Syllabus for
Bachelor of Arts (Communication and Media, English, Psychology)
Academic Year  (2023)

Course Description

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

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

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

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

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

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

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

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

belongingness experienced by humanity all over the globe.

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

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

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

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

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

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

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

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

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

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

in their future.

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

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

Course Objectives

The course objectives are

 to enable students to look at different cultures through Literature

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

 to inculcate literary sensibility/taste among students across disciplines

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

 to equip the students with tools for developing lateral thinking

 to equip students with critical reading and thinking habits

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

year and extend it.

TetsukoKuroyanagi: Tottochan: The Little Girl at the Window12

Liliana Heker : “The Stolen Party

 Higuchi Ichiyo: “Separate Ways”

 Harukki Murakami "Birthday Girl"

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

Poetry 12 Hrs

 Silvio Curbelo: “Summer Storm”

 Nancy Morejon: “Black Woman”

 Ruben Dario: “To Roosevelt”

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

Essay 9Hrs

 Amy Tan: “Mother Tongue

 Linda Hogan: “Waking Up the Rake”

 Isabelle Allande: “Open Veins of Latin America”

Children's Literature -  Kimberley Reynolds (CUP)

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

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

CIA2: Mid-semester written exam for 50 works

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

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

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

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

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

to the world around them.

Question Paper Pattern

Mid Semester Exam: 2 hrs

Section A: 4x5= 20

Section B: 2x15=30

Total 50

End Semester Exam: 3 hrs

Section A: 4 x 5 = 20

Section B: 2 x 15= 30

Total 50

This course has been conceptualized in order to introduce students to the field of journalism, both newspapers and magazines. It takes the students through the process of reporting, writing varied news-based stories and features and editing for perfection. Finally, it introduces the students to page designing software for publishing newsletters and magazines.

1.         Print Journalism- A brief history of the Press in India, Print media and Indian freedom struggle, Regional press with special emphasis on Kannada journalism, Evolution, historical contribution, and present status

2. Organizational set-up of a newspaper, Contemporary trends in Print Journalism, Ethical and legal considerations, Tabloid journalism.

3. Magazine Journalism- historical development of magazine journalism, the magazine boom of the 1980s and 1990s, Niche magazines- Business, Sport, Politics, Lifestyle, Technology, Food & Travel, Wildlife and Photography.

1. Reporting- Specialized Beats, Developing Story Ideas, Cultivating Sources

            2. Writing Skills- Structure of news writing, Formats. Feature Stories,Interviews,      

            Profiles, Middles, Columns, Human interest stories. Opinion pieces – Editorials,    

            Reviews (Book, Music album, Films, Plays, Food), Letters to the Editor, Seasonal   

            stories.

1.Editing- Role of News Editor, Chief Sub Editor and Copy Editor, Principles of Editing, Grammar; Punctuation; Tight Writing, Rewriting and updates in news portals, Briefs for video/photo stories, blurbs and sparklers.

2. Headline writing - Kinds of Headlines, Principles of Headline writing, Captions, Photographs.

3.Lead writing - Principles of lead writing, Types of leads.

4. Design Skills- Visual elements in Print, Typography, Page Layout and Design Principles.

1. Basics of Quarkxpress basics, Scribus, Indesign, Layout designing, working with text and graphics, column alignment, Guide, auto flow, indexing, Text properties, Paragraph and page properties.

2. Photo editing- Selection, Crop, colour, Tone Hue, Saturation, Preparing Images For Print and Web Working, Connecting text/photographs through QR codes. 

1. Agarwal, VirBala and Gupta,V. S. (2001)  Handbook of Journalism and Mass Communication. Concept Pub. Co. New Delhi.
2. Parthasarathy, Rangaswami (1994). Here is the News! Reporting for the Media. Sterling Publications. New Delhi.
3. Saxena, Ambrish (2007). Fundamentals of reporting and Editing, Kanishka publishers, New Delhi.

Brooks, B.S., Pinson, J., & Wilson, J.G. (2002). Working with words: A handbook for media. 

1. Garrison, B. (2004). Professional feature writing (4th ed.). Mahwah NJ: Erlbaum.
2. Hicks, W., Adams, S., & Gilbert, H. (1999). Writing for journalists. London: Routledge.
3. Rich, C. (2002). Writing and reporting news: A coaching method. Belmont CA: Wadsworth.
4. Schwartz, J. (2001). Associated Press reporting handbook. New York: McGraw-Hill.
5. Stovall, J.G. (2001). Writing for the Mass Media (5th ed.). Boston: Allyn & Bacon.

Zinsser, W. (2001). On writing well: The classic guide to writing nonfiction (25th Anniversary Edition). New York: Harper Resource.

CIA I - Written Assignment/Objective Test to test the knowledge of Unit I

CIA II - Mini Portfolio- shall contain a news report, a profile and a special feature

CIA III- Design a newspaper template (along with style sheet) or a magazine cover

ESE- 1.Individual Portfolio submission

2. Group project- Lab Newspaper/Magazine

A viva will be conducted to assess the individual learnings and contributions. 

Through this course students will be exposed to aesthetics and technicalities of photography with hands-on experience, through diverse assignments.

A brief history of evolution of photography, Deconstructing a photograph, comparative study of photography and painting, fundamental principles of image making-Physics and chemistry involved, Camera Obscura, Composition techniques, Rule of Thirds, Golden Ratio, and other geometrical applications, Symmetry, Balance, Perspective, Angle, Color.

Camera Film and digital Formats, Lenses, equipment for different genres, Digital Photography – fundamentals, Exposure Triangle, DSLR and non-DSLR cameras, Understanding colour contrast and complementary colours, White Balance. 

Understanding quantity, direction and tonality of light, working with natural lights, Incident and direct light, Artificial lighting, Strobes, Flash, Continuous light, Light meters, Working in Studio-one point, Two-point and Three point lighting, experimenting with portraits and product light.

Black and white, Still life, Food, Sports, Wildlife, Macro, Concept photography and Documentary photography-Understanding news photography

Edwards, S. (2006). Photography: A Very Short Introduction. Oxford, New York: Oxford Univesity Press.

Hacking, J., & Hacking, J. G. E. (2017). Photography: The Hole Story. London: Thames & Hudson.

Warren, B. (2002). Photography. Australia: Delmar.

Wells, L. (2009). Photography: A critical introduction (4th ed.). London ; New York: Routledge

Studio Photography: The Business Behind the Image. Ft. Atkinson, WI: Cygnus Business Media, 2009

CIA 2 – Photo-story

CIA 3 – Photobook-Group

End Sem – Portfolio submission and Viva

Objectives

·         To enable learners to understand the basic nuances of communication

·         To enable learners to judge audience perception in communication

·         To enable learners to understand basic psychological aspects required in communication

·         To enable learners to write for various purposes of communication

·         To enable leaners to use appropriate means of oral communication

Scope

Objectives

Methods (oral, written and non-verbal)

Barriers

Audience psychology

Perception, attitudes, beliefs, values, norms and experiences

Types (vertical, horizontal, diagonal and grapevine)

Importance of listening

Empathy and emotional intelligence

Gender

(A set of case studies must be used to enable learners to understand the above topics)

Meetings and minutes writing

Teleconference and conference

Negotiation

Telephone conversation

Impression management

Conflict management

Corporate governance

(To be taught using sample videos, case studies and sample practice in class)

Business communication

Job application and resumes

Testimonials

Notification and agenda

Memos

Circulars

Brochures and pamphlets

Tenders

Email writing

User manual

(To be taught using samples of the above mentioned categories and through case studies)

13. Communication Goals and Approaches – Ronald Adler

14. The Interpersonal Communication - Joseph A Devito

15. Business Networking: The Survival Guide - Will Kintish

16. The Definitive Book of Body Language - Barbara and Allan Pease

17. Active Listening 101: How to Turn Down Your Volume to Turn Up Your Communication Skills - Emilia Hardman

18.  Power Listening: Mastering the Most Critical Business Skill of All - Bernard T. Ferrari

19. Conflict 101 - Susan H. Shearouse

20. Shine: How to Survive and Thrive at Work - Chris Baréz-Brown

2. Technical Communication: Principles & practice   -Meenakshi Raman & Sangeetha Sharma.

3. Business Communication.     - Prakash Singh & Meenakshi Raman

4. Business Communication       - Jain V.K   & O.P.Biyani 

5. Essentials of business Communication –Mary Ellen Guffey.

6. Excellence in Business Communication – John Thill & Courtland.L.Bovee

7. Business Communication - Kitty .O.Locker & Stephen Kyo.

8. Successful Writing at work – Philip.C. Kolin

9. Business Communication for Success – Scott.Mc Lean.

10. Basic Business Communication   - Lesikar & Flatley

11.  Emotional Intelligence – Daniel Goleman

12. Emotional Intelligence at Work - Dalip Singh

CIA (weight) = 50 marks

ESE (weight) = 50 marks

CIA 1= 20 marks (weightage 10%)

The assignment could be based on case study analysis or video analysis of a certain aspect in communication

CIA 2= 50 marks (weightage 25%)

The CIA 2 would be a submission assignment based on the topics covered. The teachers may choose one or more combinations of the communication aspects covered and provide a single topic or multiple sub-topics for the written submission.

CIA 3 =20 marks (weightage 10%)

This assignment can be an oral task to ensure the oral communication section is tested. The task maybe done in groups to check various aspects covered under the unit.

Attendance = 5%

ESE = 50 marks

Portfolio Submission

The learners are expected to file every class assignment and tasks done during the semester. The portfolio must have at least one assignment for every main topic covered under each unit.

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

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

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

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

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

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

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

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

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

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

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

Text compiled for internal circulation

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

Question Paper Pattern

Mid Semester Exam

 End Semester Exam

Section A – 15x4 = 60

Section B – 20x2 = 40

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

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

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

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

Towards a working life

France Seen by...

Mediamania

Act 1, 2 & 3

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

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

Course Description:

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

Course Objectives:

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

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

Level of knowledge:Analitical    

Nibandh lekhan, Katha lekhan, Kavitha lekhan.

Level of knowledge:Conceptual

Utbhav, vikas aur pramukh shailiyam

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

Level of knowledge: Conceptual

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

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

By: Walter Richard.

3. Writing and Script: A very short introduction

By: Robinson, Andrew.

4 .Creative writing By John Singleton

5. Adhunik  Hindi Nibandh By Bhuvaneshwarichandran Saksena.

CIA-2(Mid sem examination)

CIA-3(wikipedia article creation)

End semester examination

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

Course Objectives:

Understand and appreciate poetry as a literary art form.

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

Appreciates to  learn the elements of autobiography.

1. Kariheggadeya Magalu- B.M.Sri

2. Hunnime Ratri- Kuvempu

3. Anna Yagna-Bendre

4.Mankuthimmana Kagga-D.V.G

5.Ikkala- K.S. Narasimha Swamy

6. Kannad padgol- G.P.Rajarathnam

7.Hanathe hachchuttene- G.S.S

8.Adugemane Hudugi-Vaidehi

9. Nehru Nivruttaraguvudilla- Adgaru

10. Nanna Janagalu.-Siddalingaiah

Text: Uchalya

Author:Lakshman Gayekwad

Translation: Chandrakantha Pokle

1 Dialogue Writing

2 Essay writing

3 short story building

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

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

4. Hosagannadada Arunodaya- Srinivasa  Havanuru

2. Kannada Sahitya Sameekshe- G. S. Shivarudrappa

3. Bhavageethe- Dr. S. Prabhushankara

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

5. Ouru Keri- Siddalingaiah

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

• CIA 3: Department Level Exam =  50 marks 

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

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

The Origin and development of the Champu.

Origin and developmetn of Champu kavyas

Five Important Champus

Level of knowledge: Basic/conceptual/ Analytical

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

Prayogas and Krudantha

Translation of Given passage from English to Sanskrit 

Writing composition in sanskrit on the given topic in Sanskrit

Sundarakanda from Bhaja´s Champu Ramayana 

Chitrakalayaa: ugagamam vikaasam ca

origin and development of painting through Vedas and Puranas

Reference Books:-

1)      Sundarakanda from “Champuramayana of Bhoja  

2)      Sanskrit Grammar by M.R. Kale.

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

4)       History of Sanskrit literature by Krishnamachari.

CIA 2 mid semester examination

CIA 3 Wikipedia assignment

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

India 2020- Abdul Kalam

1. Thirukural

2. Avvai kural

1. Thiru vasagam

2. Kambar andhadhi

Naatu pura padalgal

India 2020- Dr. Abdul Kalam

1. Common topic: Oviyam

2. Visual text : nattupuviyal

Sollu illakanam

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The course objectives are

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

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

·         to inculcate literary sensibility/taste among students across disciplines

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

·         to equip the students with tools for developing lateral thinking

·         to equip students with critical reading and thinking habits

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

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

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

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

Unit 1: Novella

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

Short Story                                                                                                    

·         Anton Chekov: “The Avenger”

·         Chinua Achebe: “Marriage is a Private Affair”

·         Nadine Gordimer: “Train from Rhodesia”

·         Wakako Yamuchai: “And the Soul Shall Dance”

Poetry                                                                                                             12 hrs

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

·         Jamaica Kincaid: “Girl”

·         Derek Walcott: “A Far Cry from Africa”    

·         Joseph Brodsky: “Freedom”

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

·         Hannah Arendt: “Men in Dark Times”

Dalai Lama Nobel Acceptance Speech

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

Diary of Anne Frank

Famous Nobel Lectures

CIA2: Mid-semester written exam for 50 works

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

The paper aimed at empowering stake-holders mostly, school children, NGO activists in the area of communication and skill sets of a particular media. A school or an NGO will be identified by the students in the first week of the semester which would could also include CSA adopted locality to execute service learning component.

Students are encouraged to find suitable organizations individually or as a small group of four to five members. The chosen organizations need to be on a non-profiteering basis. They could either be Non-Governmental Organizations, Volunteering groups, Citizen Initiatives, or media houses working with non-monetary interests.

●       You are expected to spend at least 28 hours of service, in addition to four hours of presentation - spread across the course - to the subject teacher (reflection sessions shall be individual). 

Students are asked to present the entire plan of action in the beginning of the course and shall have follow-up reflection session at the interval of four weeks. In total, there will be five presentations, one in the beginning, three during the field work and one final presentation

(https://www.duq.edu/assets/Documents/service-learning/spring/_pdf/Community_Partnership_Toolkit.pdf)

https://bbsrc.ukri.org/documents/1407-media-guide-pdf/

Community Radio

http://communityradio.in/pdf/community-radio-handbook.pdf

Community Radio (Gramvaani)

https://www.gramvaani.org/wp-content/uploads/2013/05/community-radio-101.pdf

A SL journal will be maintained by every student and has to produce the same every week on the following day of field work.

This course has been conceptualized with the aim of introducing the students to the basics of social research and specifically to media research, its process and methods, with the aim of making their first foray into media studies research

1. Social Research: Concept - Nature and Scope - Research steps and its types.

2. Objectivity, Reliability and Validity in Research - Variables, Hypothesis and    Research Questions.

3. Types of hypothesis:  Characteristics of good hypothesis -Hypothesis testing.

1. Communication research - Media research- Basic elements of research.

2.Behaviourist School and Critical School of Research- Audience Reception studies, Media Technology studies, Political Economy of Media.

3.The theoretical framework for media research- case studies.

 1.Research design: Survey research, Content analysis, Market and Advertising research, Case study method, Semiotics and Digital Ethnography.

2.Sampling and its types, Tools and Techniques of Data Collection, Questionnaire Schedule.

3.Interview and Observation mode.

Data processing, Analysis,  Presentation and interpretation of data,  Use of graphics in data presentation, Research writing, Research proposal, Research report: Components and style    Preparation of Bibliography, Index.

CIA2: Mid-sem exam: ROL submission (25)

CIA3: Research Proposal Presentation (10)

End-semester exam: Final Research Proposal Submission (50)

Attendance: (5)

Social media has disrupted communication channels and created challenges for the way we interact with each other – as an individual, organization, society, professional or consumer. This course explores the pervasive impact social media is having on our society socially culturally and theoretically. It also provides students with the new possibilities and limitations of the platform with which present society and its interactions are shaped. Finally, the course offers the students with the practical skills to have an edge on the strategies to be followed on social media as a user, producer and consumer.

Digital natives and immigrants, Youtube generation, # culture and trends, visual language - emojis, landscape of social media - education, politics, marketing, games, crowdsourcing.

Social media monitoring, fundamentals of opinion formation, social effects of strangers, echo chambers, the new influential.

Privacy, Laws and Ethics, fake news, social networking and social capital, memes and trolls, identity, slacktivism, digital divide, technological determinism. Case study - Fake News.

Social media strategies for various platforms like Facebook, Instagram, LinkedIn, Twitter, Tiktok and also search platforms like Google advertising, SEO, blogging, Creating social media campaigns, Website building (without coding), Social media marketing, Content Virality, Ads creation, Audience building, Analytics.

2. Barker Melissa.S. (2013). Social Media Marketing: A Strategic Approach. New Delhi: Cengage Learning.

3. Danesi, M. (2017). The semiotics of Emoji: The rise of visual language in the age of the Internet. London: Bloomsbury publishing inc..

4. Gunter, B., Elareshi, M., & Al-Jaber, K. (2016). Social media in the Arab world: Communication and public opinion in the Gulf states. London: I.B.Tauris.

5. Moe, W. W., & Schweidel, D. A. (2014). Social Media Intelligence. New York: Cambridge University Press.

6. Murthy, D. (2013). Twitter: Social communication in the Twitter age. Cambridge: Polity.

2. Blanchard Olivier. (2012). Social Media ROI: Managing and Measuring Social Media Efforts in your Organization. New Delhi: Pearson.