ALAGAPPA UNIVERSITY, KARAIKUDI

SYLLABUS UNDER CBCS PATTERN FOR AFFILIATED COLLEGES WITH

EFFECT FROM THE ACADEMIC YEAR 2022-23 ONWARDS

B.A English
Programme Structure

Sem Part Course Courses Title of the Course T/P Credits Hours/ Max. Marks
Code Week Int. Ext. Total
I 2211T T/OL Tamil /Other Languages -I T 3 6 25 75 100
II 712CE E Communicative English - I T 3 6 25 75 100
22BEN1C1 CC Poetry T 5 5 25 75 100
22BEN1C2 CC Prose T 4 4 25 75 100
I
III - AL-IA History/ Political Science/Tamil/
Business Administration/ T 5 5 25 75 100
Economics/ Commerce
22BVE1 SEC - I Value Education T 2 2 25 75 100
IV
- - Library - - 2 - - -
Total 22 30 150 450 600
I 2221T T/OL Tamil/Other Languages-II T 3 6 25 75 100
II 722CE E Communicative English - II T 3 6 25 75 100
22BEN2C1 CC Social History of England T 5 5 25 75 100
22BEN2C2 CC Fiction T 4 4 25 75 100
II III - AL-IB History/ Political Science/Tamil/
Business Administration/ T 5 5 25 75 100
Economics/ Commerce
22BES2 SEC – II Environmental Studies T 2 2 25 75 100
IV Naan Mudhalvan Language Proficiency for - 2 2 25 75 100
Course Employability (Effective English)
Total 24 30 175 525 700
I 2231T T/OL Tamil/Other Languages-III T 3 6 25 75 100
II 2232E E English for Enrichment - I T 3 6 25 75 100
22BEN3C1 CC Drama -I T 5 5 25 75 100
22BEN3C2 CC Phonetics T 4 4 25 75 100
III - AL-IIA History/ Political Science/Tamil/
Business Administration/ T 5 5 25 75 100
III
Economics/ Commerce
22BE3 SEC - III Entrepreneurship T 2 2 25 75 100
- NME-I Adipadai Tamil/
IV Advance Tamil/
T 2 2 25 75 100
IT skills for Employment/
MOOC’S
Total 24 30 175 525 700
I 2241T T/OL Tamil/Other Languages - IV T 3 6 25 75 100
II 2242E E English for Enrichment - II T 3 3 25 75 100
22BEN4C1 CC Drama -II T 5 5 25 75 100
IV 22BEN4C2 CC Remedial English Grammar T 4 4 25 75 100
III 22BEN4C3/ CC Indian Writing in English/
22BENIV/ Industry Visit report/ T 2 2 25 75 100
22BENMP Mini Project
 - AL-IIB History/ Political Science/Tamil/
Business Administration/ T 5 5 25 75 100
Economics/ Commerce
- NME -II Adipadai Tamil/
Advance Tamil/
IV T 2 2 25 75 100
Small Business Management /
MOOCS
Naan Mudhalvan Digital Skills for Employability – - 2 3 25 75 100
Course (Microsoft-Office Fundamentals)
Total 26 30 200 600 800
22BEN5C1 CC Literary Forms T 4 6 25 75 100
22BEN5C2 CC Translation Studies – Theory and T
practice 5 6 25 75 100
III
22BEN5C3 CC History of English Literature T 5 5 25 75 100
V
22BEN5C4 CC Shakespeare T 5 5 25 75 100
22BEN5C5 CC American Literature T 5 5 25 75 100
Others Library / Yoga etc - 3 - - -
IV
Total 24 30 125 375 500
22BEN6I Internship 24 26 150 250 400
Naan Mudhalvan Employability Readiness* (Naandi - 2 4 25 75 100
Course /Unnati/Quest/IBM Skills build)
Total 26 30 175 325 500

(Or)
22BEN6E1 Post Colonial Literature T 6 6 25 75 100
22BEN6E2 Women’s Writing in English T 6 6 25 75 100
III DSE
22BEN6E3 Literary Criticism T 6 6 25 75 100
22BEN6E4 English Language Teaching T 6 6 25 75 100
- Others Library / Yoga etc - - 2 - - -
VI Naan Mudhalvan Employability Readiness* (Naandi
IV - 2 4 25 75 100
Course /Unnati/Quest/IBM Skills build)
Total 26 30 125 375 500
(Or)
22BEN6PR Project 6 8 25 75 100
22BEN6E1 Post Colonial Literature T 6 6 25 75 100
III
22BEN6E3 DSE Literary Criticism T 6 6 25 75 100
22BEN6E4 English Language Teaching T 6 6 25 75 100
Naan Mudhalvan Employability Readiness* (Naandi - 2 4 25 75 100
IV Course /Unnati/Quest/IBM Skills build)
Total 26 30 125 375 500
Grand Total 146 -- -- 3800

*Employability Readiness -Women’s Colleges Naandi course and all other Colleges IBM Skills build Course.
Sem. Course Credits Hours/ Marks
Part Course Title of the Course Week I E Total
Code
71BEPA Professional English For Arts and Social
I 4 5 25 75 100
Science– I
72BEPA Professional English For Arts and Social
II 4 5 25 75 100
III Science– II
* Professional English For Arts and Social 4 5 25 75 100
III
Science– III
Professional English For Arts and Social 4 5 25 75 100
IV
Science - IV
Total -- --

*The Syllabus of Professional English for III & IV Semester will be provided after Receiving the
syllabus from TANSCHE.

As per the TANSCE, The Professional English book will be taught to all streams apart
from the existing hours of teaching / additional hours of teaching (1hour / Day) as a 4
credit paper as an add on course on per with Major paper and completion of the paper
is a must to continue his / her studies further.

 T/OL-Tamil/Other Languages,
 E – English
 CC-Core course –Core competency, critical thinking, analytical reasoning, research
skill & teamwork
 Allied -Exposure beyond the discipline
 AECC- -Ability Enhancement Compulsory Course (Professional English &
Environmental Studies) - Additional academic knowledge, psychology and problem
solving etc.,
 SEC-Skill Enhancement Course - Exposure beyond the discipline (Value Education ,
Entrepreneurship Course, Computer application for Science, etc.,
 NME -Non Major Elective – Exposure beyond the discipline
 DSE – Discipline specific elective – -Student choice – either or
 Internship
 If internship – Marks = Internal =150 (75+75) two midterm evaluation
 through Viva voce and External 250 marks (Report =150 +Viva
Voce=100)=Total 400 marks
 Theory papers or
 Project + 3 theory papers.
 MOOCs - Massive Open Online Courses
 T-Theory, P- Practical

Programme Objectives

1. To impart Language and Learning Skills of a higher order than those envisaged
under Part - II English through introducing Literary constructs.
2. To acquaint the learners with representative works in various genres in various
periods so that they learn to focus on individual writers and the evolution of
genres.
3. To initiate young learners into the approaches and methods of literary study
and encourage library use through judicious exposure.
4. To promote peer group interaction through seminars and group assignments.
5. To facilitate independent reading of Literary Texts in various genres as a
prelude to project work.
Programme Outcome – UG

1. Acquire adequate knowledge and skills for creativity, analytical and critical
thinking.
2. Apply the knowledge of their discipline for the attainment of solutions to the
problems they come across in their day to day life / activities.
3. Communicate the fundamental and advanced concepts of English literary
tradition in written and oral form.
4. Acquire the ability to grow as individuals and to contribute to the
development of the community.
 Semester - I
Course code: Core Course-I T/P C H/W
22BEN1C1 POETRY T 5 5
Objectives  To expose the learners to English Literature from the Age of Chaucer to the
Modern Age.
 To enable students to perceive the relationship between literature and the socio-
political milieu.
 To equip learners with a perspective on the evolution of English poetry.
 To enable learners to relate linguistic and literary trends.
 To enable students to read and understand similar works as those in the syllabus.
Unit -I Geoffrey Chaucer - Prologue to Canterbury Tales
(First 100 lines)
Edmund Spenser - Prothalamion.
Unit-II John Milton - Paradise Lost (Book IV)
John Donne -The Canonization
Unit- III John Dryden - Mac Flecknoe
Thomas Gray - Elegy Written in a Country Churchyard.
William Wordsworth - Ode: Intimations of Immortality from
Recollections of Early Childhood
Unit- IV John Keats - Ode on a Grecian Urn
Matthew Arnold -Dover Beach
Alfred Tennyson -Ulysses
Unit- V D.G Rossetti - The Blessed Damozel
G.M Hopkins - The Windhover
T.S Eliot - Journey of the Magi
Outcomes  assess the historical development of early English Literature from the
the Age of Chaucer to the modern age.
 deduce the nexus between literature and the socio-political milieu.
 develop a historical perspective on the evolution of English poetry.
 compare linguistic and literary trends .
 develop a flair for literary appreciation and independent reading.
 Semester - I
Course code: Core Course -II T/P C H/W
22BEN1C2 PROSE T 4 4
Objectives  To expose the learners to English Literature from the Elizabethan to the Modern
Age.
 To enable students to perceive the relationship between literature and the socio-
political milieu.
 To equip learners with a perspective on the evolution of different forms of prose.
 To enable learners to relate linguistic and literary trends.
 To enable students to read and understand similar works as those in the syllabus.
Unit -I Francis Bacon - Of Truth
- Of Revenge
- Of Friendship
Unit-II Joseph Addison - Sir Roger at Church
Richard Steele - The Spectator Club
Unit- III Oliver Goldsmith - Beau Tibbs At Home
Charles Lamb - Dream Children: A Reverie
- A Bachelor’s Complaint
Unit- IV John Ruskin - Kings’ Treasuries (Sesame and Lilies)
Unit -V RL. Stevenson - An Apology for Idlers
George Orwell - The Sporting Spirit
Outcomes  assess the historical development of early English Literature from the
 Elizabethan Age to the modern age.
 Deduce the nexus between literature and the socio-political milieu.
 Develop a historical perspective on the evolution of English prose.
 Compare linguistic and literary trends .
 Develop a flair for literary appreciation and independent reading.
 Semester - II
Course code: Core Course -III T/P C H/W
22BEN2C1 SOCIAL HISTORY OF ENGLAND T 5 5
Objectives  To familiarize learners, with socio-political trends, so that they are able to
recognize these trends as reflected in literature (starting from the Medieval Age).
 To equip the learners with the information needed to see literary works in their
socio-cultural context
 To enable the student to see how literature is a mirror of society.
 To make them understand the cultural roots of literature.
 To enable them to use the socio- historical approach to literary studies.
Unit -I The Renaissance
The Reformation
The Puritanism
Unit-II Colonial Expansion
The Civil War and Its Social Significance
The Origin and Growth of Political Parties in England
Unit- III Age of Queen Anne
The Agrarian Revolution
The Industrial Revolution
Unit- IV Effects of the French Revolution
Humanitarian Movements
Reform Bills
Unit -V World Wars and Social Securities
Trade Unionism
Books for Reference:
Shanmugakani .A., Manimekala , Introduction to the Social History of England, Publishing
House, Madurai.
Trevelyan G.M., Orient Longman, 1980, English Social History
Xavier A.G., S.Viswanathan, 2009, An Introduction to the Social History of England,
(Printers and Publishers) Pvt. Ltd.
Outcomes  Develop an interest in the evolution of English society, its customs and manners.
 Appraise literary works in their socio-political context.
 Categorize Religious Sects in the European Continent and perceive their socio
political impact.
 Formulate the links between political ideology and ideational content of literary
works.
 Assess the political affiliations of various writers and their social background
 Semester - II
Course code: Core Course -IV T/P C H/W
22BEN2C2 FICTION T 4 4
Objectives  To introduce to the learner the Paradigm shifts in literature during the last two
centuries both in Indian and English fiction.
 Expose the learner to a few representative works from the Indian and English
fiction writers.
 Enable students to perceive the stylistic differences among writers
 To sensitize students to the relationship between ideologies and literature.
 To make students relate life and literature.
Unit -I Oscar Wilde – The Selfish Giant
Bonnie Chamberlain – The Face of Judas Iscariot
Unit-II Premchand – The Resignation
RK.Narayan – An Astrologer’s Day
Unit- III Charlotte Bronte – Jane Eyre
Unit- IV Khushwant Singh - Train to Pakistan
Unit -V George Orwell – Animal Farm
Outcomes  appraise paradigm-shifts in literature during the last two centuries both in Indian and
English fiction
 Critically assess the thematic and technical features of literary works.
 evaluate various literary styles
 deduce the link between ideas and literature
 Evaluate the link between life and literature.
 Semester - III
Course code: Core Course -V T/P C H/W
22BEN3C1 DRAMA – I T 5 5
Objectives  Introduce learners to representative texts from British Drama.
 To give learners a historical perspective on the areas.
 To enable learners to perceive the effect of socio political forces on literature.
 To enable students to perceive the thematic and technical aspects of Drama.
Unit -I Christopher Marlowe - Dr. Faustus

Unit-II John Webster - The White Devil

Unit- III Ben Jonson – The Alchemist

Unit- IV John Dryden - All for Love

Unit -V G.B Shaw - Pygmalion

Outcomes  assess critically similar texts in British Drama.

 evaluate fictional and dramatic works from a socio political angle.
 analyze critically the thematic and technical aspects of Drama.
 measure the impact of the social milieu on literary expression.
 Semester - III
Course code: Core Course - VI T/P C H/W
22BEN3C2 PHONETICS T 4 4
Objectives  Understand the English sound system and pronunciation patterns.
 Learn the structural patterns of language.
 Perceive the various aspects of English phonetics.
 Know the historical evolution of English.
 Study the patterns of word formation and semantic change.
Unit -I The Organs of Speech
The Description of Speech Sounds
Unit-II The Sounds of English: Vowels
The Sounds of English: Consonants
Unit- III Stress, Accent, Rhythm, Assimilation, Intonation
Unit- IV Phonetic Transcription, Conversation Passages for Practice

Unit -V Growth of Vocabulary, Change of meaning (F.T.Wood– An Outline History of

the English Language)
Books for Reference:
Balasubramanian T. -A Textbook of English Phonetics for Indian students
O’Connor - Better English pronunciation
Palmer, Grammar
Wood F.T. An Outline History of The English Language.
Outcomes  Improve their skill in articulating the sounds of English with reasonable
acceptability.
 Transcribe speech acts in the Phonetic Alphabet.
 Choose and use right patterns of stress and intonation.
 Construct minimal pairs, tongue-twisters, pneumonic rhymes and ICT Exercises for
learning/ teaching right pronunciation.
 Semester - IV
Course code: Core Course -VII T/P C H/W
22BEN4C1 DRAMA – II T 5 5
Objectives  Introduce learners to representative texts from British Drama.
 To give learners a historical perspective on the areas.
 To enable learners to perceive the effect of socio political forces on literature.
 To enable students to perceive the thematic and technical aspects of Drama.
Unit -I T.S. Eliot - The Family Reunion
Unit-II John Galsworthy - Justice
Unit- III Harold Pinter - The Caretaker
Unit- IV J.M. Barrie - The Admirable Crichton
Unit -V John Osborne - Look Back in Anger
Outcomes  assess critically similar texts in British Drama.
 evaluate fictional and dramatic works from a socio political angle.
 analyze critically the thematic and technical aspects of Drama.
 measure the impact of the social milieu on literary expression.
 Semester - IV
Course code: Core Course -VIII T/P C H/W
22BEN4C2 REMEDIAL ENGLISH GRAMMAR T 4 4
Objectives  To reinforce learners’ understanding of basic grammatical concepts semantic
and stylistic nuances in the use of grammatical forms and categories
 To enable learners to assess grammaticality, correctness and acceptability.
 To equip learners to tackle testing items in various competitive examinations.
 To ensure right usage of language by learners.
Unit -I The Sentence- Parts of Speech- Nouns, Adjectives, Comparison of Adjectives,
Articles, Pronouns.
Unit-II Verbs- Mood and Tense – Concord- Non-finite Verbs – Strong and Weak Verbs-
Auxiliaries- Anomalous Finites- Adverbs – Prepositions – Conjunctions-
Interjections.
Unit- III Simple, Compound, Complex and Compound Complex Sentences – Analysis of
Simple Sentences- Clauses- Analysis of Sentences- Synthesis of Sentences –
Transformation of Sentences- Direct and Indirect Speech- Punctuation and Capitals.
Unit- IV Verb Patterns – Structures- Word – Formation – The Use of Prefixes, the Use of
Suffixes, Compound Words- Synonyms and Antonyms – Words often Confused –
Words with Appropriate Prepositions.
Unit -V Paragraph Writing – Letter Writing – Précis Writing – Expansion of Passages-
Essay Writing- Writing Stories from Outlines.
Book for Reference:
N.Krishnaswamy, Modern English, A Book of Grammar Usage and Composition.
Outcomes  develop a keen awareness of the implications of grammatical usages.
 compare and contrast different patterns of usage.
 interpret and answer testing items rightly.
 Improve the writing skill of learners with precision and correctness.
 Semester - IV
Course code: Core Course -IX T/P C H/W
22BEN4C3 INDIAN WRITING IN ENGLISH T 2 2
Objectives  To give the learner a taste for the multi generic richness of Indian Literature
in English.
 To sensitize learners to the regional and national and international
dimensions of Indian Literature in English.
 To make learners aware of the basic Indianness and uniqueness of Indian English.
Unit -I Poetry
Toru Dutt – The Casuarina Tree
Sir Aurobindo – The Tiger and The Deer
Sarojini Naidu – The Coromandel Fishers
Unit-II Poetry
Nissim Ezekiel – The Night of the Scorpion
A.K.Ramanujan – A River
Kamala Das – The Old Play House

Unit- III Prose

Mahatma Gandhi – Tolstoy and the Youth
Rabindranath Tagore – Teaching Begins (From Recollections of my
Early Life)
Vivekananda - Nature and Man
Unit- IV Drama
Girish Karnad - Tughlaq
Unit -V Fiction
ChetanBhagat - Revolution 2020
Outcomes  develop a taste for Indian Literature in English.
 perceive the regional, national and international ambiance of Indian Literature in
English.
 discover and choose books for extra reading
 appraise the indianness and uniqueness of Indian English.
 Semester - V
Course code: Core Course -X T/P C H/W
22BEN5C1 LITERARY FORMS T 4 6
Objectives  To introduce learners to the generic variety of Literature in English.
 To enable them to perceive the evolution of genres and their refinement.
 To enable learners to understand the link between form and content.
 To make learners see genres in their cultural context.
 To sensitize them to concepts like generic mosaic, parody etc.
Unit -I POETRY
Ballad, Epic, Lyric, Ode, Sonnet, Elegy
Unit-II DRAMA
Comedy, Tragedy, Tragic – Comedy, One – Act play
Unit- III PROSE
Essay, Epistle, Diary, Travelogue
Unit- IV FICTION
Short Story, Novella, Novel
a) Picaresque
b) Bildungsroman
c) Fantasy
d) Science and Detective Fiction
e) Historical Fiction
f) Dystopia
Unit -V BIOGRAPHY AND AUTOBIOGRAPHY
a) Personality Traits
b) Historical Verisimilitude
Books for Reference:
Abrahams,M.H. , 2011, A Glossary of Literary Terms, California, Wordsworth Publishing.
Boulton, Marjorie, , 2006,Anatomy of the Novel, New Delhi, Kalyani Publishing.
Rees,R,J.,1973 English Literature: An Introduction for Foreign Readers, London, Macmillan.
Seturaman, V.S., Indra, C.T, 1990 Practical Criticism, Madras, Macmillan.
Outcomes  distinguish various genres of literature in English.
 develop a sensitivity to variations in the use of language.
 improve their abilities to evolve into critical readers.
 theorize on the evolution of genres, in particular cultural contexts.
 assess literary works in relation to variations of form and style.
 Semester - V
Course code: Core Course -XI T/P C H/W
22BEN5C2 TRANSLATION STUDIES - THEORY AND PRACTICE T 5 6
Objectives  To introduce learners to various Translation Theories and the emergence of
Translatology
 To make the learners understand the problems in translation of particular
work/genres.
 To give students practice in translating passages from one language to another
and vice-versa.
 To enable learners to assess different translations of the same text.
 To give learners a historical perspective on translation studies.
Unit -I Introduction to Translation - History of Translation – Definition - Types of
Translation
Unit-II Decoding and Recoding
Problems of Equivalence - History of Translation Theory
Unit- III Specific Problems of Literary Translations

Unit- IV Translating Literary Texts

1. Thirukkural – First two chapters from G.U.Pope’s Translation.
2. Bharathiar – Our Mother land
3. T.S.Pillai - Chemmeen
Unit -V Translation & Practice ( Tamil into English and Vice versa)
Books for Reference:
Savory Theodore - The Art of Translation
Susan Bassnett - Translation Studies (Methuene)
Outcomes  evaluate the problems in period study and the various trends in the evolution
of translation studies.
 develop an interest in comparative linguistics /grammar/literarytheory.
 compare different texts to assess problems in their translation.
 estimate multiple translations and attempt original translations.
 assess similarities and differences among translations of the same text from a
historico - cultural context.
 Semester - V
Course code: Core Course -XII T/P C H/W
22BEN5C3 HISTORY OF ENGLISH LITERATURE T 5 5
Objectives  To introduce the learner to different ages in the evolution of English Literature
from the Age of Chaucer to the Present Age of Dr. Johnson.
 To enable the students to pursue dominant literary trends in the periods specified.
 To introduce learners to the dominant writers in various genres during the
periods Specified
 To enable the learner to see the evolution of different genres
 To make the learner identify the spirit of the age
Unit -I The Age of Shakespeare - Shakespeare, Ben Jonson, Bacon.
The Age of Milton - Milton, The Metaphysical Poets

Unit-II The Age of Dryden - Dryden.

The Age of Pope - Pope, Swift, Addison, Steele.

Unit- III The Age of Johnson - Johnson, Goldsmith, Sheridan.

The Age of Wordsworth - Wordsworth, Byron, Shelley, Keats,
Coleridge, Charles Lamb, Jane Austen.
Unit- IV The Age of Tennyson - Tennyson, Browning, Arnold, Dickens,
George Eliot.
The Age of Hardy - Hardy, D.H. Lawrence, Oscar Wilde.
Unit -V The Present Age - Virginia Woolf, T.S.Eliot, Hopkins
The Modern Age - Samuel Beckett, John Osborne, Harold
Pinter.
Books for Reference:
Edward Albert, History of English Literature, OUP, New Delhi.
A History of English Literature Ed. by Board of Editors, Harrows Publications,
Chennai.
Outcomes  develop the historical perspective on literary trends and their respective exemplars.
 estimate the evolution of genres .
 compare and contrast writers and periods.
 Identify the predominance of particular genres in particular ages.
 relate literary trends to the respective world view of particular periods.
 Semester - V
Course code: Core Course -XII T/P C H/W
22BEN5C4 SHAKESPEARE T 5 5
Objectives  To introduce the learners to Shakespeare’s thematic and stylistic variety
throughrepresentative texts.
 To make students realize Shakespeare’s omni-humanity and negative capability
by drawing attention to the infinite variety and depth of the characters.
 To enable students to see the essential simplicity of Shakespeare’s language.
 To make the learner understand Shakespeare’s dramatic craftsmanship
 To enable the learner to see Shakespeare’s subtle manipulation of language,
prose and verse.
Unit -I General Shakespeare
1. Audience
2. Theatre
3. Clowns
4. Women
5. Soliloquy
6. Supernatural Elements
7. Sonnets No:- 29, 33, 104
Unit-II As You Like It
Unit- III Julius Caesar
Unit- IV Othello
Unit -V The Tempest
Outcomes  interpret and understand Shakespeare‘s plays. survey Shakespeare‘s Omni
humanity and negative capability, as seen in
 the infinite variety and depth of his characters.
 evaluate the simplicity and subtlety of Shakespeare‘s language.
 perceive aspects like dramatic irony, restraint, character- contrasts etc.
 discover Shakespeare‘s mastery of different types of language and style.
 Semester - V
Course code: Core Course -XIV T/P C H/W
22BEN5C5 American Literature T 5 5
Objectives  To give the learner a taste for American Prose, Poetry, Drama and Fiction
through exposure to representative texts.
 To enable the learner to perceive the evolution of American Prose, Poetry,
Drama and Fiction.
 To enable learners to perceive the effect of socio political forces on literature.
 To sensitize learners to images, symbols, stylistic and tonal features.
 To promote literary appreciation.
Unit -I Poetry
Emily Dickinson - A Bird Came down the walk
Robert Frost - Mending Wall
Walt Whitman - On the Beach at Night Alone
Unit-II Poetry
Edgar Allan Poe - The Raven
Wallace Stevens - The Emperor of Ice-Cream
Silvia Plath - Daddy
Unit- III Prose
David Thoreau - The Walden
Abraham Lincoln - Gettysburg Address
Martin Luther King - I Have a Dream
Unit- IV Drama
Arthur Miller - All My Sons
Eugene O’ Neill - The Hairy Ape
Unit -V Fiction
Nathaniel Hawthorne – The Scarlet Letter
Ernest Hemingway - The Old Man and the Sea
Outcomes  Assess American Prose, Poetry, Drama and Fiction through exposure to
representative texts.
 Evaluate fictional and dramatic works from a socio political angle.
 Analyze critically the thematic and technical aspects of representative works.
 Measure the impact of the social milieu on literary expression.
 Semester - VI
Course code: DSE-1 T/P C H/W
22BEN6E1 POST COLONIAL LITERATURE T 6 6
Objectives  To give the learner a general idea of the issues dealt with in Post-Colonial
Literature.
 To make the learner understand the generic variety and potency of Post
Colonial Literature through exposure to representative texts.
 To make the leaner aware of the trends in Post Colonial Literature.
 To make the learners see the socio-economic and political issues that
inevitably impinge on literature.
 To make the learners realize the fusion of native and European literary
traditions in Post Colonial Literature.
Unit -I Poetry
Derek Walcott - A Far Cry from Africa
Razia Khan - My Daughter’s Boyfriend
Margaret Atwood - The City Planners
Unit-II Poetry
Allen Curnow - House and Land
E.J.Pratt - The Dying Eagle
David Diop - Africa
Unit- III Prose
Chinua Achebe - The Novelist as a Teacher
Dr.S.Radhakrishnan - The World Community
Unit- IV Drama
George Ryga – Indian
Unit -V Fiction
Chinua Achebe - Things Fall Apart
Outcomes  perceive the basic tenets of Post Colonial theory and its historical origins.
 evaluate a variety of geographical and cultural experiences in Post Colonial
Literature.
 categorize different literary forms concerned about identity, history,
freedom, nationhood, and cultural heritage.
 understand the generic variety and potency of Post Colonial Literature.
 analyze critically the socio-economic and political issues involved in Post
Colonialism.
 Semester - VI
Course code: DSE-2 T/P C H/W
22BEN6E2 WOMEN’S WRITING IN ENGLISH T 6 6
Objectives  To enable the learner to make an in-depth study of Women Writers
(specifically in American/British/Indian Literature).
 To sensitize the learner to women‘s issues.
 To make the learner see the uniqueness of the women’s voice in literature.
 To make the student see the various degrees of aggression and submission in the
tone of women’s writing.
 To enable them to appreciate women’s issues in a historical and ethical
perspective.
Unit -I Feminism and Feminist Literary Criticism: Definition, Historical Overview
and major themes in Feminist Criticism.
Unit-II POETRY
Sylvia Plath - Mirror
Judith Wright - Woman to Man
Maya Angelou - I Know Why the Caged Bird Sings

Unit- III PROSE

Virginia Woolf - From A Room of One’s Own (Chapter 2 & 3)
Elaine Showalter - Towards A Feminist Poetics

Unit- IV DRAMA
Manjula Padmanabhan - Harvest
Caryl Churchill - Top Girls

Unit -V FICTION
Margaret Atwood - A Handmaid’s Tale
Arundhati Roy - The God of Small Things

Book for Reference:

Beauvoir, Simone de. , 2015 The Second Sex. Vintage Classic
Kemp, Sandra, and Judith Squires, 1998 Feminisms. Oxford University Press

Outcomes  Assess the creativity of women writers.

 Analyze the ideological status of women’s writing.
 Perceive the special features of women’s writing.
 Examine the tonal richness of feminist writing.
 Develop a historical perspective on the status of women in society.
 Semester - VI
Course code: DSE-3 T/P C H/W
22BEN6E3 LITERARY CRITICISM T 6 6
Objectives  To give the learner a general outlook on the various trends in literary
criticism through exposure to representative authors and works.
 To sensitize the learners to the evolution of critical theories.
 To develop a taste among students for critical reading and debate.
 To make the students understand and evaluate critical writing.
 To make them see the uniqueness of particular schools of thought and
approach.
Unit -I Introduction to Classical Criticism (Plato to Quintilian)
Philip Sidney - An Apology for Poetry
Unit-II Dryden - An Essay on Dramatic Poesy
Dr. Johnson - Preface to Shakespeare
Unit- III William Wordsworth – Preface to Lyrical Ballads
Matthew Arnold -The Study of Poetry
Unit- IV I. A. Richard - Four Kinds of Meaning
T.S. Eliot - Tradition and Individual Talent
Unit -V Five Approaches
1. Moralistic Approach
2. Psychological Approach
3. Archetypical Approach
4. Sociological Approach
5. Formalistic Approach
Books for Reference:
Wimsatt and Brooks : Literary Criticism A Short History
B.Prasad : A Short History of English Criticism
Peter Barry : Beginning Theory
V.S.Seturaman,C.T.Indra and T.Sriraman - Practical Criticism
Wilbur Scott : Five Approaches Of Literary Criticism
Outcomes  develop a taste for critical writing.
 assess the evolution of critical theories.
 improve their analytical skills.
 evaluate critical writing.
 analyze the features of particular approaches in literary criticism.
 Semester - VI
Course code: DSE-4 T/P C H/W
22BEN6E4 ENGLISH LANGUAGE TEACHING T 6 6
Objectives  To introduce the learners to various issues involved in ELT.
 To inform learners about various approaches and methods – their pros and cons.
 To make learners aware of procedures and problems in teaching prose, poetry,
grammar, composition, Literature and the four skills.
 To introduce the learners to different types of tests, the attributes of a good test
and enable them to construct testing items.
 To make students aware of the principles of curriculum and course design, error
analysis and remediation.
Unit -I Place of English in India- Issues Involved in the Teaching of English- English as
FL, SL, ESP (English for Special Purposes)
Unit-II Approaches and Methods- Grammar Translation Method- Audio-lingual Method-
Communicative Approach – Natural Approach – Natural Approach- Content-based
Instruction- Task-based Language Teaching.
Unit- III Teaching of Prose, Poetry, Drama, Grammar, Composition – Teaching LSRW
Skills.
Unit- IV Testing- Types of Tests- Characteristics of a Good Test- Preparation of Model
Exercises and Questions.
Unit -V Use of Audio- Visual Aids- Television and Language Lab in Teaching English.
Books for Reference:
Baruah, T.C. , 1991,The English Teacher’s Handbook. New Delhi: Sterling Publishers.
Bright, John A., and G.P. McGregor. , 1970 Teaching English as a Second Language. Longmans.
Richards, Jack C, and Theodore S. Rodgers. , 1986 Approaches and Methods in Language Teaching:
A Description and Analysis. Cambridge: CUP.
Varghese, Paul. , 1990Teaching English as a Second Language. New Delhi: Sterling Publishers.
Outcomes  perceive the need for a holistic approach to language teaching.-K5
 develop skills in materials production.-K6
 assess lesson plans and implement them effectively.-K5
 construct exercises for practice and items for testing.K6
 develop the skill to identify, classify, explain and remediate errors.K6
 Semester - VI C H/W
Course Code PROJECT 6 10
22BEN6PR
Objectives  To initiate the learners to research
 To promote reference, note taking and organizing skills
 To inculcate proper documentation practices
 To inculcate research ethics.
 To demystify the research process by giving a chance to write an original
piece and encourage further research.
Outcomes  On completion of the course, students will be able to
 take part in similar projects.
 interpret works from original angles.
 discover and apply right documentation practices.
 classify and codify bibliographical information (working and final)
 prioritize fresh avenues of research.