Department of
ENGLISH AND CULTURAL STUDIES






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

 
3 Semester - 2022 - Batch
Paper Code
Paper
Hours Per
Week
Credits
Marks
AEN321 ADDITIONAL ENGLISH 3 3 100
ENG321 ENGLISH-III 3 2 100
EST331 AMERICAN LITERATURES 5 4 100
FRN321 FRENCH 3 3 100
HIN321 HINDI 3 3 100
KAN321 KANNADA 3 03 50
PSY311 SOCIAL ENTREPRENEURSHIP AND COMMUNITY DEVELOPMENT 2 2 50
PSY331 LIFE SPAN DEVELOPMENT 5 5 100
PSY351 PSYCHOLOGICAL STATISTICS AND EXPERIMENTS - I 2 2 100
SAN321 SANSKRIT 3 3 100
SOC331 CLASSICAL SOCIOLOGICAL THEORIES 5 5 100
TAM321 TAMIL 3 3 100
4 Semester - 2022 - Batch
Paper Code
Paper
Hours Per
Week
Credits
Marks
AEN421 ADDITIONAL ENGLISH 3 3 100
ENG421 ENGLISH-IV 3 2 100
EST431 INTRODUCTION TO LITERARY THEORY 5 4 100
FRN421 FRENCH 3 3 100
HIN421 HINDI 3 3 100
KAN421 KANNADA 3 03 50
PSY411 SERVICE LEARNING 2 2 50
PSY431 BASIC SOCIAL PSYCHOLOGY 5 5 100
PSY451 PSYCHOLOGICAL STATISTICS AND EXPERIMENTS - II 2 2 100
SAN421 SANSKRIT 3 3 100
SOC431 STUDY OF INDIAN SOCIETY 5 5 100
TAM421 TAMIL 3 3 100
5 Semester - 2021 - Batch
Paper Code
Paper
Hours Per
Week
Credits
Marks
EST531 POSTCOLONIAL LITERATURES 4 04 100
EST532 INDIAN LITERATURES: THEMES AND CONCERNS 5 4 100
PSY531 ABNORMAL PSYCHOLOGY 4 4 100
PSY541A SCHOOL AND EDUCATIONAL PSYCHOLOGY 4 4 100
PSY541B SPORTS PSYCHOLOGY 4 4 100
PSY541C CULTURAL PSYCHOLOGY 4 4 100
PSY541D INTRODUCTION OF NEUROPSYCHOLOGY 4 4 100
PSY551 PSYCHOLOGICAL RESEARCH METHODS AND ASSESSMENT-I 2 2 100
SOC531 METHODS OF SOCIAL RESEARCH 4 4 100
SOC541A ANALYSIS OF CONTEMPORARY SOCIAL PROBLEMS 4 4 100
SOC541C SOCIAL ECOLOGY 4 4 100
SOC541D SOCIOLOGY OF EDUCATION 4 4 100
6 Semester - 2021 - Batch
Paper Code
Paper
Hours Per
Week
Credits
Marks
EST631 INTRODUCTION TO WORLD LITERATURES 5 4 100
EST631E ECOLOGICAL DISCOURSES AND PRACTICES 4 4 100
EST641A CULTURAL STUDIES 4 04 100
EST641B INTRODUCTION TO ENGLISH LANGUAGE TEACHING 4 04 100
EST641C INTRODUCTION TO SHORT STORY 4 04 100
EST641D INTRODUCTION TO FILM STUDIES 4 04 100
EST641F REVISITING INDIAN EPICS 4 4 100
PSY631 INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY 4 4 100
PSY641A POSITIVE PSYCHOLOGY 4 4 100
PSY641B MEDIA PSYCHOLOGY 4 4 100
PSY641C ARTIFICIAL INTELLIGENCE AND HUMAN-MACHINE INTERFACE 4 4 100
PSY641D CONSUMER BEHAVIOUR 4 4 100
PSY641E INTRODUCTION TO FORENSIC PSYCHOLOGY 4 4 100
PSY641F HEALTH AND WELLBEING 4 4 100
PSY641G COMMUNITY PSYCHOLOGY 4 4 100
PSY651 PSYCHOLOGICAL RESEARCH METHODS AND ASSESSMENT-II 2 2 100
PSY681 INTERNSHIP 6 2 50
SOC631 WOMEN AND SOCIETY 4 4 100
SOC641A STUDY OF SOCIAL MOVEMENTS 4 4 100
SOC641C SOCIOLOGY OF DEVELOPMENT 4 4 100
SOC641D MEDIA AND SOCIETY 4 4 100
SOC641E CULTURAL AND SOCIAL TRANSFORMATION OF CONTEMPORARY KOREA 4 4 100

AEN321 - ADDITIONAL ENGLISH (2022 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

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.

Learning Outcome

CO1: it will enable students to understand and analyse the nuances of cultures, ethnicities and other diversity around them and become sensitive towards them.

CO2 : They will be able to critique literature from a cultural, ethical, social and political perspectives

Unit-1
Teaching Hours:12
Children?s Novel
 

TetsukoKuroyanagi: Tottochan: The Little Girl at the Window12

Unit-2
Teaching Hours:12
Short Story
 

Liliana Heker : “The Stolen Party

 

 Higuchi Ichiyo: “Separate Ways”

 

 Harukki Murakami "Birthday Girl"

 

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

 

Unit-3
Teaching Hours:12
Poetry
 

Poetry 12 Hrs

 

 Silvio Curbelo: “Summer Storm”

 

 Nancy Morejon: “Black Woman”

 

 Ruben Dario: “To Roosevelt”

 

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

Unit-4
Teaching Hours:9
Essay
 

Essay 9Hrs

 

 Amy Tan: “Mother Tongue

 

 Linda Hogan: “Waking Up the Rake”

 

 Isabelle Allande: “Open Veins of Latin America”

Text Books And Reference Books:

Blends Book II

Essential Reading / Recommended Reading

Oxford Encyclopeadia on Latin American History

Children's Literature -  Kimberley Reynolds (CUP)

Evaluation Pattern

Evaluation Pattern

 

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

ENG321 - ENGLISH-III (2022 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:2

Course Objectives/Course Description

 

 

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

 

 

 

 

 

 

 

 

 

 

 

 

 

Learning Outcome

CO1: Recognise the errors of usage and correct them. Recognize their own ability to improve their own competence in using the language

CO2: Read independently unfamiliar texts with comprehension. Read longer texts, compare, and evaluate them.

CO3: Understand the importance of writing in academic life. Write simple sentences without committing errors in spelling and grammar. Plan a piece of writing using drafting techniques.

Unit-1
Teaching Hours:10
Introduction to university grammar
 

 

Subject verb agreement

 

Tenses

 

Preposition

 

Voices

 

Clauses

 

Unit-2
Teaching Hours:10
Strategies for Reading
 

 

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)

 

Unit-3
Teaching Hours:10
Strategic writing for academic purpose
 

 

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

 

Unit-4
Teaching Hours:10
Listening and Oral communication
 

 

Self-introduction

 

Body language

 

Talks, speeches and presentations

 

Conversation

 

Telephone conversation

 

Meetings

 

Group discussion

 

Seminar / conference presentation

 

Unit-5
Teaching Hours:5
Business communication
 

 

Principles of communication

 

Process of communication

 

Types of communication

Barriers in communication

Text Books And Reference Books:

NIL

Essential Reading / Recommended Reading

ENGlogue -2

Evaluation Pattern

 

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

 

 

 

 

 

 

 

 

 

 

 

 

EST331 - AMERICAN LITERATURES (2022 Batch)

Total Teaching Hours for Semester:75
No of Lecture Hours/Week:5
Max Marks:100
Credits:4

Course Objectives/Course Description

 

  • 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

Learning Outcome

CO1: Identify different influences on American literature & Provide an account of European colonization of American

CO2: Demonstrate a familiarity with native America literature

CO3: Use American history to analyze different pieces of American literature

CO4: Trace the development of American literature through different eras

Unit-1
Teaching Hours:10
Beginnings to 1700
 

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
Unit-2
Teaching Hours:10
1700-1820
 

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
Unit-3
Teaching Hours:25
1820- 1900
 

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
Unit-4
Teaching Hours:15
1900-1945
 

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
Unit-5
Teaching Hours:15
1945- Contemporary
 

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 Books And Reference Books:

Text compiled for internal circulation

Essential Reading

  1. Roger Williams: from A Key into the Language of America
  2. Anne Bradstreet: from Contemplations
  3. Context: Cultures in Contact: Voices from Anglo-American’s “New” World (17C)]
  4. Sarah Kemble Knight (1666-1727)
  5. The journal of Madame Knight
  6. Context: Tradition and Change in Anglo-America
  7. Philip Freneau (1752-1832)
  8. The Indian Student or Force of Nature
  9. Washington Irving (1783-1859)
  10. From A History of New York
  11. James Fenimore Cooper (1789-1851)
  12. From The Last of the Mohicans
  13. William Apess (1798-?)
  14. An Indian’s Looking-Glass for the White Man
  15. Context: Indian Voices
  16. Herman Melville (1819-1891)
  17. TheParadise of Bachelors and The Tartarus of Maids
  18. Sarah Margaret Fuller (1810-1850)
  19. From Woman in the Nineteenth Century
  20. From American Literature; Its position in the present time, and prospects for the future
  21. Sojourner Truth (1797
  22. Address to the first Annual Meeting of the American Equal Rights Association
  23. Frances Ellen Watkins Harper (1825-1911)
  24. The colored people in America
  25. Context: Literature and the “Woman Question”
  26. Mariano Guadalupe Vallejo (1808-1890)
  27. An account of the Gold Rush
  28. Context: Voices from the Southwest
  29. Lydia Howard Huntley Sigourney (1791-1865)
  30. The suttee
  31. Sherwood Anderson
  32. From Winesburg, Ohio
  33. John Dos Passos
  34. From U.S.A
  35. Elizabeth Bishop
  36. In the waiting room
  37. Tennessee Williams
  38. Portrait of a Madonna
  39. Sylvia Plath
  40. Lady Lazarus
  41. Robert Lowell
  42. Skunk hour
  43. Alice Walker
  44. The child who favoured daughter
  45. Adrienne Rich
  46. Upper Broadway
  47. Gary Snyder
  48. Sixth-month song in the foothills
  49. Vladimir Nabokov
  50. From Lolita
  51. Ralph Ellison
  52. From Invisible Man
  53. Thomas Pynchon
  54. Entropy
Essential Reading / Recommended Reading

  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
Evaluation Pattern

Assessment Pattern

 

CIA (Weight)

ESE (Weight)

Individual or group work

20+20

50

                

Question Paper Pattern

Mid Semester Exam

 Module

Section A

10 marks

Section B

20 marks

Module I

1

1

Module II

1

 

Module III

1

 

Module IV

 

 

 End Semester Exam

 Module

Section A

15 marks

Section B

20 marks

 

Module I

1

 

 

Module II

1

1

 

Module III

1

1

 

Module IV

1

 

 

 

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.  

FRN321 - FRENCH (2022 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

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

Learning Outcome

CO1: Ability to communicate with native speakers and make presentations on small topics

CO 2: Proficiency in literary analysis, appreciation and review of poems,play ,films and fables

CO3: Acquaintance of culture, civilization, social values and etiquettes, and gastronomical richness

CO 4: Ability to do formal and informal, oral and written communication.

CO 5: Overall knowledge on functional and communicative aspects and get through a2 level exams.

Unit-1
Teaching Hours:9
Dossier 1
 

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

Unit-2
Teaching Hours:9
Dossier 2
 

Towards a working life

Unit-3
Teaching Hours:9
Dossier 3
 

France Seen by...

Unit-4
Teaching Hours:9
Dossier 4
 

Mediamania

Unit-5
Teaching Hours:9
Le Bourgeois Gentilhomme
 

Act 1, 2 & 3

Text Books And Reference Books:

1.        Berthet, Annie, Catherine Hugot et al. Alter Ego + A2. Paris : Hachette, 2012

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

Essential Reading / Recommended Reading

1.      Lichet, Raymond., Puig Rosado. Ecrire à tout le monde. Paris : Hachette, 1980

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

Evaluation Pattern

Assessment Pattern

CIA (Weight)

ESE (Weight)

CIA 1 – Assignments / Letter writing / Film review

10%

 

CIA 2 –Mid Sem Exam

25%

 

CIA 3 – Quiz / Role Play / Theatre / Creative projects 

10%

 

Attendance

05%

 

End Sem Exam

 

50%

Total

50%

50%

HIN321 - HINDI (2022 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

 

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 

Learning Outcome

CO1: By the end of the course the student should be able to: ● CO1: Improve their writing skill in literary Hindi by doing asynchronous session assignments and CIAs. ● CO2: Improve their analytical skills through critical analysis of the poetry. ● CO3: Will be able to learn the different aspects of Official correspondence. ● CO4: To improve their basic research skills while doing the CIAs. By the end of the course the student should be able to: ● CO1: Improve their writing skill in literary Hindi by doing assignments and CIAs

CO2: Improve their analytical skills through critical analysis of the poetry.

CO3: To improve their basic research skills while doing the CIAs

CO4: To understand the contributions of painters to Indian painting.

Unit-1
Teaching Hours:15
Shambooh
 

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

 

Level of knowledge:Analitical    

Unit-2
Teaching Hours:15
Creative writing
 

Nibandh lekhan, Katha lekhan, Kavitha lekhan.

Level of knowledge:Conceptual

Unit-3
Teaching Hours:15
Bharathiya chithrakala -parampara evam pramukh kalakar
 

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

Text Books And Reference Books:

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

.1. Sugam Hindi Vyakaran – Prof. Vamsidhar and Dharampal Shastry, SikshaBharathi,New Delh

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.

Evaluation Pattern

CIA-1(Digital learning-wikipedia)

CIA-2(Mid sem examination)

CIA-3(wikipedia article creation)

End semester examination

KAN321 - KANNADA (2022 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:50
Credits:03

Course Objectives/Course Description

 

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.

Learning Outcome

CO 1: Able to define autobiography

CO2: Outline a personal autobiography

CO3: Delineate different types of autobiography

CO 4: Proficiency in communication skills

CO5 : Understand the principles of translation

Unit-1
Teaching Hours:15
Modern Kannada Poetry
 

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

Unit-2
Teaching Hours:20
Autobiography- Uchalya- Lakshman Gayekwad (Marathi)
 

Text: Uchalya

Author:Lakshman Gayekwad

Translation: Chandrakantha Pokle

 

Unit-3
Teaching Hours:10
Creative Writings
 

 

1 Dialogue Writing

2 Essay writing

3 short story building

Text Books And Reference Books:

1. English Geethegalu- Sri, Publishers: B.M.Sri Smarka Prathistana, Bangalore-19 (2013)

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

Essential Reading / Recommended Reading

1. Hosagannda Sahitya- L.S. Sheshagiri Rao

2. Kannada Sahitya Sameekshe- G. S. Shivarudrappa

3. Bhavageethe- Dr. S. Prabhushankara

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

5. Ouru Keri- Siddalingaiah

Evaluation Pattern
 
Evaluation Pattern
 

CIA-1 Wikipedia Assignments- 20 Marks

CIA-2 Mid Semsester Examination- 50 Marks

CIA-3 Wikipedia Assignment-20 Marks

Attendance -10 Marks

End Semester Examination- 50 Marks

 
   

PSY311 - SOCIAL ENTREPRENEURSHIP AND COMMUNITY DEVELOPMENT (2022 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

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.

Learning Outcome

CO1: Understand the concept of social entrepreneurship and different forms of social enterprise organisations

CO2: Identify, plan and develop social enterprise project to address a given social problem

CO3: Appreciate the need and value of generating social change

Unit-1
Teaching Hours:8
Introduction to Social entrepreneurship
 

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

Unit-2
Teaching Hours:8
Community Program Management
 

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)

Unit-3
Teaching Hours:14
Community Project Planning
 

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

Text Books And Reference Books:

Martin R. L. & Osberg S. (2007; Spring). Social Entrepreneurship: The case for definition, Stanford Social Innovation Review

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.

Essential Reading / Recommended Reading

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.

Evaluation Pattern

Continuous Internal Evaluations (CIAs) – 50 Marks

  • 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

 

 

PSY331 - LIFE SPAN DEVELOPMENT (2022 Batch)

Total Teaching Hours for Semester:75
No of Lecture Hours/Week:5
Max Marks:100
Credits:5

Course Objectives/Course Description

 

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.

Learning Outcome

CO1: Define basic concepts, issues, debates and theories in the field of developmental psychology.

CO2: Explain human development as progressing through different stages and domains.

CO3: Identify the role of family, peers and community in influencing development at different stages

CO4: Explain scientific research methods used to study human development.

Unit-1
Teaching Hours:15
Introduction
 

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.          

Unit-2
Teaching Hours:15
Physical Development
 

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.

Unit-3
Teaching Hours:15
Cognitive Development
 

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

Unit-4
Teaching Hours:15
Psycho-social development (Development of self)
 

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.

Unit-5
Teaching Hours:15
Psycho-social Development (Socio- cultural Influences)
 

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.

Text Books And Reference Books:

Santrock, J. W. (2018). A Topical Approach to Life-span Development (9th Ed.). McGraw-Hill Education.
Berk, L. C. (2008). Child Development. Prentice Hall of India (Pvt) Ltd.

Essential Reading / Recommended Reading

 Papalia, D. E. (2004). Human Development (9th Ed.). Tata McGraw Hill.

Evaluation Pattern

CIA (Continuous Internal Assesment) - Total Marks - 50    

  • CIA I   – Activity-based Individual Assignment  - 10 Marks    
  • CIA II  – Mid Semester Examination- Case/Scenario-based Questions- 25 Marks; Department Level                  
  • CIA III – Individual Assignment                        - 10 Marks
  • Attendance                                     = 5 Marks 

ESE (End Semester Examination) : Total Marks - 50, 02 Hours

Question paper pattern

  • Section A (Short Answers)                 2 Marks x 5Qs = 10 Marks
  • Section B (Essay Type)                      10 Marks x 3Qs = 30 Marks
  • Section C (Compulsory: Case Study)  10Marks x 1Qs = 10 Marks

PSY351 - PSYCHOLOGICAL STATISTICS AND EXPERIMENTS - I (2022 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:100
Credits:2

Course Objectives/Course Description

 

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.

Learning Outcome

CO1: Understand the basic principles of experimental psychology.

CO2: Conduct, Score, Interpret and Report psychological experiments following ethical protocols and APA guidelines.

CO3: Analyze experimental data with the knowledge of basic statistical techniques and software packages like SPSS, MS-Excel or JAMOVI.

Unit-1
Teaching Hours:4
Ethical Standards in Psychological Testing
 

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)

Unit-2
Teaching Hours:14
Psychological Experiments
 

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

 

Unit-3
Teaching Hours:12
Introduction to Statistics
 

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)

 

Text Books And Reference Books:

American Psychological Association (2002). Ethical Principles of Psychologists and Code of Conduct. www.apa.org/ethics/code2002.html (Standard 9:Assessment)

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

Essential Reading / Recommended Reading

Coolican, H. (2006). Introduction to Research Methodology in Psychology. Hodder Arnold.

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.

Evaluation Pattern

CIA (Continuous Internal Evaluations) – Total Marks - 100 

  • 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 

SAN321 - SANSKRIT (2022 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

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.

Learning Outcome

CO1: To analyse the content of the text in detail with examples

CO2: To Deliberate the classification and characters of the epic

CO3: To understand the delight of the text.

CO4: To demonstrate an increased ability to read and understand Sanskrit texts

CO5: To understand the prefixes and suffixes and changing the sentences in grammar.

Unit-1
Teaching Hours:35
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 

Unit-2
Teaching Hours:5
Grammar
 

Prayogas and Krudantha

Unit-3
Teaching Hours:5
Language skills
 

Translation of Given passage from English to Sanskrit 

Writing composition in sanskrit on the given topic in Sanskrit

Text Books And Reference Books:

Sundarakanda from Bhaja´s Champu Ramayana 

Chitrakalayaa: ugagamam vikaasam ca

origin and development of painting through Vedas and Puranas

 

Essential Reading / Recommended Reading

   

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.

 

 

Evaluation Pattern

CIA 1 Wikipedia assignment

CIA 2 mid semester examination

CIA 3 Wikipedia assignment

SOC331 - CLASSICAL SOCIOLOGICAL THEORIES (2022 Batch)

Total Teaching Hours for Semester:75
No of Lecture Hours/Week:5
Max Marks:100
Credits:5

Course Objectives/Course Description

 

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 

Learning Outcome

CO1: Discuss the context in which Sociology as a discipline and sociological theories emerged.

CO2: Analyze the significance of sociological theories in everyday life

CO3: To apply sociological theories to analyze social realities

Unit-1
Teaching Hours:10
Introduction to Sociological Theories
 

 

  1. Sociological Theory: Meaning, Characteristics and Functions
  2. Types: Grand Theory – Micro, Macro Theories and Middle Range Theories
Unit-2
Teaching Hours:20
Auguste Comte & Herbert Spencer
 
  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
Unit-3
Teaching Hours:15
Emile Durkheim
 
  1. Social Order; Social Facts; Rules of Sociological Method; Social Solidarity; Theory of Suicide; Division of Labour; Sociology of Religion
Unit-4
Teaching Hours:15
Karl Marx
 
  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 
Unit-5
Teaching Hours:15
Max Weber
 
  1. Definition of Sociology; Verstehen Approach; Social Action; Ideal Types; Authority; Protestant Ethics and the Spirit of Capitalism; Bureaucracy
Text Books And Reference Books:

Abraham, F.A. (1982). Modern Sociological Theory. New Delhi: Oxford University Press.

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.

Essential Reading / Recommended Reading

Skidmore, W. (1975). Theoretical Thinking in Sociology. Cambridge: Cambridge University Press.

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.

Evaluation Pattern

Students wil be evaluated through Continuous Internal Assessment and End Semester Exam.

 

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. 

TAM321 - TAMIL (2022 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

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

 

 

Learning Outcome

CO1: Recall and categorize the concepts of literature.

CO2: Understand the true essence of the texts, and inculcate them in their daily lives.

CO3: Recognize and apply the moral values and ethics in their learning.

CO4: Comprehend the concepts in literature and appreciate the literary text.

Unit-1
Teaching Hours:10
Ara illakiyam
 

1. Thirukural

2. Avvai kural

Unit-2
Teaching Hours:10
Bhakthi illakiyam
 

1. Thiru vasagam

2. Kambar andhadhi

 

Unit-3
Teaching Hours:10
Ik kaala illakiyam
 

Naatu pura padalgal

Unit-4
Teaching Hours:10
Prose
 

India 2020- Dr. Abdul Kalam

Unit-5
Teaching Hours:3
Common Topic and visual text
 

1. Common topic: Oviyam

2. Visual text : nattupuviyal

Unit-6
Teaching Hours:2
Grammer
 

Sollu illakanam

Text Books And Reference Books:

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

 

 

Essential Reading / Recommended Reading

 

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

 

 

 

 

Evaluation Pattern

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



AEN421 - ADDITIONAL ENGLISH (2022 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

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.  

Learning Outcome

CO1 : CO1: To understand the socio- political concerns in various literatures through short stories, poems and essays

CO2: CO2: To critically read and articulate the non- canonised literatures

CO3: CO3: To analyse and apply these textual themes in a multi- cultural, global and professional space

Unit-1
Teaching Hours:12
Novella
 

Unit 1: Novella

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

 

 

Unit-2
Teaching Hours:12
Short Stories
 

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”

Unit-3
Teaching Hours:12
Poetry
 

Poetry                                                                                                             12 hrs

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

·         Jamaica Kincaid: “Girl”

·         Derek Walcott: “A Far Cry from Africa”    

 

·         Joseph Brodsky: “Freedom”

Unit-4
Teaching Hours:9
Essays
 

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

·         Hannah Arendt: “Men in Dark Times”

Dalai Lama Nobel Acceptance Speech

 

 

 

 

Text Books And Reference Books:

Blends Book II

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

Essential Reading / Recommended Reading

Elie Wiesel "Night"

Diary of Anne Frank

Famous Nobel Lectures

Evaluation Pattern

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.

ENG421 - ENGLISH-IV (2022 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:2

Course Objectives/Course Description

 

 

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

 

 

Learning Outcome

CO1: Ability to judge audience requirements in oral and written communication and communicate accordingly.

CO2: Ability to use specific styles in communication and understand workplace structures and requirements to communicate

CO3: Lead and participate in seminars and group discussions more effectively and with increased confidence.

Unit-1
Teaching Hours:10
Emotional Intelligence
 

 

Self-awareness

 

Stress management

 

Assertive skills

 

Critical thinking

 

Creative problem solving and decision making

 

 Appreciative inquiry

 

 Conflict resolution

 

Unit-2
Teaching Hours:10
Professional skills
 

 

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

 

Unit-3
Teaching Hours:10
Workplace skills
 

 

Interview skills

 

Professional etiquette

 

Elevator pitch

 

Teleconference

 

Video conference

 

Conference calls

 

Negotiation

 

Networking 

 

Unit-4
Teaching Hours:10
Feature writing
 

 

Writing for advertisement

 

Developing web content

 

Infographics

 

Emails 

 

Making notes in meetings

 

Minutes

 

Newspaper writing

 

Press release

 

Blog writing

 

Tender

 

Memo

 

Brochure

 

User manual

 

Text Books And Reference Books:

NIL

Essential Reading / Recommended Reading

ENGLOGUE 2

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 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

 

 

 

 

 

EST431 - INTRODUCTION TO LITERARY THEORY (2022 Batch)

Total Teaching Hours for Semester:75
No of Lecture Hours/Week:5
Max Marks:100
Credits:4

Course Objectives/Course Description