Department of English

Semester-IV
BA (Hons.) English

DISCIPLINE SPECIFIC CORE COURSE 10 - (DSC-10) – : AMERICAN LITERATURE

No. of hours- 60(Theory- 45 hrs.+Tutorials -15 hrs.)

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 (if any)
DSC 10: 4 3 1 0 Passed NIL
American Class XII
Literature with
English

Learning Objectives

The Learning Objectives of this course are as follows:

● To offer students a foundational understanding of the literature of the United

States with specific reference to the way it chronicles patterns of oppression
and freedom in the lives of its peoples.
● To open up a range of possibilities in the way in which literature shapes and
chronicles new frontiers and cultural groups.

Learning outcomes

The Learning Outcomes of this course are as follows:

• By studying this course, students will be able to trace the powerful role played
by literature in shaping the emergent United States.
• Students will be enlightened on how literature chronicles and shapes both
different kinds of enslavement and possibilities of liberation.

75
74
SYLLABUS OF DSC- 10

UNIT – I (15 hours)

1. Toni Morrison: Beloved

UNIT – II (15 hours)

2. Kate Chopin: The Awakening

3. Herman Melville: ‘Bartleby the scrivener’

UNIT – III (15 hours)

4. Walt Whitman: (i) ‘O Captain, My Captain’ (ii) ‘Passage to India’(lines 1–68)

5. Alexie Sherman Alexie: (i) ‘Crow Testament’ (ii) ‘Evolution’

Practical component (if any) - NIL

Essential/recommended readings- as listed in the units

Suggestive readings:

1. Emerson, Ralph Waldo. ‘Self-Reliance’, The Selected Writings of Ralph Waldo

Emerson. ed. Brooks Atkinson, New York: The Modern library, 1964.

2. Martin Luther King Jr, ‘I have a dream’, African American Literature. ed. Kieth
Gilyard, Anissa Wardi, New York: Penguin, 2014. pp 1007-1011

3. Douglass, Frederick. Chaps. 1–7, A Narrative of the life of Frederick Douglass.

Harmondsworth: Penguin, 1982. pp 47–87

4. Rich, Adrienne. 'When We Dead Awaken: Writing as Re-Vision', College English.

Vol. 34, No. 1, Women, Writing and Teaching (Oct., 1972), pp. 18-30

5. Crevecouer, Hector St John. Letter III: ‘What is an American’, Letters from an

American Farmer. Harmondsworth: Penguin, 1982. pp 66–105

76
75
 DISCIPLINE SPECIFIC CORE COURSE 11- (DSC-11) : Indian Writing in English

No. of hours- 60(Theory- 45 hrs.+Tutorials-15 hrs.)

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 (if any)
DSC 11: 4 3 1 0 Passed NIL
Indian Class XII
Writing in with
English English

Learning Objectives

The Learning Objectives of this course are as follows:

● To offer students a foundational understanding of the distinctively Indian

qualities of literature in English, across a range of genres.

● To open up a sense of the Indian response to literary and political challenges

in modern times.

Learning outcomes

The Learning Outcomes of this course are as follows:

● By studying this course, students will be able to gain a basic sense of Indian
writing in English as a viable means to understand the evolution of modern
India.
● Students’ imagination will be stimulated by an understanding of how Indian
writing in English opens up the challenges and complexities of contemporary
India.

77
76
SYLLABUS OF DSC- 11

UNIT – I (15 hours)

1. Anita Desai: The Clear Light of the Day

UNIT – II (15 hours)

2. H.L.V. Derozio: (i) ‘Freedom to the Slave’ (ii) ‘The Orphan Girl’

3. Kamala Das: (i) ‘Introduction’ (ii) ‘My Grandmother’s House’

4. Sarojini Naidu: (i) ‘An Indian Love Song’, (ii) ‘In Salutation to the Eternal Peace’

5. Robin S. Ngangom: (i) ‘The Strange Affair of Robin S. Ngangom’ (ii) ‘A Poem for
Mother’

UNIT – III (15 hours)

6. Salman Rushdie: ‘The Free Radio’

7. Shashi Deshpande: ‘The Intrusion’

8. Padmanabhan, Manjula. ‘Stains’, Hot Death, Cold Soup: Twelve Short Stories. New
Delhi: Kali for Women/Zubaan, 1996.

Practical component (if any) - NIL

Essential/recommended readings- as listed in the units

Suggestive readings:

1. Rao, Raja. ‘Foreword’, Kanthapura. New Delhi: OUP, 1989. pp v–vi

2. Rushdie, Salman. ‘Commonwealth Literature does not exist’, Imaginary

Homelands. London: Granta Books, 1991. pp 61–70

3. Mukherjee, Meenakshi. ‘Divided by a Common Language’, The Perishable Empire.

New Delhi: OUP, 2000. pp 187–203

4. King, Bruce. ‘Introduction’, Modern Indian Poetry in English. New Delhi: OUP, 2nd
edn., 2005. pp 1–10

78
77
 DISCIPLINE SPECIFIC CORE COURSE -12 (DSC-12) : Indian Writing in English
Translation

No. of hours- 60(Theory- 45 hrs.+Tutorials -15 hrs.)

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 (if any)
DSC 12: 4 3 1 0 Passed NIL
Indian Class XII
Writing in with
English English
Translatio
n

Learning Objectives

The Learning Objectives of this course are as follows:

● To understand and celebrate the diversity of linguistic and regional influences

on the shaping of modern India.

● To open up a sense of the sophistication and fluidity of Indian thought and

literature even when it speaks through the medium of translation.

Learning outcomes

The Learning Outcomes of this course are as follows:

• By studying this course, students will gain knowledge of the richness of

modern Indian writing.
• Students will be encouraged to understand how contemporary India owes its
diversity to a range of literatures, cultures and regions.

79
78
SYLLABUS OF DSC-12

UNIT – I (15 hours)

1. Premchand ‘The Shroud’, Penguin Book of Classic Urdu Stories. ed. M. Assaduddin,
New Delhi: Penguin/Viking, 2006.

2. Chugtai, Ismat. ‘The Quilt’, Lifting the Veil: Selected Writings of Ismat Chugtai. tr.
M. Assaduddin. New Delhi: Penguin Books, 2009.

3. Senapati, Fakir Mohan. ‘Rebati’, Oriya Stories. ed. Vidya Das, tr. Kishori Charan
Das, Delhi: Srishti Publishers, 2000.

UNIT – II (15 hours)

4. Bharati, Dharamveer. Andha Yug. tr. Alok Bhalla, New Delhi: OUP, 2009.

5. Tagore, Rabindranath. ‘Light, Oh Where is the Light?' & 'When My Play was with
thee', Gitanjali: A New Translation with an Introduction. trans. William Radice, New
Delhi: Penguin India, 2011.

6. Muktibodh, G.M. ‘The Void’ (tr. Vinay Dharwadker) & ‘So Very Far’, (tr. Tr. Vishnu
Khare and Adil Jussawala), The Oxford Anthology of Modern Indian Poetry. ed. Vinay
Dharwadker and A.K. Ramanujam, New Delhi: OUP, 2000.

UNIT – III (15 hours)

7. Pritam, Amrita. ‘I say unto Waris Shah’ (tr. N.S. Tasneem), Modern Indian
Literature: An Anthology, Plays and Prose, Surveys and Poems. ed. K.M. George, vol.
3, Delhi: Sahitya Akademi, 1992.

8. Singh, Thangjam Ibopishak. ‘Dali, Hussain, or Odour of Dream, Colour of Wind’ &
‘The Land of the Half-Humans’, The Anthology of Contemporary Poetry from the
Northeast. tr. Robin S. Ngangom, NEHU: Shillong, 2003.

9. Macwan, Joseph. The Stepchild. Trans. Rita Kothari, Oxford University Press, New
Delhi, 2004.

Practical component (if any) - NIL

Essential/recommended readings- as listed in the units

Suggestive readings:

80
79
1. Singh, Namwar. ‘Decolonising the Indian Mind’, Indian Literature, tr. Harish
Trivedi, no. 151(Sept./Oct. 1992), 1992.

2. Ambedkar, B.R. Chaps. 4, 6, & 14, Annihilation of Caste in Dr. Babasaheb

Ambedkar: Writings and Speeches, vol. 1, Maharashtra: Education Department,
Government of Maharashtra, 1979.

3. U.R. Ananthamurthy: ‘Being a Writer in India’

4. Vinay Dharwadker: ‘Some Contexts of Modern Indian Poetry’

5. Aparna Dharwadker, ‘Modern Indian Theatre’, Routledge Handbook of Asian
Theatre. ed. Siyuan Liu, London: Routledge, 2016. pp 243-67

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

Branch, University of Delhi, from time to time.

81
80
 Category II
(Discipline Specific Courses for Undergraduate Programme of study with
ENGLISH(Major) as one of the Core Disciplines)

DISCIPLINE SPECIFIC CORE COURSE -11 (DSC-11) : Indian Writing in English

No. of hours- 60(Theory- 45 hrs.+Tutorials -15 hrs.)

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 (if any)
DSC 11: 4 3 1 0 Passed NIL
Indian Class XII
Writing in with
English English

Learning Objectives

The Learning Objectives of this course are as follows:

● To offer students a foundational understanding of the distinctively Indian

qualities of literature in English, across a range of genres.

● To open up a sense of the Indian response to literary and political challenges

in modern times.

Learning outcomes

The Learning Outcomes of this course are as follows:

● By studying this course, students will be able to gain a basic sense of Indian
writing in English as a viable means to understand the evolution of modern
India.

82
81
 ● Students’ imagination will be stimulated by an understanding of how Indian
writing in English opens up the challenges and complexities of contemporary
India.

SYLLABUS OF DSC- 11

UNIT – I (15 hours)

1. Anita Desai: The Clear Light of the Day

UNIT – II (15 hours)

2. H.L.V. Derozio: (i) ‘Freedom to the Slave’ (ii) ‘The Orphan Girl’

3. Kamala Das: (i) ‘Introduction’ (ii) ‘My Grandmother’s House’

4. Sarojini Naidu: (i) ‘An Indian Love Song’, (ii) ‘In Salutation to the Eternal Peace’

5. Robin S. Ngangom: (i) ‘The Strange Affair of Robin S. Ngangom’ (ii) ‘A Poem for
Mother’

UNIT – III (15 hours)

6. Salman Rushdie: ‘The Free Radio’

7. Shashi Deshpande: ‘The Intrusion’

8. Padmanabhan, Manjula. ‘Stains’, Hot Death, Cold Soup: Twelve Short Stories. New
Delhi: Kali for Women/Zubaan, 1996.

Practical component (if any) - NIL

Essential/recommended readings- as listed in the units

Suggestive readings:

1. Rao, Raja. ‘Foreword’, Kanthapura. New Delhi: OUP, 1989. pp v–vi

2. Rushdie, Salman. ‘Commonwealth Literature does not exist’, Imaginary

Homelands. London: Granta Books, 1991. pp 61–70

83
82
3. Mukherjee, Meenakshi. ‘Divided by a Common Language’, The Perishable Empire.
New Delhi: OUP, 2000. pp 187–203

4. King, Bruce. ‘Introduction’, Modern Indian Poetry in English. New Delhi: OUP, 2nd
edn., 2005. pp 1–10

DISCIPLINE SPECIFIC CORE COURSE 12- (DSC-12) : Indian Writing in English

Translation

No. of hours- 60(Theory- 45 hrs.+Tutorials -15 hrs.)

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title Credits Credit distribution of the course Eligibility Pre-requisite

& Code Lecture Tutorial Practical/ criteria of the course
Practice (if any)
DSC 12: 4 3 1 0 Passed NIL
Indian Class XII
Writing in with
English English
Translation

Learning Objectives

The Learning Objectives of this course are as follows:

● To understand and celebrate the diversity of linguistic and regional influences

on the shaping of modern India.

● To open up a sense of the sophistication and fluidity of Indian thought and

literature even when it speaks through the medium of translation.

Learning outcomes

The Learning Outcomes of this course are as follows:

• By studying this course, students will gain knowledge of the richness of

modern Indian writing.

84
83
 • Students will be encouraged to understand how contemporary India owes its
diversity to a range of literatures, cultures and regions.

SYLLABUS OF DSC-12

UNIT – I (15 hours)

1. Premchand ‘The Shroud’, Penguin Book of Classic Urdu Stories. ed. M. Assaduddin,
New Delhi: Penguin/Viking, 2006.

2. Chugtai, Ismat. ‘The Quilt’, Lifting the Veil: Selected Writings of Ismat Chugtai. tr.
M. Assaduddin. New Delhi: Penguin Books, 2009.

3. Senapati, Fakir Mohan. ‘Rebati’, Oriya Stories. ed. Vidya Das, tr. Kishori Charan
Das, Delhi: Srishti Publishers, 2000.

UNIT – II (15 hours)

4. Bharati, Dharamveer. Andha Yug. tr. Alok Bhalla, New Delhi: OUP, 2009.

5. Tagore, Rabindranath. ‘Light, Oh Where is the Light?' & 'When My Play was with
thee', Gitanjali: A New Translation with an Introduction. trans. William Radice, New
Delhi: Penguin India, 2011.

6. Muktibodh, G.M. ‘The Void’ (tr. Vinay Dharwadker) & ‘So Very Far’, (tr. Tr. Vishnu
Khare and Adil Jussawala), The Oxford Anthology of Modern Indian Poetry. ed. Vinay
Dharwadker and A.K. Ramanujam, New Delhi: OUP, 2000.

UNIT – III (15 hours)

7. Pritam, Amrita. ‘I say unto Waris Shah’ (tr. N.S. Tasneem), Modern Indian
Literature: An Anthology, Plays and Prose, Surveys and Poems. ed. K.M. George, vol.
3, Delhi: Sahitya Akademi, 1992.

8. Singh, Thangjam Ibopishak. ‘Dali, Hussain, or Odour of Dream, Colour of Wind’ &
‘The Land of the Half-Humans’, The Anthology of Contemporary Poetry from the
Northeast. tr. Robin S. Ngangom, NEHU: Shillong, 2003.

9. Macwan, Joseph. The Stepchild. Trans. Rita Kothari, Oxford University Press, New
Delhi, 2004.

85
84
Practical component (if any) - NIL

Essential/recommended readings- as listed in the units

Suggestive readings:

1. Singh, Namwar. ‘Decolonising the Indian Mind’, Indian Literature, tr. Harish
Trivedi, no. 151(Sept./Oct. 1992), 1992.

2. Ambedkar, B.R. Chaps. 4, 6, & 14, Annihilation of Caste in Dr. Babasaheb

Ambedkar: Writings and Speeches, vol. 1, Maharashtra: Education Department,
Government of Maharashtra, 1979.

3. U.R. Ananthamurthy: ‘Being a Writer in India’

4. Vinay Dharwadker: ‘Some Contexts of Modern Indian Poetry’

5. Aparna Dharwadker, ‘Modern Indian Theatre’, Routledge Handbook of Asian
Theatre. ed. Siyuan Liu, London: Routledge, 2016. pp 243-67

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

Branch, University of Delhi, from time to time.

Category III
Discipline Specific Courses for Undergraduate Programme of study with ENGLISH
(minor) as one of the Core Disciplines

DISCIPLINE SPECIFIC CORE COURSE 11- (DSC-11): Indian Writing in English

No. of hours- 60(Theory- 45 hrs.+Tutorials -15 hrs.)

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 (if any)
DSC 11: 4 3 1 0 Passed NIL
Indian Class XII
Writing in with
English English

86
85
Learning Objectives

The Learning Objectives of this course are as follows:

● To offer students a foundational understanding of the distinctively Indian

qualities of literature in English, across a range of genres.

● To open up a sense of the Indian response to literary and political challenges

in modern times.

Learning outcomes

The Learning Outcomes of this course are as follows:

● By studying this course, students will be able to gain a basic sense of Indian
writing in English as a viable means to understand the evolution of modern
India.
● Students’ imagination will be stimulated by an understanding of how Indian
writing in English opens up the challenges and complexities of contemporary
India.

SYLLABUS OF DSC- 11

UNIT – I (15 hours)

1. Anita Desai: The Clear Light of the Day

UNIT – II (15 hours)

2. H.L.V. Derozio: (i) ‘Freedom to the Slave’ (ii) ‘The Orphan Girl’

3. Kamala Das: (i) ‘Introduction’ (ii) ‘My Grandmother’s House’

4. Sarojini Naidu: (i) ‘An Indian Love Song’, (ii) ‘In Salutation to the Eternal Peace’

5. Robin S. Ngangom: (i) ‘The Strange Affair of Robin S. Ngangom’ (ii) ‘A Poem for
Mother’

87
86
UNIT – III (15 hours)

6. Salman Rushdie: ‘The Free Radio’

7. Shashi Deshpande: ‘The Intrusion’

8. Padmanabhan, Manjula. ‘Stains’, Hot Death, Cold Soup: Twelve Short Stories. New
Delhi: Kali for Women/Zubaan, 1996.

Practical component (if any) - NIL

Essential/recommended readings- as listed in the units

Suggestive readings:

1. Rao, Raja. ‘Foreword’, Kanthapura. New Delhi: OUP, 1989. pp v–vi

2. Rushdie, Salman. ‘Commonwealth Literature does not exist’, Imaginary

Homelands. London: Granta Books, 1991. pp 61–70

3. Mukherjee, Meenakshi. ‘Divided by a Common Language’, The Perishable Empire.

New Delhi: OUP, 2000. pp 187–203

4. King, Bruce. ‘Introduction’, Modern Indian Poetry in English. New Delhi: OUP, 2nd
edn., 2005. pp 1–10

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

Branch, University of Delhi, from time to time.

88
87
 COMMON POOL OF DISCIPLINE SPECIFIC ELECTIVE (DSE)
COURSES FOR SEMESTER III

DISCIPLINE SPECIFIC ELECTIVE COURSE 4–(DSE-4): Dystopian Writings

No. of hours- 60(Theory- 45 hrs.+Tutorials-15 hrs.)

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Credits Credit distribution of the Eligibility Pre-requisite of

Code course criteria the course
Lecture Tutorial Practical/
Practice
DSE-4: 4 3 1 0 Passed NIL
Dystopian Class XII
Writings

Learning Objectives

The Learning Objectives of this course are as follows:

• To introduce a body of writings on dystopic themes

• To consider the range of literary representations in the field

Learning outcomes

The Learning Outcomes of this course are as follows:

• By studying this course, students will be able to analyse literary

representations in contemporary contexts.
• Students will be provided a literary and theoretical understanding of the ideas
of dystopia.

SYLLABUS OF DSE-4

UNIT – I (15 hours)

89
88
1. Mary Shelley: The Last Man

UNIT – II (15 hours)

2. H.G. Wells: The Time Machine

UNIT – III (15 hours)

3. 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.

90
89
 DISCIPLINE SPECIFIC ELECTIVE COURSE 5 (DSE-5): Literature of the Indian Diaspora

No. of hours- 60(Theory- 45 hrs.+Tutorials-15 hrs.)

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Credits Credit distribution of the Eligibility Pre-

Code course criteria requisite
Lecture Tutorial Practical/ of the
Practice course
DSE-5 Literature of 4 3 1 0 Passed NIL
the Indian Class XII
Diaspora

Learning Objectives

The Learning Objectives of this course are as follows:

• To familiarize students with select contemporary literature of the Indian

diaspora.
• To highlight diversity of diasporic locations and writings.

Learning outcomes

The Learning Outcomes of this course are as follows:

• By studying this course, students will be able to acquire understanding of

complex diasporic imaginations.
• Students will be able to comprehend the interrelations between home,
homeland, diaspora, and migration.

SYLLABUS OF DSE-5:

UNIT – I (15 hours)

1. M. G. Vassanji: The Book of Secrets

UNIT – II (15 hours)

2. Vikram Seth: The Golden Gate

91
90
UNIT – III (15 hours)

3. Meera Syal: Anita and Me

Practical component (if any) - NIL

Essential/recommended readings- as listed in the units

Suggestive readings:

1. Mishra, Vijay. The Literature of the Indian Diaspora: Theorising the Diasporic
Imaginary. New York: Routledge, 2007.

2. Braziel, Jana Evans, et al. (ed.). Theorizing Diaspora: A Reader. Wiley, 2003.

3. Unnikrishnan, Deepak. Temporary People. New York: Restless Books, 2017.

4. Phillips, Caryl. ‘Somewhere in England’, Crossing the River. London: Random

House, 1993.

5. Gilroy, Paul. ‘The Black Atlantic as a Counterculture of Modernity’, The Black

Atlantic: Modernity and Double Consciousness. London: Verso, 1993.

6. Jayaram, N. (ed.). The Indian Diaspora: Dynamics of Migration. Vol.4, Sage: New
Delhi, 2004.

DISCIPLINE SPECIFIC ELECTIVE COURSE 6 (DSE-6): Graphic Narratives

No. of hours- 60(Theory- 45 hrs.+Tutorials-15 hrs.)

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Credits Credit distribution of the Eligibility Pre-

Code course criteria requisite
Lecture Tutorial Practical/ of the
Practice course
DSE-6 Graphic 4 3 1 0 Passed NIL
Narratives Class XII

92
91
Learning Objectives

The Learning Objectives of this course are as follows:

• To introduce students to the field of graphic narratives.

• To sample a variety of graphic narratives from different locations and in varied
styles.

Learning outcomes

The Learning Outcomes of this course are as follows:

• By studying this course, students will be provided an understanding of the

specific languages of graphic narratives.
• Students will be able to comprehend the relationship between text and
visuality.

SYLLABUS OF DSE-6:

UNIT – I (15 hours)

1. Miller, Frank. Batman: The Dark Knight Returns. Delhi: Random House, 2016.

Supplementary Reading for Visually Impaired Students:

1. Feiffer, Jules. ‘Introduction’ and ‘Afterword’, The Great Comic Book Heroes.
Bonanza Books, 1965.

http://www.tcj.com/the-great-comic-book-heroes-intro-afterword-by-jules-feiffer/

UNIT – II (15 hours)

2. Natarajan, Srividya and Aparajita Ninan. A Gardener in the Wasteland. Delhi:

Navayana,

2016.

3. Kadam, Dilip and S. S. Rege. Babasaheb Ambedkar: He Dared to Fight. Vol. 611,
Mumbai: Amar Chitra Katha, 1979.

Supplementary Reading for Visually Impaired Students

93
92
2. Nayar, Pramod K. ‘Drawing on Other Histories.’, The Indian Graphic Novel: Nation,
History and Critique. Routledge, 2016. pp 109-154

UNIT – III (15 hours)

4. Patil, Amruta. Kari. Delhi: Harper Collins, 2008.

5. Satrapi, Marjane. Persepolis: The Story of a Childhood. London: Pantheon 2004.

Supplementary Reading for Visually Impaired Students

4. Robinson, Lillian S. ‘Chronicles: Generations of Super Girls,’ Wonder Women:

Feminisms and Superheroes. Routledge, 2004. pp 65-94

Practical component (if any) - NIL

Essential/recommended readings- as listed in the units

Suggestive readings:

1. Chute, Hilary. ‘Comics as Literature?: Reading Graphic Narrative,’ PMLA 123 (2), pp
452-465

2. McCloud, Scott. Understanding Comics: The Invisible Art. USA: HarperCollins, 1993.
pp 60-137
3. Mickwitz, Nina. Documentary Comics: Graphic Truth-Telling in a Skeptical Age. UK:
Palgrave Macmillan, 2016. pp 1-28

94
93
 COMMON POOL OF GENERIC ELECTIVES (GE) COURSES

NOTE: The Generic Electives for the EVEN SEMESTERS will also run for Semester IV
students.

GENERIC ELECTIVES LANGUAGE COURSES

for Semester III and IV (to be offered in flip mode)

Note: GE Language courses for Semester III, will also run in Semester IV, as these
courses are offered in the flip mode.

Their titles are:

(GE Language 5) English Language Through Literature-II

(GE Language 6) Digital Communication-II
(GE Language 7) English Fluency-II
(GE Language 8) Developing English Language Skills-II

95
94