Semester 5
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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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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EC(1264)-03.02.2023
● Johnson, S. (2020). Social Media Marketing: Secret Strategies for Advertising Your Business and
Personal Brand on Instagram, YouTube, Twitter, And Facebook. A Guide to being an Influencer
of Millions. Italy: AndreaAstemio.
● Keller, K. L., Kotler, P. (2016). Marketing Management. India: Pearson Education.
● Maity M(2022). Digital Marketing.Oxford University Press.
● Mamoria C.B, Bhatacahrya A,Marketing Management. Kitab Mahal, Delhi
● Mathur,V. & Arora,S. Digital Marketing PHI Learning
● McDonald, J. (2016). Social Media Marketing Workbook: How to Use Social Media for Business.
United States: CreateSpace Independent Publishing Platform.
● Parker, J., Roberts, M. L., Zahay, D., Barker, D. I., Barker, M. (2022). Social Media Marketing: A
Strategic Approach. United States: Cengage Learning.
● Quesenberry, K. A. (2015). Social Media Strategy: Marketing and Advertising in the Consumer
Revolution. United States: Rowman & Littlefield Publishers.
● Rishi, B., Tuten, T.L., (2020) Social Media Marketing, 3ed., Sage Textbook
Setiawan, I., Kartajaya, H., Kotler, P. (2016). Marketing 4.0: Moving from Traditional to
Digital. Germany: Wiley.
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EC(1264)-03.02.2023
Social Media Marketing
CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE
Course Credits Credit distribution of the course Eligibilit Pre-requisite
title & y of the course
Lecture Tutorial Practical/ criteria
Code (if any)
Practice
Social 2 1 0 1 Pass in XII Pass in ‘Digital
Media Marketing’ (SEC-
Marketing Sem 1)
Learning Objectives
The course aims to provide basic knowledge of social media marketing concepts, to enhance skills as
social media marketer and start a career in social media marketing.
Learning Outcomes
After completion of the course, learners will be able to:
1. Evaluate the role of social media in marketing, advertising and public relations.
2. Assess the optimal use of various social media platforms for social media marketing.
3. Analyse the importance of social media for developing an effective marketing plan, and assess ways
to measure its performance.
4. Describe practical skills required for creating and sharing content through online communities and
social networks.
5. Demonstrate and appreciate social media ethics to use social media spaces effectively.
SYLLABUS:
Unit 1: Introduction to Social Media Marketing: (4 weeks)
Social Media Marketing- Concept and Importance.
Social Media Platforms- Online communities and Forums; Blogs and Microblogs, Social Networks, other
contemporary social media platforms: Goals, Role in Marketing and Use as listening tools. Trends in
SMM. Social Media Influencers.
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EC(1264)-03.02.2023
Unit 2: Social media marketing Plan and Performance Measurement: (6 weeks)
SMM Plan- Setting Goals, Determining Strategies, Identifying Target Market, Selecting Tools, Selecting
Platforms, Implementation: Measuring Effectiveness - Conversion rate, amplification rate, applause rate:
on page and on post level.
Unit 3: Content Creation and Sharing using Case Campaigns: (5 weeks)
Blogging, Streaming Video and Podcasting: Criteria and approach-70/20/10 with risk variants, 50-50
content, Brand Mnemonic, Brand story. Contextualising content creation. Social Media Ethics.
Practical Exercises:
The learners are required to:
1. Discuss the importance of social media in marketing, advertising and public relations by analysing
relevant case studies.
2. Examine the use of social media by your institution to improve alumni engagement.
3. Identify social media platforms for marketing a good, a service, an institution, an event and a person.
4. Promote any college event of your choice using social media. Measure the effectiveness of your
campaign.
5. Create a blog/ vlog on any topic of your interest. Measure performance of your blog post.
6. Prepare a social media marketing plan for any product of your choice.
7. Prepare a calendar for scheduling various posts/campaigns via buffer or tweet deck. Find out the
conversion rate, amplification rate, and the applause rate. Calculate the engagement rate and economic
value/per visitor of the concerned campaigns.
8. Observe the engagement rate in twitter campaigns of your college and suggest improvements, if
needed.
9. Assess the reviews/ratings, comments, likes, and dislikes of blog posts in the categories of health and
nutrition, or yoga counselling, or family therapy.
10.Examine the twitter handles of Delhi Government or of Delhi University and find out how consistent
they are in their reaction checks?
11.Design a social media plan for sensitising citizens for timely tax payments (Assuming that you are an
honest tax-payer and feel that everyone should be like you).
Suggested Readings
● Ahuja V(2015).Digital Marketing.Oxford University Press.
● Blanchard, O. (2011). Social Media ROI: Managing and Measuring Social Media Efforts in Your
Organization. United Kingdom: Pearson Education.
● Charlesworth, A. (2014). An Introduction to Social Media Marketing. United Kingdom: Taylor &
Francis.
● Gupta, S. (2020). Digital Marketing. India: McGraw Hill Education (India) Private Limited.
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Semester 6
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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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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