Syllabus for
BA (Communication and Media, Psychology/Honours/Honours with Research)
Academic Year  (2024)

Most courses have continuous internal assessment components focusing on skill and knowledge testing. As a programme that focuses a lot on skill-building, alongside written submissions, exams and research based-reflections, a lot of practical submissions like audio/video productions, field-based reports and other varied assessment methods that are formative and summative, matching to the demands of the course  -with due consideration to the different learning styles of the students  - will be adopted.

In the undergraduate programmes, the Department of Media Studies aims to provide a firm foundation for the students to either directly get into communication and media professions or pursue higher studies. The programmes are a combination of theory and practice.

Undergraduate Programmes: The department offers three dual major undergraduate programmes namely, BA in Digital Media and English, Communication and Media, Psychology, Communication and Media, English provide the students with a set of options to choose from, depending on their objectives. 

Vision 

To excel in communication and media education by creating an open and collaborative environment that embraces innovation and integrity by providing both classroom and experiential learning.

Mission 

The Department of Media Studies combines communication, Media and journalism to create a theoretical, professional, and applied approach to communication studies within a structured yet free environment to enhance student’s personal and professional lives. 

The programme is designed according to the New Education Policy (NEP) guidelines while enabling students to benefit from both the disciplines of Communication and Psychology. For any professionals - Journalists, Public Relations officers, Psychologists, or Advertising agency roles - it is essential to comprehend human communication and behavior. This programme addresses that need. Students can progress to the proposed four-year Bachelor's degree and one-year Master's degree from this platform. 

Programme Outcome/Programme Learning Goals/Programme Learning Outcome:

PO2: Demonstrate critical thinking, scientific inquiry, argumentation and sensitivity to diversity while applying disciplinary concepts to everyday life and real-world situations.

PO3: Design, conduct, and communicate basic research following fundamental methods and ethical standards in social sciences and humanities

This is an introductory course that provides a brief overview of the development of media both globally and in the context of India. Some of the other focus areas will be communication theories, communication models/processes and issues/discussions pertaining to the domain of communication

Definitions of communication; The communication process; History and Evolution of Communication-Milestones in communication from smoke signals to smartphones. Forms of communication-Verbal, written, pictorial, signs & symbols. Levels of communication -Intrapersonal, interpersonal, group, mass media communication. Models of communication- Aristotle, SMCR, Shannon and Weaver, Lasswell, Osgood, Dance, Schramm, Gerbner, Newcomb.  Communication and socialization.

Definitions of communication; The communication process; History and Evolution of Communication-Milestones in communication from smoke signals to smartphones. Forms of communication-Verbal, written, pictorial, signs & symbols. Levels of communication -Intrapersonal, interpersonal, group, mass media communication. Models of communication- Aristotle, SMCR, Shannon and Weaver, Lasswell, Osgood, Dance, Schramm, Gerbner, Newcomb.  Communication and socialization.

Definitions of communication; The communication process; History and Evolution of Communication-Milestones in communication from smoke signals to smartphones. Forms of communication-Verbal, written, pictorial, signs & symbols. Levels of communication -Intrapersonal, interpersonal, group, mass media communication. Models of communication- Aristotle, SMCR, Shannon and Weaver, Lasswell, Osgood, Dance, Schramm, Gerbner, Newcomb.  Communication and socialization.

Powerful effects Theory-Magic Bullet Theory, Two-Step Flow Theory-Role of opinion leaders. Limited Effects Theory. Normative Press Theories- Authoritarian, Libertarian, Soviet Communist and Social Responsibility. New Press Theories- Democratic and Participatory Press Theory, and Developmental Press Theory.

Powerful effects Theory-Magic Bullet Theory, Two-Step Flow Theory-Role of opinion leaders. Limited Effects Theory. Normative Press Theories- Authoritarian, Libertarian, Soviet Communist and Social Responsibility. New Press Theories- Democratic and Participatory Press Theory, and Developmental Press Theory.

Powerful effects Theory-Magic Bullet Theory, Two-Step Flow Theory-Role of opinion leaders. Limited Effects Theory. Normative Press Theories- Authoritarian, Libertarian, Soviet Communist and Social Responsibility. New Press Theories- Democratic and Participatory Press Theory, and Developmental Press Theory.

Harold Lasswell's 4 functions of Mass Communication-Surveillance Function, Correlation Function, Entertainment Function, Cultural Transmission & Status Conferral Function. Enforcement of Norms, Dysfunctions of Mass Communication.

Harold Lasswell's 4 functions of Mass Communication-Surveillance Function, Correlation Function, Entertainment Function, Cultural Transmission & Status Conferral Function. Enforcement of Norms, Dysfunctions of Mass Communication.

Harold Lasswell's 4 functions of Mass Communication-Surveillance Function, Correlation Function, Entertainment Function, Cultural Transmission & Status Conferral Function. Enforcement of Norms, Dysfunctions of Mass Communication.

Mass media role & effect on audience, contemporary standards of mass media professionals & quality of content, ownership patterns and effect on media content, autonomy and independence of media content generators, threat of fake news and media credibility.

Mass media role & effect on audience, contemporary standards of mass media professionals & quality of content, ownership patterns and effect on media content, autonomy and independence of media content generators, threat of fake news and media credibility.

Mass media role & effect on audience, contemporary standards of mass media professionals & quality of content, ownership patterns and effect on media content, autonomy and independence of media content generators, threat of fake news and media credibility.

Bitner, R. (1989). Mass Communication: An Introduction. New Jersey: Prentice Hall.

Defleur, M.L. & Dennis E (1994). Understanding Mass Communication. Boston.

Kumar, K. J. (2020). Mass communication in India. Jaico publishing house.

Habermas, J. (2015). Knowledge and human interests. John Wiley & Sons.

Hall, S. (2014). Encoding and decoding the message. The discourse studies reader: Main currents in theory and analysis, 111-121.

Lippmann, W. (1929). Public Opinion: By Walter Lippmann. Macmillan Company.

McLuhan, M., & Fiore, Q. (1967). The medium is the message. New York, 123, 126-128.

Peters, J. D. (2012). Speaking into the Air: A History of the Idea of Communication. University of Chicago Press.

Books

Hybels, S. & Weaver I. (2001). Communicating Effectively. Boston: McGraw Hill.

Peters, J. D. (2012). Speaking into the Air: A History of the Idea of Communication. University of Chicago Press.

Rayadu, C.S (2010). Communication. Himalaya Publishing House, Mumbai.

CIA II- Mid-Semester Centralised Exams(50 converted to 25)

CIA III: Flip Class (20 converted to 10)

Total CIAs-45

ESE-End-Semester Centralised Exam (50)

Attendance:5 marks

This course provides students with an introduction to the software tools and techniques used in the media industry. Through hands-on projects, students will learn how to use different types of media software, including video editing, audio production, graphic design, web design, animation, game development, and virtual and augmented reality software. The course will also cover cross-cutting issues such as media literacy, ethics, and social responsibility, as well as employability and entrepreneurship skills.

Overview of media software and its applications in the media industry, Types of media software and their uses, Understanding the hardware requirements for media software – Creative techniques used in different media sectors.

Overview of media software and its applications in the media industry, Types of media software and their uses, Understanding the hardware requirements for media software – Creative techniques used in different media sectors.

Overview of media software and its applications in the media industry, Types of media software and their uses, Understanding the hardware requirements for media software – Creative techniques used in different media sectors.

Introduction to graphics and animation software, Overview of graphics designing tools and their functions, Hands-on experience with popular graphics designing software.

Introduction to graphics and animation software, Overview of graphics designing tools and their functions, Hands-on experience with popular graphics designing software.

Introduction to graphics and animation software, Overview of graphics designing tools and their functions, Hands-on experience with popular graphics designing software.

Introduction to audio editing software, Overview of audio editing tools and their functions, Hands-on experience with popular audio editing software

Introduction to audio editing software, Overview of audio editing tools and their functions, Hands-on experience with popular audio editing software

Introduction to audio editing software, Overview of audio editing tools and their functions, Hands-on experience with popular audio editing software

Introduction to video editing software, Overview of video editing tools and their functions. Hands-on experience with popular video editing software.

Introduction to video editing software, Overview of video editing tools and their functions. Hands-on experience with popular video editing software.

Introduction to video editing software, Overview of video editing tools and their functions. Hands-on experience with popular video editing software.

1. "Designing Interfaces: Patterns for Effective Interaction Design" by Jenifer Tidwell - a book on designing user interfaces for software and web applications.

2. "Sound Design: The Expressive Power of Music, Voice and Sound Effects in Cinema" by David Sonnenschein - a book on sound design principles and techniques for film and video production.

3. "The Filmmaker's Handbook" by Steven Ascher and Edward Pincus - a guide to film production, including pre-production planning, shooting, and post-production editing.

4. DaVinci Resolve. (n.d.). Retrieved from https://www.blackmagicdesign.com/products/davinciresolve/

• The Art Of The Cut: Editing Concepts Every Filmmaker Should Know by  Greg Keast

• Digital Audio Editing Fundamentals by Wallace Jackson

CIA2: Audio Production (25)

CIA3: Video Production (10)

End-semester exam:Practical tests for Software for Media and Centralised Viva-voce (50)

Attendance: (5)

Critical thinking in media involves examining arguments and claims and considering how credible they are, what evidence supports them, and whether that evidence is persuasive or not. The course will present diverse perspectives on how to think with, against, and about media in relation to the public sphere and private life, ethics and aesthetics, identity and difference, labor and play, knowledge and power, expression and surveillance, and the generation and analysis of data.

Thinking and Feeling; Logic and Reasoning- Deductive and Inductive Reasoning; Validity and Truth; Argument

Thinking and Feeling; Logic and Reasoning- Deductive and Inductive Reasoning; Validity and Truth; Argument

Thinking and Feeling; Logic and Reasoning- Deductive and Inductive Reasoning; Validity and Truth; Argument

Media and Information Literacy; Manufacturing Consent; Media and Propaganda model (Noam Chomsky); Representation as Reality; The Media and Elite Opinion

Media and Information Literacy; Manufacturing Consent; Media and Propaganda model (Noam Chomsky); Representation as Reality; The Media and Elite Opinion

Media and Information Literacy; Manufacturing Consent; Media and Propaganda model (Noam Chomsky); Representation as Reality; The Media and Elite Opinion

Media messages, Facts, Persuasion, and informed opinion, Assumptions, Stereotypes, Reliability, Credibility, and propaganda

Media messages, Facts, Persuasion, and informed opinion, Assumptions, Stereotypes, Reliability, Credibility, and propaganda

Media messages, Facts, Persuasion, and informed opinion, Assumptions, Stereotypes, Reliability, Credibility, and propaganda

Vagueness; Ambiguity; Argumentative, Persuasive, Rhetoric writing, Claims, and counterclaims, Interpreting editorials and articles

Vagueness; Ambiguity; Argumentative, Persuasive, Rhetoric writing, Claims, and counterclaims, Interpreting editorials and articles

Vagueness; Ambiguity; Argumentative, Persuasive, Rhetoric writing, Claims, and counterclaims, Interpreting editorials and articles

Academic Skills are a blend of theoretical ability to recognize the nuances of language aspects and hands-on training to exercise the acquired knowledge in reasoning, reading and writing. Academic Skills focus on developing research skills through careful reading and critical writing that are considered foundational and crucial in textual scholarship and knowledge production. The participants of this course will determine their areas of interest in conceptualizing their seminal work and constructing a reasoned argument. This course prompts the participants to take their learning-receptive skills and productive skills in a purpose-driven and practice-oriented mode on a contextual basis.

The course deals with receptive skills (reading) and productive skills (writing). In fact listening and speaking skills are not directly involved but act as a higher cognitive process. This course facilitates the participants with varied practices, tasks, exemplars, sample papers to practice with context-driven reading material. It runs for one full academic year with specific learning outcomes which are two-fold – conceptual grasp and textual application. The whole course and its structure involve Bloom’s taxonomy of knowledge, comprehension, application, analysis, evaluation and synthesis.

Objectives

To enable the learner

•       acquire higher order receptive and productive skills

•       develop reading skills at the higher education level

•       be aware of functional grammar to improve research writing skills

•       grasp and apply the mechanics in academic writing skills

•       use study skills for research-based knowledge dissemination (writing a paper or presentation)

To enable learners to fine tune their expressions through better choice of words and sentence structures with clarity of idea.

Introduction to the course Developing Academic Skills

Vocabulary nuances (verb and noun forms)

Subject-verb agreement

Literary devices

Figures of speech

Concept mapping

To enable learners to fine tune their expressions through better choice of words and sentence structures with clarity of idea.

Introduction to the course Developing Academic Skills

Vocabulary nuances (verb and noun forms)

Subject-verb agreement

Literary devices

Figures of speech

Concept mapping

To enable learners to fine tune their expressions through better choice of words and sentence structures with clarity of idea.

Introduction to the course Developing Academic Skills

Vocabulary nuances (verb and noun forms)

Subject-verb agreement

Literary devices

Figures of speech

Concept mapping

To enable learners to fine tune their expressions through better choice of words and sentence structures with clarity of idea.

Introduction to the course Developing Academic Skills

Vocabulary nuances (verb and noun forms)

Subject-verb agreement

Literary devices

Figures of speech

Concept mapping

To enable learners to fine tune their expressions through better choice of words and sentence structures with clarity of idea.

Introduction to the course Developing Academic Skills

Vocabulary nuances (verb and noun forms)

Subject-verb agreement

Literary devices

Figures of speech

Concept mapping

To enable learners to fine tune their expressions through better choice of words and sentence structures with clarity of idea.

Introduction to the course Developing Academic Skills

Vocabulary nuances (verb and noun forms)

Subject-verb agreement

Literary devices

Figures of speech

Concept mapping

To enable learners to fine tune their expressions through better choice of words and sentence structures with clarity of idea.

Introduction to the course Developing Academic Skills

Vocabulary nuances (verb and noun forms)

Subject-verb agreement

Literary devices

Figures of speech

Concept mapping

To enable students to develop appropriate reading comprehension skills through nuanced understanding of reading techniques.

Previewing

Reading for Main Ideas

Active and Passive reading

Skimming/Scanning for Details

To enable students to develop appropriate reading comprehension skills through nuanced understanding of reading techniques.

Previewing

Reading for Main Ideas

Active and Passive reading

Skimming/Scanning for Details

To enable students to develop appropriate reading comprehension skills through nuanced understanding of reading techniques.

Previewing

Reading for Main Ideas

Active and Passive reading

Skimming/Scanning for Details

To enable students to develop appropriate reading comprehension skills through nuanced understanding of reading techniques.

Previewing

Reading for Main Ideas

Active and Passive reading

Skimming/Scanning for Details

To enable students to develop appropriate reading comprehension skills through nuanced understanding of reading techniques.

Previewing

Reading for Main Ideas

Active and Passive reading

Skimming/Scanning for Details

To enable students to develop appropriate reading comprehension skills through nuanced understanding of reading techniques.

Previewing

Reading for Main Ideas

Active and Passive reading

Skimming/Scanning for Details

To enable students to develop appropriate reading comprehension skills through nuanced understanding of reading techniques.

Previewing

Reading for Main Ideas

Active and Passive reading

Skimming/Scanning for Details

To enable students to use basic study skills to organize knowledge received and to streamline their ideas into appropriate academic discourse.

Annotation

Outlining

Summarising

Paraphrasing

To enable students to use basic study skills to organize knowledge received and to streamline their ideas into appropriate academic discourse.

Annotation

Outlining

Summarising

Paraphrasing

To enable students to use basic study skills to organize knowledge received and to streamline their ideas into appropriate academic discourse.

Annotation

Outlining

Summarising

Paraphrasing

To enable students to use basic study skills to organize knowledge received and to streamline their ideas into appropriate academic discourse.

Annotation

Outlining

Summarising

Paraphrasing

To enable students to use basic study skills to organize knowledge received and to streamline their ideas into appropriate academic discourse.

Annotation

Outlining

Summarising

Paraphrasing

To enable students to use basic study skills to organize knowledge received and to streamline their ideas into appropriate academic discourse.

Annotation

Outlining

Summarising

Paraphrasing

To enable students to use basic study skills to organize knowledge received and to streamline their ideas into appropriate academic discourse.

Annotation

Outlining

Summarising

Paraphrasing

to enable students to understand and appreciate different kinds of literature and express their understanding in the form of short paragraphs or essays

Approaches to LS

Features of LS

Importance of LS at university level education

Practical sessions

to enable students to understand and appreciate different kinds of literature and express their understanding in the form of short paragraphs or essays

Approaches to LS

Features of LS

Importance of LS at university level education

Practical sessions

to enable students to understand and appreciate different kinds of literature and express their understanding in the form of short paragraphs or essays

Approaches to LS

Features of LS

Importance of LS at university level education

Practical sessions

to enable students to understand and appreciate different kinds of literature and express their understanding in the form of short paragraphs or essays

Approaches to LS

Features of LS

Importance of LS at university level education

Practical sessions

to enable students to understand and appreciate different kinds of literature and express their understanding in the form of short paragraphs or essays

Approaches to LS

Features of LS

Importance of LS at university level education

Practical sessions

to enable students to understand and appreciate different kinds of literature and express their understanding in the form of short paragraphs or essays

Approaches to LS

Features of LS

Importance of LS at university level education

Practical sessions

to enable students to understand and appreciate different kinds of literature and express their understanding in the form of short paragraphs or essays

Approaches to LS

Features of LS

Importance of LS at university level education

Practical sessions

To enable students to listen to lectures and take notes and organize these to discuss or write about concepts or show application of knowledge

Note taking types

Note making

Introduction to Mnemonics

Types of mnemonics

To enable students to listen to lectures and take notes and organize these to discuss or write about concepts or show application of knowledge

Note taking types

Note making

Introduction to Mnemonics

Types of mnemonics

To enable students to listen to lectures and take notes and organize these to discuss or write about concepts or show application of knowledge

Note taking types

Note making

Introduction to Mnemonics

Types of mnemonics

To enable students to listen to lectures and take notes and organize these to discuss or write about concepts or show application of knowledge

Note taking types

Note making

Introduction to Mnemonics

Types of mnemonics

To enable students to listen to lectures and take notes and organize these to discuss or write about concepts or show application of knowledge

Note taking types

Note making

Introduction to Mnemonics

Types of mnemonics

To enable students to listen to lectures and take notes and organize these to discuss or write about concepts or show application of knowledge

Note taking types

Note making

Introduction to Mnemonics

Types of mnemonics

To enable students to listen to lectures and take notes and organize these to discuss or write about concepts or show application of knowledge

Note taking types

Note making

Introduction to Mnemonics

Types of mnemonics

To enable students to develop the art of critical reading through close reading formulas

Finding oppositions

Critical Appreciation

Developing an argument

To enable students to develop the art of critical reading through close reading formulas

Finding oppositions

Critical Appreciation

Developing an argument

To enable students to develop the art of critical reading through close reading formulas

Finding oppositions

Critical Appreciation

Developing an argument

To enable students to develop the art of critical reading through close reading formulas

Finding oppositions

Critical Appreciation

Developing an argument

To enable students to develop the art of critical reading through close reading formulas

Finding oppositions

Critical Appreciation

Developing an argument

To enable students to develop the art of critical reading through close reading formulas

Finding oppositions

Critical Appreciation

Developing an argument

To enable students to develop the art of critical reading through close reading formulas

Finding oppositions

Critical Appreciation

Developing an argument

Set of hours for application

Exemplars

(Self Study Learning, Portfolio Building, teaching on Formative and Summative assessment mode, Problem Based Learning modules and project Submission)

Set of hours for application

Exemplars

(Self Study Learning, Portfolio Building, teaching on Formative and Summative assessment mode, Problem Based Learning modules and project Submission)

Set of hours for application

Exemplars

(Self Study Learning, Portfolio Building, teaching on Formative and Summative assessment mode, Problem Based Learning modules and project Submission)

Set of hours for application

Exemplars

(Self Study Learning, Portfolio Building, teaching on Formative and Summative assessment mode, Problem Based Learning modules and project Submission)

Set of hours for application

Exemplars

(Self Study Learning, Portfolio Building, teaching on Formative and Summative assessment mode, Problem Based Learning modules and project Submission)

Set of hours for application

Exemplars

(Self Study Learning, Portfolio Building, teaching on Formative and Summative assessment mode, Problem Based Learning modules and project Submission)

Set of hours for application

Exemplars

(Self Study Learning, Portfolio Building, teaching on Formative and Summative assessment mode, Problem Based Learning modules and project Submission)

1.      Langan, J. (1995). English Skills With Reading (3^rd Ed.). McGraw Hill. New York.

2.      Osmond, A. (2013). Academic Writing and Grammar for Students. Sage. Los Angeles.

3.      Robitaille, J. and Connelly, R. (2002).  Writer’s Resource: From Paragraph to Essay. Thomson Heinle. Australia.

Please note that the teacher in charge will also be bringing in authentic material to the class apart from the books mentioned in the reference.

CIA I – 20 MARKS- Tasks done in the portfolio based on Unit I

CIA II- 50 Marks- Tasks done in the portfolio based on Unit I and II

CIA III- 20 Marks- Tasks done in the portfolio based on Unit III

ESE Portfolio Submission

This first-semester course introduces undergraduate psychology majors to the scientific study of human nature. The student would be able to understand how psychologists ask questions from several different perspectives. Students will learn about the various scientific methods psychologists use to study behaviour and become acquainted with many of psychology's important findings and theoretical approaches. Further, students will be able to appreciate the shape that contemporary psychology has taken. The aim is to build a familiarity with psychology’s intellectual origins and to foster an awareness of its many false steps, dead-ends, and alternative pathways to appreciating the social, cultural, and psychological influences on theorising in psychology. The course will equip the student with knowledge and scope for careers in psychology and develop an understanding of the professional skills required for such a career. Students will have learned to think critically about psychological evidence through journal clubs and class discussions embedded in the course.

Definition, Goals, Principles of psychology. Psychology as a science: Objectivity versus subjectivity. mind-body connection; Why study behaviour; Thinking like a psychologist about psychological information; Myths and misconceptions about psychology

Definition, Goals, Principles of psychology. Psychology as a science: Objectivity versus subjectivity. mind-body connection; Why study behaviour; Thinking like a psychologist about psychological information; Myths and misconceptions about psychology

Definition, Goals, Principles of psychology. Psychology as a science: Objectivity versus subjectivity. mind-body connection; Why study behaviour; Thinking like a psychologist about psychological information; Myths and misconceptions about psychology

Definition, Goals, Principles of psychology. Psychology as a science: Objectivity versus subjectivity. mind-body connection; Why study behaviour; Thinking like a psychologist about psychological information; Myths and misconceptions about psychology

Definition, Goals, Principles of psychology. Psychology as a science: Objectivity versus subjectivity. mind-body connection; Why study behaviour; Thinking like a psychologist about psychological information; Myths and misconceptions about psychology

Definition, Goals, Principles of psychology. Psychology as a science: Objectivity versus subjectivity. mind-body connection; Why study behaviour; Thinking like a psychologist about psychological information; Myths and misconceptions about psychology

Definition, Goals, Principles of psychology. Psychology as a science: Objectivity versus subjectivity. mind-body connection; Why study behaviour; Thinking like a psychologist about psychological information; Myths and misconceptions about psychology

Definition, Goals, Principles of psychology. Psychology as a science: Objectivity versus subjectivity. mind-body connection; Why study behaviour; Thinking like a psychologist about psychological information; Myths and misconceptions about psychology

Definition, Goals, Principles of psychology. Psychology as a science: Objectivity versus subjectivity. mind-body connection; Why study behaviour; Thinking like a psychologist about psychological information; Myths and misconceptions about psychology

Definition, Goals, Principles of psychology. Psychology as a science: Objectivity versus subjectivity. mind-body connection; Why study behaviour; Thinking like a psychologist about psychological information; Myths and misconceptions about psychology

Definition, Goals, Principles of psychology. Psychology as a science: Objectivity versus subjectivity. mind-body connection; Why study behaviour; Thinking like a psychologist about psychological information; Myths and misconceptions about psychology

Definition, Goals, Principles of psychology. Psychology as a science: Objectivity versus subjectivity. mind-body connection; Why study behaviour; Thinking like a psychologist about psychological information; Myths and misconceptions about psychology

Roots of psychology: Schools and perspectives of psychology, including Structuralism, Functionalism, Psychodynamic, Biological, Behaviouristic, Gestalt, Cognitive, Humanistic, Cross-cultural and Evolutionary. Eastern philosophies broader perspectives– Confucius and Taoism, Indian - Buddhism, (special comparing Eastern and Western principles in major concepts like consciousness and meditation). Psychology in modern India (Indigenous nature) 

Roots of psychology: Schools and perspectives of psychology, including Structuralism, Functionalism, Psychodynamic, Biological, Behaviouristic, Gestalt, Cognitive, Humanistic, Cross-cultural and Evolutionary. Eastern philosophies broader perspectives– Confucius and Taoism, Indian - Buddhism, (special comparing Eastern and Western principles in major concepts like consciousness and meditation). Psychology in modern India (Indigenous nature) 

Roots of psychology: Schools and perspectives of psychology, including Structuralism, Functionalism, Psychodynamic, Biological, Behaviouristic, Gestalt, Cognitive, Humanistic, Cross-cultural and Evolutionary. Eastern philosophies broader perspectives– Confucius and Taoism, Indian - Buddhism, (special comparing Eastern and Western principles in major concepts like consciousness and meditation). Psychology in modern India (Indigenous nature) 

Roots of psychology: Schools and perspectives of psychology, including Structuralism, Functionalism, Psychodynamic, Biological, Behaviouristic, Gestalt, Cognitive, Humanistic, Cross-cultural and Evolutionary. Eastern philosophies broader perspectives– Confucius and Taoism, Indian - Buddhism, (special comparing Eastern and Western principles in major concepts like consciousness and meditation). Psychology in modern India (Indigenous nature) 

Roots of psychology: Schools and perspectives of psychology, including Structuralism, Functionalism, Psychodynamic, Biological, Behaviouristic, Gestalt, Cognitive, Humanistic, Cross-cultural and Evolutionary. Eastern philosophies broader perspectives– Confucius and Taoism, Indian - Buddhism, (special comparing Eastern and Western principles in major concepts like consciousness and meditation). Psychology in modern India (Indigenous nature) 

Roots of psychology: Schools and perspectives of psychology, including Structuralism, Functionalism, Psychodynamic, Biological, Behaviouristic, Gestalt, Cognitive, Humanistic, Cross-cultural and Evolutionary. Eastern philosophies broader perspectives– Confucius and Taoism, Indian - Buddhism, (special comparing Eastern and Western principles in major concepts like consciousness and meditation). Psychology in modern India (Indigenous nature) 

Roots of psychology: Schools and perspectives of psychology, including Structuralism, Functionalism, Psychodynamic, Biological, Behaviouristic, Gestalt, Cognitive, Humanistic, Cross-cultural and Evolutionary. Eastern philosophies broader perspectives– Confucius and Taoism, Indian - Buddhism, (special comparing Eastern and Western principles in major concepts like consciousness and meditation). Psychology in modern India (Indigenous nature) 

Roots of psychology: Schools and perspectives of psychology, including Structuralism, Functionalism, Psychodynamic, Biological, Behaviouristic, Gestalt, Cognitive, Humanistic, Cross-cultural and Evolutionary. Eastern philosophies broader perspectives– Confucius and Taoism, Indian - Buddhism, (special comparing Eastern and Western principles in major concepts like consciousness and meditation). Psychology in modern India (Indigenous nature) 

Roots of psychology: Schools and perspectives of psychology, including Structuralism, Functionalism, Psychodynamic, Biological, Behaviouristic, Gestalt, Cognitive, Humanistic, Cross-cultural and Evolutionary. Eastern philosophies broader perspectives– Confucius and Taoism, Indian - Buddhism, (special comparing Eastern and Western principles in major concepts like consciousness and meditation). Psychology in modern India (Indigenous nature) 

Roots of psychology: Schools and perspectives of psychology, including Structuralism, Functionalism, Psychodynamic, Biological, Behaviouristic, Gestalt, Cognitive, Humanistic, Cross-cultural and Evolutionary. Eastern philosophies broader perspectives– Confucius and Taoism, Indian - Buddhism, (special comparing Eastern and Western principles in major concepts like consciousness and meditation). Psychology in modern India (Indigenous nature) 

Roots of psychology: Schools and perspectives of psychology, including Structuralism, Functionalism, Psychodynamic, Biological, Behaviouristic, Gestalt, Cognitive, Humanistic, Cross-cultural and Evolutionary. Eastern philosophies broader perspectives– Confucius and Taoism, Indian - Buddhism, (special comparing Eastern and Western principles in major concepts like consciousness and meditation). Psychology in modern India (Indigenous nature) 

Roots of psychology: Schools and perspectives of psychology, including Structuralism, Functionalism, Psychodynamic, Biological, Behaviouristic, Gestalt, Cognitive, Humanistic, Cross-cultural and Evolutionary. Eastern philosophies broader perspectives– Confucius and Taoism, Indian - Buddhism, (special comparing Eastern and Western principles in major concepts like consciousness and meditation). Psychology in modern India (Indigenous nature) 

Why study psychology? what is the scope Describe the value of psychology and possible career paths for those who study psychology? Specific focus on opportunities after BA; Allied professionals -social work, public health Broad focus on professional skills (especially as a practitioner and researcher) essential to be a psychologist and discuss the temper required to pursue psychology as a career. What can students do at BA to pursue a career in psychology? Multicultural and ethical issues; professional responsibility- Personal and professional roles.

Why study psychology? what is the scope Describe the value of psychology and possible career paths for those who study psychology? Specific focus on opportunities after BA; Allied professionals -social work, public health Broad focus on professional skills (especially as a practitioner and researcher) essential to be a psychologist and discuss the temper required to pursue psychology as a career. What can students do at BA to pursue a career in psychology? Multicultural and ethical issues; professional responsibility- Personal and professional roles.

Why study psychology? what is the scope Describe the value of psychology and possible career paths for those who study psychology? Specific focus on opportunities after BA; Allied professionals -social work, public health Broad focus on professional skills (especially as a practitioner and researcher) essential to be a psychologist and discuss the temper required to pursue psychology as a career. What can students do at BA to pursue a career in psychology? Multicultural and ethical issues; professional responsibility- Personal and professional roles.

Why study psychology? what is the scope Describe the value of psychology and possible career paths for those who study psychology? Specific focus on opportunities after BA; Allied professionals -social work, public health Broad focus on professional skills (especially as a practitioner and researcher) essential to be a psychologist and discuss the temper required to pursue psychology as a career. What can students do at BA to pursue a career in psychology? Multicultural and ethical issues; professional responsibility- Personal and professional roles.

Why study psychology? what is the scope Describe the value of psychology and possible career paths for those who study psychology? Specific focus on opportunities after BA; Allied professionals -social work, public health Broad focus on professional skills (especially as a practitioner and researcher) essential to be a psychologist and discuss the temper required to pursue psychology as a career. What can students do at BA to pursue a career in psychology? Multicultural and ethical issues; professional responsibility- Personal and professional roles.

Why study psychology? what is the scope Describe the value of psychology and possible career paths for those who study psychology? Specific focus on opportunities after BA; Allied professionals -social work, public health Broad focus on professional skills (especially as a practitioner and researcher) essential to be a psychologist and discuss the temper required to pursue psychology as a career. What can students do at BA to pursue a career in psychology? Multicultural and ethical issues; professional responsibility- Personal and professional roles.

Why study psychology? what is the scope Describe the value of psychology and possible career paths for those who study psychology? Specific focus on opportunities after BA; Allied professionals -social work, public health Broad focus on professional skills (especially as a practitioner and researcher) essential to be a psychologist and discuss the temper required to pursue psychology as a career. What can students do at BA to pursue a career in psychology? Multicultural and ethical issues; professional responsibility- Personal and professional roles.

Why study psychology? what is the scope Describe the value of psychology and possible career paths for those who study psychology? Specific focus on opportunities after BA; Allied professionals -social work, public health Broad focus on professional skills (especially as a practitioner and researcher) essential to be a psychologist and discuss the temper required to pursue psychology as a career. What can students do at BA to pursue a career in psychology? Multicultural and ethical issues; professional responsibility- Personal and professional roles.

Why study psychology? what is the scope Describe the value of psychology and possible career paths for those who study psychology? Specific focus on opportunities after BA; Allied professionals -social work, public health Broad focus on professional skills (especially as a practitioner and researcher) essential to be a psychologist and discuss the temper required to pursue psychology as a career. What can students do at BA to pursue a career in psychology? Multicultural and ethical issues; professional responsibility- Personal and professional roles.

Why study psychology? what is the scope Describe the value of psychology and possible career paths for those who study psychology? Specific focus on opportunities after BA; Allied professionals -social work, public health Broad focus on professional skills (especially as a practitioner and researcher) essential to be a psychologist and discuss the temper required to pursue psychology as a career. What can students do at BA to pursue a career in psychology? Multicultural and ethical issues; professional responsibility- Personal and professional roles.

Why study psychology? what is the scope Describe the value of psychology and possible career paths for those who study psychology? Specific focus on opportunities after BA; Allied professionals -social work, public health Broad focus on professional skills (especially as a practitioner and researcher) essential to be a psychologist and discuss the temper required to pursue psychology as a career. What can students do at BA to pursue a career in psychology? Multicultural and ethical issues; professional responsibility- Personal and professional roles.

Why study psychology? what is the scope Describe the value of psychology and possible career paths for those who study psychology? Specific focus on opportunities after BA; Allied professionals -social work, public health Broad focus on professional skills (especially as a practitioner and researcher) essential to be a psychologist and discuss the temper required to pursue psychology as a career. What can students do at BA to pursue a career in psychology? Multicultural and ethical issues; professional responsibility- Personal and professional roles.

Methods – use of scientific methods in psychology; scientific temper. How to review literature- discuss current issues and trends- Mental health literacy, psychological literacy, Current trends in Psychology, and issues discussed in CO 1,2 or 3

Writing and communicating using APA standards -Critically reviewing academic texts (books, journal articles etc.). APA style of writing Basic APA formatting for articles, APA referencing style, Academic writing skills.  

Methods – use of scientific methods in psychology; scientific temper. How to review literature- discuss current issues and trends- Mental health literacy, psychological literacy, Current trends in Psychology, and issues discussed in CO 1,2 or 3

Writing and communicating using APA standards -Critically reviewing academic texts (books, journal articles etc.). APA style of writing Basic APA formatting for articles, APA referencing style, Academic writing skills.  

Methods – use of scientific methods in psychology; scientific temper. How to review literature- discuss current issues and trends- Mental health literacy, psychological literacy, Current trends in Psychology, and issues discussed in CO 1,2 or 3

Writing and communicating using APA standards -Critically reviewing academic texts (books, journal articles etc.). APA style of writing Basic APA formatting for articles, APA referencing style, Academic writing skills.  

Methods – use of scientific methods in psychology; scientific temper. How to review literature- discuss current issues and trends- Mental health literacy, psychological literacy, Current trends in Psychology, and issues discussed in CO 1,2 or 3

Writing and communicating using APA standards -Critically reviewing academic texts (books, journal articles etc.). APA style of writing Basic APA formatting for articles, APA referencing style, Academic writing skills.  

Methods – use of scientific methods in psychology; scientific temper. How to review literature- discuss current issues and trends- Mental health literacy, psychological literacy, Current trends in Psychology, and issues discussed in CO 1,2 or 3

Writing and communicating using APA standards -Critically reviewing academic texts (books, journal articles etc.). APA style of writing Basic APA formatting for articles, APA referencing style, Academic writing skills.  

Methods – use of scientific methods in psychology; scientific temper. How to review literature- discuss current issues and trends- Mental health literacy, psychological literacy, Current trends in Psychology, and issues discussed in CO 1,2 or 3

Writing and communicating using APA standards -Critically reviewing academic texts (books, journal articles etc.). APA style of writing Basic APA formatting for articles, APA referencing style, Academic writing skills.  

Methods – use of scientific methods in psychology; scientific temper. How to review literature- discuss current issues and trends- Mental health literacy, psychological literacy, Current trends in Psychology, and issues discussed in CO 1,2 or 3

Writing and communicating using APA standards -Critically reviewing academic texts (books, journal articles etc.). APA style of writing Basic APA formatting for articles, APA referencing style, Academic writing skills.  

Methods – use of scientific methods in psychology; scientific temper. How to review literature- discuss current issues and trends- Mental health literacy, psychological literacy, Current trends in Psychology, and issues discussed in CO 1,2 or 3

Writing and communicating using APA standards -Critically reviewing academic texts (books, journal articles etc.). APA style of writing Basic APA formatting for articles, APA referencing style, Academic writing skills.  

Methods – use of scientific methods in psychology; scientific temper. How to review literature- discuss current issues and trends- Mental health literacy, psychological literacy, Current trends in Psychology, and issues discussed in CO 1,2 or 3

Writing and communicating using APA standards -Critically reviewing academic texts (books, journal articles etc.). APA style of writing Basic APA formatting for articles, APA referencing style, Academic writing skills.  

Methods – use of scientific methods in psychology; scientific temper. How to review literature- discuss current issues and trends- Mental health literacy, psychological literacy, Current trends in Psychology, and issues discussed in CO 1,2 or 3

Writing and communicating using APA standards -Critically reviewing academic texts (books, journal articles etc.). APA style of writing Basic APA formatting for articles, APA referencing style, Academic writing skills.  

Methods – use of scientific methods in psychology; scientific temper. How to review literature- discuss current issues and trends- Mental health literacy, psychological literacy, Current trends in Psychology, and issues discussed in CO 1,2 or 3

Writing and communicating using APA standards -Critically reviewing academic texts (books, journal articles etc.). APA style of writing Basic APA formatting for articles, APA referencing style, Academic writing skills.  

Methods – use of scientific methods in psychology; scientific temper. How to review literature- discuss current issues and trends- Mental health literacy, psychological literacy, Current trends in Psychology, and issues discussed in CO 1,2 or 3

Writing and communicating using APA standards -Critically reviewing academic texts (books, journal articles etc.). APA style of writing Basic APA formatting for articles, APA referencing style, Academic writing skills.  

Weiten, W. (2014). Psychology: Themes and Variations (Briefer Version, 9th edition). Belmont, CA: Wadsworth/Cengage Learning. 

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th Ed.).https://doi.org/10. 1037/0000165-000

Dalal, A. K., & Misra, G. (2010). The core and context of Indian psychology. Psychology and developing societies, 22(1), 121-155.

Brennan, J.F. (2003). History and systems of psychology (6thEdn.).New Delhi: Pearson Education Inc.

Hergenhahn, B.R. & Henley, T. (2013). An Introduction to the History of Psychology. Belmont, CA: Cengage Learning.

Hockenbury, D. H. & Hockenbury, S. E. (2011). Discovering Psychology (5th edition). Worth Publishers 

 Showman, A., Cat, L. A., Cook, J., Holloway, N., & Wittman, T. (2013). Five essential skills for every undergraduate researcher. Council on Undergraduate Research Quarterly, 33(3), 16+. https://link.gale.com/a pps/doc/A324399343/ AONE?u=monash&sid =googleScholar&xid= a3697d9b

CIA-1: Activity-based Individual Assignment- 10 Marks

CIA-2: Mid sem Exam-Case/Scenario-based Question- 25 Marks 

CIA-3: Individual Assignment - 10 Marks

Attendance - 5 Marks

CIAs + Attendance = 45+5=50 marks

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

ESE Question paper pattern

Section A- (Short Answers) 02 marks x5Qs =10 Marks

Section B- (Essay Type) 10 marks x 3Qs = 30 Marks

Section C-(Compulsory: Case Study) 10 marks x 1Q =10 Marks

Grand Total = CIAs + Attendance + ESE = 45+5+50 = 100 Marks

This course has been conceptualized in order to help students think in terms of story in different media and communication contexts. Stories are universal. From the personal to the political domain, stories work upon us, even telling us who we are for us and others. Storytelling in media contexts can be employed deftly depending upon the concern, context and the target audience. However, it is a nuanced art which needs specialised and rigorous orientation. This course ‘Strategic Storytelling’ attempts to provide such an understanding to the media leaders of tomorrow.

• The Universality of Storytelling, how it affects the brian and behaviour (​​neural coupling, neural chemistry - oxytocin, dopamine, cortisol,  endorphin, mirror neurons),  how stories resonate more than facts, how they are uncovered, untold and around us.

• Elements of a story - characters, conflict, setting, resolution, difference between event, story and narrative

• Understanding and building conflict, building tension to the climax. Plots and Sub-plots. Elements of Plot: Exposition, Rising Action, Climax, Falling Action, Resolution/Denouement.

• Building characters and character sketching - age, name, gender, economic status, era, caste, religion, region,likes, dislikes, political affiliation, height, eye colour, weight, attire, hairstyle, motto, intent mannerisms, Creating Character inter-relationship, Character arc and development, The Dan Harmon Story circle - You, need, go, struggle, find, suffer, return, change

• Archetypes and Stereotypes;Attribution Theory, Trimming a Story

• Narrative and Time - Differentiating Fabula & Suzjet, Narrative time as against historical time, narrative order, frequency, duration

Narrators: Omniscient, unreliable, multiple narrators, first-person, second-person, third-person, focalisation

• The Universality of Storytelling, how it affects the brian and behaviour (​​neural coupling, neural chemistry - oxytocin, dopamine, cortisol,  endorphin, mirror neurons),  how stories resonate more than facts, how they are uncovered, untold and around us.

• Elements of a story - characters, conflict, setting, resolution, difference between event, story and narrative

• Understanding and building conflict, building tension to the climax. Plots and Sub-plots. Elements of Plot: Exposition, Rising Action, Climax, Falling Action, Resolution/Denouement.

• Building characters and character sketching - age, name, gender, economic status, era, caste, religion, region,likes, dislikes, political affiliation, height, eye colour, weight, attire, hairstyle, motto, intent mannerisms, Creating Character inter-relationship, Character arc and development, The Dan Harmon Story circle - You, need, go, struggle, find, suffer, return, change

• Archetypes and Stereotypes;Attribution Theory, Trimming a Story

• Narrative and Time - Differentiating Fabula & Suzjet, Narrative time as against historical time, narrative order, frequency, duration

Narrators: Omniscient, unreliable, multiple narrators, first-person, second-person, third-person, focalisation

• The Universality of Storytelling, how it affects the brian and behaviour (​​neural coupling, neural chemistry - oxytocin, dopamine, cortisol,  endorphin, mirror neurons),  how stories resonate more than facts, how they are uncovered, untold and around us.

• Elements of a story - characters, conflict, setting, resolution, difference between event, story and narrative

• Understanding and building conflict, building tension to the climax. Plots and Sub-plots. Elements of Plot: Exposition, Rising Action, Climax, Falling Action, Resolution/Denouement.

• Building characters and character sketching - age, name, gender, economic status, era, caste, religion, region,likes, dislikes, political affiliation, height, eye colour, weight, attire, hairstyle, motto, intent mannerisms, Creating Character inter-relationship, Character arc and development, The Dan Harmon Story circle - You, need, go, struggle, find, suffer, return, change

• Archetypes and Stereotypes;Attribution Theory, Trimming a Story

• Narrative and Time - Differentiating Fabula & Suzjet, Narrative time as against historical time, narrative order, frequency, duration

Narrators: Omniscient, unreliable, multiple narrators, first-person, second-person, third-person, focalisation

• Styles of telling stories, how it helps public speaking and presentations, storytelling as performance, finding the right story for the context.

• Memorizing a story - Beginning, Middle, End, Memory maps, 9-point division/sequencing/storyboarding

• Using voice, music, silence and pausing, bringing out effective details

• Evoking senses, using facial expressions, eye-contact, body language and gestures, movement, stage presence, emotional connection, interaction with the audience

• Using props for effective storytelling

• Using dialogues, impressions and mimicking

• The importance of listening and observation (story listening)

• Reviewing various oral storytellers, building a story bank

• Styles of telling stories, how it helps public speaking and presentations, storytelling as performance, finding the right story for the context.

• Memorizing a story - Beginning, Middle, End, Memory maps, 9-point division/sequencing/storyboarding

• Using voice, music, silence and pausing, bringing out effective details

• Evoking senses, using facial expressions, eye-contact, body language and gestures, movement, stage presence, emotional connection, interaction with the audience

• Using props for effective storytelling

• Using dialogues, impressions and mimicking

• The importance of listening and observation (story listening)

• Reviewing various oral storytellers, building a story bank

• Styles of telling stories, how it helps public speaking and presentations, storytelling as performance, finding the right story for the context.

• Memorizing a story - Beginning, Middle, End, Memory maps, 9-point division/sequencing/storyboarding

• Using voice, music, silence and pausing, bringing out effective details

• Evoking senses, using facial expressions, eye-contact, body language and gestures, movement, stage presence, emotional connection, interaction with the audience

• Using props for effective storytelling

• Using dialogues, impressions and mimicking

• The importance of listening and observation (story listening)

• Reviewing various oral storytellers, building a story bank

• Storytelling in Journalism - Narrative Journalism and its techniques.

• Advertising Narratives - Copywriting, print, audio and video

• Storytelling and Reputation Management

• Visual Storytelling -Using the camera to tell a story, working out a narrative sequence, Showing and not telling; Frame, Scene, Act; Mise En Scene, Montage, Camera Angles and Frames

• Audio Storytelling - Using sound and light to tell stories, combining audio, video and the story, music and dialogue

• Digital Storytelling- Challenges and Opportunities, tools and techniques. 

• Storytelling with Data -Change over time, contrast, intersection, outliers

• Drafting Short stories. 

• Analyzing Case Studies of great visual storytelling.

• Storytelling as a political tool, for empowerment and social change.

• Storytelling Ethics

• Storytelling in Journalism - Narrative Journalism and its techniques.

• Advertising Narratives - Copywriting, print, audio and video

• Storytelling and Reputation Management

• Visual Storytelling -Using the camera to tell a story, working out a narrative sequence, Showing and not telling; Frame, Scene, Act; Mise En Scene, Montage, Camera Angles and Frames

• Audio Storytelling - Using sound and light to tell stories, combining audio, video and the story, music and dialogue

• Digital Storytelling- Challenges and Opportunities, tools and techniques. 

• Storytelling with Data -Change over time, contrast, intersection, outliers

• Drafting Short stories. 

• Analyzing Case Studies of great visual storytelling.

• Storytelling as a political tool, for empowerment and social change.

• Storytelling Ethics

• Storytelling in Journalism - Narrative Journalism and its techniques.

• Advertising Narratives - Copywriting, print, audio and video

• Storytelling and Reputation Management

• Visual Storytelling -Using the camera to tell a story, working out a narrative sequence, Showing and not telling; Frame, Scene, Act; Mise En Scene, Montage, Camera Angles and Frames

• Audio Storytelling - Using sound and light to tell stories, combining audio, video and the story, music and dialogue

• Digital Storytelling- Challenges and Opportunities, tools and techniques. 

• Storytelling with Data -Change over time, contrast, intersection, outliers

• Drafting Short stories. 

• Analyzing Case Studies of great visual storytelling.

• Storytelling as a political tool, for empowerment and social change.

• Storytelling Ethics

• Kobre, Kenneth. Videojournalism: Multimedia Storytelling. Focal Press: China, 2012. Print. 

• Abbott, H Porter.The Cambridge Introduction to Narrative. Cambridge University Press: Cambridge, 2002. Print.

• Maslen, Andy. Persuasive Copywriting: Using Psychology to Influence, Engage and Sell. Kogan Page: New Delhi, 2015. Print.  

• Chakraborty, Indranil. Stories at Work: Unlock the Secrets to Business Storytelling.  Penguin Random House India, 2018. Print

• Field, Syd. The Screenwriter’s Workbook. Random House Inc.: New York, 2006. Print.  

• Rand, Ayn. The Art of Fiction. Plume: England, 2000. Print. 

• Olson, Randy. Why Science Needs Story: Houston, We Have a Narrative. The University of Chicago Press: London. 2015. Print.

ESE Viva/Portfolio-50

Reporting & Editing are fundamental practices that form the basis of news being collected, written and processed for different platforms like newspapers, news channels and news sites. In other words, it is the job of a reporter and a sub-editor to allow the news organisation to disseminate news to the consumers factually and objectively.

News- meaning and evolution of the concept, Hard news and soft news, News & Views

News values- to know what is news, Principles of news- objectivity, factualness, balance, fairness, responsibility and human interest

Structure of a news organisation- Editor in chief to Reporter/Sub-editor

Platforms for News-Brief history of newspaper, television and digital journalism

Social media and breaking news- a case study of Twitter/X

News- meaning and evolution of the concept, Hard news and soft news, News & Views

News values- to know what is news, Principles of news- objectivity, factualness, balance, fairness, responsibility and human interest

Structure of a news organisation- Editor in chief to Reporter/Sub-editor

Platforms for News-Brief history of newspaper, television and digital journalism

Social media and breaking news- a case study of Twitter/X

News- meaning and evolution of the concept, Hard news and soft news, News & Views

News values- to know what is news, Principles of news- objectivity, factualness, balance, fairness, responsibility and human interest

Structure of a news organisation- Editor in chief to Reporter/Sub-editor

Platforms for News-Brief history of newspaper, television and digital journalism

Social media and breaking news- a case study of Twitter/X

Sources of news- primary and secondary sources

Reporting the news- research- interviews and observations, secondary materials- archives

Beat reporting- civic, political, business, sports, crime, culture and entertainment, etc.

Writing the news story- Inverted Pyramid style

Features- news feature, investigative feature, personal feature, travel feature and advertising feature

Fact-checking and verification of news

Sources of news- primary and secondary sources

Reporting the news- research- interviews and observations, secondary materials- archives

Beat reporting- civic, political, business, sports, crime, culture and entertainment, etc.

Writing the news story- Inverted Pyramid style

Features- news feature, investigative feature, personal feature, travel feature and advertising feature

Fact-checking and verification of news

Sources of news- primary and secondary sources

Reporting the news- research- interviews and observations, secondary materials- archives

Beat reporting- civic, political, business, sports, crime, culture and entertainment, etc.

Writing the news story- Inverted Pyramid style

Features- news feature, investigative feature, personal feature, travel feature and advertising feature

Fact-checking and verification of news

Principles of Editing

Headline writing

Rewriting/revising a story

Matter of ethics- need for a code of conduct

Style sheet/book- AP Style Book and Indian newspaper style sheets

Principles of Editing

Headline writing

Rewriting/revising a story

Matter of ethics- need for a code of conduct

Style sheet/book- AP Style Book and Indian newspaper style sheets

Principles of Editing

Headline writing

Rewriting/revising a story

Matter of ethics- need for a code of conduct

Style sheet/book- AP Style Book and Indian newspaper style sheets

Software for page layout and design

Print- QuarkXPress, Microsoft Publisher

Digital- Canva, Scribus and Google Sites

Principles of Newspaper Design

Designing lab journal- print and digital

Software for page layout and design

Print- QuarkXPress, Microsoft Publisher

Digital- Canva, Scribus and Google Sites

Principles of Newspaper Design

Designing lab journal- print and digital

Software for page layout and design

Print- QuarkXPress, Microsoft Publisher

Digital- Canva, Scribus and Google Sites

Principles of Newspaper Design

Designing lab journal- print and digital

CIA II- Mid semester examination

ESE- Centralised written exam

Intending to use smartphones for better photography, this course covers all the settings and Pro options in Android and iPhone. Along with photography, it also aims to train students in photo editing techniques.

Understanding the possibilities and limitations of smartphones, Appreciating the art, Brief introduction to the world of photography and a few masters, Genres of photography.

Understanding the possibilities and limitations of smartphones, Appreciating the art, Brief introduction to the world of photography and a few masters, Genres of photography.

Understanding the possibilities and limitations of smartphones, Appreciating the art, Brief introduction to the world of photography and a few masters, Genres of photography.

Different settings in smartphones, Aspect ratio, orientation, Exposure triangle, Angles, color, Lighting- 1 point, 2 point, and 3 point lighting, working with limitations-Aberrations, additional gadgets for mobile photography, Macro, portrait, Candid and landscape photography.

Different settings in smartphones, Aspect ratio, orientation, Exposure triangle, Angles, color, Lighting- 1 point, 2 point, and 3 point lighting, working with limitations-Aberrations, additional gadgets for mobile photography, Macro, portrait, Candid and landscape photography.

Different settings in smartphones, Aspect ratio, orientation, Exposure triangle, Angles, color, Lighting- 1 point, 2 point, and 3 point lighting, working with limitations-Aberrations, additional gadgets for mobile photography, Macro, portrait, Candid and landscape photography.

Basic editing-crop, color, sharpness, contrast, brightness, Export formats, Snapseed and Adobe lightroom, Effects, Masking and presets.

Basic editing-crop, color, sharpness, contrast, brightness, Export formats, Snapseed and Adobe lightroom, Effects, Masking and presets.

Basic editing-crop, color, sharpness, contrast, brightness, Export formats, Snapseed and Adobe lightroom, Effects, Masking and presets.

https://static1.squarespace.com/static/5375296ce4b0cf50765a7cf6/t/55537c33e4b086b6b777c5bc/1431534643767/The-Art-of-Photography-Art-eBook-3.pdf

Assignment IV- End-Semester Exam-50 (Departmental practical examination)

This course introduces the learners to six important areas: Principles of Writing, Features of Writing, Essay Organization, Précis Writing, Academic Presentation and Research Writing. The course design gives more weightage to productive skills based on their rudimentary receptive skill acquisition occurred in semester one. The participants of this course will exercise their textual scholarship and translate their areas of interest into meaningful writing. This course directs the learners to produce basic academic presentations which should be career-oriented and of social relevance. Bloom’s taxonomy of knowledge, comprehension, application, analysis, evaluation and synthesis becomes the substructure of this course instruction.

Objectives

•       To acquire critical and creative thinking

•       To develop the taste for theory of knowledge

•       To be aware of professional and research driven presentation skills

•       To apply the mechanics in academic writing skills

•       To use research skills to take a position in writing (writing a paper or presentation)

Principles of Academic Writing

Features of Academic Writing

Principles of Academic Writing

Features of Academic Writing

Principles of Academic Writing

Features of Academic Writing

Principles of Academic Writing

Features of Academic Writing

Principles of Academic Writing

Features of Academic Writing

Principles of Academic Writing

Features of Academic Writing

Principles of Academic Writing

Features of Academic Writing

Anchoring the context

Building Thesis

Topic Sentences

Taking a position

Organising ideas

Developing Paragraphs

Types of essay-Formal (Expository and persuasive) and Informal Essays

Anchoring the context

Building Thesis

Topic Sentences

Taking a position

Organising ideas

Developing Paragraphs

Types of essay-Formal (Expository and persuasive) and Informal Essays

Anchoring the context

Building Thesis

Topic Sentences

Taking a position

Organising ideas

Developing Paragraphs

Types of essay-Formal (Expository and persuasive) and Informal Essays

Anchoring the context

Building Thesis

Topic Sentences

Taking a position

Organising ideas

Developing Paragraphs

Types of essay-Formal (Expository and persuasive) and Informal Essays

Anchoring the context

Building Thesis

Topic Sentences

Taking a position

Organising ideas

Developing Paragraphs

Types of essay-Formal (Expository and persuasive) and Informal Essays

Anchoring the context

Building Thesis

Topic Sentences

Taking a position

Organising ideas

Developing Paragraphs

Types of essay-Formal (Expository and persuasive) and Informal Essays

Anchoring the context

Building Thesis

Topic Sentences

Taking a position

Organising ideas

Developing Paragraphs

Types of essay-Formal (Expository and persuasive) and Informal Essays

Time management

Organisation of study material

Organisation of research writing works

Time management

Organisation of study material

Organisation of research writing works

Time management

Organisation of study material

Organisation of research writing works

Time management

Organisation of study material

Organisation of research writing works

Time management

Organisation of study material

Organisation of research writing works

Time management

Organisation of study material

Organisation of research writing works

Time management

Organisation of study material

Organisation of research writing works

•       Introduction/ what is a Précis?

•       Essentials of a Good Précis

•       Methods of Compressing Passages

•       Features of a Good Précis/ Techniques involved in Précis writing

•       Step in Précis Writing/Précis in the making

•       Writing a Précis of a given passage

•       Précis of Correspondence

•       Précis of Speeches

•       Introduction/ what is a Précis?

•       Essentials of a Good Précis

•       Methods of Compressing Passages

•       Features of a Good Précis/ Techniques involved in Précis writing

•       Step in Précis Writing/Précis in the making

•       Writing a Précis of a given passage

•       Précis of Correspondence

•       Précis of Speeches

•       Introduction/ what is a Précis?

•       Essentials of a Good Précis

•       Methods of Compressing Passages

•       Features of a Good Précis/ Techniques involved in Précis writing

•       Step in Précis Writing/Précis in the making

•       Writing a Précis of a given passage

•       Précis of Correspondence

•       Précis of Speeches

•       Introduction/ what is a Précis?

•       Essentials of a Good Précis

•       Methods of Compressing Passages

•       Features of a Good Précis/ Techniques involved in Précis writing

•       Step in Précis Writing/Précis in the making

•       Writing a Précis of a given passage

•       Précis of Correspondence

•       Précis of Speeches

•       Introduction/ what is a Précis?

•       Essentials of a Good Précis

•       Methods of Compressing Passages

•       Features of a Good Précis/ Techniques involved in Précis writing

•       Step in Précis Writing/Précis in the making

•       Writing a Précis of a given passage

•       Précis of Correspondence

•       Précis of Speeches

•       Introduction/ what is a Précis?

•       Essentials of a Good Précis

•       Methods of Compressing Passages

•       Features of a Good Précis/ Techniques involved in Précis writing

•       Step in Précis Writing/Précis in the making

•       Writing a Précis of a given passage

•       Précis of Correspondence

•       Précis of Speeches

•       Introduction/ what is a Précis?

•       Essentials of a Good Précis

•       Methods of Compressing Passages

•       Features of a Good Précis/ Techniques involved in Précis writing

•       Step in Précis Writing/Précis in the making

•       Writing a Précis of a given passage

•       Précis of Correspondence

•       Précis of Speeches

•                   Starting a Presentation;

•                   Presentations – signposting;

•                   Presentations – Survival Language;

•                   Stating your purpose;

•                   Describing change – verbs;

•                   Describing change – adjectives;

•                   Describing change – giving figures;

•                   Commenting on visuals

•                   Dealing with questions

•                   Cause and effect

•                   Starting a Presentation;

•                   Presentations – signposting;

•                   Presentations – Survival Language;

•                   Stating your purpose;

•                   Describing change – verbs;

•                   Describing change – adjectives;

•                   Describing change – giving figures;

•                   Commenting on visuals

•                   Dealing with questions

•                   Cause and effect

•                   Starting a Presentation;

•                   Presentations – signposting;

•                   Presentations – Survival Language;

•                   Stating your purpose;

•                   Describing change – verbs;

•                   Describing change – adjectives;

•                   Describing change – giving figures;

•                   Commenting on visuals

•                   Dealing with questions

•                   Cause and effect

•                   Starting a Presentation;

•                   Presentations – signposting;

•                   Presentations – Survival Language;

•                   Stating your purpose;

•                   Describing change – verbs;

•                   Describing change – adjectives;

•                   Describing change – giving figures;

•                   Commenting on visuals

•                   Dealing with questions

•                   Cause and effect

•                   Starting a Presentation;

•                   Presentations – signposting;

•                   Presentations – Survival Language;

•                   Stating your purpose;

•                   Describing change – verbs;

•                   Describing change – adjectives;

•                   Describing change – giving figures;

•                   Commenting on visuals

•                   Dealing with questions

•                   Cause and effect

•                   Starting a Presentation;

•                   Presentations – signposting;

•                   Presentations – Survival Language;

•                   Stating your purpose;

•                   Describing change – verbs;

•                   Describing change – adjectives;

•                   Describing change – giving figures;

•                   Commenting on visuals

•                   Dealing with questions

•                   Cause and effect

•                   Starting a Presentation;

•                   Presentations – signposting;

•                   Presentations – Survival Language;

•                   Stating your purpose;

•                   Describing change – verbs;

•                   Describing change – adjectives;

•                   Describing change – giving figures;

•                   Commenting on visuals

•                   Dealing with questions

•                   Cause and effect

•                   What is research

•                   Importance of Research

•                   Primary and Secondary Research

•                   Research Methodology

•                   Introduction to MLA

•                   Introduction to APA

•                   Plagiarism

•                   Abstract

•                   Literature Review

•                   Annotated Bibliography

•                   Writing Introductions, chapters and conclusions

•                   What is research

•                   Importance of Research

•                   Primary and Secondary Research

•                   Research Methodology

•                   Introduction to MLA

•                   Introduction to APA

•                   Plagiarism

•                   Abstract

•                   Literature Review

•                   Annotated Bibliography

•                   Writing Introductions, chapters and conclusions

•                   What is research

•                   Importance of Research

•                   Primary and Secondary Research

•                   Research Methodology

•                   Introduction to MLA

•                   Introduction to APA

•                   Plagiarism

•                   Abstract

•                   Literature Review

•                   Annotated Bibliography

•                   Writing Introductions, chapters and conclusions

•                   What is research

•                   Importance of Research

•                   Primary and Secondary Research

•                   Research Methodology

•                   Introduction to MLA

•                   Introduction to APA

•                   Plagiarism

•                   Abstract

•                   Literature Review

•                   Annotated Bibliography

•                   Writing Introductions, chapters and conclusions

•                   What is research

•                   Importance of Research

•                   Primary and Secondary Research

•                   Research Methodology

•                   Introduction to MLA

•                   Introduction to APA

•                   Plagiarism

•                   Abstract

•                   Literature Review

•                   Annotated Bibliography

•                   Writing Introductions, chapters and conclusions

•                   What is research

•                   Importance of Research

•                   Primary and Secondary Research

•                   Research Methodology

•                   Introduction to MLA

•                   Introduction to APA

•                   Plagiarism

•                   Abstract

•                   Literature Review

•                   Annotated Bibliography

•                   Writing Introductions, chapters and conclusions

•                   What is research

•                   Importance of Research

•                   Primary and Secondary Research

•                   Research Methodology

•                   Introduction to MLA

•                   Introduction to APA

•                   Plagiarism

•                   Abstract

•                   Literature Review

•                   Annotated Bibliography

•                   Writing Introductions, chapters and conclusions

(Self Study Learning, Portfolio Building, teaching on Formative and Summative assessment mode, Problem Based Learning modules and project Submission)

(Textual reading, Types of essays, Exemplars for all the areas and varied areas of interest in writing and reading will be part of self study learning)

(Self Study Learning, Portfolio Building, teaching on Formative and Summative assessment mode, Problem Based Learning modules and project Submission)

(Textual reading, Types of essays, Exemplars for all the areas and varied areas of interest in writing and reading will be part of self study learning)

(Self Study Learning, Portfolio Building, teaching on Formative and Summative assessment mode, Problem Based Learning modules and project Submission)

(Textual reading, Types of essays, Exemplars for all the areas and varied areas of interest in writing and reading will be part of self study learning)

(Self Study Learning, Portfolio Building, teaching on Formative and Summative assessment mode, Problem Based Learning modules and project Submission)

(Textual reading, Types of essays, Exemplars for all the areas and varied areas of interest in writing and reading will be part of self study learning)

(Self Study Learning, Portfolio Building, teaching on Formative and Summative assessment mode, Problem Based Learning modules and project Submission)

(Textual reading, Types of essays, Exemplars for all the areas and varied areas of interest in writing and reading will be part of self study learning)

(Self Study Learning, Portfolio Building, teaching on Formative and Summative assessment mode, Problem Based Learning modules and project Submission)

(Textual reading, Types of essays, Exemplars for all the areas and varied areas of interest in writing and reading will be part of self study learning)

(Self Study Learning, Portfolio Building, teaching on Formative and Summative assessment mode, Problem Based Learning modules and project Submission)

(Textual reading, Types of essays, Exemplars for all the areas and varied areas of interest in writing and reading will be part of self study learning)

1.      Langan, J. (1995). English Skills With Reading (3^rd Ed.). McGraw Hill. New York.

2.      Osmond, A. (2013). Academic Writing and Grammar for Students. Sage. Los Angeles.

3.      Robitaille, J. and Connelly, R. (2002).  Writer’s Resource: From Paragraph to Essay. Thomson Heinle. Australia.

1.      Langan, J. (1995). English Skills With Reading (3^rd Ed.). McGraw Hill. New York.

2.      Osmond, A. (2013). Academic Writing and Grammar for Students. Sage. Los Angeles.

3.      Robitaille, J. and Connelly, R. (2002).  Writer’s Resource: From Paragraph to Essay. Thomson Heinle. Australia.

The participants will take part in Formative Assessment mode. It aims at the learners’ teaching-learning process. A series of mini feedback driven practices and tasks plays a crucial role to measure their grasp of content, its application and performance. Maintaining Portfolio, Mini Project Submission, Self-paced or Time based Skill Specific Online Courses, Conceptual Presentation on Certain Areas of Interest

So the evaluation would include portfolio submissions for all the three CIAs and the End Semester

The course helps students to understand and explore views on personality and individual differences. The course poses an opportunity for students to help understand the various theoretical approaches to the concepts of personality, intelligence and learning. The students will learn the strengths and weaknesses of major theories as well as how to assess and apply these theories. With the support of psychometric tools and lab-based activities, students would be able to identify the various tools to investigate personality and intelligence and be able to better understand themselves and others.

Personality: Definition, myths and misconceptions, why study personality Approaches in personality–Psychodynamic - Sigmund-Freud, Carl-Jung, Adler, Caron Horney, Humanistic- Abraham Maslow, Carl Rogers, Dispositional (Type and Trait) and Social-Cognitive approach; Assessment of Personality – Questionnaires and projective tests

Personality: Definition, myths and misconceptions, why study personality Approaches in personality–Psychodynamic - Sigmund-Freud, Carl-Jung, Adler, Caron Horney, Humanistic- Abraham Maslow, Carl Rogers, Dispositional (Type and Trait) and Social-Cognitive approach; Assessment of Personality – Questionnaires and projective tests

Personality: Definition, myths and misconceptions, why study personality Approaches in personality–Psychodynamic - Sigmund-Freud, Carl-Jung, Adler, Caron Horney, Humanistic- Abraham Maslow, Carl Rogers, Dispositional (Type and Trait) and Social-Cognitive approach; Assessment of Personality – Questionnaires and projective tests

Personality: Definition, myths and misconceptions, why study personality Approaches in personality–Psychodynamic - Sigmund-Freud, Carl-Jung, Adler, Caron Horney, Humanistic- Abraham Maslow, Carl Rogers, Dispositional (Type and Trait) and Social-Cognitive approach; Assessment of Personality – Questionnaires and projective tests

Personality: Definition, myths and misconceptions, why study personality Approaches in personality–Psychodynamic - Sigmund-Freud, Carl-Jung, Adler, Caron Horney, Humanistic- Abraham Maslow, Carl Rogers, Dispositional (Type and Trait) and Social-Cognitive approach; Assessment of Personality – Questionnaires and projective tests