and events while participating in curricular, co-curricular, and extracurricular activities.

PO4: Evaluate the discourses on citizenship, nation-state, gender and diversity, hegemonic practices and sustainability within local, regional, national and global contexts by employing the frameworks and concepts introduced in various courses.

PO5: Generate research outputs by identifying and incorporating appropriate research methods and methodologies through engagements in the classroom, fieldwork, internship, and guided research.

PO6: Practise and display the skills of leadership and problem-solving by participating in and organising group assignments, national and international seminars, conferences, workshops, research projects, internships, apprenticeships, and co-curricular and extra-curricular activities.

PO7: Develop employability skills such as communication, research, translation, data labelling and annotation, content creation and production, and editing and publishing through academic, societal and industry engagements.

            "British Literature I" is structured to acquaint students with English Literature's dynamic evolution and diversification from a global vantage point. This course delves into the interplay between socio-political, cultural, and human values in shaping ideas, ideologies, and cultural narratives. Emphasis is placed on critically examining the correlation between literary works and their historical contexts, assessing their ongoing relevance in the contemporary era, particularly in postcolonial studies, cultural studies, language studies, literary theory and criticism, nationalism studies, and gender studies.

            This course adopts a global lens, urging students to view British literature within a wider, international context, thereby broadening their understanding of literature as a global entity and nurturing a more inclusive worldview. This perspective is vital for enhancing global awareness and cultural proficiency. Skill development is a key component of this course. It equips students with critical thinking and analytical capabilities, pivotal across various sectors. The study of literature fosters the ability to engage critically and imaginatively with both content and form, in analysing and interpreting complex concepts. This skill set is further expanded through a focus on digital literacy, research methodologies, and effective communication, preparing students for the multifaceted demands of the modern job market.

            The course also integrates pivotal issues such as gender and human values. Examining literary texts through a gender perspective allows students to understand the formation and portrayal of gender identities and roles. This analysis deepens their literary comprehension and advances gender awareness and inclusivity. The exploration of human values in literature, like empathy, integrity, and ethics, cultivates ethical decision-making and critical reflection framework crucial for both personal and professional growth. By introducing these diverse perspectives, ‘British Literature I’ not only contributes to the academic growth of students but also prepares them to navigate and contribute to a rapidly evolving global society, equipped with essential employability skills and a profound understanding of cross-cutting societal issues.

            The course instructor may choose one drama (or chosen excerpts), one novel, 2-3 prose pieces, and 8-10 poems across all four units while preparing the course plan.

 In this unit, students will analyse the global influences in Medieval and Elizabethan literature, focusing on how these eras' literary forms and themes resonated worldwide. Skill development will focus on interpreting texts critically, emphasising their historical and cultural contexts. The course will also explore gender roles and human values of these periods, offering insights into the evolving societal norms and ethical perspectives within the literature of these eras.

1.   An overview of the key literary forms and themes prevalent from the Medieval to the Elizabethan era, illustrating the evolution of English literature.

2.   Insights into these periods' socio-political and cultural influences on literature, emphasising their impact on narrative styles and literary expression.

3.   A focus on the changing portrayal of societal roles and structures in literature, reflecting the transition from feudal societies to more centralised monarchies.

Essential readings:

Bacon, Francis. "Of Studies." Eight Essayists, edited by A.S. Cairncross, Macmillan, 1978, pp. 3-4.

Chaucer, Geoffrey. General Prologue to The Canterbury Tales. Bloomsbury Publishing, 2000.

Marlowe, Christopher. Dr. Faustus. Dover Publications, 2012.

Shakespeare, W. Macbeth. Simon & Schuster, 2011.

Shakespeare, W. The Comedy of Errors. 2020.

Sidney, P. and W. Jonson. Astrophel and Stella. Createspace Independent Publishing Platform, 2014.

Spenser, Edmund. "Epithalamion by Edmund Spenser | Poetry Foundation." https://www.poetryfoundation.org/poems/45191/epithalamion-56d22497d00d4.

In the "Seventeenth-Century Literature and Thought" unit, students will explore the international reach and influence of this era's literature, including its global dissemination and reception. Skill development will focus on advanced literary analysis and critical thinking, particularly in interpreting complex Restoration texts and their rhetorical strategies. The course will also delve into the representation of gender and human values during the 17th century, examining how literature mirrored and challenged the prevailing societal norms and ethical standards.

1.   Examination of key literary forms and genres of the 17th century and Restoration period, highlighting stylistic developments and thematic shifts.

2.   Analysis of the political, religious, and social influences on literature during this era, especially in the context of the English Civil War and the Restoration.

3.   Study of the evolving portrayal of gender roles and exploration of human values such as freedom, morality, and individualism in the literature of this period.

Essential readings:

Donne, John. "A Valediction Forbidding Mourning." Poetry Foundation https://www.poetryfoundation.org/harriet-books/2011/07/a-valediction-forbidding-mourning.

Dryden, John. Mac Flecknoe. F. Hall at the Clarendon Press, 1924.

Marvell, Andrew. "To His Coy Mistress." Poetry Foundation https://www.poetryfoundation.org/poems/44688/to-his-coy-mistress.

Milton, J. and A. Baldwin. Paradise Lost. Oxford University Press, 2008.

Webster, J. and M. Neill. The Duchess of Malfi (Norton Critical Editions). W. W. Norton, 2015.

Congreve, William. The Way of the World. Penguin Books Limited, 2006.

In the "Augustan Age and Age of Sensibility" unit, students will investigate how literature from these periods mirrored and influenced global thought and cultural trends. The focus on skill development will be on enhancing literary criticism and interpretative skills, emphasising understanding the satirical and moralistic tones characteristic of these eras. The course will also examine the depiction of gender and human values, particularly how these literary works reflect and critique the societal and emotional norms of the time.

1.   Overview of the defining characteristics of Augustan and Sensibility literature, including its satirical edge and emotional depth.

2.   Insight into the cultural, political, and philosophical contexts that shaped the literary output of these periods, with a focus on rationalism and sentimentality.

3.   Exploration of themes such as the evolving concept of individualism, the critique of social norms, and the representation of gender roles and emotions. 

Essential readings:

Addison, Joseph. "Remarks on the English by the Indian Kings." Eight Essayists, edited by A.S. Cairncross, Macmillan, 1978, pp. 70-74.

Blake, W. Songs of Innocence and Songs of Experience. Dover Publications, 2012.

Defoe, D. Robinson Crusoe. Aladdin, 2012.

Goldsmith, Oliver. "Parliamentary Elections." Eight Essayists, edited by A.S. Cairncross, Macmillan, 1978, pp. 94-97.

Gray, Thomas. “Elegy Written in a Country Churchyard.” Poetry Foundation, Poetry Foundation, https://www.poetryfoundation.org/poems/44299/elegy-written-in-a-country-churchyard.

Pope, A. and L. Damrosch. The Rape of the Lock and Other Major Writings. Penguin Books Limited, 2011.

Steele, Richard. "The Spectator Club." Eight Essayists, edited by A.S. Cairncross, Macmillan, 1978, pp. 40-45.

Swift, J. and C. Fabricant. A Modest Proposal and Other Writings. Penguin Books Limited, 2009.

Walpole, H. The Castle of Otranto: A Gothic Novel. Floating Press, 2009.

 In the "Romantic Revival" unit, students will explore the global impact of Romanticism, considering how its ideals and themes resonated across different cultures. Emphasis on skill development will be placed on critical interpretation and appreciation of Romantic literature's stylistic nuances and emotional depth. The course will also scrutinize the representation of gender and human values during the Romantic era, focusing on how these texts challenged existing social conventions and promoted ideals like individualism and emotional expression.

1.   Examination of Romanticism's key characteristics, including its emphasis on emotion, nature, and individualism, as well as its break from classical forms.

2.   Analysis of the historical and philosophical influences on Romantic literature, particularly the response to industrialization and rationalism.

3.   Exploration of themes such as the sublime, the role of the artist in society, and the evolving depiction of gender and human values in Romantic literature.

Essential readings:

Coleridge, Samuel Taylor. “Kubla Khan.” Poetry Foundation, Poetry Foundation, https://www.poetryfoundation.org/poems/43991/kubla-khan.

Keats, John. “La Belle Dame sans Merci: A Ballad.” Poetry Foundation, Poetry Foundation, https://www.poetryfoundation.org/poems/44475/la-belle-dame-sans-merci-a-ballad.

Shelley, Percy Bysshe. “Ode to the West Wind.” Poetry Foundation, Poetry Foundation, https://www.poetryfoundation.org/poems/45134/ode-to-the-west-wind.

Shelley, M. Frankenstein. Dover Publications, 2013.

Wordsworth, William. "Lines Composed a Few Miles above Tintern Abbey| Poetry Foundation." https://www.poetryfoundation.org/poems/45527/lines-composed-a-few-miles-above-tintern-abbey-on-revisiting-the-banks-of-the-wye-during-a-tour-july-13-1798.

Sanders, Andrew. The Short Oxford History of English Literature. Oxford Univ. Press, 2006.

This course introduces students to the discipline of Linguistics, addressing the global need for understanding and analysing the intricacies of human language. Students will learn the basic concepts and methods linguists use in the scientific study of human language, emphasising the importance of skill development in linguistic analysis for employability in various fields. The course will examine the material and accessible properties of language (such as sounds, words, and phrases) to gain an understanding of its non-material, abstract aspects. In doing so, the course will allow students to understand the human values related to social interaction. Given that language is intimately connected to our cognitive and social experience, an understanding of linguistic structure can help illuminate aspects of these domains as well. While many key aspects will be illustrated using evidence derived primarily from English and Indian languages, the course will also discuss evidence from a variety of languages to better demonstrate the richness of linguistic diversity.

The unit will familiarise the students with the basics of linguistics to fulfil the global need to understand language in relation to its evolution.  The unit also allows students to understand the technicalities that differentiate human language from animal communication. Citing examples from both global contexts, the unit will briefly examine language family trees and their related studies. The unit deals with human values and sustainability.

1. Introduction to the field of linguistics (notions of language, structure of language levels and their hierarchy, Paradigmatic and Syntagmatic relations)

2. Diachronic and synchronic linguistics

3. Language evolution: Language, history and change-family tree

4. Hockett’s design features of language

5. Language as a tool for communication: Jacobson’s communicative functions

Essential readings:

Hockett, Charles F. "The Origin of Speech." Scientific American, vol. 203, no. 3, 1960, pp. 88–97.

Hoenigswald, Henry M. "Linguistic Universals and Linguistic Change." Language, vol. 32, no. 3, 1956, pp. 514–537.

Pinker, Steven. The Language Instinct: How the Mind Creates Language. Harper Perennial Modern Classics, 2007. (Chapter 1)

Yule, George. The study of language. George Yule. Ed. 7 New York: Cambridge University Press,2020. (Chapter 1)

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

1. Articulatory Phonetics, Acoustic Phonetics and Auditory Phonetics. (Basic definitions)

2. Mechanism of speech production (Organs of speech, Air stream mechanisms, Places and manners of articulation, Vowels and Consonants).

3. Introduction to Phonology (Basic definitions of phoneme, phone and allophone, Contrastive, complementary and defective distribution, Minimal pairs, Free variation)

Essential readings:

Kiparsky, Paul. "Phonological Representations." In Phonology: Critical Concepts in Linguistics, edited by Patricia Keating, vol. 1, pp. 9–30. Routledge, 2005.

 Ladefoged, Peter, and Keith Johnson. A Course in Phonetics. Cengage Press, 2014. (Chapters1-3)

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

1. Morphology (definition and relevance)        

2. Words vs Morpheme, Morph, Allomorph

3. Inflectional Morphology

4. Derivational Morphology

Essential readings:

Haspelmath, Martin, and Andrea Sims. "Understanding Morphology." In The Oxford Handbook of Inflection, edited by Matthew Baerman, Dunstan Brown, and Greville G. Corbett, pp. 1–12. Oxford University Press, 2007.

Yule, George. The study of language. George Yule. Ed. 7 New York: Cambridge University Press,2020.

This unit aims atproviding learners a comprehensive exploration of the fundamental principles and theories underlying the structure of sentences and phrases in natural languages. Through an in-depth analysis of traditional, structuralist, and generative approaches, students gain a thorough understanding of syntactic concepts such as parts of speech categorization, constituent analysis, linguistic competence vs. performance, and generative syntax, including phrase structure rules and transformational rules. The unit emphasizes the development of analytical skills through deconstructing complex linguistic structures and understanding the relationships between linguistic elements. By studying syntax, learners not only fulfill global needs related to communication and language processing but also enhance their employability in diverse fields such as education, computational linguistics, publishing, and communication-related industries.

1.   Levels of adequacy (Observational, descriptive and explanatory)

2.   Linguistic competence vs. linguistic performance, I-Language and E-Language, Innateness Hypothesis, Poverty of stimulus, LAD

3.   Traditional (Parts of Speech) and Structuralist Hypotheses (Immediate Constituent Analysis)

4.   General notions (Constituents, phrases and clauses, Tests for identification of syntactic constituents

5.   Introduction to Generative Syntax (Phrase Structure Rules, Deep and Surface structure, Kernel Sentences, Transformational Rules)

Essential readings:

Chomsky, Noam. Syntactic Structures. The Hague/Paris: Mouton, 1957. Print.(chapter 1)

Chomsky, Noam. Syntactic Structures. The Hague/Paris: Mouton, 1957. Print.(chapter 2)

Chomsky, Noam. Syntactic Structures. The Hague/Paris: Mouton, 1957. Print.(chapter 3)

Chomsky, Noam. Syntactic Structures. The Hague/Paris: Mouton, 1957. Print.(chapter 4)

Carnie, Andrew. Syntax: A Generative Introduction. 3rd ed., Hoboken: Wiley-Blackwell, 2012. Print

McWhorter, John. The Power of Babel: A Natural History of Language. Henry Holt and Company, 2001.

Yule, George. The study of language. George Yule. Ed. 7 New York: Cambridge University Press,2020. (Chapter 2)

Reading is an essential skill in the development of one’s critical faculties. But it is also important to know how to read, to understand the politics and nuances of ‘texts’ and the nature of textualities. This course aims to help students grasp and negotiate with the complex set of signifying systems we have come to call ‘texts’. Through this course students will learn to read not just written literature, but also visuals, cultural signs, films and much more by understanding that anything that one can engage with and make meaning can function as a text to be read. The course also attempts to engage students in understanding and reading the nuances of digital texts and textualities and how the digital has reconfigured our ways of reading, understanding and engaging with ‘texts’ and making meaning. The course aims to situate the English and Cultural Studies student at the cusp of all these changes and hopes to equip the students with critical thinking, analytical and close reading skills to understand the nuances of the local, regional, national and global in their everyday engagements with digital and other ‘texts’. The course situates English Studies within the global shifts and looks at how English as a language and how English Literary studies evolved in Indian from the colonial times to the postcolonial contemporary. It aims to enable the students to understand the intersections of class, caste, gender, and environment at least at a basic level in their engagements with the physical and digital universe.

This unit aims to enable students to situate themselves within the domain of English and Cultural Studies and understand their roles and their possibilities, enabling them to see where they are and where they are going as a student of English. The topics and texts in this unit enable the student to understand the role of English and Cultural Studies in a global and national context enabling them to situate their regional and local specificities into the matrix and enables the student to understand the implications of careers within the domain in terms of skills and human values.

1. The Discipline of English and Cultural Studies

2. The role of an English and Cultural Studies student

3. The history and nature of English and Cultural Studies globally and in India

 4. The need for an English and Cultural Studies student. 

Essential readings:

Young, Tory. “Reading: The Discipline of English.” Studying English Literature: A Practical Guide. Cambridge UP, 2008, pp. 24-26.

Young, Tory. “Reading: The New English Student.” Studying English Literature: A Practical Guide. Cambridge UP, 2008, pp. 27-35. Poduval, Satish. “To Be in Eng. Lit., Now That… The Voyage Out.” Subject to Change: Teaching Literature in the Nineties, Orient       Blackswan, 1998, pp. 143–59.

Viswanathan, Gauri. Introduction. The Masks of Conquest. Oxford UP, 1989, pp. 1-21.

This unit will enable them to understand the central idea of the “text” and textualities that determine the course. This unit will attempt to enable students to understand what a text is and how important it is to engage with ‘texts’ and contexts within the local, regional, national and global contextualisation that determine their existence. The student will be exposed to the processes of textuality and how the nature and medium of a ‘text’ determine its meanings and meaning making processes, which will help them situate the textualities and equip them with basic skills to understand how the digital produces and disseminates meanings.

1. The nature of ‘texts’ as signifying systems

2. The processes of meaning production and its dissemination

3. The process of textualization and textuality

4. The medium is the message: Literary, Visual, Digital

Essential readings:

Excerpts from Barthes, Roland. "From Work to Text." Image Music Text. Translated by Stephen Heath, Fontana Press, 1977, pp. 155-64. Excerpts from Barthes, Roland. “The Death of the Author”. Image Music Text. Translated by Stephen Heath, Fontana Press, 1977. pp. 142-48.

MacLuhan, Marshall. “The Medium is the Message”. Understanding Media: The Extensions of Man, The MIT Press, 1964, pp. 1-18.

This unit will introduce students to the digital and the field of Digital Humanities in a very basic way. It will enable students to interrogate the politics of the digital as a medium and how meanings are contextually produced within the digital texts and contexts. It will investigate the nature of digitality and the processes of the production, dissemination and consumption of meaning the digital entails within glocal, national and regional determinations; and the intersections of technology and the human that these texts create and operate within and the implications of this on sustainable reading, writing and publishing.

1. Digital Texts and Textualities

2. Basic introduction to Digital humanities

3. The politics of the digital: production, dissemination, consumption

4. Meaning making in the Digital.

5. Human and Posthuman: The Digital Problematics 

Essential readings:

Pramod K. “New Media, Digitextuality and Public Space: Reading ‘Cybermohalla’”. Postcolonial Text, vol. 4, no. 1, 2008. https://www.academia.edu/368266/Cybermohalla. Accessed on 28 Feb 2023.

Peters, Michael A., and Peter Fitzsimons. “Digital Technologies in the Age of Youtube: Electronic Textualities, the Virtual Revolution and the Democratization of Knowledge.” Geopolitics, History, and International Relations, vol. 4, no. 1, 2012, pp. 11–27. JSTOR, https://www.jstor.org/stable/26804831. Accessed 28 Feb. 2023. 

This unit is intended to familiarize students with the new modes of reading and engaging available in the world today – the world of the digital and the politics of it and what it does to meaning making. The module will touch upon various forms of electronic literatures and the nature and politics of the same. The texts will engage with global trends and their implications on the skill development of readers in general and what it portends for an academia and the human race, that is oriented towards technologisation.

1. Electronic Literatures

2. Genres of e-lit: Performance Poetry, Instapoetry, Fanfiction and fan work, TTTs, Wattpad stories, OTT

3. Digital Storytelling and Orality

4. Reading Digital Data.

Essential readings:

 Carr, Nicholas. “The Juggler's Brain.” The Shallows: How the internet is changing the way we think, read and remember. London, Atlantic Books, 2010. 115-120; 126-129.

Hammond, Adam. “Literature in the Digital Master Medium”. In Literature in the Digital Age: An Introduction, Cambridge UP, 2016, pp. 175-197.

Dent, Alexander S. “Intellectual Property, Piracy, and Counterfeiting.” Annual Review of Anthropology, vol. 45, 2016, pp. 17–31. JSTOR, http://www.jstor.org/stable/24811551. Accessed 28 Feb. 2023.

Cossar, Harper. “New Media, Digitextuality, and Widescreen.” Letterboxed: The Evolution of Widescreen Cinema, University Press of Kentucky, 2011, pp. 225–55. JSTOR, http://www.jstor.org/stable/j.ctt2jcdhv.9. Accessed 28 Feb. 2023.

Everett, Anna and Caldwell, John T, (eds.). New Media: Theories and Practices of Digitextuality. 1st edn, Routledge, 2003. https://doi.org/10.4324/9780203953853.

Graff, Gerald. “Why How We Read Trumps What We Read.” Profession, 2009, pp. 66–74. JSTOR, http://www.jstor.org/stable/25595914. Accessed 28 Feb. 2023.

Hall, Leigh A., and Susan V. Piazza. “Critically Reading Texts: What Students Do and How Teachers Can Help.” The Reading Teacher, vol. 62, no. 1, 2008, pp. 32–41. JSTOR, http://www.jstor.org/stable/20204657. Accessed 28 Feb. 2023.

Hitchcock, Peter. “How to Read a Discipline.” Comparative Literature, vol. 66, no. 1, 2014, pp. 5–14. JSTOR, http://www.jstor.org/stable/24694531. Accessed 28 Feb. 2023.

Klarer, Klarer. An Introduction to Literary Studies. Routledge, 2013.

Lerer, Seth, and Joseph A. Dane. “Introduction: What Is a Text?” Huntington Library Quarterly, vol. 58, no. 1, 1995, pp. 1–10. JSTOR, https://doi.org/10.2307/3817894. Accessed 28 Feb. 2023.

MacCaw, Neil. How to Read Texts. Continuum, 2013.

Monaco, James. How to Read a Film. Oxford UP, 2009.

Rao, Maithili. “How To Read a Hindi Film.” Film Comment, vol. 38, no. 3, 2002, pp. 37–40. JSTOR, http://www.jstor.org/stable/43577782. Accessed 28 Feb. 2023.

Swearingen, C. Jan. “What Is the Text? Who Is the Reader? A Meditation on Meanderings of Meaning.” New Literary History, vol. 38, no. 1, 2007, pp. 145–61. JSTOR. http://www.jstor.org/stable/20057993. Accessed 28 Feb. 2023.

Valdés, Mario J. “What is a Text? Explanation and Understanding.” A Ricoeur Reader: Reflection and Imagination, University of Toronto Press, 1991, pp. 43–64. JSTOR, http://www.jstor.org/stable//10.3138/9781442664883.5. Accessed 28 Feb. 2023.

Vander Meulen, David L. “How to Read Book History.” Studies in Bibliography, vol. 56, 2003, pp. 171–93. JSTOR, http://www.jstor.org/stable/40372195. Accessed 28 Feb. 2023.

Williams, Abigail. “How to Read.” The Social Life of Books: Reading Together in the Eighteenth-Century Home, Yale University Press, 2017, pp. 11–35. JSTOR, http://www.jstor.org/stable/j.ctt1q1xt90.5. Accessed 28 Feb. 2023.

Ghosh, Arjun. “Censorship through Copyright: From print to digital media.” Social Scientist, vol. 41. nos. 1-2 January-February 2013.

Greenspan, Brian. “Are Digital Humanists Utopian?” Debates in the Digital Humanities 2016, edited by Matthew K. Gold and Lauren F. Klein, University of Minnesota Press, 2016, pp. 393–409. JSTOR, https://doi.org/10.5749/j.ctt1cn6thb.36. Accessed 28 Feb. 2023.

Greenspan, Brian. “The Scandal of Digital Humanities.” Debates in the Digital Humanities 2019, edited by Matthew K. Gold and Lauren F. Klein, University of Minnesota Press, 2019, pp. 92–95. JSTOR, https://doi.org/10.5749/j.ctvg251hk.12. Accessed 28 Feb. 2023.

Hammond, Adam. Literature in the Digital Age: An Introduction. Cambridge UP, 2016.

Kim, Dorothy. “Building Pleasure and the Digital Archive.” Bodies of Information: Intersectional Feminism and the Digital Humanities, edited by Elizabeth Losh and Jacqueline Wernimont, University of Minnesota Press, 2018, pp. 230–60. JSTOR, https://doi.org/10.5749/j.ctv9hj9r9.17. Accessed 28 Feb. 2023.

Shackelford, Laura. “Literary Turns at the Scene of Digital Writing.” Tactics of the Human: Experimental Technics in American Fiction, University of Michigan Press, 2014, pp. 28–56. JSTOR, https://doi.org/10.2307/j.ctv65sx19.5. Accessed 28 Feb. 2023.

Shillingsburg, Peter. “From Physical to Digital Textuality: Loss and Gain in Literary Projects.” CEA Critic, vol. 76, no. 2, 2014, pp. 158–68. JSTOR, http://www.jstor.org/stable/44378545. Accessed 28 Feb. 2023.

Spiro, Lisa, and Jane Segal. “Scholars’ Usage of Digital Archives in American Literature.” The American Literature Scholar in the Digital Age, edited by Amy E. Earhart and Andrew Jewell, University of Michigan Press, 2011, pp. 101–22. JSTOR, http://www.jstor.org/stable/10.3998/etlc.9362034.0001.001.9. Accessed 28 Feb. 2023.

Szabó, Krisztina. “Digital and Visual Literacy: The Role of Visuality in Contemporary Online Reading.” In the Beginning Was the Image: The Omnipresence of Pictures: Time, Truth, Tradition, edited by András Benedek and Ágnes Veszelszki, Peter Lang AG, 2016, pp. 103– 12. JSTOR, http://www.jstor.org/stable/j.ctv2t4cns.12. Accessed 28 Feb. 2023. 

Academic Skills and Literacy Practices helps students to acquire skills which are of global importance by providing a base for their academic and professional development through hands-on training in reasoning, reading, and writing. Academic Skills focus on developing research skills through careful reading and critical thinking that are globally considered foundational and crucial in textual scholarship and knowledge production. The participants of this course will determine their areas of interest in conceptualizing their seminal work and constructing a reasoned argument. The course deals with receptive skills (reading) and productive skills (writing). The course prompts the participants to take their learning-receptive skills and productive skills in a purpose-driven and practice-oriented mode on a contextual basis. This course facilitates the participants with varied practices, tasks, exemplars, and sample papers to practice with context-driven reading material. The participants of this course will exercise their textual scholarship and translate their areas of interest into meaningful writing. This course will emphasize the aspects of professional ethics while conducting research. This course directs the learners to produce basic academic presentations which should be career-oriented, and of social relevance. The presentation skill which is required across several professions in the contemporary job scene will boost the participants’ prospects of employability. By taking this course that provides global learning, such as Academic Skills and Literacy Practices, etc. participants can enhance their employability and develop professional ethics, ultimately preparing themselves to meet global needs and be successful global citizens in today's interconnected world. The course specifically focuses on the following areas: 

• Principles of Writing, 

• Features of Writing, 

• Essay Organization 

• Academic Presentation, and 

• Research Aptitude

This unit is designed to provide the learners with a first-hand knowledge of various structural and conceptual ideas pertaining to the field of academic writing. It goes in-depth on the basics of essay writing and organisation. This unit provides global learning and professional skills such as Academic Skills, Literacy Practices, etc. that in turn will enhance participants' employability in the global market.

1.   The purpose of academic writing

2.   Writing for your audience

3.   Structure: Cohesion, Clarity, Logical Order, Consistency, Unity, Conciseness, Completeness

4.   Anchoring the context

5.   Building Thesis

6.   Taking a position

7.   Organizing ideas: Introduction, Body and Conclusion

8.   Developing Paragraphs

9.   The Basics: What does a good essay need?

10. Basic steps in writing an essay: Characteristics/ Features, Types, Research, Formal and Informal Essays, Focus on the writing stages

11. Writing tools and smart writing

12. Essays vs. Original research article

Essential readings:

Bailey, Stephen. Academic Writing: A Handbook for International Students. Routledge, 2015.

Murray, Neil. Writing Essays in English Language and Linguistics: Principles, Tips and Strategies for Undergraduates. Cambridge University Press, 2012.

Williams, Joseph M. Style: Lessons in Clarity and Grace. 12th ed., Pearson, 2017.

This unit is designed to provide the learners with a first-hand knowledge of various ideas pertaining to effective research and writing academic papers. The course emphasizes the importance of critical reading and analysis, note-taking strategies, argument development, and proper citation. Learners are encouraged to engage in peer feedback and reflection to improve their writing skills, and the course also addresses professional ethics and academic integrity. Overall, this unit imparts global learning such as Research Skills, Career-Oriented writing, etc., and prepares learners to be successful academic writers and researchers making them more employable and ready for global market needs.

1.   Pre-reading.

2.   Annotating.

3.   Outlining.

4.   Summarizing.

5.   Finding oppositions.

6.   Identifying thesis and related arguments.

7.   Three Pass Approach

8.   What is research? Importance of Research, Type: Primary and Secondary Research.

9.   Research Methodology.

10. Reasoning methods in research- inductive and deductive reasoning; socratic questioning

11. Referencing: Introduction to MLA, Introduction to APA.

12. Abstract, Literature Review, Annotated Bibliography.

13. Academic Integrity and Research Ethics: Plagiarism

Essential readings:

“Inductive and Deductive Logic.” eGyankosh. https://egyankosh.ac.in/bitstream/123456789/84670/1/Unit-3.pdf

"Introduction to MLA Style." Purdue University, 2021, owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/general_format.html.

Booth, Wayne C., Gregory G. Colomb, and Joseph M. Williams. The Craft of Research. 4th ed., University of Chicago Press, 2016.

Purdue Online Writing Lab. "Introduction to APA Style." Purdue University, 2021, owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html. Purdue Online Writing Lab. 

This unit introduces learners to the field of academic presentation and provides them with hands-on exposure to the field. Overall, this unit focuses on developing strong presentation skills that can provide learners with a range of benefits, including global learning, enhanced employability, and improved professional ethics. Strong presentation skills are highly valued by employers, as they demonstrate an individual's ability to communicate effectively with colleagues, clients, and stakeholders. Developing strong presentation skills requires developing cultural sensitivity and awareness, which is a critical component of global learning.

1. Starting a Presentation; Stating your purpose; Presentations – signposting;

2. Presentations – Survival Language; A Friendly Face; Microphones; Nerves; Stand Up.

3. Describing change – verbs; Describing change – adjectives; Describing change – giving figures;

4. Commenting on visuals; Dealing with questions; Rhetorical questions; Focusing attention; Cause and effect. 

Essential readings:

Ennis, Catherine D. Oral Presentations in the Composition Course: A Brief Guide. Pearson, 2013.

Riedl, Rachel. Effective Presentations: A Guide for Non-Native Speakers of English. University of Michigan Press, 2018.

Zelazny, Gene. Say It with Presentations: How to Design and Deliver Successful Business Presentations. McGraw-Hill Education, 2011.

Hacker, Diana, and Nancy Sommers. A Writer's Reference. 9th ed., Bedford/St. Martin's, 2018.

Graff, Gerald, and Cathy Birkenstein. They Say / I Say: The Moves That Matter in Academic Writing. 4th ed., Norton, 2018.

Lunsford, Andrea A., and John J. Ruszkiewicz. Everything's an Argument with Readings. 8th ed., Bedford/St. Martin's, 2019.

Alvermann, Donna E., Stephen F. Phelps, and Michael W. Wisenbaker. Content Reading and Literacy: Succeeding in Today's

Diverse Classrooms. 7th ed., Pearson, 2017.

Lester, James D., and James D. Lester Jr. Writing Research Papers: A Complete Guide. 16th ed., Pearson, 2019. 

Andrews, Ted. "Speaking in Public: A Guide for Academics." Cambridge University Press, 2012.

Lucas, Stephen E. "The Art of Public Speaking." McGraw-Hill Education, 2018.

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.

Corcoran, Neil. The Cambridge Companion to Twentieth-Century English Poetry. Cambridge: CUP, 2007. Print

Davis, Alex, and Lee M Jenkins. The Cambridge Companion to Modernist Poetry. Cambridge: CUP, 2007. Print

Ferguson, Margaret, Mary Jo Salter and Jon Stallworthy. Eds. The Norton Anthology of Poetry. 4th Ed. New York: WW Norton, 1996. Print

Gupta, Ambika Sen. Selected College Poems. Rpt. Hyderabad: Orient Longman,1999. Print

The Cambridge Companion to Narrative. Cambridge: CUP, 2007.Print.

John, Eileen, and Dominic McIver Lopes. Philosophy of Literature: Contemporary and Classic

 Readings. Oxford: Blackwell, 2004. Print

Desmond, J. (2014). Adaptation: Studying Film and Literature. McGraw-Hill Education.

Stam, R., & Raengo, A. (2005). Literature and Film: A Guide to the Theory and Practice of Film Adaptation. Blackwell Publishing.

 This course will allow students to delve deeper into specific interdisciplinary areas within Linguistics by taking them on a journey through the historical roots, contemporary applications, and global significance of Applied Linguistics. By doing so, it will acquaint them with an understanding of the current trends in the field. The course is specially designed to acquaint students with the scope for employability in the stream with emphasis on the interdisciplinary aspect of Linguistics. With units covering areas like Computational Linguistics, Forensic Linguistics, and Neurolinguistics, the course allows students to develop a deeper understanding of how linguistic theories and methodologies can be applied to real-world scenarios, thereby addressing global needs related to communication, language processing, and linguistic diversity in the domain of Technology, Law and Healthcare. The course will give students an opportunity to further develop their analytical skills in specific areas of Applied Linguistics. It will help enhance their readiness to address linguistic challenges in diverse contexts related to human values by addressing practical linguistic issues, integrating computational skills, fostering critical thinking and problem-solving abilities, and providing insights into language-related disorders and interventions. With a focus on real-world applications, students will emerge equipped to tackle global challenges, contribute to advancements in language research, and thrive in diverse professional settings. 

This unit delves into the multifaceted realm of applied linguistics, exploring its historical roots, contemporary developments, and its intricate relationship with culture. Applied linguistics, as a discipline, occupies a pivotal position at the intersection of language, society, and culture, making it a dynamic field of study with far-reaching implications. The students will commence their journey by unravelling the evolution of Applied from its nascent stages to its current global significance. 

Gibbons,John. ForensicLinguistics:AnIntroductiontoLanguage,Crime,andtheLaw.Continuum,(2003). 

This course is conceived as a hands-on course in content writing, editing and publishing. Writing has evolved as an indispensable skill for all media of communication. With the digital media steadily gaining the equal status to print media, writing becomes the newest skill in demand by both academia and the industry. Hence, a course in content writing for online and print that proposes to enhance the writing skills of the learners—with an aim to equip them with skills for online content development—will prove to be interesting, and useful for the employability of learners. The course will ensure that learners learn the basics of developing content and writing forprint and digital media. Thus, the course aims to teach learners the skills of content generation and presentation, aiding in professional development and preparing them to meet the needs of local, national and global industries. Learners will be introduced to the basics of different kinds of editing such as copy editing, proofreading and content editing. They will be taught the nuances of each editing technique with help of authentic materials collected from different sources. The course also aims to familiarize learners with editing for different purposes such as marketing editing, retail editing, journal editing (academic and non-academic), research editing, editing policy documents, financial documents and editing for newspapers. One of the main aspects of the course will be the focus on publishing processes in print and digital media. This will also involve the development of professional ethics required for academic writing and working in the media industry. Thus, the course aims to provide learners with skills for both academic and industrial necessities, and by facilitating interactions with industry experts, explore future employment opportunities in the field of publishing.

This course aims to:

·      To introduce students to different writing styles and different formats of content creation

·      To introduce students to the processes of editing and proofreading

·      To enable students to conduct audience analysis and develop readership

·      To introduce students to processes and stages of publishing of books and traditional print media

·      To enable students to create effective content for digital media

This unit aims to explore writing as a profession which deals with technical writing, academic writing, creative writing and content writing. It develops professional skills and proves useful in enhancing the employability of students by introducing them to global and local standards and styles of writing professionally.

1.     Audience analysis.

2.     Differences in content and creative writing.

3.     Creative writing as an aspect in content writing

4.     Technical writing (brief overview).

Teaching learning strategies :

Lectures, workshops with industry experts, and hands-on exercises

Essential readings:

Orwell, George. “Why I Write.”

https://www.orwellfoundation.com/the-orwell-foundation/orwell/essays-and-other-works/why-i-write/.

Orwell, George. Why I Write. Renard Press, 2021.

Kane, Thomas S., and Thomas S. Kane. The Oxford Essential Guide to Writing. Oxford University Press, 2003.

McCool, Matthew. Writing around the World a Guide to Writing across Cultures. Continuum, 2009.

Recommended readings:

Didion, Joan. “Why I Write.” https://lithub.com/joan-didion-why-i-write/.

26, Joan Didion January. “Joan Didion: Why I Write.” Literary Hub, 9 Mar. 2021, lithub.com/joan-didion-why-i-write/.

Kane, Thomas S. The Oxford Essential Guide to Writing. OUP.

This unit is about the blooming field of writing for diverse media other than print material. It develops professional skills and proves useful in enhancing the employability of students by introducing them to globally and nationally acceptable standards and styles of content writing. This unit intends to explore the process of content generation and development with special emphasis on the following topics.

1. Digital media

2. Writing for the media

3. Issues with writing for the media

4. Historical overview of digital writing

5. Rules in content writing, economy in writing

7. Writing for websites; writing for online advertisements; writing for social media (blogs, twitter etc.)

8. Travel writing for blogs and travel websites

Teaching learning strategies:

Lectures, workshops with industry experts, and hands-on exercises

Orwell, George. “Why I Write.”

https://www.orwellfoundation.com/the-orwell-foundation/orwell/essays-and-other-works/why-i-write/.

Orwell, George. Why I Write. Renard Press, 2021.

Kane, Thomas S., and Thomas S. Kane. The Oxford Essential Guide to Writing. Oxford University Press, 2003.

McCool, Matthew. Writing around the World a Guide to Writing across Cultures. Continuum, 2009.

Recommended readings:

Didion, Joan. “Why I Write.” https://lithub.com/joan-didion-why-i-write/.

26, Joan Didion January. “Joan Didion: Why I Write.” Literary Hub, 9 Mar. 2021, lithub.com/joan-didion-why-i-write/.

Kane, Thomas S. The Oxford Essential Guide to Writing. OUP.

 This unit introduces students with roles of editors and various skills required for the same. After having learnt the basics of content creation in the previous units, the students will get a preliminary introduction to discipline specific editing, issues in content editing for academic journals, book editing, proofreading and the like. It develops professional skills and proves useful in enhancing the employability of students by training them in global standards of editing.  The focus points of this unit are the following:

1. Introduction to editing and publishing in academia.

2. Differences in copy editing, proofreading and content editing.

3. Grammar and usage editing.

4. Editing for Academic Journals; reading academic journals to identify major arguments.

5. Placing of issues in the journal; approaches to academic journals in different disciplines.

6. Discipline specific editing.

7. Issues in content and language editing for academic journals.

8. Publishing in Print and Digital Media

9. Requirements and Ethics in publishing 

10. Plagiarism and its impact

Teaching learning strategies :

Lectures, workshops with industry experts, and hands-on exercises

Essential readings:

Gilad, Suzanne. Copyediting & Proofreading for Dummies. Wiley Publishing, Inc., 2007.

Einsohn, Amy, et al. The Copyeditor's Handbook: A Guide for Book Publishing and Corporate Communications. University of California Press, 2019.

Recommended readings:

Truss, L. (2004). Eats, shoots & leaves: The zero tolerance approach to punctuation. Gotham Books.

Didion, Joan. “Why I Write.” https://lithub.com/joan-didion-why-i-write/.

26, Joan Didion January. “Joan Didion: Why I Write.” Literary Hub, 9 Mar. 2021, lithub.com/joan-didion-why-i-write/.

Kane, Thomas S. The Oxford Essential Guide to Writing. OUP.

Garrand, Timothy Paul. Writing for Multimedia and the Web: Content Development for Games, Web Sites, Education & More. Focal, 2006.

Truss, L. (2004). Eats, shoots & leaves: The zero tolerance approach to punctuation. Gotham Books.

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.

BA English Honours students have to undertake an internship of not less than 60 hours within the semester at an organization of their choice related to any area of their study. It can be a content writing, translating, content editing, technical writing, writing for social media or an internship thathas journalistic attributes. This internship will run hand in hand with the Editing and Content Writing course. This work can be undertaken online/offline and students are expected to find such opportunities for themselves.

This course aims:

·      to encourage learner and learning-centered pedagogy.

·      to strengthen the curriculum based on internship-feedback, wherever relevant.

·      to help student choose their career through practical experience.

·              to relate social and experiential learning with classroom practices 

This course will provide an in-depth initiation into key Western literary theory and criticism approaches, connecting students to diverse modes of analysis. By delving into various dimensions of understanding literary works, it aims to equip students for understanding literature from both local and global perspectives. The course emphasises the development of skills essential for employability in teaching positions, while addressing cross-cutting issues such as human values and gender considerations.

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

Barry, Peter. Beginning Theory: An Introduction to Literary and Cultural Theory. Viva Books, 2016.

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

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

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

2001.

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

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

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

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

2005.

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

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

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

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

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

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

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

2003.

The students could be tested through submitted assignments, inclusive of argumentative essays, critical analysis and reflections, class presentations, group discussions, creative writing orcreative visualizations either as individual or group work.

CIA – 2 (MSE):  50 marks 

The pattern of the written

exam shall be:

Section A: 2x10=20

Section B: 1x15=15

Section C: 1x15=15

Students will be tested on their conceptual clarity, theoretical engagements, application and analysis of given texts and contexts based on the discussions in the class.

CIA 3: 20 Marks 

The students could be tested through submitted assignments, inclusive of argumentative essays, critical analysis and reflections, class presentations, group discussions, creative writing or creative visualizations either as individual or group work and must be different from the assignment submitted for CIA I. 

ESE: 50 Marks 

Literature and other narratives for children and the embedded child in and outside of them are among the most contested and ideological entities within Literary and Cultural Studies. Knowing the child and writing for the child are two ideological quagmires writers and publishers of children’s narratives have to negotiate or choose to ignore. This course will look at how children’s narratives are constituted within Literary and Cultural Studies and the history and development of children’s literature and narratives in India. It will investigate the politics of meaning production, distribution, and dissemination within and without children’s narratives and the role they play within academics in India, the research and job prospects within children’s publishing and writing. The course emphasizes engagements with narratives written and produced in the nation for children and attempts to understand the representational politics in children’s narratives and theorizations in India and across the world. The course aims to initiate the student into the world of children’s literature, writing for children and possibilities of publishing for children. Designed as a theory-practical course, it aims to hone student engagement and employability in the areas of writing and publishing for children. This course lays special emphasis on Indian writing for children within the national scope. It is a practice-oriented course where we look at the aspects and politics of literature for children with the aim of producing narratives for children and theoretical engagements with practical sessions of storytelling and engaging with children. The course is designed as a course that will enable students to not only understand the academic practices in the study of children’s literature but also to gain hands-on engagement with understanding the theory and its problematics through personal engagements with children.

This unit will introduce the definitions of children’s literature or narratives and the problematics of such definitions. It will examine academic theorizations that surround the area of children’s literatures/narratives and the ideological underpinnings of these narratives and theorizations. It will locate the study of children’s and young adult literature in the global and national contexts and delve into the radicalizations of gender, class, disability, morality, human values and other representations in children’s literature.

1. Definitions of Children’s Literature

2. Academic Practices within Children’s Literature/Narrative Studies

This section will engage and discuss the politics of children’s literature and the dynamics of writing for children globally and in India and the Asian spaces. The class discussions and essays will discuss ideologies and ideology formation in and through children’s literature, the need for inclusivity in children’s literature in terms of representations that include gender, caste, class, religious, ideological, dis/ability diversity; the politics of censorship and the mechanisms of the same

1. Ideology in Children’s narratives

2. Diversity in Children’s narratives

3. Representation of children and childhoods in literature in general

4. Censorship in Children’s narratives

This unit will analyse the nature of children’s books in India; the evolution of various genres in publishing in India, an overview of publishing houses in India and the impact it has on the broadly western driven children’s book reading audience in the country. The impossibility of access, problematics of production and dissemination and the elitism that thrives in the industry. The radical and in/sensitive coverage of gender, caster, religion, class and other intersectional ties that dominate the Indian publishing scenario.

1. Publishing for Children

2. Publishing houses for children in India

3. Magazine publishing in India

The unit will introduce the students to the nitty gritties of writing for children; making their narratives publishable and wherever possible published in platforms that are suitable. The unit therefore is aimed at helping students create content for children, organise storytelling sessions for children and hold a carnival for children with what they have produced.

1. Writing for children

2. Designing games and other ‘edutainment’ material for children

3. Publishing

Meet, Margaret. “What Counts as Evidence in Theories of Children’s Literature?” Theory Into Practice, vol. 21, no. 4, 1982, pp. 284–92. JSTOR, http://www.jstor.org/stable/1476354. Accessed 2 Feb. 2024.

Lesnik-Oberstein, Karín. “The Psychopathology of Everyday Children’s Literature Criticism.” Cultural Critique, no. 45, 2000, pp. 222–42. JSTOR, https://doi.org/10.2307/1354372. Accessed 1 Feb. 2024.

Whitley, David. “Learning with Disney: Children’s Animation and the Politics of Innocence.” Journal of Educational Media, Memory & Society, vol. 5, no. 2, 2013, pp. 75–91. JSTOR, http://www.jstor.org/stable/43049666. Accessed 1 Feb. 2024.

Marks: 50

Submission

A practice-based assignment in creating a visual story for children and telling the story to children of that age group could translate into a digital storytelling publication or a picture book in print.

ESE

Marks: 45

Submission

A children’s carnival for school children and a final publication on a chosen platform.

Attendance: 5 marks 

The course engages with the movements, theories and debates that defined American literature and culture. Students will explore the diverse voices, narratives, and cultural contexts that have shaped American literary landscape through a thematic approach. The course will survey major literary movements such as Modernism, Realism, Postmodernism and its associated movements analysing their impact on American literature and society. Key themes such as race, gender, class, and the American dream will be critically examined through the lens of major American writers. Through close reading, critical analysis, and class discussions, students will develop a deeper understanding of the social, cultural, political and historical forces that have shaped American literature. Additionally, students will hone their skills in literary analysis, argumentation, and writing through various assignments including essays, presentations, and creative projects. Cooperative learning (group work) is an important part of this class and will help develop student’s leadership skills in addition to collaboration techniques.

This course fosters critical and creative interactions with the texts through class discussions and individual and group assignments. Its goal is to cultivate analytical skills and a comprehensive understanding of regional (specifically in the American context) issues and their global impacts.

The unit engages with Modernist literature in American context and the various artistic movements designated under the term 'Modernism', drawing on critical perspectives such as New Criticism, Cultural Studies, and various forms of analysis. Emphasis is placed on understanding the impact of Modernism in the context of America and addressing issues such as race, gender, class, and identity within the realm of Modernist literature and its associated movements. These topics intersect and overlap in various ways, providing rich data for analysis and interpretation in literature, art, and other forms of cultural expression.

Essential readings:

Hemingway, Ernest, et al. A Farewell to Arms. Vintage Books, 2013.

Eliot, Thomas Stearns. The Waste Land 1922. Grolier Club, 1964.

Fitzgerald, F. Scott. “Bernice Bobs Her Hair: And Other Stories”. Dover Publications, 2009.

Frost, Robert. “Mending Wall by Robert Frost.” Poetry Foundation, Poetry Foundation, https://www.poetryfoundation.org/poems/44266/mending-wall.

Hughes, Langston. “Daybreak in Alabama by Langston Hughes.” Poetry Foundation, Poetry Foundation, https://www.poetryfoundation.org/poems/150974/daybreak-in-alabama.

This unit explores American Literary movement of disillusionment; the portrayal of lost generation and its aftermath. The unit addresses the diverse social, cultural, political, historical, religious, and philosophical contexts that inform the American literary landscape. Of particular importance is the exploration of global themes such as World War II, Imperialism, capitalism, democracy and the American dream within their broader contexts.

Essential readings:

Miller, Arthur. Death of a Salesman. Flinders University Library, Special Collections., 2004.

Dylan, Bob. “The Death of Emmett Till: The Official Bob Dylan Site.” The Death of Emmett Till | The Official Bob Dylan Site, https://www.bobdylan.com/songs/death-emmett-till/.

Hayden, Robert. “Those Winter Sundays by Robert Hayden.” Poetry Foundation, Poetry Foundation, https://www.poetryfoundation.org/poems/46461/those-winter-sundays.

Plath, Sylvia. “Lady Lazarus by Sylvia Plath.” Poetry Foundation, Poetry Foundation, https://www.poetryfoundation.org/poems/49000/lady-lazarus.

Faulkner, William. “The Nobel Prize in Literature 1949.” NobelPrize.org, https://www.nobelprize.org/prizes/literature/1949/faulkner/speech/.

The main objective of this unit is to expose students to a range of recent North American writings, with a focus on the heterogeneity of the current literary scene. In order to make sense of the diversity of texts we read, we will examine them through the critical lenses offered by concepts such as postmodernism, ethnic American literature, gender and multicultural literature.

Essential readings:

Obama, Barack. Dreams from My Father: A Story of Race and Inheritance. Canongate, 2021.

DeLillo, Don. Falling man. Simon and Schuster, 2007.

Morrison, Toni. Beloved. New York: Vintage (2004).

Angelou, Maya. “And Still I Rise”. Hachette UK, 2013.

This unit will sample the diverse strands and strains of American literature in the contemporary times. Analysing texts from different cultural backgrounds encourages critical thinking skills as students compare and contrast different perspectives, values, and beliefs.

Essential readings:

Adichie, Chimamanda Ngozi. “The Arrangers of Marriage”. The Thing around Your Neck, Anchor Books, New York, 2010.

Vuong, Ocean. Night Sky with Exit Wounds. Copper Canyon Press, 2019.

Kaminsky, Ilya. Deaf Republic: Poems. Graywolf Press, 2019.

Gorman, Amanda. “The Hill We Climb”. JM Meulenhoff, 2021.

Baym, Nina. The Norton Anthology of American Literature: Eighth Edition, W. W. Norton & Company, 2011.

Douglass, Frederick. “What to the Slave Is the Fourth of July? Extract from an Oration, at Rochester, July 5, 1852.” Lit2Go ETC,

https://etc.usf.edu/lit2go/45/my-bondage-and-my-freedom/1517/what-to-the-slave-is-the-fourth-of-july-extract-from-an-oration-at-rochester-july-5-1852/.

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

The students can be tested through the writing of argumentative essays, critical analysis of essays, class presentations, group discussions, creative writing, creative visualizations either as individual or group work.

MSE 50 

MSE: 50 Marks

QP Pattern

Section A: 2x10=20

Section B: 1x15=15

Section C: 1x15=15

Students will be tested on their conceptual clarity, theoretical engagements, application and analysis of given texts and contexts.

CIA 3- 20 MARKS

The students can be evaluated through exhibitions, visual essays or visual stories, mini-documentaries, performances, creating social media content and promotions, cumulative portfolios, docudramas and other modes of creative evaluation suitable for the course.

ESE 

QP Pattern

Section A: 2x10=20

Section B: 1x15=15

Section C: 1x15=15

Students will be tested on their conceptual clarity, theoretical engagements, application and analysis of given texts and contexts.

This course engages with the key approaches to the relevance, aesthetics, and politics of orality in the Humanities and critically examines the historical, cultural and socio-political dimensions of orality and oral narratives. The course introduces students to theories and practices of orality and oral narratives from a range of local and global perspectives. It will offer opportunities for critical engagement and self-reflective practices that will enable insights into the multifaceted significance of orality in the production and preservation of culture, knowledge, and memory that also impacts engagements with human values. Through a combination of theoretical discussions and practical projects, the students will explore the significance of orality and oral narratives at the regional, national and global levels, thereby ensuring skill development essential to encounter the complexities of the contemporary digital society. The course instructor can choose relevant chapters and excerpts from the longer works included in the list of essential readings based on the areas mentioned in the topics. 

This unit delves into the foundational concepts and takes stock of what is meant by ‘orality’ and ‘oral narratives’ in the discursive practices of the Humanities. It will introduce students to globally relevant key texts, definitions, and systems of classification that shape the understanding of orality and global narrative practices. Students will develop critical skills that will also enable a better understanding of not just orality but also its comparative relation to writing.

1. Evolution of Orality

2. Key Concepts of Orality

3. Oral Tradition vs Written Culture

4. Systems of Classifications in Orality.

Essential readings:

Ong, Walter J., and John Hartley. Orality and literacy. Routledge, 2013.

Foley, John Miles. The theory of oral composition: history and methodology. Vol. 465. Indiana University Press, 1988.

Frisch, Michael. A shared authority: Essays on the craft and meaning of oral and public history. Suny Press, 1990  

 This unit delves into seminal debates within orality studies, exploring key themes such as the relationship between orality and literacy, the dynamics between oral traditions and print culture, the intersections of indigeneity and modernity, and its political dimensions.

1. Interactions between Orality and Literacy

2. Oral Tradition vs Print Culture

3. Indigeneity and Modernity in Oral Narrative

Essential readings:

Chandler, Daniel. "Biases of the Ear and Eye: 'Great Divide' Theories, Phonocentrism, Graphocentrism and Logocentrism."

Jahandarie, Khosrow. Spoken and written discourse: A multi-disciplinary perspective. No. 1. Greenwood Publishing Group, 1999.

Marshall, Herbert. Gutenberg galaxy: The making of typographic man. University of Toronto press, 1962

 This unit provides students with a comprehensive exploration of orally produced or transmitted literary works, focusing on global, South Asian, and transcultural case studies. Students will analyse various traditions, genres, and aesthetic aspects of oral literature, examining the cultural, social, and historical contexts that shape these expressive forms.

1. The Vocality in Medieval Poetry: Paul Zumthor

2. Dalit Literature and Identity: Dalpat Pa Chauhan 

3. Characteristics of Oral Poetry: Milman Parry

4. Diversity in Narrative Tradition: Paula Richman

5. Qissa in Urdu and Hindi Folk Romances: Frances W Pritchett

6. Spoken-word Poetry and Performance: Gil Scott-Heron

7. Hip Hop and Rap as Oral Expressions

8. Poetry Slams: Artistic Expression and Community Engagement

Parry, Milman. “Oral conditions of production and characteristics of Greek Homeric poetry.” 1930. Harvard Studies in Classical Philology 41:73–148. https://chs.harvard.edu/curated-article/milman-parry-studies-in-the-epic-technique-of-oral-versemaking-i-homer-and-homeric-style/

Richman, Paula. Many Ramayanas: The Diversity of a Narrative Tradition in South Asia. University of California, 1991.

This unit explores the impact of digital technologies on oral traditions, including the preservation, adaptation, and dissemination of oral narratives in the digital age.

1. Digital Storytelling

2. Oral History Projects

3. Online Communities and Oral Narrative

Essential readings:

Hill, Amelia M. Storytelling in the Digital Age. ABC-CLIO, 2018.

Perks, Robert, and Alistair Thomson. The Oral History Reader. Routledge, 2006.

Saussy, Haun. The ethnography of rhythm: Orality and its technologies. Fordham University Press, 2016

Goody, Jack. The Interface between the Written and the Oral. Cambridge University Press, 1987.

Submission mode. Can be an individual assignment or a group assignment with an additional individual component.

CIA – 2 (MSE

MSE:50 Marks QP Pattern

Section A: 2x 10 marks

Section B: 1x 15 marks

Section C: 1 x 15 marks

There can be choices in Section A and B. Section C will have a compulsory question Students will be tested on their conceptual clarity, theoretical engagements, application and analysis of given texts and contexts. 

CIA 3: 20 marks Submission mode.

Can be an individual assignment or a group assignment with an additional individual component

ESE: 50 marks

QP Pattern