Sardar Patel University
Vallabh Vidyanagar
MA (Previous): Entire English Syllabus
(2010, 2011 and 2012 Examinations)
I Semester
Notes
1 All students admitted to the MA (Previous) shall offer four courses in all.
2 Core courses EN 401, EN 402, and EN 403 are obligatory for all.
3 Of the elective courses EN 404 and EN 405, a student can choose one.
EN 401: History of English Literature (1500-1660)
Note: Familiarity with the History of English Literature covering this period will be essential. There will be no formal teaching of history but it will be discussed in the context of the representative texts and authors.
Unit – 1: William Shakespeare: All’s Well That Ends Well
Unit – 2: John Webster: The Duchess of Malfi
Unit – 3: John Milton: Paradise Lost, Book-I
Unit – 4: John Donne’s Poems: (a) The Sunne Rising; (b) The Flea; (c) The Anniversarie; and (d) Holy Sonnets I, X, and XVII
EN 402: History of English Literature (1660-1798)
Note: Familiarity with the History of English Literature covering this period will be essential. There will be no formal teaching of history but it will be discussed in the context of the representative texts and authors.
Unit – 1: William Congreve: The Way of the World
Unit – 2: Daniel Defoe: Robinson Crusoe
Unit – 3: Jonathan Swift: Gulliver’s Travels
Unit – 4: R B Sheridan: The Rivals
EN 403: Indian Writing in English
Unit – 1: Salman Rushdie: Midnight’s Children
Unit – 2: Amitav Ghosh: The Shadow Lines
Unit – 3: Girish Karnad: Tuglaq
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Unit – 4: Selected Poems of A K Ramanujan’s: (a) Conventions of Despair; (b) Self-Portrait; (c) THE HINDOO: the Only Risk; (d) A Meditation; (e) Questions; and (f) Death and the Good Citizen
Elective Courses: Any one of the following courses to be offered:
EN 404: Modern English Language and Linguistics
Aims: This course is aimed at raising the learners’ awareness by providing them with a theoretical framework based on current research in Modern English Language and Linguistics for practical work on all the four modules.
Objectives: To enable the learners (a) to understand the meaning of linguistics as a science, and the major problems confronting modern English language and linguistics; (b) to gain historical perspective of language by studying representative western and early Indian theories of language; (c) to examine language variation in the context of society and culture, and appreciate major national, occupational, and register-based varieties of English; (d) to study the morphological structure of English language.
Course Content
Module 1: Language and Linguistics
1 Linguistics as a science; levels of analysis; properties of language; and practical applications of linguistics as a science: clinical linguistics, sociolinguistics, psycholinguistics, and educational linguistics.
2 Approaches to the study of language: God’s truth vs Hocus-pocus; Structure vs Function; Substance vs Form; Diachronic vs Synchronic; Paradigmatic vs Syntagmatic; Langue vs Parole
3 Concepts in modern linguistics: Competence-Performance; Grammaticality-Correctness; Acceptability-Appropriateness; and Productivity-Creativity
Essential Reading: Chapter 1 in Wardhaugh (1993); Chapter 1 in Robins (1971); Chapter 2 in Lyons (1985); Section I in Verma and Krishnaswamy (1989); and Chapter 3 in Yule (1995).
Module 2: Historical Perspective of Language
1 The origins of language and the development of the writing system; history of language and language change, especially in Modern English
2 The Difference between animal and human language; sign language, body language and their roles in communication
3 Brief study of some representative ancient Indian theories: Panini, Patanjali, and Bhartrhari; and some Western theorists of language in the 20th century: Saussure, Skinner, and Hymes
Essential Reading: Chapters 1, 2, 4, 10, 17, and 18 in Yule (1995); Unit 10 in Section VI in Verma and Krishnaswamy (1989); and Chapter 1 in Krishnaswamy, Verma, and Nagarajan (1991); Chapter 3 in Srivastava et al (1992); and Chapter 2 in Coward (1976).
Module 3: Language, Society and Culture
1 Language variation and language varieties: their sociocultural contexts; the Sapir-Whorf Hypothesis: its significance and implications
2 Mother English and other Englishes, especially African, American, and Indian Englishes
3 Occupational and Register-based Varieties of English: English for Occupational Purposes and English for Specific Purposes
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Essential Reading: Chapters 2, 3, and 4 in Hudson (1982); Chapters 1, 2, 6, 7, and 12 in Platt, Weber, and Lian (1984); Chapter 9 in Lyons (1985); Chapter 5 in Wardhaugh (1993); Chapters 19, and 20 in Yule (1995); and Chapter 1 in Part I and Chapters 16 and 17 in Part III in Jordan (1997).
Module 4: Morphology
1 History and fundamental concepts in the study of morphological structure of language
2 Fundamental concepts: lexemes and word forms; prosodic word vs morphological word: free and bound morphemes; inflection vs word formation; paradigms and morphosyntax; allomorphy; and lexical morphology
3 Models: morpheme-based morphology; lexeme-based morphology; and word-based morphology
Essential Reading: Chapters 2 in Akmajian, Demers, Farmer and Harnish (1996)
Prescribed Texts
1 John Lyons. 1985. Language and Linguistics: An Introduction. Cambridge International Student Edition. Cambridge: Cambridge University Press.
2 George Yule. 1995. The Study of Language. Cambridge Low Price Edition. Cambridge: Cambridge University Press.
3 John Platt, Heidi Weber, and Ho Mian Lian. 1984. The New Englishes. London: Routledge and Kegan Paul.
Methodology
Teaching will be in lecture-cum-workshop mode most of the time. The focus in teaching and instruction will be learner-oriented and will require the learners to process intelligently the reading material provided to them from time to time as essential reading on each of the modules given below; and (ii) to apply the concepts to the local contexts during seminar or workshop sessions. Tutorials, assignments/short quizzes etc will form a compulsory part of the course. Individual seminar presentations will take place throughout the semester.
EN 405: American Literature
Unit – 1: Ralph Waldo Emerson’s Essays: (a) The American Scholar; (b) The Poet; (c) Self-Reliance; and (d) Divinity School Address.
Unit – 2: Arthur Miller: Death of a Salesman
Unit – 3: Saul Bellow: Henderson the Rain King
Unit – 4: Robert Frost’s Poems (a) After Apple Picking; (b) Mending Wall; (c) Birches; (d) Stopping by the Woods on a Snowy Evening; (e) Two Tramps of Mud Time; and (f) Directive.
Evaluation Scheme for all Papers
Learners will be assessed and evaluated throughout the semester on a continuous basis. The weighting of the total coursework required will be of 100 marks. 30 marks will be set aside for Internal Evaluation and 70 marks for the University Examination at the end of the semester. Internal evaluation will be based on classroom participation, one internal test of 30 marks: 15 marks for the test, 5 marks each for tutorials, quizzes, and individual seminar presentation.
University Examination would comprise of questions of the total weighting of 70 marks. Questions set may be either essay-type or objective-type in nature and the Paper-
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setter/Examiners in their discretion will decide the nature of questions to be set. 4 questions will be set on the course content: one per module with an internal option in 1 or 1 format rather than 1 or 1 or 1 etc, and carrying a weighting of 17/18 marks per question.
Compulsory Enrichment Course
A Diagnostic Test will be conducted and this will be compulsory for all the students seeking admission to MA (Previous). A syllabus will be drawn on the basis of the results of the test for providing remedial teaching to the weak students. The Department will identify students who are found deficient in English, and they shall attend remedial classes three days a week, Monday to Wednesday from 3.30 pm to 4.30 pm.
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II Semester
Notes
1 All students admitted to the MA (Previous) shall offer four courses in all.
2 Core courses EN 501, EN 502, and EN 503 are obligatory for all.
3 Of the elective courses EN 504 and EN 505, a student can choose one.
EN 501: History of English Literature (1798-1890)
Note: Familiarity with the History of English Literature covering this period will be essential. There will be no formal teaching of history but it will be discussed in the context of the representative texts and authors.
Unit – 1: John Keats: Endymion
Unit – 2: Jane Austen: Persuasion
Unit – 3: Charles Dickens: Hard Times
Unit – 4: George Eliot: Middlemarch
EN 502: History of English Literature (1890-1945)
Note: Familiarity with the History of English Literature covering this period will be essential. There will be no formal teaching of history but it will be discussed in the context of the representative texts and authors.
Unit – 1: G B Shaw: Arms and the Man
Unit – 2: T S Eliot: The Waste Land
Unit – 3: James Joyce: A Portrait of an Artist as a Young Man
Unit – 4: George Orwell: Animal Farm
EN 503: Literary Criticism
Unit – 1: Aristotle: Poetics (Part I & II)
Unit – 2: Sir Philip Sydney: An Apology for Poetry
Unit – 3: (a) William Wordsworth: Preface to Lyrical Ballads; and (b) S T Coleridge: Biographia Literaria (Chapters XIII, XV)
Unit – 4: (a) Matthew Arnold: “The Study of Poetry”; and (b) T S Eliot: “Tradition and the Individual Talent”
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Elective Courses: Any one of the following courses to be offered:
EN 504: Components of Modern Linguistics
Aims: This course is aimed at raising the learners’ awareness by providing them with a theoretical framework based on current research in Modern English Language and Linguistics for practical work on all the four modules.
Objectives: To enable the learners (a) to study the use of the sound system of English and to learn to transcribe words and sentences phonemically; (b) to comprehend the concepts in modern English grammar and usage, and identify their use in representative samples of language; (c) to develop a sound understanding of semantics; and (d) to develop clear understanding of pragmatics, discourse, and text so as to help them exploit their freshly-gained knowledge in analysing samples of language use in oral and written communication.
Course Content
Module 1: Phonetics and Phonology
1 Phonetics and phonology; speech mechanism; and features of good speech
2 Description and classification of English sounds: strong and weak vowels, diphthongal glides, and consonants
3 Phoneme and syllable; various accents of English; and accent and rhythm in connected speech; Intonation in Modern English: forms and functions
Essential Reading: Chapters 1, 3, 4, 8, 9, 10, 12, 13, and 14 in Sethi and Dhamija (1992).
Module 2: Modern English Grammar and Usage
1 Elements of grammar; and the structure of clause in Modern English: subject, verb, object, complement, and adverbial
2 The phrase structure in Modern English: noun, verb, adjectival, adverbial, and prepositional phrases
3 Apposition, complementation, coordination, and subordination, and the transformational processes in English
Essential Reading: Chapters 2, 3, 5, 6, 9, 12, 13 and Appendix I in Quirk and Greenbaum (1981).
Module 3: Semantics: Science of Meaning
1 The traditional conception of meaning; the meaning of ‘meaning’ and the diversity of meaning; levels of meaning
2 Meaning as use: denotation, connotation, implication; lexical meaning: homonymy, hyponymy, polysemy, and synonymy
3 Sense and denotation; sentential and suprasentential meaning; sentence-meaning and utterance-meaning
Essential Reading: Chapter 5 in Lyons (1985); Chapters 1 and 8 in Van Dijk (1989); Chapters 1, 3, 5, and 7 in Brown and Yule (1984).
Module 4: Pragmatics, Discourse and Text
1 Nature and scope of pragmatics; sense, reference, intentionality; the principle of relevance. criteria of relevance; implicatures versus explicatures; loose uses of language; force; interaction strategies
2 Discourse and features of discourse; and the use of discourse analysis
3 Text linguistics and features characterising a text; translation, transliteration, and transcreation in cultural transmission
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Essential Reading: van Dijk (1977) Text and Context (London: Longman); Chapters 1 and 8 in Van Dijk (1989); Chapters 4, 7, and 11 in Carter (1984) as practical illustrations.
Methodology
Teaching will be in lecture-cum-workshop mode most of the time. The focus in teaching and instruction will be learner-oriented and will require the learners to process intelligently the reading material provided to them from time to time as essential reading on each of the modules given below; and (ii) to apply the concepts to the local contexts during seminar or workshop sessions. Tutorials, assignments/short quizzes etc will form a compulsory part of the course. Individual seminar presentations will take place throughout the semester.
EN 505: American Literature - II
Unit – 1: Edgar Alan Poe: Selected Stories
Unit – 2: Edward Albee: Who’s Afraid of Virginia Woolf
Unit – 3: Ernest Hemingway: The Old Man and the Sea
Unit – 4: Eugene O’Neill: Mourning Becomes Electra
Evaluation Scheme for all Papers
Learners will be assessed and evaluated throughout the semester on a continuous basis. The weighting of the total coursework required will be of 100 marks. 30 marks will be set aside for Internal Evaluation and 70 marks for the University Examination at the end of the semester. Internal evaluation will be based on classroom participation, one internal test of 30 marks: 15 marks for the test, 5 marks each for tutorials, quizzes, and individual seminar presentation.
University Examination would comprise of questions of the total weighting of 70 marks. Questions set may be either essay-type or objective-type in nature and the Paper-setter/Examiners in their discretion will decide the nature of questions to be set. 4 questions will be set on the course content: one per module with an internal option in 1 or 1 format rather than 1 or 1 or 1 etc, and carrying a weighting of 17/18 marks per question.
Compulsory Enrichment Course
Remedial teaching will continue to be provided to the weak students identified in I Semester but the improvement in them will be taken into account to modify the syllabus. These students shall attend remedial classes three days a week, Monday to Wednesday from 3.30 pm to 4.30 pm.
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Department of English, Sardar Patel University
Vallabh Vidyanagar
MA (Final): Entire English Syllabus
(2011, 2012 and 2013 Examinations)
III Semester
Notes
4 All students admitted to the MA (Final) shall offer four courses in all.
5 Core courses EN 601, EN 602, and EN 603 are obligatory for all.
6 Of the elective courses EN 604 and EN 605, a student can choose one.
EN 601: Literary Form: Novel
Unit – 1: Milan Kundera: Immortality
Unit – 2: Albert Camus: The Plague
Unit – 3: Gustav Flaubert: Madame Bovary
Unit – 4: J M Coetzee: Disgrace
EN 602: Literary Theory
Unit – 1: (a) Structuralism: General Background and the Concept; and (b) Ferdinand de Saussure: “Nature of the Linguistic Sign” (Chapter I, Part One of the ‘Course in General Linguistics’)
Unit – 2: (a) Post-Structuralism: General Background and the Concept; and (b) Roland Barthes: “From Work to Text”
Unit – 3: (a) Feminism: General Background and the Concept; and (b) Simone de Beauvior: “Myth and Reality” (Chapter XI, ‘The Second Sex’)
Unit – 4: (a) Post-Colonialism: General Background and the Concept; and (b) Edward W Said: “Introduction” (from ‘Orientalism’)
EN 603: Ancient Classical Literature
Unit – 1: Sophocles: Antigone
Unit – 2: Aeschylus: Agamemnon
Unit – 3: Virgil: Aenid
Unit – 4: Aristophanes: The Frogs
Elective Courses: Any one of the following courses to be offered:
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EN 604: English Language Teaching in Higher Education
Aims: This course is aimed at raising the learners’ awareness by providing them with a theoretical framework based on current research in English Language Teaching in Higher Education for practical work on almost all the four modules.
Objectives: The objectives are to help the course participants to (a) understand the basic concepts in ELT with reference to the twin processes of teaching and learning as well as the socio-historical contexts of ELT in India and Gujarat, (b) examine the process of course designing, relying on needs analyses and look into the entire gamut of issues related to the management of ELT in India and Gujarat, (c) evaluate the efficacy of the methodology of teaching and learning and the suitability of materials and media inputs, and (d) facilitate understanding of the testing of ESL, EFL, and ESP including English Literature.
Course participants will be expected to process intelligently reading the material provided to them from time to time as essential reading on each of the modules given below; to apply the concepts to the local contexts during seminar or workshop sessions; and to work systematically on an individual Project based on descriptive or empirical research.
Course Content
The course content consists of the following Modules.
M1 Introduction to ELT
1.1 Basic concepts in ELT: Teaching, Learning, Language Teaching, Language Learning, Language Testing, ESL, EFL, and ESP
1.2 Multilingual social context, language planning, and the role of English in contemporary India; the problems of teaching English in India and Gujarat, and their possible solutions
1.3 The difference between learning and acquisition; first language acquisition; and the concept of proficiency
1.4 Theories of learning: behaviourist, cognitivist, and humanistic; conditions and models of learning
Essential reading: Handouts on basic concepts, abstracts from historical documents, Durant (1986, 87), Unit 11 in Farrant (1986), Chapter 20 in Yule (1995), and Chapter 7 in Nayyar (1969).
M2 Course Designing and Management of ELT
2.1 Course designing: nature, scope, and methodology; types of courses in institutional settings: core, elective, and add-on
2.2 Linking goals, courses and curricula: developing a design for ideal curriculum; developing a learning-centred curriculum
2.3 The roles of teachers as managers: instructors, facilitators, advisors, guides, supervisors, controllers, leaders, team member, evaluators etc
2.4 Concepts: “Accountability”, “Total Quality Assurance and Management”, “Consultancy”, and Self-support” in funding
Essential reading: A majority of Chapters in Diamond (1998); and relevant handouts. Articles on the relevant subjects published from time to time in Journals and news magazines like University News and ELT Forum.
M3 Methodology, Materials and Media Inputs
3.1 Difference between ‘approach’, ‘method’, and ‘technique’; methodologies of teaching and learning; efficacy of various approaches and methods in vogue
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3.2 Use of instructional techniques in ELT like lectures, lectures-cum-workshop, group discussions, seminars, tutorials etc and innovative variations in all these
3.3 Survey of materials used on ELT courses: primary, secondary, and supplementary materials; ready-to-use vs teacher-made materials; and appropriate corrective measures
3.4 Media inputs in ELT courses: use of traditional and modern media; use of multimedia to facilitate teaching and enhance learning
Essential reading: Chapters 7, 8, 12, 13, 14, and 18 in Jordan (1997) and relevant handouts.
M4 Language Testing
4.1 The concept of measurement in language testing; and characteristics of language tests; kinds, purpose and uses of language tests in English; the question of standardised vs teacher-made tests
4.2 Testing communicative language ability in English including literary competence: How, why and with what results?
4.3 Language test development: evolving appropriate methodology and framework for meaningful language testing; and hands-on experience in the designing of tests
4.4 Some persistent problems in language testing including ethical issues in the use of the outcome of tests
Essential Reading: Hughes (1989); and Bachman (1991).
Prescribed Texts
1. Alan Durant (1986, 87) “English Literature Teaching in India: Background and Case for Curriculum Development”. In Focus on English, Vol.2, No.4, October 1986; Vol.3, No.1, January 1987; Vol.3, No.2, April 1987; and Vol.3, No.3, July 1987.
2. H H Stern (1983) Fundamental Concepts in English Language Teaching. Oxford: Oxford University Press.
3. J C Richards and T S Rodgers (1986) Approaches and Methods in Language Teaching: A description and analysis. Cambridge Language Teaching Library Series. Cambridge: Cambridge University Press.
4. R M Diamond (1990) Designing & Assessing Courses and Curricula: A Practical Guide. Revised edition. San Francisco: Jossey-Bass Publishers.
5. L F Bachman (1990) Fundamental Considerations in Language Testing. Oxford: Oxford University Press.
Methodology
Teaching and instruction will involve the use of lecture-cum-work-shop mode the time. The focus in teaching and instruction will be learner-oriented and every effort will be made to maximise student-teacher interaction. Thus, learners will be expected to be partners in classroom explorations. Tutorials, quizzes, and assignments will be used for the purpose of evaluation and feedback on a continuous basis. Individual seminar presentations, project work, and peer teaching will form an integral part of the course requirement, and so will a lot of intelligent processing of texts and reading materials.
EN 605: New Literatures in English
Unit – 1: (a) The Concept of New Literatures; (b) Colonialism and Neo-Colonialism; and (c) Multiculturalism
Unit – 2: Selected Poems: (a) “To a Visitor to Singapore” and (b) “Change” by Kirpal Singh; (c) “Words for Father” and (d) “I thought…” by Shirley Lim; and (e) “Nowhere No Trace Can I Discover” and (f) “My Guests” by Faiz Ahmad Faiz
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Unit – 3: Wole Soyinka: Strong Breed
Unit – 4: Shakar Dayal Sharma: Eminent Indians. The following essays are included: (a) Baba Saheb Ambedkar; (b) Maulana Abul Kalam Azad; (c) K M Munshi; and (d) Jawaharlal Nehru
Evaluation Scheme for all Papers
Learners will be assessed and evaluated throughout the semester on a continuous basis. The weighting of the total coursework required will be of 100 marks. 30 marks will be set aside for Internal Evaluation and 70 marks for the University Examination at the end of the semester. Internal evaluation will be based on classroom participation, one internal test of 30 marks: 15 marks for the test, 5 marks each for tutorials, quizzes, and individual seminar presentation.
University Examination would comprise of questions of the total weighting of 70 marks. Questions set may be either essay-type or objective-type in nature and the Paper-setter/Examiners in their discretion will decide the nature of questions to be set. 4 questions will be set on the course content: one per module with an internal option in 1 or 1 format rather than 1 or 1 or 1 etc, and carrying a weighting of 17/18 marks per question.
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IV Semester
Notes
4 All students admitted to the MA (Final) shall offer four courses in all.
5 Core courses EN 701, EN 702, and EN 703 are obligatory for all.
6 Of the elective courses EN 704 and EN 705, a student can choose one.
EN 701: Postwar and Postmodern English Literature
Unit – 1: Jean Rhys: Wide Sargasso Sea
Unit – 2: Julian Barnes: Flaubert’s Parrot
Unit – 3: Samuel Beckett: Waiting for Godot
Unit – 4: Carol-Ann Duffy: Selected Poems from The World’s Wife: “Medusa”, “Mrs. Lazarus”, “Penelope”, “Mrs. Icarus”, “Mrs. Sisyphus”, and “Mrs. Darwin”
EN 702: Indian Literatures in English Translation
Unit – 1: Kalidasa: Abhigyan Shakuntal
Unit – 2: O Chandu Menon: Induleka
Unit – 3: Vijay Tendulkar: Silence! The Court is in Session!
Unit – 4: Rabindranath Tagore: Geetanjali
EN 703: Modern World Classics
Unit – 1: Franz Kafka: The Castle
Unit – 2: Stendhal: The Charter-house of Parma
Unit – 3: Luigi Pirandello: One, No One, and a Hundred Thousand
Unit – 4: Anton Chekov: Uncle Vanya
Elective Courses: Any one of the following courses to be offered:
EN 704: English for Specific Academic Purposes
Introduction: English for Specific Academic Purposes (ESAP) is an attempt to prepare and train the students in English in Business, English for General Purposes, and English in Science and Technology etc since a majority of our students who qualify for lectureships in English end up taking teaching assignments in colleges of Arts, Commerce, Science etc.
Aims: This course is aimed at raising the learners’ awareness by providing them with a theoretical framework based on current research in English for Specific Purposes for practical work on almost all the four modules.
Objectives: The objectives are to help the course participants to (a) to understand the definition and characteristics of ESP as well as the structure and content of English for General Academic Purposes and basic concepts in ESP; (b) to evaluate the use of English in Business Management;
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(c) to look into the entire gamut of issues involved in the use of English in Science and Technology; and (d) to encourage them to understand the far-reaching changes taking place in the use of English in the media and advertising world.
Course participants will be expected to process intelligently the reading material provided to them from time to time as essential reading on each of the modules given below; to apply the concepts to the local contexts during seminar or workshop sessions; and to work systematically on an individual Project based on descriptive or empirical research.
Course Content
The course content consists of the following Modules.
M1 English for Specific Academic Purposes
1.1 English for Specific Purposes with focus on English for Academic Purposes; basic concepts in ESP; and characteristics of ESP
1.2 Language and Communication: meaning of communication, barriers to effective communication, principles of effective communication; functions of everyday usage; participating in conversations in familiar situations, and on telephone
1.3 Listening to short lectures, descriptions, narrations, rapid talks, passages read aloud and/or dictated, and identify language functions; using synonyms and antonyms, one-word substitutes, idioms and typical phrasal verbs
1.4 Reading for information; for comprehension, critically; analytically; to discover the flow of ideas; note-taking and note-making; development of paragraphs; cohesion, coherence and style
M2 English in Business Management
2.1 Difference between General English and Business English; use of English in business communication; terminology used; use of abbreviations; and Business Jargon
2.2 Internal business communication: memoranda, and documentation of meetings; drafting of notices, agenda and minutes of a meeting; drafting of the resolutions passed in the meetings
2.3 The structure of a report in business management; writing individual and committee reports; the structure of market reports
2.4 The structure and content of business letters: sales, complaint, adjustment, collection, and insurance letters
M3 English in Science and Technology
3.1 Difference between General English and English in Science and Technology (EST); terminology used; and use of abbreviations
3.2 Writing elements: technical definitions, technical descriptions, summaries, graphs, instructions, comparisons and contrasts
3.3 Forms of technical communication: technical reports, forms, memos, and e-mail; business letters, presentations, résumés
3.4 Writing paragraphs, developing points/ideas; writing letters of formal and informal kind especially applications, invitations etc
M4 English in the Media and Advertising World
4.1 Difference between General English and English in the Media and the Advertising World; actual use of English; terminology used; and use of abbreviations
4.2 The structure and language of a media report in print, and in electronic format; the structure and language of an advertisement in print, and in electronic format
4.3 Familiarising oneself with various stylistic devices in a print media report including style; familiarising oneself with various stylistic devices in an advertisement
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4.4 Tackling texts of media reports and advertisement for the purpose of negotiating meaning in them
Prescribed Texts
1. RA Carter and David Nunan (eds). 2001. The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge: Cambridge University Press.
2. Shirley Taylor. 1999. Communication for Business: a practical approach. Third edition. Harlow, Essex: Pearson Education.
3. Adrea J Rutherfoord. 2001. Basic Communication Skills for Technology. Low Price Second Edition. New Delhi: Pearson Education India.
4. A Bell.1991. The Language of News Media. Oxford: Blackwell.
Methodology
Teaching and instruction will involve the use of lecture-cum-work-shop mode the time. The focus in teaching and instruction will be learner-oriented and every effort will be made to maximise student-teacher interaction. Thus, learners will be expected to be partners in classroom explorations. Tutorials, quizzes, and assignment will be used for the purpose of evaluation and feedback on a continuous basis.
EN 705: Feminist and Dalit Studies
Unit – 1: Valerie Bryson: Feminist Debates. Two essays prescribed from the work: (a) “Feminism and the Situation of Women Today”, and (b) “Feminist Theories Today”
Unit – 2: Sharankumar Limbale: Towards an Aesthetic of Dalit Literature. Two essays prescribed from the work are: (a) “About Dalit Literature”, and (b) “Dalit Literature: Form and Purpose”
Unit – 3: Anita Desai: Cry, the Peacock
Unit – 4: Omprakas Valmiki: Joothan: A Dalit’s Life
Evaluation Scheme for all Papers
Learners will be assessed and evaluated throughout the semester on a continuous basis. The weighting of the total coursework required will be of 100 marks. 30 marks will be set aside for Internal Evaluation and 70 marks for the University Examination at the end of the semester. Internal evaluation will be based on classroom participation, one internal test of 30 marks: 15 marks for the test, 5 marks each for tutorials, quizzes, and individual seminar presentation.
University Examination would comprise of questions of the total weighting of 70 marks. Questions set may be either essay-type or objective-type in nature and the Paper-setter/Examiners in their discretion will decide the nature of questions to be set. 4 questions will be set on the course content: one per module with an internal option in 1 or 1 format rather than 1 or 1 or 1 etc, and carrying a weighting of 17/18 marks per question.
