PATTERN FOR CONTINUOUS INTERNAL ASSESSMENT (CIA)

Assessment Pattern: CIAs 45 Marks + Attendance 5 Marks + End Semester 50 Marks

CIAs constitute a total of 45 marks for our BA courses. The distribution is as follows:

CIA I – It is a class assignment conducted for 20 marks and converted to 10 marks. It can be a written assignment, book/article review, group presentations, symposium, group task, individual seminars, quiz, class test etcetera which can be decided by the concerned course teacher based on the contextual requirements of the class and approved by the HoD.

CIA II - Mid-semester Examination conducted for a total weightage of 50 marks and converted to 25 Marks.

CIA III - It is a class assignment conducted for 20 marks and converted to 10 marks. It can be a written assignment, book/article review, group presentations, symposium, group task, individual seminars, quiz, class test etcetera which can be decided by the concerned course teacher based on the contextual requirements of the class and approved by the HoD.

Attendance - Attendance carries 5 marks as per the common rules and regulations of the University.

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 peer-reviewed and circulated among the students at the beginning of each semester.

The Department of Sociology and Social Work at CHRIST (Deemed to be University) was founded in the year 2017 through a merger of the two separate Departments of Sociology and Social Work. Sociology Department was started in the year 1971 and Social Work Department in the year 2004. The department offers Undergraduate programmes under the triple major system with the departments of Psychology, Economics, International Studies and History, and English Studies. It offers three Postgraduate programmes, namely Master of Arts in Applied Sociology, Master of Social Work (with two distinct streams - Clinical and Community Practice, and Human Resource Development and Management) and a Master of Science in Sustainable Development. The Department also offers two Postgraduate Diplomas in Life Skills for Leadership and Community Development, and Disaster Management. The Department has research programmes including PhD and Post-doctoral fellowships.

The Department of Sociology and Social Work focuses on academic excellence and skill acquisition of students. Thereby they outperform in all sectors like the corporate sector, government, and non-government. Students engage in the pursuit of learning in an atmosphere of critical thinking, the spirit of inquiry and scientific temper. Values such as selflessness, devotion and service are blended with leadership skills, social sensitivity and business acumen that transform them into leaders of tomorrow. Inspired by the power of conquering adversities they learn to respond to the ever-changing lives and needs of people.

The department initiates programmes that cater to the emerging needs of the various stakeholders in society. It undertakes research projects, consultancies, intervention programmes and extension activities, and organises seminars, workshops, rural exposure camps and fieldwork as part of its curriculum. The value of learning through service is significantly incorporated in academic programmes. The curriculum offered by the Department provides opportunities for the holistic development of the students and blends learning from the classroom with experiential learning.

   Vision Statement:

 Fostering the growth of students through developing global perspectives, service mindset and research focus.

The Vision of the Department of Sociology is to promote globally competent scholars who are grounded in knowledge and have the ability to use this to transform the world they live in. This Vision is deployed in all the programs that the Department handles. Promote the pursuit of academic excellence globally within a dynamic academic environment

●      To facilitate the development of socially sensitive holistic minds

●      Cultivate professionals with critical insights

●      Encourage academic research balanced by fieldwork and internships

Mission Statement:

 To become a leading centre of Sociology and Social Work Education at the national and international level that nurtures responsible professionals through innovative engagement in competency building, service, research, development, leadership, and Knowledge dissemination

The Course in Sociology which is part of BA (Sociology) aims to provide a systematic introduction to Sociology. It lays emphasis on the theoretical and methodological foundations of Sociology. Equal importance is given to a systematic introduction to Sociology as a discipline, Classical Sociological Theories and Sociological studies in India. Contributions of eminent Indian sociologists and substantial themes of Indian Society are included in the syllabus.

Programme Outcome/Programme Learning Goals/Programme Learning Outcome:

PO2: Conceptualise, design and conduct research based on academic inquiry drawn from their study of Psychology, Sociology, and Economics

PO3: Communicate effectively based on the context within which one is operating

PO4: Evaluate issues with an emphasis on awareness of initiatives that encourage equity and growth for all

The Additional English course is offered as a second language course and seeks to introduce the students to the nuances of English literature in its varied forms and genres. The students who choose Additional English are generally proficient in the English language. Hence, instead of focusing on introducing them to language, challenging texts in terms of ideas, form, and technique are chosen. Additional English as a course is designed for students in place of a regional language. Non-Resident Indians (NRIs), foreign nationals and students who have not taken Hindi, Kannada, Tamil or French at the Plus 2 or Class XII levels are eligible to choose Additional English. The course is taught for students from different streams, namely, BA, BSc, BCom, and BBA in the first year and for BA, BSc and BCom (Regular) in the second year.

The first year syllabus is an attempt by the Department of English, Christ University to recognize and bring together the polyphonic Indian and Indian sub-continental voices in English in English translation for the Additional English students of the first year. This effort aims to familiarize the students with regional literatures in translation, Indian Writing in English (IWE) and literatures from Pakistan, Nepal and Srilanka, thereby, enabling the students to learn more about Indian culture and ethos through writings from different regions of the country. We have tried to represent in some way or the other the corners of India and the Indian sub-continent in this microcosmic world of short stories, poems and essays

There is a prescribed text bookfor the first year students, compiled by the Department of English, Christ University and intended for private circulation.

The first semester has a variety of writing from India, Pakistan and Nepal. The various essays, short stories and poems deal with various socio-economic, cultural and political issues that are relevant to modern day India and the Indian sub-continent and will enable students to comprehend issues of identity-politics, caste, religion, class, and gender. All of the selections either in the manner of their writing, the themes they deal with or the ideologies that govern them are contemporary in relevance and sensibility, whether written by contemporary writers or earlier writers. An important addition to this syllabus is the preponderance of North-Eastern writing which was hitherto not well represented. Excerpts from interviews, autobiographical writings, sports and city narratives are added to this section to introduce students to the varied genres of literature.

The objectives of this course are

to expose students to the rich literary and cultural diversity of  Indian literatures

to sensitise students on the social, political, historical and cultural ethos that has shaped the nation- INDIA

to enable to grasp and appreciate the variety and abundance of Indian writing, of which this compilation is just a passing glance

to learn and appreciate India through association of ideas in the texts and the external contexts (BhashaUtsav will be an intrinsic help in this endeavour)

1.      Keki N Daruwala     “Migrations”

2.      Kamala Das            “Forest Fire”

3.      Agha Shahid Ali      “Snow on the Desert”

4.      Eunice D Souza       “Marriages are Made”

1.      Rabindranath Tagore    “Babus of Nayanjore”

2.      Ruskin Bond  “He said it with Arsenic”

3.      Bhisham Sahni       “The Boss Came to Dinner”

4.      N. Kunjamohan Singh    “The Taste of Hilsa”

5.      Mohan Thakuri                “Post Script”

1.      Mahatma Gandhi       “What is True Civilization?” (Excerpts from Hind Swaraj)

2.      Ela Bhatt                    “Organising for Change”

3.      Sitakant Mahapatra     “Beyond the Ego: New Values for a Global Neighborhood

4.      B R Ambedkar             “Waiting for A Visa”

The text book copy "Reading Diversity"

CIA 2: Mid-semester written exam for 50 marks

CIA 3: Collage, tableaus, skits, talk shows, documentaries, Quizzes or any proactive            creative assignments that might help students engage with India as a cultural space. This is to be done keeping in mind the objectives and learning outcomes of the course.

Question Paper Pattern

Mid Semester Exam: 2 hrs

Section A: 4x5= 20

Section B: 2x15=30

Total                  50

End Semester Exam: 2 hrs

Section A: 4 x 5 = 20

Section B: 2 x 15= 30

Total                   50

Develop the conceptual foundations and analytical methods used in micro economics; Familiarize the students with the basics of consumer behaviour, behaviour of firms and market equilibrium; Analyse the market structures of perfect competition, oligopoly and monopolies; Introduce the game theory and welfare economics

Ten principles of economics: How people make decisions, how people interact and how the economy as a whole works- Role of observations and theory in economics- Role of assumptions- Role of Economic models- Wants and resources; Problem of choice, Production Possibility Frontier; Opportunity costs.

Law of demand, Reasons for the downward slope of the demand curve. Exceptions to the law; Changes in demand; Elasticity of Demand- Degrees of price elasticity with diagrams; Factors determining price elasticity, methods of measurement. Income elasticity demand; Cross elasticity demand; Laws of supply, Changes in supply- Consumers, Producers and the Efficiency of the Markets: Consumer‟s surplus (Marshall), Producer surplus and Market efficiency- Externalities and Market inefficiency- Public goods and common resources.

Production function; Law of Variable proportions; Laws of returns, Economies of scale; Producer's Equilibrium with the help of iso-quants and iso-cost lines. Cost function - Important cost concepts. Short run and long run cost analysis (traditional theory) Modern theory of cost- Long run and short run - Revenue analysis - AR and MR.

Market structure. Perfect competition, Price and output determination. Monopoly- Price output determination, Price discrimination Monopolistic Competition. Price and Output determination. Selling costs. Product differentiation. Wastes in monopolistic competition. Oligopoly Price determination (collusive pricing, price leadership)- Features of Duopoly

Cardinal utility analysis; Consumer's surplus (Marshall), Ordinal utility analysis. Indifference curves- Properties, consumer's equilibrium, Price effect, Income Effect, and substitution effect. New Frontiers in Microeconomics: Introduction to concepts of Asymmetric Information, Political economy, Behavioral Economics.

2. Lipsey, R.G. and K.A. Chrystal (1999), Principles of Economics (IX Ed.), Oxford University Press, Oxford.

2. Pindyck and Rubinfield (2009), Micro Economics (VII edition), Pearson Education.

3. Ray,N.C.(1975), An Introduction to Micro economics, Macmillan company of India Ltd, New Delhi.

4. Samuelson, P.A. and W.D. Hague (1972), A textbook of Economic Theory, ELBS Longman group, London.

5. H.L. Ahuja, Principles ofMicroeconomics, S.Chand, New Delhi.

CIA - 2: Mid Semester Examination - 50 marks; 2 hours.

CIA - 3: 20 marks.

• To expose learners to a variety of texts to interact with
• To help learners classify ideologies and be able to express the same
• To expose learners to visual texts and its reading formulas
• To help learners develop a taste to appreciate works of literature through the organization of language
• To help develop critical thinking
• To help learners appreciate literature and the language nuances that enhances its literary values

• To help learners understand the relationship between the world around them and the text/literature
• To help learners negotiate with content and infer meaning contextually
• To help learners understand logical sequencing of content and process information

·         To help improve their communication skills for larger academic purposes and vocational purposes

·         To enable learners to learn the contextual use of words and the generic meaning

·         To enable learners to listen to audio content and infer contextual meaning

·         To enable learners to be able to speak for various purposes and occasions using context specific language and expressions

·         To enable learners to develop the ability to write for various purposes using suitable and precise language.

Common errors- subject-verb agreement, punctuation, tense errors 

1. Why We Travel-Pico Iyer

2. What Solo Travel Has Taught Me About the World – and Myself -ShivyaNath- Blogpost

sentence fragments, dangling modifiers, faulty parallelism,

Note taking

1. Thinking Like a Mountain

By Aldo Leopold

2. Short Text: On Cutting a Tree

By Gieve Patel

Paragraph writing

1. Violence in the name of God is Violence against God

By Rev Dr Tveit

2. Poem: Holy Willie's Prayer

By Robert Burns

1. The Story of B24

By Sir Arthur Conan Doyle

 2. Short Text: Aarushi Murder case 

Newspaper report

Essay writing

1.Long text:My Story- Nicole DeFreece

2. short text: Why You Should Never Aim for Six Packs

1.Long Text: Sir Ranjth Singh- Essay by SouravGanguly

2. Short text: Casey at the Bat-  Ernest Lawrence Thayer

Paraphrasing and interpretation skills

Visual Text: Before the Flood

CIA 2=50 

CIA 3= 20 

ESE= 50 marks online and 50 marks written exam

French as a second language in the UG program. The method Génération A1 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'. The structure of each unit marks a real learning journey.

Course Objectives

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

·       To familiarize learners to certain aspects of francophone civilization.

·       To enable learners to engage in simple everyday situations

 Lexicon – Countries and nationalities, domestic animals, days of the week

 Grammar -Subject pronouns, verbs ‘to be’ and ‘to have’, definite and indefinite articles

 Speech acts – Greeting, asking how one is

Lesson 2: Hello, my name is Agnes.

Lexicon – Months of the year, numbers 0-69, the family

Grammar – Formation of the feminine / plural, possessive adjectives

Speech acts -Introducing oneself and others, asking and saying dates

La cigale et la fourmis (The grasshopper and the ant)

Le renard et le corbeau (The fox and the crow)

A French movie

      2.  De Lafontaine, Jean. Les Fables de la Fontaine.

           Paris, 1668

Course Description

The detailed text book “Samakaleen Hindi Kavitha” edited by Dr.N Mohanan is an anthology of contemporary Hindi Poems written by representative poets of Hindi Literature. From the medieval poetry ' Kabir Ke Dohe and Sur ke pad 'is also included.  The poets reflect on the social, cultural and political issues which are prevalent in our society since the medieval period. Hindusthani sangeeth-parampara eva kalakar is one of the module. Since translation is a significant area in language and literature, emphasis is being given on it in the syllabus.Bharath ki pramukh sanskruthik kalayein  Yakshagana,Kathakali,Ram Leela,Krishna Leela etc. included in the syllabus to enrich cultural values among students.

Course Objectves: 

Students will be exposed to read, analyse and appreciate poems by learning poetry. Through translation, students will be able to develop translation skills while translating from other language articles. Students will be able to analyses critically the different cultural art forms by learning about the Famous cultural art forms of India.

’  Samakaleen Hindi Kavitha (Collection ofcontemporary Poems)  Edited By: Mahendra Kulashreshta Rajpal and Son’s, New Delhi

Level of knowledge: Analytical

Translation-Practice                English to Hindi and vice- versa.

Ramleela,Krishnaleela,Yakshagaana,kathakali.

Utbhav,Vikas aur paramparaein

Pramukh Sangeethkar-1.Bhimsen Joshi 2.Gulam Ali 3.Pandit Ravishankar 4. Bismillah Khan.

1. 'Samakaleen Hindi Kavitha’ (Collection of Poems) Edited By: Dr.N Mohanan,  Rajpal and Son’s,New Delhi.

1. A Hand Book of Translation Studies         By: Das Bijay Kumar.               

2. Saral Subodh Hindi Vyakaran,                 By: Motilal Chaturvedi. Vinod pustak mandir, Agra-2

3. Anuvad Evam Sanchar –                         Dr Pooranchand Tantan, Rajpal and Son’s, Kashmiri

4. Anuvad Vignan                                       By: Bholanath Tiwar

5. Anuvad Kala                                           By: N.E Vishwanath Iyer.

CIA-2(Mid semester examination)-50 marks

CIA-3(Digital learning-article creation in Hindi Wikipedia)-20 marks

End sem examination-50 marks

The course is taught in the  I Semester for BA/B.Sc. students. The selected Poems (Vachanas & Keerthanas ) from Medieval Literature  & Modern Kannada ( Navodaya)  literature are prescribed.  Texts will help students to understand the writings of  Poets as well as  story writers. Short stories of Sara Abubakar, Ravindranath Tagore, and K.P. Poornachandra Tejaswi  & Folk tales are prescribed. The syllabus will extend the concerns of family, family relationship, social justice and marginalization. Students should be able to comprehend and respond with grammatical accuracy to spoken and written Kannada as well as to demonstrate cultural awareness.

1.      Vachanagalu

(a) Devaradasimayya

(b) Basavanna

(c) Allamaprabhu

(d) Akkamahadvi

(e) Gajesha Masaniyya

(f) Aydakki Lakkamma

2.      Keerthanegalu

(a)    Purandaradasa

(b)   Kanakadasa

3.      B.M.Srikantiah- Kariheggadeya Magalu 

4.      Mumbai Jataka- G.S. Shivarudrappa

1. Chappaligalu- Sa Ra Abubakar

2. Mandannana Marriage- Poornachandra Tejaswi

3. Giliya Kathe- Ravindranatha Tagore

4. Dheerakumara- Janapada Kathe

1.      Translation ( Passages from English to Kannada & Kannada to English) 

2.      Usage of alphabets in different contexts:  

3.      l & L

4.      a  & H

5.      n & N

6.      Hrasva and Deergha  alphabets

7.    Ottaksharas

1.      Basavannanavara vachanagalu: L. Basavarjaju
2.      Akkana vachanagalu: L. Basavarajau
3.      Allamana Vachanagalu; L . Basavaraju
4.      Purandara Sahitya Darshana: (Volume 1-2-3-4) S.K. Ramachandra Rao
5.      Kanaka Sahitya Darshana-. D. Javaregowda
6.      Kannada Sanna Kathegala Olavu- Giraddi Govindaraja

2.      Sharanara Anubhava Sahitya- H. Thipperudraswamy

3.      Vachana Kammata: (Ed)  K. Marulasiddappa and K. R. Nagaraj

4.      Basavanna: M. Chidananda Murthy

5.      Kanaka Kirana: Ka.Ta. Chikkanna

6.      Kannada Sanna Kathegalu: G.H. Nayak

CIA-2 Mid Semester Exams (50 Marks)

CIA-3 Texting Self introduction in Sand box  (20 Marks) 

End Semester Exams ( 50 Marks) 

This course is an introduction to the study of basic psychological processes offered to the first-semester undergraduate students of psychology. It is an introductory paper that gives an understanding of the field of psychology, scope, and multiple perspectives and disciplines that provide a holistic picture of human behaviour. Students will learn the key concepts, classic examples, and modern and practical applications of fundamental psychological theories, methods, and tools. Emphasis is on the basic psychological processes of personality, learning, consciousness, motivation and emotion. This course allows them to learn the basics and demonstrate the skills that a student needs to move on to the more specific and in-depth psychology courses that follow. 

In this unit, we will examine the history of Western psychological theorizing from its beginnings in ancient Greece, through to the schools and perspectives of psychology including Structuralism, Functionalism, Psychodynamic, Biological, Behavioristic, Gestalt, Cognitive, Cross-cultural, Humanistic and Evolutionary. The aim is both to build a familiarity with psychology’s intellectual origins and to foster an awareness of its many false steps, dead-ends, and alternative pathways to gain a better appreciation of the social, cultural, and, above all, psychological influences on the theorizing of psychologists. Students will be able to define psychology and understand what psychologists do and identify the major fields of study and theoretical perspectives within psychology and know their similarities and differences. In the end, students will be ale to gain a better appreciation of why contemporary psychology takes the shape it does, describe the evolution of psychology and the major pioneers in the field, identify the various approaches, fields, and subfields of psychology along with their major concepts and important figures and describe the value of psychology and possible careers paths for those who study psychology

Explain the biological perspective of psychology as it applies to the role of the nervous system and endocrine system in regard to behaviour and mental processes. Identify and describe the important structures of these systems. It is an introductory survey of the relationship between human behaviour and brain function. Discuss the interaction between biological factors and experience, methods and issues related to biological advances, develop an understanding of the influence of behaviour, cognition, and the environment on the bodily systems, and develop an appreciation of the neurobiological basis of psychological function and dysfunction. 

Laboratory Demonstration: Biofeedback/ EEG/ Eye-tracking

This unit is an introduction to the psychological study of human personality, broadly speaking and more specifically in terms of how we may understand individual differences in personality and the personalities of individual persons. Personality psychologists use empirical methods of behavioural and clinical science to understand people in biological, social, and cultural contexts. Students will learn the strengths and weaknesses of the major personality theories, as well as how to assess, research and apply these theories. As much as possible, application to real-life situations will be discussed. Students would be able to identify the various perspectives that are common in the area of personality psychology and critically evaluate each in terms of its explanatory and predictive power, discuss theories and perspectives of personality development: psychoanalytic, humanistic, trait, and social-cognitive, understand classic and current empirical measurement tools and approaches to investigation for personality assessment in psychological and clinical science and develop an understanding of the concept of individual differences with the goal to promote self-reflection and understanding of self and others.

 Laboratory Demonstration: Sentence completion test, NEO-PI, Type A/B

The unit will explain how behaviour is energized and directed by the complex mixture of motives and emotions and describe the various theories that have been developed to explain motivation and emotion. Unit aims to explain motivation, how it is influenced, and major theories about motivation. We will describe hunger and eating in relation to motivation, obesity, anorexia, and bulimia; sexual behaviour and research about sexuality; and explain theories of emotion and how we express and recognise emotion

Laboratory Demonstration: Level of motivation, Achievement motivation, 

Gazzaniga, Heatherton, Halpern (2015). Psychological Science, 5th Edition, Norton.

Feldman.S.R.(2009).Essentials of understanding psychology ( 7th Ed.) Tata Mc Graw Hill.

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

Janakiharana of Kumaradasa is the first Sanskrit mahakavya, so far as the extant literature goes, to deal solely with the whole of the Ramayana story. Its further interest is that it was produced in Ceylon, showing thereby the wider world over which Sanskrit had its sway. After manuscripts of the full text of the poem in twenty cantos had to come to light in South India, what is now presented was the first systematc and critical study to be undertaken to the author and the text and its position vis-a-vis other Mahakavyas. In addition to the above study and the critical edition of the cantos which were at that time unpublished the examination of the large number of extra-verses found in some MSS of the text and showing them as interpolations.

Selected shlokas 1-60 shlokas

Janakiharana of Kumaradasa is the first Sanskrit mahakavya, so far as the extant literature goes, to deal solely with the whole of the Ramayana story. Its further interest is that it was produced in Ceylon, showing thereby the wider world over which Sanskrit had its sway. After manuscripts of the full text of the poem in twenty cantos had to come to light in South India, what is now presented was the first systematc and critical study to be undertaken to the author and the text and its position vis-a-vis other Mahakavyas. In addition to the above study and the critical edition of the cantos which were at that time unpublished the examination of the large number of extra-verses found in some MSS of the text and showing them as interpolations.

Sandhi prakaranam Swarsandhi and vyajanasandhi

lakara´s 

Translate the given passage from english to sanskrit 

write an aritcle in sanskrit on the topic given 

1)      Janakiharanam of Kumaradasa edited by  C K Swaminathan

2)      Janakiharanam edited by G.R. Nandargikar

3)      Sanskrit Grammar Translation from English to Sanskrit by M.R. Kale

Sanskrit Grammar Kannada version by Satish Hegde.                                   

Champu Ramayana of Bhoja 

CIA 1 Wikipedia assignments

CIA 2 Mid semester examinations

CIA 3 Wikipedia assignments

Course Description: 

The two papers offered during the first and the second semesters of the BA program will introduce students to Sociology as a social science distinct in its approach. It will also encourage the students to inculcate the Sociological perspective even as they are introduced to the subject matter and the methods of study adopted by the discipline. During the first semester, students will be introduced to the origins of Sociology, its founding fathers and the theoretical perspectives.

Course Objectives: 

• To develop sociological imagination that will help students to rethink how social systems operate through individuals
• To gain a comprehensive understanding of some of the major topics studied by sociologists

1. Sociology: the discipline and its emergence
2. Sociological Imagination (C W Mills) perspective
3. Theoretical orientations
1. Structural Functionalist perspective
2. Conflict perspective
3. Micro perspectives 

1. Society, Community, Association and Institution   
2. Status and role
3. Power and authority
4. Groups: Primary, Secondary

1. Components of culture
1. Values
2. Norms
3. Beliefs
2. Culture shock, ethnocentrism and xenophobia
3. Socialisation 
4. Agents of Socialization

1. Family 
2. Education
3. Religion

1. Economy 
2. Politics 
3. Law

Bottomore, T. B. (1969). Sociology. London: Allen & Unwin.

Fulcher, J. & J Scott. (2007). Sociology. (3rd ed.). OUP.

Haralambos, M. & R.M.Heald. (2006). Sociology: Themes and Perspective. London: Harper Collins.

Henslin, J. (2009). Sociology: A Down to Earth Approach. (10thed.).USA: Pearson. 

Jayaram, N. (1988). Introductory Sociology. Madras: MacMillan.

Macionis, J.  (1996). Sociology. New Jersey: Prentice Hall.

Mills, C. W. (2000). Sociological Imagination. Oxford University Press.

Miner, H. (1956). Body ritual among the Nacirema. American Anthropologist, 1956, 58(3), 503-507.

Ritzer, G. (2011). Sociological Theory. McGraw Hill.

Nisbet, R. (1967). The Sociological Tradition. London: Heinemann.

Williams, R. (1976). Key words. London: Fontana Publications.

§  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 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

Poems of Bharatiyar and Bharatidasan and poems by women poets with feminine sensibilities  will initiate the students into the modern period with all its complexities. The short stories by Ambai offers a matured vision of life through a varied characters and situatins. A new concept, Cultural Studies, will take the students beyond prescribed syllabus to include music, theatre, painting and films out of whcih the art form of music is taken up for the first semester.

1. Kannan yen sevagan

2. Kannan yen kozhandhai

3. Kannan yen vilayatu pillai

4. Kannan yen kadhalan

5. Kannan yen kadhali

1. Kadal

2. Kundram

3. Nyaairu

4. Aal

5. Chittrur

Prose including reference to contemporary literary issues

1. Oru karupu silanthi udan oru iravu- Ambai

Cultural studies, Indian festivals

1.Ottadai -Thamarai

2. Kapinaani thozhudhal- Ponmani vairamutu

3. Yendhan tozha- Subhathra

4. Kadal konda pen puram- Andal priya dharshini

5. Pen- P. Kalpana '

Pira mozhi chorkal

Isai

Malliga, R et al (ed).Thamilppathirattu I.Bangalore: Prasaranga,2011

     ‘Oru Karuppuchilanthiyudan Or Iravu’ by Ambai,

      published by Kalachuvadu Publications, Nagercoil, 2014

 Varadarajan, Mu.  Thamil Ilakkia Varalaru . New Delhi:Sahitya Akademi, 2008

 Sivathambi, Ka.Thamil Sirukathaiyin Thorramum Valarchiyum.Coimbatore: NCBH, 2009

 Ragunathan,C.Bharathi: Kalamum Karuthum, Chennai:NCBH, 1971

Ramakrishnan S 100 Sirantha Sirukathaigal, Chennai: Discovery Books, 2013

The second semester has a variety of writing from India, Pakistan and Srilanka. The various essays, short stories and poems deal with various socio-economic, cultural and political issues that are relevant to modern day India and the Indian sub-continent and will enable students to comprehend issues of identity-politics, caste, religion, class, and gender. All of the selections either in the manner of their writing, the themes they deal with or the ideologies that govern them are contemporary in relevance and sensibility, whether written by contemporary writers or earlier writers. Excerpts from interviews, autobiographical writings, sports and city narratives are added to this section to introduce students to the varied genres of literature.

The objectives of this course are

to expose students to the rich literary and cultural diversity of  Indian literatures

to sensitise students on the social, political, historical and cultural ethos that has shaped the nation- INDIA

to enable to grasp and appreciate the variety and abundance of Indian writing, of which this compilation is just a passing glance

to learn and appreciate India through association of ideas in the texts and the external contexts (BhashaUtsav will be an intrinsic help in this endeavour)

1.      Jayanta Mahapatra    “Grandfather”

2.      Meena Alexander    “Rites of Sense”

3.      K.Satchidanandan      “Cactus”

4.      Jean Arasanayagam   “Nallur”

1.      Temsula Ao             “The Journey”

2.      A. K Ramanujan       “Annaya’s Anthropology”

3.      Sundara Ramswamy   “Waves”

4.      Ashfaq Ahmed            “Mohsin Mohalla”

5.      T.S Pillai                      “In the Floods”

1.      Salman Rushdie        “Gandhi Now”

2.      Amartya Sen             “Sharing the World”

3.      Suketu Mehta            “Country of the No”

4.      Rahul Bhattacharya     “Pundits From Pakistan” (An Excerpt)

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

CIA 2: Mid-semester written exam for 50 marks

CIA 3: Collage, tableaus, skits, talk shows, documentaries, Quizzes or any proactive            creative assignments that might help students engage with India as a cultural space. This is to be done keeping in tune with the course objectives and learning outcomes.

Question Paper Pattern        

Mid Semester Exam: 2 Hrs

Section A: 4x5= 20

Section B: 2x15=30

Total                  50

End Semester Exam: 2 hrs

Section A: 5 x 5 = 25

Section B: 5 x 15= 75

Total                   100

This course aims at providing a systematic introduction to mainstream approaches to the study of macroeconomics in the current century. It has been designed in such a way that it stimulates awareness of macroeconomic challenges and policy management in progressive nations. It also aims at developing the ability for objective reasoning about macroeconomic issues.

Economy’s Income and Expenditure: Measurement of GDP, components of GDP, real versus nominal GDP, the GDP Deflator. The Consumer Price Index: calculation of CPI, GDP deflator versus the CPI, correcting the economic variables for the effects of inflation, real versus nominal interest rates

Saving and Investment in the National Income Accounts. The Market for Loanable Funds; Policy changes and impact on the market for loanable funds. Meaning and functions of Money. Banks and Money supply; Money creation with 100 per cent Reserve Banking and Fractional Reserve Banking. Central Bank tools of Monetary Control. Classical Theory of Inflation; Classical Dichotomy and Monetary Neutrality. Velocity and Quantity Equation; Fisher Effect. Costs of Inflation.

Three key facts about economic fluctuations. Short run Economic Fluctuations: Aggregate Demand Curve, Aggregate Supply Curve and the two causes of economic fluctuations. Monetary Policy influence on Aggregate Demand. The Theory of Liquidity Preference. Fiscal Policy influence Aggregate Demand: The Multiplier Effect and Crowding – out Effect.  Stabilisation Policy and Active versus Automatic Stabilisers.

Philips Curve and shifts in Philips Curve: The Role of Expectations, shifts in Philips Curve and the Role of Supply Shocks. The Cost of reducing Inflation. Rational Expectations and the possibility of costless disinflation.

Monetary and Fiscal Policy – pros and cons. Handling Recession: higher spending versus tax cuts. Monetary Policy: rule versus discretion; Central Bank: zero inflation. Balanced Budget debate. Tax Law reformation for savings debate.

1. Mankiw, Gregory N (2012). Principles of Macroeconomics, 6th Edition, Cengage Learning India.

1. Sloman, John, (2006). Economics, 6th Ed., Pearson Education.
2. Ackley,  G.  (1976). Macroeconomics, Theory  and  Policy, Macmillan Publishing Company, New York.
3. Day.A.C.L.(1960). Outline of Monetary Economics, Oxford University Press, New Delhi.
4. Heijdra,B.J. and F.V.Ploeg (2001). Foundations of Modern Macro economics, Oxford University Press, Oxford.
5. Lewis, M.K. and P.D. Mizan (2000). Monetary Economics, Oxford University Press, New Delhi.
6. Shapiro, E. (1996). Macro economics Analysis, Galgotia Publications, NewDelhi.
7. Dillard, D.(1960), The Economics of John Maynard Keynes, Crossby Lockwood and Sons, London.
8. Hanson, A.H. (1963). A Guide to Keynes, McGraw Hill, New York.
9. Keynes, J.M. (1936). The General Theory of Employment, Interest and Money, Macmillan, London.
10. Farmer, Roger.(2001). Macro economics, II Edition. ISBN.
11. Stanley Fischer and Rudiger Dornbusch. Macro Economics, London. MacGraw-Hill.

CIA II : 50 Marks (Mid Semester Examination).  Time: 2 Hours

CIA III : 20 Marks

ESE      : 100 Marks (End Semester Examination).  Time: 3 Hours

• To expose learners to a variety of texts to interact with
• To help learners classify ideologies and be able to express the same
• To expose learners to visual texts and its reading formulas
• To help learners develop a taste to appreciate works of literature through the organization of language
• To help develop critical thinking
• To help learners appreciate literature and the language nuances that enhances its literary values

• To help learners understand the relationship between the world around them and the text/literature
• To help learners negotiate with content and infer meaning contextually
• To help learners understand logical sequencing of content and process information

·         To help improve their communication skills for larger academic purposes and vocational purposes

·         To enable learners to learn the contextual use of words and the generic meaning

·         To enable learners to listen to audio content and infer contextual meaning

·         To enable learners to be able to speak for various purposes and occasions using context specific language and expressions

·         To enable learners to develop the ability to write for various purposes using suitable and precise language.

1.  Long text:    Witches’ Loaves

O Henry

2.   Short text:  Portion size is the trick!!!

By Ranjani Raman

Presentation skills

1.Long text: In the Height of Fashion-Henry Lawson

2. short text: Crazy for Fashion- BabatundeAremu

Report writing

Group Discussion

1.    long text:  Bharat Bhavan

By Charles Correa

2.   Short text:  The Plain Sense of Things

By Wallace Stevens

1.Long Text: The Amazing Dabbawalas of Mumbai- ShivaniPandita

2. Short Text:

If

By Rudyard Kupling

Interview skills and CV writing

Developing arguments- debating

1.    Long tet: Whose Ambedkar is he anyway?

           By KanchaIlaiah

2. Short text: Dhauli

By JayantaMahapatra

Letter writing and email writing

1.    Long text: An Occurrence at Owl Creek Bridge

By Ambrose Bierce

2.     Short text: Strange meeting

By Wilfred Owen

Ethics of writing on social media platforms

1.Long text: Facebook and the Epiphanator: An

End to Endings?

            By Paul Ford

2. Short text:  'Truth in the time of Social Media' by Girish Balachandran

BBC Documentary- Dabbawalas

MSE-50

CIA3- 20

ESE- 50 online and 50 written

French as a second language in the UG program. The method Génération A1 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'. The structure of each unit marks a real learning journey.

Course Objectives

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

·       To familiarize learners to certain aspects of francophone civilization.

·       To enable learners to engage in simple everyday situations

1. Demain dès l'aube (Tomorrow from dawn)- Victor Hugo

Revision of grammar and skills

2.  De Lafontaine, Jean. Les Fables de la Fontaine. Paris, 1668

 Course Description:

The text book ”Samakaleen Kahaniyam is a contemporary socio-political issues based story collection edited by Dr.Vanaja  Published by Rajpal and sons, New Delhi.  In this semester four visual texts/film appreciation and famous four film directors of India from different languages have been incorporated along with conversation writing and practices to improve the spoken skills of the students.

Course Objectives:

Students are exposed to the world of Hindi fiction particularly short stories. Film appreciation helps them to improve their writing and analytical skills and know more about the thematic and technical aspects of Cinema.  The module ‘Film Directors’ will inspire students to achieve professionally and personally.  Conversation practice enable them to use the correct form of language by which spoken communication skill will be enhanced.

The text book “  Samakaleen Kahaniyam    ” is a story collection edited by Dr. Vanaja from contemporary writers of Hindi Literature.

• Movie review-Theesari Kasam, English-Vinglish,Dangal and Ankur.                                           ,
• Bharathiya cenema ke vikhyath kalakar-Satyajit Roy,Girish Kasaravalli,Shyam Benegal and Adoor Gopalakrishnan.                                             

Level of knowledge: Conceptual

At least 10 exchanges each on the given context.                                                                                                                                                                               

Level of knowledge: Basic

1. Story Collection‘Samakaleen kahaniyam’ (Full Text) Edited By: Dr. Vanaja Published By: Rajpal and Sons Kashmiri Gate, New Delhi-6.

Bharathi, New Delhi.

2. SaralSubodh Hindi Vyakaran,       By:MotilalChaturvedi. Vinod pustak

mandir , Agra-23. Cinema AurSamskritiMazoomRizaRahi

3.Bolchalki Hindi aursancharBy:Dr.MadhuDhavan.Vaniprakasan,New Delhi.

CIA-2(Midsemester examination)

CIA-3(Digital learning-Wikipedia)

End semester examination

Course Description: The prescribed play AMRAPALI  by Dr. Prabhushankar, and the selection of short stories, Essays and Academic science writings are the texts for Second semester Kannada The Legend of Amrapali originated in the Buddhist Jataka Tales some 1500 years ago. Amrapali is a great character in the Indian history. She was known as a dancer and also a philosophical thoughts oriented woman. A key goal of this course will be to familiarize students with the basic techniques of analysing written drama and its stages performances. The selected prose will extend the concerns of Environment,  Folk beliefs and social justice.

Course Objectives: Students will be able to read drama scripts in Kannada and understand main ideas and details in different kinds of dramatic scripts.  The Play improves listening comprehension of different types of spoken texts-for main ideas, details and speakers’ attitude and emotions. It helps in develop and use language learning strategies for all language skills.

Act-1 ( Scene-1 ) Pages 07-13

Act-1 ( Scene-2 ) Pages 13-19

Act-1 ( Scene-3 ) Pages 19-28

Act-1 ( Scene-4 ) Pages 20-42

Act-2 ( Scene-1 ) Pages 42-50

Act-2 ( Scene-2 ) Pages 50-58

Act-2 ( Scene-2 ) Pages 59-65

Act-2 ( Scene-2 ) Pages 66-70

1. Essay Writing
2. Dialogue Writing
3. Letter Writing

2. Kannada Sahitya Charithre- Rum Shri Mugali

3. What Buddha Taught- Walpola Sri Rahula 

4. Buddha- Mounada Sakara Murthy- Sri Sri Ravishankar 

5. Life of Buddha- Kashinath Potdar 

2. Desheeya Chinthana- Chandrashekara Kambara

3. Yugadharma hagu Sahitya Darshana- Keerthinatha Kurthukoti

This course is conceptualised to help students understand basic cognitive processes as they affect the individual. The course introduces students about different cognitive concepts such as perception, memory, attention, intelligence, language and thought in the various manifestations of the study of mind and behaviour. It introduces the basic framework on how psychologists scientifically study and understand the cognitive processes through various quantitative and qualitative methods of inquiry. The course also takes through the various applications on how the human mind works in different situations and in our everyday life such as the applications of human memory in the use of Artificial Intelligence (AI) and modern machines. Students will have the opportunity to examine these concepts from multiple psychological perspectives and to reflect upon the applicability of these concepts. 

An introduction to the study of the human senses and perceptual processes. We will trace what happens to the physical stimulus as our sensory systems analyze it to produce complicated perceptions of the world around us. We will explore the fact that many complex perceptual phenomena draw upon explanations at the physiological, psychological, and cognitive levels. Topics on sensory perception in non-human animals may also be covered. Data gathered from psychophysical research and studies of both humans, and other animals will be discussed. The unit will review the mechanisms and principles of operation of vision, hearing, touch, taste and smell; Differentiate between sensation and perception; Explain the process of vision and how people see colour and depth; Explain the basics of hearing, taste, smell, touch, pain, and the vestibular sense; Define perception and give examples of gestalt principles and multimodal perception

 Laboratory Demonstration: Illusion experiment, Depth Perception, Colour Blindness test, Dexterity test 

The unit is designed to provide a comprehensive account of modern experimental and theoretical approaches to the study of human memory. The course integrates experimental findings with neuropsychological and neurophysiological data and illustrates how basic concepts can illuminate phenomena such as organic and functional amnesia, childhood memory, and everyday forgetting. We will describe and differentiate the various types of learning and memory and the brain regions that underlie these different processes; Evaluate their understanding of course materials through tests and assignments; Discuss empirical research in the field of memory; Evaluate their own learning and understand how to improve their learning and memory in different settings.

Laboratory Demonstration: Digit Span, Memory Drum

The unit will help the student explain how psychologists approach the study of intelligence, how intelligence is defined and measured, the problems associated with measurement and how heredity and environment affect intelligence.  The unit convers the measurement and assessment of intelligence; Biological and environmental influences on intelligence; Concepts and nature of Individual differences; Describe intelligence theories and intelligence testing

Laboratory Demonstration: Ravens Test for Intelligence, Creativity

The unit introduces the basic cognitive perspective of psychology and describes key aspects that represent cognition. Contemporary theory and research are surveyed in such areas as attention, pattern and object recognition, knowledge representation, language acquisition and use, reasoning, decision making, problem-solving, and creativity. Applications in artificial intelligence and human/technology interaction are also considered. Students will learn to apply and evaluate the different problem-solving strategies, and different types of psychological assessments study cognitive process. They will be able to outline the strengths and limitations of each concept; Define cognition and explain the role of concept formation, problem-solving, reasoning; Describe the role language plays in communication and thought; Human Information Processing and Artifical Intelligence

Laboratory Demonstration: Concept formation, Creativity

Describe different states of consciousness and how these can vary across different situations (i.e., higher-level consciousness, lower-level consciousness, altered state of consciousness, and no consciousness). Topics including sleep, meditation, dreams, jet-lang and drug abuse will be discussed to illustrate the states of consciousness. Outline the different parts of sleep. Apply and evaluate strategies for getting a better night’s sleep; Describe consciousness and biological rhythms; Describe what happens to the brain and body during sleep; Explain how drugs affect consciousness

Gazzaniga, Heatherton, Halpern (2015). Psychological Science, 5th Edition, Norton.

Feldman.S.R.(2009).Essentials of understanding psychology ( 7th Ed.) Tata Mc Graw Hill.

Baron, R.A and Misra, G. (2014). Psychology (Indian Subcontinent Edition).Pearson Education 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

1.     Jatakamala of  Aryashura is the text prescribed and approved in the B.O.S.  The selected chapters will be taught in the classroom.  And also the selected portion from the Grammar.  This book not only teaches the morals to the students but also to learn Sanskrit easily Students can make the sentences with simple words.   It also makes the student to think how the same topic is thought by different students in different situations their understanding is really intelligent.  The students can learn different qualities by studying this course. 

1.      Jatakamala of  Aryashura is the text prescribed and approved in the B.O.S.  The selected chapters will be taught in the classroom.  And also the selected portion from the Grammar.  This book not only teaches the morals to the students but also to learn Sanskrit easily Students can make the sentences with simple words.   It also makes the student to think how the same topic is thought by different students in different situations their understanding is really intelligent.  The students can learn different qualities by studying this course. 

Samasa prakaranam

Translate the given passage from English to Sanskrit

Writing an artilcle in Sanskrit on the given topics

2.      

3.      Sanskrit Grammar by M.R. Kale.

CIA 2 Mid semester examinations

CIA 3 Wikipedia assignments

Course Description:

This course introduces the students to the premise of social inequality and forms of stratification and social change. The students will be encouraged to use the sociological imagination that they have developed during the previous semester to comprehend these different aspects of their social reality. The students are also introduced to Conformity and Deviance, Social Demography, Urbanization and Social Change.

Course Objectives: 

• To have an enhanced vision of the significance of sociological perspective and the difference it makes in our understanding of society
• Identify and discuss specific areas of study within Sociology

1. Basis of social stratification
2. Social Mobility
3. Forms of social stratification:
1. Sex and gender
2. Race and ethnicity
3. Caste, Visual Text: India Untouched: Stories of a People Apart
4. Class

       4. Intersectionality

4.    Intersectionality

1.  Introduction to Conformity and Deviance (Visual Text: A Man Called "Bee": Studying the Yanomamo)
2. Theories of Deviance
1. Structural Functionalist Perspective
2. Conflict Perspective
3. Symbolic Interactionist Perspective

1. Population: Size, structure and composition
2. Demographic Theories: Malthus, Demographic Transition
3. Demographic processes: 
1. Fertility
2. Mortality
3. Migration
4. Urbanization

1. Concepts of Social Change
2. Theories of social change
3. Culture and social change
4. Types and causes

Bottomore, T. B. (1969). Sociology. London: Allen & Unwin.

Bhende, A. & Kanitkar, T. (2000). Principles of Population Studies.(9th ed.) Mumbai: Himalaya Publishing House. 

Gupta, D. (2018). Social stratification. Oxford University Press. (selected essays)

Fulcher, J. & J Scott. (2007). Sociology. (3rded). OUP.

Haralambos, M. & R.M.Heald. (2006). Sociology: Themes and Perspective. London:

        Harper Collins.

Henslin, J. (2009). Sociology: A Down to Earth Approach.(10thed.). USA: Pearson.

Macionis, J. (2012). Sociology. Pearson Education.

Premi. (1983). Social Demography. Delhi: South Asia Books.

Visual Texts:

India Untouched: Stories of a People Apart (2007).

A Man Called "Bee": Studying the Yanomamo (1975).

Williams, R. (1976). Key words. London: Fontana Publications.

§  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 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

This paper has a few collections from the ‘Individual Poems’ of Avvaiyar and Kalamegam to show the students the ingenuity with the poets of the period mixing  intelligence with creativity. The unconventional and unorthodox views of life seen through theological eyes of Siddhas are included. It also introduces the power of oral tradition through a collection of interviews recorded and transcribed. These voices are from the marginalized communities which had no opportunity to voice out their pains and sorrows.. Students will be exposed to the art form of theatre through self experiece using internet resources like You Tube 

1.Avvaiyar amudha muzhigal

2. Kaala mega pulavar

3. Siladai

Siva vakkiyar- Arivu nilai

Pattinathar- Tiruveghamba malai

Vaai mozhi varalaru

1. Chakliyar- K Venkateshar

2. Paraiyar- M. Vaiya Puri

3. Vannar- K Parthiba Raja

4. Kuyavar- S Selva kumar

5. Pandaram- A Santhi

6. Meenavar- K Gajendrar

Thodar pizhai nikkam

Short stories and Nadagam

Malliga, R et al (ed).Thamilppathirattu.Vol.I Bangalore: Prasaranga,2011

 'Vai mozhi varalaru’ Ed: Vi.Arasu and Ki. ParthibhaRaja,Thannanaane Publications, Chennai, 2001

Meenakshisundaram T P,  A History of Tamil Literature, Annamalainagar, Annamalai University, 1965

Varadarajan, Mu.  Thamil Illakkia Varalaru . New Delhi:Sahitya Akademi, 2008

Gopalakrishnan.S., Pathinen Siddhar Varalaru, Chennai: Mullai Pathippagam, 2012

Stephen,G (ed). Ayothidasar Sindhanaigal, Thirunelveli: St.Xavier’s College, 1999

Theodore, Baskaran, Thamil Cinema Or Arimugam. Chennai: Kilakku Pathippagam, 2012

Pavendan, Dhiravida Cinema, Chennai: Kayal Kavin Books, 2013

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

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”

Diary of Anne Frank

Elie Wiesel "Night"

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

This course is designed to enable students to understand the importance of research in creating and extending the knowledge base in their area of research interest.

Meaning and definition of research–criteria for good research-Deductive and inductive methods– classification of research–case study–survey methods

Steps involved in selection of research problem–evaluation of the problem– literature review– sources of literatures

Meaning of research design– types of research design- evaluation of research design