GENERIC ELECTIVES (GE-1): Language and Culture

Common Pool of Generic Electives (GE) Courses offered by the

Department of English

Credit distribution, Eligibility and Pre-requisites of the Course

Course Credits Credit distribution of the Eligibility Pre- Department

title & course criteria requisite offering the
Code Lecture Tutorial Practical/ of the course
Practice course
GE-1 4 3 1 0 Passed NIL English
Language Class XII
and
Culture

Learning Objectives

The Learning Objectives of this course are as follows:

• To familiarize students with the basic approaches to the study of language.
• To impart a socio- cultural perspective to the study of English in the Indian
context.

Learning outcomes

The Learning Outcomes of this course are as follows:

• By studying this course, students will be able to analyze both the socio-cultural and
formal aspects of language in general and English in particular.
• Students will be able to understand the shifting and evolving dynamics of the
link between language and culture in India.

SYLLABUS OF GE-1

UNIT – I (20 Hours)

UNIT I-Language
1. Connor-Linton, Jeffrey, and Fasold, Ralph. ‘Introduction’, An Introduction to
Language and Linguistics. United States: Cambridge University Press, 2006.
2. Fromkin, Victoria, Robert Rodman, and Nina Hyams. ‘Part 1’, An Introduction to
the Study of Language. Boston, MA: Cengage, 2017.
3. Wardaugh, Ronald. Chapters 2 and 3, An Introduction to Sociolinguistics. Malden,
MA: Blackwell, 2006.

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4. Rodriques, M V. Chapters 2 and 6, Perspectives of Communication and
Communicative Competence. India: Concept Pub, 2000.

UNIT – II (20 Hours)

UNIT II- English Language in India and Multilingualism
1. Jayendran, Nishevita, et al. Chapters 3, 5 and 6, Language Education: Teaching
English in India. India: Taylor & Francis, 2021.
2. Mukherjee, Joybrato. ‘The development of the English language in India’, The
Routledge Handbook of World Englishes. ed. A. Kirkpatrick, London and New York:
Routledge, Taylor & Francis Group, 2000. pp 167-180
3. Bhatia, Tej K. ‘The Multilingual Mind, Optimization Theory and Hinglish’,
Chutnefying English: The Phenomenon of Hinglish. India. ed. Rita Kothari & Rupert
Snell, Penguin Books, 2011.

UNIT – III (20 Hours)

UNIT III: Language and Society
1. Wardaugh, Ronald. ‘Gender’, An Introduction to Sociolinguistics. Malden, MA:
Blackwell, 2006.
2. Soden, Satori, et al. Chapter 5, 6, 8, 9, Language, Society and Power: An
Introduction. Taylor & Francis, 2010.
3. Wilson, James C. and Cynthia Lewiecki-Wilson. ‘Disability, Rhetoric, and the Body’:
Embodied Rhetorics: Disability in Language and Culture. United States: Southern
Illinois University Press, 2001.

Practical component (if any) - NIL

Essential/recommended readings- as listed in the units

Suggestive readings:
1. Fowler, Roger. The Linguistics of Literature. London: Routledge and Kegan Paul Ltd,
1971.
2. Bailey, R. W. and J. L. Robinson, ed. Varieties of present-day English. New York:
Macmillan, 1973.
3. Fishman, J.A. Sociolinguistics: A Brief Introduction. Mass: Newbury House Rowley,
1971.
4. Gupta R. S. and K. S. Agarwal, Studies in Indian Sociolinguistics. New Delhi: Creative
Books, 1996.
5. ‘Notes on the History of the Study of the Indian Society and Culture’, Structure and
Change in Indian Society, ed. Milton Singer and Bernard S Cohn. Chicago: Aldine
Press, 1968.
6. ‘Towards a Definition of Culture’, India and World Culture. New Delhi: Sahitya
Academy, 1986.

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7. ‘Culture and Ideology’, Culture, Ideology and Hegemony: Intellectual and Social
Consciousness in Colonial India. London and New York: Longman,1995.
8. Crystal, David. The Stories of English. UK: Penguin Books Limited, 2005.
9. Krishnaswamy, N., and Krishnaswamy, Lalitha. The Story of English in India. India:
Foundation Books, 2006.
10. Crystal, David. The Cambridge Encyclopedia of the English Language. Cambridge:
Cambridge University Press, 1995.
11.Mesthrie, Rajend, and Bhatt, Rakesh M. World Englishes: The Study of New
Linguistic Varieties. United Kingdom: Cambridge University Press, 2008.
12. Marckwardt, Albert H. “English as a Second Language and English as a Foreign
Language.” PMLA, vol. 78, no. 2, 1963, pp 25–28.
13. Kramschin, Claire. The Routledge Handbook of Language and Culture. United
Kingdom, Taylor & Francis, 2014.

GENERIC ELECTIVES (GE-2: Genre Fiction

Credit distribution, Eligibility and Pre-requisites of the Course

Course Credits Credit distribution of the course Eligibility Pre-requisite

title & Lecture Tutorial Practical/ criteria of the course
Code Practice
Genre 4 3 1 0 Passed
Fiction Class XII

Learning Objectives

The Learning Objectives of this course are as follows:

• To understand how the evolving genre of fiction engages with contemporary
social and cultural realities.
• To understand the strategies of narrative and themes this specific genre of
fiction uses.

Learning outcomes

The Learning Outcomes of this course are as follows:

• By studying this course, students will be able to efficiently undertake textual analysis
within the specific rubric of genre fiction.
• Students will gain knowledge of the aspects of fictionality while engaging with
popular culture.

SYLLABUS OF GE-2

UNIT – I (20 Hours)

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1. Arthur Conan Doyle: The Sign of Four

UNIT – II (20 Hours)

1. Kashigo Ishiguro: Never Let Me Go

UNIT – III (20 Hours)

1. Ibn-e-Safi: House of Fear
2. Madulika Liddle: Crimson City

Practical component (if any) - NIL

Essential/recommended readings- as listed in the units

Suggestive readings:
1. H. Thomas Milhorn: Writing Genre Fiction: A Guide to the Craft (2006)
2. Beth Driscoll, Kim Wilkins, Lisa Fletcher: Genre Worlds: Popular Fiction and
Twenty-First-Century (2022)
3. Joyce G. Saricks: The Readers' Advisory Guide to Genre Fiction (2009)
4. Jeremy Rosen: 'Literary Fiction and the Genres of Genre Fiction' Posted 8th July,
2018.
https://post45.org/2018/08/literary-fiction-and-the-genres-of-genre-fiction/

GENERIC ELECTIVES (GE-3): Dystopian Writings

Credit distribution, Eligibility and Pre-requisites of the Course

Course Credits Credit distribution of the course Eligibility Pre-requisite
title & Lecture Tutorial Practical/ criteria of the course
Code Practice
GE-3: 4 3 1 0 Passed NIL
Dystopian Class XII
Writings

Learning Objectives

The Learning Objectives of this course are as follows:

• To familiarize students with the evolution of the literary trends/movements under
Dystopian writings.
• To analyse texts and identify the distinctions across prominent milieus and regions.

Learning outcomes

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The Learning Outcomes of this course are as follows:
• By studying this course, students will be able to understand what constitutes the
genre of Dystopian Writings.
• students will be able to discern the shifting dynamics of reality and representation.

SYLLABUS OF GE-3

UNIT – I (20 Hours)

1. Mary Shelley: The Last Man

UNIT – II (20 Hours)

1. H.G. Wells: The Time Machine

UNIT – III (20 Hours)

1. Malcolm Bradbury: Fahrenheit 451

Practical component (if any) - NIL

Essential/recommended readings- as listed in the units

Suggestive readings:
1. Stock, Adam. Modern Dystopian Fiction and Political Thought: Narratives of World
Politics. United Kingdom: Taylor & Francis, 2018.
2. Gottlieb, Erika. Dystopian Fiction East and West: Universe of Terror and Trial.
Maldives: McGill-Queen's University Press, 2001.
3. Basu, Balaka, et al. (ed.) Contemporary Dystopian Fiction for Young Adults: Brave
New Teenagers. United States: Taylor & Francis, 2013.
4. Isomaa, Saija, et al. (ed.) New Perspectives on Dystopian Fiction in Literature and
Other Media. United Kingdom: Cambridge Scholars Publishing, 2020.
5. Anthony, Ashley G., et al. (ed.) Worlds Gone Awry: Essays on Dystopian Fiction.
United States: Incorporated Publishers, 2018.

GENERIC ELECTIVES (GE-4) Literature & Human Rights

Credit distribution, Eligibility and Pre-requisites of the Course

Course Credits Credit distribution of the course Eligibility Pre-requisite

title & Lecture Tutorial Practical/ criteria of the course
Code Practice
GE-4 4 3 1 0 Passed NIL
Literature Class XII
& Human
Rights
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Learning Objectives

The Learning Objectives of this course are as follows:

• To consider the relationship between literature and human rights.
• To indicate investments in human rights within literary texts.

Learning outcomes

The Learning Outcomes of this course are as follows:

• By studying this course, students will be able to understand the relevance of human
rights in everyday contexts.
• Students will be able to appreciate the importance of human rights in literary
and theoretical terms.

SYLLABUS OF GE-4

UNIT – I (20 Hours))

1. George Orwell: 1984(1949)

UNIT – II (20 Hours)

1. Harper Lee: To Kill a Mockingbird (1960)

UNIT – III (20 Hours)

1. Freedom: Short Stories Celebrating the Universal Declaration of Human Rights.
Amnesty International, 2009.
(i) ‘In the Prison of Repose’—Paulo Coelho
(ii) ‘Amnesty’—Nadine Gordimer
(iii) ‘ABC Antidote’—Ishmael Beah
2. Maya Angelou: ‘I Know Why the Caged Bird Sings’[poem]
3. June Millicent Jordan: ‘Poem About My Rights’

Practical component (if any) - NIL

Essential/recommended readings- as listed in the units

Suggestive readings:
1. The Universal Declaration of Human Rights
https://www.un.org/en/udhrbook/pdf/udhr_booklet_en_web.pdf

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2. Barzilay, Vered Cohen. ‘Foreword: The Tremendous Power of Literature’, Freedom:
Short Stories Celebrating the Universal Declaration of Human Rights. Amnesty
International, 2009.
3. Hunt, Lynn. Inventing Human Rights: A History. W.W. Norton, 2008.
4. Nickel, James W. Making Sense of Human Rights: Philosophical Reflections on the
Universal Declaration of Human Rights. United Kingdom: University of California
Press, 1987.
5. Tierney, Brian. The Idea of Natural Rights: Studies on Natural Rights, Natural Law,
and Church Law, 1150-1625. United Kingdom: Eerdmans Publishing Company, 2001.
6. Rawls, John. The Law of Peoples: with “The Idea of Public Reason Revisited”.
United Kingdom: Harvard University Press, 1999.
7. Griffin, James. On Human Rights. United Kingdom: OUP, 2009.

GENERIC ELECTIVES (GE-5) Readings on Indian Diversities and Literary Movements

Credit distribution, Eligibility and Pre-requisites of the Course

Course title Credits Credit distribution of the Eligibility Pre-requisite

& Code course criteria of the course
Lecture Tutorial Practical/
Practice
GE-5 4 3 1 0 Passed NIL
Readings Class XII
on Indian
Diversities
and Literary
Movements

Learning Objectives

The Learning Objectives of this course are as follows:

• To introduce the social and cultural history of India which were conducive to the
development of art and literature
• To inculcate new ways to interpret, understand and read representations of
diversity.

Learning outcomes

The Learning Outcomes of this course are as follows:

• By studying this course, students will be able to read non-verbal social and cultural
history.
• Students will be encouraged to be open to the diverse modes of thought.
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SYLLABUS OF GE-5

UNIT – I (20 Hours)

1. Overview
2. Linguistic Plurality within Sufi and Bhatia Tradition

UNIT – II (20 Hours)

1. Language Politics: Hindi and Urdu
2. Tribal Verse
3. Dalit Voices

UNIT – III (20 Hours)

1. Writing in English
2. Woman Speak: Examples from Kannada and Bangla
3. Literary Cultures: Gujarati and Sindhi

Practical component (if any) - NIL

Essential/recommended readings:
1. Kumar, Sukrita Paul et al. (eds.). Cultural Diversity, Linguistic Plurality, and Literary
Traditions in India. New Delhi: Macmillan, 2005.

Suggestive readings- NIL

Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.

GENERIC ELECTIVES (GE-6) Indian English Literatures

Credit distribution, Eligibility and Pre-requisites of the Course

Course Credits Credit distribution of the course Eligibility Pre-requisite

title & Lecture Tutorial Practical/ criteria of the course
Code Practice
GE-6 4 3 1 0 Passed NIL
Indian Class XII
English
Literatures

Learning Objectives

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The Learning Objectives of this course are as follows:
• To introduce literary texts from a range of regional, cultural, social, and political
locations within India.
• To inculcate an in-depth understanding of some of the major issues shaping this
literary production.

Learning outcomes

The Learning Outcomes of this course are as follows:

• By studying this course, students will be able to comprehend regional differences in
the issues discussed and in socio-cultural contexts.
• Students will be able to analyze the use of the English language by non-native
speakers and writers.

SYLLABUS OF GE-6

UNIT – I (20 Hours)

1. Vikram Seth: A Suitable Boy

UNIT – II (20 Hours)

1. Shashi Deshpande: ‘The Intrusion’
2. Salman Rushdie: ‘The Courter’
3. Rohinton Mistry: ‘Swimming Lessons’
4. Vikram Chandra: ‘Dharma’

UNIT – III (20 Hours)

1. Kamala Das: (i) ‘An Introduction’ (ii) ‘My Grandmother’s House’
2. Nissim Ezekiel: (i) ‘Night of the Scorpion’ (ii) ‘Goodbye Party for Miss Pushpa TS’
3. Arun Kolatkar: (i) ‘The Bus’
4. Mamang Dai, ‘The Sorrow of Women’

Practical component (if any) - NIL

Essential/recommended readings- as listed in the units

Suggestive readings:
1. Burton, Antoinette. Dwelling in the Archive: Women Writing House, Home, and
History in Late Colonial India. Oxford UP, 2003.
2. Zecchini, Laetitia. Arun Kolatkar & Literary Modernism in India: Moving Lines. USA:
Bloomsbury Academic, 2014.
3. Nerlekar, Anjali. Bombay Modern: Arun Kolatkar and Bilingual Literary Culture.
Speaking Tiger, 2017.

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4. Anjaria, Ulka. Realism in the Twentieth-Century Indian Novel: Colonial Difference
and Literary Form. Cambridge UP, 2012.
5. Parashkevova, Vassilena. Salman Rushdie's Cities: Reconfigurational Politics and the
Contemporary Urban Imagination. Bloomsbury, 2012.

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