PERIYAR UNIVERSITY

PERIYAR PALKALAI NAGAR

SALEM – 636011

B.A., ENGLISH

TAMILNADU STATE COUNCIL FOR

HIGHER EDUCATION, CHENNAI – 600 005

SYLLABUS

FROM THE ACADEMIC YEAR

2023 - 2024
 REGULATIONS
The syllabus of this program is aimed at preparing the students with the latest
developments and put them on the right track to fulfill the present requirements.

COMMENCEMENT OF THIS REGULATION

This regulation shall take effect from the academic year 2023 – 2024, i.e., for the
students who are admitted to the first year of the UG course during the academic year
2023 – 2024 and thereafter.

ELIGIBILITY
Refer this office circular No: PU/R/AD-1/UG/PG/Programmes Eligibility/2019 Dated:
16-04-2019.

DEFINITIONS
Programme: Programme means a course of study leading to the award of the degree
in a discipline.
Course: Course refers to the subject offered under the degree programme.
 CONTENTS

1. Introduction
2. Value Additions to the revamped curriculum
3. Curriculum Design &Structure of Course
4. Learning and Teaching Activities
5. Template for UG Programme in English
6. Illustrative Template Semester wise
7. Different Types of Courses
7.1 Core Courses
7.2 Elective Courses (Generic / Discipline Centric)
7.3 Skill Development Courses
7.4 Institution-Industry-Interaction
8. Core Component Model Syllabus
Introduction

The undergraduate programme BA English, aims for students to leverage their

knowledge of the English Language for analyzing literature, history, and its modern
aspects through the core subjects. In addition, the course explores the intricacies of
the English Language and its implementation in diverse fields. Moreover, the
subjects in a BA English course are composed by detail-oriented educators,
providing a weighty syllabus related to diverse aspects of English literature and the
language world.

The BA English subjects list’s most significant and initial subject is the English
Language. Initiating the three-year journey with the basics of English is necessary
to further understand the in-depth concepts, complex language, and intricacies of
world literature. The subject deals with a basic understanding of English grammar,
with its origin, evolution, advancement, and further change withthe modern world.
The English language is also necessary to proceed toward complex study slowly. It
also narrates the history of English, which can be very engaging and insightful for
English learners. The subject allows learning the historical beginning and
significance of English literature. Since the richness of English literature is heavily
reliant on its history; therefore, this subject gathers the core English history modules
covering the details of literature from different regions of the world. English
literature also projects societal and cultural changes through the centuries that are
reflected through its written works. As a student proceeds ahead, fields and
specifications clear a lot better by possessing the knowledge and base of English
literature, which is in its history.

A language’s most significant trait is to communicate, and this BA course

English subject is added to the syllabus with the same intention. Communication in
BA English grants students the depth of using English as a communication medium.
Fundamentals, theories, and communication tools are provided to the students to
further enhance their English skills and make them more
accomplishable. Communication subject also comprises the study of creative
writing and public relations, helping students get enrolled in communication- based
courses with the right foundation.
 Under Graduate Programme

Programme Outcomes:

PO1: Disciplinary Knowledge: Capable of demonstrating comprehensive knowledge

and understanding of one or more disciplines that form a part of an undergraduate
programme of study.
PO2: Critical Thinking: Capability to apply analytic thought to a body of knowledge;
analyse and evaluate evidence, arguments, claims, beliefs on the basis of empirical
evidence; identify relevant assumptions or implications; formulate coherent arguments;
critically evaluate practices, policies and theories by following scientific approach to
knowledge development.
PO3: Problem Solving: Capacity to extrapolate from what one has learned and apply
their competencies to solve different kinds of non-familiar problems, rather than
replicate curriculum content knowledge; and apply one’s earning to real life situations.
PO4: Analytical Reasoning: Ability to evaluate the reliability and relevance of
evidence; identify logical flaws and holes in the arguments of others; analyze and
synthesize data from a variety of sources; draw valid conclusions and support them with
evidence and examples and addressing opposing viewpoints.
PO5: Scientific Reasoning: Ability to analyse, interpret and draw conclusions from
quantitative / qualitative data; and critically evaluate ideas, evidence, and experiences
from an open minded and reasoned perspective.
PO6: Self-directed & Lifelong Learning: Ability to work independently, identify and
manage a project. Ability to acquire knowledge and skills, including “learning how to
learn”, through self-placed and self-directed learning aimed at personal development,
meeting economic, social and cultural objectives.
PO7: Reflective Thing: Critical sensibility to lived experiences, with self-awareness
and reflexivity of both self and society
PO8: Reading & Projects: Document their reading and interpretive practices in
assignments, translation works, and independent projects.
PO9: Confidence & Effectiveness: Confidently and effectively articulate their
literary and textual experiences.
PO 10: Social Skills & Empathetic Approach: Reorganize a professional and
reflective approach to leadership, responsibility, personal integrity, empathy, care and
respect for others, accountability and self-regulation.
 B.A. ENGLISH

Programme Specific Outcomes:

PSO1: Acquire good knowledge and understanding, to solve specific theoretical &
applied problems in different area of English Language and Literature.

PSO2: Understand, formulate, develop mathematical arguments, logically and use

quantitative models to address issues arising in social sciences, business and other
context /fields.

PSO3: To prepare the students who will demonstrate respectful engagement with
other’s ideas, behaviors, beliefs and apply diverse frames of references to decisions and
actions. To create effective entrepreneurs by enhancing their critical thinking, problem
solving, decision making and leadership skill that will facilitate startups and high
potential organizations.

PSO4: Developing a research framework and presenting their independent ideas

effectively.

PSO5: Equipping their employability skills to excel in professions like teaching and
exposing them to various activities to empower them through communication skills.

PSO6: Enabling a holistic perspective towards the socio-political inequalities and

environmental issues

Mapping of Course Learning Outcomes (CLOs) with Programme Outcomes (POs)

and Programme Specific Outcomes (PSOs)can be carried out accordingly, assigning the
appropriate level in the grids:
 POs PSOs
1 2 3 4 5 6 … 1 2 …
CLO1
CLO2
CLO3
CLO4
CLO5

Highlights of the Revamped Curriculum:

 Student-centric, meeting the demands of industry & society, incorporating
industrial components, hands-on training, skill enhancement modules, industrial
project, project with viva-voce, exposure to entrepreneurial skills, training for
competitive examinations, sustaining the quality of the core components and
incorporating application oriented content wherever required.
 The Core subjects include latest developments in the education and scientific
front, advanced programming packages allied with the discipline topics,
practical training, devising mathematical models and algorithms for providing
solutions to industry / real life situations. The curriculum also facilitates peer
learning with advanced mathematical topics in the final semester, catering to the
needs of stakeholders with research aptitude.
 The General Studies and Mathematics based problem solving skills are included
as mandatory components in the ‘Training for Competitive Examinations’course
at the final semester, a first of its kind.
 The curriculum is designed so as to strengthen the Industry-Academia interface
and provide more job opportunities for the students.
 The Industrial Statistics course is newly introduced in the fourth semester, to
expose the students to real life problems and train the students on designing a
mathematical model to provide solutions to the industrial problems.
 The Internship during the second year vacation will help the students gain
valuable work experience that connects classroom knowledge to real world
experience and to narrow down and focus on the career path.
 Project with viva-voce component in the fifth semester enables the student,
application of conceptual knowledge to practical situations. The state of art
technologies in conducting a Explain in a scientific and systematic way and
arriving at a precise solution is ensured. Such innovative provisions of the
industrial training, project and internships will give students an edge over the
counterparts in the job market.
 State-of Art techniques from the streams of multi-disciplinary, cross disciplinary
and inter disciplinary nature are incorporated as Elective courses, covering
conventional topics to the latest - Artificial Intelligence.
Value additions in the Revamped Curriculum:

Semester Newly introduced Outcome / Benefits

Components
I Foundation Course  Instill confidence
To ease the transition of learning among students
from higher secondary to higher  Create interest for the
education, providing an overview subject
of the pedagogy of learning
Literature and analysing the
world through the literary lens
gives rise to a new perspective.
I, II, III, IV Skill Enhancement papers  Industry ready
(Discipline centric / Generic / graduates
Entrepreneurial)  Skilled human resource
 Students are equipped
with essential skills to
make them employable
 Training on language
and communication
skills enable the
students gain
knowledge and
exposure in the
competitive world.
 Discipline centric skill
will improve the
Technical knowhow of
solving real life
problems.
III, IV, V & VI Elective papers  Strengthening the
domain knowledge
 Introducing the
stakeholders to the
State-of Art techniques
from the streams of
multi-disciplinary,
cross disciplinary and
inter disciplinary nature
 Emerging topics in
higher education/
industry/
communication
network / health sector
etc. are introduced with
Hands-on-training.
IV Elective Papers  Exposure to industry
moulds students into
solution providers
 Generates Industry
readygraduates
 Employment
opportunities enhanced
V Semester Elective papers  Self-learning is
enhanced
 Application of the
concept to real situation
is conceived resulting
in tangible outcome
VI Semester Elective papers
 Enriches the study
beyond the course.
 Developing a research
framework and
presenting their
independent and
Intellectual ideas
effectively.
Extra Credits:  To cater to the needs of
For Advanced Learners / Honors degree peer learners / research
aspirants
Skills acquired from the Courses Knowledge, Problem Solving, Analytical
ability, Professional Competency, Professional
Communication and Transferrable Skill
 Credit Distribution for UG Programmes
Sem I Cre H Sem II Cre H Sem III Cre H Sem IV Cre H Sem Cre H Sem Cre H
dit dit dit dit V dit VI dit
Part 1. 3 6 Part..1. 3 6 Part..1. 3 6 Part..1. 3 6 5.1 4 5 6.1 4 6
Langua Langua Language Langua Core Core
ge – ge – – Tamil ge – Cours Course
Tamil Tamil Tamil e– –
\CC CC
IX XIII
Part.2 3 6 Part..2 3 6 Part..2 3 6 Part..2 3 6 5.2 4 5 6.2 4 6
English English English English Core Core
Cours Course
e– –
CC X CC
XIV
1.3 5 5 2..3 5 5 3.3 Core 5 5 4.3 5 5 5. 4 5 6.3 4 6
Core Core Course – Core 3.Cor Core
Course Course CC V Course e Course
– CC I – CC III – CC Cours –
VII e CC CC
Core -XI XV
Industry
Module
1.4 5 5 2.4 5 5 3.4 Core 5 5 4.4 5 5 5. 4 5 6.4 3 5
Core Core Course – Core 4.Cor Electiv
Course Course CC VI Course e e -VII
– CC II – CC – Cours Generi
IV CC VIII e –/ c/
Proje Discipl
ct ine
with Specifi
viva- c
voce
CC -
XII
1.5 3 4 2.5 3 4 3.5 3 4 4.5 3 3 5.5 3 4 6.5 3 5
Elective Elective Elective Elective Electi Elective
I II III IV ve V VIII
Generic Generic Generic/ Generic Gener
/ / Disciplin / ic/ Generi
Discipli Discipli e Specific Discipli Disci c/
ne ne ne pline Discipl
Specific Specific Specific Speci ine
fic Specifi
c
1.6.-Skill 2 2 2.6.- 2 2 3.6 Skill 1 1 4.6 2 2 5.6 3 4 6.6 1 -
Enhance Skill Enhance Skill Electi Extensi
ment Enhance ment Enhanc ve VI on
Course ment Course ement Gener Activit
NME- Course- SEC-2, Course ic/ y
1 NME-2 (Entrepre SEC-4 Disci
neurial pline
Skill) Speci
fic
1.7 2 2 2.7 2 2 3.7 Skill 2 2 4.7 2 2 5.7 2 2 6.7 2 2
Skill Skill Enhance Skill Value Profess
Enhanc Enhanc ment Enhanc Educa ional
ement - ement Course ement tion Compe
(Founda Course SEC-3 Course tency
tion –SEC-1 SEC-5 Skill
Course)
3.8 - 1 4.8 2 1 5.8 2
E.V.S. E.V.S Sum
mer
Intern
ship
 /Indus
trial
Traini
ng
23 3 23 3 22 3 25 3 26 3 21 3
0 0 0 0 0 0
Total – 140 Credits
 15

Choice Based Credit System (CBCS), Learning Outcomes Based Curriculum

Framework (LOCF) Guideline Based Credit and Hours Distribution System
for all UG courses including Lab Hours
First Year – Semester-I

Part List of Courses Credit No. of

Hours
Part-1 Language – Tamil 3 6
Part-2 English 3 6
Part-3 Core Courses & Elective Courses [in Total] 13 14
Skill Enhancement Course -NME-1 2 2
Part-4 Foundation Course 2 2
23 30

Semester-II

Part List of Courses Credit No. of

Hours
Part-1 Language – Tamil 3 6
Part-2 English 3 6
Part-3 Core Courses & Elective Courses including laboratory [in Total] 13 14
Part-4 Skill Enhancement Course -NME-2 2 2
Skill Enhancement Course -SEC-1 (Discipline / Subject Specific) 2 2
23 30

Second Year – Semester-III

Part List of Courses Credit No. of

Hours
Part-1 Language – Tamil 3 6
Part-2 English 3 6
Part-3 Core Courses & Elective Courses including laboratory [in Total] 13 14
Part-4 Skill Enhancement Course -SEC-2 (Entrepreneurial Based) 1 1
Skill Enhancement Course -SEC-3 (Discipline / Subject Specific) 2 2
E.V.S - 1
22 30

Semester-IV

Part List of Courses Credit No. of

Hours
Part-1 Language - Tamil 3 6
Part-2 English 3 6
Part-3 Core Courses & Elective Courses including laboratory [in Total] 13 13
Part-4 Skill Enhancement Course -SEC-4(Discipline / Subject Specific) 2 2
 16

Skill Enhancement Course -SEC-5(Discipline / Subject Specific) 2 2

E.V.S 2 1
25 30
Third Year
Semester-V
Part List of Courses Credit No. of
Hours
Part-3 Core Courses including Project / Elective Based 22 26
Part-4 Value Education 2 2
Internship / Industrial Visit / Field Visit 2 2
26 30

Semester-VI

Part List of Courses Credit No. of

Hours
Part-3 Core Courses including Project / Elective Based & LAB 18 28
Part-4 Extension Activity 1 -
Professional Competency Skill 2 2
21 30

Consolidated Semester wise and Component wise Credit distribution

Parts Sem I Sem II Sem III Sem IV Sem V Sem VI Total
Credits
Part I 3 3 3 3 - - 12
Part II 3 3 3 3 - - 12
Part III 13 13 13 13 22 18 92
Part IV 4 4 4 5 4 3 24
Total 23 23 23 24 26 21 140

*Part I, II, and Part III components will be separately taken into account for CGPA calculation
and classification for the under graduate programme and the other components. Part IV has to
be completed during the duration of the programme as per the norms, to be eligible for obtaining
the UG degree
 17

QUESTION PAPER PATTERN

For Core, Allied & Elective - I
Duration: Three Hours Maximum Marks: 75
Part A: (15 X 1 = 15 marks)
Answer ALL Questions
(Multiple Choice Questions, 3 from each unit)

Part B: (2 X 5 = 10 marks)
Answer ANY TWO Questions
(TWO out of FIVE questions)

Part C: (5 X 10 = 50 marks)
Answer ALL Questions
(One Question from Each Unit with internal choice)

PASSING MINIMUM
i) The Candidates shall be declared to have passed the examination if he/she
secures
not less than 40 marks in total (CIA mark + Theory Exam mark) with minimum
of 30
marks in the Theory Exam conducted by the University.

ii) The Candidates shall be declared to have passed the examination if he/she
secures
not less than 40 marks in total (CIA mark + Practical Exam) with minimum of 30
marks in the practical Exam conducted by the University.

CONVERSION OF MARKS TO GRADE POINTS AND LETTER GRADE (Performance in a

Course/Paper)
RANGE OF MARKS GRADE POINTS LETTER GRADE DESCRIPTION
90 – 100 9.0- 10. O Outstanding
80-89 8.0 – 8. D+ Excellent
75-79 7.5 – 7.9 D Distinction
70-74 7.0-7.4 A+ Very Good
60-69 6.0-6.9 A Good
50-59 5.0-5.9 B Average
40-49 4.0-4.9 C Satisfactory
00-39 0.0 U Re-appear
ABSENT 0.0 AAA ABSENT

Cі = Credits earned for course i in any semester

Gi = Grade Point obtained for course i in any semester
n = refers to the semester in which such course were credited
 18

I YEAR
FIRST SEMESTER
Sl. Course Credit Total

Credits
NO Category Course Distribution Contact Marks
Hours/
L T P S Week CIA ESE Total
1 Part – I LANGUAGE - Tamil 3 3 3 6 25 75 100

2 Part – II Foundation ENGLISH 3 3 3 6 25 75 100

3 Part – IIICORE INTRODUCTION TO 3 2 5 25 75 100
1 LITERATURE 5

4 Part – III INDIAN WRITING IN ENGLISH 3 2 5 5 25 75 100

CORE 2
5 Part – III SOCIAL HISTORY OF 2 2 3 4 25 75 100
ELECTIVE ENGLAND
(ELECTIVE I)
6 Part – IV NON MAJOR ELECTIVE-1 Popular 1 1 2 2 25 75 100
Literature and Culture(offered to
other Major students)
Skill Enhancement Course 1 1 2 2 25 75 100
(Foundation Course)-Functional
English
TOTAL 23
30

SECOND SEMESTER

Sl. Course Credit Total

Credits

NO Category Course Distribution Contact Marks

Hours/
L T P S Week CIA ESE Total

1 PART I LANGUAGE - Tamil 3 3 3 6 25 75 100

2 PART II ENGLISH 3 3 3 6 25 75 100

3 PART III BRITISH LITERATURE – I 3 2 5 5 25 75 100

CORE 3

4 PART III AMERICAN LITERATURE – I 3 2 5 5 25 75 100

CORE 4

5 PART III HISTORY OF ENGLISH 2 2 3 4 25 75 100

ELECTIVE LITERATURE (ELECTIVE 2)

6 PART IV NON MAJOR ELECTIVE -2- 1 1 2 2 25 75 100

Philosophy for Literature-
(Offered To Other Major
Department Students)
SKILL ENHANCEMENT 1 1 2 2 25 75 100
COURSE-SEC-1 English
for Communication
TOTAL 30
23
 19

II-YEAR THIRD SEMESTER

Sl. Course Credit Total

Credits
NO Category Course Distribution Contact Marks
Hours/
L T P S Week CIA ESE Total

1 PART I LANGUAGE - Tamil 3 3 3 6 25 75 100

2 PART II ENGLISH 3 3 3 6 25 75 100

3 PART III BRITISH LITERATURE - II 3 2 5 5 25 75 100

CORE 5

4 PART III AMERICAN LITERATURE -II 3 2 5 5 25 75 100

CORE 6

5 PART III LITERARY GENRES 2 2 3 4 25 75 100

ELECTIVE AND TERMS
ELECTIVE 3
6 PART IV SKILL ENHANCEMENT 1 0 1 25 75 100
COURSE-SEC 2 1
(ENTREPRENEURIAL SKILL)
Skill Enhancement Course 1 1 2 2 25 75 100
SEC-3-Public Speaking
EVS 1 0 25 75 100
1
TOTAL 30
22

FOURTH SEMESTER
Sl. Course Credit Total
Credits

NO Category Course Distribution Contact Marks

Hours/
L T P S Week CIA ESE Total

1 PART I LANGUAGE - Tamil 3 3 3 6 25 75 100

2 PART II ENGLISH 3 3 3 6 25 75 100

3 PART III WORLD LITERATURE IN 3 2 5 5 25 75 100

CORE 7 TRANSLATION
4 PART III ASPECTS OF LANGUAGEAND 3 2 5 5 25 75 100
CORE 8 LINGUISTICS

5 PART III NON-MANDATORYELECTIVE 2 2 3 3 25 75 100

ELECTIVE 4-Film and Literature
SKILL ENCHANCEMENT COURSE 2
6 PART IV 1 1 2 25 75 100
SEC-4-English for Career
SKILL ENCHANCEMENT COURSE 2
1 1 2 25 75 100
SEC-5-English for Business
EVS 1 0 2 25 75 100
1
TOTAL 30
25
 20

III YEAR -FIFTH SEMESTER

S Course Credit Total

Credits
l. Category Course Distribution Contact Marks
N Hours/
O L T P S Week CIA ESE Total

1 PART III AUTHORS IN FOCUS 3 2 4 5 25 75 100

CORE 9
2 PART III WOMEN’S WRITING 3 2 4 5 25 75 100
CORE 10
PART III INDIAN WRITING IN 5
3 3 2 4 25 75 100
CORE 11 TRANSLATION

4 PART III CHILDREN’S 3 2 4 5 25 75 100

CORE 12 LITERATURE
PART III NON-MANDATORY 4
5 2 2 3 25 75 100
ELECTIVE ELECTIVE 5-Introduction to
Comparative Literature
PART III NON-MANDATORYELECTIVE 4
6 2 2 3 25 75 100
ELECTIVE 6-Mass Communication
and Journalism
7 PART IV VALUE EDUCATION 1 1 2 2 25 75 100
SUMMER - - 2 2
INTERNSHIP/INDUSTRIAL
TRAINING
TOTAL 30
26

SIXTH SEMESTER

Sl. Course Credit Total

Credits

NO Category Course Distribution Contact Marks

Hours/
L T P S Week CIA ESE Total

1 PART III 3 3 4 6 25 75 100

CORE 13 LITERARY CRITICISM

2 PART III 3 3 4 6 25 75 100

CORE 14 BIOGRAPHIES,AUTO
BIOGRAPHIES AND MEMOIRS
(NON MANDATORY CORE)
3 PART III SHAKESPEARE STUDIES (NON 3 3 4 6 25 75 100
CORE 15 MANDATORY CORE)
4 PART III NON-MANDATORY-ELECTIVE 7 3 2 3 5 25 75 100
ELECTIVE Communicative English
5 PART III NON-MANDATORY-ELECTIVE 8 3 2 3 5 25 75 100
ELECTIVE Digital Literacy and Concepts
6 PART IV EXTENSION ACTIVITY - - 1 25 75 100
PROFESSIONAL COMPETENCY 2 2 25 75 100
SKILL- Interview Skills 1 1
TOTAL 30
21
 21

Methods of Evaluation
Continuous Internal Assessment Test
Internal Assignments 25 Marks
Evaluation Seminars
Attendance and Class Participation
External End Semester Examination 75 Marks
Evaluation
Total 100 Marks
Methods of Assessment
Recall (K1) Simple definitions, MCQ, Recall steps, Concept definitions
Understand/ MCQ, True/False, Short essays, Concept explanations, Short summary or
Comprehend (K2) overview
Suggest idea/concept with examples, Suggest formulae, Solve problems,
Application (K3)
Observe, Explain
Analyze (K4) Problem-solving questions, Finish a procedure in many steps, Differentiate
between various ideas, Map knowledge
Evaluate (K5) Longer essay/ Evaluation essay, Critique or justify with pros and cons
Check knowledge in specific or offbeat situations, Discussion, Debating or
Create (K6)
Presentations
 22

7A - Mandatory Core Areas for B.A Programme

C1. Introduction to literature ( 5 credits)

I Year C2. Indian Writing in English ( 5 credits)
C3. British Literature I (5 credits)
Sem I
C4.American Literature I ( 5 credits)
Sem II

C5. British literature - II ( 5 credits)

II Year
C6. American literature - II ( 5 credits)
Sem III C7.World literature in translation(4 credits)
C8.Aspects of Lang Linguistics (4 credits)
Sem IV

C9. Authors in Focus ( 4 credits)

C 10.Women’s Writing in English and in Translation( 4 credits)
III Year C11.Indian Literature in Translation ( 4 credits)
C 12. Project (4 credits)
Sem V C13. Introduction to literary Theory and Criticism ( 4 credits)
C14.Biographies,Autobiographies and Memoirs{4 credits}
Sem VI C15.Shakespeare Studies {4 credits}

B - Suggested Non Mandatory Core Areas for B.A Programme

Semester VI (any 2 may be opted (C14 & C15 (4 credits each)

III Year CNM1. Biographies, Auto-biography & Memoirs

Sem VI CNM2. Shakespeare Studies

CNM3. Literary Criticism

CNM4. Culture Studythrough Film ( India and America)

CNM5. Media, Communication & Publication

CNM 6. Modern English Grammar and Composition

CNM7. ELT and Computer Assisted Language Learning

CNM8. Creative Writing

CNM 9. English at Work Place

CNM 10. Travel Writing
 23

C- Mandatory Elective Areas for B.A Programme

ME 1. Social Historyof England ( 3 credits)

I Year
ME 2.Historyof English Literature ( 3 credits)
ME 3. Literary Genres and Terms ( 3 credits)
II Year
ME 4. Film & Literature

D- Suggested Non Mandatory Elective (Allied) Areas for B.A Programme (any
five may beopted- 3 credits each)

NME 1. Myth and Literature

Sem IV NME 2.Film and Literature
(1 to be opted) NME 3.English Teaching Methods and Materials
ELECTIVE 4 NME 4. Translation: Basic Concepts and Practice.
NME 1. English for Competitive Examinations
Sem V NME2. Introduction to Comparative Literature
(2 to be opted) NME3. Fundamentals of Academic Writing
ELECTIVE 5,6 NME4.Mass Communication and Journalism
NME5. Film Studies
NME 1. Art & Literary Aesthetics
Sem VI
(2 to be opted) NME 2. Communicative English
E ELECTIVE 7,8 NME 3. Writing for the Web / English for Internet
NME 4. Digital Literacy and Concepts
NME 5.Technical Writing

(SKILL ENHANCEMENT COURSES )

a. ENGLISH FOR COMMUNICATION
b. ENTREPRENEURIAL SKILL
c. PUBLIC SPEAKING
d. ENGLISH FOR CAREER
e. ENGLISH FOR BUSINESS
 24

B.A. ENGLISH
Core Component Syllabus
 25

FIRST YEAR - SEMESTER I

CORE I – INTRODUCTION TO LITERATURE

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
Core Y Y - - 4 5 25 75 100

Learning Objectives
LO1 To introducethe different forms of literature
LO2 To provide learners with the background knowledge of literature
LO3 To enable leaners to understand the different genres of writing
LO4 To examine the various themes and methodologies present in literature
LO5 To create the ability of critically examining a text
Details
UNIT
Introduction: Poetry-Different forms of poetry- Sonnet, Ode, Elegy, Lyric
I Ballad.Prose-Short Story, Novella, Novel. Drama- Comedy, Tragedy, Tragi-
Comedy.
Michael Drayton - The Parting.
II William Shakespeare - Sonnet 18, Sonnet 116.
John Milton - When I Consider How My Light is Spent,
William Wordsworth - Daffodils.
John Keats - Ode to Nightingale.
Thomas Gray - Elegy Written in a Country Churchyard.
Robert Frost - Mending Wall
Theodore Roethke – The Meadow Mouse

III J.M. Barrie - The Admirable Crichton.

Lady Gregory - The Rising of the Moon.
Manohar Malgonkar - Spy in Amber.
IV
Don Quixote - Tilting at the Windmills.
A Dill Pickle, The Escape from Katherine Mansfield - Bliss and other stories.
V Saki - The Open Window
Robert Lynd – Sweet
Jerome K. Jerome - excerpt from - Three Men in a Boat – (Packing Episode)
 26

Course Outcomes
Course On completion ofthis course, students will;
Outcomes
Appreciate and analyse and the basic elements PO1
CO1
ofpoetry, including meter, rhyme, and theme.
Gain knowledge of the elements of fiction including
CO2 narrative structure, character analysis and comparison PO1, PO2
between different but related texts.
Explore the dramatic storytelling including play structure,
CO3 monologues, dialogue, and scene setting. PO4, PO6
Use library resources to research and develop PO4, PO5, PO6
CO4 arguments about literary works.
CO5 Work skillfully within a team, respect coworkers, PO3, PO8
delegate work and contribute to a group project.

Text Books (Latest Editions)

Backpack Literature: An Introduction to Fiction, Poetry, Drama, and Writing-

1. X. J. Kennedy, by Pearson, 2016.
2. Portable Literature: Reading, Reacting, Writing - 9th edition–Laurie Kirszner,
by Cengage Learning, 2016

References Books
(Latest editions, and the style as given below must be strictly adhered
to)
1. Henny Herawati et al., Introduction to Literature, Sanata Dharma
University Press, October 2021.
2. Michael Meyer, D. Quentin Miller, The Compact Bedford Introduction to
Literature with 2021 MLA Update, Bedford/St. Martin’s, August 2021.

Janice Campbell., Introduction to Literature: Excellence in Literature

3. English1, 4th Ed, Everyday Education, LLC, January 2021.

4. Subhendu Mund., The Making of Indian English Literature, Taylor &

Francis Ltd., 2021.
5. Adamson H. D. Linguistics and English Literature: An Introduction,
Cambridge University Press, 2019.
6. Felicity Titjen et al.(ed), Teaching English Language and Literature, Taylor
& Francis,2020

Web Resources
1. ASIATIC: IITUM Journal of English Language &Literature
2. The English Historical Review(EHR)
 27

Mapping with Programme Outcomes:

PO 1 PO 2 PO 3 PO 4 PO 5 PO 6 PO 7 PO 8 PO 9 PO10

CO1 3 3 3 3 3 3 3 2 3 2

CO2 2 3 3 3 2 3 3 2 2 2

CO3 3 3 3 2 3 3 3 2 3 2

CO4 3 3 3 3 3 3 3 2 2 2

CO5 3 2 3 3 3 3 3 2 2 3

3 – Strong, 2 – Medium, 1 - Low

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3
CO2 3 3 3 3 3

CO3 3 3 3 3 3
CO4 3 3 3 3 3

CO5 3 3 3 3 3
Weightage 15 15 15 15 15

Weighted percentage of 3.0 3.0 3.0 3.0 3.0

Course Contribution to
POs
 28

FIRST YEAR - SEMESTER I

CORE II - INDIAN WRITING IN ENGLISH

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
Core Y Y - - 4 5 25 75 100

Learning Objectives
LO1 To familiarize the students with the emergence and growth of Indian Writing
in English in the context of colonial experience.
To help in understanding issues concerning Indian Writing in English such as
LO2 the representation of culture, identity, history, constructions of nation,
(Post) national and gender politics, cross-cultural transformations.
LO3 To enable leaners to appreciate Nation-Nationalism; Counter Discourse;
Subalternity; Identity Movements.
LO4 To closely examine the various themes and methodologies existing in
Contemporary Indian Writing in English.
LO5 To help learners apply the ideas encapsulated in Indian Aesthetics to literary
texts
Details
UNIT
Winning of Friends (Panchathantra) – Vishnu Sharma ( there are
I four stories to choose from)
Brother’s Day from Folktales – A.K. Ramanujan
Handful of Nuts, Night Train to Deoli from Ruskin Bond
Sparrows - K.A. Abbas

Rabindranath Tagore - Khabhuliwala.

II India through a Traveller’s Eye excerpt from My Several Worlds - Pearl S
Buck.
The School Among the Pines, Boy Scouts Forever, Uncle Ken’s Rumble in
the Jungle from School Days - Ruskin Bond
Inspection Episode-Examination- from Part I Childhood
– M.K. Gandhi -Autobiography
Science, Humanitiesand Religion
III The Lotus - Toru Dutt
The Tiger and the Deer - Sri Aurobindo

IV Sarojini Naidu- The Village Song

A.K. Ramanujam - Still Another View of Grace
Shiv K Kumar - Indian Women
Mirza Ghalib - It is not Love, it is Madness

V Rabindranath Tagore – Mukhtha dhara.

The Window, Sentry’s Lantern - Five Plays - Harindranath Chattopadhyay
Nalini: A Comedy in Three Acts – Three Plays - Nissim Ezeikel
Joginder Paul - Sleepwalkers.
 29

Course Outcomes
Course On completion ofthis course, students will;
Outcomes
Appreciate the historical trajectory of various genres
CO1 of Indian Writing in English from colonial times to PO1
till the present
Analyze Indian literary texts written in English in
CO2 terms of colonialism, postcolonialism, regionalism, PO1, PO2
and nationalism
CO3 Understand the role of English as a medium for PO4, PO6
political awakening and the use of English in India
for creative writing
Analyze how the sociological, historical, cultural and PO4, PO5, PO6
CO4 political context impacted the texts selected for study
Evaluate critically the contributions of major Indian PO3, PO8
English poets and dramatists
CO5

Text Books
(Latest Editions)
1.
References Books
(Latest editions, and the style as given below must be strictly adhered to)
1. To be furnished by TANSCHE
2.
3.
4.
Web Resources

1.

2.
 30

Mapping with Programme Outcomes:

PO 1 PO 2 PO 3 PO 4 PO 5 PO 6 PO 7 PO 8 PO 9 PO10

CO1 3 3 3 3 3 3 3 2 3 2

CO2 2 3 3 3 2 3 3 2 2 2

CO3 3 3 3 2 3 3 3 2 3 2

CO4 3 3 3 3 3 3 3 2 2 2

CO5 3 2 3 3 3 3 3 2 2 3

3 – Strong, 2 – Medium, 1 - Low

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 2 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 14 15

Weighted percentage of 3.0 3.0 3.0 2.8 3.0

Course Contribution to
POs
 31

FIRST YEAR - SEMESTER II

CORE III - BRITISH LITERATURE-I

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
Core Y Y - - 4 5 25 75 100

Learning Objectives
LO1 To introduce British Identity, Periods and other related forms.
LO2 To increase the ability for students to intellectually assess the world and theirplace
in it.
LO3 To enable leaners to understand that British literature is at the foundation of
English-speaking peoples' culture.
LO4 To closely examine the various themes and methodologies present in British
literature
LO5 To create an aptitude of critically probing throughthe text
Details
UNIT

I Of Truth, Of Adversity - Francis Bacon

On Gratitude, On Giving Advice - Joseph Addison and Sir Richard Steele

II Robert Jamieson - Robinhood & The Monk

Robert Edgar Burns - The Potter
Anne Bradstreet - Prologue
William Blake - The Chimney Sweeper

P.B.Shelley - Arethusa, Hymn to Intellectual Beauty.

III William Wordsworth - Ode: To Intimation & Immorality
Lord Byron - She Walks In Beauty

IV Christopher Marlowe - Dr. Faustus

Oliver Goldsmith - She Stoops to Conquer

Mary Shelley - Captain Walton’s Conclusion-Frankenstein

V Jonathan Swift - Voyage to Lilliput -Gulliver’s Travels
Charles Dickens - Recalled to Life- A Tale of Two Cities.
 32

Course Outcomes
Course On completion of this course, students will;
Outcomes
Demonstrate knowledge of the major social, political,
philosophical, and scientific events forming the PO1
CO1
backdrop for the development of early British
Literature.
Synthesize, integrate, and connect information by
CO2 Writing essays using techniques of criticism and PO1, PO2
evaluation.
Read and discuss the themes, approaches, styles, and
contributions to the development of British literature PO4, PO6
CO3 from the Medieval Period to the end of the
eighteenth-century
Distinguish between the characteristics of British
CO4 literary movements in discussing and writing about PO4, PO5, PO6
British literature.
CO5 Write about literature using standard literary PO3, PO8
terminology and other literary conventions.
Text Books
(Latest Editions)
1. Rexroth, Kenneth. The NewBritish Poets: An Anthology. Granger Books, 1976.
References Books
(Latest editions, and the style as given below must be strictly adhered to)

1. Bacon, Francis, and Michel Leiris. Francis Bacon. Ediciones Poligrafa, 2008.

2. MARLOWE, Christopher. Dr. Faustus. BOOK ON DEMAND LTD, 2021.

3. Shelley, Mary Wollstonecraft. Frankenstein. Create Space, 2015.
4. Swift, Jonathan, et al. Gulliver's Travels. Oxford University Press, 2019.
Web Resources
Ranger, Paul. “Technical Features.” She Stoops to Conquer by Oliver Goldsmith,
1.
1985, pp. 51–68., https://doi.org/10.1007/978-1-349-07664-2_5.

2. Dickens, Charles.“Fifty-Two.” A Tale of Two Cities,2008,

https://doi.org/10.1093/owc/9780199536238.003.0047.
 33

Mapping with Programme Outcomes:

PO 1 PO 2 PO 3 PO 4 PO 5 PO 6 PO 7 PO 8 PO 9 PO10

CO1 3 3 3 3 3 3 3 2 3 2

CO2 2 3 3 3 2 3 3 2 2 2

CO3 3 3 3 2 3 3 3 2 3 2

CO4 3 3 3 3 3 3 3 2 2 2

CO5 3 2 3 3 3 3 3 2 2 3

3 – Strong, 2 – Medium, 1 - Low

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3
CO3 3 3 3 2 3
CO4 3 3 3 3 3
CO5 3 3 3 3 3

Weightage 15 15 15 14 15

Weighted percentage of
3.0 3.0 3.0 2.8 3.0
Course Contribution to
POs
 34

FIRST YEAR - SEMESTER II

CORE IV - AMERICAN LITERATURE-I

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
Core Y Y - - 4 5 25 75 100

Learning Objectives
LO1 To Understand the growth and development of American literature.
LO2 To critically examine how various genres developed and progressed.
LO3 Learnabout prominent writers and famous works in American literature.
LO4 To closely examine the various themes and methodologies present in British
literature
LO5 To create an aptitude of critically probing through the text
Details
UNIT

I Passage to India (Lines 1 - 68).Walt Whitman

O Captain, My Captain! – Walt Whitman

II Sherman Alexie- Crow Testament, Evolution

Edgar Allan Poe - The Raven
Emily Dickinson - Because I Could Not Stop for Death.
III Martin Luther King Jr- I have a Dream
Abraham Lincoln - Gettysburg Address

IV Tennessee Williams- The Glass Menagerie

Eugene O' Neill - Emperor Jones

Harriet Beecher Stowe - Uncle Tom’scabin

V Herman Melville- Billy Budd
Washington Irving- The Legend of the Sleepy Hollow, Rip Van Winkle
Leslie Marmon Silko- Ceremony

Course Outcomes
Course On completion ofthis course, students will;
Outcomes
Analyze and discuss works of American literature from a
range of genres (e.g. poetry, nonfiction, slave narrative,
CO1 captivity narrative, literary fiction, genre fiction, sermon, PO1
public proclamations, letters, etc.).

Identify relationships between moments in American

history, colonialism, and culture and their representation PO1, PO2
CO2
in works of American literature.
 35

Articulate ways that American literature reflects complex

CO3 historical and cultural experiences. PO4, PO6

Produce a mix of critical, creative, and/or reflective PO4, PO5, PO6

CO4
works about American literature to 1865.

Analyze and describe about American literature using PO3, PO8

standard literary terminology and other literary
CO5 conventions.

Text Books
(Latest Editions)
Levine, Robert S., et al. The Norton Anthology of American Literature. W.W.
1.
Norton & Company, 2022.
References Books
(Latest editions, and the style as given below must be strictly adhered to)
1. Dickinson, Emily, and Johanna Brownell. Emily Dickinson: Poems. Chartwell
Books, 2015.
2. Gould, Jean. American Women Poets: Pioneers of Modern Poetry. DODD,
MEAD, 1980.
3. Poe, Edgar Allan, et al. Poetry for Young People: Edgar Allen Poe. Sterling Pub.
Co., 1995.
4. Kallen, Stuart A., and Terry Boles. The Gettysburg Address. Abdo & Daughters,
1994.
Web Resources

“Harriet Beecher Stowe's Uncle Tom's Cabin.”

1.
2003, https://doi.org/10.4324/9781315812113.

2. Mason, Ronald. “Herman Melville and ‘Billy Budd.’” Tempo, no. 21, 1951, pp. 6–
8., https://doi.org/10.1017/s0040298200054863
 36

Mapping with Programme Outcomes:

PO 1 PO 2 PO 3 PO 4 PO 5 PO 6 PO 7 PO 8 PO 9 PO10

CO1 3 3 3 3 3 3 3 2 3 2

CO2 2 3 3 3 2 3 3 2 2 2

CO3 3 3 3 2 3 3 3 2 3 2

CO4 3 3 3 3 3 3 3 2 2 2

CO5 3 2 3 3 3 3 3 2 2 3

3 – Strong, 2 – Medium, 1 - Low

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3
CO2 3 3 3 2 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 14 15

Weighted percentage of 3.0 3.0 3.0 2.8 3.0

Course Contribution to
POs
 37

SECOND YEAR - SEMESTER III

CORE V - BRITISH LITERATURE-II

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
Core Y Y - - 4 5 25 75 100

Learning Objectives
LO1 To help learners analyze British Literature written from the late 18th Century
to the present.
LO2 To guide them in interpreting literature as it relates to its historical, cultural,
and/or political context.
To provide them with understanding of relationships between various
LO3 movements (such as Romanticism, Victorianism, Modernism, and/or
Postmodernism) and the literature of the period.
LO4 To closely examine literary works using critical perspectives.
LO5 To help them with applying appropriate formal conventions when writing about
literature.
Details
UNIT
Alfred Tennyson- Ulysses
I Robert Browning- My Last Duchess
T.S.Eliot - The Wasteland
W.H.Auden - The Unknown Citizen

II G. K. Chesterton - Piece of Chalk

Charles Lamb - Dream Children
Joseph Addison - Sir Roger at Church

III G.B.Shaw – Pygmalion

John Osborne - Look Back in Anger

IV Jane Austen - Pride & Prejudice.

Charlotte Brontë - Jane Eyre

Arthur Conan Doyle - Hound of Baskervilles

V Murder on the Orient Express – Agatha Christie (Graphic Novel).
 38

Course Outcomes
Course On completion ofthis course, students will;
Outcome
s
Exhibit an understanding of and appreciation for key
CO1 works in British literature, as evidenced in daily work PO1
and course discussions.
Demonstrate an understanding of periodization, theme, PO1, PO2
CO2
genre, motif, and so on, in British literature.
Establish an understanding that historical, cultural,
CO3 spiritual, and ethical issues, among others, shape human PO4, PO6
experiences and impact motivations.
Respond to literature with facility, both orally and on PO4, PO5, PO6
CO4
paper, on important thematic considerations having to
do with literary and historical milieu, culture, human
responsibility, morality, ethics, and the manner and
causes bywhich humans interact with one another.
Analyze and express about British literature using PO3, PO8
standard literary lexicon and other literaryconventions.
CO5

Text Books
(Latest Editions)
1. Renard, Virginie. The Great War and Postmodern Memory: The First World Warin
Late 20 th -Century British Fiction (1985-2000). Peter Lang AG, Internationaler
Verlag Der Wissenschaften, 2013.

2. David Green - Winged Words – Mac Millan

References Books
(Latest editions, and the style as given below must be strictly adhered to)
1. Brontë Charlotte, et al. Jane Eyre. Oxford University Press, 2019.
2. Lamb, Charles. Dream Children: A Reverie. Reed Pale Press, 1928.
3. Look Back in Anger, by John Osborne: Theatre Program, 1974, La Mama
Theatre. 1974.
Web Resources
Makinen, Merja. “Representing Women of Violence Agatha Christie and Her
1. Contemporary Culture.” Agatha Christie, 2006, pp. 135–
157., https://doi.org/10.1057/9780230598270_6.

2. Smith, Grover. “Eliot’s World before the Waste Land.” The Waste Land, 2020, pp.
1–17., https://doi.org/10.4324/9781003070627-1
 39

Mapping with Programme Outcomes:

PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0

CO 3 3 3 3 3 3 3 2 3 2
1
CO 2 3 3 3 2 3 3 2 2 2
2

CO 3 3 3 2 3 3 3 2 3 2
3
CO 3 3 3 3 3 3 3 2 2 2
4

CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium, 1 - Low

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 15 15

Weighted percentage of 3.0 3.0 3.0 3.0 3.0

Course Contribution to
POs
 40

SECOND YEAR - SEMESTER III

CORE VI - AMERICAN LITERATURE-II

Subject Code Category L T P S Credits Inst. Hours Marks

CIA External Total
Core Y Y - - 4 5 25 75 100

Learning Objectives
LO1 To help learners examine the roots of American literature by focusing
multiple genres—poetry, drama, stories and novel.
To guide to explore literature that reveals and emerges from multiple
LO2 perspectives such as race, gender, ethnicity, socioeconomic class and
historical period.
LO3 To create an awareness of the social, historical, literary and cultural elementsof
the changes in American literature.
LO4 To help them explore distinct literary characteristics of American literatureand
analyze literary works of eminent American writers.
To inculcate a rhetorical approach to the literary studyof American texts andalso
LO5 the conceptions, generalizations, myths and beliefs about American
cultural history.
Details
UNIT
Theodore Roethke - The Meadow Mouse.
I Walt Whitman- When Lilac’s Last in the Dooryard Bloom'd, The Gods.-
Emily Dickinson - The Bird Came Down the Walk
Maya Angelou - Phenomenal Women
Chief Dan George - My Heart Soars.

II Lorraine Hansberry - Raisin in the Sun

III
Ralph Waldo Emerson - The American Scholar
Edgar Allan Poe - Philosophy of Composition

IV Nathaniel Hawthorne - Young Goodman Brown.

Toni Morrison – Beloved

V Mark Twain - The Adventures of Tom Sawyer.

Course Outcomes
Course On completion ofthis course, students will;
Outcomes
Understand the depth and diversity of American literature,
keeping in mind the history and culture of the PO1
CO1
United States of America from the colonial period to the
present.
 41

Understand the social-cultural-ecological-political, historical,

CO2 religious and philosophical contexts of theAmerican spirit in PO1, PO2
literature.
Evaluate the thoughts, beliefs, customs, struggles, andvisions of PO4,
CO3
African American writers PO6
Understand the American style of writing and ideologieslike
CO4 Transcendentalism, corruption, pride, power and obsession along PO4,
with spiritualism and Christian values. PO5,
PO6
Critically analyze American literary texts in the light of several PO3,
movements in literature and understand thechanging faces of texts PO8
with developments in culture. Students can compare/contrast
CO5
literary works through an analysis of genre, theme, character, and
other
literary devices.
Text Books
(Latest Editions)
Angelou, Maya. The Complete Poetry. Random House, 2015.
1. An Anthology of American Literature - ?

References Books
(Latest editions, and the style as given below must be strictly adhered to)

1. Dickinson, Emily. A Bird Came Down the Walk - Selected Bird Poems of Emily
Dickinson. Read Books Ltd, 2021.

Gray, Richard. A Brief History of American Literature. John Wiley & Sons, 2010.
2. Hansberry, Lorraine. A Raisin in the Sun. Modern Library, 1995.

3. Morrison, Toni. Beloved. Everyman’s Library, 2006.

4. Twain, Mark. The Adventures of Tom Sawyer. The Floating Press, 2009.
Web Resources
Cramer, Jeffrey S., editor. “Thoreau Describes His Contemporaries.” The
1. Quotable Thoreau, Princeton University Press, 2011, pp. 430–
38, http://dx.doi.org/10.1515/9781400838004.430.

Hawthorne, Nathaniel. “The Revelation of the Scarlet Letter.” The Scarlet Letter,
2. Oxford University Press,
2008, http://dx.doi.org/10.1093/owc/9780199537808.003.0025.
 42

Mapping with Programme Outcomes:

PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0
CO 3 3 3 3 3 3 3 2 3 2
1
CO 2 3 3 3 2 3 3 2 2 2
2

CO 3 3 3 2 3 3 3 2 3 2
3
CO 3 3 3 3 3 3 3 2 2 2
4

CO 3 2 3 3 3 3 3 2 2 3
5

3 – Strong, 2 – Medium, 1 - Low

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3
CO2 3 3 3 3 3

CO3 3 3 3 2 3
CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 14 15

Weighted percentage of 3.0 3.0 3.0 2.8 3.0

Course Contribution to
POs
 43

SECOND YEAR - SEMESTER IV

CORE VII – WORLD LITERATURE IN TRANSLATION

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
Core Y Y - - 4 5 25 75 100

Learning Objectives
LO1 To help learners achieve accessibility to regional and international literary
forms.
LO2 To enable them to contextualize the texts and be familiar with translation
theory.
LO3 To enable them to develop a comparative perspective to studythe texts
To exhibit appreciation of literature and writers from various nations and
LO4
cultures.
LO5 To learn to see critically the rising trends of globalization, capitalism and
multi-culturalism.
Details
UNIT
Dante - Ulysses’ Last Voyage
I Victor Hugo -Tomorrow at Dawn.
Khalil Gibran - Your Children are not your children.

II Pablo Neruda - If you forget me.

Alexander Pushkin - The Gypsies.
Gabriel Okara - The Mystic Drum

III Walter Benjamin - Unpacking My Library

Montaigne - Of Friendship.

IV Marie Clements - The Unnatural & Accidental Women.

Samuel Beckett - Waiting for Godot.

V Gabriel García Márquez - A Very Old man With Enormous Wings.

Ivan S. Turgenev - The District Doctor.
Antoine de Saint-Exupéry - The Little Prince.
 44

Course Outcomes

Course On completion ofthis course, students will;

Outcomes
Gain an exposure to some Classics in World Literature, PO1
CO1
both in theme and form.
Be able to identify elements of universal literary merits
CO2 as well as critically compare some of the great works of PO1, PO2
the East and the West.
Gain an understanding of the works in their
CO3 cultural/historical contexts and ofthe enduring human PO4, PO6
values which unite the different literary traditions.
Payspecial attention to critical thinking and writing PO4, PO5, PO6
CO4
within a framework of cultural diversity as well as
comparative and interdisciplinary analysis.
Have an understanding of the study and consideration of PO3, PO8
the literary, cultural, and human significance of selected
CO5 great works of the Western and non-Western literary
traditions.

Text Books
(Latest Editions)
1. Márquez, Gabriel García. A Very Old Man with Enormous Wings. 2014.

2. Neruda, Pablo. The Poetry of Pablo Neruda. Farrar, Straus and Giroux, 2015.

References Books
(Latest editions, and the style as given below must be strictly adhered to)
1. Angelou, Maya. The Complete Poetry. Random House, 2015.
2. Benjamin, Walter, and Martin Jay. Unpacking My Library. 2010.
3. Bercovici, Konrad. The Story of the Gypsies. Pickle Partners Publishing, 2017.
4. Bolton, David. The Pot of Gold by Plautus. Lulu.com, 2019.
5. Clements, Marie Humber. The Unnatural and Accidental Women. Talon books
Limited, 2005.
Web Resources
The Introduction of Victor Hugo to the English (1823–1830).” The Fortunes of
1. Victor Hugo in England, Columbia University Press, 1938, pp. 1–
26, http://dx.doi.org/10.7312/hook93490-002.
 45

Mapping with Programme Outcomes:

PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0
CO 3 3 3 3 3 3 3 2 3 2
1
CO 2 3 3 3 2 3 3 2 2 2
2
CO 3 3 3 2 3 3 3 2 3 2
3
CO 3 3 3 3 3 3 3 2 2 2
4

CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium , 1 - Low

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3
CO2 3 3 3 2 3

CO3 3 3 3 3 3
CO4 3 3 3 3 3

CO5 3 3 3 3 3
Weightage 15 15 15 14 15

Weighted percentage of 3.0 3.0 3.0 2.8 3.0

Course Contribution to
POs
 46

SECOND YEAR - SEMESTER IV

CORE VIII - ASPECTS OF LANGUAGE & LINGUISTICS

Subje Category L T P S Credits Inst. Marks

ct Hours CIA External Total
Code
Core Y Y - - 5 5 25 75 100

Learning Objectives
To help learners gain knowledge of origin, growth and development of English
LO1 Language
To highlight the impact of various socio, political, cultural and historical events on
LO2 English Language
To help them gain knowledge of the scientific study of English language and
LO3 linguistics
To enable the students to acquire a foundation of linguistic concepts. To inform them
LO4 about the various external linguistic influences that have contributed to the making of
the language
To expose students to the analysis of literary texts using linguistic and discourse
LO5 analytical tools
Details
UNIT

I Descent of English Language from the Indo European family

Old, Middle & Modern English
II Influence – Greek, Latin, Scandinavian, French, Indian

III Growth of Vocabulary

IV Change of Meaning

V Phonology – Vowels, Consonants & Diphthongs

CourseOutcomes
Course On completion of this course, students will;
Outcom
es
Comprehend the essential link between language and culture. Gain in-
depth understanding on the growth of the English language under the PO1
CO1 influence of various other languages including Latin and French,
besides being mentored in the structural nitty-gritties of the language.
Gain extensive insight into the history of English literature, while laying
special emphasis on various literary movements, genres and writers that
PO1,PO2
CO2 are held to be the representatives of their times.
 47

Evaluate the way socio-cultural and historical

PO4,PO6
CO3 phenomena influence the literary production of a particular period
Familiarize themselves with the socio-cultural ambience and the
discursive frameworks of various ages PO4,PO5,P
CO4 O6
Apply critical thinking, independent judgment ,intercultural sensitivity PO3,PO8
CO5 and regional ,national and global perspectives to identify and solve
problems in English Language and Linguistics
Text Books (Latest Editions)

1. John Lyons, Language & Linguistics

2. T.Balasubramanian, A text book of English Phonetics for Indian students
References Books
(Latest editions, and the style as given below must be strictly adhered to)
1. Modern Applied Linguistics: A introduction N.Krishnaswamy, S.K.Verma CIEFL,
Hyderabad and N.Nagarajan, National College, Trichy
2. Mark Hancock, English Pronouncing Dictionary
3. Charles F.Mayer, Introducing English Linguistics

Mapping with Programme Outcomes:

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10

CO1 3 3 3 3 3 3 3 2 3 2

CO2 2 3 3 3 2 3 3 2 2 2

CO3 3 3 3 2 3 3 3 2 3 2

CO4 3 3 3 3 3 3 3 2 2 2

CO5 3 2 3 3 3 3 3 2 2 3

3 – Strong, 2 – Medium , 1 - Low

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3
 48

CO2 3 3 3 3 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 15 15

Weighted percentage of 3.0 3.0 3.0 3.0 3.0

Course Contribution to POs
 49

THIRD YEAR - SEMESTER V

CORE IX - AUTHORS IN FOCUS
Subject Code Category L T P S Credits Inst. Marks
Hours CIA External Total
Core Y Y - - 4 5 25 75 100

Learning Objectives
LO1 To help learners gain knowledge of authors of various backgrounds.
LO2 To enable them gain specialized knowledge related to works of authors of
national and international acclaim.
LO3 To familiarize them with the style, diction and coherence of authors and
theirworks.
LO4 To equip them with the ability to use this knowledge to analyze problems
inbothother academic settings and work contexts.
LO5 To enhance their ability to think historically and analytically about people,
language, literature, culture and society.
Details
UNIT
I Aristotle-Life and works.
II Charles Dickens-Life & Works
III Rabindranath Tagore-Life & Works
IV Jane Austen-Life & Works
V Dignifying Science : stories about women scientists / written
by Jim Ottaviani and illustrated by Donna Barr ... [et al.].
Course Outcomes

Course On completion ofthis course, students will;

Outcomes
Demonstrate a broad and coherent body of knowledge
CO1 with depth in the underlying principles and concepts PO
1
Integrate knowledge of the diversity of cultures and
CO2 PO1, PO2
peoples
Apply critical thinking, independent judgment,
interculturalsensitivity and regional, national and global
CO3 perspectives to identify and solve problems in English PO4, PO6
Language and Literature
Demonstrate capacity for reflection, planning, ethical
CO4 decision- making and inter-disciplinary team work in PO4, PO5, PO6
diverse contexts of community engagement.
CO5 Develop creativity, understanding, teaching and critical PO3, PO8
appreciation of English Literature.
 50

Text Books
(Latest Editions)
Barnes, Jonathan, and Professor of Ancient Philosophy Jonathan Barnes. Aristotle:
1. A Very Short Introduction. Oxford Paperbacks, 2000.

2. Fabiny, Sarah. Who Was Jane Austen? Penguin, 2017.

References Books
(Latest editions, and the style as given below must be strictly adhered to)
1. Gilbert, Sandra M., and Susan Gubar. The Madwoman in the Attic. Yale
University Press, 2020.
2. Tagore, Rabindranath. Rabindranath Tagore: An Anthology. Macmillan, 1999.

3. Tomalin, Claire. Charles Dickens. Penguin UK, 2012.

Wilson, Cheryl A., and Maria H. Frawley. The Routledge Companion to Jane
4. Austen. Routledge, 2021.

Web Resources
1. “About the Authors.” Beyond Performance, John Wiley & Sons, Inc., 2015, pp.
269–70, http://dx.doi.org/10.1002/9781119202455.about.

2. Dignifying science : stories about women scientists / written

by Jim Ottaviani and illustrated by Donna Barr ... [et al.].
PN 6714 .O88 D54 2003, http://mirlyn.lib.umich.edu/Record/005090412
Mapping with Programme Outcomes:

PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0
CO 3 3 3 3 3 3 3 2 3 2
1
CO 2 3 3 3 2 3 3 2 2 2
2
CO 3 3 3 2 3 3 3 2 3 2
3

CO 3 3 3 3 3 3 3 2 2 2
4
CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium , 1 – Low
 51

Mapping with Programme Specific Outcome:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3
CO3 3 3 3 2 3

CO4 3 3 3 3 3
CO5 3 3 3 3 3

Weightage 15 15 15 14 15

Weighted percentage of 3.0 3.0 3.0 2.8 3.0

Course Contribution to
POs
 52

THIRD YEAR - SEMESTER V

CORE X - WOMEN'S WRITINGS

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
Core Y Y - - 4 5 25 75 100

Learning Objectives
LO1 To familiarize learners with how unique experiences of women influence their
writings
LO2 To help themanalyze representations of women in literature.
LO3 To enable learners to be familiar with various contexts that influence the
representation of women in literature.
LO4 To enable them apply appropriate formal conventions when writing about
literature
LO5 To help them in understanding how and on what grounds women’s writing
canbe considered as a separate genre.
Details
UNIT

I Toru Dutt - Our Casuarina Tree.

Elizabeth Browning - How do I love thee?
Sappho - Hymn to Aphrodite
Sujatha Bhatt – Muliebrity

II Gwendolyn Brooks - Boy Breaking Glass.

Avvaiyar - Worth Four Crores (Give, Eat &Live)
On Reading Haiku – Elizabeth Searle Lamb
Judith Wright – Eve to her Daughters

III
Virginia Woolf - A Room Of One’s Own.

IV Carol Churchill – Top Girls

. Sandra Cisneros - The House on Mango Street

V Margaret Atwood - Surfacing
Ambai - In a forest, A deer.
 53

Course Outcomes
Course On completion ofthis course, students will;
Outcomes
Examine and appreciate the role played by sociocultural-
CO1 economic contexts in defining women. PO1

Be enlightened about the issues and concerns of the

CO2 women writers of the developed and developing PO1, PO2
countries.
Understand and appreciate the representation of female
CO3 experience in literature PO4, PO6

Gain awareness of class, race and gender as social

CO4 constructs and how they influence women’s lives. PO4, PO5, PO6

Be equipped with analytical, critical and creative skills to PO3, PO8

interrogate the biases in the construction of gender and
CO5 patriarchal norms.

Text Books
(Latest Editions)
Gilbert, Sandra M., and Susan Gubar. The Norton Anthology of Literature by
1. Women. W. W. Norton, 2007.(2 Volume Set)

2. Olson, S. Douglas. The “Homeric Hymn to Aphrodite” and Related Texts. Walter
de Gruyter, 2012.

References Books
(Latest editions, and the style as given below must be strictly adhered to)
1. Estés, Clarissa Pinkola. Women Who Run with the Wolves. 1995.
2. Holmström, Lakshmi. In A Forest, A Deer. OUP India, 2012.
3. Jain, Jasbir, and Avadhesh K. Singh. Indian Feminisms. 2001.
4. Woolf, Virginia. A Room of One’s Own. Renard Press Ltd, 2020.
Web Resources
1. “Ambai (C. S. Lakshmi) b. 1944.” Name Me a Word, Yale University Press, 2019,
pp. 259–67, http://dx.doi.org/10.12987/9780300235654-032.
 54

Mapping with Programme Outcomes:

PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0

CO 3 3 3 3 3 3 3 2 3 2
1
CO 2 3 3 3 2 3 3 2 2 2
2
CO 3 3 3 2 3 3 3 2 3 2
3

CO 3 3 3 3 3 3 3 2 2 2
4
CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium , 1 - Low

Mapping with Programme Specific Outcomes:

PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 2 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 14 15

Weighted percentage of
3.0 3.0 3.0 2.8 3.0
Course Contribution to
POs
 55

THIRD YEAR - SEMESTER V

CORE XI – INDIAN WRITING IN TRANSLATION

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
Core Y Y - - 4 5 25 75 100

Learning Objectives
LO1 To introduce the students to the polyphony of modern Indian writing in
translation
LO2 To make them understand the multifaceted nature of cultural identities in the
various Indian literatures through indigenous literary traditions.
LO3 To compare literary texts produced across Indian regional landscapes to seek
similarities and differences in thematic and cultural perspectives.
LO4 To explore images in literary productions that express the writers sense of their
society.
LO5 To encourage the students to explore texts outside of the suggested reading lists to
realize the immense treasure trove of translated Indian literary works.
Details
UNIT
Excerpts from the Mahabharata- TR & ED Van Buitenen(106-169)
I Ilango Adigal - The Book of Vanci. – Silappathikaaram Book 3 Tr. R.
Parthasarathy

Where The Mind Is Without Fear,

II Gitanjali, All by Tagore
For below flowed the Jamuna,
Fruit Gathering,Song 85- The
Gardener
Thirukkural TR by G.U.Pope ED by Rajaji- Iniyavai Kooral (10 couplets)

Kurunthogai (Sangam Literature) -TR by A.K.Ramanujan-3,68,74,95,312(verses)

III Chapter 6-Bharatha Natya Sastra (100-118)Tr. By Manmohan Ghosh Vol.1

IV Badal Sircar - Evam Indrajit

Girish Karnad – Tughlaq
V How the Raja’s Son won the Princess Labam – Indian Fairy Tales by Joseph Jacob
Arjun- Sunil Gangopadhyay
 56

Course Outcomes
Course On completion ofthis course, students will;
Outcomes
Understand the multifaceted nature of cultural
CO1 identities in the various Indian literatures through PO1
indigenous literary traditions
CO2 Compare literary texts produced across Indian regional PO1, PO2
landscapes to seek similarities and differences in thematic
and cultural perspectives.
Learn to explore images in literary productions that express
CO3 the writers’ sense of their society. PO4, PO6

Explore texts outside of the suggested reading lists to

CO4 realize the immense treasure trove of translated Indian PO4, PO5, PO6
literary works.
Be familiar with concepts such as modernism, PO3, PO8
regionalism, the contemporary, and representations of
CO5 history, class, and gender in modern Indian writing in
translation

Text Books
(Latest Editions)
1. Modern Indian Writing in Translation, Edited by Dhananjay Kapse, 2016

Short Fiction from South India, Edited by Subashree Krishnaswamy and K.

2. Srilata, 2007

References Books
(Latest editions, and the style as given below must be strictly adhered to)
1. A Clutch of Indian Masterpieces, Edited by David Davidar, 2016.

Changing the Terms: Translating in the Postcolonial Era, Edited by Sherry Simon
2. and Paul St. Pierre, 2000

3. 100 Great Indian Poems by Abhay K. Bloomsbury, 2019

Web Resources
1. Modern Indian Writing in Translation - Course (nptel.ac.in).
 57

Mapping with Programme Outcomes:

PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0
CO 3 3 3 3 3 3 3 2 3 2
1
CO 2 3 3 3 2 3 3 2 2 2
2
CO 3 3 3 2 3 3 3 2 3 2
3
CO 3 3 3 3 3 3 3 2 2 2
4
CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium , 1 - Low

Mapping with Programme Specific

Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3
CO3 3 3 3 3 3

CO4 3 3 3 3 3
CO5 3 3 3 3 3

Weightage 15 15 15 15 15

Weighted percentage of 3.0 3.0 3.0 3.0 3.0

Course Contribution to
POs
 58

THIRD YEAR - SEMESTER V

CORE XII – CHILDREN’S LITERATURE

Subject Category L T P S Credits Inst. Hours Marks

Code CIA External Total
Core Y Y - -5 5 25 75 100

Learning Objectives

LO1 To introduce and familiarize various genres and aspects of Children’s

Literature
To promote ethical values through children’s literature and appreciate the
LO2
world of other cultures

LO3 To gain comprehensive knowledge of Children’s Literature by close

reading
LO4 To appreciate the works of various writers of Children’s Literature

LO5 To critically analyze Children’s literature through discussion and Writing

Details
UNIT
Background Study:
I 1. Introduction: The World of Children’s Literature Studies by Peter Hunt.
2. Essentials: What is Children’s Literature? What is Childhood? By Karin
Lesnik- Oberatein (From Understanding Children’s Literature Edited by
Peter Hunt)
II Poetry
1. Edward Lear – The Owl and the Pussy Cat
2. Shel Silverstein – Invitation
3. Robert Louis Stevenson – My Shadow
4. Naomi Shihab Nye – Mystery
III Fantasy Fiction
J.K. Rowling – Harry Potter and the Philosopher’s Stone

IV Realistic Fiction
1. R.K.Narayan – Swami and Friends

V Short Story
1. Mark Twain – The celebrated jumping Frog of Calaveras County
2. Hans Christian Andersen – The Princess and the Pea
3. Nathaniel Hawthorne – The Snow Image
 59

Course Outcomes
Course On completion of this course, students will;
Outcomes
Recognize the various genres of Children’s
CO1 PO1
Literature

Acquire values through their reading of the works of

CO2 Children’s Literature PO1,PO2
Appreciate and criticize the similarities and
CO3 PO4,PO6
differences in cultural imaginations.
Recognize the themes and artistic style employed in
CO4 Children’s Literature PO4,PO5,PO6
Critically evaluate the different approaches to
PO3,PO8
Children’s Literature in various countries.
CO5
Text Books
(Latest Editions)
Angelou, Maya, The Complete Poetry. Random House 2015. An
1. Anthology of American Literature

2. Understanding Children’s Literature – Peter Hunt, 2nd ed.

3. The Owl and and Pussycat: Edward Lear, Jan Brett.

4. The snow – Image and other Twice – Told Tales by Nathaniel Hawthorne:
Boston: Ticknor Reed and Fields.

References Books
(Latest editions, and the style as given below must be strictly adhered to)
1. Lukens, J.Rabecca. A Critical handbook of Children’s Literature

2. The Owl and Pussy cat; the Duck and the Kangaroo by Edward Lear; with
original Illustrations by William Foster – Scholar’s Choice edition
3. Hunt, Peter, Defining Children’s Literature

4. A critical study of R.K.Narayan’s Swami and friends and the Guide” Ruby
Roy
Web Resources

https://fdocuments.in/document/childrens-literature-55845ad6244ac.html
1.
.
2. https://www.insaneowl.com/swami-and-friends-by-r-k-narayan-book-
summary-and-analysis/
 60

Mapping with Programme Outcomes:

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10
CO1 3 3 3 3 3 3 3 2 3 2
CO2 2 3 3 3 2 3 3 2 2 2
CO3 3 3 3 2 3 3 3 2 3 2
CO4 3 3 3 3 3 3 3 2 2 2
CO5 3 2 3 3 3 3 3 2 2 3
3 – Strong, 2 – Medium , 1 -

Low Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3
CO2 3 3 3 2 3
CO3 3 3 3 3 3
CO4 3 3 3 3 3
CO5 3 3 3 3 3
Weightage 15 15 15 14 15
Weighted percentage of
3.0 3.0 3.0 2.8 3.0
Course Contribution to Pos
 61

THIRD YEAR - SEMESTER VI

LITERARY CRITCISM

I Marks
C n
r st
Catego e . Ext
Course Code Title of the Course L T P O CI Tot
ry d H er
A al
it o nal
s u
rs
Literary Criticism Core 5 - - - 4 25 75 100

Pre-requisite Basic Knowledge on Literary Criticism

Course Objectives:
To Trace the evolution of English literary criticism from past to present.
To acquire knowledge on criticism and apply it in to analyse a text.

Expected Course Outcomes:

On the successful completion of the course, student will be able to:
1 Carry Knowledge of leading Critics and their method of criticism K1
2 Understand the different schools of criticism and their theories K2
3 Interconnect the society, literature and literary criticism to analyse a text K4
4 Evaluate a literary text by applying the ideas of the critics K5
K1 - Remember; K2 - Understand; K3 - Apply; K4 - Analyze; K5 - Evaluate; K6 – Create
Unit:1 15hours
1. Aristotle
2. Sir Philip Sydney
 62

Unit:2 15hours
1. John Dryden
2. Dr.Johnson

Unit:3 15hours

1. William Wordsworth
2. S.T.Coleridge
Unit:4 15hours
1. Mathew Arnold
2. Walter Pater

Unit:5 15 hours
1. T.S.Eliot
2. I.A.Richards
Total Lecture hours 75hours
Text Book(s)

1 Introduction to English Criticism by Prasad (Macmillan)

Reference Books
1 Literary Criticism From Plato to the Present, M.R. Habib, Wiley Blackwell
2 English Literary Criticism and Theory, M.S. Nagarajan, Orient Blackswan

Related Online Contents [MOOC, SWAYAM, NPTEL, Websites etc.]

1 https://www.classcentral.com/course/swayam-literary-theory-and-literary-criticism-7982

Mapping with Programme Outcomes

COs PO 1 PO 2 PO 3 PO 4 PO 5 PO 6 PO 7 PO 8

CO1 S L M L L L M M

CO2 M L S S M L L M

CO3 M S L S L M M S

CO4 M L L S M L L M
*S-Strong; M-Medium; L-Low
 63

THIRD YEAR - SEMESTER VI

CNM 1– BIOGRAPHIES, AUTO-BIOGRAPHIES & MEMOIRS

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
Core Y Y - - 4 5 25 75 100

Learning Objectives
LO1 To provide learners with an appreciation of writing and literature from global and
personal perspectives

To help learners cultivate a more complex understanding of their own culture(s),

LO2 linguistic/communication practices, and perspectives in relation to others.

LO3 To help them engage in imagination, critical inquiry and self‐reflection

LO4 To help them explore significant texts from diverse cultures and people in history

LO5 To help learners understand how an author's own ideology shapes reality in an
autobiography or biography.

Details
UNIT

I Definition of Biography, Autobiography and Memoir

James Boswell - Chapter IX - The Dictionary- Life of Johnson.
II Florence Nightingale – from Eminent Victorians

III
Salim Ali - The Fall Of A Sparrow
IV R.K.Laxman - The Tunnel Of Time

V Jesmyn Ward - Men We Reaped

Course Outcomes
Course On completion ofthis course, students will;
Outcomes
Distinguish the structures of biography and
autobiography fromone another in order to recognize PO1
CO1
them as distinct forms of literature.
Compare and contrast the ways in which a perceiving,
living individual (the "subject") is treated in biography,
CO2 autobiography, and other literarygenres such as poetry, PO1, PO2
fiction, and journalism.
Analyze how an author's own ideology shapes reality in
an autobiography or biography, including how it raises
CO3 questions about truth, factuality, objectivity, and PO4, PO6
subjectivity.
 64

Connect biographical and autobiographical texts to their

CO4 historical and cultural contexts. PO4, PO5, PO6
Examine the roles that argument, rhetoric, fiction, PO3, PO8
photography, aesthetics, and evidence play in the
CO5 composing process ofbiography and autobiography.
Text Books
(Latest Editions)
1. Knots in My Yo-yo String: The Autobiography of a Kid by Jerry Spinelli. Alfred A.
Knopf, 1998.
It Came From Ohio! My Life as a Writer by R.L. Stine. Scholastic Paperbacks,
2. 1998.
3. Autobiography by Linda Anderson 2010, Routledge.
References Books
(Latest editions, and the style as given below must be strictly adhered to)
1. Henry Ford (Rookie Biographies) by Wil Mara. Children’s Press, 2004.
Amelia Earhart (Graphic Biography) by Saddleback Educational Publishing,
2. 2008.
3. A Picture Book of Harriet Tubman byDavid A. Adler. Holiday House Inc., 1993.
Web Resources
a. http://gardenofpraise.com/leaders.htm
1. b. http://www.pitara.com/magazine/people.asp

Mapping with Programme Outcomes:

PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0
CO 3 3 3 3 3 3 3 2 3 2
1

CO 2 3 3 3 2 3 3 2 2 2
2

CO 3 3 3 2 3 3 3 2 3 2
3
CO 3 3 3 3 3 3 3 2 2 2
4
CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium , 1 - Low
 65

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 15 15

Weighted percentage of 3.0 3.0 3.0 3.0 3.0

Course Contribution to Pos
 66

THIRD YEAR - SEMESTER VI

CNM 2– SHAKESPEARE STUDIES

Marks
Ins
Cr
Cate t. Ext
Course Code Title of the Course L T P O edi CI Tot
gory Ho er
ts A al
urs nal
SHAKESPEARE Core 6 - - - 5 25 75 100

Pre-requisit Knowledge on Shakespearean Works

e

Course Objectives:
To introduce analytical approach in reading Shakepearean plays
To provide deep insight into literary the devices used by Shakespeare

Expected Course Outcomes:

On the successful completion of the course, student will be able to:
1 Intensive knowledge on Shakespearean plays K2
2 Analyse the universal characterization of Shakespeare K4
3 Evaluate the versatile writings of Shakespeare K2, K5
4 Enact a scene from Shakespearean play K3
K1 - Remember; K2 - Understand; K3 - Apply; K4 - Analyze; K5 - Evaluate; K6 – Create
Unit:1 15hours
Othello

Unit:2 15hours
The Winter’s Tale

Unit:3 15hours
Twelfth Night
 67

Unit:4 15hours
Antony and Cleopatra

Unit:5 15 hours
Shakespearean Theatre and Audience. Plot, Characterization, Fools in Shakespearean
drama..

Total Lecture hours 75 hours

Text Books
1 Othello, Finger print
2 The Winter’s Tale, Penguin Classics
3 Twelfth Night, Fingerprint Publishing
4 Antony and Cleopatra, Maple Press

Reference Books
1 The Complete Works of William Shakespeare, Wilco Publishing House
2 Muir, Kenneth, Shakespeare’s Tragic Sequence
Related Online Contents [MOOC, SWAYAM, NPTEL, Websites etc.]
1 https://www.mooc-list.com/tags/william-shakespeare

Programme Outcomes Mapping

COs PO 1 PO 2 PO 3 PO 4 PO 5 PO 6 PO 7 PO 8

CO1 3 1 1 2 1 1 2 1

CO2 2 2 3 2 2 2 2 1

CO3 2 1 1 1 3 1 2 3

CO4 1 2 2 2 3 1 3 3
3-Strong 2-Medium 1-Low
 68

FIRST YEAR - SEMESTER I

ME 1– SOCIAL HISTORY OF ENGLAND (ELECTIVE)

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
Core Y Y - - 4 4 25 75 100

Learning Objectives
LO1 To provide students with a comprehensive idea about the development of
English literature and language over the ages
To help student trace the trajectory of the growth of English literature from the
LO2 period of its inception, dating back to the seventh century, to the present era

LO3 To help them develop an understanding of the structural development of the

English language
LO4 To inform them about the various external linguistic influences that have
contributed to the making of the language
LO5 To create the ability of critically examining a text

UNIT Details

I The Renaissance And Its Impact On England, The Reformation - Causes And
Effects
The Commonwealth Of Nations, The Restoration, Coffee - Houses And
Their Social Relevance
II
III Impact Of The Industrial, Agrarian And The French Revolutions On The
English Society, Humanitarian Movements In England
The Reform Bills And The Spread Of Education- Social Impact Of The
Two World Wars, The Labour Movement, The Welfare State
IV
V The Cold War (1985-1991)- The Falkland War (1981)-The Gulf War (1991).

Course Outcomes
Course On completion ofthis course, students will;
Outcomes
Gain extensive insight into the history of English
literature, while laying special emphasis on various PO1
CO1
literary movements, genres and writers that are held
to be the representatives of their times.
CO2 Evaluate the way socio-cultural and historical PO1, PO2
phenomena influence the literary production of a
particular period
Familiarize themselves with the socio-cultural
CO3 ambience and the discursive frameworks of various PO4, PO6
Ages
 69
Develop a nuanced appreciation of the literary PO4, PO5, PO6
CO4
stalwarts of those times.

Gain in-depth understanding on the growth of the PO3, PO8

English language under the influence of various other
CO5 languages including Latin and French, besides being
mentored in the structural nitty-gritties of the
language.

Text Books (Latest Editions)

Social History of England by Xavier
1.
References Books
(Latest editions, and the style as given below must be strictly adhered to)
Ed. Rosemary Horrox, A social History of England, 1200-1500, June
2012,Cambridge University Press
Ed. Keith Wrightson, A Social History of England, 1500- 1750, 2018, Norton
Press; Ed. Julia Crick, Elisabeth Van Houts, A Social History of England, 900-
1200,2012, Cambridge University Press.
Web Resources
A social history of England : Briggs, Asa, 1921- : Free Download, Borrow, and
1. Streaming : Internet Archive
Mapping with Programme Outcomes:

PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0
CO1 3 3 3 3 3 3 3 2 3 2

CO2 2 3 3 3 2 3 3 2 2 2
CO3 3 3 3 2 3 3 3 2 3 2
CO4 3 3 3 3 3 3 3 2 2 2
CO5 3 2 3 3 3 3 3 2 2 3
3 – Strong, 2 – Medium , 1 - Low
Mapping with Programme Specific Outcomes:
CO /PO PSO1 PSO2 PSO3 PSO4 PSO5
CO1 3 3 3 3 3

CO2 3 3 3 2 3
CO3 3 3 3 3 3
CO4 3 3 3 3 3
CO5 3 3 3 3 3
Weightage 15 15 15 14 15

Weighted percentage of 3.0 3.0 3.0 2.8 3.0

Course Contribution to Pos
 70

FIRST YEAR SEMESTER-II

ME 2- II History of English Literature

I Marks
C n
red st
Category its . Ext
Course Title of the Course L T P O CI Tot
Code H er
A al
o nal
u
rs
History Core 6 - - - 4 25 75 100
of English
Literature

Basic knowledge on English

Pre-requisite Literature and history of England.

Course Objectives:
To enrich the students with the wide knowledge of the historical and biographical details of
writers of various ages.
To make the students understand the development of British Literature

Expected Course Outcomes:

On the successful completion of the course, student will be able to:
1 Gain knowledge of the History of Literature and great authors of English. K2

2 Interconnect the history, biography of the author and the works K3

3 Analyse the growth of literary genres of specific periods K4

4 Evaluate the role of literary movements and their impact on the K5

literary works
K1 - Remember; K2 - Understand; K3 - Apply; K4 - Analyze; K5 - Evaluate; K6 – Create
 71

Unit:1 15hours
1. The Age of Chaucer
2. The Age of Shakespeare – Verse, Drama and Prose.
Unit:2 15hours
3. The Age of Milton –Milton
4. The Age of Dryden- Verse, Drama and Prose

Unit:3 15hours
5. The Age of Pope-Verse, Drama and Prose
6. The Age of Johnson-General Prose and the Novel

Unit:4 15hours
7. The Age of Wordsworth-The older Poets, the Younger Poets.
8. The Age of Tennyson-Verse, General Prose and The Novel.
Unit:5 15 hours
9. The Age of Hardy
10. The Present Age.

Total Lecture hours 75

hours
Text Book(s)
1 An Outline History of English Literature. by William Henry Hudson. (B.I Publications Pvt Ltd

Reference Books
1 History of English Literature, Harrows Publications, Chennai.
2 History of English Literature, Emerald Publishers, Chennai.

Related Online Contents [MOOC, SWAYAM, NPTEL, Websites etc.]

1 https://www.classcentral.com/course/swayam-history-of-english-language-and-literature-14108
2 https://nptel.ac.in/courses/109/106/109106124/
 72

Programme Outcomes Mapping

COS PO 1 PO 2 PO 3 PO 4 PO 5 PO 6 PO 7 PO 8

CO 1 S M L M M L L M

CO 2 L M M M M L L S

CO 3 M M S S M L L M

CO 4 M L M L S M L M

*S-Strong; M-Medium; L-Low

 73

SECOND YEAR - SEMESTER III

ME 3– LITERARY GENRES AND TERMS (ELECTIVE)
I Marks
C n
r st
Catego e . Ext
Course Code Title of the Course L T P O CI Tot
ry d H er
A al
it o nal
s u
rs
Literary Forms Core 5 - - - 4 25 75 100

Pre-requisite Basic knowledge on forms of writing in

Literature

Course Objectives:
To introduce the various literary genres and devices of English Literature. To
make the students understand the salient features of literary forms.

Expected Course Outcomes:

On the successful completion of the course, student will be able to:
1 Understand different literary forms and their characteristics K2
2 Differentiate various literary devices K4
3 Identify literary devices in a work, compare the genres and their features K3
4 Attempt a simple creative writing K6
K1 - Remember; K2 - Understand; K3 - Apply; K4 - Analyze; K5 - Evaluate; K6 – Create
Unit:1 POETRY 15hours
 74

Chapter I- Subjective and Objective

Poetry Chapter II- Poetic Types Chapter
III- Stanza Forms
Simile, Metaphor, Allegory,
Oxymoron, Epigram , Ambiguity,

Unit:2 DRAMA 15hours

Chapter I: Dramatic Art
Chapter II: Dramatic Types (111-133)
A Tragic Flaw, Three Unities, Soliloquy

Unit:3 DRAMA 15hours

&PROSE
Drama: Chapter III: Dramatic Devices (134-139)
Prose: Chapter I: Essay (183-192)

Unit:4 Fiction 15hours

Chapter II: The Novel (193-224)
Chapter III: Short story (225-229)
Stream of Consciousness

Unit:5 PROSE 15 hours

Chapter IV: Biography and Auto Biography (230-236)

Total Lecture hours 75hours

Text Book(s)
1 A Background to the study of English Literature-by Prasad (Macmillan)

Reference Books
1 A Comparison to Literary Forms, Padmaja Ashok, Orient Black Swan
2 Literary Forms, Ramachandra Nair, Emerald Publishers
3 A Glossary of Literary Terms, M.H. Abrams

Related Online Contents [MOOC, SWAYAM, NPTEL, Websites etc.]

1 https://www.mooc-list.com/course/introduction-literary-studies-saylororg
 75

Programme Outcomes Mapping

COS PO 1 PO 2 PO 3 PO 4 PO 5 PO 6 PO 7 PO 8
CO 1 3 2 3 2 1 2 1 2
CO 3 2 2 3 1 1 2 3 1
CO 3 2 3 2 1 3 2 1 2
CO 4 2 1 3 1 3 2 2 1

3-Strong 2-Medium 1-Low

 76

SECOND YEAR - SEMESTER IV

NME – FILM AND LITERATURE (ELECTIVE)

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
Core Y Y - - 4 4 25 75 100

Learning Objectives
LO1 To help students look closely into the relation between film and literature.
LO2 Introduce learners to the various ways in which literature and the moving image
diverge.
LO3 Help the learners understand how each form makes their own claims to the
narrative.
LO4 Help learners to interpret elementary concepts of cinema, cinema history and
practice and the basics of adaptation theory.
LO5 Help learners gain perspective on literature’s relationship with cinema

Details
UNIT
Theories, Practices, Forms, Adaptations, Migrations-William Shakespeare’s
King Lear [1606] Akira Kurasawa, Ran (1985 film)
I
Arthur C Clark, The Sentinel (1948)
II Stanley Kubrick, 2001: A Space Odyssey(1968 film)

III G.B.Shaw – Pygmalion, Film – My Fair Lady(George Cukor) film

IV Boris Pasternak, DrZhivago (1957) David Lean, DrZhivago(1965 film)

Joseph Conrad, Heart of Darkness (1902)
V Francis Ford Coppola, Apocalypse
Now(1979) Film
Course Outcomes
Course On completion ofthis course, students will;
Outcomes
Gain insight to the various ways in which literature
and the moving image diverge as well as correspond
CO1 through the theory of narrative while being a source PO1
of long conflict through much of the history of film
studies.
Familiarize withthe inter-dependence of the two art
forms that collectively and individually re-present, PO1, PO2
CO2 effectively ensuring that the fruition of the
collaboration is often far from simple.
Understand the politics and process of adaptation of
CO3 literary forms into cinematic forms, how the process PO4, PO6
of signification in them vary and collide.
 77
Gain insight on how each form makes their own
claims to the narrative and the major debates that PO4, PO5, PO6
CO4
have been provoked in world cinema around the
problems of adaptation.

Get an understanding of elementary concepts of PO3, PO8

cinema, cinema history and practice and the basics of
CO5 adaptation theory.
Text Books (Latest Editions)

Mast, Gerald &Marshall Cohen, Film Theory and Criticism: Introductory

1. Readings. New York: Oxford University Press, 1994.

NicholsBill (ed), Movies and Methods: Vol. I: An Anthology. Calcutta: Seagull

2. Books, 1985.

Bill Nichols (ed), Movies and Methods: Vol. II: An Anthology. Calcutta:Seagull
3. Books, 1985.
References Books
(Latest editions, and the style as given below must be strictly adhered to)
1. RobergeGaston, The Subject of Cinema. Calcutta: Seagull Books. 1990. Print.

Horton Andrew, ‘Film and Literature’, Encyclopedia of World Literature in the

20th CenturyVol 2, Leonard S Klein (ed), New York: Frederik Ungar, 1982, 93-
99. Print
2.
Web Resources
(PDF) Film and Literature (researchgate.net)
1.
 78

Mapping with Programme Outcomes:

PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0
CO 3 3 3 3 3 3 3 2 3 2
1
CO 2 3 3 3 2 3 3 2 2 2
2
CO 3 3 3 2 3 3 3 2 3 2
3
CO 3 3 3 3 3 3 3 2 2 2
4
CO 3 2 3 3 3 3 3 2 2 3
5

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3
CO2 3 3 3 3 3

CO3 3 3 3 3 3
CO4 3 3 3 3 3

CO5 3 3 3 3 3
Weightage 15 15 15 15 15

Weighted percentage of 3.0 3.0 3.0 3.0 3.0

Course Contribution to Pos
 79

NON - MANDATORY ELECTIVE PAPER – II – INTRODUCTION TO COMPARITIVE LITERATURE

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
NME Y Y - - 3 5 25 75 100
Learning Objectives
LO1 To attain a broad knowledge of various literary traditions both
in their specificity and interrelation.
To interpret a literary text or other cultural artifact in a non-native
LO2 target language and to develop advanced skills in order to compare
texts from variety of different traditions, genres, periods and areas.

To cultivate a complex, trans disciplinary understanding and

LO3 appreciation of literary texts from a variety of different traditions,
genres, periods, and areas.
To develop the skills to move among and between diverse
LO4 cultures, including on-site research and travel abroad as means
of participation in cultural.
To enable the students to produce sophisticated oral and
LO5 written argumentations on literary and cultural topics in
comparative contexts.
Details
UNIT
Definition and Scope, National Literature, Comparative
Literature, General Literature, World Literature, The French
I and American Schools of Comparative Literature.
II Influence and Imitation- Periodization Movement, Genre Studies, Thematology
III Literature and other disciplines, Literature and other Arts
Comparative Study of Shelley and Bharathi, Selected poems of Shelley-Ode to
IV Liberty , Queen Mab, Love’s Philosophy. Selected poems of Subramaniya
Bharathi - Bharath Country, Worship of Sun, Kannan My Servant.

V Comparative study of Vairamuthu’s KallikattuIthikasam and Ernest

Hemingway’s ‘The Old Man and the Sea’
 80

The course outcome is based on the Learning Objectives. Each course objective will have a
course outcome. This will elucidate what the student will acquaint once he completes that
particular unit. There will be equal number of Learning Objectives and Course outcomes.
The blooms taxonomy verbs will be given as a separate annexure for your reference.
Each course outcome should be mapped with the POs.
The mapping of each CO can be done with any number of POs.

Course Outcomes
Course On completion ofthis course, students will;
Outcomes
Read critically literary and cultural texts in a range of
genres and media (novels, poetry, drama, film,
monuments, political discourse, popular culture, audio, PO1
CO1
etc.)
Demonstrate knowledge of historical, linguistic, and
cultural contexts of texts as they are produced and
received across national boundaries and in response to
CO2 the dynamics of global movements and crises creating
dynamic intersections of power, peoples, and aesthetic PO1, PO2
practices.
Use critical terminology and interpretive methods drawn fr
CO3 specific 20th –and 21stcentury comparative and critical PO4, PO6
Theories from multiple disciplines.
Recognize the different aims, formal constraints, rhetorical
CO4 strategies, and ideological underpinnings at stake in
different literary genres through texts in two or more PO4, PO5, PO6
foreignlanguages.
 81

Master a variety of theoretical and methodological PO3, PO8

CO5 approaches to texts and adopt them for comparative
textualstudies able to go beyond simply mechanical
applications.
Text Books (Latest Editions)
1. Ulrich Weisstein: Comparative Literature and other
References Books
(Latest editions, and the style as given below must be strictly adhered to)
2. Arts Wellek & Warren: Theory of Literature
3. Part II S.S.Prawar :Comparative Literatures

Mapping with Programme Outcomes:

PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0
CO 3 3 3 3 3 3 3 2 3 2
1
CO 2 3 3 3 2 3 3 2 2 2
2
CO 3 3 3 2 3 3 3 2 3 2
3
CO 3 3 3 3 3 3 3 2 2 2
4
CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium, 1 - Low
Mapping with Programme Specific Outcomes:
CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3
Weightage 15 15 15 15 15

Weighted percentage of
3.0 3.0 3.0 3.0 3.0
Course Contribution to Pos
 82

NON- MANDATORY ELECTIVE PAPER – IV – MASS COMMUNICATIONAND JOURNALISM

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
NME Y Y - - 3 5 25 75 100
Learning Objectives
LO1 To impart the basic knowledge of Mass communication & Journalism and related
areas ofstudies.

LO2 To develop the learner into competent and efficient Media & Entertainment
Industryreadyprofessionals.
LO3 To empower learners by communication, professional and life skills.
LO4 To develop the ability to structure Essays.
LO5 To enable the studentsto learncopy- editing.
UNIT Details
I Mass Communication in India, Print Medium, Audio-
Visual Media, Other Media
II News Agencies, News and its Dissemination, Feature
and Column Writing, Editorials.
III Advertising, Illustrations.
IV House and Trade Journals, Starting of Newspapers and
Periodicals.
V Preparation for a Career, Research in Journalism,
Planning and Publicity Campaigns.
The course outcome is based on the Learning Objectives. Each course objective will have a
course outcome. This will elucidate what the student will acquaint once he completes that
particular unit. There will be equal number of Learning Objectives and Course outcomes.
The blooms taxonomy verbs will be given as a separate annexure for your reference.
Each course outcome should be mapped with the POs.
The mapping of each CO can be done with any number of POs.

Course Outcomes
Course
Outcomes On completion ofthis course, students will;
Students would be able to enhance
understanding of the origin and of the PO1
CO1
print, electronic and web media.
Electronic and web media.
Students would be able to inculcate the knowledge of PO1, PO2
CO2
growthof print, electronic and web
Students would be able to understand the significance of PO4, PO6
CO3
speechcommunication.
CO4 Students explore journals. PO4, PO5, PO6
CO5 Students would find research gaps. PO3, PO8
 83

Text Books (Latest Editions)

1. D.S.Mehta, Mass Communication and Journalism in India, Allied Publishers Ltd,
New Delhi.
Mapping with Programme Outcomes:
PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0
CO 3 3 3 3 3 3 3 2 3 2
1
CO 2 3 3 3 2 3 3 2 2 2
2
CO 3 3 3 2 3 3 3 2 3 2
3

CO 3 3 3 3 3 3 3 2 2 2
4
CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium, 1 - Low

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5
CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 15 15

Weighted percentage of 3.0 3.0 3.0 3.0 3.0

Course Contribution to Pos
 84
NON - MANDATORY ELECTIVE PAPER – VII - COMMUNICATIVE ENGLISH
Subject Code Category L T P S Credits Inst. Marks
Hours CIA External Total
NME Y Y - - 3 5 25 75 100
Learning Objectives
LO1 To understand the basic fundamentals.
LO2 To implydifferent styles ofcommunication.
LO3 To impart knowledge about the extempore communicative activities.
LO4 To dissect information.
LO5 To analyze texts.
UNIT Details
Kinds of sentences, Word Order, usage of preposition, use of adjectives, adverbs
for description, Determiners-Agreement (Subject – Verb, Pronoun- Antecedent)
I collocation.
Tenses Reported speech, Active and passive Voice, Phrasal Verbs, Linkers/
II Discourse Markers, Question Tags.
III Paragraph writing – Cohesion - Development: definition, comparison,
classification, contrast, cause and effect - Essay writing: Descriptive and
Narrative.
Reading Comprehension – Skimming and scanning-inference and deduction –
IV Reading various kinds of material –Speaking: Narration of incidents / stories/
anecdotes- Current News Awareness.
DrS Radhakrishnan “TheShaping of my Character”
Agra Gra“And you call me coloured”
V Alfred Lord Tennyson “Ulysses”

The course outcome is based on the Learning Objectives. Each course objective will have
a course outcome. This will elucidate what the student will acquaint once he completes that
particular unit. There will be equal number of Learning Objectives and Course outcomes.
The blooms taxonomy verbs will be given as a separate annexure for your reference. Each
course outcome should be mapped with the POs.
The mapping of each CO can be done with any number of POs.
Course Outcomes
Course On completion of this course, students will;
Outcomes
CO1 Recall fundamental concepts of the four linguistic skills. PO1
Apply different styles communication in professional PO1, PO2
CO2
context.
Participate in different planned and extempore PO4, PO6
CO3
communicative activities.
Interpret and discuss facts as well as information in PO4, PO5, PO6
CO4
each context.
CO5 Critique literary texts that develop an appreciation for PO3, PO8
human values.
 85

Text Books (Latest Editions)

Ruskin Bond, Time Stops at Shamliand Other Stories, Penguin Books India Pvt
1.
Ltd,1989
2. Shyamala, V. Speak English in Four Easy Steps, Improve English Foundation
Thiruvananthapuram: 2006
Mapping with Programme Outcomes:
PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0
CO 3 3 3 3 3 3 3 2 3 2
1
CO 2 3 3 3 2 3 3 2 2 2
2
CO 3 3 3 2 3 3 3 2 3 2
3
CO 3 3 3 3 3 3 3 2 2 2
4
CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium, 1 - Low Mapping
with Programme Specific Outcomes:
CO /PO PSO1 PSO2 PSO3 PSO4 PSO5
CO1 3 3 3 3 3
CO2 3 3 3 3 3
CO3 3 3 3 2 3
CO4 3 3 3 3 3
CO5 3 3 3 3 3
Weightage 15 15 15 14 15
Weighted percentage of 3.0 3.0 3.0 2.8 3.0
Course Contribution to Pos

NON- MANDATORY ELECTIVE PAPER – IX - DIGITAL LITERACY AND CONCEPTS

Subject Code Category L T P S Credits Inst. Marks
Hours CIA External Total
NME Y Y - - 3 5 25 75 100
Learning Objectives
LO1 To help the students to be introduced to digital literacy
LO2 To elaborate on digital values, language and culture
LO3 To explore digital literacy in terms of information , identity and labelling
LO4 To discuss teacher’s engagement in digital literacy
LO5 To analyze socio- economic factors in digital literacy
Details
UNIT
Introduction to the Digital Literacy Journey-Digital Literacy, Digitizing
I Information, Social Impact of Computing, Communication, Collaboration,
Ethics.
 86
What are digital literacies? Values of Digital Literacy, Digital Literacy inthe
II language classroom, Focus on language: print and texting literacies,
Focus on connections: personal, participatory and interculturalliteracies.
Information Literacy, Media Literacy, Young People’s Identity Engagement
III with Technology, Labelling the Digital Generations.
Teachers’ Engagement with Digital Literacy, The role of literature in language
IV and literacy learning, Digital literacy: A conceptual framework for survival skills
in the digital era, Challenges for Digital Literacy in English Curriculum,
Digital Literacy and Digital Literature.
V Socio-economic Factors in Digital Literacy, Digital Literacy and Composition,
Digital Databases.
The course outcome is based on the Learning Objectives. Each course objective will have a
course outcome. This will elucidate what the student will acquaint once he completes that
particular unit. There will be equal number of Learning Objectives and Course outcomes.
The blooms taxonomy verbs will be given as a separate annexure for your reference.
Each course outcome should be mapped with the POs.
The mapping of each CO can be done with any number of POs.
Course Outcomes
Course On completion of this course, students will;
Outcomes
CO1 Gain knowledge of digital literacy. PO1
CO2 Acquire skills in text literacies and language. PO1, PO2
CO3 Acquire skills in information digital literacy. PO4, PO6
CO4 Build confidence in using digital literacy. PO4, PO5, PO6
CO5 Aware of the various types socio- economic factors in PO3, PO8
digital literacy.
Text Books (Latest Editions)
1 Introduction to Digital Literacy (2nd Edition) - Mark Bowles.
2 Popular Culture, New Media and Digital Literacy in Early Childhood – J.Marsh
3 Digital Literacy: Different Cultures, Different Understandings – E.Helsper.
References Books
(Latest editions, and the style as given below must be strictly adhered to)
Implementing Media Literacy: Empowerment, Participation andResponsibility –
1.
Livingston
 87

2. Literacy: Reading the word and the word – P.Freire and P.Macedo.
Media Literary in Schools: Practice, Production and Progression –A.Burn
3.
andJ.Durran.
4. Digital Literacy for Learning – A.Martin and D.Madigan Changing Literacies –
C.Lankshear.
Mapping with Programme Outcomes:
PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0
CO 3 3 3 3 3 3 3 2 3 2
1
CO 2 3 3 3 2 3 3 2 2 2
2
CO 3 3 3 2 3 3 3 2 3 2
3
CO 3 3 3 3 3 3 3 2 2 2
4
CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium, 1 - Low
Mapping with Programme Specific
Outcomes:
CO /PO PSO1 PSO2 PSO3 PSO4 PSO5
CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 15 15

Weighted percentage of
3.0 3.0 3.0 3.0 3.0
Course Contribution to Pos
 88

ENGLISH FOR COMMUNICATION (SEC -I)

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
Core Y Y - - 2 2 25 75 100

Learning Objectives
LO1 To enhance the level of literary and aesthetic experience of students and to help
them respond creatively.
LO2 To sensitize students to the major issues in the society and the world.
LO3 To provide the students with an ability to build and enrich their communication
skills.
LO4 To equip students to utilize the digital knowledge resources effectively for their
chosen fields of study
LO5 To help them think and write imaginatively and critically
Details
UNIT
Communication: Basic Communication Styles- Passive, Aggressive, Assertive-
I Significance of communication.
II Types of communication-Verbal-Non-Verbal.
III Effective communication skills
IV Skills to be acquired in communication - Speaking/reading/writing/listening
V Application of learning
Course Outcomes
Course On completion ofthis course, students will;
Outcomes
CO1 Identify the basic principles of communication PO1
CO2 Analyze the various types of communication PO1, PO2
Make use of the essential principles of PO4, PO6
CO3
communication
Identify the prominent methods and models of PO4, PO5, PO6
CO4
Communication.
Learn about the four skills of language and get PO3, PO8
CO5 familiarized with them.
Text Books (Latest Editions)

1. Technical Communication: Principles and Practice, Second Edition by

Meenakshi Raman and Sangeeta Sharma, Oxford Publications.
2. Effective Technical Communication by M Ashraf Rizvi, The McGraw-Hill
companies.

3. Understanding Body Language by Alan Pease.

References Books
(Latest editions, and the style as given below must be strictly adhered to)
1. Communicative Grammar of English by Geoffrey Leech and Ian Svartik.

(1) Subject: ENGLISH COMMUNICATION SKILLS (THEORY | goiga la

1. jijuna - Academia.edu
 89

Mapping with Programme Outcomes:/

PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0
CO 3 3 3 3 3 3 3 2 3 2
1

CO 2 3 3 3 2 3 3 2 2 2
2
CO 3 3 3 2 3 3 3 2 3 2
3
CO 3 3 3 3 3 3 3 2 2 2
4
CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium, 1 - Low
Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 2 3
CO3 3 3 3 3 3

CO4 3 3 3 3 3
CO5 3 3 3 3 3

Weightage 15 15 15 14 15
Weighted percentage of
3.0 3.0 3.0 2.8 3.0
Course Contribution to Pos
 90

ENTREPRENEURIAL SKILLS (SEC-II)

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
Core Y Y - - 2 2 25 75 100

Learning Objectives
To introduce learners to various qualities required for entrepreneurship
LO1
LO2 To discuss about various entrepreneurship models

LO3 To help them think creatively and innovatively

LO4 To enable them understand various schemes supporting entrepreneurship

LO5 To discuss the steps in venture development and new trends in entrepreneurship.
UNIT Details

I Introduction to entrepreneurship, Role of Entrepreneurship, The Entrepreneurial

Mindset, Characteristics of Entrepreneurship, Traits of Entrepreneurship
II Types of Entrepreneurship Skills: Business management skills, Teamwork and
leadership skills, Communication and listening, Customer service skills, Financial skills,
Analytical and problem-solving skills, Critical thinking skills.
III Introduction to various types of entrepreneurship, Strategic thinking and planning,
Technical skills, Time management and organizational behavior, Branding
IV Marketing and networking skills, how to improve entrepreneurial skills, Entrepreneurial
skills in the workplace, Introduction to import-export
V Entrepreneurial Imagination and Creativity, Environmental Protection and social
responsibility of entrepreneur, discuss on source of entrepreneurship, Meeting with
Entrepreneurs.
Course Outcomes
Course On completion ofthis course, students will;
Outcomes
Understand the foundation of Entrepreneurship
CO1 Development and its theories. PO1
Explore entrepreneurial skills and management
CO2 function of a company. PO1, PO2
Identify the type of entrepreneur and the steps involved
CO3 in an entrepreneurial venture. PO4, PO6
CO4 Understand various steps involved in starting a venture. PO4, PO5, PO6
CO5 Explore marketing methods & new trends in PO3, PO8
entrepreneurship.
Text Books (Latest Editions)
1.
2.
3.
References Books
(Latest editions, and the style as given below must be strictly adhered to)
1. Allen, K. R. (1999) Launching New Ventures and Entrepreneurial Approach, 2nd ed.,
 91

Houghton Mifflin Company, New York

Web Resources
6 Must-Have Entrepreneurial Skills | HBS Online
1. MindTools | Home

Mapping with Programme Outcomes:

PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0
CO 3 3 3 3 3 3 3 2 3 2
1
CO 2 3 3 3 2 3 3 2 2 2
2

CO 3 3 3 2 3 3 3 2 3 2
3
CO 3 3 3 3 3 3 3 2 2 2
4
CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium, 1 - Low

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3
CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3
Weightage 15 15 15 15 15

Weighted percentage of 3.0 3.0 3.0 3.0 3.0

Course Contribution to Pos
 92

PUBLIC SPEAKING SKILLS (SEC-III)

Subject Code tegory L T P S Credits Inst. Marks

Hours CIA External Total
Core Y Y - - 2 2 25 75 100

Learning Objectives
To help students understand the goals and benefits ofpublic speaking
LO1

To help themrecognize communication apprehension and guide them on how to

reduce it
LO2
To familiarize them on how public speaking can be used to advocate or create
change
LO3
To enable learners recognize the social and historical contexts ofspeech, oratory,
and rhetoric
LO4
LO5 To help themthink and speak imaginatively and critically
Details
UNIT
I What is Public Speaking?
II Need for Public Speaking.
III Significance and essentials of public speaking skills
IV Techniques in acquiring the skill
V Speaking anycommon topic in front ofthe class
Course Outcomes
Course On completion ofthis course, students will;
Outcomes
CO1 Demonstrate an understanding ofthe principles of public PO1
speaking
Recognize barriers to public speaking and identify how
CO2 to avoid them PO1, PO2
CO3 Understand how to give effective verbal and nonverbal PO4, PO6
feedback
CO4 Learn about planning speech organization for the PO4, PO5, PO6
intended audience
Practice effective group delivery and speech in PO3, PO8
CO5 formal context.
Text Books (Latest Editions)
1. Beebe, S. A., & Beebe, S. J. (2006). Public Speaking: An audience -centred
approach (6th ed.). New York: Pearson
2. Fraleigh, D.M., &Tuman, J.S.(2009). Speak up! An illustrated guide to public
speaking. New York: Bedford/St. Martins
References Books
(Latest editions, and the style as given below must be strictly adhered to)
 93

1. Apple, W.,Streeter, L.A. & Krauss, R. M (1979). Effects of pitch and speech rate
on personal attributions. Journal of Personality and Social Psychology, 37, 715-
727.
Web Resources
1. Learning Outcomes | Public Speaking (lumenlearning.com)
lu03_public_speaking.pdf (indianhills.edu)

Mapping with Programme Outcomes:

PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0
CO 3 3 3 3 3 3 3 2 3 2
1
CO 2 3 3 3 2 3 3 2 2 2
2
CO 3 3 3 2 3 3 3 2 3 2
3
CO 3 3 3 3 3 3 3 2 2 2
4
CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium, 1 - Low

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3
CO2 3 3 3 3 3
CO3 3 3 3 2 3
CO4 3 3 3 3 3
CO5 3 3 3 3 3
Weightage 15 15 15 14 15
Weighted percentage of
3.0 3.0 3.0 2.8 3.0
Course Contribution to Pos
 94

ENGLISH FOR CAREERS (SEC-IV)

Subject Category L T P S Credits Inst. Marks

Code Hours CIA External Total
Core Y Y - - 2 2 25 75 100
Learning Objectives
LO1 To help students gain knowledge about the job search, application, and interview
process
LO2 Help them to explore their global career path, while building vocabularyand
improving language skills to achieve professional goals.
LO3 Help them with strategies for identifying the jobs that match their interests and
skills
LO4 Help them to understand the job-seekers language for meeting new people, making
small talk, and describing
LO5 To enable learners to describe themselves and their experiences in a résumé
Details
UNIT
I Definition of English Language-Characteristic Features
II Purposes of English Language
Major Roles played by English Language in Education and various career
III Choices
IV English language as a identityto popular culture
The major developments happening in the contemporary world byusing English
V language.
Course Outcomes
Course On completion ofthis course, students will;
Outcomes
Attain communicative competence so that they can use PO1
CO1
language accurately and appropriately
Understand the basic features of communication and aim PO1, PO2
CO2
at improving language skills
Gain useful letter/report writing tools, tips and
CO3 techniques to effectively apply the skills to their PO4, PO6
everyday workplace correspondence.
Demonstrate the particulars of writing effective
CO4 PO4, PO5, PO6
emails, whilst improving punctuation and grammar.
Make sure that the style, content and message is PO3, PO8
CO5 concise, correct and appropriate.

Text Books
(Latest Editions)

The Waterfall. The English Writings of Rabindranath Tagore. Ed. Sisir Kumar
1. Das. Vol. II. New Delhi: Sahitya Academy, 1966. 163-208. Print

Geddes, Patrick. The Life and Work of J. C. Bose. London: Longman's Green and
2. Co., 1920. Print
 95

References Books
(Latest editions, and the style as given below must be strictly adhered to)
1. Bose, D.M. "J.C. Bose." Dr. D. M. Bose Centenary Celebration Commemoration
Volume 1885- 1985. Kolkata: Bose Institute, 1995. Print
Web Resources
https://www.researchgate.net/publication/344172814_English_For_Career_Devel
opment? enrichId=rgreq-f03b840d2a167e34689a3348ec32dc12- XXX&
enrichSource=Y292ZXJQYWdlOzM0NDE3MjgxNDtBUzo5MzM3Nzg3MTc
1. 0Mzc5NTdAMTU5OTY0MTYwMzU2NQ%3D%3D&el=1_x_2&_esc=publication
Cover Pdf

Mapping with Programme Outcome:

PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0
CO 3 3 3 3 3 3 3 2 3 2
1
CO 2 3 3 3 2 3 3 2 2 2
2
CO 3 3 3 2 3 3 3 2 3 2
3
CO 3 3 3 3 3 3 3 2 2 2
4
CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium, 1 - Low

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 2 3
CO3 3 3 3 3 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3
Weightage 15 15 15 14 15

Weighted percentage of 3.0 3.0 3.0 2.8 3.0

Course Contribution to Pos
 96

ENGLISH FOR BUSINESS (SEC-V)

Subject Category L T P S Credits Inst. Marks

Code Hours CIA External Total
Core Y Y - - 2 2 25 75 100

Learning Objectives
To help students learn strategies and practical language to deal with real
LO1 life situations.
To help them improve on how to speak and write in order to
LO2 keep communication going and always appear professional and competent
To enable them to use the language flexibly and express in the suitable language
LO3 for the context: for example in social, professional or academic contexts
To help them strengthen their understanding of native speakers in real life
situations by learning strategies and through practice, practice, practice!
LO4
To help them to consistently develop a comprehensive vocabulary through real,
LO5 authentic resources

UNIT Details
I Business English Definition and Difference
II Highlights/ Significance/Essentials of Business English
III Needs of Business English
The role of Business English in English language Learning-Education as an
IV instrumental factor in learning Business English.
V Economic Development through Business English

Course Outcomes
Course On completion ofthis course, students will;
Outcomes
Strengthen their language skills: writing, reading,
CO1 listening & speaking PO1
Understand real speech patterns and learn pronunciation
techniques in fluent speech
CO2 PO1, PO2
Improve their confidence and learn how to connect with
people in English
CO3 PO4, PO6
Develop a comprehensive vocabulary in order to
CO4 improve the way of doing business in English and PO4, PO5, PO6
ultimately, to move you towards English proficiency.

Learn how to run meetings, deliver presentations, PO3, PO8

deal with clients and interact with colleagues
CO5
 97

Text Books (Latest Editions)

Nabila, H. (2015). English for Specific Business Purposes. University of Oran
1. Facultyof Letters, Languages, and Arts Department of Anglo-Saxon Languages
Section of English.
Hutchinson, T. & Waters, A. (1987). English for specific purposes. Cambridge:
2. Cambridge University Press.
References Books
(Latest editions, and the style as given below must be strictly adhered to)
1. Strapasson, G. (2015). Needs Analysis And English For Business Purposes.
Language Arts English/Portuguese College Final course assignment -
FederalUniversity of Technology - Paraná. Curitiba. 2015.
Web Resources
English language skills for the future | Cambridge English
1.

Mapping with Programme Outcomes:

PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0
CO 3 3 3 3 3 3 3 2 3 2
1
CO 2 3 3 3 2 3 3 2 2 2
2
CO 3 3 3 2 3 3 3 2 3 2
3
CO 3 3 3 3 3 3 3 2 2 2
4
CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium, 1 - Low

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 2 3
CO4 3 3 3 3 3

CO5 3 3 3 3 3
Weightage 15 15 15 14 15
Weighted percentage of 3.0 3.0 3.0 2.8 3.0
Course Contribution to Pos
 98

Professional Competency Skill- INTERVIEW SKILLS

Subject Category L T P S Credits Inst. Marks

Code Hours CIA External Total
Core Y Y - - 2 2 25 75 100

Learning Objectives
LO1 To enable students understand the information needed to prepare for an interview

LO2 To enable them to research company information before heading to an interview

LO3 To familiarize themwith how to handle Interview Questions

LO4 To enable themto use comfortable vocabulary

LO5 To help themthink and speak imaginatively and critically
UNIT Details
I Definition of Interview-Essentials of Interview Skill
II Needs and Requirements of Interview skills
III Resume Preparation- Do’s and Don’ts of an interview
IV Body language-gesture-attitude-facial expression-sound knowledge
V Mock Interview-Conducting a role play for students to understand the skills learnt
as an interviewee.
Course Outcomes
Course On completion ofthis course, students will;
Outcomes
Use the STAR Methodto describe relevant experiencesin a
CO1 way that reflects knowledge of the job/internship position P
description and employer. O
1
Identify appropriate verbal and non-verbal communication
skills/techniques for an interview (e.g. eye contact, use of
CO2 filler words, hand gestures, and verbalpace). PO1, PO2

Demonstrate professional behavior(s) including preparednes,

CO3 professional attire, and respectfulpresentation. PO4, PO6
Develop confidence in relationship to their
CO4 PO4, PO5, PO6
interviewing skills.
CO5 Be able to identify, discuss, and implement key jobinterview PO3, PO8
skills.
Text Books (Latest Editions)
1. Ros Jay (2002), Brilliant Interview, Prentice Hall
2. David Beckham (2013), The illustrated Book, Headline Publications
References Books
(Latest editions, and the style as given below must be strictly adhered to)
1. Elizabeth Harrin, ebook, Overcoming Imposter Syndrome: Ten strategies to stop
feeling like a fraud at work.
 99

Web Resources
Tips for a Successful Interview (ung.edu)
1.
Mapping with Programme Outcomes:
PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0
CO 3 3 3 3 3 3 3 2 3 2
1
CO 2 3 3 3 2 3 3 2 2 2
2
CO 3 3 3 2 3 3 3 2 3 2
3
CO 3 3 3 3 3 3 3 2 2 2
4
CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium, 1 - Low
Mapping with Programme Specific Outcomes:
CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3
CO2 3 3 3 2 3

CO3 3 3 3 3 3
CO4 3 3 3 3 3

CO5 3 3 3 3 3
Weightage 15 15 15 14 15

Weighted percentage of 3.0 3.0 3.0 2.8 3.0

Course Contribution to Pos
 100

Foundation course -FUNCTIONAL ENGLISH

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
Core Y Y - - 2 2 25 75 100

Learning Objectives
LO1 To enable learners use appropriate phrases for performing language functions
LO2 To help themto edit, select and present information in a format/ perspective
LO3 To enable them to listen and reduce information to a point form
LO4 To help them read and to expand from points to paragraph
LO5 To enable themto predict, comprehend, infer and synthesize information
UNIT Details
I Definition of Functional English - Significance of Functional English
II Four essentials of functional English: LSRW
III Grammar
IV Strategies to use functional English
V Provide a dramatic play to performwhich gives the students to apply functional
language
Course Outcomes
Course On completion ofthis course, students will;
Outcomes
Learn to form words properly using prefixes/ suffixes and
CO1 make correct use of Concord or Subject-Verb Agreement PO1

Familiarize themselves in writing leave application,

CO2 apology and request letters and points/ideas to write PO1, PO2
paragraphs

Learn to introducethemselves and describe person, place

CO3 or situation and also gain knowledge of using PO4, PO6
prepositions of place, time and direction correctly.

Get practiced to skimand scan through a passage and PO4, PO5, PO6
CO4
read to get an overall idea, and comprehend the
Passage
CO5 Cultivate the habit of newspaper reading PO3, PO8
Text Books (Latest Editions)
Susan Thurman, The Only Grammar Book You'll Ever Need: A One-Stop Source
1. for Every Writing Assignment.2011
Grant Barrett, Perfect English Grammar: The Indispensable Guide to Excellent
2. Writing and Speaking,2013
References Books
(Latest editions, and the style as given below must be strictly adhered to)
1. Jane Straus, Lester Kaufman, and Tom Stern, The Blue Book of Grammar and
Punctuation: An Easy-to-Use Guide with Clear Rules, Real-World Examples, and
Reproducible Quizzes,2015
 101

Web Resources
BBC World Service. (2011) Learning English: Ø
1. http://www.bbc.co.uk/worldservice/learningenglish/language/askaboutenglish/2
009/03/090210_aae_punc_apostrophe.shtm
Mapping with Programme Outcomes:

PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0
CO 3 3 3 3 3 3 3 2 3 2
1
CO 2 3 3 3 2 3 3 2 2 2
2
CO 3 3 3 2 3 3 3 2 3 2
3
CO 3 3 3 3 3 3 3 2 2 2
4
CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium, 1 - Low

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5
CO1 3 3 3 3 3
CO2 3 3 3 3 3
CO3 3 3 3 3 3
CO4 3 3 3 3 3
CO5 3 3 3 3 3
Weightage 15 15 15 15 15
Weighted percentage of
3.0 3.0 3.0 3.0 3.0
Course Contribution to Pos
 102

NME – 1 - POPULAR LITERATURE AND CULTURE

Subject Category L T P S Credits Inst. Marks

Code Hours CIA External Total
Core Y Y - - 2 2 25 75 100
Learning Objectives
LO1 To broadenthe idea of literature and the concept of texts.
LO2 To learn the difference between genre fiction and literary fiction.
LO3 To make students gain an understanding ofthe folk roots of popular literature.
To make students find a perspective into the debate between high and low
LO4
cultures.
LO5 To analyze the fantasywork that gains popularity.
Details
UNIT
Glover, David and Scott McCracken. ―Introduction as an essay
I Felicity Hughes, ‗Children‘s Literature: Theory and Practice‘, English Literary
History, vol. 45, 1978
Brothers Gr imm – ―The Juniper Tree‖ Adventure of the Speckled Band‖ Roald
Dahl - Extracts from Charlie and the Chocolate Factory (Chapters 13 to
II 15,Penguin2013)
Sat yajit Ray– ―Professor Shonku and the UFO‖ ( from
III The Mystery of Munroe Island and Other Stories,
Puffin Classics 2015)
Herge:Tintin in Tibet (Hergé. Tintin in Tibet. London:Egmont. 2012) Somdev
IV Bhatt: ―The Story of Padmavat iand the Prince
Vajramukti‖ (Vikram-Betaal Story)

V Anuja Chauhan:The Zoya Factor

J. K. Rowling: Harry Potter and the Philosopher’s Stone
The course outcome is based on the Learning Objectives. Each course objective will have a
course outcome. This will elucidate what the student will acquaint once he completes that
particular unit. There will be equal number of Learning Objectives and Course outcomes.
The blooms taxonomy verbs will be given as a separate annexure for your
reference.Each course outcome should be mapped with the POs.
The mapping of each CO can be done with any number of POs.
 103

Course Outcomes
Course On completion ofthis course, students will;
Outcomes
Have a diachronic understanding of the evolution of
CO1 philosophy from the time of Greek masters to 20th PO1
century.

CO2 Have an awareness of the major schools of thought in PO1, PO2

western philosophy.

Have a healthy epistemological foundation at

CO3 undergraduate level that ensures scholarship at PO4, PO6
advanced levels of learning.
CO4 Talk about some ofthe key figures in Philosophy. PO4, PO5, PO6
PO3, PO8
Analyze and appreciate texts critically, from different
CO5 philosophical perspectives.

Text Books
(Latest Editions)
Chute, Hillary. ―Comics as Literature .Reading Graphic Narrative. PMLA –
1 Publications of The Modern Language Association of America. 123. 452-465.
2008.
2 Herge. Tintin in Tibet. Baker and Taylor, 2009.
References Books
(Latest editions, and the style as given below must be strictly adhered to)
1. Chauhan, Anuja. The Zoya Factor Harper Collins, 2008.

2. Gill, Rosalind & Herdieckerhoff, Elena. ―Rewriting the romance: new femininit ies
in chick lit? .Feminist Media Studies 6(4). 2006.
Web Resources
https://fdocuments.in/document/childrens-literature-
1.
55845ad6244ac.html
2. (http://www.cambridgeblog.org/wp-co ntent/uploads/2012/08/The-Cambridge-
Companion-to-Popular-Fiction-Intro.pdf
 104

Mapping with Programme Outcomes:

PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0
CO 3 3 3 3 3 3 3 2 3 2
1
CO 2 3 3 3 2 3 3 2 2 2
2

CO 3 3 3 2 3 3 3 2 3 2
3
CO 3 3 3 3 3 3 3 2 2 2
4

CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium, 1 - Low

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3

CO2 3 3 3 3 3

CO3 3 3 3 2 3

CO4 3 3 3 3 3

CO5 3 3 3 3 3

Weightage 15 15 15 14 15

Weighted percentage of 3.0 3.0 3.0 2.8 3.0

Course Contribution to Pos
 105

NME - II PHILOSOPHY FOR LITERATURE

Subject Code Category L T P S Credits Inst. Marks

Hours CIA External Total
Core Y Y - - 2 2 25 75 100
Learning Objectives
LO1 Engage with the philosophy of literary representations.
LO2 Give the students a historical overview of the major figures in philosophy
LO3 Introduce to them some of the significant schools of thought that has
influenced human perception.
LO4 Inform students how an understanding of philosophy is vital to the
reading of literature
LO5 Analyze the philosophical thought
Details
UNIT

I The World of Greeks-Heraclitus—Flux and the unity of opposites—Socrates—

Nature of Poet and Rhapsode— Dialogue with Ion—Plato—Concept of Forms—
Ideal vs Physical—Aristotle—Concept of Soul—Beauty—Art—Nature
Robert Frost. ―West- Running Brook-S T Coleridge. ―Kubla Khan-P B Shelley.
―Ozymandias, Keats. ―Endymio n ‖ (First 33 lines) (Aristotle‘s idea ofsoul,
II beauty,
art and nature)
Enlightenment and After-Rene Descartes—Rationalism—Dualism—Spinoza—
idea of Nature and God— Pantheism—concept of substance and modes—
Cartesian dualism vs Spinoza‘s monism—John Locke— Liberalism—
III Empiricism—Immanuel Kant— Transcendental Idealism—Edmund Husserl—
Phenomenology—Karl Marx—Critique of Capitalist Society—Base and
Superstructure

Emily Dickinson. ―The Brain—is wider than the Sky‖ (Debate the Cartesian mind
bodyor material immaterial dualism), Walt Whit man. ―On the Beach at Night
IV Alone.‖ (Spinoza‘s pantheism), William
Ross Wallace. ―The Libert yBell(Locke‘s liberalis m M and the turnof
humanit y), D. H. Lawrence.―How Beastlythe Bourgeois Is?‖ (Marx‘s idea of
social44class)
Nihilism, Existent ialism and Afterwards-Wallace Stevens. ―Sad Strains of a
Gay Waltz,‖ (Nietzsche‘s idea of nihilism and the death of god), W H Auden.
―Who‘s Who? (Heidegger‘s idea of Dasein and Geworfenheit, ―Being- thrown-
in-the-world), Ted Hughes. ―Hawk Roosting,‖ (ego that mediates the inst inctual
V id and the critical super-ego), Maya Angelou-When I think of myself, (de Beauvo
ir‘s concept of becoming),
 106

The course outcome is based on the Learning Objectives. Each course objective will have a
course outcome. This will elucidate what the student will acquaint once he completes that
particular unit. There will be equal number of Learning Objectives and Course outcomes.
The blooms taxonomy verbs will be given as a separate annexure for your reference.
Each course outcome should be mapped with the POs.
The mapping of each CO can be done with any number of POs.

Course Outcomes
Course On completion ofthis course, students will;
Outcomes
Have a diachronic understanding of the evolution of
CO1 philosophy from the time of Greek masters to 20th century. PO1

CO2 Have an awareness of the major schools of thought in PO1, PO2

western philosophy.

Have a healthy epistemological foundation at undergraduate

CO3 level that ensures scholarship at advanced levels of learning PO4, PO6

CO4 Talk about some ofthe key figures in Philosophy. PO4, PO5,
PO6
PO3, PO8
Analyze and appreciate texts critically, from different
CO5 philosophical perspectives.
Text Books (Latest Editions)

Durrant, Will. The Story of Philosophy, Simon &Schuster, 1991.

1
2 Gaarder, Jostein. Sophie’s World: 20th Anniversary Edition. Orion, 2015.
References Books
(Latest editions, and the style as given below must be strictly adhered to)
Russell, Bertrand. History of Western Philosophy .Routledge, 2016.
1.
Gibson, John. The Philosophy of Poetry. Oxford UP, 2015.
2.
Web Resources
https://www.philosophybasics.com/general_whatis.html
1.
https://archive.org/details/SophiesWorld_989/page/n5/mode/2up
2.
 107

Mapping with Programme Outcomes:

PO PO PO PO PO PO PO PO PO PO1
1 2 3 4 5 6 7 8 9 0

CO 3 3 3 3 3 3 3 2 3 2
1
CO 2 3 3 3 2 3 3 2 2 2
2
CO 3 3 3 2 3 3 3 2 3 2
3
CO 3 3 3 3 3 3 3 2 2 2
4
CO 3 2 3 3 3 3 3 2 2 3
5
3 – Strong, 2 – Medium, 1 - Low

Mapping with Programme Specific Outcomes:

CO /PO PSO1 PSO2 PSO3 PSO4 PSO5

CO1 3 3 3 3 3
CO2 3 3 3 3 3

CO3 3 3 3 3 3
CO4 3 3 3 3 3

CO5 3 3 3 3 3
Weightage 15 15 15 15 15

Weighted
percentage of
Course 3.0 3.0 3.0 3.0 3.0
Contributionn
to Pos
 108
Semester –V
Internship Program
Objectives
To analyze learners’ skills and interests
To help examine academic and career goals
To analyse one’s personal beliefs, values, work ethic

OUTCOME:
 The internship programme makes the students to
 Apply theory to real life
 Get a feel for the work environment.
 Boost their confidence in bringing out their potential and increase their motivation
 Build networks.
 Enrich CV
 Getting a job directly
 Getting a reference or letter of recommendation.

ENGLISH MAJOR INTERNSHIP

English major internships enhance the students' skills in writing, publishing, editing,
organization, and accountability, and problem-solving among many others. Internship
opportunities for English students can foster great exploration of the field, since there are so
many paths in English to consider and understand.

Internship Opportunities for English Major Students

The strong writing and critical thinking skills that are honed in the English major students are
assets to employers in a wide range of professions.

Areas:
Some of the fields that are open to English major students include:
 Publishing and Editing
 Advertising
 Public Relations
 Journalism
 Web Development/New Media
 Marketing
 Teacher training at schools
 Anything related to English learning....

Duration: 15 days during vacation

Certificate to be obtained from the organization/company/school, etc...