Syllabus for
Bachelor of Arts (Psychology, Sociology, English)
Academic Year  (2023)

Course Description

This course is taught in the second year for students from different streams, namely BA, BSc

and BCom. If the first year syllabus is an attempt by the Department of English, Christ

University to recognize and bring together the polyphonic Indian voices in English and Indian

regional literatures in translation for the Additional English students of the first year, the

second year syllabus intends to take that project a little further and open up the engagement

of the students to texts from across the world. The syllabus - selection of texts will

concentrate on readings from South Asian, Latin American, Australian, Canadian, and Afro-

American. It will voice subaltern concerns of identity, gender, race, ethnicity and problems of

belongingness experienced by humanity all over the globe.

The syllabus will extend the concerns of nation and nationality and marginalization,

discussed within the Indian context to a more inclusive and wider global platform. We have

consciously kept out ‘mainstream’ writers and concentrated on the voices of the subalterns

from across the world. There is an implicit recognition in this project that though the aspects

of marginalization and the problems facing subalterns are present across cultures and

nations, the experiences, expressions and reflections are specific to each race and culture.

The course will address these nuances and specificities and enable our students to become

more aware and sensitive to life and reality around them. This will equip the students, who

are global citizens, to understand not just the Indian scenario, but also situate themselves

within the wider global contexts and understand the spaces they will move into and negotiate

in their future.

There is a prescribed text book Blends: Voices from Margins for the second year students,

compiled by the Department of English, Christ University and intended for private circulation.

Course Objectives

The course objectives are

 to enable students to look at different cultures through Literature

 to help students develop an understanding of subaltern realities and identity politics

 to inculcate literary sensibility/taste among students across disciplines

 to improve language skills –speaking, reading, writing and listening

 to equip the students with tools for developing lateral thinking

 to equip students with critical reading and thinking habits

 to reiterate the study skills and communication skills they developed in the previous

year and extend it.

TetsukoKuroyanagi: Tottochan: The Little Girl at the Window12

Children's Literature -  Kimberley Reynolds (CUP)

CIA 1: A written test for 20 marks. It can be an Open Book test, a classroom assignment, an

objective or descriptive test pertaining to the texts and ideas discussed in class.

CIA2: Mid-semester written exam for 50 works

CIA 3: This is to be a creative test/ project in small groups by students. They may do

Collages, tableaus, skits, talk shows, documentaries, Quizzes, presentations, debates,

charts or any other creative test for 20 marks. This test should allow the students to explore

their creativity and engage with the real world around them and marks can be allotted to

students depending on how much they are able to link the ideas and discussions in the texts

to the world around them.

Question Paper Pattern

Mid Semester Exam: 2 hrs

Section A: 4x5= 20

Section B: 2x15=30

Total 50

End Semester Exam: 3 hrs

Section A: 4 x 5 = 20

Section B: 2 x 15= 30

Total 50

Course Description

English is offered as a course for all the students in BA, BSc, BCom, and BBA F&A classes in the third and fourth semesters. The aim is to strengthen the communication skills, and particularly study skills of the learners further, through adequate practice and exposure to good examples of writing, thought, ideas and human values. In addition, they will be trained in study skills through tasks in academic genres such as message, letter, essay, data interpretation etc. It aims to not only equip learners with skills but also sensitize them towards issues that concern human life in today’s globalised context. The course content is selected to meet the requirements of the departmental goal of “empowering the individual to read oneself, the social context and the imagined”; institutional goal of ensuring “holistic development”; and the national goal of creating competent and valuable citizens. The primary objective of this course is to help learners develop appropriate employability skills and demonstrate suitable conduct with regards to communication skills. The units are organised in order to help the learners understand the academic and workplace demands and learn by practice.

Course Objectives     

·       To enable learners to develop reading comprehension for various purposes

·       To enable learners to develop writing skills for academic and professional needs

·       To enable learners to develop the ability to think critically and express logically

·       To enable learner to communicate in a socially and ethically acceptable manner

·       To enable learners, to read, write and speak with clarity, precision and accuracy

Subject verb agreement

Tenses

Preposition

Voices

Clauses

Evaluation Pattern

CIA 1: Classroom assignment/test/ written or oral tasks for 20 marks keeping in tune with the course objectives and learning outcomes.

CIA 2: Mid-semester exam for 50 marks.

CIA 3: Collage, tableaus, skits, talk shows, documentaries, Quizzes or any creative assignments.

 End- semester 50 marks 

End Semester Exam: 2 hrs

• To introduce the students to the socio-political, religious and cultural aspects of America through literary texts
• To enable students to  read texts as products of  historical, political and cultural context
• To provide insights into different styles of writing over different centuries
• To encourage clear understanding of different genres and prosody/forms/literary devices.
• To enable learners to give their perspective on the texts prescribed
• To brainstorm learners to use their knowledge of History, Psychology, Sociology, etc to read literary works

Description: This unit will introduce American History and literature. An outline of important events would be briefed.

• The Navajo Creation Story
• John Smith- The New Land
• Anne Bradstreet – In Honour of that Highness

Text compiled for internal circulation

1. Abel, Darrel. American Literature, Volume 1: Colonial and Early National Writing, (ed)
2. Abel, Darrel. American Literature, Volume 2: Literature of the Atlantic Culture, (ed) Abel, Darrel.
3. Recent American Literature to 1930, (ed) Heiney and Downs Lenthiel H, Volume 3; Barron’s Educational Series
4. Recent American Literature After 1930, (ed) Heiney and Downs, Lenthiel H. Volume 4; Barron’s Educational Series
5. Literary History of The United States:  (ed) Spiller, Thorp, Johnson, Canby, Ludwig, Third Edition: Revised; Amerind Publishing Co. Pvt. Ltd.
6. The Heath Anthology of American Literature, Volume 1, Second Edition; (ed) Lauter, Yarborough et al, Heath
7. The Harper American Literature, Compact Edition; (ed) McQuade, Atwan et al, Harper and Row

Question Paper Pattern

Mid Semester Exam

 End Semester Exam

Section A – 15x4 = 60

Section B – 20x2 = 40

The prescribed texts could form the subject matter of CIA 1 as well as CIA 3.

In particular, the texts could be extended to meet CIA 3 requirements.  

French as second language for the Arts, Science and Commerce UG program

To perform a tribute: artist, work, you are going to…..

2.      Gonnet, Georges. Molière- Le Bourgeois Gentilhomme .Paris : Hachette, 1971

2.      French websites like Bonjour de France, FluentU French, Learn French Lab, Point du FLE etc.

Course Description:

The detailed text book “Shambook” is a Khanda Kavya written by Jagdeesh Gupta. To improve the creative writing skills, Nibandh, Kahani and Kavitha lekhan are included.Bharathiya chitrakala is also a part of the syllabus to improve the knowledge aboutIndian paintings.

Course Objectives:

Students are exposed to different forms of poetry especially, Khanda Kavya. It will help them to understand the contemporary socio-political issues.By learning about the tradition of Indian painting and legendary painters of India , students get to know about the richness and culture  of the Indian paintings. Creative writing sharpens their thinking, analytical  and writing skills 

Khanda Kavya “Shambook” [Poetry] By:Jagdeesh Gupta. Pub: Raj Pal & Sons

Level of knowledge:Analitical    

1. Khanda Kavya”Shambook[Poetry] ByJagdeesh Gupta.Pub: Raj Pal & Sons

2. Essentials of Screen writing: The art, craft and business of film and television writing

By: Walter Richard.

3. Writing and Script: A very short introduction

By: Robinson, Andrew.

4 .Creative writing By John Singleton

5. Adhunik  Hindi Nibandh By Bhuvaneshwarichandran Saksena.

CIA-2(Mid sem examination)

CIA-3(wikipedia article creation)

End semester examination

Course Description: Language Kannada is offered to students of third Semester BA/B.Sc as Second language for fifty marks. Students of this semester will study an anthology of Modern Kannada Poetry and an Autobiography of Laxman Gaikwad. This course prepares the students to understand the new era. At the dawn of the twentieth century, B.M. Srikantiah, regarded as the “Father of modern Kannada Literature”, called for a new era of writing original works in modern Kannada while moving away from archaic Kannada forms. Students will study modern Kannada poetry from B.M.Sri to Dalit poet Dr. Siddalingiah. An anthology of modern poetry is selected to understand the beauty of modern Kannada poets through their writings. Uchalya is an autobiographical novel that carries the memories of Laxman Gaikwad right from his childhood till he became an adult. Laxman Gaikwad took birth in a criminal tribe of India belonging to Orissa/ Maharastra. The original text is translated to Kannada by Chandrakantha Pokale.

Course Objectives:

Understand and appreciate poetry as a literary art form.

Analyse the various elements of Poetry, such as diction, tone, form, genre, imagery, symbolism, theme, etc.

Appreciates to  learn the elements of autobiography.

1. Kariheggadeya Magalu- B.M.Sri

2. Hunnime Ratri- Kuvempu

3. Anna Yagna-Bendre

4.Mankuthimmana Kagga-D.V.G

5.Ikkala- K.S. Narasimha Swamy

6. Kannad padgol- G.P.Rajarathnam

7.Hanathe hachchuttene- G.S.S

8.Adugemane Hudugi-Vaidehi

9. Nehru Nivruttaraguvudilla- Adgaru

10. Nanna Janagalu.-Siddalingaiah

2. Kannada Sahitya Charithre- Volumes 1-4, Editor: G. S. Shivarudrappa, Prasaranga, Bangalore Univeristy.

3. Hosagannada Kavitheya Mele English Kavyada Prabhava- S. Ananthanarayana

4. Hosagannadada Arunodaya- Srinivasa  Havanuru

2. Kannada Sahitya Sameekshe- G. S. Shivarudrappa

3. Bhavageethe- Dr. S. Prabhushankara

4. My Experiments with Truth- M.K. Gandhi

5. Ouru Keri- Siddalingaiah

Course description: Social entrepreneurship is the use of entrepreneurial principles to solve endearing social problems or create sustainable social value. It is the creation of viable educational pedagogies, socioeconomic structures, relations and collaborations between institutions and organizations, and practices that produce social benefits. For this course, students would be taught principles and concepts in social entrepreneurship and innovation, situated within the context of real social and community issues in India.  The course content is hoped to empower students on competencies of entrepreneurship, community project planning and management. Students are expected to come up with innovative social interventions and engagements targeting specific social problems and in collaboration with service organizations. This course would lay the foundation for students to do service-learning projects in the coming semester.

This course has been conceptualized in order to provide a general introduction to various developmental concepts across the different stages of the lifespan, with the nature versus nurture debate as a concurrent theme. The course is described through three perspectives: physical, cognitive, and psychosocial. Emphasis will be on the major transitions from fetal development through death in the physical, cognitive, social, and emotional domains. Research methods in developmental psychology are addressed explicitly and are also addressed alongside each major research study and theory discussed. This course includes discussion on the influences of cultural issues and technological advancements. This course addresses classic developmental theories and research as well as provides an overview of current developmental topics across the lifespan.

Importance of Life-span Development; Historical Perspective; Characteristics of Life-span Development; Nature of Development; Overview of Theories of Development: Freud, Erikson, Piaget, Vygotsky, Information processing, Behavioural, Socio-Cognitive, Ethological and Ecological theories; Major Issues and Debates in Developmental Psychology; Studying Development - Sequential, Cross-sectional and Longitudinal approaches.          

The coursework aims to provide undergraduate psychology students knowledge and hands-on practice of experimental psychology and statistics. The course imparts training in classic as well as contemporary experiments in the field of Psychology. Students will conduct experiments in the field of Psychology from the domains of learning and cognition. In the process they will be provided an understanding of central concepts in the field such as designing an experiment, variables, hypothesis etc. This course is planned to provide a framework for the development of assessment practices. Attention will be given to issues of identifying and selecting test instruments, conducting the assessment process in an ethical and considerate manner, interpreting norm referenced and criterion referenced test scores and writing APA style reports. The course introduces students to computer assisted experiments. The course would help students to evaluate, modify and develop psychological experiments. Statistical techniques covered will include descriptive statistics including concept of normality, measures of central tendency and dispersion, and pie charts and graphs, as well as use of a common statistical program (SPSS) to analyze data. Laboratory periods stress the techniques of data analysis using computers.

Sundara Kanda is the only chapter of the Ramayana in which the hero is not Rama, but rather Hanuman. The work depicts the adventures of Hanuman and his selflessness, strength, and devotion to Rama are emphasized in the text. Bhoja only wrote 5 kāṇdas (up to the Sundarakāṇda), and there is a story about this: that he was inspired to write this work the night before a battle, that as he finished the Sundarakāṇda it was time to go, and that he announced that the Yuddhakāṇda would be enacted in the battlefield against the invader, but sadly he never returned. Others have composed a Yuddhakāṇda to complete the work.

The main objective of the students is to understand the champu Kavyas based on the sam.  

The Origin and development of the Champu.

Origin and developmetn of Champu kavyas

Five Important Champus

Level of knowledge: Basic/conceptual/ Analytical

Shlokas 1 -60 Hnumantha¨s voyage to Lanka and searching for Seetha Description of city Lanka , Characters of Champu Kavya 

Sundarakanda from Bhaja´s Champu Ramayana 

Chitrakalayaa: ugagamam vikaasam ca

origin and development of painting through Vedas and Puranas

Reference Books:-

1)      Sundarakanda from “Champuramayana of Bhoja  

2)      Sanskrit Grammar by M.R. Kale.

3)       History of Sanskrit literature by Dr.M.S. Shivakumaraswamy.

4)       History of Sanskrit literature by Krishnamachari.

CIA 2 mid semester examination

CIA 3 Wikipedia assignment

Course Description: 

This course introduces students to (a) the meaning, nature, scope, types and relevance of sociological theories in understanding the society (b) the social and intellectual context in which Sociology emerged as a discipline, and (b) the works of forefathers viz., Comte, Spencer, Marx, Weber, and Durkheim, and highlighting the centrality of their theoretical and methodological contributions in the consequent development of Sociology as a discipline. It is intended to provide solid foundation on these classical thinkers, as this is the foundation on which the entire Sociological theory is constructed. 

Course Objectives:  

• This course is designed to acquaint students with the thought of the founders of sociology
• It offers a historical background within which sociological theories have emerged
• It helps to develop critical thoughts and assessment of sociological theory 

1. Sociological Theory: Meaning, Characteristics and Functions
2. Types: Grand Theory – Micro, Macro Theories and Middle Range Theories

Allan, K. (3rded.). (2012). Explorations in Classical Sociological Theory: Seeing the Social World. California: Sage Publications. 

Bottomore, T, & Nisbet. A History of Sociological Analysis. London: Heinemann, 

Collins, R. (1997). Theoretical Sociology. Jaipur: Rawat.

Giddens, A.  (1971). Capitalism and Modern Sociological Theory: An Analysis of Marx, Durkheim, and Max Weber. Cambridge: Oxford University Press.

Mills, C. W. (2000).The Sociological Imagination. New York: Oxford University Press.

Nisbet, R.A. (1976). The Sociological Tradition. London: Heinemann.

Ritzer, G. (2011). Sociological Theory. New Delhi: McGraw Hill.

Stones, R. (1998). Key Sociological Thinkers. London: Macmillan.

Turner, J H. (1987). The Structure of Sociological Theory. Jaipur: Rawat.

Zeitlin, I.M. (1996). Rethinking Sociology: A Critique of Contemporary Theory. Delhi: Sage.

CIA pattern

CIA constitutes a total of 50 marks for a five-credit paper. The distribution is as follows 

CIA I - CIA I carries 10 marks and involves the adoption of any one or two of the following methods: written Assignment, Book/Article review, group presentations, symposium, group task, Individual seminars, Quiz, and class test.   

CIA II - Mid semester Examination conducted for a total weightage of 25 marks

CIA III - CIA III also carries 10 marks and involves the adoption of any one or two of the above said methods. 

Attendance - Attendance carries 5 marks 

ESE pattern

Section 1 5 x 6 = 30 

This section will have a total of six questions with a mix of compulsory and internal choice to be answered. Each question carries FIVE marks and hence a total of 50 Marks. This section will have smaller essay questions, with a little of analyses and concepts. 

Section II 10 x 4 = 40 

This section will have a total of four questions with a mix of compulsory and internal choice to be asnwered. Each question carries TEN marks and hence a total of 40 Marks. 

Section III 15 x 2 = 30 

This section will have a total of two questions with one compulsory and one internal choiceto be answered. Each question carries FIFTEEN marks and hence a total of 30 Marks. 

Araillakiyam, bakthi illakiyam, ikala illakiyamn the major allakiyams.The influence myths and puranas are delineated through the good deeds for a better lifestyle.The  Cultural Studies part will have an overview of Indian painting both traditional and modern with special reference to mythology and literature

India 2020- Abdul Kalam

1. Thirukural

2. Avvai kural

Thirukkural-Bhoombugar pathipagam- puliyur kesigan urai, Chennai- 08

Kammbarin Ainthu noolgal- Vanathi pathupagam- Dr. R. Rajagopalachariyar,  Chennai- 18

Nathu pura illakiyam- Ki Va jaganathan- malai aruvi- Monarch achagam- chennai

India 2020- APJ Abdul kalam- puthaiyuram aandugaluku aga oru thoali nooku,  New century book house, chennai

Thirukkural-Bhoombugar pathipagam- puliyur kesigan urai, Chennai- 08

Kammbarin Ainthu noolgal- Vanathi pathupagam- Dr. R. Rajagopalachariyar,  Chennai- 18

Nathu pura illakiyam- Ki Va jaganathan- malai aruvi- Monarch achagam- chennai

India 2020- APJ Abdul kalam- puthaiyuram aandugaluku aga oru thoali nooku,  New century book house, chennai

Tamizhar nattup padagal - N Vanamamalai, New century book house, Chennai

EXAMINATION AND ASSIGNMENTS: There is a continuous evaluation both at the formal and informal levels. The language skills and the ability to evaluate a text will be assessed

This paper will have a total of 50 marks shared equally by End Semester Exam (ESE) and Continuous Internal Assessment (CIA) While the ESE is based on theory the CIA will assess the students' critical thinking, leadership qualities, language skills and creativity

This course is taught in the second year for students from different streams, namely BA, BSc and B Com. If the first year syllabus is an attempt by the Department of English, Christ University to recognize and bring together the polyphonic Indian voices in English and Indian regional literatures in translation for the Additional English students of the first year, the second year syllabus intends to take that project a little further and open up the engagement of the students to texts from across the world. The syllabus - selection of texts will concentrate on readings from South Asian, Latin American, Australian, Canadian, and Afro-American. It will voice subaltern concerns of identity, gender, race, ethnicity and problems of belongingness experienced by humanity all over the globe.

The syllabus will extend the concerns of nation and nationality and marginalization, discussed within the Indian context to a more inclusive and wider global platform. We have consciously kept out ‘mainstream’ writers and concentrated on the voices of the subalterns from across the world. There is an implicit recognition in this project that though the aspects of marginalization and the problems facing subalterns are present across cultures and nations, the experiences, expressions and reflections are specific to each race and culture. The course will address these nuances and specificities and enable our students to become more aware and sensitive to life and reality around them. This will equip the students, who are global citizens, to understand not just the Indian scenario, but also situate themselves within the wider global contexts and understand the spaces they will move into and negotiate in their future.

There is a prescribed text book Blends: Voices from Margins for the second year students, compiled by the Department of English, Christ University and intended for private circulation. 

The course objectives are

·         to introduce the students to look at different cultures through Literature

·         to help students develop an understanding of subaltern realities and identity politics

·         to inculcate literary sensibility/taste among students across disciplines

·         to improve language skills –speaking, reading, writing and listening

·         to equip the students with tools for developing lateral thinking

·         to equip students with critical reading and thinking habits

·         to enable them to grasp and appreciate the variety and abundance of subaltern writing, of which this compilation is just a glimpse 

·         to actively engage with the world as a cultural and social space (to be facilitated through proactive CIAs which help students to interact and engage with the realities they face everyday and have come across in these texts)

·         to learn and appreciate India and its place in the world through association of ideas in the texts and the external contexts

·         to reiterate the study skills and communication skills they developed in the previous year and extend it.  

Unit 1: Novella

·         Viktor Frankl: “Man’s Search for Meaning”(Excerpts)                                       

Viktor Frankl's "Man's Search for Meaning"

Diary of Anne Frank

Famous Nobel Lectures

CIA2: Mid-semester written exam for 50 works

CIA 3: This is to be a creative test/ project in small groups by students. They may do Collages, tableaus, skits, talk shows, documentaries, Quizzes, presentations, debates, charts or any other creative test for 20 marks. This test should allow the students to explore their creativity and engage with the real world around them and marks can be allotted to students depending on how much they are able to link the ideas and discussions in the texts to the world around them.

This syllabus is meant to cater to all the three streams- B.A., B.Sc.and B.Com therefore the selection of units, has been done keeping in mind the general needs of students from these different backgrounds. Topics of universal concern, appeal and relevance have been included to sustain the interests of all students.

The selection of topics also progresses in complexity with each semester, enabling the students to gradually progress into more serious and sustained patterns of reading and become increasingly perceptive and conscious of their own selves and the world they see around them.In a nutshell we aim to bring out a text that will empower the holistic development of every student. 

In addition, the selection of topicsis also heavily based on skill sets identified to be taught. Topics are carefully chosen to integrate appropriate language and communication skills among students. The specific focus of these two semesters is to build employability skills among them and to this effect, we have career advancement skills and employability skills based units. The learners will be exposed to various skill sets required to be able to handle various requirements both in their academic and workplaces.

Course Objectives:   

·       To enable learners to develop reading comprehension for various purposes

·       To enable learners to develop writing skills for academic and professional needs

·       To enable learners to develop the ability to think critically and express logically

·       To enable learner to communicate in a socially and ethically acceptable manner

·       To enable learners, to read, write and speak with clarity, precision and accuracy

Self-awareness

Stress management

Assertive skills

Critical thinking

Creative problem solving and decision making

 Appreciative inquiry

 Conflict resolution

CIA 1: Classroom assignment/test/ written or oral tasks for 20 marks keeping in tune with the course objectives and learning outcomes.

CIA 2: Mid-semester for 50 marks.

CIA 3: Collage, tableaus, skits, talk shows, documentaries, Quizzes or any creative assignments.

End- semester 50 marks 

End Semester Exam: 2 hrs

This course aims to introduce the students to concepts, concerns, critical debates in theorising literary texts and expose them to the applicability of these theoretical frameworks. It will enable students to critically perceive and engage with the production of meanings, significations and negotiations. This paper  will act as a bridge to Cultural Studies; Popular Culture; Indian Literatures; Postcolonial Studies; Ecological Studies and other studies that will be introduced in the final year and English Honours.

I.1 What is Literature?

I.2 What is Literary Criticism; Literary/Critical Theory?

1.3 Literary Criticism/Theory: Key Ideas: Plato to Leavis 

(An Overview of the development of theory)

1. Peter Barry: Beginning Theory: An Introduction to Literary and Cultural Theory.

1. Abrams, M.H. A Glossary of Literary Terms. 8^th ed. New York: Wardworth, 2005.
2. Ahmand, Aijaz. In Theory: Classes, Nations, Literatures. Rpt. New Delhi: OUP, 2006.
3. Culler, Jonathan. The Pursuit of Signs: Semiotics, literature, deconstruction. London/New York: Routledge, 2001. Print.
4. Devy, G.N., ed. Indian Literary Criticism: Theory and Interpretation. Rpt. Hyderabad: Orient Longman, 2007. Print.
5. Eagleton, Terry. Literary Theory: An Introduction. 2^nd ed. Oxford: Blackwell, 2008
6. ---. The Function of Criticism. London: Verso, 2005. Print.
7. Gurrin, Wilfred L, et al. A Handbook of Critical Approaches to Literature. 5^th ed.New York: OUP, 2005. Print.
8. Habib, M.A.R., ed. A History of Literary Criticism and Theory: From Plato to the Present. Oxford: Blackwell, 2008. Print.
9. John, Eileen and Dominic McIver Lopes, eds. Philosophy of Literature: Contemporary and Classic Readings. Oxford: Blackwell, 2004. Print.
10. John, Eileen and Dominic McIver Lopes. Philosophy of Literature: Contemporary and Classic Readings. Oxford: Blackwell, 2004.
11. Kapoor, Kapil. Literary Theory: Indian Conceptual Framework. New Delhi: Affiliated East-West Press, 1998. Print.
12. Klages, Mary. Literary Theory: A Guide for the Perplexed. London: Continuum, 2006
13. Leitch, Vincent B., ed. The Norton Anthology of Theory and Criticism. New York:Norton, 2001. Print.
14. Rice, Philip and Patricia Waugh. Modern Literary Theory. 4^th ed. London: Hodder Arnold, 2001. Print.
15. Rivkin, Julie, Michael Ryan, eds. Literary Theory: An Introduction. Rev ed. Oxford: Blackwell, 2003. Print.
16. Rooney, Ellen ed. Feminist Literary Theory. Cambridge: CUP, 2006. Print.
17. Waugh, Patricia. Literary Theory and Criticism: An Oxford Guide. Oxford: OUP, 2006. Print

Section A: Any 3 questions out of 5. (3x10=30) (Conceptual Questions)

Section B: 1x 20=20. Application question. Compulsory no choice.

Total = 50.

CIA I: A class test (open book or otherwise on concepts and application) for 20 marks

CIA III: Any creative test that is application based for 20 marks.

End Semester Pattern

Section A: 5x10 =50 (Answer any 5 out of 7) Conceptual Questions alone

Section B: 2x25 = 50 (Answer any 2 out of 3) Application based

Total 100

French as a second language in the UG program. The method Génération A2 consists of a student's book and an activity book, both included in the digital manual. It consists of 6 units preceded by an initial section of 'Welcome'. Continuing from where A1 left, it aims to enhance learning skills further. The structure of each unit marks a real learning journey into different aspects of the French language and culture.

Course Objectives

·       To develop linguistic competencies and sharpen oral and written communicative skills further

·       To enhance awareness of different aspects of francophone civilization.

·       To enrich the learner’s vocabulary

·       To enable learners to engage in and discuss simple topics with ease

Lesson 1: Let’s do the housework!

Lexicon – Lodging, the house, rooms

Grammar – The progressive present tense , possessive pronouns, negative form

Speech act – Protesting and reacting

 Lesson 2: About lodging

Lexicon – Furniture and equipment, household tasks

Grammar – Some adjectives and indefinite pronouns, verbs ‘to read, to break up

                   and to complain’

Speech act – Expressing interest and indifference

2.     Molière, L’Avare – Français facile

Course Description:

The detailed text-book "Ashad ka ek din” is a drama by Mohan Rakeshi, one of the eminent writers of modern Hindi Literature. Hindi journalismis is one of the major unit of this semester. Phrases, idioms, technical and scientific terminology are included in this semester to improve the literary skills.

Course Objectives:

Through the prescribed play and the theatre performance, students can go through the process of experiential learning. Study of Mass media enables them to get practical training. Phrases, idioms, technical and scientific terminology sharpen the language skills of the students.  

Madhavi (Play) ByBhishma Sahni. Rajpal and Sons, New Delhi - 110006 

Level of knowledge: Analitical

1. "Ashad ka ek din ” is a drama by Bhisma Sahni. Rajpal and Sons, New Delhi - 110006

2. Hindi PatrakaritakaIthihas:By Jagadeesh Prasad Chaturvedi

3. HindiPatrakaritaSwaroopEvamSandarbh:                          By Vinod Godare

4. Media Interview:                     By Philip Bell,Theovanleeuwen.

CIA-2(Mid sem exam)

CIA-3((Wikipedia-Article creation)

End sem exam

The course introduces the rich Kannada language and helps students to read and write the Regional language effectively. The prescribed text ‘Kalagnani Kanaka’ (Kanaka, the visionary) is all about 15^th century poet, saint and philosopher of the Haridasa Bhakti tradition. “Kanaka’s writings touch on all aspects of truth and social reality’ said K.R. Nagaraj, literary critic and the author of the Kalagnani Kanaka play. “Kanaka’s poetry is dense with rhyme, rhythm, meter and rich descriptions. He upholds social justice while addressing the issues of the time-caste and class differentiation and gender oppression, for example. Contrary to popular belief, he never confined himself to any one philosophical tradition- Advaita, Dwaita or Vishistadwaitha” ‘Kannadada Moovattu Kathegalu’ is another prescribed text. Through this text the students are exposed to the writings of Koradkal Sreenivasa Rao, K. P. Poornachandra Tejaswi, Masti Venkatesha Iyengar, G. P. Basavaraj and others. Short stories help students in harnessing creative writing skills.

Act- 1

Act- 2 

Act- 3 

Act- 4 

Act- 5

Act- 6

2.      Kannada Rangabhoomi; L.S. Shesshagiri Rao

3.      Kannada Sanna Kathegala Olavu- Giradi Govinda Raju

4.      Tabarana Kathe- Kannada Screen play by Girish Kasaravalli

2.      Kannada Rangabhoomi; L.S. Shesshagiri Rao

3.      Kannada Sanna Kathegala Olavu- Giradi Govinda Raju

4.      Tabarana Kathe- Kannada Screen play by Girish Kasaravalli

CiA-2 Mid Semester Exams- 50 marks

CIA-3 Wikipedia Article writing- 20 marks

End Semester Exams- 50 marks

This course is offering to fourth-semester undergraduate students.  Service-learning is a learning process and teaching method, incorporating the relationship between the student, community, and the classroom. It not only helps students to observe, analyze and understand the community but also it allows the student to identify himself/ herself in the community. It encompasses both the benefits to the community and the student, creating one learning experience. Service-learning gives the first-hand opportunity for a student to utilize his/ her academic knowledge and skills. At the same time, the community gets service-volunteers to strengthen its disadvantaged groups. Students in the program work towards positive sustainable change in the community while enhancing his/her own education. 

CiA-2 Mid Semester Exams- 50 marks

CIA-3 Wikipedia Article writing- 20 marks

End Semester Exams- 50 marks

This course has been conceptualized in order to understand the historical and scientific origin as well as the development of the field in the western and Indian context. The course will help the student understand the development of the self and the dynamics of interpersonal attraction, prosocial behaviour, aggression, prejudice, group processes and attitude formation and change in a social context.

What is Social Psychology? Brief History of Social Psychology, Social Psychology in India, Recent advances in Social Psychology: Role of Emotions, Social Neuroscience, Implicit (non-conscious) processes, Multicultural perspective. Role of Theory in social psychology; Methods of Social Psychology: Systematic Observation, Survey, Experimental Method, Qualitative research: Interviewing, Participant observation, Diaries, Focus groups, Discourse analysis, Archival research.

Crisp, R.J. & Turner, R.N. (2007). Essential Social Psychology. Sage Publications India Pvt Ltd.

Misra, G. & Dalal, A.K. (2001). Social Psychology in India: Evolution and Emerging trends. (in Eds) Ajit. K. Dalal and Girishwar Misra. New Directions in Indian Psychology, Volume I: Social Psychology. Sage Publications India Pvt. Ltd.

Myers, D.G (2002) Social Psychology, (7th International Ed). McGraw Hill Companies.

Taylor ,S .E, Peplau, L.A & Sears, D.O. (2006) Social Psychology, (12th Ed). Pearson Prentice-Hall of India Pvt. Ltd.

CIA-1: Activity-based Individual Assignment- 10 Marks 
CIA-2: Mid sem Exam-Case/Scenario-based Question- 25 Marks; Department level 
CIA-3: Individual Assignment- 10 Marks 
Attendance- 5 Marks 

ESE Pattern      ESE (End Semester Examination) Total Marks- 50 , 02 HOURS

Question paper pattern
Section A- (Short Answers) 02 marks x5Qs =10 Marks
Section B- (Essay Type) 10 marks x 3Qs = 30 Marks
Section C-(Compulsory: Case Study) 10 marks x 1Q =10 Marks

This course is the next phase of Psychological experiments and statistics-1 completed in the third semester. Students will examine the connection between experimental psychology and society. Much of the course will involve students considering directly how to create/develop lab and field experiments. Other portions of this course are directed at developing skills in data analysis, including the use of the statistical software package SPSS (all students are expected to have had previous exposure to SPSS or comparable statistical software in semester three). Students will perform experiments and analyze data from these experiments both individually and as part of a group. Students will also learn how to disseminate the results of their experiments orally and in the form of an APA-format report. 

CIA-1: Activity-based Individual Assignment- 10 Marks 
CIA-2: Mid sem Exam-Case/Scenario-based Question- 25 Marks; Department level 
CIA-3: Individual Assignment- 10 Marks 
Attendance- 5 Marks 

ESE Pattern      ESE (End Semester Examination) Total Marks- 50 , 02 HOURS

Question paper pattern
Section A- (Short Answers) 02 marks x5Qs =10 Marks
Section B- (Essay Type) 10 marks x 3Qs = 30 Marks
Section C-(Compulsory: Case Study) 10 marks x 1Q =10 Marks

Avimarakam by Bhasa is the drama  prescribed as a text and approved in the B.O.S.  It is sociological drama which explains about the society.  . This drama is an imaginary composition of Bhasa . The concept and drama skills expresses the beauty of the style of the author Bhasa.  He creates the characters and the incidents are naturally created. Grammar will also be studied.

Avimarakam of Balagovindaha  Jha Origin and development of Nataka to understand the different theories and original nature of Sanskrit dramas. Avimarakam  by Balagovind jha  provides an insight to sociological life .Basic grammer only rules are given for usage in composition. Language component will help for proper usage of Sanskrit language.

             Level of knowledge: Basic/conceptual/ Analytical

Avimaraka meeting kurangi and Avimaraka engtering into the mansion of  Kurangi

Avimarakam  by Balagovind jha 

Books for Reference: -

1.      “Avimarakam” by Balagovinda Jha

2.      Basanatakachakram  of choukamba edition.

3.      Sanskrit dramas by a.B.Keith

4.      Sanskrit grammar by M.R.Kale.

CIA 2 Mid semester examinations

CIA 3 Wikipedia assignments

This course focuses on the Development of Sociology in India, its relationship to Anthropology, Orientalism, Indology, Postmodernism, Subaltern studies and a number of approaches that emerged in Indian Sociology discourse. The course introduces students to the theoretical foundations of empirical, structural, Marxist and subaltern approaches to the study of Indian society. Along with these theoretical foundations, this paper introduces a number of seminal works in each of these areas. The course objective is 

• To familiarise the students regarding the emergence and growth of Sociology and Anthropology in India.
• To make the students appreciate the contributions of the pioneers in the study of Indian Society.
• To introduce studies on Indian social  institutions, social structure, social dynamics related to caste, class village and tribe. 

1.      Pluralistic Composition of Indian Society

2.      Colonialism and emergence of Anthropology and Sociology

Beteille, A. (2002). Sociology: Essays on Approaches and Method. New Delhi: OUP.

Cohn, S B. (1987). An Anthropologist among the Historians and other Essays. New Delhi: Oxford University Press.

Das, V.(ed.). (2003). The Oxford India Companion to Sociology and Social Anthropology. New Delhi: Oxford University Press. 

Deshpande, S. (2003). Contemporary India A Sociological View. Viking Publishers: New Delhi.

Dhanagare D N. (1993).Themes and Perspectives in Indian Sociology; Jaipur: Rawat publications.

Doshi, S.L. (1997). Emerging Tribal Image. Delhi: Rawat Publications.

Dube, S. C. (1995). Indian Society. New Delhi : NBT

Dumont, L. (1970). Homo Hierarchicus : The Caste System and its Implications. Chicago: Chicago University Press.

Gupta, D. (ed). (1991). Social Stratification, New Delhi: Oxford University Press.

Ludden, David. (2001). Readings in Subaltern Studies; Critical History, Contested Meanings and the Globalisation of South Asia, New Delhi: Permanent Black Publications.

Madan ,T.N. (1992 ).  Pathways. New Delhi: Oxford University Press.

Madan, V.( 2003). Village in India. Delhi:OUP.

Singh Y. (1986). Indian Sociology. Delhi: Visthar Publications.

Srinivas, M.N. (1960). India’s Village. Bombay: Asian Publishing House.

Srinivas, M.N. (1977). Remembered Village .New Delhi: OUP.

Srinivas, M.N. (2002). Collected Essays. New Delhi:Oxford University Press.

Srinivas, M.N. (2002).Collected Essays. New Delhi:Oxford University Press.

Xaxa, Virginius. (1999). Transformation of Tribes in India.

Behura, N K.& Nilakantha Panigrahi. (2006). Tribals and the Indian Constitution. Dellhi: Rawat Publication.

Srinivas, M.N. (1962). Caste in Modern India and Other Essays, Bombay: Asia Publishing House.

Srivastava, V K. (ed.). (2013). Tribes in India: Concepts, Institutions and Practices. New Delhi: Serials Publications.

Verma, R.C. (1995). Indian Tribes through the Ages. Delhi: Government of India Publication.

§  CIA I is a 10 marks (20 marks reduced to 10) assignment and involves the adoption of any one or two of the following methods: written Assignment, Book/Article review, group presentations, symposium, group task, Individual seminars, Quiz, and class test.

§  CIA II is the 2 hour long 25 mark Mid semester Examination (50 marks reduced to 25 mark weightage) conducted during August/January 

The pattern for the exam is as follows:

Section A: Attempt any 3 questions out of the 5/6 options given. Each question carries 5 marks

Section B: Attempt any 2 questions out of the 3 options given. Each question carries 10 marks

Section C: This section has 1 question out of 2 options given. It carries 15 marks

§  CIA III carries 10 marks (20 marks reduced to 10 marks) and is based on an assignment that is set for the course. 

§  Attendance - Attendance carries 5 marks 

·  End Semester Examination (ESE) is conducted at the end of the semester. This is a 3 hour long exam for a weightage of 50 marks

                      The pattern for the exam is given below:

Section A: Attempt any 6 questions out of the 9 options given. Each question carries 5 marks

Section B: Attempt any 4 questions out of the 6 options given. Each question carries 10 marks

 Section C: Attempt any 2 questions out of the 3 options given. Each question carries 15 marks

A new concept, cultural studies, will take the students beyond prescribed syllabus to include music, theatre, painting, and films out of which the art form of music is taken up for the first semester.  Aram poetry- Ara nericharam specifies life discipline and standards, which would pave a successful life for the students. 

Bhakthi ilakiya- them bhavani, cheerapuranam, thirumandiram is inclined towards ritual practices. Kaapiyam with its historical values provides an understanding about life in a mature way.

seevaga sindhamani.

Thirumular Thirumandhiram

These topics coherently plays a significant role in inclination towards spiritual aspects of life. It puts for the religious beliefs and entitles each one to understand the rituals and practices.

1. Neethi book, Manikkavasakar pathippakam, paarimunai, Chennai -08 

2. Tamil paa thirattu - prasaranga pub. Bangalore university, Bangalore 

3. Kappiya noolkal-manikkavasakar pathippakam, Chennai -08 

4. Madagascar kalanchiyam - van a thing pathippakam

2. Mozhi varalaru - Dr. My. Varatharajan - kazhaka pub. Chennai- 01 

3. Aranerichaaram-Munaipatiyaar 

4. Kazhaka pub. Thirunelveli, thenninthiya saivachiththantha noorpathippu kazhaka, Ltd., Chennai 01 

5. Thirumoor thirumandiram-Thiruvaavatuthurai aathinam, Thiruvaavatuthurai Nadagam, Education in karnataka Bangalore 01. 

6. Madras university , etaikkala illakkiyam, Chennai -01 

7. Thamizh pazhamozhikal, janaral pub. Mylappur, Chennai -04 

8. Thamizhil puthirkal our aayivu-Aaru. Ramanadan, Manikkavasakar niilakam, Chennai -01

EXAMINATION AND ASSIGNMENTS: There is a continuous evaluation both at the formal and informal levels. The language skills and the ability to evaluate a text will be assessed

This paper will have a total of 50 marks shared equally by End Semester Exam (ESE) and Continuous Internal Assessment (CIA) While the ESE is based on theory the CIA will assess the students' critical thinking, leadership qualities, language skills and creativity

Objectives:

·         To introduce students to few key terms of colonialism and postcolonialism

·         To enable close reading of texts in their socio/political/cultural contexts, specifically colonisation

·         To make students use critical vocabulary of the critical framework while discussing and writing

Terms chosen will introduce the key issues of colonialism and postcolonial literatures as a foundation to the rest of the paper. The reference text is Key Concepts in Post-Colonial Studies, Bill Ashcroft, Gareth Griffiths and Helen Tiffin, will offer focus to the discussions.

·         Centre/margin

·         Colonialism/imperialism

·         Decolonisation

·         Mimicry/hybridity

·         Post-colonialism/postcolonialism 

Savage/civilised

Adam, Ian. "Oracy and Literacy: A Postcolonial Dilemma?" The Journal of Commonwealth Literature 31.1 (1996): 97-109.

Ashcroft, William D., Gareth Griffith, and Helen Tiffin, eds. The Empire Writes Back: Theory and Practice in Post-Colonial Literatures. London: Routledge, 1989.

_____. Key Concepts in Post-Colonial Studies. London: Routledge, 1998.

_____. The Post-Colonial Studies Reader. London: Routledge, 1995.

Brydon, Diana. "The Myths That Write Us: Decolonising the Mind." Commonwealth 10.1 (1987): 1-14.

_____. "Re-writing The Tempest." World Literature Written in English. 23.1 (1984): 75-88.

Brydon, Diana, and Helen Tiffin, eds. Decolonising Fictions. Sydney, Austral.: Dangaroo P, 1993.

Chambers, Lain, and Lidia Curti, eds. The Post-Colonial Question: Common Skies, Divided Horizons. London: Routledge, 1996.

Said, Edward. Beginnings: Intention and Method. New York: Basic Books, 1975

_____. Culture and Imperialism. New York: Vintage Books, 1994.

_____. Nationalism, Colonialism and Literature. Derry, Ireland: Field Day, 1988.

_____. Orientalism. New York: Pantheon Books, 1978.

_____. "Representing the Colonized: Anthropology's Interlocutors." Critical Inquiry 15.2 (1989): 205-25

_____. Representations of the Intellectual. New York: Vintage Books, 1996.

_____. The World, the Text, and the Critic. London: Faber and Faber, 1984.

Viswanathan, Gauri. Masks of Conquest: Literary Study and British Rule in India. New York: Columbia UP, 1989

1. A class test based on the text
2. A movie review
3. A book review           

For CIA III, the students can be asked

1. To prepare group presentations on topics relevant to postcolonial literature
2. To put up an exhibition/display of the literature/paintings/other art productions of the formerly colonized countries.

These are a few ideas, however, during the course of teaching, there could be other suggestions, and CIA’s could be slightly modified.

Mid Semester Exam Question Paper Pattern (50 Marks)

End Semester Exam Question Paper Pattern (100 Marks)

This paper introduces students to key themes and concerns in Indian Literatures. This is a survey course that serves as an introduction to main issues and concepts in Indian Literatures. The paper is a mix of traditional as well as contemporary literatures written both in English as well as other regional languages translated into English.

Objectives

• To understand the complexities of cultural, economic, political and social forces and their impact on the production of literatures in India of different classes and backgrounds
• To understand the religious, caste, gender, colonial, national constructs in India through its literatures and thereby develop sensitivity and add to the core value of love for fellow beings
• To become aware of methods interpreting literary texts in the contemporary context  

Students will be comprehend the complexities of cultural, economic, political and social forces and their impact on the production of literatures in India of different classes and backgrounds

This module will introduce students to the category of Indian Literatures, its survey of different aspects of the body of writing as well as a critical understanding of the knowledge systems indigenous to India. 

This module will introduce students to the category of Indian Literatures, its survey of different aspects of the body of writing as well as a critical understanding of the knowledge systems indigenous to India.

• P P Raveendran: “Genealogies of Indian Literatures”, Economic and Political Weekly (June 24, 2006)
• Amitav Ghosh: “Ghost of Mrs Gandhi”
• Excerts from Argumentative Indian by Amartya Sen

Unit II: Poetry                                                                                               15 Hrs

This module surveys select poetry from contemporary India. It surveys cities, people and ideas like faith and non-violence located within the Indian context.

• K Satchidanandan “A Man with a Door”
• Mirza Ghalib “Be Merciful and Send for Me”
• Bonsai God by Temsula Ao
• Basavanna Vachana “Cripple me, father”/ Akkamahadevi’s “Akka Kelavva”
• Sangam Poetry Ilam Peruvatuti “This World Lives Because”

·         Rukmini Bhaiyya Nayar "Gender Role"  

·         Jayanta Mahapatra"Hunger"

Unit III: Play                                                                                                  13 Hrs

This module introduces students to caste and its underpinnings through a translated Dalit Drama by Vinodini. It will also introduce the Subaltern as a conceptual category and interrogate questions of caste within gender, class and other hierarchic strcutures.                                                                                                  

Daaham (Thirst) – Vinodini

Unit IV: Short stories                                                                                     12 Hrs

This selection of short stories introduces students to a variety of readings about the nation, partition, women and their social roles as well as resistance to established traditions.

Pudumaipitthan “Deliverance from Curse’’

Ambai: “A Kitchen in the Corner of a House”

Saadat Hasan Manto: “Dog of Tithwal”

A K Ramanujan's Annayya's Anthropology

Urvashi Butalia: “Blood” 

Unit V: Novel and Graphic Novel                                                                15 Hrs

This section introduces the novel form or the graphic novel as appropriated in the Indian context. The module will aim to familiazrize students to Indian writing in English and bring forth important questions with regard to English and India apart from discussing the thematic concerns in the text. Any one of the novels may be taken to class. Understanding ‘India’ in the contemporary context through the form of the novel will be the focus of this module. A thematic reading of the novel will also be done in class. (One of the two novels could be considered).

• Arundati Roy, The God of Small Things

or

• Chetan Bhagat: Five Point Someone

• Sarnath Banerjee Corridor

Studies in Culture and Translation. Vol. 2 ‘Translating Caste’Basu, Tapan. Katha, 2002. New Delhi.

Das, Kamala. The Sandal Trees and Other Stories. Disha Books. 1995, New Delhi.

Fresh Fictions, Folk Tales, Plays and Novellas from the North East. Katha. New    Delhi, 2005

Indian Short Stories. 1900-2000. Ramakrishnan, E.V. (ed). Sahithya Academy New Delhi, 2003.

Indian Literature, Sahithya Academy, bi-monthly journal. Vol.167, New Delhi, 1995.

Indian Literature, Sahithya Academy, bi-monthly journal. Vol .168, New Delhi, 1995.

Indian Literature, Sahithya Academy, bi-monthly journal. Vol.169, New Delhi, 1995.

Journal of Literature and Aesthetics. Vol.7, Numbers1 & 2 Jan- Dec.2007.Kollam, 2008.

Nandy, Ashis. The Intimate Enemy, New Delhi: O.U.P. 1989.

Short Fiction from South India, Krishna Swami, Subasree. Sreelatha.K (ed), New Delhi: Oxford University Press, 2008.

Stuart Blackburn and Vasudha Dalmia (ed). India’s Literary History. Essays on the Nineteenth Century. New Delhi: Permanent Black, 2008.

Tendulkar, Vijay. Five Plays. Bombay: 1992.OUP. 2007, New Delhi.

Tamil Poetry Today, K.S. Subramanian (ed). International Institute for Tamil Studies, Chennai 2007. 

• Comparative Study of the issues of any one prescribed piece with another one piece from any Indian language
• Written assignment on any of the typical Indian issues discussed as part of the syllabus.        

CIA III

• could be a Translation Assignment of any contemporary literary work

(Poems or Short Stories).

• written assignment on any prescribed piece bringing out the problems of translation
• If the students do not know how to read a regional language, they can listen to a story/poem from the oral tradition and translate that.
• Some students might not have the linguistic competence to translate then, they can learn a folk art form/gather some folk, oral narratives, recipes, sports and analyze them.

The abnormal psychology course aims to sensitize the students about the existence of abnormal behaviour in order to develop greater social responsibility. The course coupled with the social psychology course of the previous semester and other courses from sociology, specifically with regard to social problems, would create a holistic understanding of the individual and their society. Further, the course would enable the student to develop a cultural understanding of abnormal behaviour within the Indian context and specifically to Bangalore. In Bangalore, there is a noticeable increase in the mental health issues faced by the population and the need for mental health practitioners who understand the difference between abnormal behaviour and distressing behaviour is a major requirement and the course would be the first step towards that direction. This course has been conceptualized in order to help the students develop an understanding of the historical development of the study of abnormal behaviour.  The specific course aim is to create an understanding of the criteria and perspectives in abnormal behaviour, common classification systems, and range of disorders including anxiety disorders, mood disorders, schizophrenia, somatic symptom disorders generally observed at childhood and adolescence, and personality disorders. 

Defining Abnormal Behaviour, Criteria of Abnormal Behaviour, Brief Mention of DSM 5 and ICD 10 classification systems, Causes of Abnormal Behaviour – Necessary, Predisposing, Precipitating and Reinforcing Causes.

Psychoanalytic (only Freud), Behaviouristic, Cognitive - Behavioral, Humanistic, Interpersonal Perspectives (Student Effort Hours

Butcher, J.N, Mineka, S. & Hooley, J.M (2016). Abnormal Psychology. 16th Edition. Pearson Education

Kring, A. M., Davison, G. C., Neale, J. M., & Johnson, S. L. (2012). Abnormal psychology (12th ed.). John Wiley & Sons Inc.

World Health Organization (2004). ICD-10: International statistical classification of diseases and related health problems (10th Rev. ed.). 

Nevid, J. S., Rathus, S. A., & Greene, B. (2018). Abnormal psychology in a changing world. 10th ed. Prentice-Hall.World Health Organization. 

This introductory course is designed for final year Psychology students to explore the field of School and Educational Psychology and related career options such as school counselling, career guidance, and teaching, should they choose to specialize further after their graduation. The course will build on previously learned knowledge in Psychology such as various schools of thought in Psychology, and basic theories of learning, development, and motivation with the goal of exposing students to different areas of specialization within the field of educational psychology.

This course is provided in the fifth semester for students from the psychology triple major combinations (JPENG, PSENG, PSECO, CEP) at CHRIST (Deemed to be University). The course aims at introducing learners to the basic concepts of sports psychology, the scope of sports psychology and various issues the sports persons experience (gender, culture, etc.), and the application of psychological principles in the sports setting. The course also introduces the students to various factors influencing performance and performance enhancement techniques. The students should thoroughly understand the basic psychological process as a prerequisite since this programme mainly focuses on applying those principles in sports.

Course Objectives

o  To introduce learners to sports psychology's origin, scope and perspectives.

o  To enhance learners’ knowledge concerning gender and culture in sports.

o  To equip the learners to differentiate between intrinsic and extrinsic motivation  

o  To impart ways to enhance individual and team performance using mental training.

Course description: This course has been conceptualized in order to provide a comprehensive introduction to general theories and methods related to cultural psychology. The course will focus on specific topics that bridge cultural psychology and identity, including group and identity formation, and multiculturalism. Special emphasis will be placed on critically examining how cultural norms influence the way individuals think, feel, and behave. 

 This undergraduate course will be a comprehensive introduction to human neuropsychology structured to provide students with a basic understanding of the relationship between brain and behaviour. Topics covered will include foundations of neuropsychology, the structure of the nervous system, functional specialization of the brain, cognitive functions, and assessments of brain disorders.

This course has been conceptualized to capstone experience for psychology undergraduates, in which students identify a research topic, conduct comprehensive literature reviews, and then develop a substantial written small empirical research project. The paper aims to help students collaborate and complete psychological research projects with their peers. This course is planned to also provide a framework for the development of assessment practices. Attention will be given to issues of identifying and selecting test instruments, conducting the assessment process in an ethical and considerate manner, interpreting norm references and criterion-referenced test scores and writing APA formatted reports. The program is designed to enable students to complete a group research project under the supervision of a faculty. The students would develop and defend the research proposal in the semester.

This paper seeks to train students to conceptualize and carry out social research. It introduces students to the various stages of research, equipping them with the necessary skills to collect data, analyze data and present the findings in a report. Both qualitative and quantitative techniques are covered.

Course Objectives: 

This course provides philosophical underpinnings of the social research and familiarizes the students with methodological tools, explaining quantitative and qualitative methods, which will help them to undertake empirical research independently.

1. Social Research : Meaning and Characteristics
2. Human inquiry and science
3. Paradigms, theory and social research
4. Ethical issues in Social Research
5. Types of Social Research – Qualitative and Quantitative

Babbie,Earl. (2002). The Basics of Social Research. London: Wadsworth Publications.

Bryman, Alan. (2007). Social Research Method, Oxford University Press.

Caragan, Leonard. (2007).Doing Social Research Rawat Publication.

Chhapekar Rati. (2004). A text book of Social Research, Dominant Publishers and Distributors, New Delhi.

Gerring John. (2001). Social Scientific Methodology, Cambridge University Press.

Giuseppe Larossic. (2006). The Power Of Survey Design, World Bank, Washington DC.

Henn Matt, Mark Weinstein and Nick Foard. 2006. A short introduction of social Research. New Delhi: Sage Publication.

Kothari, C.R. (1990).  Research Methodology. New Delhi: Vishwa Prakashan.

Kumar Ranjit. (2005). Research Methodology A step by step guide for Business, Pearson Education.

Mangaleswaran, R. (2011). Paradigm in Social Research. New Delhi: A New Horizon, Authors press,.

Nigel Gilbert (ed.). (2006). From Postgraduate to Social Scientist: A guide to key skills London: Sage Publication.

Taylor, Steven.J and Robert Bogdan. (1984). The Introduction to Qualitative Research Methods-the Search for Meanings, (Chap 1).  New York: Wiley.

Uwe Flick. (2007). Managing Quality in Qualitative Research, Sage Publication.

Vaus de. D.A. (2002). Surveys in Social Research. Australia:  Routledge Publications.

Yates, Simeon J. (2004). Doing Social Science Research. Sage Publication.

Young, Pauline. (1960). Scientific Social Survey and Research. Prentice Hall.

Bailey, Kenneth D. (1978). Methods of Social Research.

Good, William and Hatt, Paul K. (1952). Methods in Social Research, New York: McGraw Hill.

Gulati Leela (2002). "Small is Beautiful: Case study as a Method in Social Science" in Patel, Bagchi, and Raj (ed.) Thinking Social Science in India. Essays in Honor of ALice Thorner. New Delhi: Sage Publications.

§  CIA I is a 20 marks assignment and involves the adoption of any one or two of the following methods: written Assignment, Book/Article review, group presentations, symposium, group task, Individual seminars, Quiz, and class test.

§  CIA II is the 2 hour long 50 mark Mid semester Examination (50 marks reduced to 25 mark weightage) conducted during August/January 

The pattern for the exam is as follows:

Section A: Attempt any 3 questions out of the 5/6 options given. Each question carries 5 marks

Section B: Attempt any 2 questions out of the 3 options given. Each question carries 10 marks

Section C: This section has 1 compulsory question that carries 15 marks

§  CIA III carries 20 marks and is based on an assignment that is set for the course. 

§  Attendance - Attendance carries 5 marks 

·  End Semester Examination (ESE) is conducted at the end of the semester. This is a 3 hour long exam for a weightage of 50 marks

                      The pattern for the exam is given below:

Section A: Attempt any 6 questions out of the 9 options given. Each question carries 5 marks

Section B: Attempt any 4 questions out of the 6 options given. Each question carries 10 marks

Section C: Attempt any 2 questions out of the 3 options given. Each question carries 15 marks

Course Description: This paper discusses various social issues which are of relevance for contemporary world. These issues surround the broad themes of population, health, development and different forms of Human Rights violations. In relation to population and health this paper would cover issues like aging, reproductive health, HIV AIDS, euthanasia, drug abuse, etc. In relation to development this paper would look into issues like urban land use, farmer’s suicide, displacement, climate change etc. This can help them in grasping the reality; contemplate on it, and come up with newer/better ways to deal with it.

Course Learning Objectives:

1.      To understand social problems in contemporary India in the context of Sociological theory, knowledge, concepts and perspectives

2.      To initiate social activism.

            3.      To work towards building a more sustainable and inclusive society

1.        Study of ‘Social Problems’– Social Pathology, Anomie, Social Disorganization 

2.      Theoretical Perspectives –From Religion to Sociology

3.      Characteristics, Stages and Reactions

4.      Critical Analysis of Social Issues – Power, Ideology, and Hegemony

1. Alavi, H.D and Shanin, T. (Ed.) (1982). Introduction to the Sociology of Developing Societies, London: Macmilan.
2. Merton and Nisbet. (1966). Contemporary Social Problems, New York: Harcourt, Brace and World.
3. Shah, Ghanshyam. (2001). Cultural Subordination & Dalit Challenge. Vol II
4. Vaidyanathan. (2006). A. Farmer's Suicide and the Agrarian Crisis. Economic and Political Weekly, September 23: 4009-4013.

1. Jayaram N and Satish Saberwal (eds.). (1996). Social Conflict. OUP.
2. Neha Gupta and Aggarwal, N.K.(2012). Child Abuse. Delhi Psychiatry Journal Vol. 15 No.2.
3. Preston PW. (2001). Development Theory. Blackwell Publication.
4. Sharma, R.N. (2003). Involuntary Displacement: A few encounters, Economic and Political Weekly, March 1: 907-912..
5. Wrr, Joop W de. (2002). Urban poverty alleviation in Bangalore: Institutional and Community-Level Dilemmas.

Visual Texts

1. Bhatia D, Mathur P & Berghell (2009), Nero’s Guests: The Age of Inequality.
2. Demme.J & Saxon E, (1993), Philadelphia.

§  CIA I is a 10 marks assignment and involves the adoption of any one or two of the following methods: written Assignment, Book/Article review, group presentations, symposium, group task, Individual seminars, Quiz, and class test.

§  CIA II is the 2 hour long 25 mark Mid semester Examination (50 marks reduced to 25 mark weight-age) conducted during August/January 

The pattern for the exam is as follows:

Section A: Attempt any 3 questions out of the 5/6 options given. Each question carries 5 marks

Section B: Attempt any 2 questions out of the 3 options given. Each question carries 10 marks

Section C: This section has 1 compulsory question that carries 15 marks

§  CIA III carries 10 marks and is based on an assignment that is set for the course. 

§  Attendance - Attendance carries 5 marks 

·  End Semester Examination (ESE) is conducted at the end of the semester. This is a 3 hour long exam for a weightage of 50 marks

                      The pattern for the exam is given below:

Section A: Attempt any 6 questions out of the 9 options given. Each question carries 5 marks

Section B: Attempt any 4 questions out of the 6 options given. Each question carries 10 marks

 Section C: Attempt any 2 questions out of the 3 options given. Each question carries 15 marks

Course Description:

 This course tries to introduce to the students the concept of ecology from a historical perspective and the integral relationship between man, community and environment. The course also tries to initiate discussions on the pertinent ecological issues, emerging concerns, environmental movements and the reactions to them.

Course Objectives:

Rangarajan, M. (2015). Nature and nation: Essays on environmental history. Ranikhet: Permanent Black in association with Ashoka University.

Shiva, V. (2013). Making peace with the earth: Beyond resource, land and food wars. Auckland Park, South Africa: Jacana Media.

Ashworth, William & Little, E.Charges. (2004). Encyclopedia of Environmental Studies. New Delhi: Viva Books.

Buckingham, Susan & Turner, Mike. (2008). Environmental Issues. Los Angeles: Sage Publications

Emilio F. Moran. (2006). People and Nature: An Introduction to Human Ecological Relations. Wiley-Blackwell.

Nelissen, Nico.Klinkers & Leon, Straaten.Jan.Van.Der. (Eds.).  (2007). Classics in Environmental Studies: An Overview of Classic Texts in Environmental Studies. New Delhi: Kusum Publishing.

CIA I - CIA I carries 10 marks and involves the adoption of any one or two of the following methods: written Assignment, Book/Article review, group presentations, symposium, group task, Individual seminars, Quiz, and class test.  

CIA II - Mid semester Examination conducted for a total weightage of 25 marks

CIA III - CIA III also carries 10 marks and involves the adoption of any one or two of the above said methods.

Attendance - Attendance carries 5 marks

The course teacher would decide the internal assessment methods to be adopted for a given semester and would incorporate them in the course plan for validation which will be circulated among the students in the beginning of each semester.

Course Description: Criticism is often rampant against our education system for reasons related to its quality, access, substance, its relevance in a changing/changed world and so on. Against this background the course is intended to allow the student to help understand the general sociological understandings of education and to proceed towards gaining a foundational knowledge of its problems against the larger context of globalization as well as in the specific context of India.

Course Objective:

1. To acquire basic knowledge and understanding of Sociology of education.

2. To have a foundational understanding of the problems confronted by educational systems in the Indian context.

3. To have a general understanding of the crisis of education in the era of globalization.

 4. To learn more about the critical role of intersectionalities like class, gender, caste etc., in educational institutions

1.                       Sociological Approaches towards Education

a.      Durkheim (Solidarity and social integration), Merton (Self-fulfilling Prophecy)

b.      Agent of Socialisation and role in stratification

c.       Dominant Ideology

2.                       Education, Social reproduction and the question of Cultural capital- Pierre Bourdieu’s interventions

3.                     Structural inequality and Education

4.                     Gender and Hidden Curriculum

Chandra S S. and Rajendra Sharma (2004). Socology of Education. New Delhi: Atlantic.

Mohanty, Ajit K et al (2009). Multilingual Education for Social Justice. Hyderabad: Orient Blackswan.

Vittachi, Sarojini and NerrajaRaghavan (2007). Alternative Schooling in India. London, New Delhi: Sage.

Bellantine, Jeanne H and Joan Z Spade (2012). Schools and Society: a sociological approach to education. Los Angeles: Sage.

Skutnabb-Kangas and Tove (2000). Linguistic Genocide in Education or Worldwide Diversity and Human Rights. New Delhi: Orient Longman.

Lall, Marie and Geetha B. Nambissan ed. (2011). Education and Social Justice in “the Era of Globalisation. London, New Delhi: Routledge.

Bourdieu, Pierre (1973). “Cultural Reproduction and Social Reproduction”, in Brown, Robert (ed.) Knowledge, Education and Cultural Change. London: Tavistock.

George, Alex, M. “Kanavu: Where Learning Happens: An Ethnographic Account of a Learning Space”, in Economic and Political Weekly, 40 (27): 2904-2907.

Kabeer, Naila, GeethaNambissan and RamyaSubrahmanian (2003). Child Labour and the Right to Education in South Asia: Needs Versus Rights. New Delhi: Sage.

Dharampal (1983: 1995). The Beautiful Tree. Coimbatore: Keerthi Publishing House.

Sadgopal, Anil. (2010). “Right to Education vs. Right to Education Act” in Social Scientist, 38 (9/12): pp. 17-50

Das, Suranjan (2007). “The Higher Education in India and the Challenge of Globalisation” in Social Scientist,35 (3/4). pp. 47-67.

Tikly, Leon (2001). “Globalisation and Education in the Postcolonial World: Towards a Conceptual Framework”.Comparative Education, 37 (2): pp. 151-171.

Hasan, Mushirul ed. (1998). Knowledge, Power & Politics: Educational Institutions in India. New Delhi: Roli Books.

Rao, S. S. (2008). “India's Language Debates and Education of Linguistic Minorities." Economic and Political Weekly,, 43(36), 63-69.

§  CIA II is the 2 hour long 25 mark Mid semester Examination (50 marks reduced to 25 mark weightage) conducted during August/January 

The pattern for the exam is as follows:

Section A: Attempt any 3 questions out of the 5/6 options given. Each question carries 5 marks

Section B: Attempt any 2 questions out of the 3 options given. Each question carries 10 marks

Section C: This section has 1 compulsory question that carries 15 marks

§  CIA III carries 10 marks and is based on an assignment that is set for the course. 

§  Attendance - Attendance carries 5 marks 

·  End Semester Examination (ESE) is conducted at the end of the semester. This is a 3 hour long exam for a weightage of 50 marks

                      The pattern for the exam is given below:

Section A: Attempt any 6 questions out of the 9 options given. Each question carries 5 marks

Section B: Attempt any 4 questions out of the 6 options given. Each question carries 10 marks

                         Section C: Attempt any 2 questions out of the 3 options given. Each question carries 15 marks

Course Description: This paper is informed by David Damrosch’s understanding that world literature is not a canon of Western master works but a mode of cross cultural reading. So the selection reflects similar themes of gender, race, being responsible citizen in oppressive conditions which the students have encountered in their earlier semester. While these themes have been discussed earlier in specific nationalistic contexts, this paper draws on that awareness and brings in comparative approach for analysis.

Objectives:

To introduce students to methods of studying literature and culture across national and linguistic boundaries

To understand the nature and function of literature from global perspective

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·         Essays on Art, Literature – Tolstoy, Nabakov, Naipaul, Borges

·         Anna Akhamatova – Requiem (Russia)

·         Constantine Cavafy – The City (Greek)

·         Rainer Maria Rilke – Spanish dancer (Czech Republic)

·         Nazik al-Mala'ika - Love Song for Words (Iraq)

·         Imtiaz Dharkar – Purdha I (Pakistan)

·         Ashraful Musaddeq - Cyber Love (Bangladesh)

·         Miriam Wei Wei Lo - Bumboat Cruise on the Singapore River (Singapore)

·         Octavio Paz - Listen to the Rain

·         Federico Garcia Lorca - City that Does Not Sleep

Fyodor Dostoevsky – Notes From the Underground

Che Guevara - The Motorcycle Diaries

Sophocles – Antigone 

“Even A Fist Was Once an Open Palm With Fingers” the Selected Poetry of Yahudi Amichai – Poetry in Translation Trans. Bloch, Chana and Mitchell, Stephen.

 http:// www-english.tamu.edu/pers/fac/myers/default.html. Web.

Arendt, Hannah. Eichmann in Jerusalem. New York: Viking, 1963.

Bauman, Zygmunt,Life in Fragments: Essays in Postmodern Morality, Oxford: Blackwell. Print.

Calvino, Italo, The Literature Machine. London: Vintage, 1987. Print.

Cargas, Harry James, ed. Telling the Tale: A Tribute to Elie Wiesel – Saint Louis.

Damrosch, David. What is World Ltierature? Princeton University Press, 2003. Print.

Eco, Umberto,The Role of the Reader.Bloomington: Indiana University Press.

Eco, Umberto, On Literature. London: Vintage, 2005. Print.

Farah, Nuruddin. Links. Penguin.Yesterday, Tomorrow: Voices from the Somali Diaspora. London and New York, Cassell, 2000. Print.

Forsdick, Charles. “‘Worlds in Collision:’The Languages and Locations of World Literature”.  A Companion to Comparative Literature. Eds. Ali Behdad and Dominic Thomas. Oxford: Blackwell, 2011. 473–89. Print

Fromm, Erich. Escape from Freedom. New York: Rinehart, 1941. Print.

Ghosh, Amitav. Sea of Poppies. Macmillan.A Guide to twentieth-century literature in English. Ed. Harry Blamires. London; New York: Methuen, 1983. Print.

Lifton, Robert J.  The Nazi Doctors: Medical Killing and the Psychology of Genocide. New York: Basic, 1986.Print.

M. Hollington, Günter Grass: The Writer in a Pluralist Society.  1980.Print.

Moretti, Franco. “Conjectures on World Literature,” New Left Review 1 (January–February2000): 54-64. Print.

Victor Frankl, From Death-Camp to Existentialism. New York: Alfred A. Knopf, 1979.

Villet, John. The Theatre of Bertolt Brecht, A Study from Eight Aspects. Print.

Question Paper Pattern

Mid Semester 

End Semester 

5x20 =100 choosing one question each from Poetry, Drama, Essay & Novel and one additional question.

Description: This paper is conceptualised to address one of the pressing concerns of our times – Ecology. The paper gives an introduction to the various discourses that surround the ecological movements of the past and present and the ground work they have laid to avoid a perilous future. The paper also critically looks at certain cultural phenomenon like Anthropocentricism and emphasises the urgent need for Eco Activism and cultivation of an Ecological Self. Since the paper does not just aim at getting the students familiarised with theory, it also includes field visit as an integral part.

Objectives:

• To help students understand the complex and various representations of nature in literature and other cultural artefacts
• To explore an interdisciplinary engagement with Ecology and introduce ecological concerns to the student of English Studies
• To examine diverse contexts and concerns in the field
• To promote ecological consciousness
• To acknowledge field work-based learning as an important academic practice

Question Paper Pattern

Mid Semester 

End Semester