U.O.No. 8889/2015/Admn Dated, Calicut University.P.O, 18.08.2015

File Ref.No.4853/GA - IV - B2/2012/CU

UNIVERSITY OF CALICUT

Abstract

BA English with Islamic History (Islamic History Complementary) equalised with BA English Degree

Course

G & A - IV - B

Read:-1. Minutes of the Combined Meeting of the Board of Studies in English (UG) and

Islamic History (UG) held on 14.05.2015, item number 2 (c)

2. Minutes of the Meeting of the Faculty of Language and Literature held on

29.05.2015, item number 2 (c)

3. Dissent forwarded by the English (UG) Chairman on item no.2 (c) of the Minutes of

the Meeting of the Faculty of Language and Literature held on 29.05.2015

4. Letter dated 03.06.2015 from the Principal, Sullumussalam Arabic College,

Areacode

5. Minutes of the Meeting of the Syndicate held on 06.06.2015, item no.2015.*766

6. Minutes of the Meeting of the Academic Council held on 11.07.2015, item number I

(29)

7.Circular no. 53986-GAI-FI /2015/Admn dt.04.08.2015.

ORDER

Vide reference cited first, the Combined Board of Studies in English (UG) and Islamic History (UG)

at its Meeting held on 14.05.2015 examined the Syllabus submitted by Sullumussalam Arabic

College Areacode and resolved to recognize Islamic History as a complementary of the English

Core in Arabic Colleges. However the Board of Studies in Islamic History also opined that the

Programme (BA Engish with Islamic History ) with English Language and Literature as Core Course

and Islamic History as Complimentary Course will be equivalent to BA Programme in English

Language and Literature offered by the University of Calicut.

Vide reference cited second, the Faculty Meeting held on 29.05.2015 considered the Minutes of the

Combined Board Meeting in English (UG) and Islamic History (UG) held on 14.05.2015 and did

not approve the Whole Minutes .

Vide reference cited third, the English (UG) Chairman has forwarded his dissent on this decision

Usha K

Deputy Registrar

Forwarded / By Order

Section Officer

and remarked that the minutes of the combined meeting of English(UG) and Islamic History(UG)

held on 14/05/2015 is written as 'not approved' in the Faculty Minutes, actually it was decided to be

forwarded to the Syndicate.

Vide reference cited fourth, the Principal Sullumussalam College, Areacode informed that the

Government of Kerala has sanctioned a Course titled BA English with Islamic History to

Sullumussalam Arabic College, Areacode in 2014 and the Syllabus of the Course was approved by

the Board of Studies in English (UG) and Islamic History (UG) held on 14.05.2015 and the

Concerned Faculty could'nt approve the Course due to lack of approval by the Syndicate.

Vide reference cited fifth, the Syndicate at its Meeting held on 06.06.2015 considered the

question of approval of the Government sanctioned Course BA English with Islamic History to

Sullamussalam Arabic college, Areacode and resolved to refer the matter to the Academic Council.

Vide reference cited sixth, the Academic Council considered the dissent note forwarded by the

English(UG) Chairman on item number 2 (c) of the Minutes of the Faculty of Language and

Literature held on 29.05.2015 and resolved to approve the Syllabi of BA English with Islamic History

since it is already approved by the Combined Boards of English (UG) and Islamic History (UG) and

also approved to equalize BA English with Islamic History to BA English Language and Literature

since the Combined Board of Studies in English (UG) and Islamic History (UG) resolved to recognize

Islamic History as a Complimentary course of the English Core in Arabic Colleges and the matter

was referred to the Academic Council by the Syndicate.

As per reference cited seventh above, it is informed that the Vice Chancellor has approved the

minutes of the meeting of the Accademic Council.

Sanction has therefore been accorded to approve the Syllabi of BA English with Islamic History

(Islamic History Complementary) and also to equalize BA English with Islamic History (Islamic

History Complementary) to BA English Language and Literature .

Orders are issued accordingly.

To

df

UNiVERSITY OF CALiCUT

CHO:CE BASED CREDITSEMESTER SYSTEM FOR UNDERGRADUATE

PROGRAMME

(CUCBCSS)

SYLLnBUS

Additional Comp:ementary papers in islarnicH:stOryFor

BA English with lslamic History(2015‐■6 Admissions Onward5)

UnderCalicut University Regulations for

Choice Based Credit Semester SystemFor Under-Graduate Curriculum 2O14

Page 1 of 29

(cucBcss uG - 2oL4)

Regulations Governing Bachelor of English with Islamic History

1.0 Title of the programme: This DEGREE shall be calledBACHELOR OF ENGLISH WITH ISLAMIC HISTORY

2.0 Eligibility for admission: Any candidate who passedPlus Two of the Higher Secondary Board of Kerala orequivalent examinations of any other University or Boardof Examinations in any state recognized as equivalent toPlus Two of the Higher Secondary Board in Kerala, or Afzal

ul Ulema Preliminary is eligible for admission. However,candidates who have studied Arabic for the qualifyingexaminations shall be given a weightage of 25 marks per

paper subject to maximum 50 marks

3.0 Duration of the programme: The duration of the BA

English with lslamic programme is three academic years

with six semesters.

4.0 Medium of lnstruction: The medium of instruction and

the examination for the core courseshall be Englrsh only.

5.0 Evaluation system shall be as per cucBCSS- UG

regulations of University of Calicut'

6.0 BA English with lslamic History offered by the

University ofCalicut will be considered as equivalent to BA

English Language offered by the University ofCalicut'

LO Courses of study: Total number of courses for the

whole BA English and Literature is 35'

It is divided in to four groups namely-

1. Common courses2. Core courses3. ComplementarY courses and4. Open courses

Page 2 of 29

Scheme of BA English with lslamic History(For semester L to 4)

First

Second

Third

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Course."

Common-l

Common-llCommon-!ll

Core-lComplimentary-l

Complimentary-ll

Common-lVCommon-VCommon-Vl

Core-llComplimentary.-IilComplimentary-!V

Common- VllCommon-Vlll

Core -lllCore- lVComplimentary-V

Complimentary-VI

The Four Skills forCommunicationModern Prose and Drama

Communications Skills in theAdditional Language (Arabic)

Reading PoetryEmergence of lslam andprophetThe Caliphate period

lnspiring ExpressionsReadings on SocietyTranslation and communicationin additional language (Arabic)

Reading Prose

Umayyads and Abbasids period

Muslim World between 10th andL5th centuries

Native Media in EnglishLiterature in additionallanguage (Arabic)

Reading Drama

Reading FictionHistory of lslam in Europe

Modern Arab World

こFFeCJitS

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3

3

4

5

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2

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Fourth Common-lXCommon-XCore - V

Reading Fiction and Non-fictionCulture and civilisationModern English Literature

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Core-Vl Methodology of Humanities 4 4

Complimentary- History and Culture of Medieval 3 2

Vll lndia

Complimentary- History and Culture of Modern 3 2

Vlll lndia

UNIVERSITY OF CALICU丁sy‖ abus for B. A. lslamic History Additional complimentary

Cou rsesChoice Based Credit Semester System UG (CBCSSUG)

Cou rse Structure& Dlq!@ution-ＳＩ

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Semester Code

Name of theCourses

Credit

ContactHours/we

ek

lnternal

Marks

External

Marks

Totこ

l

Malk

1

1

IH lC01

Emergence of lslamand ProPhet

2 3 10 40 50

2IH lC02

The CaliPhate Period 2 3 10 40 50

2 3 10 40 503

2

IH 2C03

Umayyads andAbbasids Period

2

2

3 10 40 504

IH 2C04

Muslim Worldbetween 10th and15th centuries

3 10 40 505

3

IH 3C05

Hlstory of lslam tnEu ro pe

2 3 10 40 506

IH 3C06

Modern Arab World

2 3 10 40 507

4

IH 4C07

History and Cultuerof Medieval lndia

2 3 10 40 508

IH 4C08

History and Cultuerof Modern lndia

Total Credits ■6 Total Marks 40(

Page 4 of 29

ffiernal Evaluation (lE)

_ Components ,

Attendance | 2 Marks

Assignment/ Seminar 3 Marks

Test Paper

Tbtal

5 Marks

LO Marks

QUESTION P ATTE(Comp

RN FOR-XTERNAL EVALUATIONrlementarY Courses)

Type ofQuestion

Questionsto be given

Questions tobe answered

Marks foreach

questionsTotal Marks

ObjectiveTvpe 8

8 1/2 4

Very ShortAnqwpr 10

8 2 16

Short EssaY 42 5 10

Essay 21 10 10

Tota! 24 19 40

Page 5 of 29

Outline of the common Course forB.A. Programme in English with lslamic History

Course Title of Course

Code

Teaching Credit

Hour/Week

Semesterinwhich

course tobe taught

ENG1 The Four Skills for Communication 4 3 1

A01

ENGl Modern Prose and Drama

A02

5 3 1

EN〔五2lnspiri∩ g ExpreSsions 4 4 2

A03

ENG2 Readings on societY

A04

ENG3 Native Media in English

5 4 2

5 4 3

A05

ENG4 Reading FictiOn and Non― fiction 5 4 4

A06

4 4 1A07 Communications Skills in the

Additional Language (Arabic)

Page 6 of 29

A08

A09

A10

Translation and Communication inAdditional Language (Arabic)

Literature in Additional Language(Ara bic)

Culture and Civilization

Outline of the Core Course forB.A. Programme in English with lslamic History

244

445

Course

Code

ENGIB01

ENG2B01

ENG3B01

ENG3B02

ENG4B01ENG4B02ENG5B01ENG5B02

Title of Course

Reading Poetry

Reading Prose

Reading Drama

Reading Fiction

Modern English Literature

Methodology of H uma nities

lndian Writing in English

Language and Linguistics

Semesterinwhich

Teaching Credit course to

Hour/week be taught

6

6

4

5

5

4

5

5

4

4

4

4

4

4

4

4

Page 7 of29

1

2

3

3

4

4

5

5

ENG5B03

ENG5B04

ENG5B05

ENG6B01

ENG6B02

ENG6B03

ENG6B04

ENG6B05

Methodology of Literature

lnformatics

Project

Literary Criticism and TheorY

Literature in English: AmericanPost colonial

Women's wrrting

Writing for the Media

Project

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The project works begin in the fifth semester and shall be submitted in the end

of sixth semester. The credits shall be considered in sixth semester only'

SYllabus

BA English with lslamic HistorY(Complementary Papers -lslamic History)

a I ntrod uction

lslamic history generally refers to the historical study

of lslam and lslamic civilization. lslamic history provides

the opportunity to study the developments of lslamic

thought and Muslim societies from a broad

multidisciplinary perspective. lt addresses the issues

relevanttothedevelopmentoflslamaSareligionandcivilization from its origins to present' The field of lslamic

history is both wide-reading and dynamic' lt includes the

range of foundational documents, traditions, institutions

Page 8 of 29

and history of Muslims throughout the world. Thisinterdisciplinary field therefore includes history, religion,philosophy, anthropology, Arabic language and Iiterature,as well as literatures in other languages including Persian,Turkish, Urdu, and remains responsive to new discoveries,interpretations, ideologies and theories.

lslamic civilization flourished, making majorcontributions to mathematics (Arabic numerals, algebra,and geometry), philosophy, medicine and other sciences,art, and architecture. lslam, along with the West, China,and Byzantium had been counted one among the fivegreat civilizations in the pre-modern world.

This course gives the students a clear idea of the basicslslamic history, historiography and political developmentsover centuries, and socio-economic conditions of the ArabAfrica n reg ions in different periods. lt traces thedevelopment of an enlightened society, with particularattention paid to the plurality of cultures that comprisedthe region.

Paper I

IH LC Ol - Emergence of lslam and Prophet

a. Aims of the course

The course aims to familiarise students in theGeography of Arabian Peninsula, its climate and theJahiliyya days of pre- lslamic times, lt also throws

Page 9 of 29

light to the life of the Holy Prophet and the Khilafatrule of lslamic History.

Objectives of the course

1. To introduce an awareness among students in theGeography of Arabia, its climate, vegetation, Animallife, and its population. lt also gives an idea of thetribal culture, desert life, religious beliefs and socialsystem preva iled in the pre- lslamic days.

2. To give an idea to the students that the earlycareer of the Prophet, the days of the prophethood,the troublesome days in Makkah and ultimatemigration to Madinah.

3. To pick up information by the students regardingthe eventful life of Prophet Muhammad in theMadinah period such as the defensive wars he led,

the administrative set up he laid on, the religious

teachings he imparted and the ideal society he

fra med.

c. Sylla bus

Module I

Geography of Arabia- Religion and society- Bedouin

Life- Jahiliyya days- Poetry- Ka',ba - the role of lslam

in world history. Map: Geographical divisions of

Arabia.

Module ll

Advent of HolY ProPhet-marriage with Kadijacommencement of mission-

B irth a nd ea rlY lifecontemPlation and

opposition- M igration to

Abyssinia- lsra'and Mi'raj- Pledge of Aqabqa- Hijrah

to Madlnah

Page 10 of 29

Module lll

Prophet at Madinah- Ansars and Muhajirs-Masjidunnabawi- Madinah charter- Prophet as ruler -Battles of Badr, Uhd - Khyber - Khandaq. HudaybiyahTreaty and Fall of Makkah.

Module lV

Farewell sermon as Human Rights Declaration- Death

of Prophet- Prophet as reformer, statesma n a nd

nation bu ilder Cha racter of the Prophet

Administration under the Prophet - army - education

syste m

Map: lslamic Republic during Prophet Muhammad'

4. Books Recommended:-

1. Ameer Ali, S. (1953) The Spirit of lslam, London'

2. Ameer Ali, S (1990) Early lslam, Edinburgh'

3. Ameer Ali, S. (1990) The History of the Saracens'

4.Azam,A.R'(1964)TheEternalMessageofMuhammad,London,

5. Cambridge History of lslam, (Relevant Chapters)'

6,Encyclopaediaoflslam,(n.d.)RelevantChapters'

7.Gibb,H.A.R.(1962)Studiesonthecivilizationoflslam(ed)Boston.

B' Haykal, M.H. (n 'd.) Hayat Muhammad, ENGLISH Tr. By

lsmail Raji al Faruqi.

9. Hitti, P. K. (1949) The Arabs: A short History, Princeton.

Page 11 of 29

10. Hitti, P.K. (1953) The Arabs: Short History, London.

11. Hourani, Habib (n.d.) History of the Arabs.

12, Hussaini, S.A.Q. (n.d.) Arab Adminrstration'

13, Lewis, B. (1960) The Arabs in History, London,

14. Lewis, Bernard (n, d.) lslam and the World.

15. Maududi, s, A. A. (1979) Seerat Sawrar-i-Alam, Lahore.

16. Nadvi, Abdul Hassan Ali (1978) Nabi-Rehmat, Karachi.

:-7. Nadvi, Abdul Hassan Ali (1987) lslam and the world,

Karachi.

18. Nicholson, R, A. (1962) A Literary History of the Arabs,

Cambridge.

1g. Numani, shibli (1971) sirat al-Nabi, Darul Musannifin'

Azamgarh,

20. Sarwar, Hafiz Ghulam Muhammad (1969) The Holy

ProPhet, Sh. Ashraf, Lahore'

2l,siddiqi,AbdulHameed(1969)ThelifeofMuhammad,Lahore.

22. Siddiqi, Dr. Y' Mazhar (1987) Organization of

Government under the Prophet' Delhi'

23. Siddiqi, Naeem (1975) Muhsin-i-lnsaniat' Lahore'

24. Siddiqui, Mazharuddin (n'd') Development of lslamic

State and SocietY.

25. Watt, W. M. (1956) Muhammad at Madinah' Oxford'

Paper… :l

:H■c02‐ The Caliphate periOd

Page 12 of29

a. Aims of the course

The course aims to familiarize the history and culturein the period of Caliphate. lt does provide a clearaccount of socio-economic situation of the period.

Objectives of the course

1 To create awareness among students about the

administrative methods, living standards of thepeople, revenue, agrarian system, economy and

reven ue.

z To give a clear idea of the political development,justice and the status of women during the reign

of right guided caliPhs.

3. To keep the students informed about the

development of lslamic legislation, emergence

jurisprudence and the expansion of the lslamic

territory during the period of the right guided

ca I i phs.

sy‖abus

Module I

Abu Bakr - early life - elected as Khalifa - condition

of Arabia on is accession - battles - Usamah's army -

false prophets apostasy movement battle of

yamamah Persian expedition - syrian expedition

character of Abu Bakr'

Module ll

Omar - services before his accession - expansion of

territory under omar - fall of Rome and Persia

Qadisiya Byzantium Syria - Jerusalem Egypt

Administration under Omar - constitutional reforms -

Page 13 of 29

internal reforms legislations, judiciary and justice

system army - estimate of Omar - characterdeath.

Module lll

Othman early life services before accession

election of Othman - conquest in the east and west -charges agarnst Othman - troubles - standardization

of the text of the Quran first naval conquest of

lslam - aSsassination and aftermath - administration

of Othman - character.

Module lV

Aliearlylifeservicesbeforeaccessionmartialskills election of Ali - dissension between Ali and

Mu'awiya - battle of camel - battle of siffin - tahkim -

thekhawarijitetroublescaUsesofAlt,sfailureestimate of Ali's character'

Module V

Fall of the pious Khilafat enmity between the

Hashimites and Umayyads - administrative policies of

othmanandAli-conflictbetweenAliandMu'awiya-troubles created by the Khawarjites'

Books Recommended:-

Ameer Ali, S. (1953) The Spirit of lslam' London'

Ameer Ali, S. (1990) Early lslam, Edinburgh'

Ameer All, S. (1990) The History of the Saracens

M.H.AI Siddiq Abu Bakr

M.H.AI Farouq Ornar

Cambridge History of lslam, (Relevant Chapters)'

Encyclopaedia of lslam, (n'd') Relevant Chapters'

4.

1`

2,

3.

4.

5.

6

Haykal,

Haykal,

7.

Page 14 of 29

B. Gibb, H, A. R, (1962) Studies on the civilization of lslam(ed) Boston.

9. Hitti, P, K. (1949) The Arabs: A short History, Princeton.

10. Prof. K. Ali, A Study of lslamic Hitory, Delhi

11. Hourani, Habib (n.d.) History of the Arabs.

12 Hussaini, S.A,Q. (n,d.) Arab Administration.

13. Lewis, B. (1960) The Arabs in History, London.

14. Lewis, Bernard (n. d.) lslam and the World,

15. Numani, Shibili, Al Farouq

PaPer lll

lH 2C 03 - Umayyads and Abbasids Period

a, Aims of the course

The course aims to familiarize students the great

civilization that existed in the 7th to 1Oth centuries A'

D, when other parts of the world piunged in darkness,

The two dynasties Umayyah and Abbasiyahpresented one of the best civllizationS the world has

wrtnessed.

Page 15 of 29

b, Objectives of the course

1, To introduce students regarding the Umayyahdynasty and its rulers, administration, culture and

scientific contri butions,

2. To impart an idea regarding the Abbasiyah cultureexisted and its rulers and administration, Arab

historians and their contribution to historiography.

3, To distinguish the special features of Arab

historiography and different forms of historical

writings.

4. To provide an in depth knowledge to students

regarding the greatest glory of Baghdad city, the

luminaries lived there and their contribution of art'

Science, literature, theology, jurisprudence and

a rch itectu re.

Sylla bus

Module I

Muawiyah and establishment of the Umayyah

dynasty- Battle of Karbala- Expansion of the Republic-

Abdul Malik- Al walid- Umar ibn Abdul Aziz' Map:-

Umayyah emPire under Al Walid

Module ll

Abbasiyah- EstablishmentHarun al Rashid- The

Barmakids- Al Ma'mun- Mu

of the dYnastY- Al Mansur-

'tazila- BaYt al Hikmah'

Map:-Abbasiyah empire under Harun al Rashid

Module lll

Page 16 of 29

Society and polity- Arabisation under Umayyah-Persia n isation u nder Abbasiya h- Dh im m is a nd

Mawalis- Development of religious literature-Hadith-

Sihah al Sittah - Tafsir- Jurisprudence.

Module lV

Scientific and literary development- Medicine: Al Razi

and lbnSina- Mathematics: Al Khwarizmi and Umar al

Khayyam- Alchemy: Jabir ibnHayyan- Geography: Al-

ldrisi- Philosophy: Al Kindi and Al Farabi

Books Recommended:-

1. cambridge History of lslam, (Relevant chapters).

2. Din, A.A., TheUmayyah Caliphate, London, 1971'

3. HabibHourani: History of the Arabs

4. Hitti, P.K., History of the Arabs, London 1953'

5. lrving, W,, Conquest of Granada and Spain

6'JurjiZaydan.Tarikh-ulTamaddunillslami.Eng.tr.D.S.Margoliuth, Oxford: 1913.

7. Lewis, B,, The Arabs in History, New York' 1960'

B. Mazaral-ul-Haq, History of lslam'g.PhilipK'Hitti:TheArabs:ShortHistory,London,l95310. s.wMuir.The caliphate, lts Rise, Decline and Fall'Beirut:

196 111. S.A.Q. Hussaini, Arab Administration'12. Sir T.W. Arnold,The CaliPhate'

13, Syed Amir Ali, London, The Spirit of lslam'

Paper lV

Page 17 of 29

lH 2C 04 - Muslim World Between LOth and 15'hCentu ries

a. Aims of the course

The course aims to familiarise students with some ofthe significant M uslim dynasties which f illed thevacuum in between the disintegration of AbbasidEmpire and emergence of Ottoman Empire.

b Objectives of the course:

1. To make the students understand that the

succession states had made significant contributionto culture, science and literature aS in the case of

earlier lslamic dynasties.

2. To students get the idea that there is a continuityof lslamic culture and administration even after the

fall of Abbasids.

3. Gets an idea about a number of Muslim dynasties

which made significant contribution to civilization. .

4. Realises the role of Crusades in the cultural

exchange of East and West.

c, Syllabus

Module I

The Fatimids of Egypt (909- LLl l) - lsmai lites-

Establishment of the dynasty- Foundation of Cairo- Al Aziz

and Al Muizz- Al Azhar- scientific, Literary and

Arch itectu ra I develoPments'

Modu:el:

Page 18 of 29

The Ayyubis (1171-1250)- Origin and rise- The Zangis andthe Crusades- SalahuddinAyyubi and third crusade- Resultsof the Crusades- Cultural Contacts,

Module lll

The Mamluks(1250- 1517)- Establishment of the dynasty-The Bahri and BurjiMamluks- Baybars and Qalawun-Battles of AynJalut and MarjDabiq- lntelleuctual and

a rch itectu ra I contri butions.

Module lV

Petty dynasties- Saljuqs- Buwayhs- Safawis- Ghaznawis'

Books Recommended

1. Abu Nasr, M,Jamil (n. d.) A Short History in the lslamic period'

Cambridge UniversitY Press.

2. Ameer Ali, S. (1953) The Spirit of lslam, London'

3. Ameer Alt, S. (1990) Early lslam, Edinburgh'

4. Ameer Ali, S. (1990) The History of the Saracens'

5 Archer, T. A. (n. d) The Crusades, T' Fisher Unwin'

6. Aziz, s. Atla (n. d,) crusade, commerce and Culture, oxford.

1. Bosworth, c. E. (n. d.) lslamic Dynasties, Edinburgh University

Press.B. Brockelmann, carl, (n, d.) History of lslamic people, Routledge'

9. Cambridge History of lslam, (Relevant Chapters)'

10. Encyclopaedia Britannica (2008) New York'

ll.Encyclopaediaoflslam(LatestEdition)Leiden.12. Hittl, P.K. (1953) The Arabs: Short History' London'

13 Hourani, Habib (n.d.) History of the Arabs'

14 Khan, Abdul Rahman (n.d.) Muslim contributlon to science and

Cu ltu re,

15 Lane-Poole, Stanley (n d) The Muhammadan Dynasties

Page 19 of 29

PaPer V

lH 3C 05 - HistorY of lslam in EuroPe

a Aims of the course

The course is to make aware about the condition of Spain

on the advent of Muslims and their intellectual

contributions which paved the way for the European

Renaissance.

b Objectives of the course:-

1. To make aware the students about the conquest of

Spain and the achievements of Muslim rule'

2. To introduce the students about the intellectual

contribution of Muslims and its transmission to Europe'

3. To make understand about the petty dynasties after the

fall of UmaYYahs in SPain.

4. To mention about the conquest of sicily by Muslims and

their contributions to Europe through sicily.

c Syllabus:-

Module I

The Umayyah conquest of spain- Musa ibnNusayr - Tariq

ibnZiyad- Abdul Rahman l, ll and lll- Evolution of Amirate

to Khilafah- Grandeur of Cordova'

Page 20 of 29

Module ll

Decline of M uslim ru le in Spa in- Al M u ra bits, Al-Muwahhids- Banu Nasr- Fall of Granada- Re conquista-Moriscose

Module Ill

The Aghlabids in Sicily- Development of Arab- NormanCulture- Sicily as a centre of cultural transmission-Federick ll and Roger I

Module lV

lntellectual contributions- Historiography- lbnKhaldun-Astronomy- Philosophy- lbnRushd- Botany- lbnBaytar.

Books Recommended

1. Collins, Roger The Arab Conquest of Spain ll0-797Blackwell. Oxford. U,K. 1989.2. Dozy, R., Spanish lslam.3. Dr. lmam-ud-Din, A Cultural History of Spain.4. FayyazMahmood, HistorY of lslam.5. Habib Hourani: History of the Arabs6. Hitti, P.K., History of the Arabs, London 1953'l.lmam-ud-Din, Dacca, 1959, Political History of Muslim

Spa i n.

B. lrving, W., Conquest of Granada and Spain

9 Ju rliZaydan. Tarikh-ulTamaddunillslami10. Lewis, 8., The Arabs in History, New York, 1960,

11, M azaral-ul-Haq, History of lslam.12. Philip K. Hitti: The Arabs: Short History, London, 1953

13. S.A.Q, Hussani, Arab Administration'14. Sir T.W. Arnold,The CaliPhate.15. Stanley Lane Pole, The Moors in Spain. Lahore 1953.

16. Syed Amir Ali, London, The Short History of Saracens.

17. Syed Amir Ali, London, The Spirit of lslam.

Page 21 of 29

18. T,B. lrving: The Falcons of Spain19. Watt, W.M,, A History of lslamic Spain, Edinburgh 1967.

PaPer Vl

lH 3C OG - Modern Arab World

Aims of the Course

The course intends to provide the students an

overview of the history of Arab world during the last

century, the geopolitical issues and economic

importance of the Arab world. The course also aims

at highlighting lndo Arab relation in the present

world.

Objectives of the course is to focus on

1. Napoleon Bonaparte's invasion of Egypt

2. Egypt and modernity, age of Muhammad Ali to Gamal

Abdel Nazar

3 sheikh Muhammad Abduh and reform movement

4 Egypt as a hub of Arab Nationalism

s Arab world after World War I

6, British and French mandates

7. Birth of Arab Nation States

B. Emergence of Saudi Arabia

Page 22 of 29

e Oil And Arab World

ro Creation of lsrael

rr.lssue of Pa lestine

rz.Arab- lsraeli conflicts

r:.Palestinian National Movements

Sylla bus

Module I

Egypt - Napoleon's lnvasion of Egypt ; Rise ofMohammed Ali - confrontatrons with ottomans and

Wahhabis ; Suez canal and British - Occupation of

Egypt - Sheikh Muhammad Abduh and reform

movement - Egyptian Nationalism Mustafa Kamil-

Said Zaghlul, and col. Ahmad Arabic. Revolution of

Lg52; The Republic and Gamal Abdul Nasser - Gamal

Abdel Nasser - Nationalisation of the suez canal

company - UAR; Muslim Brotherhood; Anwar Sadat.

Egypt -lsreali relationshiP.

Module ll

TURKEY-F|rst world war and Turkey-Treaty of serves-

Partition of Ottoman Empire- Turkish Nationalism -

Treaty of Lausanne-Abolition of caliphate---Reforms

Of Mustafa kamal

ARAB WORLD -Arab world during First world war-

Fertile Crescent under mandate System-DeveloPment after Second World War

Module lll

ARAB NATIONALISM -The Arab League -oil in Middle

East -Development of petroleum industry-Palestine-Ziontst movement-The Balfour Declaration-Britishpolicy -Establishment of lsrael-lsraeli conflicts in

1956,1967 and 1973-Arab lsrael peace settlements

Page 23 of 29

-Camp David Agreement -The P L O and YasarArafat---current developments in Palestine

Module lV

Saudi Arabia and lbnSaus - Oil and Arabia - Oil in theMiddle East Arabia; Oil policies in the Middle East -

KSA and Arab countries - (Bahrain, Kuwait, Oman,

Qatar, UAE) - The Arab League; The GCC, OPEC, Oil

politics-European companies and agreements-Nationalization drive-Cold war in the Middle East-

American and Russian lnfluence- Oil and Arms-Russian lntervention in Afghanistan- Gulf War-

Terrorism and Usama bin Laden- The fall of Saddam

Hussain - Jasmine Revolution,

Maps.

r+.1, Ottoman Empire before the First World War'

ts.2. Fertile Crescent under Mandate System

ro 3. lsrael in 1945 and 1967

Books for Reference

1. David Kenneth Field House, western lmperialism in the Middle

East

2 Don Peretz, The Middle East TodaY

3. J.Esposito, The oxford Encyclopaedia of the Modern lslamic

World.

4. M Durger, The Arab World TodaY

5. M.H Sayed, lslamic Terrorism, Myth or Reality, volume 1

6. Phebe Marr, Modern History of lraq

7. Rahul Mahajan,The New Crusade- Americas War on Terrorism

B S.N Fisher, The Middle Last-A History

9. YahoshafatHarkabi, Arab Attitude to lsrael

Page 24 of 29

10. lqbal, Dr.Afzal, Contemporary Muslim World

11.Kha n, Dr.Zafarul-lslam, Palestine Documents

Paper Vll

lH 4C 07 - History and culture of Medieval lndia

a. Aims of the course

The course intends to provide the students awareness

about the glorious history of their country and develop

among the students an interest to learn history' And the

course plans to impart the students proper information

about Medieval lndian history, the Sultans and the

M ughals

b. Objectives of the course

1. To teach students how really lslam came to lndia'

2. To give an idea to the students how various systems

and movements emerged during the medieval and

modern Periods.

3. To provide a picture to the students about the progress

of our country has achieved in literature, art and

architecture during the medieval period'

4. To give an idea about the sultanate and Mughal periods'

5. To create consciousness among students about the

socio-political and cultural changes lndia has undergone

during the Middle Ages..

6, To convince the young generation that anything can be

achieved through Peaceful means'

c, Syllabus

Module I

Page 25 of 29

lndia on the eve of Arab invasion- Muhammad ibnQasim-Mahmud of Ghaznah as administrator and patron of

literature- Muhammad Ghori and battle of Tharain-Foundation of Muslim rule in lndia.

Module ll

Delhi Sultanate- QutbuddinAybak- lltutmish- Rasiya

Balban- AlauddinKhilji- Muhammad ibnTughluq- Firuz Shah

Tughluq- Sayyids and Lodhis- Bahmini kingdom- Mahmud

Gawan,

Map:- Empire of AlauddinKhilji'

Module lll

The Mughals- Babar- Humayun- Sher Shah Sur- Akbar-

Jahangir- Shah Jahan- Awrangzeb.Map:- Mughal empire

under Awrangzib.

Module lV

society and Polity -cultural synthesis- Bhakti movement

and sufism- Nobles and ulama'-Political administration-

Manzabdari system- Jizya in lieu of military service- Din

llahi as a national cult- lndo Saracenic architecture'

Books Recommended

1 A.B.M. Habibullah, The Foundation of Muslim Rule in lndia'

2. Abdul Hameed, Muslim Separation in lndia'

3. Athar AIi, Mughal lndla, Oxford

4, chandra, aipan Essays on Medieval lndian History, oxford

5. chopra, P, N Advanced study in the History of Medieval lndia

6, Hussain, J. "A History of the Peoples of Pakistan", 1998

O,U.P.,Karachi1. l.H. Qureshr, The Administration of Mughal Empire'

8.1.H'QUrshi,TheAdministrationoftheSultanateofDelhi.9. lslam R. "sufism in South Asia" 2OO2' OUP' Karachi'

Page 26 of 29

ヽ＼

Paper VIll

lH 4C 08 - History and Culture of Modern lndia

a Aims of the Course

The course intends to provide the students an awarenessabout the glorious history of the country and developamong the students an interest to learn history. Thecourse plans to impart the students proper informationabout lndian freedom struggle and the sacrifices made byour great national leaders

b Objectives of the course:-

1. To give an idea to the students how various systemsand movements emerged in lndia.

z, To provide a picture to the students about theprogress our country has achieved in literature, artand architecture during the medieval and modernperiods.

3 To develop respect for our great freedom fighters.

Page27 of29

4, To create consciousness among students with regardto the real value of freedom.

s, To convince the young generation that anything can

be achieved through peaceful means

Module I

Effectsofthe Mughal Decline - Effects of the Mughal decline

on lndian Muslims- Shah Waliyullah- British policies and

MusIiM SitUAtiON- 1857 REVOLTS AND ITS EFFECTS-

Bahadur Shah ll, Awadh Begum, Shah Abdul Aziz.

Shariatullah and Faraizi Movement- MirzaGhalib

Module ll

Reform Movements and After Hindu Revivalist

Movements; Brahma Samaj and AryaSamaj

ParamaHamsa and Vivekanda, SIR SAYYID AND ALIGARH

MOVEMENT -Scientific society, Educational ideas- Sir

Sayyid, British and Congress- Urdu - Political ldeas of Sir

sayyid, Muslims and congress, swadeshi Movement

Module lll

Congress,Muslim League and Khilafat Muslim League-

Early History- Congress league politics-separate

electorate; Lucknow Pact and role of Jinnah- Khilafat and

Non cooperation Movement - Muhammad Ali Jouhar -

JamiaMillialslamiya- JamiyyatulUlamai Hind and

FirangiMahal, Hindu Mahasabha and Muslims-Nehru

Report- Round table Conferences - Communal award'

Module lV

- Partition and Freedom

Lahore Lahore Resolution and Pakistan Movement- Cripps

and cabinet- Missions- Jinnah and Azad- \946 Election-

Page 28 of 29

Constituent Assembly- Division of the nation; Khan AbdulGhaffar khan- Communal riots- Muslim Movements;Deoband Movement- Jamat-e- lslami, Barelwi Movement,Ahl-e-Hadith and Tabligh Movement

MUSLIM STATUS lN FREE INDIA- Different Commissions andMuslims- MandalComission, Ranganatha Commission andSachar Committee.

MAPS

1. Princely States in 18572. British Empire After 18573. lndia after L9474. Books Recommended

1. Abid Hussain, Destiny of lndian Muslims

2. Ambedhkar, Pakistan or Partition of lndia'

3. Aziz Ahammmad, lslamic Modernism in lndia and Pakistan

4. Aziz K.K, Britain and Muslim lndia

5 Bipan Chandra, lndian Struggle for lndependance

6, Chopra, lndian Muslims in Freedom struggle

7, Mohd. Raza Khan, What Price Freedom

8. Mujeeb. M, lndian Muslims

9, Rafiq zkharia, Rise of Muslims in lndian Politics,

10.Ram GoPal, lndian Muslims,

11. Sachar Committee RePort

t2.Tara Chand, History of Freedom Movement (vol. I-lv)

13.William Darlymple, The Last Mughal

14.RamachandraGuha, lndia After Gandhi

Page 29 of 29

PdztAA - N - Bzl2012lCU (Page : 590)

3o

REVTSED SYLLABUS FOR COMMON COURSES 2014-I5 ONWARDS

ENGI AOl: THE FOUR SKILLS FOR COMMUNICATION

I. OBJECI'IVES OF THE COURSE

'l'o rrain learncrs in the Basic English Language Skills, word building, soft skills and effective

cornrnunication

2 COIJRSE DESCRIPTION

Module l: English for Communication l0 hours

Module 2: Primary Skills 15 hours

Module 3 : SecondarY Skilts 15 hours

Module 4: Grammal 20 hours

Ilvaluation l2 hours

Total 72 hours

A.Core TextModule 1. English for Communication

I. Cotunlunication and ['angttage

2. l.:nglish as a Clobal Languagc

Module 2.PrimarY SkillsI . Listcn ing

l Listcning to a conversation

2. Listening to a sPeech

3. Listening to a lecture

2. SPeakingl. Creeting2.'fhanking3. Requesting4. Enquiring5. ExPlaining6, RePofting7. Perrnission8. Pronunciations of lrnglish

i. Introduction to Phoneticsii. Received Pronunciationiii. Vowels and Consonants

iv. SYllables and Word Stress

Module 3. Secondary SkillsI' Rcading

COURSE CODE ENGl A01

ENGl A01COURSE CODE

「HE FOυR SKILLS FOR COル′″〔〃VrC4 TrOⅣ´

I｀ lTLじ OF THE COURSE

SEMESTER INヽVHICH THE COURSE TO BETAUGHT

NO OF CREDlTS72 (4 hours/ week)

N00F CONTACT HOURS

1田 ▲―IV‐ B2/2012/C∪ (Page i 591)

31

L News reports2. Charts3. Advertisements4. Official Letters/Documents5. Online Content6. Reading Poem" An October morning"7. Reading Poel-n" Hawk Roosting"8. Reading the essay," How to escape from intellectual rubbish"g. Reading the essay "On the need for a quiet college "

2. Writingl. Sentence

2. ParagraPhs

3. Reports4. Letters5. Resumes and Cover Letters

6. Emails7. Making Notes8. Blogs9. Punctuations

Module 4. Grammarl. Word Class

2. Subjcct - Vcrb Agreement

3 'l'ense s

4. Articlcs

5. Phrases ,Clauscs and Scntenccs

6. Voiccs

1. ldioms

ENGl A02:″θDERⅣ PROSE∠ NDDR∠MA1 0B」 ECTIVE OF THE COURSE

a.To introducc lcarners tO represcntative English

and gcographical backgrounds

b.To cultivatc thcir tastcs in drama

c ´「 o cxpose to 10gical and imaginativcヽ Vriting

3 (〕 OURSE DESCRII)T10NModulc l:Prose 40 hours

MOdulc 2:Drama 40 hours

prose from different cultural

E,valuation: I 0 hoursl-otal: 90 hours

Appcndix

ublisher&YearAuthor

mbridge UP,2014Dr. Josh SreedharanThe l-our SkittsJbr Communicalion

COURSE CODE ENGl A02

I｀ ITLE O「 THE COURSじ ′′ODER″ ′ROSE∠ⅣD DR4MA

ζEMESTERIN WHICH THE COURSE TO BETAUGHT

l

3N00F CREDll｀ S

90(5hrs/wk)NO OF CONTACT HOURS

Code

ENGlA01

Title

400843A‐ lV‐ 32/2012/CU(Page 1 592)

3ヘ

COURSE CODE ENG1 AO2

A. Core TextModule 1. Prose

L Gandhiji as a School Master : M.K.Gandhi2. Women's Role in the National Movement : Subhash Chandra Bose

3. Martin Luther King and Africa: Chinua Achbe1. Ambedkar's Constituent Assembly Speech: Dr.B'R'Ambedkar5. Why I Want a Wife : Judy Brady

6. In Search of Sweet Peas: Ruskin Bond

Module 2. Dramal. !'lever Never Ne^tt: Cedric Mount2. lle.fund: Fritz KarinthY

ul Gone Home: Langston Hugh

ENG2 A03 1NSPIRING EXPRESSIθ ⅣS

l. oBJlrc'l'lvL:s or l-l{E couRSEa. 'l'o acquaint the students with Short Stories

b. -fo cultivalc their tastes in English Poetry

c.'l'o expose to imaginative writing

2. COURSE OUI'LINEl. Module l. Poems 30 Hrs

2. Modute 2 .Short Stories 30 Hours

3, Evaluatiop 12 hours

Tolal72 Hours

COURSE CODE ENG2 AO3

A. Core TextModule l. Poetry

l. "On his []lindness" : John Milton2. "-l'o his Coy Mistress" : Andrew Marvel

3. "tJl1'sses": [-ord 'l'ennYson

1. "Ode to Nightingale": John Keats

5. "My Last Duchess": Robert Browning6. "lndian Sumrner": Jayanth Mahapatra

l. "Journet'of the Magi": T.S.Eliot

Soul Gone CS

Code Titlc Author Publisher&Year

ENGl A02 Modern Prose and Druma Dro Zainul Abid Kotta Oxford UP,2014

COURSE CODE ENG2 A03

TITLE OF THE COURSE ■NSPIRんV6EXPRESS10NS

SEMESTERIN WHICH l｀ HE COURSE´ I｀O BE

TAUGHT

2

NO Oli CREDITS 4

NO OllCON・ IACT HOURS 72(4hrs,wk)

3

1襲 ▲‐lV― B2ノ 2012/C∪ (Page i 593)

路

Module 2. Short Stories

l. The l.uncheon : Somerset Maugham

2. Karma: Kushwant Singh

3. 'fhe Model Millionaire: Oscar Wilde4. 1'he Night the Ghost Got in : James Thurber

Codc 「 itlc Author Publisher&Year

ENG2 A03 'nsptring Expressions Prof. Muhammed

Ayub KallingalBlack Swan,2014

ENG2 A04 RθαJli″gs θ″SοεJιク

l. Objectives of the Coursea.'lt introduce learners to various issues in the contemporary society

b. To create an awareness of preservation of the environment and nature

c.'fo inculcate the spirit of social tife, values, duties and rights

2. COUNST DESCRIPTION

Module l:Module 2:

Module 3:

Module 4:

Evaluation

Social Issues 20 hours

Environment 20 hours

Gender 20 hours

I [urnan Rights l8 hours

Total

COURSE CODE EN(〕 2A04A.Core Text

l2 hours90 hours

Module l. Social lssues

l. -l'he Social c-ause of Economic Globatization : vandana Siva

2. l.Jnity Arnidst Diversity: Dr. Rajendra Prasad

Module 2. Environment

l. Man and Nature in lndia: Dr' Salim Ali2. Clirnatic Change in FIuman Strategy: E'K'Federov

COURSE CODH ENG2 A04

TITLE OF FHL(〕 Ot」 RSE RE/4D′Ⅳ6190/VSOε′どry

SEMESTERIN WHICH l｀ lIE COURSE TO BE

TAUGHT

2

NO OliCREDl´ lS 4

No O「 CONTACT HOURS 90(5hrs/wk)

`〕

口|´Q▲-lV― B2/2012/C∪ (Page i 594)

Module 3. Gender

L Widow: C, Venkat Chalam

2. More than 100 million Women Missing:Amartya Sen

Module 4. Human Ilights

l. Stigrla. Sharne and Silence: Kalpana Jain

2. I am Ilappy. Don't y'oLr believe :Santhosh John 'l'hooval

Module l: Extracts lrom Native Print Media 30 hours

I. OB.IE,Cl'IVE OF'I'IIE COURSE

l'o inculcate native f'eelings among the learners'l-o providc .on,.*po*ry".rltrrat"and social awareness of Kerala through E'nglish

2. counsn DESCRIPl'lbN

Module 2: Extracts lrom Visual Media

Module 3: Extracts liom Internet

Evaluation'l'otal

30 hours

I 8 hoursI 2 hours90 hours

CodeENG2 A04

Title AuthorPublisher&Year

Readincs on SocietY Dr.KoP.Nanda Kumar cOsmo,2014

ENG3 A05 NATIVE MEDИ ttV 3VGIj/SI

ENG3 A05COURSE CODEIVATIVE MEDIA IN ENGLISH´

「 ITLE OF THE COURSE

SEMESTER INヽVHICH THE COURSE TO BETAUGHT

No Oli CRIEDI′ I｀ S

90(5hrswk)NO OliCONTACT HOURS

判

dlttdil tv - Bzt2012lCU (Page : 595)

COUITSE CODE ENG3 AO5

Core TcxtModule 1 Extracts from Print media

l. Achudi, dri.shyam, samoohya madhyamangalude ,samakaliga samanvayaru. A speech

by Sasi Kumar, Director College ofjournalism. Appeared in Malayalam weekly l7January 2014

2. "Young Indians have become more superstitious". By Shalini Singh.

An interviewlJayant Vishnu Narlikar, Astrophysicist ('l-he Week I February 2014)

3. Interview- Bill Gates. "lndia did not get anything wrong" from Outlook. l0June 2013

Module 2 Extracts from Visual Media

l. "-l'elcvision reality shows. Satyamevajayate" Episodc s2. Break lhe Silence 4.

Etter! Li/b i's Preciou,s, 10. Dignily for All.

2. "Anatyzing Television Commercials"

3. Doc film: "only An Axe Away" (Malayalaml4ominl}} 04/DV) by P.Baburaj

and C. Saratchandran

Modulc 3 Extracts from Internet

l. ''The lnternet and Youth Culture". Gu:;tavo S. lvlesch' http://www'iasc-

c u I tu re. o rgl' I'l I R/arch i v e s/Y o u th C u I tu relM e sch' pd 1'

2. .'Wriring lnline: websiles, blogs and social network ing" ( model business

letters, elnails'. ' Shirley Taylor)

3. ..How, Google has changed our Language". ( Integraled aduer,lising, promolion

and Markeing communiiations. By Kenneth E. Clow et a|266-67)

4. Short films on internet

A.FacebookShortfilm-statusUpdatedbyAbhinavSunderNayakB .APPIied? BY Nitin Menon

「

PublisherパヒYear

Pearson,2014Prof. Mahamood PamPallY &K.Rizwana Sultana

Nutive Metliu in English

ENG4 A06: Rescling Fiction and Non Fiction

ENG4 A06COIJRSL, CODIl

Reading Ficlion and Non F-iclionTITLE O「 THlJ COLjRSE

… "HICH´

「IIE COURSE l｀ O BE

TAUGHT

NO O「 CREDI´ I｀ S

N00F CONTACT HOURS

1 OBJECI'IVL,S OF l-HE COURSTJ

1 . To develop reading fictional and nonfictional works lrom a national perspective'

2. To improve language skills through literature

3. To prornote writing narratives'

COLJ IrS L. DtlSC I{l P'llONつ４

.ilt/Ol -tV - 8212012/CU (Page : 596)

35Modules l: An Indian English Popular Fiction 30 hours

Morjule 2: A section liom an Autobiography of an Indian 30 hours

Module 3: A travelogue by a Malayati writer in translation l8 hoursl2 hours[ivaluation:

r'otar 9o Hours

COURSE CODE ENG4 A06A. Core Text

l. Nampalll' ktad'. Meena Alexander

2. Strniy Days.Chapters 1,9'23 : Sunil Gavaskar

3. In rhe Lond of African's'. S'K'Pottekkat

Author PublishCr&YearCode Titlc

Cambridge UP,20l4ENG4 A06 Reatting Fiction nnd Non Fiction Dr. Josh Sreedharan

37

UNIVERSITY OF CALICUT

RESTRUCTURED CURRICUIン UM FOR

PROGRAMMEIN ENGLISH LANGLIAGE AND I」 ITERATURE

Svrt-nst FoR coRE Counsrs

RBnnrNc PoernY

SEMESTERIN WHICH THE COURSErc T∩ R「 T ΔIlnHT

1

No.OF CREDITS 4

108(6 hrs/wk)No.OF CONTACT H()URS

BA

1. Atu or rue, Counsl,.Theaimofthecourseistoenhancethelevelofcriticalthinkingofthestudentsto

suchadegreethatthestudentscouldcriticallyinteractwithpoemsfromdift-erent

Contexts: social, political, economic, historical and national as subjects conscious of

their own socio-historic specrticity'

2. Os:eclvts oF-rHE Counse ' rciuding the stylistic and. To introcluce the students to the basic elements of poetry' tr

rhetorical devices errployed in poetry' and to various genres ol poetry'

. To train students in various perspective readings in poetry like gender' race' caste'

ethnicrty, religion, region' environment and nation etc'

3. Counse OurltNE

Mouuln IBlsrc EInuENTS oF PosrnY

Prosody: Rhythm, Meter - Rhyme-hard rhyme' soft rhyme' internal rhyme -

Alliteration _ Assonance - Diction - (Demonstration and Drilling)

Forms: l-yric, Ode, Haiku' Tanka' Jintishi' Ghazal' Rubai etc

Genres:NarrativePoetry-EpicPoetry-DramaticPoetry-satiricalPoetry-l-yricPoetlY - Prose PoetrY

READING POETRYTmlri or tuE couRSE

3も

Mooulr IIRnaorNc ENclrsH Posrs

l) Foun Poeus

a)b)c)

Shakespeare : Sonnet116Elizabeth Barret Browning : How Do I Love Thee

Mattew Arnold : Longing

d) Lord Byron

2) John Donne3) Wordsworth

4) John Keats5) Robert Browning6) Thomas Gray

7) D.H.Lawrence

When We Two Parted

A Valediction Forbidding MourningThe Affliction of Margaret

Grecian UmThe LaboratoryElegy Written in a Country Churchyard

Mosquito

(Note: The first set of 'Four Poems,' taken as a single unit, is

meant to serve as a formal initiation into the world of poetry.

Students should be able to read, understand and appreciate themon their own, without much help from the teacher. A post readingdiscussion should be centred on aspects such as genre, poet,

theme, similarity, contrasts, style, language, metre, rhyme etc'

Teaching techniques such as 'elicitation'could be mainly resorted

to (by .iay of ."U.rg short questions, giving hints etc.). Writtenu."*ig.rrrr..,ts are to be given. Loud reading sessions of the poems

would be helPfut in manY waYs')

MoouLp IIIPoernv aNo PtiRsPrcilvrs

l) Alexander Pushkin

2) Edwin Markham3) Robelt Frost4)Wole Soyinka5) Pablo Neruda6) Maya Angelou7) Hira Bansode8) Chinua Achebe

9) Bertolt Brecht

No Tears

The Man with a HoeBirchesTelephone ConversationTonight I can WriteI know Why the Caged Bird Sings

Bosom FriendRefugee Mother and Child

General, Your Tank

314. REnorNc Ltsr

n) Conu Texr

(A te.rt ('onteining the above lessotrs will be made available)

B) FURTHER RunotNc

( I )William Blake(2)Suheir Hammad(3)Mahmoud Darwish(4)Joseph BrodskYS)Jeanette Armstrong :

Death Mummer

(6)Daya Pawar(7) Sylvia Plath(8) R. S. Thomas(9) PaulCelan( l0) Elizabeth BishoP

( I l) Meena KandasamY(12) Federico Garcia Lorca

( I3) Arthur Rimbaud

Mooe,l Quts't'toN PePsR

(To be incorPorated)

: London: 4.02 p.m.

: Psalm Three: Bosnia Tune

The CityDaddySong for GwydionSpeak, You AlsoOne ArtEkalaivan:The Little Mute BoY

Vowels

仲

UNIVERSITY OF CAI.ICUT

RESTRUCTURED CURRICULllM FOR

BA PROGRAMMEIN ENGLISH LANGUAGE AND LITERATURE

SYLLABIFOR CORE COURSESREADING PROSE

COURSE CODE ENG2BO｀

TITLE OF THE COURSE READING PROSE

SEMESTERIN WHICH THE COURSEIs TO BE TAUGHT

つ

N00F CREDITS 4

N00F CONTACT HOURS 108(6 hrs/wk)

I. AIM OF THE COURSE

. The aim of rhe course is to enhance the level of criticalthinking of the studen-ts to

such a degree that the students could critically interact with prose writings from

different contexts - social, political, economic, historical and national as subjects

conscious of their own socio-historic specificity'

2. OBJECTIVES OF TI]E COURSE

. To enable the students to identify the specificities of various modes of prose

writing and to equip them to write prose in as many different modes as possible

. To develop trre critical thinking aUitity of the student to respond to various modes

o1'prose writings in relation to their socio-historic and cultural contexts'

3. COURSE OUTLINE

MODUI,E I PROSE FORMS

Fiction/Short Story/Tales - Autobiography/Biography - Newspaper/Journal

Arricles - Philosophical/Scientific Essays - Travelogues - Speech - Introduce

various modes of narrative so as to enable the students to distinguish between

them and identrfy the characteristics specific to each mode. The students must be

encouraged tn *iit" prose in as many different modes as possible'

MODULE II PROSE READINGS (CORE)

l. Francis Bacon

2.Lntizar Husain

3. Paul Krugman:

: Of Studies

: A Chronicle of the Peacocks (Short story)

(From Individual Society, Pearson Education)

: Grains Gone Wild(.Lr-+pl&tyity-Jtyti.ut-9!.9.-9-n-rt200,\/04/0llopinion/07rugma

n.html)

補

4. Martin Luther King;Jr.

occ'eptonce.html )5. Sylvia Nasar

6. Omprakash Valmiki

'1. E.F.Schumacher

8. Daniel Goleman

9. Mrinal Sen

10. Robert LYnd

11. Mishirul Hassan

12. James Baldwin

: Nobel Prize Acceptance Specch

(no be lp rize. o r g/ nob e I 4 r iz,e s/ pe ac e/

laureates/ 1964/ king-

: A Quiet Life (Princeton, i970-90)(From Nasar, Sylvia. A Beuutifiil Mind.

London: Faber and Faber, 1998)

: Joothan :A Dalit's Life(From I ndiv itlua I Soc ie tv, Pearson

Education)

: Technology With A Human Face

(From /nsighl.i. K Elango (ed)

Hyderabad. Orient Blackswan' 2009)

: Em<ltional Intelligence(From /nslghrs. K Elango (ed). Hyderabad'

Orient Blackswan, 2009)

: Filming India ( Art Interview)(From Intlitr Revisited bY Ranrin

Jahanbegloo. Delhi. OUP, 2008)

: On Good Resolutions(From En8li.s/r Es.sa.r'isls, OUP)

: Religion and Civilization(From Writing A Nation, RuPa)

: My Dungeon Shook

( From 'ffte Fire Next 7"ine-Michael Joseph)

4. READING LIST

A) CORE TEXT(A text conroinin7 the above lessons w'ill be made availoble)

B) FURTHER READING

Walter Benjamin: Experience (Essay)

(From Marcus Bullock and Michael W' Jenning s. ed, Walter Benjamitt: Se\9t-ed

Wrirings, Vrtlttme l, t9l3-1926, Cambridge:The Belknap Press of HUP' 1996)

Stepnen Hawking: Public Attitude towards Science (Scientific Essay) (From Stephen

Hawking: Bur.k Holes trnd Babl' IJniverses anel otlrcr Es.rrt.y.t. Toronto: Bantam Books'

1993) http:/beemp-l.com/downloarJ.php?file=2740600&song=Public+Attitudes+'fowar

d+Science

Martin l-uther King: I Have a Dream (Speech)

(fiql://u,w,rv.irr]icr.ie unrhetttric.cortt/slrccches/rn lkiharcadroall).htrq)

Ng0gi Wa Thiong'o: Weep Not, Child, (Fiction)' Chennai:'

4L

Guy De Muapassant: The Diamond Necklace (Short Story) (From Robert Scholes, Nancy

R. Comley et al (ed). Elements of Literoture; Fiction, Poetry, Droma, [,ssc-y, Filnt, ed \Y .

OUP, 2007. - Pages 291-303)James Baldwin: Autobiographical Notes (From Robert Scholes, Nancy R. Comley et al (ed).

['-lements of Literature; Fiction, Poetrr-, Droma, E.ssay, Film, ed IV.OUP, 2001' - Pages 98 -l 02)A.P.J.Abdul Kalam: Wings of Fire. Hyderabad: Universities Press (India) Private Ltd. 2004.

Anne Frank: The Diary- of o Young Clrl. New York:Bantam Books, 1993.Martin Luther King III: Martin Luther King III reflects on his pilgrimage to India.

(Nervspaper article) (From 'The IJindu" op-Ed Page I 1, dated Saturday, March

1.1, 2009.)

4. MODEL QUESTION PAPER

('lo be incorporuted)

亀

Uxlvpnsl'rv or Cnt.tcur

RssrRuctuREo CunRlcul,uM FoR

BA PnocntMMIi IN ENcrtsH LnNcurrcB ano LltenltunB

SvLrAsI FoR coRE Counsrs

Rnnonc Dnaun

l. Alvt oF- THll Coun*sr

Todevelopinstudentsatasteforreadingdramawithatheoreticalbasis' and to

--:-^+:-.^1., i-+n nfh, ' ler issues and toenter imaginatively into other worlds' to consrt

explorerelationshipsfromthepointsofviewofdifferentpeople

2.OsJEcrtvns oF THE Counsn'

. To develop a critical understanding of drama and various kinds ol theatre and a range of

dramatic skills and techniques'

' To familia'ize ,tutltnt' wiih tt'e cultural diversity of the world

. T0 pr.ovicle srutlents with a meaninglul context ior acquiring new language and developing

better communication skills. 'l-o foster a stlong sense o1 invoivement which motivates and encourages students to learn

through active ParticiPation.Tofacilitateexplorationofattitudes,valuesandbehaviourandcreationofrolesand

relationships ..u ir,o, the srudent goinr'on unJ.rstanding of themseives and others through

rJrarnatic' imaginative experience .:,u ^rL^-.. onrr c

. To develop c-onfidence and self-esteem in their relationships with others and senstttvtty

towards others

3.(]OURSE OIJTI,INEMODUI,E I - DRAMA & THEATRE

. l)rama as a performing att - Drama as a tool for social criticism - Theatre - Introduction

totheat'ressuchasAbsurd,E'pic,street'Cruelty,Anger,Feminist,Ilitualistic,andPoor.. Genres:

.l.ragedy. comedy, r.ogi-corn.dy, Farce and Melodrama, Masque, one-Act-

PIaY, Dramatic Monologue.SettinS-Plot-Character-Structure-Style-Theme-Audience-Dialogue

Cttnn Rr,e,ol:lc Tsx'rs

B. Prasad. A Backgrourttl to the Studv of English Literature'

RBaoInc DuueTITIッ E OF THE(〕 OURSE

SEⅣIESTER INヽ 〃HICH THE COLIRSE

Is To BE TAUGHT

No.oF CREDITS

72 (4 hrs/wk)No.OF CONTACT I10URS

lal

Rev. Ed. Delhi: Macmillan, 2008. (Pages 106 - 182)

Robert Scholes et al (ed). Elenrcnts oJ'Lilerature: F-iction, Poetry, Dretrua,

E.r.irr.r',

F-iLm, ed IV. OUP,2007. (Pages 773 - 800)

Mouur.r: II - Rr:noIxr; DuunWilliam Shakespeare :Macbeth (1623)

Ibsen : Doll's House ( I 88 I )Act III

(A general Qwareness of the entire play is expected)

J.M. Synge '. Riders to the Sea ( 1904)

4. ReeotNc LIsr:-

FunlunR REnntNc

6. CvsEn

¨ rChiSЮ ry'coll1/inShlyngc002,tPl

http://www.t

http/Ar--."*t I l.om/library/newsletter/i v- I -2li v- I -2b htm

No

Title Author Publisher/Year

f)enretrt,t t2l Drunru F. t-Styan-ambrid

ge UniversitY Press'

1967

つ

´ A Ilttntl Rook o.f'WilfrcrCrititnl loDfttaches to

L. Guerin et al New Delhi'-iterature

ouP,2007

The Semiotic's ofThetttre urtd Dramu

Keir Elam Fndon: Routledge,2009

Lit i: rature, C rit ic i sm,

and Stl'le: A Prerctical

Guitle trt AdvurtcedLevel EnglisltLiteroture

Steven Craft and HelenD。 Cross

oxlord:UUr,zuuu

”さ Literqture ondLctrt gtt u ge 7'e uc hi tt g :

A Guitle .lor'feuchers& 7'ruiners

Gillian Iノ azar Cambridge UnivcrsitY

2008

REsouncEs

www c言市Jrcadng COn1/drama htttT― www angclarc convcgoノ edp303/

UxrvpRsrrv or Cnr,rcur

ResrRucrunno CunRIculuM FoR

BA Pnocnnvvr. rN Ilwcusu LnNJcuRcE nNo Lltannrune

SvLLnBt poR coRE Counsns

RprrnrNG Ftcuon

Cclunss Coul ENG3B02

'l'l'lt..l' ot,'U ul couRsE RERnrNc FIcrtoN

SEMESTERIN WHICH THE COURSEIS TO BE TAUGHT

No. ot,CREDITS 4

No.oF CONTACT HOURS 90 (5 hrs/wk)

a)

b)

C)

d)

Counsu Ourltrr:

Moout.ti I - Flcrlox & Nnnn,ruvB Srrutrpctns

Plot - Character - Atnlosphere - Technique Style - Points of view

Iriction as the base for other literary and media writingDit-ference between long and short fiction - definitions

Types of Fiction

Cons Rraon<;B. Prasad.

rev. ed. 3.

Robert Scholes et[]sstty, [:ilnt,

A Bockground to the Studv of English I'iterature,

Delhi: Macmillan,2008. (Pages 193 -229)al (ed). Elements rlf Literature: [;iction, Poetry' Drama'

ed IV. OUP,2007. (Pages 12l - 140)

Alu orrgB Counsl:To inspire a love of fiction in students, to open up their minds, to.stimulate

the sympathetic/empathii imagination by allowing them to see the world through other's eyes

as well to loster intercultural dialogue

OsJBcrtvns oF THE Counse. To develop a critical understanding of fiction. To familiarize studenrs with the cultural diversity of the world and to extend

various perspective readings. To providi students with a meaningful context for accluiring and memortztng

new Ianguagc and developing oral skills. To cultivatc a sense ol involveme nt which motivates and encourages

students to learn through active paflicipation

Moour-B [I - RB,rnrNc Loruc FrcuoN

Ernest I{emingway Man and the Sea ( 195 l)

M<lour,R III - RHnorN<; SsoRr Frcrrou

I ''I'he Phoenix'2.'Of white l-lairs and Cricket'3. 'Schools and Schools'4. 'J'he Diarnond Necklace'5. 'Miss Brill'6. 'Misery'

4. Rseotxc I-tsr';-

A) Irun'l'HEtl Rr.:aotrc

Sylvia Townsend Warner

Rohinton MistryO. HenlyGuy de MaupassantKatherine Mansheld

Anton Chekhov

5. Cvunn Rnsouncus

www.Ouestia.com www. Bookrags.com www' Novelguide.com

www. gradesaver.com/the-old-man-and-the-sea

http://www.sparknotes.com/lit/oldman/ http://www.studvqs.neUfiction.htm

6. Mouu, Qursrtol- PrrPr:,n

ll.\o

Titlc Author Publishcr/Ycar

| l.i t e roture. C ri t it'i sm,

antl Sttle: A l'ructic'crlCuide n AdvemcetlLevel EnglisltLiterqture

Sieven Craf't and HelenD. Cross

()xfordi()l」 P,2000

2 T'he Rise ofthe Novel Ian Watt Unlversity ol CaliforniaPress,200l

Rhetoric oJ'Fiction Wayne C. Boot Chicago: The UniversitY otChicago Press, 1983

4 CraJi oJ Fiction Percy Lubbock Penguin, 2007

Literetture antlLanguage Teaching:A Guide for Teqchers

& Trtriners

Gillian Lazar Cambridge University Press,

2008

6 A ″`7′

β'̀0たCriticql lpprouches lo

Lilerature

Wilfrcd L.Gucl・ in ct al New Delhi: OUP,2007

(To be incorporated)

聯

. l ' n'* 9#,ilr&fllli. srudenr ro rhe general characterisrics of rhe literature and culture of the

period and to prorrote in him/he[ an intercst in ancl knowledge of the literary productions of the age

ot''';:'H::,ilffi fi!tol,!i,,.^', religious, social ancr culrurar rrends of rhe Modernist

ancl the Postmodernist Periods'

.l.o understand how the literature of the period relates to the important trends of the period'

To develop an ability to read, understand and respond to a wide variety of texts of the

period.

To apprccicLtc thc ways in which authOrs aChiCVc thCir cffCcts and tO dCvclop skins

necessary fol litelary stucly

To develop the ability to construct and convey meaning in speech and writing matching

style to audience and PurPose'

3. Counsr:' Outt-txr:

l.r,rl,nnRV MovurrlnxTs; Modernism, [rnagism, Impressionisrn, Expressionism' Surrealism' The Avant-garde'

Stream of consciousness, Movem"n, po"r.y, Epic theatre, Theatie of the Absurd' Existentialism' Angry

Thcatre,Postmodcrnism.

卜10DUIン El:POETRY

Ycats

Ehol

Audcn

l.:llkill

l｀cd Hughcs

UnmRstrY or Callcur

RgstnuctuREo CunRtcut-uM FoR

BA Pntlc;nnuMIr IN EN-GLISIr LaNcunce nruo LLrtlnn'l'unr.

SvlI-nnt FoR coRh Counstx

Monnnn Exr;l,tsH Ltrr;R,lruRn

Counsn Coot, ENG4B01

Tn'le or- TIJE couRsE MooenN Erucltstr Lttsna'rune

SEMESTER IN WHICH THE COURSEIs TO BE TAUGHT

4

No.o「 CREDITS 4

No oFCONTACT HOURS 90(5 hrs/wk)

:Easter 1916

: Journey of the Magi

: The Unknown Citizen

: Next Please

: 'fhe Thought Fox

与8

Seamus Heaney

Mooulr 2: Pnosr & FrcuoNJames Joyce

D. H. I-awrence

Virginia WoolfFowler

Moouln 3: DnlunOsborne

[)inter

Mout.;r.r: 4 unnvn rtx sr:npr:Ntxr;

Shaw

Constable Calls

Araby (Short Story)

Rocking Horse Winner (Short Story)

How Should One Read a Book (Essay)

The French Lieutenant's Woman (Novel)

Look Back in Anger (Play)

The Dumb Waiter (OAP)

Pygmalion(A.fter u brieJ'introduction, the plat' is to be screened und discussetl. The pluy- andlor ',\ly

l;uir Lacly' qre recommended.)

4. Rpnot^*t; LtsrGeneral Reading:

ljurther Readi

Sl

NoTitlc Author Publisher/Ycar

l A Glossurv ol' Lileran' Terms Abrahms, M. H. Bangalore: Prism，

一 Modernism Petcr Childs London: Routledge,2008

A Briel Hisron' ol' EnglishLiter0tu re.

John Peck and Martin Coyle. Basingstoke:Palsrave, 2002.

4 B e R inni n p, P ostmode rn ism Tim Woods Manchester: MUP,

SI

No Title Author Publishcr/Ycar

l Modernism: A Guide toEuropean Literqture I 890-

I 930.

. Bardbury,Malcom and James

McFarlane

Hassocks: Harvester, 1978.

2 'l-he Moclern British Novel Malcom Bardbury Penguin

3 E i sht C ott te nt po rct 4: P 6s 1 t Colin Bedicnt

4 A′′777``′ ′、ゞSO′たノノ′′′′sI「 ,′οAノ″ Marshall Berman London: Verso

_5 A Prelht'e to Jutnes Joyce. Sydney Bolt Delhi: Pearson

6 'l-heort' oJ tlrc Avutt-Garde.'l'rans. Michael Shaw. Theoryand History ol'I-iterature, vol.

4

Peter Biirgcr Minneapolis: U of MinnesotaP. 1984

7 Five Faces of Modemin':M ode m i sm, Avet nt - (ia rde,Dec'adenc'e, Kit.sch,

Posftnoclernisnt

Matei Calinescu Durham:Dukc UP、 1987

The Theatre oJ tlrc Absurd Martin Esslin Harmondsworth: Penguin

9 Britislt I)rqmu Sinc'e 1955 Hayman, R

T'he Auden Generation:Literuture and Politics itt

Englond irt the 1930s

Hynes, S

ll Nine Conremporarl Poels King, P. R

つ４ l-he Novel ett llrc Cross Roads David Lodge

Postnrtdentin' David Lyon Buckingham: Open UP

14 A Pre.fuce to Yeqls Irdward Malrns and

John Purkis

Dclhi: Pearson

15 Culture in Brituitt Since 1945 Marwick, A

16 'fhe Movement: English Poetry

ctnd Fiction oJ'the 1950s

Blake Morrison

l1 A I'reJace to Auden Allan Rodway Harlow: Longman

18 A Prefac'e Io l,uwrettce Gamini Salgado Delhi: Pearson

19 Motle rni sl F-iclion : An

lnt rotlucliott

Stevenson. R

20 A Preluc'e to L,liot Ronald Tamplin Delhi: Pearson

-5. Monr,r- Qur:-s'rroNs('kt be ittc'orporuted )

UNlvsnslry or CurcurREstpuctuneo CunnrcuLUM FoR

BA Pnocnniur'.re rN Eucr-rsH Lnrucunce eNp LrrnRerunE

SYLLIsr FoR coRE Counsns

Mu,'rgooor,ocv or HuvrnNrrrES

I . Arv or rrrn couRsrl. The course is intended to introduce the student to the methodological

issues that are specific to the disciplines referred to as the humanitiesand to inspire in the student a critical perspective with which toapproach the disciplines under the humanities.

2. On:ucrrvr,s Or. THr- Counsr,

On completion of the course, the student should be (able):. To know the distinction between the methodologies of natural, social

and human sciences. Tr) understand the questions concerning the relation between language

and subjectivity as well as those pertaining to structure and agency inlanguage

. Aware the theories of textuality and reading both western and Indian

4. Counsr, Ourr.rxr

Moot.'r-t IIntroduction - difference between the natural, social and the humansciences - facts and interpretation - history and lictron - study of thenatural world compared to the study of the subjective world - study oftastes, values and belief system - the questir,rn of ideology

CoHt, Rt,eutxcTerry EagleLon. l-ilerory Theory: An Introtluction. Oxford: Blackwell,

r9tt3.Chapter: 'What is Literalure?'

EH Carr. Whnt i:; History! Ed 2. London, Macrnillan. 1986. l- 24,50-80 (Chapter'1: The Historian and His Facts & Chapter 3:

History, Science and Morality)

Gnxtrnet- Rt,ar>tNc

Pcter Widdowson. Literoture. London, Routledge. 1999

Counst, Coor- ENG4B02

Tt-l't-r, orrnr: couRSt Mr;ruooor.ocv or- H urranx rrtr,s

Sr..vl-:s-rER rN wHlcu'f Htr cor.iRSr:

IS TO Btr TA[,'CIIT4

No. or-cRriDrl's 4

No. ot,coNT ACl uouRs 72 (4 hrs/wk)

メ

チ

N/101)uI´ E II

Languagc, Culturc and ldcntity ― thc rclation bctwccn languagc, culturc and

SubiCCtiVity― thc qucs」 on of agcncy in languagc― thc、 ocial construclon of

rcality― languagc in history― languagc in rclation to class,castc,race and 8cndcr一

languagc and colonialism

CORE RI:ADING

Peter L Berger and Thomas Luckmann,7/7ι Sθθ′αι Cθれ∫rr′θ′jθηげ RιαιJりfArr`α′など加′んθ Sθθわ′θgyげ κ′θ″ιιttθ.HarmOndswo■h:Pcng」n,1966.13-30.

Introduction.1.G. Merquior, Frutm Prag,ue to Paris.

Sections 'The Linguislic Paradigm' and

CExrnlt- Rt,ntrtxc

Rosalind Coward and .Iohn Ellis, Languttge

Routledge, 1977.

London: Verso, 1986. l0-17, Chapter I,'From Language to Culture.'

antl Mate rialisrz. London:

Mootrr.r: IIINarration and representation - reality and/as representation - narrative modes ofthinking - narratiot.t in literature, philosophy and history - textuality and reading

Conl- Ru,tntxc

Shlomith Rimmon Kenan, Narrative Fiction: Contemporary Poetic'.s. London:

Metheun, 1981. Chapter I

.lavcd Akhtar. "The Syrrtax of Secularism in Hindi Cinema," in Composite Culture

in ct Multi-t:ulturul Soc'iety, ed. Bipan Chandra and Sucheta Mahajan. New Delhi:

NB'l' and Pierson, 2001 .265-12.

Gr,xr,n,rt. Rt,aolxc

Linda M Shires and Stevcn Cohen , Telting Stories. London: Methuen, 85

Mouulr: IVIndian theorres of knowledge - Methodologies of Indian knowledge systems -what is knowledge - .oncept, of knowledge in the Indian tradition - origin and

development oI Indian philosophical systems

Ccxn Rt,aotNc

M.IIiriyanna. Outlines of Inclian Philosoplq,. London. 1956. Chapters 1 & 2.

l)ebiprasad Chattopadhyaya. lntlicut Philosopl;; A populor Introduction-New

Delhi.Peoples Publishing House, 1982. Chapters 4,8 &24.

聾

Glバl!RAL READlヽ G

S.Radhakrishnan.rJ7グ ′α″P/2Jιθ∫θρ/1ツ 2 vols.London,1943.

N()tc on COursc work′「 hc tcachin3 0f thC coursc will involvc making thc studcnt cntcr into a solt ol｀

dialoguc 、vith sonlc of thc issucs raiscd in thc rcadin3 material givcn bclow.

Whilc thc studcnt should bc cncouragcd to rcad thc recol■ llnended section of the

tcxt or thc wholc tcxt outside the class hours, rcprcscntativc cxccrpts from

individual tcxts lnay bc uscd for intcnsivc rcading in thc class.

4C()じ RSE TEXT

SI No′「 itlc Authors Publishcr&Ycar

l

MethocktloT4

.y (rncl PerspeclivesoI HnruLnities

AbhUit Kundu &Pramod Navar

Pcarson Longinan,

2009

5. Moonr- Quesrros Palr,n (To be incorporuted)

コ

UuvBnsnv or Cat,lcut

Rss'r'Rucruneo Cunnlcut-uM FoR

BA Pnocnnuue rN ENcl-tsH LnucuRcE nxo LIt nnn'runn

SvLLeBt FoR coRE CouRses

INolnN WRluNc IN ENGLISH

Counse Cooe ENG5B01

Tt't'le on rse couRSE INornN WRlttNc tN ENcLtsu

SliMESl｀ ERIN WHICH l｀ HIi COURSE

IS TO l〕 E TAUGHT

5

No. cl,cnt rtt't s 4

No o「 cONTA(:T IiOURS 9()(5 hrs/wk)

1. Atu oF'l'HI'l couRsE*To inspire students ro approach and appreciate Indian literature in English, toexplore its

uniqueness anrJ its placc among the literatures in English'

*To rnotivate students tbr a critical and comparative study of other literatures in English and to

examine the similarities and differences in attitudes, vision and idiom of expression'

2. Oulpcrtvm On Tse Counsr*To provide ;; ;;** or tr,. various phases of the evolution of Indian writing in English'

*To introduce students to the thematic concerns, genres and trends of Indian writing in English'

*To generate discussions on the constraints and challenges encountered in articulating Indian

sensibilitY in English.xTo expose stu"dents to the pluralistic aspects of Indian culture and identity'

3. Counso OurltNr:

Monul.l: I - INtnoouctlo^-lntroduction to the coursc: an overvicw of the history ollndian writing in English'

Introducing the diff'ercnt phrr", in its evolution - British Raj and the ernergence of [ndian writing in

Engtish, the National mo,rement and its impacts , independence and post-independence periods and thenew

voices and trends.('l'his part ol the course aims

Semester Assessment are to be I

texts)M<lout-tl II - I)ot':'rnY

I Sarojini Naidu2 Tagore3, Kamala Das4 Nissirn Ilzekiel5. A. K. Rar.r'ranujan

6. Agha Shahid AIi

; at giving a broad overview ol the area' Questions for End-

limiie<J riithin rhe purview of the prescribed authors and the

The QuestBreezy Aprilln LoveGood bye PartY to Miss PushPa T'S'Looking for a Cousin on a Swing

Postcard from Kashmir

Conl: Rr:nnllc

Gokak, Vinayak Krishna (ed). The Goltlen'l'reusum' oJ-lndo-Anglian Poe tn'. Sahitya Akadcmy,

I970. I05. |55.21|.Parthasarathy R. (cd). 'l-en T-yt'entieth Cerilurt' Intlian Prret.i. Dclhi. OUP, 1976.31,91

Mehrorra, Arvind Kriahna (ed). Twelve Modern Indiut Poets. Delhi. OUP,l992.14l

Moout.r: III - FICTIONl. Shashi Desh Pande

Moour.ti IV Pnosr: AND SHoRT Flcrton

Roots and Shadows

(Chennai: Orient Longman, 1983)

l. Jawaharlal Nehru

2. R.K Narayan

3. Amrita Pritam

Tryst with DestinYMars in the Sevcnth House(Chapter 1X of MY DaYs)

The Wecd

(lonn Rnnotn-cIlLrshdie. Salman (ed) vintage Book o.l'tntlian writing 1947-1997. Vintage. 1997 (Tryst-with Destiny)

Narayan R.K .Mt,/)ar'.r. Mairas: Indian Thought Publication. 2006. ll 5-132. Mythili S' V. Kadambari

(cd). Lighrs uncl Shtrclovvs. Chcnnai: Blackie Books'2000 '64-10'

Moout,P-V-Dnnn'tnl. Cirish Karnad

4. [U:,r.otN<; Lts'rConl: RP,tntN<;

Gr:unnnl READI^'(;:

Naga-Mandala (OUP. 1990)

Publishcr/Ycar

i, Sterling,.R.SreenivasaTiltan W*ng in English

Acaderni, 1982A Ilisrotl oflndiun

reor;nu n *to ry of I ndian

Literature in Enelish

勇

∬

FunrgcR RB,tott,lt;

5. Moor':l QunsrtoNs

(To be incorPorated)

Sl

NoTitlc Author Publishcr/Ycar

1 Perspeclives on Indian Poetry

ln Enplislt

M.K Naik Dclhi, Abhina、Publication,1984

つ 7;i K1;Eiin;n c ni I s 80 - t e e 0

An Assesstttetrt

Bhariya N.V. &V.Sarang (ed)

netni. Permanenl

Black, 1994

Tirspectives on Intlinn Drama inl'.n,qli.tlt

MK.Nttk &S M PunCkar(Cd)

Dclhi, PCrmancn

Black,1977

4 Rピ碑わrrグル7g・ T17′ L′′ιrα″′r` げ

′rlグた″7D′α∫ρθrθ

E.S.Nelson N`" ~ YorkPcrmancnt Black

1992

5 7'α″rθ /8θθ―ノ970

A Sι`Ⅳ

θv _______H M Williams Bombay, Unen

Longman, 1976

6 t,utn-e,rgtisn Poet^) H.L.Amga 」aipur, Surabh

Publication,2000

Anuadha RoY Dclhi, PrestigcBooks,1999

7 Pottems oJ Fentirtisl Cottsctrtusness

in Intliqn Wonten Wrilers: Some

Feminist Issues

8 ε′7ノ′θ∬F`″ ?α′どFrιィ′7gι r、 :ゞAS′″abi ρノ

κα′,lα′α Dα∫

V.Nabar Dclhi,~ PCrmancnlBlack,1993 _

9 ルイθ`′ `r′

7′′7どた″'Pθ `′

n'I′ 7E4g′おカ R.D.King Dclhi, PCrmancn

Black

UNrvr:nsrrv or Cnucur

Ilgsrnucrunno CunR rcur-r.JM I.'oR

BA Pnocnnnarr,tr, tN ENcltsH La,Ncunce eNn LItERn'lunE

La,ncuncs aNn LlNcutsncs

Counsg Cope ENG5B02

Tt'rlt, or,r'gE couRSE LaNcuncr eNo LtNculs'ncs

Seur,srnn IN wHICH THE couRSE

IS TO BE TAUGHT

5

No. on cREDITS 4

No oFCONTACT HOURS 90 (5 hrs/wk)

1. Ar:r.r ot't'nFt couRsll'l'he course studics what is language and what knowledge a language consist of'

This is provided by basic examination of internal organization of sentences' words'

ancl sognd ,yrt.n.1i.'fhe course assunres no prior training in linguistics. Students ol'

Linguistics 6egin thcir studies by learning how to analyze languages, their sounds

(phlnetics anJphonology), their ways of forming words (morphology)' their

sentence structures lsyniax), and their systems of expressing meaning (semantics)'

2. OsJpcnvas On Tsu Counst

' To lead to a greater understanding of the human mind' of human

communicative a-ction and relations through an objective study of language

. To familiarize students with key concepts of Linguistics and develop

awareness of latest trends in Language Study

. To help students towards a better pronunciation and to improve the general

standard of pronunciatron in every day conversation and in reading.

. To help the students develop a Sense of English grammar' idioms, Syntax

and usage.

' 'fo irtprove wLiting and speech skills'

l. Cot;nsl: Ourt.llr:,

Morlt'r.r: I

I,ANGUAGE

a)WhatisLanguage?-speechandWriting_LanguageandSocietyb)Variations in language - Language Behaviour - Dialect - Idiolect - Register -

Bilingualism

メ

Moour.r II - Lrilcutsrtcsa) What is Linguistics? - Is Linguistics a Science?

b) Branches of Linguistrcs: Phonology - Morphology - Syntax - Semantics -Serniology

c) Approaches to the Study ol Linguistics

Synchronic- Diachronic Prescriptive -Descriptive Traditional - Modern

d ,)Key Concepts in Linguistics Langue - Parole

competence Perlbrmanceetc

Monut.r: III - PnoNr:rtcs

a) Speech Mechanism - Organs of Speech -

b) Overview of'English Sound System

c) Classification of Vowels - Diphthongs - Triphthongs and Consonants

CardinalVowels - Phonernes - Allophones and AllophonicVariations HomonYms andHomophones - Suprasegmentals : Stress and Rhythm

- Intonation - Junctured) Elision and Assimilation - Syllable

e) Transcription and Practice

t) Application (to be done preferably in the Language l-ab)

Thi neecl 1'or Uniformity and Intelligibility - Distinctions belween

Rcgional and ItPSouncls - articulation and Ar'rditory E'xercises

Monttt.t, IV - srnuc'ruRI'l' oF ENGLISII

a) Introduction to Grammar

b) Grammar of wclrds

Morphemes and allomorphs - Lexical/content words - Form words -l'unctional/Structural Woids - Formal, Informal and Academic words -Id iorr-rs

c) Word Class/Parts ol Speech - Word formation - Derivation - Inf-lexion

d) Grammar oi SentenceWord Order - Phrase - Clause - Sentence Patterns e)

Kincls o1'

sc nte llces

Declarativc - Interrogative - Imperative - Exclanratory - Simple

- cornplex - Corlpound - Transfbrmation of Sentenccs

(Prrtcticctl E.rercises lo be givett in lhe prescribed areas)

η

4. RrnDtn't; [,tst

SI

NoTitlc Author PublisherfYear

Lctnguage antl Lirtguislic': An

lntroduc'tionJohn Lyon Cambridge University Press,

1999

2 An lntrocluction to lhe A.C Gimson London,1980

P ron u nc iat ion of Ert gli s h

3 English Gramtnar Raymond MurPhY Cambridge University Prcss,

2005

4 Kev Concepls in Lunguage

ttntl Ling,uislics

R.L.Trask Routledge,2004

5 Elentents oJ'Generul

LirtuLristic's

Andre Martinet Midway Reprint Series

6 P retc t icetl Engl i sh U'sa g,e Michael Swan Oxford UniversitY Press, 2005

7 Lin gu i s t i c s cmd EnglisltG r0nttna r

H.A.Gleason HOlt,Rinehartど 覧.Winston,

Inc.,1965.

B. Gclr:nnl- Rr:ntrtN<;

Publisher/Year

Pclican BookS,1970John Lyons (Ed.Nev' Horizott in Lnrre University Press,

L′ ]g′ ′∫ r(,′ lιィ′c′

`″

′θ′7f′ 1

e Prtrcticul Englis

n lntrodrtclion to I'anguag,e

qnd LinRuisticl;troducing PhonologY

l4ui.stics: A Ven, Short

Introduc'lion

A CORERI]ADING

5. Moor:r, QuasrtoN I)rrppn

('l'o be incorpttraled)

Sample'l'opics f,or Assignments

o Language and societyo Branches of Linguisticso Bilingualismo Thc Need fbl the Study of Grammaro RP and Standard English

o Approachcs to the Study of Grammar

o Linguistics as a Sciencc

η

6a

UNrvBnsrrv or- Caucur

Rss'rxucruReo CuRnlcur-uM FoR

BA Pnocneuve rN ENcr-rsu LeNcunce nuo Lrrgnnrune 2009 - 2010

Svt-t-eal F-oR coRE CouRse,s

Mnrnooor.ocv or LrrBurunn

l. Arv or.lsn CounsE. To familiarize the student with the critical tools used in the reading of

literature. To instill a broader and holistic sensibility in the student with the aim of

eventually equipping him to approach, analyze and assess literary

discourses through a host of complementary as well as conflictinglyd i fferent theoretical frameworks.

. To form an idea of the complex nature of literary studies and how they

arc entangled with other aspects of the social body.. To unveil the constitutive elements and cultural specificity of'literature

along with the intricate process of cannon formation.. -Io hetp the student gain perceptive insights into the socio-political

dynarnics, the structuring points of view, the dominant ideology,

hegemony, the prevailing common sense and communal underpinnings

that mediate the writing, production, reception and survival of a work.. To familiarize the student with other media, popular literature and

emerging trends

2. Os:ecrtves oF Tnu CounsE. To introduce and discuss the evolution of literature. To sensitize the student to his own readings, to develop a critical

sensibility, to inculcate a love of literature, and to instill a serious

approach to literaturc.. 'l'o enable the student to read literature using critical and theoretical

Counss Conl ENG5B03

Ttllt, ot-'lHe ctoLtRStl MgrHooolocv or. Ltre,Rntultt,

Srrvt'stEt< IN wHIClt rHr: coLIRStl

IS 1'O llF. l-ALiGilT5

No. ot. cRL,Dt'fs 4

No. ol.CONIACT IJoURS 90 (5 hrs/wk)

6r

schools viz. textual approaches - New Critical, psychoanalytic, gender

based, cthnic , subaltern , post-colonial, cultural, archetypal, postmodern,u'col ogical pcrspcct i ves.

3. Counsr: Ourt.rxr

Mout.iLp ITraits of Literature: What forms literature? How is literature differentfrom other discourses? - Canon Formation: Who determines taste? Howare certain works and authors marginalized? - English literatures:British, American, African, Indian, Canadian, Australian etc.

Moour,r.: [ITextual approaches: New criticism,Formalism, CIose Reading,Deconstruction, Reader response - Psychoanalytic; Freud, Lacan and

Zizek(not tlrc heavy jargon but rectding po,ssibilitics) - Archetypal:Unconscious and universal patterns of repetition

Mouur.ri IIICender: Marginalized genders - Ethnic: Marginalization olaboriginals, how their culture is demolished and specimens? -Subaltern: A unique Indian phenomenon, Dalit literature,marginalization

Mouur.r: IVPost colonial: I-low texts are reread? Quest for expression,assertion of nationalism with special reference to India andArica Cultural studies: Cultural Materialism, NewHistoricism, Marxism, Postmodernism Eco-critical:Awareness of nature and environment, eco-leminism

ApproachThe approach has to be open and flexible in sensibility, avoidingjudicious judgments. Instead of offering rigid definitions and

descriptions, the teacher is to stimulate thinking process and helpstudents form positions through familiar examples. A few poems (orstories) are to be selected and read from different theoretical frames so

that the student can grasp how one contrasts with the other.

Classes may be devoted to simple explication of the methodologiesf ollowed by practical illustrations of the application of the

methodologies on short works and linally, student assignments on these

I i nes.

4. Rneul-c Ltsr

n) Conr THxr

(A te.rt c'orttuinitrg lhe above le,ssons w'ill be mude available)

B) Funrnr:,n Rr:notN<;

5. Moppt. Qunsrtor- P,tPr,n

(To be incorporated)

馴

Ｎ。

′I｀ itle Author Publisher/Vcar

I Princ'iples oJ LiteranCrit ici,;nt

S.Ravindranathan Chennai, Emcrald,1993

2 A llandbook o.f CriticatA oo rocrc he s to Li I e ruture

Wilfred L. Guerin, EarleLabor, et al

Delhi, OUP,2006

3 Conlemporary Criticism:Ar,Antholoe\

V.S.Sethuraman (ed) Chennai, Macmillan,l9E9

Q

UNIVERSITY OF CAI″ ICUT

RESTRUCTURED CURRICULUM FORBA PROGRAMMEIN ENGLISH LANGUAGE AND LITERATURE

SYLLABIFOR CORE COURSES

INFORMATICS

l AIMS OF THE COURSEO This coursc introduccs studcnts to aH the diffcrcnt aspccts of lnfornlation

l｀cchnolo3y and Computcrs that an cducated citizcn of thc modcrn world

may bc cxpcctcd to know of and usc in daily lifc.´「 hc topics in thc syHabus

arc to bc prcscnted as much as possiblc with a practical orientation so that

thc student is 3iVCn a pcrspectivc that will hclp hirn to usc and mastcr

tcchnolo8y.

2.OBJECTIVES OF THE COURSEUpon complction ofthe coursc:O Thc studcnt will have a thorough gencral awarcness of Computcr hardwarc

and softwarc from a practical pcrspective.

・ Thc studcnt will havc good practical skill in pcrforlning comlnon basic

tasks、 vith thc computer.

3.COURSE OUTLINE

～101)ULEI:(〕 ENERAIコ INTR()DUCT10N

()utlinc history ol｀ thc dcvclopmcnt of computcrs―´「 ypcs of computcrs― PC/

Workstations ― Laptops ― Pallntops ― Mobilc I)eviccs 一 Notebooks ―

Mainfl・alllcs――Supcrcomputers‐ Signiicancc ofIT and thc lntcmct

COURSE CODE ENG5B04

TITLE OF THE COURSE INFORMATICS

SEMESTER IN WHICH THE COURSEIS TO BE TAUGHT

5

N00F CREDITS 4

N00F CONTACT HOURS 90(5 hrs/wk)

tuI

MODUI,E II: INTRODUCTION TO I}ASIC HARDWARIIMonitor - CRT and LCD - issues - CPU-mouse-keyboard-processor types -

Ports - USB 2.0 - Input-output devices - Printers-scanners-graphic tablet-thurnb drive- modems-digital cameras-microphones-speakers. Bluetoothdeviccs

MOI)tltE III: INTRODUCTION TO SOF'I'WARIl'lopics: Operating Systems - Windows' Windows versions- Linux - Linuxdistributions- Free softwarc- software licenscs - Sofiware Tools(applications) - Windows software tools- Word, PowerPoint, Excel - Linuxtools - Opcn Ofi'icc, etc. Security issues- viruses - antivirus tools.

MODUI,E IV: INTRODUCTION TO NETWORKING AND THE INTERNEI'

What is Networking - LAN- WAN- Wireless networks - Benefits ofNetworking- file sharing- sharing of printers- examples - networking in an

office- in an internet caf6. The Internet- HTML- websites - blogs - search

engines- e-mail- chat- wikis- social networking- Security issues- Hacking-

Phishing etc.

MODUI,E V: I(NOWI-EDGE RESOURCES ON THIi INTERNET

Encyclopedias - libraries - book sites - journals - content repositories -

online education - other inlormation sites - internet directories - other

infbrrnation sources - websites ol' universities and research rnstitutions -

Onlinc courses and Vinual Universities

MODtiLE VI: CONtI'U]'ER LOCALIZA'IIONWhar is localization - using computers in the local languages in India -

language packs lbr operating systems and programs - fonts -Unicode -

ASCII I keyboard layout issues - sofiware tools for typing local languages

- TDIL project.

4. CORE TEXT

(A te.rt conluining lhe ctbrtt'e lessons v,,'ill be nrutle at'uiluble)

UN*IVT]RSITY OF CALICUT

RnsrnucrunED CURRTcULUM FoR

BA PnocnnuvE rN ENGLrss Le,Ncuece RNo LrrennruRe

SYllesl FoR coRE Counses

LrrpRanv CRrrrcrsl,r AND TI{EORY

CouRsr. Coor ENG6B01

Tt'rlt, or- r'lur cotiRSIi Lrlennnv CRIlctsna eNo TuEonv

Snvr:s'rnn tN wuICn rHri c'orJRSrl

IS TO BE TAUCHT6

No. or.-cREDrrs 4

No. or coNlAct'HouRS 90 (5 hrs/wk)

t. Alv oF THE Counsn

To tamiliarise the students with the literary terms and introduce to them the various streams in

literary criticism. to makc them aware of the inter-disciplinary nature of contemporary

criticism and to dcvelop in students. skills lor literary criticism.

2. OnlncuvEs oI."tHE Counse. To make the students aware that all readers are critics. To familiarise them with the factors involved in criticism like interpretation, elucidation.

judgement and appreciation.. To introduce the students to basic texts in

schools ol thought. To develop critical thinking by introducing'

theoretical approaches etc.

3. C<lunss ourLINI.t,

Monut,n I - Ct.nsslcnl.ircpAristotle: Concepts ol tragedy, plotPlato; (-'oncept of-Art. criticism of poctry and drama(Contempclrirry rclevancc ol'thc idcas in the above to bc discLrsscd)

CORIi RE,AI)INGAristotle. "Poetics" classical appendix in English Critical '[exts, OUP, Madras, 1962. Prasad, B.

An Introrluction to Iinglish Criticism. Macmillan, India, 1965. pp l-28.

Moout.p II - In*DIAN APstltn'ucsTheory of Rasa, Vyanjana and Alankara.

criticism, relating to various movements and

various tools of criticism-analysis, comparison,

昴

(ThC rClationship bctwccnヽ 4odulc Iゼ支IIto bc discusscd For cg Thc conccpl of Rasa

and purgation,Alankara and llgurcs of sPccch ctc.

CORE READING十 Das Cuptha,SN ・́I｀hc Thcow of Rasa・ ',(pp 191 196)in′

“`′

′α′,スピs′力′rた sIA′ ,′′1′晨ノ″″(r′ο″cd.

V S Scthuranlan,Macmillan,India,1992

■ Kuppusい 'anli Sastri ‐「hc Highways of Litcray Criticisnl in Sanskrit"(pp 173 - 190),in′ れ′′α′2

ス′.ゞ′力′′′こ∫:A″ frlrr`)`/1rcヽ ″ο″cd,V S SCthuraman,Macmillan,India,1992

・ Raghavan.V.・:Usc and Abusc of Alankara｀ '(pp 235-244)inル ,∂′α′7A`∫′/2ピ rた 5

A′ 7′′:r″ ,αιrc′ :ο′7 1ndia,ⅣIacmillan,1992

Ⅳ10Dl」 I´ E III― Ⅳ10DERN CRITICISM

This scction is mcantto makc thc studcntsね miliar with l■ 10dcrn critiCal writing

CORE TEXl｀ S

, WiHiam Wordsworth∫ Pri∝ι′οIッrたα′β`ι

′′αaゞ―Paragraphs 5-12

★ Fcrdinand de Sassurcr Ⅳ`″

ンrι ofrみθL′″g′′sr′ c Sfgrl

★ T S Eliot-7レα`ノ

″fο 77′ 4′ ′ん`ノ

″グ′ll′′′′′T`′′ιれ′

十 Elainc Showaltcr-7`,w'α″グ∫αF`′ 71'P7な ′Pθ`′

た∫

CORE B00KSt Wordswonh,William“Prcfacc to LyHcal BJlads"in Enright,D J et J ど′f′′sカ

Crル′car Tθ r′s()uP,ⅣIadras, 1962 paragraphs 5 to 12.P 164-172

・ Eliot,′「 S. ・(1｀

radition and individual Talcnt'' in E′ 2g′ :∫力 Cri′′εαι Fctrs lヽadras, 1962

pp 293-301★ Sassurc,Fcrdinand Dc~Naturc of the lン inguistic Si3n‐ in″θノ

`″7ιルピran'7■

`θ′́、ヽ

`″

?`′ C・′・メ′たお′,1

・ Showaltcr,Elainc いTOWards a Fcininist Poctics"in Cοれた

“ρθrα tt Cri′た

's,12

cd Scthuralnan V.S India Macmillan, 1989,pp 403-407

MOI)l」LEIV‐ CRITICAI´ TERMS AND CONCEPTS

This is a scction mcant to farniliarizc studcnts with thc Various toOIS,movcmcnts and

conccpts in criticism.This rnay includc thc fo1loヽ Ving:―

Figurcs()f Spcech: Similc,mctaphor,synccdoChc,mclonymy,Symbol,irony,paradox

Ⅳloverlents:Classicism,nco― Classicism,rol■ lanticiSm,humanism,realism,magic rcalism

natulalism,symbolism,Russian R)rlllalism,ヽ 4arxist criticism,absurd literaturc,lη odCrnism,

structuralisnl,post― stlucturalism,dcconstruction,post― modcrnism,post― C010nialism,fcnlinism,

psycho― analytic criticism

Conccptsi ObJcctivc cOrrclat市 c,Ambiguity,intcntional fallacy,affcc」 Vcねllacy,ncgativc

capability,lllyth.archctypc

Iンitcrary「orms:l´ yric、 Odc,Elcgy,cpic,sonnet,baHad,dramatic monologue,mclodrama,

tragic― cOlllCdy,1セ tTcc,and satirc

CORE READINGAbrams,MH/1G′θ∫∫′ハlο /LJrθ″α′3,箔θrr77S VH Cdn Thomson Hcinlc,India、 1999

Pcck,John and Marln CoyIC.Eiル rαス,7ン ηη∫α′グCrJ′たノw".Macmillan,London,1993.

け

MonulE Vln this Module , critical analysis ol short

rnay be asked tr,l analyse pieces in termsTheoretical approaches may be avoided.

poems and short stories

of theme, diction, tone,are to be done by students. The students

tigures of specch, imagery etc.

CORE READING:

Sethuraman, V.S. et al. Prac'tical Criticism. Macmillan, India, 1990.

(jeneral Reading

SI

No

Titlc Author Publisher/Ycar

l Indiut Ae:;thetics. An

Introduclion.

Sethuraman,

V.S

India: Macmillan, 1992.

') O.rford Dictiotrun' rl'Terms

′`rθ

rα r、 ,

3 A G b.ssary ol. l-i te retr)'

Tenns

Abrams, M.H India: Macmillan,Rev. Edition.

4 Lileran,Tentt.s antlCritit'ism

Peck, John et

al.

Macmillan: India, I 993.

An Introduction to

English CriticisntPrasad, B India:MacrniHan, 1965.

6 Beeinnine Theon. Barry, Peter. Manchester and New York:Manchester University Press. 1995

崎

Furthr Reading

-5. WhB REsot.:tlct':s

www.Iiterarureclassics.conVancientpaths/litcrit htmml

www.textec.com/criticisnr.html

www.ipl.org/div/litcri t

www.assumption-edu/users/ady/HHCateway/Gateway/Approaches'htmlwww.maitespace.com/englishodyssey/Resources/litcrit.html

6. Mol>t t. Ques'ltor Pnesr<

('11t be incttrPoruted )

割

Ｎ

Titlc Author Publishcl・ /Ycar

1 Struc'lurulism und

Sernktlic.s

Hawks, Terrence New Accents, 2003

つ '[he Poetn' Huncl Book Lennard, John Oxford Univcrsity Press,

2008

D A History of LiteraryCriticisnt

Blamires, Harry Delhi:Macmillan,1991

4 Contemporaryt Literun'Theorlt. A Stuclent's

Cornpmtion

Krishna Swamy, Net al

Dclhi:Macmillan,2001

う L,i te ra n' C riti c i.s n t : A

Reading

Das,B.B.ct al Ncw Dclhi,Oxford

Univcrsiり prCSS,19睡

６́ 7■らf778′おたCrirた α′

7レζ:`′ ir′ θ′1

Ramaswamy, S,

Sethuraman, V.S.

Delhi:Macmillan,1リ ノ/

7 An lntrotlucliott I0 the

Study ofliteralureHudson, W.H.

8 Li t e r(ilu re C ri t i t' i srn ontl Croli, Steven et al. Oxford UnivorsrtY Prcss,

S/r,/e 1997

而 Ldge,20019 Lit ettrrt''l'he o n' :'fhe

Brr.slcs

Bertens. Hans

Liwan T'heon lor the

Perple.red

Klages, MatY Indiai ViVa BookS,2007

UNrvsRstt'v op Cnltcut

Ilrs'rnuc't'unro CuRntcut-uM roR

BA Pnocnavvt, tx }lxc;ltsrt LINGuec;s rrNo l-rtnne'tung

SvL-t-,,lltl t:oR coRE CouRst,s

[,rtEn,rlunns tx Elcl.tsH: AlrsRtcaN & Posr Cot,oruIrrl

Counse Cont ENG6B02

Tttt ot 't'ttl' couRSIl LneRnrunps ttt ENcllsH:

Avt:ntcnN & Posr CoLoxt,rl-

SI!MESlER Iヽ VヽHICH THE(10URSE

IS TO BE 「́ Alj(〕 H′ F

6

No o「 CREDITS 4

No.o「 CONTACl HOURS 90(5 hrs/wk)

2. Atu on rHt CotrRsu

. To inculcate a literary, aesthetic ancl critical awareness of diverse cultures and literary

creations and thus to arrive a[ a broader vision of the world.

3. OttJrc'rtw;s oF'I'Hll Counsn. To initiate thc students to variecl literatures in English

. To exposc theln to divcrse moclcs olexpcricnces and cultures

. 'fo familiariz.e them with the concepts of Post Colonialism

. .lo cnablc stuclcnts to compare and contrasl their indigenous literature and culture with other

I i teratures anci culturcs.

3 . Crlunsr: Oull;*-r:'

n) Allnnlc,tn Ltrtnlrung

Monul,ti I

General reading: Inuoduction to American Literature

Poetry Walt WhitmanWallace Stevens

Sylvia Path

I Hear America SingingAnecdote of a Jar

Edge

Mother to Son

Langston Hughes

句

70

MODUI」 EH

Drama Arthur Millcr

Short Stoly L,dgar Allcn Poc

FaulknerCOI{E READING

Ramanan, Mohan (Ed) Four Centuries of Americon Poetry: An Antholog)'.Chennai: Macrnillan, 1996. 6l-63, 123, 125-121, l7O-17 1.

Salumke, Vilas et al. (Ed). An Anthology oJ'Poems in English. Chennai: Longman,

2005 (Rpt). 89-91, I l4-1 15.

I,'UITTHER READINGBhongle, Ilangrao. (Ed) Contenlporon: Anrcriccrrt Literature: Poetn', Fiction, Drama and Criticism.

New Delhi: Atlantic Publishers, 2002.

Collins - Arr lntrtttltK'tiotl lo Anrcric'an LiterulureCrawlord, Ilartholow V ct al. Antaricut Literoture. New York: Barnes and

Noble Books. 1945

Mathiessew. l:.O. Anrcrit un l.iterqlure up to Nineteenth Centurt'

Spiller - Cl'cle r4l'Anrerit'utt Literuture - A Neu, llun'esl oJ Ameriurt I-iterulure

Deuth oJ a Sulesman

The Fall of the House of Usher

Barn Burning

Pcnn.- Anrc riccut Lite ralure'f (l1d) Set'en Anrcric4n Sry'/lsts: l-rom Poe lo Mailer: An Introduction'

Minneapolis: University of Minnesota Press, 196 I

Warren, RobertWright, Gcorge

Il) I'osr CoLoNtnt-tslt

Monut.r: [IlGeneral Reading: Prose: Aspects ol Post

Poetry Margaret AtwoodKamau BraithwaiteMecna AlexarrderGabriel OkaraDavid Drop

lVIouur,r: IV

I)r'ama

Fiction

Carol Shields

4. Moopt- QurrsrtoN Panen

('l'o be int'orporated)

Colonial Literature

This is a Photograph of Me

The EmigrantsHouse of a Thousand Doors

The Mystic DrumAlrica

(blogginginparis.trttn/200'l/08t22/ufriclue-ttftic'u'bt-davitl-diop-1927-1960/ -)

Man jula Padmanabhan llan'est

Nasibu Mwanukuzi : Killing'l'ime( rr'rr'r'. kongr;i. r' ttnr/llas -Ntts/shorl

storie.s/clut.toJ'sunmte r.php

: A Sr:arJ'

う′

UNrvnnsrt'y (lr C,tLrcur

Rpsrnuc't'unr:n Cunntcl,r,uM t'oR

BA PRoc;nnM\,rFr, rN Exr;r.rsu L,rxGuncn,txn l,rrpnntunr

Svr,r,.tgr !'oR coRli CouRsr:s

Wolrnx's WRrrrNG

CounsB Cour: ENG6B03

'l'rrt.B op rHE couRSI.I Wovnx's WRrrrNc

Sunrstpn rN wHrcH THE couRstlIS TO BE TAUGHT

6

No. or cREDrrs 4

N<1. on coNTACl' Ilot;Rs 90 (5hrs/wk)

[. Ar:n or- rul.] Counsn

'fo introducc stLldents to wornen's voices articulated in literature fronr variotts countries

To introclucc thern to the evolution of the Feminist movement and to lamiliarize them with the

various issucs addressed by Feminisrn

To sensitize them to issues like marginalization and subjugation of women'l'o motivate thcm to rethink and redeline literary canons

2.0rJpcrtvr:s oF TIIIi Counsr:

c -l-o enable studeuts to idcntify concepts of class, race and gender as social constructs and

interrelated throughoLrt women's lives

o To lead them to explore the plurality o[ female experience in relation of these

o l'o equip them with analytical, cntical and creative skills to interrogate the biases in the

construction of gcnder ancl patriarchal norms

3.Coulr.sri Ouu,tn-l:

t92e)

l-e.s.sittg

MODUI,E I - ESSAYSa. Introduction to the Course, its scope, the need to re-examine the canons

l. Virginia Woolf : Slrakespeare's Sister (From A Room of One's Own. London, Hogarth,

2.Showalter : A Literature olTheir Own: British Women Writers from Brontes to

(Plinceton. Princcton University Press, 1977)

1?-

MODULE II - POETRY

1. Kamala Das

2. Noonuccal Oodgeroo

3. Emily Dickinson

4 Adricnnc Rich

MODULE III _ F-ICTION

l. Jean Rhys

2. Mrinal Pande

3. Kathcline Manslleld

: An Introduction (From: Narasimhaiah, CD. (ed).

An Anthology of Commonwe alth Poetry.

Macmillan India Ltd, 1990,41)

: We Are Going

(lirom: Noonuccal Oodgeroo. l'he Down i.s crl

Iland. 1966)

: She Rose to His Requirements

(lirom: l'he Poems oJ Emill- Dickinson.

Massachusetts: Cambridge. I 955.

: Ar.rnt Jennifer 's -liger

(From: Ferguson, Margaret ct.al (eds). 7te

Norton Anthologt' ofEngli-sh Poetrv IV edn.

NewYork : Norton, 1966. p. 1961)

: Wide Sarg,asso Sea (Novel)

(Penguin,1968)

: Girls (Short Story)

(From: Das, Monica. (ed) Her Ston' So Far :

7-ales ol the Girl Child in Intliu. Delhi, Penguin

2003.)

: The Garden Party (Short StorY)

(F-ronr: Nortort Anthology oJ English Literalure ,

thVol. 2.7-'- Edition. NewYork, Norton & Co.

2000.2423-2432)

73M0I)UI,E TV

DITAMA & F'ILM

I . Mahasweta Devi '. Bayen (Drama)

(From: l,lahasv,etu Devi's L-ive Plavs.

Trans. Samik Bandhopadhyay. Calcutta,

2 Rcvathy T?,:'),t. ;.';) l;ill3. Marzich Mishkini '. The Day I Become a Wotnan (Filn)

4. IlsnuNc LrsrI. ()eneral Reading

Sl.No Title Author Publisher/Year

Fiona l'olan's'l'eminisrns', in,Literart"fheon- crttd

Critit:i.snt : An O.rJitrtl

Guitle

Patricia Waugh (ed) Oxford, OUP,2000

2 Rivkin.lulie & MichaclRyan's'lreministParadigms' in l,itcrun'l-heory: An Anthologl

Rivkin Julie & MichaelRyan (ed)

Oxlord: Blackwe ll, 1998

3 J ane L-t're Charlotte Bronte ouP, 1973

I

rther Readiu

Sl.No Title Author Publisher/Year

1 A Room of One's Ow'n Virginia Woolf London, Hogarth, 1929

2 7'1rc Femule Imagincttiott Patricia Mayor Spacks New York: AvonBooks. 1976

3 Women in Putriurc'lt:L' ro s s C u I t u ra I lleud i tt g.t

Jasbir Jain(cd) Dclhi:Rawat

Publictltions,2005

4 Ⅳo′ ,で″И/r′ ′ル7gル ]ル″た′

VolI&H.Susic Tharu&K.Lalitha Dclhi,OUP,1991

5 Me*ing A Di.flerence:

F- e m i tt i st I -i le rq rv C ri t i ci vnGayle Gr:een & Coppelia

Kahn

r\ew York: Routledge

6'l'he Matl Womun itt the

Attic :'l'he Woruatt Write rSandra Gilbert & Susan

Gubar

Yalc Univcrsity PIcss、

1978

7 The Seutnd Se.r Simon de Beauvoir UK,Harmond Worth,1972

8 Women, Race ond Class Angela Davis New York, RandomHouse. l98l

9 In Seurch o/ Our i\'lother'sCartlens

Alicc Walkcr Ncw York,Harco■Bracc'ovanovich,

1983

1 Desire in ltng,uage Lcon S Roudicx(cd) New York, ColumbiaUniversity Press, 1975

I I I Literature qnd Gender L.isbeth Goodman (ed) Ncw York,Routcdgc,

1996

12 Femirtisl h ilm theorisls Laura Mulvey et al (ed) 1ンondon,Routcdgc,

2006

13 HArsrr^' So F'ur.'l'ules ol'

rlte Girl Cltild in lrrcliu

Monics Das (ed) Delhi, Penguin,ZUU-J

14 e t>iiottllt'in the Sun:

Atr t fu tlt tgt oJ P aki st Lttt iWritittp irt EttRlish

Muneesa Sharnsie (ed) OUP,1997

´Ｄ Agttin.st all Oelcls: F.ssa.t'.s

on Wttmen. lleligionD t,t't' ltt pttre rt t li'tun I nd i u

untl Pukisttrrt

Kamala Bhasin etal (ed) Dclhi,Kali for Womcn,

1994

16 Nl;WW"nrur tuttl Menin

lndiu

,saraswathy Ralu et al (ed) 1)clhi,Kall ior、 Vomcn,

1999

17 Wo,tren Writers u'ith f-irein tlrcir I'en, CvbtrI-iteruture. Yol.2.No.1Auc.l998

Usha Bande Aug. l99ti

18 Breasl Stories Maheshweta Devi Calcutta, Seagull, I 998

τ

5。 VヽE13 1tEsouR(〕 ES

Ellnily Dickinsoni An Ovcrvicw acadclllic bl‐ ooklyn.cuny

酬 田」 Wm:∬鋼 ti糧梅 鷲出

.Dょ帥Юrsc酬∝にd ho∬ ―b∝S Org.

塾 里 =型咀 ≦Iユ霙 製 山p颯上 ID/308

Widc Sargasso Sca Study Guidc by Jean Rhys

study Guidc www.bOokrags.com/studyguidc‐

響::1:i竃〕∫ilζ casurnlnaryandAnalysis

Stlmnlary wwW b00klags.com/widc¨ sargasso―

SCa

lA Iヽ o0111 of()nc・ sOヽVn Sulη lllary and Study Guidc

VヽWW.Cn()tcs conlノ roo nl― Oncs 6

Kanltlla Da、 Cnticisnl

www cnotcS C0111/poctry― cnticiSm/da、

Ktlllltヽ la 7

Ktlnlala Das Sunlmary and Analysis

Sunllmary www b。。kraEs comノ Kamala Das

6. Moot,t- Qut-s't.toNs

(Tit be inc'orPoroled)

■6

UN*IVIiRSITY OT' CAI,I CUT

Reslnuc'luREI) CURRlcl';LUM FoR

IIA Pnocnevvr: tx EsC;t-tSX I-rrNCUeCe RNro l-ttEn'qr.unL:

SYlmgl iroR coRE CouRses

Wntrtxc l'oR THE Mrntl

l, Alna oF rllE couRslt

This course introduces students to writing in a professional environtnent and to the forms of writing

HJE#,i'.',y;ti[, Iectures. discussions and practice in data Bath.cring' organizing and writing for

various media, inciuding newspapers' 'ogo'tnJ'' 'udio' television' film and the Web'

l. Os.lucrtvr: Or Tttti CouRsr:

Upon completion students should be able to: n arlvertising in a c

. llntlcrstand rhe .ature of news, ,i"-rot" of joumalism' advertising in a democrattc

socicr.v, ,n" ",ni.rJ'rn.t

t"got ,"r,ri.,i* on ,Ldio writirig' and the criteria f'or writing

. il:::ii! nr,,,. writing and reporring skills for various rnedia, including news writing for

print and bloaclcast 'n"d]u' and advertising copywriting'

. Think clitically about writing for the meaio ('p"tintally broadcast journalism' digital media

and advertisi'if , trt"tr"p ani apply media writing skills'

. Exhibir .o,r,p.t.n." in the n.,".r,uni.J'ol .on"lr" tnd clear writing through-the use of

acceptableg""'""'"'tuntt'spelling'properpunctuation'andappropriateAPstyle'

2. Counse Ourt'txs

Moout.BI-PntNrMsotrr

l. Introduction - The Media and the Message

2. lntroduction to Print Mcdia - Audience tbr the News

3. Fcaturc wri'i;;;;J eri,.L Writing: Angle - Stlucture - organisation

4. Newspaper writing: Edirorials --r-.ti"rt'io the Editor - Book and Film reviews

_ lnrervie ws - t-earl: darelines - cr.oli-rir. - Bylines - Nut-graph - Headlines -()p-cil l)icccs . o..LL:'-^ D.na{'-re:rrl'

5 Editing: (lramrlat' - Punctuation - Subbing - Prool-reading -Freelancing

6 Writing tbl Magazines: Action - Angle - Anecdote

Counse CooE

WntrtNc FoR THE MeotnTrLtt (tt''f HL, couRSL,

SEMIiS・「ERIN WHI(]H THIi COURSE

IS′「O BE TAIJCIHT

No Oド (｀ REl)「 IS

90 5 hrs/wk)No O「 (〕ONTACT}IOURS

Monur.r: II - E,r,ricr-noNrr: Mr:,nrn

a. Radio: Radio as a Mass Medium - Radio Skills - Broadcast Writing - Broadcast Tcrms

Scripting tbr Radio - Story Structure - Lead, Body, Ending - Writing Radio News andFeatures l)rogramrnes lbr Radio (Features, News, Interviews, Skits, Music Programmes,etc.) - Practical - Planning a Newscast - Radio Jockeying

b. 'lelevision: Television as a Mass Medium - Television Skills - Scripting forTV - Programmes for TV (Features, News, lnterviews, Music Programmes,etc.) Practical - Anchoring, Interviewing.

c. Film: Fundamentals of Film Scripting, Screenplay and Production,Documentary Irilm, News Reel.

Practical - Writing Short Screcnplays, Film Reviews.

Nlonul,u III - Dt<;rr',u. Mr.:nrn

a. Kinds ol'Digital Media: E-book - E-magazine - E-journal - E-newspaper - Internet

Worlrl Widc Webb. Writing lor I)igital Media; Web Writing - Technical Writing - Blogging.-

Intrclduction Lo

Protllc Writing - Ilroadcast News Analysis - Caption Writing - CopyWriting/Content

Writing - Story Structure and Planning - Inverted Pyramid - Headline, Blurb,Lead -

Digital Oorrespondcnce - Digital Editing - Assignments in Technical Writing,Web

Writing, Blogging.

Monulr IV - Anvr:,nrrslrMFi,NT

a. Advertisement in Dilferent Media - An Overviewb. Promotional l-iterature: Copywriting for [raf'lets, Pamphlets, Brochures,

Classil'iecls -'fcxt. Captions, Logo - Story-board etc.

Monur-a V - Slvr.rslr(is AND'l'np Maotn

a. Dil-l'crcncc in writing styles betwcen Print, Electronic and Digital Mediab) Ilasic principles of AP Style (Associated Press Style Book) fbr Writing -

Use ol'the Style Book - Style as a Manner of Writing

- Clarity in Writing - Readability - Five 'W's and 'H' of Writing.

a. Dil't'erent kinds of writing:l. Ncws Writing - Appropriate angle for a news story - Structuring news

- Qualitics ol'eflective leads -Using significant details - Effective revision2. Article writing - Structuring for greatest eft'ect - Preparation and organization of

articlc - Spccil'ic angle - specific audience.3. Featurc writing - structure - organisation - l'eature angles - simplicity in Style.4. Writing lbr thc screcn - Writing eflective film reviews -Basic pnnciplcs of

writing tor advcrtising - Writing tbr Interactive Media5. editing - Copy cditing process - Guiding principles of ecliting.

司

Rnnorrr; Lts-r

A. Conr.. RI.ADING

B. I;trn'lnr--n Rtnotxc

SI

NoTitlc Author' Publishcr/Ycar

l Wriring lltr the Mqss Medio(Sixth cdition).

James GIcnStovall

Pearson Irducation. 2006

2 /Jrr.sic Nerls Writinp Melvin Menchar winiam.c.Brown Co.,1983Writin,q uncl Reytrting Nevrr.s. A

Ct,ut ltinq MetlttxlCarolc Rich Wadsworth./ Thornson L-earn i ng,

2003

4 Nevts Writirtg & lleytrtittg James A Neal &Suzane S Brown

Surjeeth Publications, 2003

B rt u d t u.s t Ncrr'.r LYritirrS.

Rc po rt i n,q & P rotl uc lionTcdヽVhitc Macrnillan

6 An litroductiott to DigitalMedia

Tony Feldman (Blueprint Series) I 996

7 Adve rlisitt R Ahuia&Chhabra Suieeth Publications, I 989

8 The Sc reenwrite r's Workbook Svd Field Dell Publishing, 1984

9 E-Writing Dianna Boother Macminan,2008

10 M us s C om mutt i c al i on The o n' Denis Mcquail V istaar Publications,2007

Publishcl・/Ycar

Surieet Publications, 2005lVritin.q antl Proclucing News

A Crqsh Course inScreertwrit in

Prentice HallRichard L LcwisDieitcrl Media: An

Irilrotluclionehilton Book Co., IThe Art rf Editing the News

5

Dieirul Mcdia'ktol,'Dr.ChapmanNieel (Paperback - 26 Oct2OOl)

6 Neu'.s reportin,q und Etlitittg K M Srivastava Sterling Publications

1 'l'hc .Y ctr'.t LL'ri I e r'sItundbook: utt lntrotlut tittn lrt

M.I- Stein. ,

Patcrno. Susan.Furlceth Ptrblications,

硼

J ou nta lisnr'fhe Assoc'iated Press Srv^le

IJook and Libel MonuelNorm Ihe A.P, 1994

9 'the TV Writer's Workbook : A

Creutive Approach to

Televisiott

EHcn Sandlcr Delta,2007

10 U ntle rst a ndi n g J ournal i sm Lynette SheridanBurns

Vi staar Publications. 2004

l Mediu untl Socieh' in the

DisitulA,qeKevin Kawamoto Pearson Education, 2002

Metlicr itt tlte Di.gittrl Axe 」V Pavlik (Parrerback - I May 2008)

-5. Wr,n rtltsouRcl:s

in ib @) scotti shscrccn.coltt

http://www. scotti shscrccn.cot'tl

http://www. subtlc. nct/cnrPYrc/

http ://www. bi I I soa rra n.corrl

http://www. i nplaccolthcpagc.co. uk

http://wwrr'.dcsvi ltual.cottt http://www.brueckner-

kuch ncr. dc/bl ock

6. M<tott. Qt.rl,sttoxs ('l'o be ittc'orporu!ed)

Sample ToPics lor Assignmentsi. Sturients may opt to do creative writing project ropresenting an

engagement with their experience ol-the course.

Z. Submit three focus story ideas that you could write lor the campus news

paper. Identify them as news or leature stories'

3. Attend three events of your locality and write a basic news story about it.

4. Kcep a journal of yourreading habits iora week. Write a paragraph each day

qo

ilbour rhc kincls ol stories you reacl and did not read, how many you read all thc way through and how

n)any you reacl just through the headlines alone or the first few paragraphs only. Give an

cmpirical conclusion to your observations.

5. Watch the TV news bulletin fbr a week. Is the news the same or diff'erent from the print news?

l)o you have grcater l'aith in the medium? Why?

6. Concentrate on a particulal pubtication of E-newspaper for at least a week. Reflect on its

views. values and stylistic qualitie s.

1. Takc threc publishe-rl ncws stories. Use the internet search engines to substantiate facts in the

story.8. Wriie a cletailed story boarcl tbr a 30 second Advertisement. complolc with even the voice-

ovcr.() writc the script and a scrccn play lirr a 20 rninute docunrentary filnt.

Iix pec tat i on s:

Organizational visit and participation of cach student is essential and obligatory. It will be the basis of

eviluation and grading. Assignments are due at the end ol the course.