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

Liliana Heker : “The Stolen Party

 Higuchi Ichiyo: “Separate Ways”

 Harukki Murakami "Birthday Girl"

 Luisa Valenzuela: “I’m your Horse in the Night”

Poetry 12 Hrs

 Silvio Curbelo: “Summer Storm”

 Nancy Morejon: “Black Woman”

 Ruben Dario: “To Roosevelt”

 Mina Asadi: “A Ring to me is a Bondage”

Essay 9Hrs

 Amy Tan: “Mother Tongue

 Linda Hogan: “Waking Up the Rake”

 Isabelle Allande: “Open Veins of Latin America”

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

Skimming and scanning

Strategies of reading

Reading and understanding reports

Reading content/ texts of various kinds

Inferencing skills

Academic vocab

Academic phrases

Professional expression

Study skills- library and referencing skills (organising reading, making notes, managing time, prioritising)

Mind mapping

Organising ideas

Accurate usage of vocabulary

Paragraph strategy

Cohesion and sequencing (jumbled sentences to paragraph)

Extended writing 

Formal and informal writing

Reports (all types including illustration to report and report to illustration and/or graphs, charts, tables and other statistical data)

Proposal writing (for projects, for research)

Academic essays/ articles

Persuasive writing, extrapolative writings

Case study writing

Executive summaries

Editing, proofreading skills

Resume vs CV

Self-introduction

Body language

Talks, speeches and presentations

Conversation

Telephone conversation

Meetings

Group discussion

Seminar / conference presentation

Principles of communication

Process of communication

Types of communication

Barriers in communication

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

Description: This unit will move further into specific texts relevant to the century and sensitize learners in that direction. 

• Doctor Richard Shuckburgh- Yankee Doodle (popular version)
• Benjamin Franklin- Rules by which a Great Empire...
• Sarah Wentworth Morton- Stanzas to a Husband Recently United

Description: This unit will provide a variety in terms of different kinds of literature that the particular century has produced and provide contexts as and when required

• James Lowell- Stanzas on Freedom
• Washington Irving- Rip Van Winkle
• Emerson- I Become a Transparent Eyeball/Brahma
• Hawthorne- Young Goodman Brown
• Martin Luther King- I have a Dream (speech)
• Longfellow- My Lost youth
• Douglas- What the Black Man Wants
• Whitman- A noiseless Patient Spider
• Dickinson- I years had been from Home
• Harriet Beecher Stowe- Excerpts- Uncle Tom’s Cabin
• Kate Chopin- Lilacs

Description: This unit will provide a variety in terms of different kinds of literature that the particular century has produced and provide contexts as and when required.

• Hemingway- The Snows of Kilimanjaro
• Frost- Meeting and Passing
• Ezra Pound- An Immorality
• Langston Hughes- Daybreak in Alabama
• Fitzgerald- The Curious Case of Benjamin Button
• Cummings- Even a Pencil has Fear to
• Ginsberg- Howl or A Supermarket in California
• Eugene O Neill- The Emperor Jones or Hairy Ape

Description: This unit will introduce war and the effect of it on the minds of American writers and the society. It will also take the learners through different styles of writing.

• Alice Walker- The Color Purple
• Sylvia Plath- Gold Mouths Cry
• William Burroughs- Naked Lunch
• James Thurber- A Couple of Hamburgers

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…..

Towards a working life

France Seen by...

Mediamania

Act 1, 2 & 3

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    

Nibandh lekhan, Katha lekhan, Kavitha lekhan.

Level of knowledge:Conceptual

Utbhav, vikas aur pramukh shailiyam

pramukh kalakar-1.M F Hussain 2.Ravindranath Tagore 3.Raja Ravi Varma 4.Jamini Roy.

Level of knowledge: Conceptual

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

Text: Uchalya

Author:Lakshman Gayekwad

Translation: Chandrakantha Pokle

1 Dialogue Writing

2 Essay writing

3 short story building

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.

Important terminologies and definitions; Prominent social issues/problems in India; Current trends and scope of SE in India; Stages of Social Entrepreneurship; SE and community development and empowerment of minority/risk groups

Nature & structure of service organizations, Types of business models, Running a viable organization (legal, fund development, social marketing); Project and Program Management (CSR, HR, Finances)

Fitting inquiry into an Action Logic model; Methodologies in interventions and action research, Collaborations within educational course; Field Visits and Community interaction

Fowler, A. (2000). NGDOs as a Moment in History: Beyond Aid to Social Entrepreneurship or Civic Innovation? Third World Quarterly, 21(4), pp. 637-654.

• CIA 1:Individual Assignment - 15 marks
• CIA 2: In-class activity and reflective reports- 15 marks
• CIA 3: Final proposal submission and Presentation-15 marks
• Class participation and Supervisor Feedback- 5 marks

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.          

Stages of prenatal development; Teratogens and prenatal environment; Birth, newborn appearance, reflexes, assessment and states; Physical and motor development - in childhood: cephalocaudal and proximodistal pattern, gross and fine motor skills and handedness; Puberty and adolescent changes: Meaning of  puberty, biological changes, sexual maturation, growth spurt, primary and secondary sexual characteristics; Adult development and Ageing - Biological; Assessments in studying development.

Stages of Cognitive Development - Piaget's Theory: Milestones and Mechanisms; Vygotsky’s Theory; Language development; Observations & Experiment Methods in studying development.

Emotions; Temperament; Development of self-concept; Play; Aggression and altruism; Moral Development: Kohlberg’s theory; Development of identity: Erikson and Marcia’s views; Gender differences and gender role standards; Use of field experiments to study development.

Development of Attachment: Bowlby’s theory; Adolescent relationships: Family, peers, adult society, adult life; Vocational adjustment; Foundations of intimate relationships: friendship, love, and sexuality; Marriage: Marital adjustment and conditions influencing it; Parenthood and parenting styles: adjustment to parenthood; Coping with Mid-life crisis, changes in relationship; Ageing and theories of ageing; Coping with death, stages and patterns of grieving; Cultural differences: Indian philosophy- four stages of a life and expectations; Use of questionnaires and interviews to study development; Ethical considerations in developmental research.

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.

Ethical issues in research (APA)- consent, confidentiality, Standards of reporting, Plagiarism, Ethical issues in report writing for tests and experiments, style of writing (scientific, unbiased, objective)

This module will draw a sketch of the movement of Experimental Psychology in the disciplinary history, highlight and discuss some distinctive features of conducting experiments in human subjects including use of theories, establishing hypothesis and designing experiments. The module also critically looks at the ethicality and contemporary understanding of this method. The student would conduct minimum six experiments including at least two computer assisted experiments. Computer assisted include but not limited to PEBL, E-Prime, Z-tree.

Topics: Perception, Illusion, Dexterity, Attention, Reaction time 

Suggested Experiments and tools for Demonstration/ to conduct : Size weight Illusion, Finger and tweezer Dexterity, Depth Perception, tachistoscope, Reaction time apparatus, colour blindness, Muller-lyer, Minnesota Rate of Manipulation Test (MRMT), Stroop test, division of attention

Relevance of Statistics in Psychological Research; Descriptive Statistics; Variables and Constants; Scales of Measurement, Normality, Presentation of data: Graphs (Bar diagram, Pie chart, Histogram) Group and Ungrouped data: Mean, Median, Mode. Introduction to Statistical packages; Data analysis (SPSS/ Excel/ Word)

Cohen, R. J. & Swerdlik, M. E. (2013). Psychological Testing and Assessment: An Introduction to Tests and Measurement (Eighth Edition). McGraw-Hill.

Gravetter, F.J. &Wallnau, L.B. (2009).Statistics for the Behavioral Sciences (9th Ed.). Cengage Learning.

Martin, D. W. (2008). Doing psychology experiments. Thomson-Wadsworth.

• CIA 1: Lab Report (20 marks) + Class participation and Supervisor Feedback (05 marks) = 25 Marks 

• CIA 2: Lab Report (20 marks) + Class participation and Supervisor Feedback (05 marks) = 25 Marks 

• CIA 3: Department Level Exam =  50 marks 

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 

Prayogas and Krudantha

Translation of Given passage from English to Sanskrit 

Writing composition in sanskrit on the given topic in Sanskrit

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

1. Auguste Comte: Subject matter of Sociology; The Law of Three Stages; Positivism; Classification of Sciences; Social Statics and Dynamics and Religion of Humanity
2. Herbert Spencer: Organismic concept of Society; Theory of Evolution & Social Darwinism

1. Social Order; Social Facts; Rules of Sociological Method; Social Solidarity; Theory of Suicide; Division of Labour; Sociology of Religion

1. Interpretation of History: Concept of History - Stages of Human History; Dialectical Method; Economic Determinism – Theory of Surplus Value; Alienation; Theory of Class and Class Struggle 

1. Definition of Sociology; Verstehen Approach; Social Action; Ideal Types; Authority; Protestant Ethics and the Spirit of Capitalism; Bureaucracy

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

1. Thiru vasagam

2. Kambar andhadhi

Naatu pura padalgal

India 2020- Dr. Abdul Kalam

1. Common topic: Oviyam

2. Visual text : nattupuviyal

Sollu illakanam

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)                                       

Short Story                                                                                                    

·         Anton Chekov: “The Avenger”

·         Chinua Achebe: “Marriage is a Private Affair”

·         Nadine Gordimer: “Train from Rhodesia”

·         Wakako Yamuchai: “And the Soul Shall Dance”

Poetry                                                                                                             12 hrs

·         Octavio Paz: “As One Listens to the Rain”

·         Jamaica Kincaid: “Girl”

·         Derek Walcott: “A Far Cry from Africa”    

·         Joseph Brodsky: “Freedom”

·         Alice Walker: Excerpts from “In Search of My Mother’s Gardens”

·         Hannah Arendt: “Men in Dark Times”

Dalai Lama Nobel Acceptance Speech

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

Professional ethics and etiquette (cell phone etiquette)

Organisation skills

Research and information management

Teamwork

Leadership skills 

Workplace ethics- culture, values and gender (netiquette)job search skill, mindfulness, goal setting, self-awareness

Interview skills

Professional etiquette

Elevator pitch

Teleconference

Video conference

Conference calls

Negotiation

Networking 

Writing for advertisement

Developing web content

Infographics

Emails 

Making notes in meetings

Minutes

Newspaper writing

Press release

Blog writing

Tender

Memo

Brochure

User manual

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)

II. 1. Structuralism

1. What is Structuralism?
2. The Project of the Structuralists.
3. Key Ideas/Theorists: Ferdinand de Saussure and Claude Levi-Strauss

II. 2 Poststructuralism

1. What is Poststructuralism?
2. The Project of the Poststructuralists
3. Key Ideas/Theorist: Deconstruction and Jacques Derrida

III. 1 Psychoanalysis:

1. What is Psychoanalysis?
2. The Project of Psychoanalysis and its working in Literature.
3. Key Ideas/Theorists: Sigmund Freud and Jacques Lacan

III. 2 Feminism:

1. What is Feminism?
2. Pre-poststructuralist’ Feminist Literary Theory
3. Poststructuralist Feminist Theory      
4. Key Ideas/Theorists: Virginia Woolf, Elaine Showalter, Helene Cixous and Julia Kristeva

IV. 1 Ideology and Discourse:

1. What is Ideology?
2. Key Ideas/Theorists: Karl Marx; Louis Althusser; and Antonio Gramsci
3. What is Discourse and it implications?
4. Key Ideas/Theorists:Michel Foucault; New Historicism; Mikhail Bakhtin; Raymond Williams and Cultural Materialism

IV. 2 Race and Postcolonialism: Nations, Nationalisms and Identity

1. What is Postcolonialism?
2. The Project of Postcolonialism
3. Key Ideas/Theorists: Franz Fanon; Homi K Bhabha; Partha Chatterjee

V. 1 Postmodernism: Knowledge and Glocalization

a. What is Modernism and Postmodernism?

b. Key Ideas/Theorists: Jean Baudrillard; Jean-François Lyotard; Giles Deleuze and Felix Guattari

V.2 Ecocriticism: Green Studies and Sustainability

a. What is Ecocriticism?

b. Key Ideas/Theorists: Cheryl Glotfelty and Harold Fromm

V. 3 Narratology: Telling and Retelling Stories

a. What is Narratology ?

b. Key Ideas/Theorists: Gerard Gennette and Vladimir Propp

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

Molière’ s L’Avare – Français facile -Act III Sc 8 onwards

Lesson 1: All in form!

Lexicon – The human body: exterior / interior, sickness and medicines

Grammar – Simple past tense and imperfect, recent past, expression of duration

Speech act – Narrating in the past tense

Lesson 2: Accidents and catastrophes

Lexicon – Accidents, natural catastrophes

Grammar – Adjectives and indefinite pronouns: nothing, no one, verbs ‘to say,  to run, to die’

Speech act – Expressing fear and reassuring

Molière’ s L’Avare – Français facile -Act IV

Lesson 1: Studying abroad, Happy journey

Lexicon – The educational system, formalities to go abroad

Grammar – Demonstrative pronouns, simple future tense, situating in time

Speech act – Expressing one’s opinion,

 Lesson 2: The weather

Lexicon – The weather

Grammar –Me too, not me, impersonal verbs, verbs ‘ to believe, to follow and to rain’

Speech act – Speaking about the weather, speaking about the future

Molière’ s  L’Avare – Français facile -Act V

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

•  Report writing,
• Media Interview                                                                    
•  Hindi Journalism 
• Electronic media and Hindi,
• Print media                                    

Level of knowledge: Conceptual

1. 50 Nos. Phrases and Idioms for writing the meaning and sentence formation.  

2. 100 Nos. (Hindi equivalent)

Level of knowledge: Basic

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

1.      Dhaniyara Sathyanarayana-Koradkal Sreenivasa Rao

2.      Thabarana Kate- K. P. Poornachandra Tejaswi

3.      Gowthami Helida Kathe- Masti Venkatesha Iyengar

4.      Raja mattu Hakki- G. P. Basavaraj

Essay Writing/ Letter Writing/ Dialogue writing 

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. 

Service learning: The concept, Objectives and Scope; Need for community and Academia (University) interface. The role of psychologist in community service: Social Psychologist, Community Psychologist & Counselor. The action plan for service learning: Awareness, Planning, prototype, support, expansion and evaluation. Outcomes of service learning: Personal outcome; Social outcome, Learning outcome and Career outcome.

The students are expected to discuss in groups using the following guidelines.

• Reason for choosing the organization
• The planning phase of service learning initiatives
• Logistics for the initiative of the action
• Stakeholders/beneficiaries
• Execution of the action initiative
• Specific learning outcome
• Evaluation

• CIA I - class and community involvement (15 marks)
• CIA II - Weekly reflection report (15 marks)
• CIA III - Activity-based assignment (15 marks).
• Supervisor Feedback- 5 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.

Definition, Heuristics, Schemas, Automatic and controlled processing, Potential sources of error in social cognition, Affect and cognition; Definition of self, Self-concept – Beginnings, Formation, Self- schemas. Culture and Self. Self- presentation - False modesty, Self-handicapping, Impression management. Self-esteem - Development and Consequences. Perceiving persons- Attribution theories, Attribution biases - Fundamental attribution error, Actor-observer effect; Definition of attitudes and its components, Attitude: Formation, Relationship with behaviour; How Attitudes Are Changed - Persuasion, Theory of Cognitive Dissonance.

Motives of Prosocial behaviour: Evolutionary perspective, Social Exchange perspective, Empathy-altruism hypothesis, Negative-state relief, Empathic joy, Defensive helping, guilt and shame, The Role of Social Norms. Emergency Responses: Understanding the Bystander Effect, Influences on Helping – Positive Emotions, Group membership, Social Exclusion, Darkness, Putting an economic value on one’s time and effort. The effects of being helped;

Interpersonal attraction and affiliation –Internal Sources of Attraction: The Role of Needs and Emotions, External Sources of Attraction: The Effects of Proximity and Physical Beauty, Factors Based on Social Interaction: Similarity and Mutual Liking, Close Relationships: Foundations of Social Life. 

The nature and origins of stereotyping: Definition, Aspects, Illusory correlation, Outgroup homogeneity; Prejudice: What is the problem? Contrasting perspectives on origins of prejudice:  Prejudiced Personality, Threat to self-esteem, Rationalizations for oppression, Competition for resources, Social categorization. Ways to reduce prejudice: Contact, Re-categorization, Superordinate goals; Discrimination: Hostile and Benevolent sexism, Glass cliff effect, Glass ceiling effect, Modern Racism, Casteism in the Indian context.

Definition, Aspects, Conformity: Asch’s Research on Conformity; Compliance; Symbolic Social Influence;  Obedience to Authority: Milgram’s research; Tyranny: Zimbardo’s Stanford Prison study, Reicher and Haslam’s BBC prison study.

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. 

Developing and Conducting Experiments- computer-assisted and classic experiments, Variables, hypothesis, analysis, report writing and presenting the findings. Steps involved in designing an experiment.

Topics: Memory, Concept Formation, Creativity, Learning

Suggested Experiments and tools for Demonstration/ to conduct - digit span, memory drum, bi-lateral transfer of learning, cueing on recall, paired associate learning, habit formation, concept formation task

Difference between Two Independent Means, Two Dependent (Correlated) Means and nonparametric Approaches to Data. Correlation: The meaning of Statistical Inference and Hypothesis Testing; Null and the Alternative Hypotheses, A Statistically Significant Difference versus a Practically Important Difference; Levels of Significance versus p-Values. Hypothesis Testing About the Difference between. Presentation of tables: Correlation, t-test, (in APA style) Software packages: SPSS, MS Word (Tables)

Cohen, R. J. & Swerdlik, M. E. (2013). Psychological testing and assessment: An introduction to tests and measurement (Eighth Edition). McGraw-Hill.

King, B.M. & Minium, E.W. (2007).Statistical reasoning in the behavioral sciences (5th Ed). John Willey.

Morling, B. (2012). Research methods in psychology: Evaluating a world of information. (1st Ed).  W. W. Norton & Company, Inc.

• CIA 1: Lab Report (20 marks) + Class participation and Supervisor Feedback (5 marks)-  25 Marks 
• CIA 2: Lab Report (20 marks) + Class participation and Supervisor Feedback (5 marks)-  25 Marks 
• CIA 3: Department Level Exam- 50 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

Karaka prakaranam 

Vykarana vishesha 

Translation of given passage from English to Sanskrit

Writing an article in Sanskrit on the given topics

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

1.      Indological Perspectives; Critique of indological perspective

2.      Structural-Functional perspective; Empirical approach

3.      Critiques of Empirical perspective and Structural approach  

4.   Subaltern Perspective

1.      MN Srinivas: Varna nad Jati, Dominant Caste; Sanskritisation; Westernization

2.      Dumont: Homo Hierarchicus; The Thesis of Purity and Impurity;

a. Disjunction between power and status

3.      Nicholas Dirks: Caste as a modern phenomenon

4.      Beteille: Caste and its Intersection with Status and Power                                       

1.      Indological account of villages in India

2.      Village as a Little Republic

3.   Srinivas & Dumont's debate on the nature of Indian Village

4. Empirical Studies on Villages

1.         Tribes in India: Characteristics, Tribal zones

2. Conceptualization issues

3.         Tribal situation in contemporary India

4. Approaches to Tribal Development and Tribal panchasheel

3.     ST Forest Rights Act

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.

Aranericharam- Munai padaiyaar

The text acustoms the core values and ethics with the ideological guidelines and ways of living.

Thembavani

Seera puranam

Thiru mular, thiru mandhiram

The text elicits the importance of rituals and beliefs. 

Nadagam

1. Irakam yenge- C N Anna Dhorai

2. Theervu - Indhra partha sarathi

3. Soothradharam- Puvi Arasu

4. Karumbum Kalliyum- Komal saminadhan

5. Palaavku thookigal - Dr. A. Ramasamy

6. Pei ottam- Dr. K A Guna Sekaran

Vetrumai orupugal

Tamizhil pudhirgalum, pazhamozhigalum

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

The poems chosen are response to colonisation from America, Srilanka, England, Canada  and Caribbean. The selection aims at introducing the resistance to colonisation articulated by indigenous community, Anglo-French community and the migrant slaves.

·         A Lament for Confederation - Chief Dan George 

·         I Lost My Talk - Rita Joe

·         The Dodo – Hilaire Belloc

·         Buffalo Dusk – Carl Sandburg

·       Zong - Nourbese Philip

·       The Sea is History – Derek Walcott

·     

Novel is one of the major genres borrowed from the West and appropriated to narrate the nation. This module aims to introduce the form and the process in the Indian context.   

The team will discuss and select from the following texts. 

·       The Coming be the Christ Child -  Bessie Head

·       Is There Nowhere Else Where We Can Meet? – Nadine Gordimer

·       My Son, the Fanatic – Hanif Kureishi

·       Doris Lessing - Grass is Singing

·       Michael Oondatje - Running in the family

·       Naipaul - House for Mr Biswas or Miguel Street

·       Jamaica Kincaid - Lucy or A Small Place 

Postcolonial short story is one genre that has articulated thoughts of resistance very effectively. This module introduces conventional short story, autobiographical narrative – one of the major forms of fiction to students.

·         The Coming be the Christ Child -  Bessie Head

·         Is There Nowhere Else Where We Can Meet? – Nadine Gordimer

·         My Son, the Fanatic – Hanif Kureishi

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.