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.

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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

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 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.

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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

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 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.

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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:

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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.

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 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.

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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

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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.

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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.

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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

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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’

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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.

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 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)

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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.

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 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

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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

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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

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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

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 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

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 SEMESTER-V
Category I
BA (Hons.) English

DISCIPLINE SPECIFIC CORE COURSE -13 (DSC-13) : Twentieth Century Poetry &
Drama

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 13: 4 3 1 0 Passed NIL
Twentieth Class XII
Century with
Poetry & English
Drama from List
A in CUET

Learning Objectives

The Learning Objectives of this course are as follows:

• To offer students an understanding of the distinctive characteristics of the

twentieth century as a space of thought, with specific reference to its poetry
and drama as significant tools of cultural analysis.
• To open up the way in which the poetry and drama of the period reconstitute
readership/ spectatorship as agents of cultural change.

Learning outcomes

The Learning Outcomes of this course are as follows:

• By studying this course, students will be able to inculcate a basic sense of the
anxieties and influences of the age immediately preceding our own.

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 ● Students will gain knowledge on how literature as a discipline continues to
critique and alter its times.

SYLLABUS OF DSC 13-

UNIT – I (15 hours)

1. T.S. Eliot: (i) ‘The Love Song of J. Alfred Prufrock’ (ii) ‘The Hollow Men’

2. W.B. Yeats: (i) ‘Leda and the Swan’ (ii) ‘The Second Coming’

UNIT – II (15 hours)

3. Edith Sitwell: ‘Still Falls the Rain’

4. Anne Michaels: ‘Memoriam’

5. Phillip Larkin: (i) ‘Whitsun Weddings’ (ii) ‘Church Going’

6. Ted Hughes: (i) ‘Hawk Roosting’ (ii) ‘Crow’s Fall’

UNIT – III (15 hours)

7. Samuel Beckett: Waiting for Godot (1952)

Practical component (if any) - NIL

Essential/recommended readings- as listed in the units

Suggestive readings:

1. Sinfield, Alan. ‘Literature and Cultural Production’, in Literature, Politics, and

Culture in Postwar Britain. Berkley and Los Angeles: University of California Press,
1989. pp 23–38

2. Heaney, Seamus. ‘The Redress of Poetry’, The Redress of Poetry. London: Faber,
1995. pp 1–16

3. Waugh, Patricia. ‘Culture and Change: 1960-1990’, The Harvest of The Sixties:
English Literature and Its Background, 1960-1990. Oxford: OUP, 1997.

4. Williams, Raymond, ‘Metropolitan Perceptions and the Emergence of Modernism’,

Raymond Williams: The Politics of Modernism. London: Verso, 1996. pp 37-48

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 DISCIPLINE SPECIFIC CORE COURSE 14- (DSC-14) : Twentieth Century Novel

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 14: 4 3 1 0 Passed NIL
Twentieth Class XII
Century with
Novel English

Learning Objectives

The Learning Objectives of this course are as follows:

• To offer students an understanding of the distinctive characteristics of the

way in which the novel as an art form defines and alters the twentieth
century.

● To open up the way in which the twentieth century novel is the most telling
site of social critique and change.

Learning outcomes
The Learning Outcomes of this course are as follows:

• By studying this course, students will be able to inculcate a basic sense of the
instruments that the twentieth century novel uses to alter the period of its
origin.

● Students will gain an understanding of how the novel as an art form can pick
up the philosophical and political lines of inquiry of the period under survey.

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SYLLABUS OF DSC-14

UNIT – I (15 hours)

1. Joseph Conrad: Heart of Darkness (1899)

UNIT – II (15 hours)

2. D.H. Lawrence: Sons and Lovers (1913)

UNIT – III (15 hours)

3. Virginia Woolf: Mrs. Dalloway (1925)

Practical component (if any) - NIL

Essential/recommended readings- as listed in the units

Suggestive readings:

1. Woolf, Virginia. ON BEING ILL. Germany, Musaicum Books, 2017.

2. Freud, Sigmund. ‘Theory of Dreams’, ‘Oedipus Complex’, and ‘The Structure of the
Unconscious’, The Modern Tradition. ed. Richard Ellman et. al. Oxford: OUP, 1965. pp
571, 578–80, 559–63

3. Williams, Raymond. ‘Introduction’, The English Novel from Dickens to Lawrence.

London: Hogarth Press, 1984. pp 9–27

4. Lawrence, D.H. ‘Morality and the Novel’, The Modern Tradition: Backgrounds of
Modern Literature. eds. Richard Ellmann and Charles Feidelson, Jr. Oxford University
Press, 1965.

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 DISCIPLINE SPECIFIC CORE COURSE 15- (DSC-15) : Dalit Writings

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 15: 4 3 1 0 Passed NIL
Dalit Class XII
Writings with
English

Learning Objectives

The Learning Objectives of this course are as follows:

● To offer students a foundational understanding of the way in which Dalit

literature both chronicles a continuing history of oppression and functions as
an invaluable instrument of cultural assertion.
● To open up a sense of the way in which intersectional marginalities find their
voices in Dalit literature and seek social and human justice.

Learning outcomes

The Learning Outcomes of this course are as follows:

• By studying this course, students will be able to grasp the importance of Dalit
literature as historical witness and as cultural catalyst.

● Students’ imagination will be stimulated through an understanding of how the

aesthetic of suffering may be used to bring about social and cultural redressal.

SYLLABUS OF DSC-15

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UNIT – I (15 hours)

1. Valmiki, Om Prakash. Joothan: A Dalit's Life. trans. Arun Prabha Mukerjee,

Kolkatta: Samya, 2003.

UNIT – II (15 hours)

2. Sivakami, P. The Grip of Change, and author’s notes. trans. P. Sivakami, New Delhi:
Orient Longman, 2016.

UNIT – III (15 hours)

3. Limbale, Sharankumar. ‘White Paper’, Poisoned Bread: Translations from Modern

Marathi Dalit Literature. ed. Arjun Dangle, Hyderabad: Orient Longman, 1992.

4. Parmar, Jayant. ‘The last will of a Dalit poet’, Listen to the Flames: Texts and
Readings from the Margins. eds. Tapan Basu, Indranil Acharya, A. Mangai, New Delhi:
Oxford University Press, 2017.

5. Navaria, Ajay. ‘New Custom’, The Exercise of Freedom: An Introduction to Dalit

Studies. trans. Laura Brueck, eds. K. Sathyanarayana, Susie Tharu, New Delhi:
Navayana Publishing, 2013.

6. Kumar, Sanjay. ‘Black Ink’, Listen to the Flames: Texts and Readings from the
Margins. , trans. Raj Kumar, eds. Tapan Basu, Indranil Acharya, A. Mangai, New Delhi:
Oxford University Press, 2017.

Practical component (if any) - NIL

Essential/recommended readings- as listed in the units

Suggestive readings:

1. Limbale, Sharankumar. ‘Dalit Literature and Aesthetics’, Towards an Aesthetic of

Dalit Literature: History, Controversies & Considerations. Orient Longman, 2004. pp
103-21

2. Gauthaman, Raj. 'Dalit Culture', No Alphabet in Sight. eds., K Satyanarayana and

Susie Tharu, Penguin Books, 2011. pp 151-157

3. Rani, Challapalli Swaroopa: 'Caste Domination Male Domination' in Steel Nibs are
Sprouting. eds. K Satyanarayana and Susie Tharu, Harper Collins, 2013. pp 704-709

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4. Dirks, Nicholas B. Castes of Mind: Colonialism and the Making of Modern India.
Princeton, Princeton University Press, 2001.

5. Srinivas, M. N. Caste in Modern India and Other Essays. London, Asia Publishing
House. 1970.

6. Bagul, Baburao. 'Dalit Literature is but Human Literature', Poisoned Bread:

Translations from Modern Marathi Dalit Literature. ed. Arjun Dangle, Hyderabad:
Orient Longman, 1992. pp 271-289

7. Ahmad, Imtiaz. ‘Can there be a Category called Dalit Muslims?’ Dalit Assertion in
Society, Literature and History. ed. Imtiaz Ahmad and Shashi Bhushan Upadhya, New
Delhi: Orient BlackSwan, 2010. pp 243-258

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

Branch, University of Delhi, from time to time.

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

DISCIPLINE SPECIFIC CORE COURSE 13- (DSC-13) : Twentieth Century Poetry &
Drama
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 13: 4 3 1 0 Passed NIL
Twentieth Class XII
Century with
Poetry & English
Drama from List
A in CUET

Learning Objectives

The Learning Objectives of this course are as follows:

• To offer students an understanding of the distinctive characteristics of the

twentieth century as a space of thought, with specific reference to its poetry
and drama as significant tools of cultural analysis.
• To open up the way in which the poetry and drama of the period reconstitute
readership/ spectatorship as agents of cultural change.

Learning outcomes

The Learning Outcomes of this course are as follows:

• By studying this course, students will be able to inculcate a basic sense of the
anxieties and influences of the age immediately preceding our own.

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 ● Students will gain knowledge on how literature as a discipline continues to
critique and alter its times.

SYLLABUS OF DSC 13-

UNIT – I (15 hours)

1. T.S. Eliot: (i) ‘The Love Song of J. Alfred Prufrock’ (ii) ‘The Hollow Men’

2. W.B. Yeats: (i) ‘Leda and the Swan’ (ii) ‘The Second Coming’

UNIT – II (15 hours)

3. Edith Sitwell: ‘Still Falls the Rain’

4. Anne Michaels: ‘Memoriam’

5. Phillip Larkin: (i) ‘Whitsun Weddings’ (ii) ‘Church Going’

6. Ted Hughes: (i) ‘Hawk Roosting’ (ii) ‘Crow’s Fall’

UNIT – III (15 hours)

7. Samuel Beckett: Waiting for Godot (1952)

Practical component (if any) - NIL

Essential/recommended readings- as listed in the units

Suggestive readings:

1. Sinfield, Alan. ‘Literature and Cultural Production’, in Literature, Politics, and

Culture in Postwar Britain. Berkley and Los Angeles: University of California Press,
1989. pp 23–38

2. Heaney, Seamus. ‘The Redress of Poetry’, The Redress of Poetry. London: Faber,
1995. pp 1–16

3. Waugh, Patricia. ‘Culture and Change: 1960-1990’, The Harvest of The Sixties:
English Literature and Its Background, 1960-1990. Oxford: OUP, 1997.

4. Williams, Raymond, ‘Metropolitan Perceptions and the Emergence of Modernism’,

Raymond Williams: The Politics of Modernism. London: Verso, 1996. pp 37-48

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 DISCIPLINE SPECIFIC CORE COURSE 14- (DSC-14) : Twentieth Century Novel

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 14: 4 3 1 0 Passed NIL
Twentieth Class XII
Century with
Novel English
from List
A in CUET

Learning Objectives

The Learning Objectives of this course are as follows:

• To offer students an understanding of the distinctive characteristics of the

way in which the novel as an art form defines and alters the twentieth
century.

● To open up the way in which the twentieth century novel is the most telling
site of social critique and change.

Learning outcomes
The Learning Outcomes of this course are as follows:

• By studying this course, students will be able to inculcate a basic sense of the
instruments that the twentieth century novel uses to alter the period of its
origin.

● Students will gain an understanding of how the novel as an art form can pick
up the philosophical and political lines of inquiry of the period under survey.

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SYLLABUS OF DSC-14

UNIT – I (15 hours)

1. Joseph Conrad: Heart of Darkness (1899)

UNIT – II (15 hours)

2. D.H. Lawrence: Sons and Lovers (1913)

UNIT – III (15 hours)

3. Virginia Woolf: Mrs. Dalloway (1925)

Practical component (if any) - NIL

Essential/recommended readings- as listed in the units

Suggestive readings:

1. Woolf, Virginia. ON BEING ILL. Germany, Musaicum Books, 2017.

2. Freud, Sigmund. ‘Theory of Dreams’, ‘Oedipus Complex’, and ‘The Structure of the
Unconscious’, The Modern Tradition. ed. Richard Ellman et. al. Oxford: OUP, 1965. pp
571, 578–80, 559–63

3. Williams, Raymond. ‘Introduction’, The English Novel from Dickens to Lawrence.

London: Hogarth Press, 1984. pp 9–27

4. Lawrence, D.H. ‘Morality and the Novel’, The Modern Tradition: Backgrounds of
Modern Literature. eds. Richard Ellmann and Charles Feidelson, Jr. Oxford University
Press, 1965.

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

DISCIPLINE SPECIFIC CORE COURSE 14- (DSC-14) : Twentieth Century Novel

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 14: 4 3 1 0 Passed NIL
Twentieth Class XII
Century with
Novel English

Learning Objectives

The Learning Objectives of this course are as follows:

• To offer students an understanding of the distinctive characteristics of the

way in which the novel as an art form defines and alters the twentieth
century.

● To open up the way in which the twentieth century novel is the most telling
site of social critique and change.

Learning outcomes
The Learning Outcomes of this course are as follows:

• By studying this course, students will be able to inculcate a basic sense of the
instruments that the twentieth century novel uses to alter the period of its
origin.

● Students will gain an understanding of how the novel as an art form can pick
up the philosophical and political lines of inquiry of the period under survey.

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SYLLABUS OF DSC-14:

UNIT – I (15 hours)

1. Joseph Conrad: Heart of Darkness (1899)

UNIT – II (15 hours)

2. D.H. Lawrence: Sons and Lovers (1913)

UNIT – III (15 hours)

3. Virginia Woolf: Mrs. Dalloway (1925)

Practical component (if any) - NIL

Essential/recommended readings- as listed in the units

Suggestive readings:

1. Woolf, Virginia. ON BEING ILL. Germany, Musaicum Books, 2017.

2. Freud, Sigmund. ‘Theory of Dreams’, ‘Oedipus Complex’, and ‘The Structure of the
Unconscious’, The Modern Tradition. ed. Richard Ellman et. al. Oxford: OUP, 1965. pp
571, 578–80, 559–63

3. Williams, Raymond. ‘Introduction’, The English Novel from Dickens to Lawrence.

London: Hogarth Press, 1984. pp 9–27

4. Lawrence, D.H. ‘Morality and the Novel’, The Modern Tradition: Backgrounds of
Modern Literature. eds. Richard Ellmann and Charles Feidelson, Jr. Oxford University
Press, 1965.

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

Branch, University of Delhi, from time to time.

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 COMMON POOL OF DISCIPLINE SPECIFIC ELECTIVE (DSE)
COURSES FOR SEMESTER V

DISCIPLINE SPECIFIC ELECTIVE COURSE–7 (DSE-7): Children’s Literature

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-7 Children’s 4 3 1 0 Passed NIL
Literature Class XII

Learning Objectives

The Learning Objectives of this course are as follows:

• To familiarize students with the field of children’s writing.

• To convey a sense of diversity within children’s literature.

Learning outcomes

The Learning Outcomes of this course are as follows:

• By studying this course, students will be able to appreciate the literary and
theoretical complexity of children’s writing.
• This course will enable a comprehension of children’s literature across time
and cultural spaces.

SYLLABUS OF DSE-7:

UNIT – I (15 hours)

1. Roald Dahl: Fantastic Mr Fox

2. Antoine de Saint-Exupéry: The Little Prince

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UNIT – II (15 hours)

3. Roychowdhury, Upendra Kishore. Goopy Gyne Bagha Byne. New Delhi: Puffin
Books, 2004. pp 3-27

4. Ray, Satyajit. The Golden Fortress (Sonar Kella). trans. Gopa Majumdar,
Penguin/Puffin, 2015.

UNIT – III (15 hours)

5. Anderson, M.T. Feed, Somerville: Candlewick Press, 2002.

Practical component (if any) - NIL

Essential/recommended readings- as listed in the units

Suggestive readings:

1. Carpenter, Humphrey and Mari Prichard (Eds.). The Oxford Companion to

Children's Literature. Oxford: Oxford University Press, 1984.

2. Egoff, Sheila, et al. (Eds.) Only Connect: Readings on Children's Literature, 3rd
Edition. New York: Oxford University Press, 1996.

3. Hunt, Peter. Criticism, Theory and Children's Literature. Cambridge, Ma: Basil
Blackwell, 1999.

4. Lehr, Susan. The Child's Developing Sense of Theme: Responses to Literature. New
York: Teachers College Press, 1991.

5. Lukens, Rebecca J. A Critical Handbook of Children's Literature, 6th Edition. New

York: Longman, 1999.

6. Lurie, Alison. Don't Tell the Grown-Ups: Subversive Children's Literature. Boston:
Little, Brown, 1990.

7. Townsend, John Rowe. Written for Children: An Outline of English Children's

Literature. 4th Edition. New York: Harper Collins, 1990.

8. Bang, Molly. ‘Building the Emotional Content of Pictures’, Picture This: How
Pictures Work. San Francisco: Chronicle Books, 2018. pp 1-50

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9. Nodelman, Perry. ‘Defining Children’s Literature’, The Hidden Adult: Defining
Children's Literature, Baltimore: John Hopkins University Press, 2008. pp 133-137

DISCIPLINE SPECIFIC ELECTIVE COURSE 8–(DSE-8): Indian Partition Literature

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-8 Indian 4 3 1 0 Passed NIL
Partition Class XII
Literature

Learning Objectives

The Learning Objectives of this course are as follows:

• To introduce the subject of Partition Literature in India.

• To sensitize students to complex narratives of Partition.

Learning outcomes

The Learning Outcomes of this course are as follows:

• By studying this course, students will be able to comprehend the relationship

between literary representations and memories of the Partition.
• Students will acquire in-depth knowledge of literary and theoretical insights
into Partition.

SYLLABUS OF DSE-8:

UNIT – I (15 hours)

1. Butalia, Urvashi. ‘Beginnings’, The Other Side of Silence: Voices from the Partition
of India. India: Penguin books, 1998.

2. Nandy, Ashish. ‘The Invisible Holocaust and the Journey as an Exodus’, A Very
Popular Exile. Delhi: OUP, 2007.

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UNIT – II (15 hours)

3. Manṭo, Saʻādat Ḥasan. ‘Toba Tek Singh’, Manto: Selected Short Stories: Including
'Toba Tek Singh' and 'The Dog of Tithwal'. India, Random House India, 2012.

4. Chander, Krishan. ‘Peshawar Express’, Stories About the Partition of India. trans. Jai
Ratan, ed. Alok Bhalla, Vol. 3, Delhi: Indus, 1994. pp 205-215

5. Waliullah, Syed. ‘The Tale of a Tulsi Plant’, Mapmaking: Partition Stories from Two
Bengals, trans. Rani Ray, ed. Debjani Sengupta, Amaryllis: 2011. pp 101-114

6. Kothari, Rita. (ed.) Selections from Unbordered Memories: Sindhi Stories of

Partition. New Delhi: Penguin Books, 2009.

UNIT – III (15 hours)

7. Gangopadhyay, Sunil. Arjun. trans. Chitrita Bannerjee, Penguin, 1987.

Practical component (if any) - NIL

Essential/recommended readings- as listed in the units

Suggestive readings:

1. Bhasin, Kamla and Ritu Menon. ‘Introduction’, Borders and Boundaries. Delhi: Kali
for Women, 1998.

2. Pandey, Gyanendra. ‘The Three Partitions of 1947’, Remembering Partition:

Violence, Nationalism and History in India. Cambridge: Cambridge UP, 2001. pp 21-44

3. Schendel, Willem van. ‘Partition Studies’, The Bengal Borderland: Beyond State and
Nation in South Asia. London: Anthem Press, 2005. pp 24-38

5. Khan, Yasmin. ‘Leprous Daybreak’ and ‘Bitter Legacies’, The Great Partition: The
Making of India and Pakistan. Delhi: Penguin Random House, 2007. pp 143-185

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 DISCIPLINE SPECIFIC ELECTIVE COURSE 9–(DSE-9): Literature and Human Rights

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Code Credits Credit distribution of the Eligibility Pre-
course criteria requisite
Lecture Tutorial Practical/ of the
Practice course
DSE-9 Literature and 4 3 1 0 Passed NIL
Human Rights Class XII

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 realise 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 DSE-9

UNIT – I (15 hours)

1. George Orwell: 1984(1949)

UNIT – II (15 hours)

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

UNIT – III (15 hours)

3. 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

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(iii) ‘ABC Antidote’—Ishmael Beah

4. Maya Angelou: ‘I Know Why the Caged Bird Sings’[poem]

5. 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

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.

COMMON POOL OF GENERIC ELECTIVES (GE) COURSES

NOTE: The Generic Electives for the ODD SEMESTERS will also run for Semester V
students.

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 SEMESTER -VI
BA (Hons.) English

DISCIPLINE SPECIFIC CORE COURSE 16- (DSC-16) : Modern European Drama

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 16: 4 3 1 0 Passed NIL
Modern Class XII
European with
Drama English
from List
A in CUET

Learning Objectives

The Learning Objectives of this course are as follows:

• To analyse the way in which nineteenth and twentieth-century theatre in

Europe thinks through political and cultural hierarchies of power, enslavement
and liberation.

● To open up a sense of the way in which European drama articulates questions

of continuing relevance in the contemporary world such as the individual and
the state, the position of women, and issues of dominance.

Learning outcomes

The Learning Outcomes of this course are as follows:

• By studying this course, students will be able to inculcate a basic sense of the
way theatre serves as a means of social and cultural investigation and change.

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 ● Students will learn how drama as a genre alters our sense of both the
individual and society.

SYLLABUS OF DSC-16:

UNIT – I (15 hours)

1. Henrik Ibsen: Ghosts (1881)

UNIT – II (15 hours)

2. Bertolt Brecht: Mother Courage and Her Children (1939)

UNIT – III (15 hours)

3. Eugene Ionesco: Rhinoceros (1959)

Practical component (if any) - NIL

Essential/recommended readings- as listed in the units

Suggestive readings:

1. Camus, Albert. (i) ‘Absurdity and Suicide’ (ii) ‘The Myth of Sisyphus’, The Myth of
Sisyphus. trans. Justin O’Brien, London: Vintage, 1991. pp 13-17; 79-82

2. Stanislavsky, Constantin. ‘Faith and the Sense of Truth’, An Actor Prepares. United
Kingdom: Bloomsbury Academic, 2013. pp 111-139

3. Brecht, Bertolt. ‘The Street Scene’, ‘Theatre for Pleasure or Theatre for
Instruction’, and ‘Dramatic Theatre vs Epic Theatre’, Brecht on Theatre: The
Development of an Aesthetic. ed. and tr. John Willet, London: Methuen, 1992. pp 68–
76, 121–128

4. Steiner, George. ‘On Modern Tragedy’, The Death of Tragedy. London: Faber,
1995. pp 303–24

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 DISCIPLINE SPECIFIC CORE COURSE 17- (DSC-17): Literature and Disability

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 17: 4 3 1 0 Passed NIL
Literature Class XII
and with
Disability English
from List
A in CUET

Learning Objectives

The Learning Objectives of this course are as follows:

• To challenge and reconstitute our sense of what constitutes ‘the normal’ as a

category of thought and action.

● To build a critically compassionate consciousness on the subjects of individual

and social identity-construction under conditions of disability.

Learning outcomes

The Learning Outcomes of this course are as follows:

• By studying this course, students will be able to inculcate a basic sense of the
theory and field of Disability Studies with specific reference to its articulation
through literature.

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 ● This course will encourage students to think of a revolutionised debate on the
subject of self/ social-alienation and self/social-restoration under the
challenge of disability.

SYLLABUS OF DSC-17:

UNIT – I (15 hours)

1. Firdaus Kanga: Trying to Grow (1991)

UNIT – II (15 hours)

2. Georgina Kleege: Sight Unseen (1999)

UNIT – III (15 hours)

3. Anne Finger. “Helen and Frida” The Kenyon Review, Summer, 1994, New Series,
16.3, 1994. pp 1-7

4. Mukhopadhyay, Tito Rajarshi. ‘Poem 1’ and ‘Poem 4’, The Mind Tree: A Miraculous
Child Breaks the Silence of Autism. Arcade Publishing, 2003.

5. Barclay, Hayleigh. ‘Happy Birth-day’. Disability Horizons. Posted 14th May, 2018

https://disabilityhorizons.com/2018/05/disability-short-stories-series-happy-birth-
day/

Practical component (if any) - NIL

Essential/recommended readings- as listed in the units

Suggestive readings:

1. Linton, Simi. ‘Disability Studies/Not Disability Studies’, Disability & Society, Vol.
13.4, 1998. pp 525-40

2. Davis, Lennard J. ‘Constructing Normalcy’, Enforcing Normalcy: Disability,

Deafness, and the Body. London and New York: Verso, 1995. pp 23–49

3. Quayson, Ato. ‘A Typology of Disability Representation’, Aesthetic Nervousness:

Disability and the Crisis of Representation. Columbia: Columbia University Press,
2007. pp 32–53

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4. Couser, Thomas. ‘Signifying Selves: Disability and Life Writing’, The Cambridge
Companion on Literature and Disability. eds Clare Barker and Stuart Murray, New
York: Cambridge University Press, 2017. pp 199–211

5. Anand, Shilpaa. ‘Historicizing Disability in India: Questions of Subject and Method’,

Disability Studies in India: Global Discourses, Local Realities. ed. Renu Addlakha, New
York: Routledge. pp 35–60

6. Das, Veena and Renu Addlakha, ‘Disability and Domestic Citizenship: Voice,
Gender, and the Making of the Subject’, Public Culture. Vol. 13:3, 2001. pp 511-531

DISCIPLINE SPECIFIC CORE COURSE 18- (DSC-18) : Women Writings

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 18: 4 3 1 0 Passed NIL
Women Class XII
Writings with
English

Learning Objectives

The Learning Objectives of this course are as follows:

• To offer students a foundational understanding of the ways in which critical

categories such as ethnicity, caste and class find their articulate in writings by
women.

● To open up a sense of the Indian presence in the ongoing debate on the rights
and position of women in contemporary society.

Learning outcomes

The Learning Outcomes of this course are as follows:

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 • By studying this course, students will be able to inculcate a basic sense of how
writings by women serve as a primary instrument to document and demand
social change.

● This course will open up a space for a discussion on how this is a core area
that demands attention and change in contemporary India.

SYLLABUS OF DSC-18:

UNIT – I (15 hours)

1. Alice Walker: The Color Purple

UNIT – II (15 hours)

2. Charlotte Perkins Gilman: ‘The Yellow Wallpaper’

3. Begum Rokheya: ‘Sultana’s Dream’

4. Devi, Rassundari. Excerpts from Amar Jiban. trans. by Enakshi Chatterjee, Women's
Writing in India. Vol 1, ed. Susie Tharu and K. Lalita, Oxford University Press, New
Delhi, 1989. pp 192-202

UNIT – III (15 hours)

5. Emily Dickinson: (i) ‘I cannot live with you’ (ii) ‘I’m wife; I’ve finished that’

6. Sylvia Plath: (i) ‘Lady Lazarus’ (ii) ‘Daddy’

7. Eunice De Souza- (i) ‘Advice to Women’ (ii) ‘Bequest’

Practical component (if any) - NIL

Essential/recommended readings- as listed in the units

Suggestive readings:

1. Wollstonecraft, Mary. A Vindication of the Rights of Woman. New York: Norton,

1988.

2. Woolf, Virginia. A Room of One's Own. New York: Harcourt, 1957.

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3. Elaine Showalter: ‘Introduction’, A Literature of Their Own: British Women
Novelists from Bronte to Lessing, 1977.

4. Simone de Beauvoir: ‘Introduction’, The Second Sex

5. Chakravarti, Uma. 'Reconceptualising Gender: Phule, Brahmanism and

Brahmanical Patriarchy', Gender and Caste. edited by Anupama Rao, Kali for Women,
New Delhi, 2003. pp 164-179

6. Irigaray, Luce. ‘When the Goods Get Together’, This Sex Which is Not One. in New
French Feminisms. trans. Catherine Porter & Carolyn Burke, Ithaca: Cornell University
Press, 1985. pp 23-33

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

Branch, University of Delhi, from time to time.

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

DISCIPLINE SPECIFIC CORE COURSE 17- (DSC-17) : Literature and Disability

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 17: 4 3 1 0 Passed NIL
Literature Class XII
and with
Disability English

Learning Objectives

The Learning Objectives of this course are as follows:

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 • To challenge and reconstitute our sense of what constitutes ‘the normal’ as a
category of thought and action.

● To build a critically compassionate consciousness on the subjects of individual

and social identity-construction under conditions of disability.

Learning outcomes

The Learning Outcomes of this course are as follows:

• By studying this course, students will be able to inculcate a basic sense of the
theory and field of Disability Studies with specific reference to its articulation
through literature.

● This course will encourage students to think of a revolutionised debate on the

subject of self/ social-alienation and self/social-restoration under the
challenge of disability.

SYLLABUS OF DSC-17:

UNIT – I (15 hours)

1. Firdaus Kanga: Trying to Grow (1991)

UNIT – II (15 hours)

2. Georgina Kleege: Sight Unseen (1999)

UNIT – III (15 hours)

3. Anne Finger. “Helen and Frida” The Kenyon Review, Summer, 1994, New Series,
16.3, 1994. pp 1-7

4. Mukhopadhyay, Tito Rajarshi. ‘Poem 1’ and ‘Poem 4’, The Mind Tree: A Miraculous
Child Breaks the Silence of Autism. Arcade Publishing, 2003.

5. Barclay, Hayleigh. ‘Happy Birth-day’. Disability Horizons. Posted 14th May, 2018

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https://disabilityhorizons.com/2018/05/disability-short-stories-series-happy-birth-
day/

Practical component (if any) - NIL

Essential/recommended readings- as listed in the units

Suggestive readings:

1. Linton, Simi. ‘Disability Studies/Not Disability Studies’, Disability & Society, Vol.
13.4, 1998. pp 525-40

2. Davis, Lennard J. ‘Constructing Normalcy’, Enforcing Normalcy: Disability,

Deafness, and the Body. London and New York: Verso, 1995. pp 23–49

3. Quayson, Ato. ‘A Typology of Disability Representation’, Aesthetic Nervousness:

Disability and the Crisis of Representation. Columbia: Columbia University Press,
2007. pp 32–53

4. Couser, Thomas. ‘Signifying Selves: Disability and Life Writing’, The Cambridge
Companion on Literature and Disability. eds Clare Barker and Stuart Murray, New
York: Cambridge University Press, 2017. pp 199–211

5. Anand, Shilpaa. ‘Historicizing Disability in India: Questions of Subject and Method’,

Disability Studies in India: Global Discourses, Local Realities. ed. Renu Addlakha, New
York: Routledge. pp 35–60

6. Das, Veena and Renu Addlakha, ‘Disability and Domestic Citizenship: Voice,
Gender, and the Making of the Subject’, Public Culture. Vol. 13:3, 2001. pp 511-531

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 DISCIPLINE SPECIFIC CORE COURSE 18- (DSC-18) : Women Writings

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 18: 4 3 1 0 Passed NIL
Women Class XII
Writings with
English

Learning Objectives

The Learning Objectives of this course are as follows:

• To offer students a foundational understanding of the ways in which critical

categories such as ethnicity, caste and class find their articulate in writings by
women.

● To open up a sense of the Indian presence in the ongoing debate on the rights
and position of women in contemporary society.

Learning outcomes

The Learning Outcomes of this course are as follows:

• By studying this course, students will be able to inculcate a basic sense of how
writings by women serve as a primary instrument to document and demand
social change.

● This course will open up a space for a discussion on how this is a core area
that demands attention and change in contemporary India.

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SYLLABUS OF DSC-18:

UNIT – I (15 hours)

1. Alice Walker: The Color Purple

UNIT – II (15 hours)

2. Charlotte Perkins Gilman: ‘The Yellow Wallpaper’

3. Begum Rokheya: ‘Sultana’s Dream’

4. Devi, Rassundari. Excerpts from Amar Jiban. trans. by Enakshi Chatterjee, Women's
Writing in India. Vol 1, ed. Susie Tharu and K. Lalita, Oxford University Press, New
Delhi, 1989. pp 192-202

UNIT – III (15 hours)

5. Emily Dickinson: (i) ‘I cannot live with you’ (ii) ‘I’m wife; I’ve finished that’

6. Sylvia Plath: (i) ‘Lady Lazarus’ (ii) ‘Daddy’

7. Eunice De Souza- (i) ‘Advice to Women’ (ii) ‘Bequest’

Practical component (if any) - NIL

Essential/recommended readings- as listed in the units

Suggestive readings:

1. Wollstonecraft, Mary. A Vindication of the Rights of Woman. New York: Norton,

1988.

2. Woolf, Virginia. A Room of One's Own. New York: Harcourt, 1957.

3. Elaine Showalter: ‘Introduction’, A Literature of Their Own: British Women

Novelists from Bronte to Lessing, 1977.

4. Simone de Beauvoir: ‘Introduction’, The Second Sex

5. Chakravarti, Uma. 'Reconceptualising Gender: Phule, Brahmanism and

Brahmanical Patriarchy', Gender and Caste. edited by Anupama Rao, Kali for Women,
New Delhi, 2003. pp 164-179

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6. Irigaray, Luce. ‘When the Goods Get Together’, This Sex Which is Not One. in New
French Feminisms. trans. Catherine Porter & Carolyn Burke, Ithaca: Cornell University
Press, 1985. pp 23-33

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 18- (DSC-18) : Women Writings

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 18: 4 3 1 0 Passed NIL
Women Class XII
Writings with
English

Learning Objectives

The Learning Objectives of this course are as follows:

• To offer students a foundational understanding of the ways in which critical

categories such as ethnicity, caste and class find their articulate in writings by
women.

● To open up a sense of the Indian presence in the ongoing debate on the rights
and position of women in contemporary society.

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Learning outcomes

The Learning Outcomes of this course are as follows:

• By studying this course, students will be able to inculcate a basic sense of how
writings by women serve as a primary instrument to document and demand
social change.

● This course will open up a space for a discussion on how this is a core area
that demands attention and change in contemporary India.

SYLLABUS OF DSC-18:

UNIT – I (15 hours)

1. Alice Walker: The Color Purple

UNIT – II (15 hours)

2. Charlotte Perkins Gilman: ‘The Yellow Wallpaper’

3. Begum Rokheya: ‘Sultana’s Dream’

4. Devi, Rassundari. Excerpts from Amar Jiban. trans. by Enakshi Chatterjee, Women's
Writing in India. Vol 1, ed. Susie Tharu and K. Lalita, Oxford University Press, New
Delhi, 1989. pp 192-202

UNIT – III (15 hours)

5. Emily Dickinson: (i) ‘I cannot live with you’ (ii) ‘I’m wife; I’ve finished that’

6. Sylvia Plath: (i) ‘Lady Lazarus’ (ii) ‘Daddy’

7. Eunice De Souza- (i) ‘Advice to Women’ (ii) ‘Bequest’

Practical component (if any) - NIL

Essential/recommended readings- as listed in the units

Suggestive readings:

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1. Wollstonecraft, Mary. A Vindication of the Rights of Woman. New York: Norton,
1988.

2. Woolf, Virginia. A Room of One's Own. New York: Harcourt, 1957.

3. Elaine Showalter: ‘Introduction’, A Literature of Their Own: British Women

Novelists from Bronte to Lessing, 1977.

4. Simone de Beauvoir: ‘Introduction’, The Second Sex

5. Chakravarti, Uma. 'Reconceptualising Gender: Phule, Brahmanism and

Brahmanical Patriarchy', Gender and Caste. edited by Anupama Rao, Kali for Women,
New Delhi, 2003. pp 164-179

6. Irigaray, Luce. ‘When the Goods Get Together’, This Sex Which is Not One. in New
French Feminisms. trans. Catherine Porter & Carolyn Burke, Ithaca: Cornell University
Press, 1985. pp 23-33

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

Branch, University of Delhi, from time to time.

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 COMMON POOL OF DISCIPLINE SPECIFIC ELECTIVE (DSE)
COURSES FOR SEMESTER VI

DISCIPLINE SPECIFIC ELECTIVE COURSE 10–(DSE-10): World Literatures

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-10 World 4 3 1 0 Passed NIL
Literatures Class XII

Learning Objectives

The Learning Objectives of this course are as follows:

• To introduce students to the field of World Literatures.

• To indicate diversity of literary representations in the field

Learning outcomes

The Learning Outcomes of this course are as follows:

• By studying this course, students will gain a critical knowledge about the
categorization of ‘World Literature’.
• Students will gain an understanding of the complexity of theoretical and
literary representations in the field.

SYLLABUS OF DSE-10:

UNIT – I (15 hours)

1. Abdulrazak Gurnah: By the Sea (2001)

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UNIT – II (15 hours)

2. Pablo Neruda: ‘Fable of the Mermaid and the Drunks’

3. Walcott: ‘Names’

4. Nazar Qabbani: ‘Beirut, The Mistress of the World’

5. Meena Alexander: ‘Shook Silver’

UNIT – III (15 hours)

6. Marquez: ‘Balthasar’s Marvellous Afternoon’

7. Paz: ‘The Blue Bouquet’

8. Ngugi wa Thiong’o. "Introduction: Towards the Universal Language of Struggle" &

“The Language of African Literature”. Decolonising the Mind, London: James Currey,
1986. pp 1-33

Practical component (if any) - NIL

Essential/recommended readings- as listed in the units

Suggestive readings:

1. Damrosch, David. ‘Goethe Coins a Phrase’, What is World Literature?. Princeton

UP, 2003. pp 1-36

2. Cheah, Pheng. ‘The New World Literature: Literary Studies Discovers

Globalization’, What is a World?: On Postcolonial Literature as World Literature.
Duke University Press, 2015. pp 23-45

3. Moretti, Franco. ‘Conjectures on World Literature’, NLR 1, Jan-Feb. 2000. pp 54- 68

4. Chaudhari, Rosinka. ‘Viśvasāhitya: Rabindranath Tagore’s Idea of World

Literature’, The Cambridge History of World Literature. ed. Debjani Ganguly,
Cambridge UP, 2021. pp 261-278.

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5. Mufti, Aamir. ‘Global English and Its Others’, Forget English! Orientalism and
World Literatures. Harvard UP, 2016. pp 146-202

DISCIPLINE SPECIFIC ELECTIVE COURSE 11–(DSE-11): Speculative Fiction & Detective

Fiction

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

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Code Credits Credit distribution of the Eligibility Pre-
course criteria requisite
Lecture Tutorial Practical/ of the
Practice course
DSE-11 Speculative 4 3 1 0 Passed NIL
Fiction & Detective Class XII
Fiction

Learning Objectives

The Learning Objectives of this course are as follows:

• To introduce students to types of detective and speculative fiction.

• To look at generic characteristics of the literature.

Learning outcomes

The Learning Outcomes of this course are as follows:

• By studying this course, students will be able to analyse world writings as

reflections on contemporary realities.
• Students will be able to appreciate the vitality and diversity of detective and
speculative fictions.

SYLLABUS OF DSE-11:

UNIT – I (15 hours)

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1. Doyle, Arthur Conan. The Hound of the Baskervilles: Another Adventure of Sherlock
Holmes. United States: Grosset & Dunlap, 1902.

UNIT – II (15 hours)

2. Atwood, Margaret Eleanor. The Handmaid's Tale. Demco Media, 1985.

UNIT – III (15 hours)

3. Crichton, Michael and Kidd, Chip. Jurassic Park. New York: Knopf, 1990.

Practical component (if any) - NIL

Essential/recommended readings- as listed in the units

Suggestive readings:

1. Heinlein, Robert A. ‘On the Writing of Speculative Fiction’

https://staging.paulrosejr.com/wp-
content/uploads/2016/12/on_the_writing_of_speculative_ficiton.pdf

2. Hayles, Katherine N. ‘Towards Embodied Virtuality’, How We Became Posthuman:

Virtual Bodies in Cybernetics Literature and Informatics. Chicago: University of
Chicago Press, 1999. pp 1-24

3. Haraway, Donna. ‘A Cyborg Manifesto: Science Technology and Socialist-Feminism

in the Late Twentieth Century’, Simians Cyborgs and Women: The Reinvention of
Nature. New York: Routledge, 1991. pp 149-181.

4. Rzepka, Charles J. ‘Introduction: What is Crime Fiction?’, Companion to Crime

Fiction, Blackwell Companions to Literature and Culture. eds Charles J. Rzepka and
Lee Horsley, Oxford: Wiley and Blackwell, 2010. pp 1-9

5. Palmer, Joy. ‘Tracing Bodies: Gender Genre and Forensic Detective Fiction’, South
Central Review Vol. 18 No. 3/4, Whose Body: Recognizing Feminist Mystery and
Detective Fiction, Autumn-Winter 2001. pp 54-71

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 DISCIPLINE SPECIFIC ELECTIVE COURSE 12–(DSE-12): British Literature Post World
War II

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-12 British 4 3 1 0 Passed NIL
Literature Post Class XII
World War II

Learning Objectives

The Learning Objectives of this course are as follows:

• To familiarize students with a specific body of British writings post World War
II.
• To highlight diverse voices in literary representations.

Learning outcomes

The Learning Outcomes of this course are as follows:

• By studying this course, students will be able to think critically about the
complexities of a multicultural Post-war decolonized Britain.
• Students will be provided knowledge about the manner in which British
writings change after World War II.

SYLLABUS OF DSE-12:

UNIT – I (15 hours)

1. John Fowles: The French Lieutenant’s Woman

UNIT – II (15 hours)

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2. Jeanette Winterson: Sexing the Cherry

UNIT – III (15 hours)

3. Hanif Kureshi: My Beautiful Launderette

4. Seamus Heaney: (i) ‘Digging’, (ii) ‘Casualty’

5. Carol Anne Duffy: (i) ‘Text’, (ii) ‘Stealing’

Practical component (if any) - NIL

Essential/recommended readings- as listed in the units

Suggestive readings:

1. Sinfield, Alan. ‘Literature and Cultural Production’, Literature, Politics, and Culture
in Postwar Britain. Berkley and Los Angeles: University of California Press, 1989. pp
23–38

2. Heaney, Seamus. ‘The Redress of Poetry’, The Redress of Poetry. London: Faber,
1995. pp 1–16

3. Waugh, Patricia. ‘Culture and Change: 1960-1990’, The Harvest of The Sixties:
English Literature And Its Background, 1960-1990. Oxford: OUP, 1997.

DISCIPLINE SPECIFIC ELECTIVE COURSE –(DSE-13): Research Methodology

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Code Credits Credit distribution of the Eligibility Pre-
course criteria requisite
Lecture Tutorial Practical/ of the
Practice course
DSE-13 Research 4 3 0 1 Passed NIL
Methodology Class XII

Learning Objectives

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The Learning Objectives of this course are as follows:

• To offer students practical training in academic writing.

• To introduce the basics of academic research.

Learning outcomes

The Learning Outcomes of this course are as follows:

• By studying this course, students will be able to acquire in-depth and practical
knowledge regarding academic reading and writing.

• Students will gain proficiency in writing research papers as part of project

work.

SYLLABUS OF DSE-13:

UNIT – I (15 hours)

1. Introduction to Practical Criticism

2. Conceptualizing and Drafting of a Research Proposal

UNIT – II (15 hours)

3. Style Manuals: Notes, References and Bibliography/Annotated Bibliography

UNIT – III (15 hours)

4. Workshop on Topic Development

5. Workshop on Research Proposal

Note: During classes, the workshop mode of teaching is to be favoured for units which
indicate the same. In the tutorials, individual guidance is to be given to each
student.

Practical component: (30 hours)

Writing a Research Paper (2000 to 2,500 words)

Essential/recommended readings:

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1. Flick, Uwe. Introducing Research Methodology: A Beginner’s Guide to Doing a
Research Project. New Delhi: Sage, 2017.

2. Leki, Ilona. Academic Writing: Exploring Processes and Strategies. 2nd edn. New
York: CUP, 1998.

3. Dev, Anjana N (ed.). Academic Writing and Composition. New Delhi: Pinnacle,
2015.

4. Richards, I. A. Practical Criticism: A Study of Literary Judgement. New York:

Harcourt Brace, 1929.

5. Bailey, Stephen. The Essentials of Academic Writing for International Students.

London: Routledge, 2015.

6. Orwell, George. Politics and the English Language. United Kingdom: Sahara
Publisher Books, 1946.

Suggestive Readings:

1. Hamp-Lyons, Liz and Ben Heasley. Study Writing: A Course in Writing Skills for
Academic Purposes. Cambridge: CUP, 2006.

2. Kumar, Ranjit. Research Methodology: A Step by Step Guide for Beginners. New
Delhi: Sage, 2014.

3. Phanse, Sameer. Research Methodology: Logic, Methods and Cases. New Delhi:
OUP, 2016.

4. Griffin, Gabrielle, ed. Research Methods for English Studies. 2nd edn. New Delhi:
Rawat Publications. 2016 (Indian Reprint)

Common Pool of Generic Elective (GE) Courses for

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

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 Department of English (Journalism)
SEMESTER-IV
[UG Programme for Bachelor in Journalism (Honours) degree in three years]

DISCIPLINE SPECIFIC CORE COURSE 10- (DSC-10) : Conflict and War Reporting

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 0 1 Passed NIL
Conflict Class XII
and War with
Reporting English

Learning Objectives

The Learning Objectives of this course are as follows:

● To inculcate among students, an in-depth awareness of the difficulties

involved in conflict reporting while keeping in mind ethical standards to their
analysis of conflict reporting.

Learning outcomes

The Learning Outcomes of this course are as follows:

● By studying this course, students will be able to apply a historical perspective

to the media coverage of conflict and war reporting.

SYLLABUS OF DSC-10:

UNIT – I (15 hours)

Unit 1: Introduction

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• Conflict Reporting and War Reportage: Concepts
• Information warfare and dominance
• Issues & Obstacles in war reporting
• Dimensions of War Coverage: Organizations and Reporters
• Working lives of War Correspondents
• Components and themes in war reporting, construction of ‘enemy’
• Concept of ‘hybrid war’

UNIT – II (15 hours)

Unit II: Issues

• Risks and Risk Management, Threats to personal safety

• Objectivity, Rationality and accuracy of media coverage
• Competing narratives & Viewpoints
• Cultural differences in reporting the war on terror
• Reporting from a foreign land (Challenges)

UNIT – III (15 hours)

Unit III: Challenges and Ethical Concerns

• Media Opinions and Advocacy

• Contemporary changes in warfare & Media environment
• Women in war reporting: discrimination, derogatory attitudes, sexual harassment
• News Media Visuals, Images of death spectacle
• Technological developments and its uses in war
• Digital Platforms, blogs, Twitter, chats

Practical component: (30 hours)

Students are expected to do projects, critically examining the coverage of wars in each
phase of development of the media. The students must submit write ups on the
reporting of wars in the context of the limitations of technology in each phase of the

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media beginning from the coverage from the era of print journalism to the present
times. Debates and discussions will be held on the issues of conflict and the role of
international bodies in the call for peace. They must write a critical report comparing
the reportage of war on traditional/mainstream media with posts/reports on social
media platforms of the Russian-Ukraine war and its implications on international
politics and economy. The students can also do an analytical write up on the violent
visuals and images of destruction of the Russo-Ukraine war.

Essential/recommended readings

1. Harris, Janet and Kevin Williams. 2018. Reporting War and Conflict. Taylor and
Francis.
2. Thussu, Daya Kishan and Des Freedman. 2003. War and the Media. Sage
Publications.
3. Zelizer, Berbie and Stuart Allan. 2004. Reporting War: Journalism in Wartime.
Routledge.

Suggestive readings:

1. Armoudian, Maria. 2016. Reporting from the Danger Zone: Frontline Journalists,
Their Jobs and an Increasingly Perilous Future. Introduction, Chapter Two &
Conclusion

2. Wolfsfeld, Gadi. “Telling a Good Story.” In Making Sense of Media & Politics.
Routledge, 2011

3. Galtung, Johan, and Dietrich Fischer. 2013."High road, low road: Charting the
course for peace journalism." Johan Galtung. Springer Berlin Heidelberg. 95-102.
http://reference.sabinet.co.za/webx/access/electronic_journals/track2/track2_v7_n
4_a4.htm

4. Jakobsen, Peter Viggo. 2000. “Focus on the CNN Effect Misses the Point: The Real
Media Impact on Conflict Management is Invisible and Indirect.” Journal of Peace
Research. Vol. 37, No. 2 (p. 131-143).

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5. Lance Bennett: When the Press Fails. University of Chicago Press. Introduction,
2008

6. Cull, Nicholas. 2009. Annals of the American Academy of Political and Social
Science. Vol. 616, Public Diplomacy in a Changing World (Mar., 2008), pp. 31-54.

7. Seib, Philip. 2010. "Transnational journalism, public diplomacy, and virtual states."
Journalism Studies5: 734-744.

8. Norris, Pippa, Montague Kern & Marion Just. “The Lessons of Framing Terrorism.”
In Framing Terrorism, 2004

9. Bolt, Neville. 2011. “Conclusion.” From The Violent Image.”, Columbia University
Press.

10. Rutkin, Aviva. 2016. “Cyberwar becomes official.” New Scientist.

DISCIPLINE SPECIFIC CORE COURSE 11- (DSC-11) : Multimedia Journalism

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 0 1 Passed NIL
Multimedi Class XII
a with
Journalism English

Learning Objectives

The Learning Objectives of this course are as follows:

● To facilitate students with the knowledge of multimedia and its contribution

towards journalism. To help students adapt the contemporary practises of
multi-media journalism and production.

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Learning outcomes

The Learning Outcomes of this course are as follows:

● By studying this course, students will be able to learn how to produce a

personal website that showcases their work (also used as a digital portfolio
throughout the major); produce a portfolio of photographs; produce an audio
and video production; and produce a final multi-media project.

SYLLABUS OF DSC-11:

UNIT – I (15 hours)

UNIT I: Introduction to Multimedia

• Development of multimedia journalism

• Basics of Multi-media Journalism- features and elements

• Importance of multimedia skills in contemporary newsroom

• Writing and editing for online

• Interviewing for the web

• Developing content for multimedia publishing

• Online media law, ethics & multicultural sensitivity

UNIT – II (15 hours)

UNIT II: Multimedia production

• Multimedia production process, multimedia newsroom function

• Online research, planning, sources, news gathering, storyboarding

• Developing website, website design, editing and publishing – Tools and Software

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• New forms of journalism – blogs, social media, interactive stories, mobile
journalism, citizen journalism, news application

UNIT – III (15 hours)

UNIT III: Packaging and integration

• Basics on developing photos, audio and video production for online, Different
forms and formats of online photo stories, Tools, techniques and software for
photo editing

• Mobile Journalism- Learning how to shoot, edit and tell stories through mobile
phones

• Social media as a tool of reporting and a distribution tool

• Concepts of multimedia narrative, packaging and multimedia documentary

• Social media integration – tools and techniques

• Social media optimization of content

• User Generated Content integration – forms and techniques

Practical component: (30 hours)

Multimedia journalism will involve practical participation of students by means of

constantly pitching ideas and learning to align their ideas with a suitable medium
across different online platforms. Class discussions on individual multimedia projects
and team inputs from the teacher will help create a dynamic online newsroom for
the duration of this course.

Teacher will impart knowledge of traditional (DSLRs) and emerging tools, including
smartphones, and sharing multimedia storytelling fundamentals, especially creative
photo and audio techniques.

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Record Man on the Street Interviews, shooting feature videos and podcast using
smartphones, story pitch review, writing for the web; expanding the idea of
narrative; interviewing tips and techniques

Final project: Producing a multimedia package and making it live online

Essential/recommended readings-

1. Christin, Anne-Marie, ed. A History of Writing: From Hieroglyph to Multimedia.

Flammarion-Pere Castor, 2002.
2. Garrand, Timothy. Writing for Multimedia and the Web: A Practical Guide to
Content Development for Interactive Media. CRC Press, 2006.
3. Korolenko, Michael. Writing for Multimedia: A Guide and Source Book for the
Digital Writer. Pearson. 2005.
4. Savage, Terry Michael, and Karla E. Vogel. An Introduction to
Digital Multimedia. Jones & Bartlett Publishers, 2013.

5. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning,

and Creativity, Published by Corwin; 2013

6. Video journalism: Multimedia Storytelling, Routledge, 2017

Suggestive readings:

1. Poynter Online Media Ethics Bibliography, 2002,

https://www.poynter.org/archive/2002/media-ethics-bibliography/

2. The Principles of Multimedia Journalism: Packaging Digital News, by Richard

Hernandez, Jeremy Rue, 2015

3. Aim for the Heart: Write, Shoot, Report and Produce for TV and Multimedia by Al
Tompkins, 2011

4. Feature and Narrative Storytelling for Multimedia Journalists, by Duy Linh Tu, 2015

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5. Journalism Next: A Practical Guide to Digital Reporting and Publishing by Mark
Briggs, 2009

http://www.poynter.org/content/content_view.asp?id:1208

6. Digital Natives (Produced by the Berkman Center for Internet and Society, Youth
and Media Project)
http://cyber.law.harvard.edu/research/youthandmedia/digitalnatives

7. Press Ahead! A Teacher’s Guide to Creating Student Newspapers

http://www.naafoundation.org/docs/Foundation/teacher%27s_guide-4color.pdf

8. Journalist’s Toolbox, Presented by the Society of Professional Journalists

http://www.journaliststoolbox.org/

DISCIPLINE SPECIFIC CORE COURSE-12 (DSC-12) : Broadcast Production

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 0 1 Passed NIL
Broadcast Class XII
Productio with
n English

Learning Objectives

The Learning Objectives of this course are as follows:

● To facilitate students with the knowledge of history of broadcasting models in

India.

● To enable students to understand the basics of sound and visual grammar of

diverse broadcast genres.

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 ● To make the students adept at script writing and production for broadcast
media

Learning outcomes

The Learning Outcomes of this course are as follows:

● By studying this course, students will be able to make TV News bulletins,

documentaries and other programs.

SYLLABUS OF DSC-12:

UNIT – I (15 hours)

Unit I: Broadcasting Models

• Public Service Model in India (Policy and laws)

• Global Overview of Public Service Broadcasting

• Private Broadcasting Model in India; Policy and Laws

• Structure, Functions and Working of a Broadcast Channel

• Public and Private partnership in television and Radio programming (India and
Britain case studies)

UNIT – II (15 hours)

UNIT II: Broadcast Genres

• News, Interviews, Features

• Why am I the 'Idiot Box'? -Debates, Issues and Concerns of Television Genre

• Various Evolving Contemporary Television genres: Drama, soap opera, comedy,

reality television, children's television, animation, prime time and day time

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• Current and emerging trends of broadcast media: Audience effectiveness

• Use of social media by Radio & TV channels,

• Internet TV/ Radio and Mobile TV/Radio

UNIT – III (15 hours)

Unit III: Advanced Broadcast Production

• Writing and Producing for Radio

• Public Service Advertisements

• Jingles

• Radio Magazine shows

• Music Video for social comment/as documentary

• Mixing ENG and EFP

• Reconstruction in News based Programming

Practical component: (30 hours)

Students will work in groups under the supervision of faculty member to produce news
bulletins as a part of practical component of this course. They can also be encouraged to
visit studios of leading news channels to understand the process of television news
production thoroughly and familiarize themselves with the rapidly changing newsroom.

• Script writing

• Presentation of experimental genre in Radio/ TV

• Presentation about PSBT and similar organizations

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• Script on Music Presentation

• Presentation of Commercial Channel functions.

• Presentation on global broadcasting models & Indian broadcasting models

Essential/recommended readings:

1. Bignell, Jonathan, Jeremy, Orlebar, and Patrica Holland, The Television Handbook,
London: Routledge, 2005.

2. Chatterji, P.C., Broadcasting in India. New Delhi: Sage,1987.

3. Fleming, Carole, and Pete Wilby, The Radio Handbook, London: Routledge,
2002.

4. Orlebar, Jeremy, The Practical Media Dictionary, London: Arnold, 2003.

5. Page, David, and William Crawley, Satellites over South Asia, (1st edition),
New Delhi: Sage Publications, 2001.

Suggestive readings:

1. Rajagopal, Arvind, Politics after Television, (1stEdition), Cambridge UK:

Cambridge University Press, 2001.

2. Saksena, Gopal, Television in India, (1st Edition), New Delhi: Vikas Publication
House, 1996.

3. Starkey, Guy, and Andrew Crisell, Radio Journalism, (1st edition), Los Angeles:
Sage, 2009.

4. Thussu, Daya Kishan, News as Entertainment, (1st. edition), Thousand Oaks

California: Sage, 2007.

5. Verma, and Adarsh Kumar, Advanced Journalism, (1st edition), New Delhi:

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Har- Anand Publications,1993.

6. Baruah, U.L., This is All India Radio. (1stEdition), New Delhi: Publication
Division, Ministry of Information and Broadcasting, Govt. of India, 1983.

7. Bhatt, S.C., Satellite Invasion of India, (1stEdition), New Delhi: Gyan

Publication House, 1994.

8. Sabharwal, Tarjeet, Satellite Television: An Impact on Social Participation,

Kanishka Publishers, 2008.

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

Branch, University of Delhi, from time to time.

COMMON POOL OF DISCIPLINE SPECIFIC ELECTIVE (DSE)

COURSES FOR SEMESTER IV

DISCIPLINE SPECIFIC ELECTIVE COURSE 4– (DSE-4): Introduction to Media and

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Credits Credit distribution of the Eligibility criteria Pre-
Code course requisite
Lecture Tutorial Practical/ of the
Practice course
DSE-4 4 3 0 1 Passed Class XII NIL
Introduction with English
to Media and
Politics

Learning Objectives

The Learning Objectives of this course are as follows:

• To familiarize students with the uses and impact of media in politics. The
students will be able to grasp the language and narrative of issues of political
parties and political activities.

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Learning outcomes

The Learning Outcomes of this course are as follows:

• By studying this course, students will be able to assess application of the range
of theories and methodologies in the field of political communication.
• They will be able to critically evaluate the uses and effects of media on
political processes and citizens; and apply theories and principles to
developments and trends involving countries, levels of governance, and
issues of interest to them.

SYLLABUS OF DSE-4:

UNIT – I (15 hours)

Unit I: Introduction

• Political Communication: Background

• Relationship between Politics and Communication
• Role and Influence of media on political communication
• Influence Agents – opinion leaders, intellectuals, trolls
• Religion and Politics
• Gender and Politics
• Culture and Politics

UNIT – II (15 hours)

Unit II: Political Language

• Political Communication Strategies

• Myths and Ideology
• Strategic uses of political language
• Political Rhetoric
• Political Advertising
• Framing of Issues, Agenda and Narrative setting

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• Post-truth and Alternative Facts

UNIT – III (15 hours)

Unit III: Trends

• Political Branding and Image-building

• Digital Platforms – Social Media and Political Engagement
• Political Polarization and Mobilization
• Use of AI, Big Data, Hybrid Intelligence
• Political Humour and Satire, memes and echo chambers

Practical component: (30 hours)

The students must submit a report of how issues are framed in the media. They must
be able to contextualise the political rhetoric and the narrative discourse of issues by
political leaders. They must also analyse how social media is used for political branding
and image building.

Essential/recommended readings-

1. Oates, Sarah (2008). Introduction to Media and Politics, Sage Publications

2. Robertson, Alexa (2015). Media and Politics in a Globalizing World, Polity Press

3. Rozell, Mark (ed.) (2003). Media Power, Media Politics. Rowman & Littlefield

Suggestive readings:

1. Carey (1995). The press, public opinion and public discourse. In Glasser & Salmon
(Eds.), Public opinion and the communication of consent, pp, 373-402.

2. Nimmo & Combs (1983). Pack journalism. In Mediated Political Realities, pp. 162-
81.

3. Atkin (1980). Political Campaigns: Mass Communication and Persuasion. In Roloff

& Miller (Eds.), Persuasion, pp. 285-308.

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4. Iyengar (1987). Television news and citizens’ explanations of national affairs.
American Political Science Review, 81: 815-31

5. The Influence and Effects of Mass Media (McQuail) Cook, Timothy. (2005).

Governing with the News: The News Media as a Political Institution. 2nd ed.
University of Chicago Press.

6. Dahlgren, Peter. (2009) Media and Political Engagement: Citizens,

Communication, and Democracy. Cambridge University Press.

7. Graber, Doris A. (2009). Mass Media and American Politics. Washington: CQ

Press.
Graber, Doris, Denis McQuail, and Pippa Norris, eds. (2007). The Politics of News:

The News of Politics, 2nd. Ed. CQ Press.

8. Kuhn, Raymond. (2007). Politics and the Media in Britain. Palgrave Macmillan.

9. McNair, Brian. 2007. An introduction to political communication. 4th ed.. London:

Routledge. Oates, Sarah (2008). Introduction to Media and Politics. Sage
Publications.

10. Seib, Philip (2012). Real Time Diplomacy: Power and Politics in the Social Media
Era. Palgrave Macmillan.

11. Wolfsfeld, Gadi (2011). Making Sense of Media and Politics. Routledge.

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 DISCIPLINE SPECIFIC ELECTIVE COURSE 5–(DSE-5): Photography and Digital Imaging

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 4 3 0 1 Passed Class XII NIL
Photography and with English
Digital Imaging

Learning Objectives

The Learning Objectives of this course are as follows:

• To familiarize students with the history of photography and
• To enable students to understand diverse types of photography and the
process of photo editing.

Learning outcomes

The Learning Outcomes of this course are as follows:

• By studying this course, students will be able to utilize the technology and
tools of photography in the production of photographic images to include: the
operation of the camera, exposure, lenses etc.

SYLLABUS OF DSE-5:

UNIT – I (15 hours)

UNIT I: History of Photography

• Introduction to history of Photography- Camera obscura, the daguerreotype and

Edward Muybridge experiment (Screening of Genius of Photography, BBC Four
Series)

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• Profile of Famous phtotographers (Henri Cartier Bresson, Robert Capa, Dorothea,
Raja Deen Dayal, Raghubir Singh, Raghu Rai, Homai Vyarawalla)

UNIT – II (15 hours)

UNIT II:Understanding the camera

• Introduction to 35mm analog and DSLR operations

• Understanding lenses (standard and zoom) and how perspective shifts with
varying focal lengths.

• Exposure Triangle

• Basic rules of composition, framing and rule of the third.

UNIT – III (15 hours)

UNIT III: Types of Photography & Photo Editing

• Photojournalism, News Photography, Sports Photography, Nature photography,

Portrait photography, Travel photography, Fashion photography and
advertisement photography

• Introduction to editing and post-processing images;

• Photo Editing softwares - Adobe Lightroom or Photoshop.

Practical component: (30 hours)

• Students will make a photo feature on selected topics. Other methods will
include lectures, class exercises of following photographs used by various
social media and new paper and class discussions on mobile photography
trends, as well as other significant debates on topical issues. The students
should make photo features on a variety of topics.

Essential/recommended readings- as listed in the units

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1. Photography Changes Everything, Marvin Heiferman, by Aperture Foundation,
2012

2. Camera Lucida: Reflections on Photography- Roland Barthes, Hill and Wang, 1980

3. On Photography, Susan Sontag – New York Review of Books, 1977

4. Ways of Seeing, John Berger, Penguin Books, 1972

5. The Photography Book by Editors of Phaidon Press, 30 April 2000.

Suggestive readings:

1. Communication Technology for Development, Pannu. P, Tomar A Yuki, IK

international publishing House .2011

2. All about Photography by Ashok Dilwali, National Book trust, Year of

Publication:2010 New Delhi.

3. Practical photography by O.P. SHARMA HPB/FC (14 March 2003)

4. The Photographer's Guide to Light by Freeman John Collins & Brown, 2005.

Journal/Magazine Subscriptions and Book Recommendations:

Journals- Aperture, Photo works, British Journal of Photography, PDN, Amateur

Photographer

Magazines- Outdoor Photography, Better Photography, National Geographic,

Creative Image

Books, catalogues, DVD materials

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 DISCIPLINE SPECIFIC ELECTIVE COURSE 6–(DSE-6): Media, Gender and Human Rights

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 Media, 4 3 0 1 Passed Class XII NIL
Gender and with English
Human Rights

Learning Objectives

The Learning Objectives of this course are as follows:

• To identify the limits and gaps in contemporary reporting and develop
alternative approaches towards creating better democratic culture through
media practice.

Learning outcomes

The Learning Outcomes of this course are as follows:

• By studying this course, students will be able to comprehend the intricate

interconnections between media narratives and questions around gender,
class and caste.

SYLLABUS OF DSE-6:

UNIT – I (15 hours)

UNIT I: Conceptual Frameworks in Gender studies

• Feminist Theory (Liberal feminism, Radical feminism, Socialist feminism) Black

Feminism, Dalit Feminism
• Masculinity, Queer Theory, Intersectionality
• Media and Gender - Theoretical concerns
• Media and Gender- Indian debates (Case studies)

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UNIT – II (15 hours)

UNIT II: Media: Power and Contestation

• Public Sphere and its critique (Counter Publics)

• Public sphere of the disempowered?
• Media and Social Difference: Caste, Gender and Class

UNIT – III (15 hours)

UNIT III: Human Rights

• Human Rights- Theoretical perspectives,

• Critique, Universal Declaration of Human Rights
• Human Rights and Media
• Social movements and mass media
• Social media, political change, and human rights
• Case studies

Practical component: (30 hours)

The students must critically analyse the issues taken up by the main stream media on
human rights and gender. The students should make a report of social movements and
evaluate the role of media in highlighting and representing these issues in India.

Essential/recommended readings:

1. Street, John. Mass media, politics and democracy. Palgrave Macmillan, 2011.
2. Mackay, Hugh, and Tim O'Sullivan, eds. The media reader: continuity and
transformation. SAGE Publications Limited, 1999. 13-28, 43-73, 287-305.
3. Asen, Robert &Brouwer, Daniel, 2001.Counter Publics and the State, SUNY Press.
1-35, 111-137
4. Ninan, Sevanti. Headlines from the heartland: Reinventing the Hindi public sphere.
SAGE Publications Pvt. Limited, 2007.

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Suggestive readings:

1. Curran, James. "Rethinking mass communication, Cultural studies and

communications”. London: Arnold (1996).
2. Berger, Arthur Asa. Media and society: A critical perspective. Rowman&
Littlefield, 2012.Pg 9-21,167-180
3. Nichols, Joe& Price, John, Advanced Studies in Media, Thomes Nelson,1999. 42-55
4. Thirumal, P., and Gary Michael Tartakov. "India’s Dalits search for a democratic
opening in the digital divide." International Exploration of Technology Equity and
the Digital Divide:Critical, Historical and Social Perspectives (2010): 20.
5. Balnaves, Mark, Stephanie Donald, and Brian Shoesmith. Media theories and
approaches: A global perspective. Palgrave-Macmillan. 2009 ( pg No. 3-10, 11-34,
35-53)
6. D. Ravi kumar, “The Unwritten writing: Dalits and the Media” in Rajan, Nalini, ed.
21st century journalism in India. SAGE Publications India, 2007.61-78
7. Menon, B. “Social Movements and the Mass Media”, in Chandhoke, Neera, and
Praveen Priyadarshi, eds. Contemporary India: economy, society, politics. Pearson
Education India, 2009. 156-169
8. Rajagopal, Arvind, ed. The Indian Public Sphere: Readings in Media History. New
Delhi:Oxford University Press, 2009. 278-290.
9. Bannerjee, Menon& Priyameds. Human Rights, gender and Environment, Pearson
& Co. 2010
10. Nanda, V. (2016) Tinka Tinka Dasna: Tinka Tinka Foundation: ISBN 978-93-5265-
730-8, Pages 31-60 (translated by Nupur Talwar)
11. Menon, Nivedita. Seeing like a Feminist. Penguin UK, 2012.
12. Rege, Sharmila. "A Dalit feminist standpoint. "In SEMINAR-NEW DELHI-, 1998. pp.
47-52.
13. Teltumbde, Anand. Dalits: Past, present and future. Routledge India, 2016.p16-33

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14. Paul, Subin, and David O. Dowling. "Digital Archiving as Social Protest: Dalit
Camera and the mobilization of India’s “Untouchables”." Digital Journalism 6, no.
9 (2018): 1239-1254.
15. Balasubramaniam, J. "Dalits and a Lack of Diversity in the Newsroom." Economic
and Political Weekly (2011): 21-23.

Common Pool of Generic Electives (GE) Courses for

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

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 SEMESTER -V
[UG Programme for Bachelor in Journalism (Honours) degree in three years]

DISCIPLINE SPECIFIC CORE COURSE 13- (DSC-13) : Global Media and Politics

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 13: 4 3 0 1 Passed NIL
Global Media Class XII
and Politics with
English

Learning Objectives
The Learning Objectives of this course are as follows:

● To get an over view of the politics of news dissemination and the dynamics of
reporting international issues and events. To understand the use of media by
different countries during war times. To grasp the turning points and changing
boundaries of journalism with the evolution of technology.

Learning outcomes
The Learning Outcomes of this course are as follows:

● By studying this course, students will be able to comprehend the impact of

globalization on media and cultural implications.

SYLLABUS OF DSC-13:

UNIT – I (15 hours)

UNIT I: Media and International Communication

• Propaganda in the inter-war years: Nazi Propaganda

• Radio and international communication

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• Media during the Cold War, Vietnam War, Disintegration of USSR;
• Radio free Europe, Radio Liberty and Voice of America
• Communication debates: NWICO, McBride Commission and UNESCO
• Unequal development and Third World concerns: North-South, Rich – Poor

UNIT – II (15 hours)

UNIT II: Conflict and Rise of Global Media

• World Wars and Media Coverage post 1990: Rise of Al Jazeera

• The Gulf Wars: CNN’s satellite transmission, embedded Journalism
• 9/11 and implications for the media

UNIT – III (15 hours)

Unit III: Media and Cultural Globalization

• Cultural Imperialism, Cultural politics: media hegemony and

• Global cultures, homogenization, Local/Global, Local/Hybrid
• Discourses of globalization: barrier–free economy, digital divide
• Media conglomerates and monopolies: Ted Turner/Rupert Murdoch
• Global and regional integrations: Zee TV as a Pan-Indian Channel; Bollywood
Entertainment: Local adaptations of global programmes: KBC/Big Boss etc.

Practical component: (30 hours)

The students will prepare case studies of the media at various points in time and
highlight the turning points and changing boundaries of journalism during each
evolving phase of the history of the media. The students will also analyse the changing
content of media for international communication in the pre and post globalization
phases. The students must compare the entertainment and other cultural products
produced by international giants and media conglomerates.

Essential/recommended readings:

1. Yahya R. Kamalipour and Nancy Snow. War, Media and Propaganda-A Global
Perspective, Rowman and Littlefield Publishing Group, 2004.

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2. Communication and Society, Today and Tomorrow “Many Voices One World”
UNESCO Publication, Rowman and Littlefield publishers, 2004.

3. Barbie Zelizer and Stuart Allan. Journalism after 9/11, Taylor and Francis
Publication, 2012.

4. Stuart Allan and Barbie Zelizer. Reporting war : Journalism in war time, Routledge
Publication, 2004.

5. Lee Artz and Yahya R. Kamalipor. The Globalization of Corporate Media Hegemony,
New York Press, 2003.

6. Zahida Hussain and Vanita Ray. Media and communications in the third world
countries, Gyan Publications, 2007.

Suggestive readings:

1. Choudhary, Kameswar (ed) Globalisation, Governance Reforms and Development

in India, Sage, New Delhi, 2007.

2. Yadava, J.S, Politics of news, Concept Publishing and Co.1984.

3. Daya Kishan Thussu, War and the media: Reporting conflict 24x7, Sage
Publications, 2003.

4. Patnaik, B.N &Imtiaz Hasnain (ed). Globalisation: language, Culture and Media,
Indian Institute of Advanced Studies, Shimla, 2006.

5. Monroe, Price. Media Globalisation’ Media and Sovereignty, MIT press,

Cambridge, 2002.

6. Singh, Yogendra. Culture Change in India: Identity and Globalisation, Rawat

Publication, New Delhi, 2000.

7. Lyn Gorman and David McLean. Media and Society into the 21st Century: A
Historical Introduction. (2nd Edition) Wiley-Blackwell, 2009 .pp.82-135, 208-283.

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 DISCIPLINE SPECIFIC CORE COURSE-14 (DSC-14) : Development Communication

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 14: 4 3 0 1 Passed NIL
Development Class XII
Communicati with
on English

Learning Objectives

The Learning Objectives of this course are as follows:

● To develop an understanding and sensitivity towards developmental concerns.

● To understand the issues and factors that help in development through

effective tools of communication.

Learning outcomes

The Learning Outcomes of this course are as follows:

● By studying this course, students will be equipped with critical skills to

understand the importance of effective development communication
strategies to spread development messages among the poor and weaker
sections of society.

SYLLABUS OF DSC-14:

UNIT – I (15 hours)

UNIT 1: Introduction to Development Communication

• Development – Genesis, Meaning, Concept & Measurement (PQLI, HDI, GDI)

• Economic Growth vs. Development

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• Human Development
• Development as Freedom
• Models of Development – Basic Needs, Nehruvian, Gandhian Model
• Development communication: Concept and approaches - Diffusion of innovation,
Empathy, Magic multiplier
• Paradigms of development: Dominant paradigm, dependency, alternative/new
paradigm
• Sustainable Development
• Gender and development
• Development support communication – Definition, genesis, Woods triangle

UNIT – II (15 hours)

UNIT 2: Role of Media in Development Communication

• Use of folk media for development

• Overview and Critical Appraisal of Development Communication Programmes of

All India Radio and Doordarshan: Radio Rural Forum, Farm & Home Unit, Krishi
Darshan, SITE, Kheda Communication Project.

• Case Studies of Community Video: SEWA, Video Volunteers and Community Radio
in India
• ICT for development, e-governance, e-chaupal, national knowledge network
• Using New Media Technologies for Development
• Strategies for designing messages for Print, Radio, Television, New media.

UNIT – III (15 hours)

UNIT 3: Communication for Development and Social Change

• Information needs in rural areas; rural newspapers

• Critical appraisal of mainstream media’s reporting of rural problems and issues

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• Tribal society: Features, Information needs, Communication Programmes
• Role of development agencies and NGOs in development communication
• Development support communication endeavours in India: Programmes and
Communication Strategies
• Health & Family welfare: National Rural Health mission; Ayushman Bharat Yojana.
• Poverty: Jan Dhan Yojna; MGNREGA.
• Education: Beti Bachao Beti Padhao; Mid-day meals scheme.

Practical component: (30 hours)

Students under the guidance of the faculty must undertake visits to mohalla clinics,
NGOs, Women’s Self-Help groups, Special schools for underprivileged students and
other such initiatives in the city to develop content for blogs/ newsletters/magazines
from the visits. Interaction with rural journalists and video volunteers (eg. Khabar
Lehariya) must be arranged. The students must participate pro-actively to design and
execute a development project for a near by village with development support
communication techniques.

Essential/recommended readings:

1. Rogers Everett: Communication and Development- Critical Perspective, Sage, New

Delhi, 2000

2. Srinivas R. Melkote & H. Leslie Steeves: Communication for Development in The

Third World, Sage Publications, 2001

3. Belmont CA: Technology Communication Behavior, Wordsworth Publication, New

Delhi, 2001.

4. D V R Murthy: Development Journalism, What Next? Kanishka Publication, New

Delhi, 2007.

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5. Amartya Sen: Development as freedom, Alfred A Knopf, New York, 1999.

Suggestive readings:

1. UNDP: Human Development Report (published every year), Oxford University

Press, New Delhi.

2. World Bank: World Development Report (published every year) Oxford University
Press, New Delhi.

3. Wilbur Schramm: Mass Media and National Development- the role of information
in developing countries, UNESCO/ Stanford University Press, 1964.

4. Ghosh & Pramanik: Panchayat System in India, Kanishka Publication, New Delhi,
2007.

5. Shivani Dharmarajan: NGOs as Prime Movers, Kanishka Publication, New Delhi,

2007.

6. What Do We Mean By Development: An Article by Nora C Quebral in International

Development Review, Feb, 1973, P-25.

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 DISCIPLINE SPECIFIC CORE COURSE 15- (DSC-15) : Media Ethics and the Law

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 15: 4 3 1 0 Passed NIL
Media Class XII
Ethics and with
the Law English

Learning Objectives

The Learning Objectives of this course are as follows:

● To understand the contemporary media practices through contemporary

debates.

Learning outcomes

The Learning Outcomes of this course are as follows:

● By studying this course, students will be able to grasp the nuances and the
legal provisions laid down in the Constitution of India.

SYLLABUS OF DSC-15:

UNIT – I (15 hours)

UNIT I: Ethical framework and media practice

• Freedom of expression (Article 19(1) (a) and Article 19(1)2)

• Freedom of expression and defamation- Libel and slander, Issues of privacy and
surveillance in society
• Right to Information Idea of Fair Trial/Trial by Media
• Issues of Copyright

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• Media ethics and cultural dependence
• Live reporting and ethics Legality and Ethicality of Sting Operations,
• Phone Tapping etc. Ethical issues in Social media ( IT Act 2000, Sec 66 A and the
verdict of The Supreme Court )

UNIT – II (15 hours)

UNIT II: Representation, Regulation and ethics

• Advertisement and Women

• Pornography related laws and case studies- Indecent representation of Women
(Prohibition) Act,1986 and rules 1987, Protection of Women against Sexual
Harassment Bill, 2007, Sec 67 of IT Act 2000 and 292 IPC etc
• Regulatory bodies, codes and ethical guidelines
• Self-regulation, media content- Debates on morality and accountability: taste,
culture and taboo, censorship and media debates

UNIT – III (15 hours)

UNIT III: Media and Social Responsibility

• Media reportage of marginalized sections- children, Dalits, tribals, gender,

differently-abled, old-aged persons.
• Media coverage of violence and related laws - inflammatory writing (IPC 353),
Sedition- incitement to violence, hate Speech.

Practical component (if any) - NIL

Essential/recommended readings::

1. Thakurta, Paranjoy Guha, Media Ethics, Oxford University Press, 2009

2. Barrie mc Donald and Michel petheran Media Ethics,mansell, 1998.

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3. Austin Sarat Where Law Meets Popular Culture (ed.), The University of Alabama
Press, 2011.

4. Vikram Raghvan, Communication Law in India, Lexis Nexis Publication, 2007

5. Iyer Vekat, Mass Media Laws and Regulations in India-Published by AMIC, 2000

6. William Mazzarella, Censorium: Cinema and the Open Edge of Mass Publicity, 2013

Suggestive readings:

1. Raminder Kaur, William Mazzarella, Censorship in South Asia: Cultural Regulation

from Sedition to Seduction, 2009

2. Linda Williams, Hard Core: Power, Pleasure, and the "Frenzy of the Visible, 1999

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

Branch, University of Delhi, from time to time.

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 Common Pool of Discipline Specific Elective (DSE) Courses for Semester V

DISCIPLINE SPECIFIC ELECTIVE COURSE 7–(DSE-7): Media and Audiences

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Credits Credit distribution of the Eligibility criteria

Pre-
Code course requisite
Lecture Tutorial Practical/ of the
Practice course
DSE-7 Media 4 3 0 1 Passed Class XII NIL
and with English
Audiences

Learning Objectives

The Learning Objectives of this course are as follows:

• To familiarize students with the diversity of media audiences. To make the
students understand the importance of target audience and audience as
consumers of varied content on a variety of media and social media
platforms.

Learning outcomes

The Learning Outcomes of this course are as follows:

• By studying this course, students will be able to generate content and

messages for different audiences on various media platforms.

SYLLABUS OF DSE-7:

UNIT – I (15 hours)

UNIT I: Understanding Media Audiences

• Who are media audiences?

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• History of Early Audiences
• Parameters of audiences – politics, religion, race, class, gender, nation
• Homogenous and heterogeneous audiences
• Contesting ‘Audiences’

UNIT – II (15 hours)

UNIT II: Sociology of Media Audiences

• Passive and Active Audience - Perspectives

• Ball –Rokeach and DeFleur’s dependency theory
• Symbolic Interactionism, interpretive communities
• Post-modern audiences
• Commodification of audiences
• Children as audiences
• Audience ratings and measurement and ethnographies

UNIT – III (15 hours)

UNIT III: New Media Audiences and Contemporary Issues

• ‘Old’ audiences to ‘New’ media audiences – mass to interactive

• Mapping Audiences of Digital Technologies - Music, Books, TV, Films, Video Digital
news audience – active, interactive, creative
• New media ecosystems: ‘audience’ subjectivity to ‘user subjectivity’
• Issues of privacy, tracking audiences, data mining, authenticity, challenges for
audience research

Practical component: (30 hours)

The students must analyse the demographic profile of audiences of different media
and social media platforms. They must map the content preferences of digital
audiences and compare audience of old media and new media.

Essential/recommended readings:

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1. Media Studies: Content, Audiences, and Production, edited by Pieter Jacobus
Fourie, JUTA, 2006
2. Media Audiences: Effects, Users, Institutions and Power, edited by John L.
Sullivan, Sage, 2012
3. The Handbook of Media Audiences, Virginia Noghtingale, Blackwell, 2011
4. Media and Audiences: New Perspectives, Karen Ross and Virginia Nightingale,
OUP, 2003
5. Satellite Television: An Impact on Social Participation, Sabharwal, Tarjeet, ISBN
978-81-8457-064-9, Kanishka Publishers, 2008

Suggestive readings:
1. Media Institutions and Audiences: Nick Lacey, Palgrave 2002

DISCIPLINE SPECIFIC ELECTIVE COURSE 8–(DSE-8): Sports Journalism

Credit distribution, Eligibility and Pre-requisites of the Course

Course title & Credits Credit distribution of the Eligibility criteria Pre-
Code course requisite
Lecture Tutorial Practical/ of the
Practice course
DSE-8 Sports 4 3 0 1 Passed Class XII NIL
Journalism with English

Learning Objectives

The Learning Objectives of this course are as follows:

• To familiarize students with the coverage of sports by different types of media
platforms in India. To help the students to grasp the sports terminologies and
to use them in a lucid and simple style while reporting the game to mass
audiences.

Learning outcomes

The Learning Outcomes of this course are as follows:

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 • By studying this course, students will be able to understand the basics of
Sports in India and list down various policy making bodies functioning in India
& abroad and demonstrate abilities to do sports reporting for print and
electronic media.

SYLLABUS OF DSE-8:

UNIT – I (15 hours)

Unit 1: Introduction to Sports

• Sports in India: A Historical Perspective Sports Journalism: Concept & History

• Major national and international sports events Profile of outstanding sports
personalities

UNIT – II (15 hours)

Unit 2: Sports Policymaking

• Sports regulatory/ governing bodies in India (Ministry of Sports, SAI, BCCI, IHA,
etc)
• International Sports Organisations (FIFA, IOC, etc)
• Sports Budget by Indian Government

UNIT – III (15 hours)

Unit 3: Sports Reporting

• Sports Coverage by Print Media (Sports News, Sports Photography, Sports

Features, Interviews)
• Sports Magazines
• Sports Coverage by Television (Sports TV Channels, Commentary & Broadcasting
on TV, Special Programmes on Sports, Live Telecasts, Writing Sports News for TV)
Sports Coverage by Radio (Commentary & Broadcasting on Radio, writing sports
news for radio)
• Sports Newsroom

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• Gender Neutral Reporting

Practical component: (30 hours)

The students shall prepare a comprehensive report on the coverage of various sports
in newspapers and broadcast media. The students must visit a sports newsroom for
reporting live telecasts and commentary on radio.

Essential/recommended readings-
1. Stofer, Kathryan T. Sports Journalism: An Introduction to Reporting and Writing,
Rowman & Littlefield Publishers, 2019.
2. Richards, Huw. Routledge Handbook of Sports Journalism, Taylor and Francis,
2020.

Suggestive readings:
1. Srinivas Rao. Sports Journalism, Khel Sahitya Kendra K.S.K. Publishers, 2009

2. Prasidh Kumar. Sports Journalism. Apple Books, 2010

3. Phil Andrews. Sports Journalism: A Practical Introduction, Sage Publications, 2014

DISCIPLINE SPECIFIC ELECTIVE COURSE 9–(DSE-9): Folk Media and Communication

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-9 Folk 4 3 0 1 Passed Class XII NIL
Media and with English
Communication

Learning Objectives

The Learning Objectives of this course are as follows:

• To create awareness among students about the definition of folk, complex
relationship to Indian social structure, transformations in folk media practice
and orient them towards effective and hybrid use of folk media.

Learning outcomes

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The Learning Outcomes of this course are as follows:

• By studying this course, students will be able to explore different folk media
forms of development projects. The students will be able to understand the
importance of folk media in addressing significant issues in the Indian context.

SYLLABUS OF DSE-9:

UNIT – I (15 hours)

UNIT I: Folk Media and its Forms

• Understanding Oral Tradition and Folk as ‘Medium’

• Folk Media: Concept and Characteristics
• Folk Media: ‘People as Producers’
• Gender and caste in folk
• Forms of Folk Media: Theatre, Music, Dance and other Narrative forms
• Objectives of Folk Media: Aesthetic expression, Expressional and
Communicational
• Folk Media: Scope and Limitations

UNIT – II (15 hours)

UNIT II: Folk media and Development

Government Agencies and Promotion of Folk Artists: Song Drama Division,

Publications Division, The Directorate of Advertising and Visual Publicity (DAVP) and
Ministry of Rural Development.

UNIT – III (15 hours)

UNIT III: Culture and Folk Media

• Conceptualizing Folk culture and folk media

• Influence of Modern technology on Folk Communication: (A Comparative
understanding)

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• Folk Communities: Art for whose sake? (In the context of ‘Art for Art’s sake’
debate)

Practical component: (30 hours)

The students will visit nearby rural areas in small teams and prepare a report on the
use of folk media to address issues of health, hygiene, nutrition, illiteracy and other
social issues by rural people.

Essential/recommended readings:

1. Chatterji, Roma. "The category of folk." The Oxford India Companion to Sociology
and Social Anthropology 1 (2003): 567-97.
2. Singer, Melton Traditions in India: Structure and Change, American Folk society,
1957
3. Kothari, Komal. "On Folk Narratives." Indian Folklife 16 (2004).
4. Inglis, David. "Theorising Media: Power, Form and Subjectivity." (2013): 87-89.
5. Dissanayake, Wimal. "New wine in old bottles: Can folk media convey modern
messages?." Journal of Communication 27, no. 2 (1977): 122-124.
6. Ghosh, Sampa, and Utpal Kumar Banerjee. Indian puppets. Abhinav Publications,
2006.
7. Rege, Sharmila. "Conceptualising Popular Culture:'Lavani' and 'Powada' in
Maharashtra." Economic and political weekly (2002): 1038-1047
8. Ghosh, Arjun. A History of the Jana Natya Manch: Plays for the People. SAGE
Publications India, 2012.
9. McCormack, Thelma. "Folk culture and the mass media." European Journal of
Sociology/Archives Européennes de Sociologie 10, no. 2 (1969): 220-237.
10. Chatterji, Roma. "Event, image, affect: the tsunami in the folk art of Bengal." In
Suffering, Art, and Aesthetics, pp. 75-98. Palgrave Macmillan, New York, 2014.
11. Inglis, David. "Theorising Media: Power, Form and Subjectivity." (2013): 87-89.
12. Hollander, Julia. Indian folk theatres. Routledge, 2007.
13. Parmar, Shyam Traditional Folk Media in India New Delhi: Geka Books 1975

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14. Kumar, Harish. "Folk media and rural development." Indian Media Studies Journal
1, no. 1 (2006): 93-98.
15. Sherinian, Zoe C. Tamil folk music as Dalit liberation theology. Indiana University
Press, 2014. 1-34

Suggestive readings:

1. Snodgrass, Jeffrey. "The future is not ours to see: puppetry and modernity in
Rajasthan." Journal of Anthropology 69, no. 1 (2004): 63-88.
2. Mehrotra, Deepti Priya. Gulab Bai: the queen of Nautanki theatre. Penguin Books
India, 2006. P 88-97, 198-208
3. Marcus, Scott. "Recycling Indian Film-Songs: Popular Music as a Source of
Melodies for North Indian Folk Musicians." Asian Music 24, no. 1 (1992): 101-110
4. Pierre Bourdieu. The Field of Cultural Production. Essays on Art and Literature.,
Columbia University Press, 1993.

Common Pool of Generic Elective (GE) Courses for

ODD Semesters
NOTE: The Generic Electives for the ODD SEMESTERS will also run for Semester V
students.

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