SCHEME OF STUDIES FOR BS ENGLISH

UNIVERSITY OF HARIPUR

WAPDA POSTGRADUATE COLLEGE TARBELA

Approved from Board of Studies held on -------------

2
 MEMBERS BOARD OF STUDIES OF ENGLISH DEPARTMENT

S. No. Name & Designation Remarks

Prof. Dr. Muhammad Iqbal

1
(Associate Professor Islamia College Univ. Peshawar)
Dr. Riaz Ud Din
2 (Associate Professor GDGC Wadpaga Peshawar)

Dr. Akbar Ali

3
(Associate Professor FATA University, Peshawar)
Dr. Rab Nawaz Khan
4 (Assistant Professor Abdul Wali Khan Uni., Mardan)

Mr. Muhammad Javed

5
(Assistant Professor GPGC Sawabi)

Internal Members:

6 Mr. Muhammad Israil

(Head of English Department WPGC, Tarbela)
7 Mr. Naeem Baig
(Assistant Professor WPGC, Tarbela)

Coopeted Members:

Dr. Abdul Waheed

8
(Head English Department UOH)

Dr. _________
9
(English Department UOH)

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 OFFICE OF THE PRINCIPAL GOVT. POSTGRADUATE COLLEGE HARIPUR

Tel: No. 0995-350234

ANNEXURE-I
DETAIL OF AGENDA ITEMS FOR BOS (BS ENGLISH)
Wapda Postgraduate College was established in 1978. Department of English started Masters
Program in 2018, later on, the College started its BS English Program in year 2018. The initial
batches of this department, classes commenced in 2018, followed the HEC Curriculum of English
Revised 2017.

AGENDA NO 1: APPROVAL OF SCHEME OF STUDIES

In the year 2018, the University of Haripur did not have parent English Department at that time thus,
the college followed the HEC Curriculum of English Revised 2017 with partial modification in
respect of available college faculty. Therefore, HEC Curriculum of English Revised 2017, attached
at annexure-II, is brought here for approval of our three enrolled batches w.e.f. 2018 to 2020.
Decision:

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 LIST OF CONTENTS

1. Mission and Objectives…………………………………………………. Page no. 2

3. Annexure-II, HEC Curriculum of English Revised 2017.……….……...... Page no.3
4. Detail of Courses: Semester 1 …………………………………………… Page no. 9
5. Detail of Courses: Semester 2 ………………………………………………Page no. 20
6. Detail of Courses: Semester 3 ………………………………………………Page no. 30
7. Detail of Courses: Semester 4 ………………………………………………Page no. 41
8. Detail of Courses: Semester 5 ………………………………………………Page no. 51
9. Detail of Courses: Semester 6 ………………………………………………Page no. 63
10. Detail of Courses: Semester 7 ………………………………………………Page no. 74
11. Detail of Courses: Semester 8 ………………………………………………Page no. 85

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 WAPDA POSTGRADUATE COLLEGE TARBELA

DEPARTMENT OF ENGLISH

MISSION STATEMENT

English Department of WPGC Tarbela endeavors to motivate sense of inquiry, the pursuit of
truth and care for others through teaching, scholarship and service of the highest acumen. The
mission of Department is not only to groom highly qualified and academically weequipped
personalities for the society, but aims at providing valuable and effective personalities for the
elevation and betterment of human beings. To organize the individuals as laudable human beings
and enable them to emerge as an asset of the society.

OBJECTIVES OF THE BS PROGRAMME

The main educational objectives of BS (4-year) degree program are:

The department offers courses that develop students' understanding of English language and various
genres of literature. The courses also prepare students for further studies in arts and humanities and
give them a solid foundation in the English language used for worldwide communication in their
profession. With a diverse and a comprehensive curriculum, it is made sure that the students are
equipped with the best compatible knowledge during the course of their degree. The faculty
endeavors hard to ensure that they do not compromise on the goals, which are:

 Equipping the students to explore literary and cultural texts in connection to philosophical,
cultural, social, political and historical contexts.
 To engender confidence in all students irrespective of gender discrimination.
 To enhance students' oral and written communication skills
 To develop students' ability to use English fluently and accurately
 To prepare students to think critically and to view and analyze information objectively as
well as subjectively
 To develop students' ability to produce information from a variety of disciplines in order to
promote independent thought and creative ideas

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MAIN STRUCTURE FOR BS PROGRAM IN ENGLISH

 Total numbers of Credit hours 135

 Duration 4 years
 Semester duration 16-18 weeks
 Semesters 8
 Course Load per Semester 15-18 Cr.hr
 Number of courses per semester 5-6

Summary
Sr # Categories No. of Credit
Courses Hours
1 Foundational 05 15
2 Compulsory 02 04
3 Compulsory General 02 06

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 4 General 06 18
5 Subject-specific Foundational 04 12
6 Subject-specific 27 80
Total 46 135

Proposed Scheme of Studies for BS English

Semester I
Sr.No Course Title Course Code Credit Hours
1 Pakistan Studies Eng-111 2 (2-0)
2 General English-I, Reading & Writing Skills Eng-112 3 (3-0)
3 History of English Literature Eng-113 3 (3-0)
4 Introduction to Linguistics Eng-114 3 (3-0)
5 Political Science Eng-115 3 (3-0)
6 International Relations Eng-116 3 (3-0)
Total Credit Hours 17
Semester II
Sr.No Course Title Course Credit Hours
Code
1 Islamic Studies Eng-121 2 (2-0)
2 Introduction to Basic Statistics Eng-122 3 (3-0)
3 English II, Composition Writing Eng-123 3 (3-0)
4 Introduction to Phonetics and Phonology Eng-124 3 (3-0)
5 Literary Forms and Movements Eng-125 3 (3-0)
6 European History Eng-126 3 (3-0)
Total Credit Hours 17
Semester III
Sr.No Course Title Course Code Credit Hours
1 Introduction to Information and Computer Eng-211 3 (2-1)
Technology
2 Islamic History and Culture Eng-212 3 (3-0)
3 Global Poetry Eng-213 3 (3-0)
4 English III (Communication and Eng-214 3 (3-0)
Presentation Skill)
5 Short Fictional Narratives Eng-215 3 (3-0)
6 Introduction to Morphology Eng-216 3 (3-0)
Total Credit Hours 18
Semester IV

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Sr.No Course Title Course Code Credit Hours
1 Human Rights and Citizenship Eng-221 3 (3-0)
2 English iv (Academic Reading and Eng-222 3 (3-0)
Writing)
3 Classical and Renaissance Drama Eng-223 3 (3-0)
4 Classical Poetry Eng-224 3 (3-0)
5 Introduction to Semantics Eng-225 3 (3-0)
6 Rise of the Novel (18th and 19th century) Eng-226 3 (3-0)
Total Credit Hours 18

Semester V
Sr.N Course Title Course Code Credit Hours
o
1 Introduction to PsychologyS Eng-311 3 (3-0)
2 Introduction to Environmental Eng-312 3 (3-0)
Studies
3 Romantic and Victorian Poetry Eng-313 3 (3-0)
4 Foundation of Literary Theory Eng-314 3 (3-0)
and Criticism
5 Sociolinguistics Eng-315 3 (3-0)
6 Popular Fiction Eng-316 3 (3-0)
Total Credit Hours 18
Semester VI
Sr.No Course Title Course Credit Hours
Code
1 Modern Poetry Eng-321 3 (3-0)
2 Modern Drama Eng-322 3 (3-0)
3 Modern Novel Eng-323 3 (3-0)
4 Grammar and Syntax Eng-324 2 (2-0)
5 Discourse Studies Eng-325 3 (3-0)
6 Creative Non-Fiction Eng-326 3 (3-0)
Total Credit Hours 17
Semester VII
Sr.No Course Title Course Code Credit Hours
1 Research Methods and term Paper Eng-411 3 (3-0)
writing
2 Introduction to Applied Linguistics Eng-412 3 (3-0)
3 Introduction to Stylistics Eng-413 3 (3-0)
4 Literary Theory and Practice Eng-414 3 (3-0)
5 Pakistani Literature in English Eng-415 3 (3-0)
Total Credit Hours 15

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 Semester VIII
Sr.No Course Title Course Code Credit Hours
1 Postcolonial Literature Eng-421 3 (3-0)
2 American Literature Eng-422 3 (3-0)
3 Introduction to Translation Studies Eng-423 3 (3-0)
4 Postmodern Fiction Eng-424 3 (3-0)
5 Research Thesis Eng-425 3 (3-0)
Total Credit Hours 15

Grand Total of 8 Semesters 135

Allied Courses

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Semester 1 Pak.Studies, Political Science, International Relations
Semester 2 Islamic Studies, Introduction to Basic Statistics, European History
Semester 3 Introduction to information & Computer Technology, Islamic History and
Culture, Short Fictional Narrative
Semester 4 Human Rights Citizenship,
Semester 5 Introduction to Environmental Studies

SEMESTER-WISE SCHEME OF STUDIES

BS English (Language & Literature)

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First Semester

Course Title: Pakistan Studies

Level: BS 1st
Course Code: GC103

Course Description
The subject aims at enhancing students' knowledge about history, culture and geography of Pakistan
and to provide an insight into the political and social history of Pakistan from its inception to the
present day. The course introduces the various aspects of the political struggle that led to the creation
of Pakistan. It also examines concepts of nationhood and patriotism in the light of present day
circumstances.

Course Objectives
● To understand the spirit of freedom struggle in the creation of
Pakistan.
● To study the process of governance and national development in the early years of creation of
Pakistan.
● To examine the external and internal challenges the country faced after its independence.

Course Contents
Historical Perspective: Ideological rationale with special reference to Sir
Syed Ahmed Khan, Allama Muhammad Iqbal and Quaid-e-Azam
Muhammad Ali Jinnah; Factors leading to Muslim separatism; People and
Land: Indus Civilization, Muslim advent, Location and geo-physical features.
Government and Politics in Pakistan: Political and constitutional
phases:1947-58; 1958-71; 1971-77; 1977-88; 1988-99; 1999 onward.

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Contemporary Pakistan: Economic institutions and issues, Society and
social structure, Ethnicity, Foreign policy of Pakistan and challenges,
Futuristic outlook of Pakistan.
Books Recommended
1. Zaidi A.S. 2000. Issue in Pakistan’s Economy. Karachi: Oxford University
Press.
2. Rafique A. M. 1998. Political Parties in Pakistan, Vol. I, II & III. Islamabad:
National Institute of Historical and cultural Research.
3. Safdar, M. 1994. Pakistan Political Roots & Development. Lahore.
4. Burke, S.M., Ziring L. 1993. Pakistan’s Foreign policy: An Historical
analysis. Karachi: Oxford University Press.
5. Noor ul Haq. 1993. Making of Pakistan: The Military Perspective.
Islamabad: National Commission on Historical and Cultural Research.
6. Waseem, M. 1987. Pakistan Under Martial Law, Lahore: Vanguard. 7.
Javed, B. S. 1980. State and Society in Pakistan. The Macmillan Press Ltd.
8. Lawrence, Z. 1980. Enigma of Political Development. Kent England:
WmDawson & sons Ltd.
9. Ansar, Z. 1980. History & Culture of Sindh. Karachi: Royal Book
Company.
10. Aziz, K.K. 1976. Party, Politics in Pakistan, Islamabad: National
Commission on Historical and Cultural Research.
11. Wayne, W. 1972. The Emergence of Bangladesh., Washington:
American Enterprise, Institute of Public Policy Research,.
12. Khalid Bin Sayeed. 1967. The Political System of Pakistan. Boston:
Houghton Mifflin.

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 13. Safdar, M. Pakistan Kayyun Toota, Lahore: Idara-e-Saqafat-e-Islamia,
Club Road,
14. Tahir, A. Ethno - National Movement in Pakistan, Islamabad: Institute of
Policy Studies, Islamabad.

Course Title: English I: Reading & Writing Skills

Level: BS 1st
Course Code: ELL101

Course Description
The course is designed to help students take a deep approach in reading and writing academic texts
which involve effective learning strategies and techniques aimed at improving the desired skills. The
course consists of two major parts: the ‘reading section’ focuses on recognizing a topic sentence,
skimming, scanning, use of cohesive devices, identifying facts and opinions, guess meanings of
unfamiliar words. The ‘writing section’ deals with the knowledge and use of various grammatical
components such as, parts of speech, tenses, voice, narration, modals etc. in practical contexts.

Course Objectives
● To enable students to identify main/topic sentences.
● To teach them to use effective strategies while reading texts.
● To acquaint them with cohesive devices and their function in the text.

Course Contents
1. Reading Skills
• Identify Main Idea / Topic sentences
• Skimming, Scanning, and Inference / Find Specific and General Information Quickly
• Distinguish Between Relevant and Irrelevant Information According to Purpose for
Reading
• Recognise and Interpret Cohesive Devices
• Distinguish Between Fact and Opinion
• Guess the Meanings of Unfamiliar Words Using Context
Clues

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 • Use the Dictionary for Finding out Meanings and Use of
Unfamiliar Words
• Practice Exercises with Every Above Mentioned Aspect of
Reading
2. Writing Skills

• Parts of Speech
• Phrase, clause and sentence structure
• Combining sentences
• Tenses: meaning and use
• Modals
• Use of active and passive voice
• Reported Speech
• Writing good sentences
• Error Free writing
• Paragraph writing with topic sentence
• Summary writing

Note: Teachers need to include practice activities, exercises andworksheets on the provided topics.

Recommended Readings
• Howe, D. H, Kirkpatrick, T. A., & Kirkpatrick, D. L. (2004). Oxford
English for undergraduates. Karachi: Oxford University Press.
• Eastwood, J. (2004). English Practice Grammar (New edition with
tests and answers). Karachi: Oxford University Press.
• Murphy, R. (2003). Grammar in use. Cambridge: Cambridge University Press.

Course Title: Introduction to Literary Studies

Level: BS 1st
Course Code: ELL102

Course Description
This course introduces literature as cultural and historical phenomena. This entails a study of history of
various periods of English Literature from Renaissance to the present. The course also, very briefly,
touches upon different theoretical approaches to literature to introduce the

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 student to literary critique and evaluation. A general understanding of literary theory as a broad field of
philosophical concepts and principles is also crucial to the understanding of literary piece.

Course Objectives
1. To study the history and practice of English as a scholarly discipline.
2. To study the history and development of each genre through
excerpts of literary texts.
3. To do close reading of texts and analyze them with different critical frameworks.
4. To analyze and criticize the works of literature in their cultural and historical contexts.
5. To assess the influence of literary movements in Britain on English literature from all parts of the
world.

Course Contents
1. William Henry Hudson. Introduction to the Study of
Literature (1913)
2. Andrew Sanders. The Short Oxford History of English Literature (1994)
3. Mario Klarer. Introduction to Literary Studies (1999)
4 J. H. Miller. On Literature (2002)

Note: The teacher will use Sander’s history with any one of the threebooks on literature as core texts.

Suggested Readings
● Albert, E. (1979). History of English Literature (5th ed.). Oxford,
New York: Oxford University Press.
● Alexander, M. (2000). A History of English Literature. London:
Palgrave Macmillan.
● Blamires, H. (1984). A Short History of English Literature. London:
Routledge.
● Carter, R., & McRae, J. (1997). The Routledge History of Literature
in English, Britain and Ireland. London: Routledge.
● Chin, B. A., Wolfe, D., Copeland, J., & Dudzinski, M. A. (2001).
Glencoe Literature: British Literature. New York: McGraw-Hill
Higher Education.
● Compton-Rickett, A. (1912). A History of English Literature. London: T. C. and E. C. Jack.
● Daiches, D. (1968). A Critical History of English Literature. London: Martin Secker and
Warburg Ltd.
● Fletcher, R. H. (1919). A History of English Literature. Boston: R. G. Badger.
● Legouis, E., & Cazamian, L. (1960). A History of English Literature. London: J. M. Dent and
Sons.

Course Title: Introduction to Language Studies

Level: BS 1st

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Course Code: ELL103

Course Description
Language is central to human experience. This course provides a comprehensive overview of language
origin, evolution of language as human faculty, and traces the history of English language in order to
provide an idea how languages developed. The part on the history of the English language covers story
of English language from beginning to the present. The course also includes a brief introduction of the
history of linguistics with special reference to various schools of thought that have contributed
significantly to the development of Linguistics.

Course Objectives
This course aims to:
● Give students a comprehensive overview of language as human faculty.
● Familiarize students with different stories about the origin of language.
● Provide students an overview of how a language develops through
● a comprehensive exposure to English language development.
● Enable students to identify major theoretical formulations in the development of linguistics.

Course Contents
1. Language Origin
● Language as a divine gift
● Natural sound source theories
● Social interaction source theories
● The Physical adaptation sources
● The genetic source
2. Speech vs Writing
● Primacy of speech
● Speech vs. Writing
● Origin of writing
● Types of writing systems
3. Language as Human Faculty
● Human Language vs animal communication
● Characteristics of Language: Design features
● Animals lack language: A controversy
4. Language Families
● What is a language family?
● Language Families in the World: A Brief Overview
5. Historical Linguistics
● What is linguistics?
● What is historical linguistics?

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● What does historical linguistics study? (phonological, morphological, syntactic, and semantic
changes)
● Methods of Language reconstruction

6. Old & Middle English Periods

● Grammatical categories
● Inflections
● Grammatical gender
7. Renaissance
● Old, Middle, and Modern English (grammatical categories)
● Shakespeare
8. 18th Century
● Major characteristics of the age
● Problem of refining and fixing the language
● Swift’s proposal
● Johnson’s Dictionary
● Grammarians
● Vocabulary formation
● Introduction of passives
9. 19th Century
● Important events and influences
● Sources of new words
● Pidgins and Creoles
● Spelling reforms
● Development of Dictionary
● Verb-adverb combination
10. English Language in America
● Americanism
● Archive Features
● Difference between the British and American English
Development of Modern Linguistics
11. Modern Linguistics
● Emergence of Modern Linguistics: Saussure
● Structuralism
● American Structuralism
● The Prague School
12. Contemporary Approaches to Linguistics
● Functional Linguistics

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 Recommended Readings
● Bough, A.C. & Cable, T. (2002). A History of English Language.
London: Prentice Hall, Inc.
● Campbell, L. (2001), ‘The history of linguistics’, in M. Aronoff and J.Rees-Miller (eds),
TheHandbook of Linguistics. Oxford: Blackwell Publishers, pp. 81-104.

● Joseph, J.E. (2002), From Whitney to Chomsky: essays in the

history of American linguistics.Amsterdam/Philadelphia: John
Benjamins.
● Yule, George. (2006). The Study of Language: 4th/ 5th Edition, Cambridge University Press.

POLITICAL SCIENCE

Students at this stage will study Political Science as a component of common courses.
YEAR - I
INTRODUCTION TO
Semester-I 03 Cr. Hrs.
POLITICAL SCIENCE-I
Objectives:

The objective of this course is to introduce the students with the fundamentals of the subject of
Political Science and prepare them for advanced studies in the forthcoming semesters. The very basic
concepts and terminology commonly used in the further courses of studies are taught to make the students
friendly with the subject.

Contents:
1. Definition, Nature, Scope and Sub-fields of Political Science.
2. Relationship of Political Science with other social sciences.
3. Approaches to the study of Political Science: Traditional and behavioral approach.
4. State: its origin and evolution; Western and Islamic concepts of State,
5. Nation and Sovereignty.
6. Basic concepts of Political Science: Power, Authority, Legitimacy
7. Organs of Government: Legislature, Executive, Judiciary.

Note: Sub-fields of Political Science include: Political Philosophy/Theory; Comparative Politics;

International Relations; Public Administration/ Public Policy; Local Government, etc.

Recommended Books:
1. Ahmad , Sheikh Bashir, Riyasat Jo Ilm (Sindhi meaning Science of State), Jamshoro, Institute of
Sindhalogy, University of Sindh, 1985.
2. Haq, Mazher ul, Theory and Practice in Political Science, Lahore Bookland, 1996.

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3. Ian Mackenzi (Ed.), Political Concepts: A Reader and Guide, Edinburgh, University Press, 2005.
4. Mohammad Sarwar, Introduction to Political Science, Lahore Ilmi Kutub Khana, 1996.
5. R. C. Agarwal, Political Theory (Principles of Pol. Science), New Delhi, S. Chand & Co., 2006.
6. Robert Jackson and Dorreen Jackson, A Comparative
Introduction to Political Science, New Jersey, Prentice – Hall, 1997
7. Rodee Anderson etc. Introduction to Political Science,
Islamabad, National Book Foundation, Latest Edition.
8. Roskin, Michael G., Political Science: An Introduction, London: Prentice Hall, 1997.
9. Shafi, Choudhry Ahmad, Usul-e-Siyasiat (Urdu), Lahore Standard Book Depot, 1996.
V. D. Mahajan, Political Theory- Principles of Pol. Science, New Delhi, S. Chand & Co., 2006.

Semester– I Introduction to International Relations 03 Cr. Hrs.

Objectives:
The objective of this course is to highlight the significance and introduce the fundamentals of International
Relations to the students.

Contents:
1. Meaning, Definition, Nature, and Scope of International Relations
2. Evolution and Development of International Relations
3. Significance of International Relations
4. Concept of Nation State
5. International System and Sub-Systems
6. Foreign Policy, National Interest, and Diplomacy
7. Power and Balance of Power
8. Regionalism and Globalization
9. State and Non-state Actors
10. Human Rights in International Relations
11. Religion, Ethics, Morality and Justice in International Relations
12. The Role of Economics in International Relations 13. The Concept of War and Peace in International
Relations

Core Books:

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1. Columbus, Theodore. Introduction to International Relations: Power and Justice. New Delhi: Prentice
Hall, 1992.
2. Goldstine, Josha. International Relation. Washington DC: Pearson Education, 2003
3. Lawson, Stephanie. International Relations; Cambridge; Polity, 2003.

Recommended Books:
1. Amstutz, Mark R. International Conflict and Cooperation: An Introduction to World Politics. (Chicago:
Brown & Benchmark, 1995)
2. Griffiths, Martin, and Callaghan, Terry O’. International Relations: The Key Concepts. London,
Routledge, 2003.
3. Henderson, Conway W. International Relations: Conflict & Cooperation at the Turn of the 21 st
Century Boston: McGraw-Hill, 1998.
4. Jackson, Robert and Sorensen; Georg, Introduction to International Relations Theories and
Approaches, Oxford: Oxford University Press, 2003.
5. Papp, Denial S; Contemporary International Relations. (2nd ed). New York: Macmillan, 1988.
Pearson. Frederic S., & Rochester, J. Maertu; International Relations: The Global Conditions in the Late
Twentieth Century. New York: Random House, 1988

SECOND SEMESTER

Course Title: Islamic Studies

Level: BS 2nd
Course Code: GC104

Course Description
Islamic studies provides an introduction to Islamic teachings, history in classical and modern periods,
and contemporary thought.

Course Objective
● To enhance understanding of issues related to faith and religious life.

Course Contents

1. Introduction to Quranic Studies

 Basic Concepts of Quran
 History of Quran
 Uloom-ul -Quran
2. Study of Selected Text of Holy Quran

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● Verses of Surah Al-Baqarah Related to Faith(Verse No-284-286)
● Verses of Surah Al-Hujurat Related to Adab Al-Nabi
3. Verse No-1-18
Verses of Surah Al-Muminoon Related to Characteristics of faithful
4. Verse No-1-11
● Verses of Surah al-Furqan Related to Social Ethics (Verse No.6377)

● Verses of Surah Al-Inam Related to Ihkam(Verse No-152-154)

5. Study of Selected Text of Holy Quran
● Verses of Surah Al-Ahzab Related to Adab al-Nabi (Verse No.6,
21, 40, 56, 57, 58.)
● Verses of Surah Al-Hashr (18,19, 20) Related to thinking, Day of
Judgment
● Verses of Surah Al-Saff Related to Tafakur, Tadabbur (Verse No-1,14)
6. Seerat of Holy Prophet (PBUH) SECTION ONE
 Life of Holy Prophet (PBUH) in Makkah
 Important Lessons Derived from the life of Holy Prophet (PBUH) in Makkah

7. Seerat of Holy Prophet (PBUH) SECTION TWO

 Life of Holy Prophet (PBUH) in Madina
● Important Events of Life Holy Prophet (PBUH) in Madina
● Important Lessons Derived from the life of Holy Prophet (PBUH) in Madina
8. Introduction to Sunnah
●Basic Concepts of Hadith
●History of Hadith
●Kinds of Hadith
● Uloom-ul-Hadith
● Sunnah & Hadith
● Legal Position of Sunnah
9. Introduction to Islamic Law & Jurisprudence
● Basic Concepts of Islamic Law & Jurisprudence
● History & Importance of Islamic Law & Jurisprudence
● Sources of Islamic Law & Jurisprudence
● Nature of Differences in Islamic Law
10. Islam and Sectarianism
11. Islamic Culture & Civilization
● Basic Concepts of Islamic Culture & Civilization
● Historical Development of Islamic Culture & Civilization
● Characteristics of Islamic Culture & Civilization
● Islamic Culture & Civilization and Contemporary Issues
12. Islam & Science
● Basic Concepts of Islam & Science

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 ● Contributions of Muslims in the Development of Science
● Quranic & Science
13. Islamic Economic System
● Basic Concepts of Islamic Economic System
● Means of Distribution of wealth in Islamic Economics
● Islamic Concept of Riba
● Islamic Ways of Trade & Commerce
14. Political System of Islam
● Basic Concepts of Islamic Political System
● Islamic Concept of Sovereignty
● Basic Institutions of Govt. in Islam
15. Islamic History
● Period of khilafat-e-rashida
● Period of Umayyads
● Period of Abbasids
16. Social System of Islam
● Basic concepts of social system of Islam
● Elements of family
● Ethical values of Islam

Recommended Readings
● Ahmad Hasan, “Principles of Islamic Jurisprudence” Islamic
Research Institute, International Islamic University, Islamabad
(1993)
● Dr. Muhammad Zia-ul-Haq, “Introduction to Al Sharia Al Islamia”
Allama Iqbal Open University, Islamabad (2001)
● H.S. Bhatia, “Studies in Islamic Law, Religion and Society” Deep &
Deep Publications New Delhi (1989)
● Hameed ullah Muhammad, ‘Introduction to Islam Maulana
Muhammad Yousaf Islahi,”
● Hameed ullah Muhammad, “Emergence of Islam” , IRI, Islamabad
● Hameed ullah Muhammad, “Muslim Conduct of State”
● Hussain Hamid Hassan, “An Introduction to the Study of Islamic
Law” Leaf Publication Islamabad, Pakistan.
● Mir Waliullah, “Muslim Jurisprudence and the Quranic Law of Crimes” Islamic Book Service
(1982)

Course: Introduction to Stats

Level: BS 2nd

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Course Code: GC105

Course Contents
1. a. Introduction to Set Theory
b. Types of Set
c. Builder Notation Form/Roaster Form
d. Basic Operations on Set (Union, Intersection)
e. Functions
f. Types of Function
2. a. De Morgan’s Law
b. Distributive Law
c. Commutative Law
d. Associative Law
3. a. Introduction to Number Theory
b. Real Number System
c. Complex Number System
4. a. Linear Equations
b. Single Variable Equations
c. Multi Variable Equations
5. a. Matrices
b. Introduction to Matrices
c. Types of Matrices
7. a. Matrix inverse
b. Determinant
8. a. Quadratic Equations
b. Solution of a Quadratic Equation
c. Qualitative Analysis of Roots of a Quadratic Equation
9. a. Equation Reducible to Quadratic Equation
b. Cube Roots of Unity
c. Relation between Roots & Coefficient of Quadratic Equations
10. a Sequence & Series
b. Arithmetic Progression
c. Geometric Progression
d. Harmonic Progression
11. a. Trigonometry
b. Fundamentals of Trigonometry
c. Trigonometric Identities
12. a. Binomial Theorem
b. Introduction to Mathematical Induction
c. Binomial Theorem with Rational & Irrational Indices
13. a. Mean

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 b. Mode
c. Medium

Course Title: English II: Composition Writing

Level: BS 2nd
Course Code: ELL 104

Course Description:
The course focuses on the basic strategies of composition and writing skills. Good writing skills not
only help students obtain good grades but also optimize their chances to excel in professional life. The
courseincludes modes of collecting information and arranging it in appropriate manner such as
chronological order, cause and effect, compare and contrast, general to specific etc. It enables the
students to write, edit, rewrite, redraft and proofread their own document for writing effective
compositions. Because of the use of a significant amount of written communication on daily basis,
sharp writing skills have always been valued highly in academic as well as professional spheres.

Course Objectives: This course aims to:

● assist students identify the audience, message, and the purpose of writing
● develop rhetorical knowledge and critical thinking
● enable them express themselves in a variety of writing styles
● help students write well organized academic texts including examination answers with topic/thesis statement and
supporting details.
● make students write argumentative essays and courseassignments
● use different mechanics of writing to produce various types of compositions effectively keeping in view the
purpose and the audience
● demonstrate rhetorical knowledge
● demonstrate critical thinking in well-organized forms of academic texts

Course Contents:

1. Writing Process
● Invention
✓ Generating Ideas (collecting information in various forms such as mind maps, tables,
lists, charts etc)
✓ Identifying Audience, Purpose, and Message
● Ordering Information

25
 ✓ Chronology for a narrative
✓ Stages of a process
✓ From general to specific and vice versa
✓ From most important to least important
✓ Advantages and disadvantages
✓ Comparison and contrast
✓ Problem solution pattern
● Drafting
✓ Free Writing
✓ Revising
✓ Editing
2. Paraphrasing

3. Cohesion and Coherence

● Cohesive Devices
● Paragraph unity

4. Summary and Precis Writing

5. Creative Writing
6. Essay Writing
● developing a thesis
● organizing an essay
● writing effective introduction and conclusion
● different types of essays
● use of various rhetorical modes including exposition, argumentation and analysis

Recommended Books:
● Goatly, A. (2000). Critical Reading and Writing: An IntroductoryCourse. London: Taylor & Francis
● Hacker, D. (1992). A Writer’s Reference. 2nded. Boston: St.Martin’s
● Hamp-Lyons, L. & Heasley, B. (1987). Study writing: A course inwritten English for academic and
professional purposes.Cambridge: Cambridge University Press.
● Howe, D. H, Kirkpatrick, T. A., & Kirkpatrick, D. L. (2004). Oxford English for Undergraduates.
Karachi: Oxford University Press.
● Kirszner, L.G & Mandell, S.R. (1989). Patterns For College Writing: Fourth Edition. USA: St.
Martin’s Press, Inc.
● Smazler, W. R. (1996). Write to be Read: Reading, Reflection and
Writing. Cambridge: Cambridge University Press.

26
Course Title: Introduction to Phonetics & Phonology
Level: BS 2nd
Course Code: ELL105

Course Description
This course explores speech sounds as physical entities (phonetics) and linguistic units (phonology). In
viewing sounds as physical elements, the focus is on articulatory description. In this part of the course,
the goal is to learn to produce, transcribe, and describe in articulatory terms many of the sounds known
to occur in human languages. In the next part of thecourse, the focus is on sounds as members of a
particular linguistic system.

Course Objectives
This course aims to:
● assist students learn a number of technical terms related to the course
● familiarize students with sounds and sound patterning, particularly in English Language
● develop knowledge of segmental and suprasegmental speech
● help students understand the features of connected speech

Course Contents
1. Basic definitions
● Phonetics
● Articulatory, Auditory & Acoustic Phonetics
● Phonology
● Phoneme
● Vowels
● Consonants
● Diphthongs
● Triphthongs
● Voicing
● Aspiration
● Minimal pairs
2. Organs of Speech
3. Phonemes
● Consonants(place and manner of articulation)
● Vowels (vowel trapezium/quadrilateral)
● Monophthongs

27
 ● Diphthongs
● Triphthongs
4. Rules
● Rules of Voicing
● Rules of /r/
● Rules of /ŋ/
5. Practice of phonemic transcription
6. Definitions
● Homophones
● Homographs
● Homonyms
● Homophenes
7. Fluency Devices
● Assimilation
● Elision
● Weak forms/Strong forms
● linking
8. Sound Values
9. Stress and Intonation
10. Practice of phonemic transcription

Recommended Readings
● Collins, B. and Mees, I. (2003) Practical Phonetics and Phonology: A Resource Book for
Students. London & NY: Routledge (Taylor &
Francis)
● Clark, J and Yallop, C. (1995). An Introduction to Phonetics and Phonology. 2nd edition.
Cambridge, Mass: Blackwell.
● Davenport, Mike & S. J. Hannahs. (2010). Introducing Phonetics & Phonology, 3rd edition.
Hodder Education
● Roach, Peter. (2009). English Phonetics and Phonology: APractical Course. 4th Edition.
Cambridge.

Course Title: Literary Forms and Movements

28
Level: BS 2nd
Course Code: ELL106

Course Description
This course covers two foundational schemes regarding the study of literature: 1) Forms, and 2)
Movements. The term “forms” refer to the study of literary genres and their subtypes in such a way as
to introduce the students to their structures and styles with its focus on the following:
1) Poetry; 2) Fiction; 3) Drama; 4) Prose/Non-fiction; and 5) Short Story. The term “movement” is
rather loosely used to characterize literary texts produced in different cultures under the influence of or
for the propagation of certain ideas as their hallmarks/signatures. The course has been designed to
intellectually groom the students for a broad understanding of the major literary movements in the
history of world literature, especially British and American: Idealism (Greek),
Renaissance/Early Modern, Neoclassicism, Enlightenment, Romanticism, Victorianism, Raphaelitism,
Realism, Transcendentalism, Modernism, Colonialism, Symbolism, Imagist and post-Colonialism,
Feminism and post-Feminism.

Course Objectives
● Build students’ capacity for grasping the meaning of a literary text in terms of a given historical
period/dominant idea.
● Develop their ability for understanding the major ideas that played a key role in shaping the
works of different groups of writers.
● Provide them with a workable tool for interpreting and analyzing a literary text.

Suggested Readings
● Berman, Art. Preface to Modernism. Chicago: University of
Illinois Press, 1994.
● Dirks, B Nichols. Colonialism and Culture. Michigan: Michigan
Univ Press. 1992.
● Fowler, Alastair. Kindsof Literature : An Introduction to the Theoryof Genres and Modes.
Oxford: Clarendon, 2002.
● Galea, Ileana. Victorianism and Literature. California. Dacia, 2008.
● Gura, Philip. American Transcendentalism. NP: Farrar, 2008. ● Hooks, Bell. Feminist Theory.
London: Pluto Press, 2000.
● Hudson, William Henry.An Introduction to the Study of
Literature.NewDelhi : Rupa, 2015.
● Marcuse, J Michael. Arefence Guide for English Studies. Los Angeles: Univ of California
Press, 1990.
● Osborne, Susan. Feminism. NP: Product Essentials, 2001.
● Philips, Jerry , Andrew Ladd, and K H Meyers. Romanticism and
Transcendentalism. New York: DWJ Books: 2010.
● Tandon, Neeru. Feminism: A Paradigm Shift. New Delhi: Atlantic, 2008.

29
 History of Europe 1789-1919 AD

3 Credit Hours Course Contents:

1. Europe in 18th Century: An Overview: (1789-1991)

French Revolution:
Causes of the French Revolution, Revolutionary governments: Its achievements, The Revolutionary wars,
Response of Europe, The Coalitions, Impact of French Revolution on Europe.

Napoleon Bonaparte and Europe:

Rise of Napoleon Bonaparte; His Reforms and Policies, Napoleonic wars, Decline and fall of Napoleon.

Congress System/ Concert of Europe 1814-1830:

Congress of Vienna. Post War Settlement, Balance of power, The Alliance System, Failure of Congress
System.

The Phase of Conservatism (1815-1848):

Metternich Era; The Revolutions of 1830 and 1848; causes, events and consequences, the Struggle
between the forces of change and forces of Continuity, Rise of Ideologies.

The Eastern Question:

Russio-Turkish Coflict and the decline of Ottoman Empire, Greek War of Independence 1820-1832, The
Syrian Questions, Crimean War (1854-56), the Russo-Turkish War of 1877, Pan-Slavism, Treaty of San
Stefano, Congress and the Treaty of Berlin of 1878, Balkan Wars

The Unification of Italy:

The Carbonari and Young Italy Movement, the 1848 Revolution and Italy, the role of Mazzini, Cavour,
Garibaldi and Victor Emanuel in unification of Italy, Influence of French Revolution, foreign policy of Italy after
the Unification.

The Unification of Germany:

Background, Prussia Role, the Zollverein and Custom Union, the 1848 Revolution and Germany. Rise of
Bismarck and his role in German Unification. German Empire and Bismarck.

Road to the First World War:

The Alliance System, Western Imperialism: Competition and confrontation.

30
Rise of Czarist Russia:

First World War:

Causes, events and Impact

World War II
Cold War 1945- 1991

Suggested Readings:
1. Allport, Alan. The Congress of Vienna.New York: Chelsea House, 2009.
2. Burleigh, Michael, Earthly Powers: The Clash of Religion & Politics in Europe, from the French
Revolution to the Great War. HarperCollins Publishers, 2005.
3. Carlyle,Thomas. The French revolution. New York: Continuum, 2010.
4. Chickering, Roger, Imperial Germany and the Great War:1914-1918, George Town University,
Washington, 2004.
5. David, Thompson. Europe since Napolean. London. Longman
Publishers,1962.
6. Dawson, W. H. The Evolution of Modern Germany. London: T. FUnwin, 1914.
7. Euan Cameron, Early Modern Europe, Oxford,
8. Gillingham, John, European Integration: 1950-2003, St. Louis, 2003.
9. Grant, A. J. and H. Temperley. Europe in the Nineteenth and Twentieth Century
10. Hamsher-Monk, Iain, The Impact of the French revolution, University of Exeter, 2005
11. Ketelbey, C. D. M. A History of Modern Times from 1789
12. King, Bolton. History of Italian Unity
13. Macdonald, Fiona. The French Revolution and Napoleon. London: Collins Educational, 1994.
14. Merriman, John, A History of Modern Europe: From the Renaissance to the Present. New York: W.W.
Norton, 1996.
15. Smith, Leonard V., France and the Great War. Oberlin College: Ohio, 2003.
16. Strachan, Hew. The First World War.Oxford: Oxford University Press, 2001.
17. Thomson, D. Europe since Napoleon. New York: Knopf, 1962. Ian Brook, World International Affairs

31
 THIRD SEMESTER

Course Title: Introduction to Information & Computer Technology

(ICT) Skills
Level: BS 3rd
Course Code: GC201

Course Description
Information technology literacy has become a fundamental requirement for any major. An
understanding of the principles underlying digital devices, computer hardware, software,
telecommunications, networking and multimedia is an integral part of any IT curriculum. This course
provides a sound foundation on the basic theoretical and practical principles behind these technologies
and discusses up to date issues surrounding them including social aspects and how they impact
everyday life.

Course Objectives
● Understand the fundamentals of information technology
● Learn core concepts of computing and modern systems
● Understand modern software programs and packages
● Learn about upcoming IT technologies

Course Contents
Basic Definitions & Concepts, Hardware: Computer Systems & Components. Storage Devices,
Number Systems, Software: Operating Systems, Programming and Application Software, Introduction
to Programming, Databases and Information Systems, Networks, Data Communication, The Internet,
Browsers and Search Engines, The Internet: Email, Collaborative Computing and Social Networking,
The Internet: E-Commerce, IT Security and other issues, IT Project.

Required Skills
These basic competencies are assumed on the first day of class. Students must assume responsibility
for learning these skills if he/she does not already possess them. If an instructor finds that you do not
have the required skills and knowledge, you may be asked to withdraw from the course.

1. Basic Knowledge of Computers

● Understand basic computer hardware components and terminology
● Understand the concepts and basic functions of a common computer operating system
● Start up, log on, and shut down a computer system properly
● Use a mouse pointing device and keyboard
● Use Help and know how to troubleshoot routine problems
● Identify and use icons (folders, files, applications, and shortcuts/aliases)
● Minimize, maximize and move windows

32
 ● Identify common types of file extensions (e.g. doc, docx, pdf, html, jpg, gif, xls,ppt, pptx, rtf, txt, exe)
● Check how much space is left on a drive or other storage device
● Backup files
● Download and install software on a hard disk
● Understand and manage the file structure of a computer
● Check for and install operating system updates
2. Proficiency in Using Productivity Software
● Create documents of various types and save in a desired location
● Retrieve an existing document from the saved location
● Select, copy, and paste text in a document or desired location
● Print a document
● Name, rename, copy and delete files
● Understand and know how to use the following types ofsoftware programs:
● Word processing (example: MS Word, Google Doc, Writer)
● Presentation (example: PowerPoint, Impress)
● Spreadsheet (example: Excel, Calc)
● PDF reader (example: Acrobat Reader, Preview)
● Compression software (example: WinZip, StuffIt, 7-Zip)
3. Electronic Communication Skills
● Email, using a common email program (example: MS
● Compose, Send, Reply, Forward messages
● Add attachments to a message
● Retrieve attachments from an email message
● Copy, paste and print message content
● Organize email folders
● Understand what an electronic discussion list is and how to sign up and leave one (example: Listserv,
Listproc)
4. Internet Skills
● Set up an Internet connection and connect to the Internet
● Have a working knowledge of the World Wide Web and its functions, including basic site navigation,
searching, and installing and upgrading a Web browser
● Use a browser effectively, including bookmarks, history, toolbar, forward and back buttons
● Use search engines and directories to find information on the Web
● Download files and images from a Web page
● Understand and effectively navigate the hyperlink structure of the Web
● Understand how keep your information safe while using the internet
5.

33
 ng Files
● Transfer files by uploading or downloading
5. M ● View and change folder/document security settings
ovi ● Copy files from hard disk to storage devices and vice versa
Recommended Readings
● Bruce J. McLaren, Understanding and Using the Internet,West Publishing Company, 610 Opperman
Drive, P. 0. Box 64526, St. Paul, MN 55164.
● Computer Applications for Business, 2nd Edition, DDC Publishing, 275 Madison Avenue, New York,
● Nita Hewitt Rutkosky, Microsoft Office Professional, Paradigm Publishing Company, 875 Montreal
Way,St Paul, MN 55102.
● Robert D. Shepherd, Introduction to Computers and Technology, Paradigm Publishing Inc., 875
Montreal Way, St. Paul, MN 55102.
● Shelly Cashman Waggoner, Discovering Computers 98, International Thomson Publishing Company,
One Main Street, Cambridge, MA 02142.
● V. Wayne Klemin and Ken Harsha, Microcomputers, APractical Approach to Software
Applications,McGraw-HillBook Company, New York, NY 10016.

Course: Islamic History & Culture

Level: BS 3rd
Course Code: GC202

Course Description
This is a general introductory course about Islamic history and culture. It will necessarily entail
frequent references to the rise of Islamic civilization, since the time of the Holy Prophet (PBUH) to the
fall of Mughal Empire in the Subcontinent and the Ottoman Empire. Special emphasis may be given to
Muslim contributions in the development of arts, crafts, sciences, medicine and particularly to the
translations of Greco-Roman works of philosophy and literature; and how they contributed to the
beginning of European Renaissance.

Course Objectives
The course will focus on three aspects: the formative period of Islam; its medieval achievements; and
its modern situation. Upon completion, students should be able to develop their own understanding of
the Islamic history, culture and religion.

Course Contents
● Introduction to History and the philosophy of history; why study history
● Pre- Islamic period. Religious, political and social systems before Islam.
● The Coming of Islam. Period of the Prophet (PBUH).
● Life at Makkah.
● The Prophet (PBUH) at Madina.
● The Caliphate and the Four Rightly-guided Caliphs.
● The Umayyad Caliphate ● The Abbasid Period.
● Umayyad Dynasty in Spain ● Islam and Muslims in India
● Definition of Culture in Islam.
● Foundations of Islamic culture.
● Islamic art, civilization and culture.
● Science, technology, philosophy and administration.

Suggested Readings

34
 ● Abdul Hakim Khalifa. Islamic Ideology
● Farid Esack, On Being a Muslim: Finding a Religious Path in the
World Today
● Hitti, Philip K. The History of the Arabs
● Maududi. Syed Abul Ala. Why Islam?
● Mazhar-ul-Haq. History of Islam
● Nadvi. Abul Hassan. Pillars of Islam.
● Nadvi. Moeen Ud Din. Tareekh-e-Islam
● Nicholson. R. The History of the Arabs.
● Pickthall. M. M. The Cultural Side of Islam.
● Shustery, A. M. A. Outlines of Islamic Culture: historical and
Cultural Aspects.

Course Title: Global Poetry

Level: BS 3rd
Course Code: ELL201

Course Description
This course covers the body of contemporary poetry, its techniques, thematic concerns, and theoretical
viewpoints. By focusing on salient aspects of contemporary poetics this course aims to accomplish
among students a habit of alternative interpretations of contemporary intercontinental cultural and
political ethos under transition. Because literary modernism brushes shoulders with colonial,
postcolonial, transnational, and cosmopolitan discourses therefore this course aims to identify an
emergent, contemporaneous and eclectic poetic aesthetics. Ezra Pound’s call to Make it New remains a
trusted creed of experimentation which lately has found its global adherents from Caribbean, Africa,
South Asia, Ireland, and in other regions.

Course Objective
The main objectives of this course is to:
● Employ diverse methods of literary criticism such as historical, biographical, and gender
criticism, and to do close reading of some of the foundational modern poets but at the same time
to identify a poetic constellation comprising extensively wide-ranging voices of poetry.
● Glimpse the production of poetic discourse in places and regions where poetry in major Europe
languages is no more a mere imitative exercise and the local and indigenous poets have added
their voice of alterity.
Course Contents
Selected Readings (subject to eliminations)
1. Ezra Pound: A Girl, In the Station of a Metro
2. Robert Frost: Home Burial, A Late Walk
3. W.H. Auden: In Memory of W. B. Yeats
4. W.B. Yeats: Leda and Swan, Easter 1916
5. Marianne Moore: Marriage

35
 6. e e cummings : Let’s Live Suddenly Without Thinking
7. Adrienne Rich: Living in Sin
8. Anne Sexton: After Auschwitz
9. John Ashbery: Some Trees
10. Rita Dove
11. Martha Collins
12. Langston Hughes
13. Charles Bukowski: Poetry Reading, Goading the Muse
14. Hart Crane: To Brooklyn Bridge
15. Ruth Padel
16. Carol and Duffy
17. Seamus Heaney: North (1976) selections
18. Paul Muldoon : Meeting the British
19. Ted Hughes: Horses
20. Philip Larkin: Going Going
21. Dylan Thomas
22. Nissim Ezekiel
23. Imtiaz Dharker: Purdah 1, Terrorist at My table
24. Moniza Alvi: At the Time of Partition (selections)
25. Agha Shahid Ali: Call Me Ishmael ( selections)
26. Pablo Neruda
27. Octavio Paz
28. Taufiq Rafat
29. Faiz Ahmed Faiz
30. John Ashbery: Some Trees, Just Walking Around
31. Don Paterson: The Dead, Poetry
32. Carol Duffy: Ship, Havisham
33. Derek Walcott: A Far Cry From Africa, Love after Love
34. Paul Muldoon : The Frog, Hedgehog
35. Simon Armitage: I am very bothered
36. Sujata Bhatt: A different History
37. Moniza Alvi: At the Time of Partition (selections)
38. Mahmood Dervish : If I were Another

Recommended Readings
● Bloom, Harold. Contemporary Poets. Yale: Bloom’s Literary Criticism. 2010.
● Edmond, Jacob. A Common Strangeness: Contemporary Poetry, Cross-Cultural Encounter,
Comparative Literature, NY: Fordham University Press, 2012.
● Pinsky, Robert. The Situation of Poetry; Contemporary poetry and its Traditions, Princeton
University Press: New Jersey, 1976.
● Ramazani, Jahan. Poetry and Its Others: News, Prayer, Song, and
the Dialogue of Genres, University of Chicago Press: Chicago.
2013.

36
● Trawick, Leonard. Ed. Word, Self, Poem; Essays on Contemporary Poets from the “Jubilations
of poets”, The Kent State University Press, Kent, 1990.
● Williamson, Alan. Introspection and Contemporary Poetry, Massachusetts: Harvard University
Press. 1984.

Course Title: English III: Communication and Presentation Skills

Level: BS 3rd
Course Code: ELL202

Course Description
For professional growth and future development, effective presentation skills and interactive and
interpersonal communicative skills are very important. This course offers methods, techniques, and
drills significant and useful in optimising communication and presentation skills of the learners,
enabling them to face divergent groups of audience with poise and confidence. The course has been
divided into modules relating to the essentials, contents, gestures, technology, and variety associated
with communication and presentations skills. The presentation skills part focuses on preparing
students for long-life skill of preparing and giving presentations. Communication is a vital part of our
daily routine. The communication skills part focuses on developing good communication skills among
students.

Course Objectives
The course aims to:
● help students identify essential components of a presentation
● develop the awareness, knowledge, skills and attitudes required to deliver effective academic
presentations and communicate clearly
● help students learn various presentation and communication styles and techniques
● provide techniques to facilitate effective interpersonal and interactive communication
● guide how to build stronger relationships through powerful communication

Course Contents
1. Introduction
● Understanding the purpose of Communication
● Analyze the Audience
● Communicating with words as well as with body language
● Writing with a Purpose
2. Presentation skills
3. Delivering your presentation
4. Speaking with Confidence
5. Communicating Effectively

37
 6. Job Interviews and Communicating Skills
7. Communicating with Customers
8. Communication in a Team

Recommended Readings:
● Carnegie, Dale. ( ). How to Win Friends & Influence People.
● Giblin, Les. Skill with People.
● Newton, Paul. How to communicate effectively.
● Tracy, Brian. Speak to Win.

Course Title: Short Fictional Narratives

Level: BS 3rd
Course Code: ELL203

Course Description
This course is a fertile field for students to broaden their vision with respect to English literature in
general and short fiction in particular, written in different cultures and languages. It focuses on
students’ critical engagement with different texts that represent a variety of cultures. The short stories
in this course have been selected from a wide range of cultures with a view to highlighting the
similarities and differences in the writings of different short story writers and how different writers
reflect the social and cultural events through their writing with a variety of themes in different styles.
The authors included in this course belong to different parts of the world so the works included are
quite diverse not only in their form and language but also in themes. The issues and themes reflected
or implied in these stories are illusory love, conformity, poverty, the power of words, transformation
of identities, feudal structure of rural Punjab, racism in the backdrop of Civil War, political
imprisonment, appearance vs reality, feminism, female violence, insanity, women’s emotional
complexity, and slavery, to mention a few.

In this course, students will concentrate on seminal short fictions in English written by writers from the
different regions of the world who have contributed significantly to literature in English through
theirnarrative form and structure, thematic content, and articulation of human experience.
Narrative studies prepares students for the development and evaluation of original content for short
fictions and other narrative platforms. To recognise a good story, to critique, to help shape, realise and
transform requires a background in the history of narrative, cross-cultural and contemporary models.

The selection of the primary texts will take into consideration that they are united by their engagement
with the struggle for the expression of human identity. Consequently, the selection of the short fictions
will keep two things in the foreground: representation of diverse regions and narrative structure.

Course Objectives
The objectives of this course are
1. To provide an exposure to some classics in short fiction both in theme and form

38
2. To familiarize students with short fiction in English literature by the most recognized and
awarded authors
3. To nurture the ability to think critically and promote intellectual growth of the students
4. To develop sensitivity towards cultural diversity through a critical study of the selected works
and involve them on a personal and emotional level by relating the stories with their own
experiences
5. To make them experience a genuine language context through these stories from different parts
of the world

Course Contents
1. The Nightingale and the Rose Oscar Wilde
2. The Three Strangers Thomas Hardy
3. The Cask of Amontillado Edgar Allan Poe
4. The Darling Anton Chekhov
5. Hearts and Hands O’ Henry
6. The Necklace Guy De Maupassant
7. The Secret Sharer Joseph Conrad
8. The Other Side of the Hedge E. M. Forster
9. Eveline James Joyce
10. The Three Questions Leo Tolstoy
11. A Hunger Artist Franz Kafka
12. A Very Old Man With Enormous Wings Gabriel Garcia Marquez
13. Two Words Isabel Allende
14. A Cup of Tea Katherine Mansfield
15. Everything that Rises Must Converge Flannery O'Connor
16. The Story of An Hour Kate Chopin
17. The Richer The Poorer Dorothy West
18. The Prisoner Who Wore Glasses Bessie Head
19. Lamb to the Slaughter Roald Dahl
20. Bingo Tariq Rahman
21. The Kingdom of Cards Rabindranath Tagore
22. The Martyr Ngũgĩ wa Thiong’o
23. A Watcher of the Dead Nadine Gordimer.
24. Revelation Flannery O’Connor
25. Nawabdin Electrician Daniyal Mueenuddin

Suggested Readings
1. Chekhov, Anton P, and Ralph E. Matlaw. Anton Chekhov's Short Stories: Texts of the Stories,
Backgrounds, Criticism. , 1979.
2. Ellmann, Richard. James Joyce. New York: Oxford University Press, 1959.
3. Ellmann, Richard. Oscar Wilde; a Collection of Critical Essays. Englewood Cliffs, N.J:
Prentice-Hall, 1969.

39
 4. Forster, E M, Mary Lago, Linda K. Hughes, and Elizabeth M. L. Walls. The Bbc Talks of E.m.
Forster, 1929-1960: A SelectedEdition. Columbia: University of Missouri Press, 2008.
5. Hardy, Thomas, Michael Millgate, Florence E. Hardy, and Florence E. Hardy. The Life and
Work of Thomas Hardy. Athens: University of Georgia Press, 1985.
6. Long, E H. O. Henry, the Man and His Work. Philadelphia: University of Pennsylvania Press,
1949.
7. Maupassant, Guy , Clara Bell, Florence Crew-Jones, and Fanny Rousseau-Wallach. The Works
of Guy De Maupassant. New York: Printed privately for subscribers only, 1909.
8. Maupassant, Guy , George B. Ives, and Guy . Maupassant. Guy De Maupassant. , 1903.
9. Poe, Edgar A. The Cask of Amontillado. Charlottesville, Va:
University of Virginia Library Electronic Text Center, 1993. Internet resource.
10. Rubenstein, Roberta, and Charles R. Larson. Worlds of Fiction. Upper Saddle River, N.J:
Prentice Hall, 2002.
11. Symons, Julian. The Life and Works of Edgar Allen Poe. , 2014. Print
12. Tolstoy, Leo, and Robert Court. Leo Tolstoy Collected Short Stories. Mankato, MN: Peterson
Pub, 2002.
13. Wilde, Alan. Art and Order: A Study of E.m. Forster. New York: New York University Press,
1964.
14. Wilson, Kathleen. Short Stories for Students: Presenting Analysis,Context, and Criticism on
Commonly Studied Short Stories.Detroit: Gale, 1997. Print

Course Title: Introduction to Morphology

Level: BS 3rd
Course Code: ELL204

Course Description
The key aim of the course is to introduce the students to the basic word structure in Pakistani
languages. It engages them to have an understanding of words and parts of words. It will help them to
understand word structure in Pakistani languages.
Course Objectives
The objectives of this course are to enable the students to:
● define and describe the terms like morphemes, morphology etc.
● understand basic concepts and principles in morphology
● apply these principles in analyzing word structures in Pakistan languages
● compare word formations in Pakistani languages.

Course Contents
● Introduction to morphology (with examples from Pakistani languages)
● free morphemes: roots and stems
● bound morphemes: affixes: prefixes, suffixes, infixes, interfixes, circumfixes omorphological productivity:
productivity of affixes, prefixes, suffixes, infixes
● Basics of Phonetic Transcription of Words
● Inflectional Morphology

40
● Pluralization, Degree Marking, Verb Forms
● Derivational Morphologyo Formation of Nouns, Adjectives, Verbs and Adverbs
● Minor processes of derivation: blending,clipping, backformation, acronym, Reduplication
● derivation by compounding: endocentric, exocentric and copulative compounds
● derivation by modification of base
● Morphology of Pakistani Languages
● word forms in Urdu, Punjabi, Sindhi, Pashto and other
● Descriptive analysis of word forms in Pakistani languages
● Morpho-Semantics- semantic change in word formation processes
● Morphology Interface with Phonology and Syntax
● Morphology-Syntax Interface

Recommended Readings
1. Aronoff, M. (1994). Morphology by itself. MIT Press, Cambridge.

2. Bauer, L. (2003). Introducing Linguistic Morphology--Edinburgh University Press

3. Booij, G. (2005) The Grammar of Words--An Introduction to Linguistic Morphology
4. David et al. (2009). Urdu Morphology. Oxford University Press, London
5. Mangrio, R. A. (2016). The Morphology of Loanwords in Urdu: the
Persian, Arabic and English Strands, Cambridge Scholars Publishing, Newcastle upon Tyne.
6. McCarthy, A. C (2002). An Introduction to English Morphology-
Words and their Structure,Edinburgh University Press.
Edinburgh
7. Plag, I. (2002). Word Formation in English -Cambridge University Press. Cambridge
8. Ayto, J. (1999). Twentieth Century Words, Oxford: OUP .
9. Bauer, L. (2001). Morphological Productivity, Cambridge University Press
10. Halpern, A. (1995). On the placement & morphology of clitics. CSLI Publications, Stanford
11. Yu, A. C (2006) A Natural History of Infixation. Oxford University Press, Chicago
12. Zwicky, A. (1985b). 'How to Describe Inflection.' Proceedings of
the Berkeley Linguistics Society 11: 372-386. Berkeley, California. 13. Zwicky, A and Pullum, G.
(1992). A misconceived approach to morphology. In Proceedings of WCCFL 91, ed. D. Bates. CSLI,
Palo Alto, 387-398.

41
FOURTH SEMESTER

Course Title: Human Rights & Citizenship

Level: BS 4th
Course Code: GC203

Course Description
This particular course deals with good citizenship values and human rights components. Although the
course does not strictly or necessarily fall under the category of English curriculum and syllabi, the
contents/ topics designed for this course must be studied and used by the teachers of English language
and literature to offer a comparative study with the textbooks they use for their classes.

Course Objectives
● To promote human values, in particular religious tolerance for others
● To promote HR, in particular those of the minorities and ethnic groups
● To develop a cross-cultural understanding, to recognize the value of difference
● To relate human progress through a sense of diversity, good citizenship & tolerance for social
harmony.

Course Contents
● The Last address of the Holy Prophet (Peace be upon Him)
● The United Nations Human Rights Charter.
The above may be studied for the understanding of the following:
● What is Human Rights (HR)?
● Evolution of the Concept of HR
● Four Fundamentals in HR: freedom, equality, justice, and human dignity

● Universal Declaration of HR
● Three Key Principles in HR: inalienability, indivisibility and universality

● Are HR Universal? (debate/ discussion etc.)

● HR in South Asia: Issues
● Rights of Women
● Rights of Children (debate/ discussion on child labour, etc.)

Recommended Readings
1. Dean, B. Joldoshalieva, R. & Sayani, F. (2006). Creating a Better World. Karachi, Pakistan:
Aga Khan University, Institute for Educational Development.
2. Ed. Williams, Isabel. (2008). Teaching Human Rights throughEnglish Education. Karachi:
Oxford University Press.

42
Course: English IV: Academic Reading & Writing
Level: BS 4th
Course Code: ELL205

Course Description
This course aims at inculcating proficiency in academic writing through research. It guides students to
develop a well-argued and welldocumented academic paper with a clear thesis statement, critical
thinking, argumentation and synthesis of information. This course also teaches students how to use
different systems of citations and bibliography. It allows students to become independent and efficient
readers armed with appropriate skills and strategies for reading and comprehending texts at
undergraduate level.

Course Objectives
To enable the students to:
● Improve literal understanding, interpretation & general assimilation, and integration of
knowledge
● Write well organized academic texts including examination answers with topic/thesis statement
and supporting details.
● Write argumentative essays and course assignments

Course Contents

Reading and Critical Thinking

1. Read academic texts effectively by:
● Using appropriate strategies for extracting information and salient points according to a
given purpose
● Identifying the main points supporting details, conclusions in a text of intermediate level
● Identifying the writer’s intent such as cause and effect, reasons, comparison and contrast,
and exemplification.
● Interpreting charts and diagrams
● Making appropriate notes using strategies such as mind maps, tables, lists, graphs.
● Reading and carrying out instructions for tasks, assignments and examination questions
2. Enhance academic vocabulary using skills learnt in Compulsory English I course
3. Acquire efficient dictionary skills such as locating guide words, entry words, choosing
appropriate definition, and identifying pronunciation through pronunciation key, identifying
part of speech, identifying syllable division and stress patterns
4. Writing Academic Texts:
1. Plan their writing: identify audience, purpose and message (content)
2. Collect information in various forms such as mind maps, tables, charts, lists
3. Order information such as:
▪ Chronology for a narrative
▪ Stages of a process
▪ From general to specific and vice versa

43
 ▪ From most important to least important
▪ Advantages and disadvantages
▪ Comparison and contrast
▪ Problem solution pattern
5. Write argumentative and descriptive forms of writing using different methods of developing
ideas like listing, comparison, and contrast, cause and effect, for and against
▪Write good topic and supporting sentences and effective conclusions
▪ Use appropriate cohesive devices such as reference words and signal markers
6. Redraft checking content, structure and language.
7. Edit and proof read
8. Grammar in Context
▪ Phrase, clause and sentence structure
▪ Combining sentences
▪ Reported Speech

Recommended Readings
● Eastwood, J. (2004). English Practice Grammar (New edition with tests and answers). Karachi:
Oxford University Press.
● Fisher, A. (2001). Critical Thinking. C UP
● Goatly, A. (2000). Critical Reading and Writing: An Introductory
Course. London: Taylor & Francis
● Hacker, D. (1992). A Writer’s Reference. 2nd Ed. Boston: St. Martin’s
● Hamp-Lyons, L. & Heasley, B. (1987). Study writing: A course in written English for academic
and professional purposes. Cambridge: Cambridge University Press.
● Howe, D. H, Kirkpatrick, T. A., & Kirkpatrick, D. L. (2004). Oxford English for
Undergraduates. Karachi: Oxford University Press.
● Murphy, R. (2003?). Grammar in Use. Cambridge: Cambridge University Press.
● Smazler, W. R. (1996). Write to be Read: Reading, Reflection and Writing. Cambridge:
Cambridge University Press.
● Wallace, M. (1992). Study Skills. Cambridge: Cambridge University Press.
● Yorky, R. Study Skills.

Course: Classical & Renaissance Drama

Level: BS 4th
Course Code: ELL206

Course Description
The purpose of this course is to explore the nature, function, and themes of Classical Greek, Roman
and Elizabethan drama in their theatrical, historical and social contexts. Through a detailed study of
the texts by the selected dramatists such as Aeschylus, Sophocles, Euripides, Aristophanes, Seneca,

44
Plautus, Shakespeare, Marlowe, and Webster the course traces the development of the key features of
tragedy and comedy. Ancient opinions on drama, in particular, the views of Plato and Aristotle and
their influence on classical drama will also be investigated.
A comprehensive and critical background to mythology, drama and
society is given in the beginning of the course to prepare students to undertake close reading and
analyses of the selected texts.

The first section of the course will focus on representative classical plays which have influenced the
development of drama as a genre. It will introduce students to the history of Classical Greek and
Roman drama and motivate them to explore how selected texts can be interpreted in a modern context.
A comprehensive and critical background to Greek drama and society is given in the beginning of the
course to prepare students to undertake a close reading and analysis of the selected texts. Special
emphasis will be given in the seminars to examine the role and significance of mythology in Greek
drama, the importance of festivals in Greek society, the structure of Greek tragedy, and the difference
between tragedy and comedy.

The second section focuses on the selective plays of William Shakespeare, Christopher Marlowe, and
John Webster. Through a critical scrutiny of the recommended plays, students will be made to
appreciate the variety and imaginative exuberance of drama written in the age that popularized cultural
profundity, humanist tendencies, philosophical excavations and artistic excellence. Qualities such as
the poetic richness, absorbing plots, and vivid portrayal of characters will be highlighted to catch the
true spirit of Renaissance. Through a selection of plays, this section highlights the characteristic
features of various dramatic forms like tragedy, comedy, and history, and their variations.

Course Objectives
Students will be taught to demonstrate:
● Knowledge of the myths, history, conventions, and major personages of classical theatre
through readings of the plays and secondary sources.
● An insight into the culture, society and political events of the classical periods under study.
● An understanding of the main objectives, themes and ideas underlying Classical Drama.
● Sound knowledge of the works of a range of classical dramatists and the ability to relate the
primary texts to their socio-cultural and historical contexts.
● The ability to carry out close reading and literary commentaries on the primary texts.
● Critically assess the inherent nature of the human condition - its paradoxes, complexities, and
conflicts.

Course Contents
1. Aeschylus – Prometheus Bound
2. Sophocles – Oedipus Rex
3. Euripides – The Bacchae
4. Aristophanes – The Birds
5. Seneca – Hercules Furens (The Mad Hercules)
6. Plautus – The Pot of Gold
7. Shakespeare – King Lear; As You Like It

45
8. Marlowe – Tamburlaine the Great (Parts I and II)
9. Webster – The Duchess of Malfi

Recommended Readings
1. Aeschylus. (1961).Prometheus Bound, The Suppliants, SevenAgainst Thebes, The Persians,
translated by Philip Vellacott. Penguin Books.
2. Aristophanes. (1962).The Complete Plays of Aristophanes. Edited by Moses Hadas. A Bantam
Skylark Book.
3. Bloom, Harold. (1987). John Webster’s The Duchess of Malfi. Chelsea House Pub (L).
4. Bloom, Harold. (1999). Shakespeare: The Invention of the Human. London: Fourth Estate.
5. Cheney, Patrick. (2004). The Cambridge Companion to Christopher Marlowe. Cambridge:
CUP.
6. Dover, K.J. (1972).Aristophanic Comedy. University of California Press.
7. Eagleton, Terry. (1986). William Shakespeare. New York: Blackwell.
8. Erikson, Peter. (1991). Rewriting Shakespeare, Rewriting Our-selves. Berkley: University of
California Press.
9. Frazer, James G. (1922).The Golden Bough: A Study in Magic and Religion. MacMillan.
10. Gregory, Justina. (2005).A Companion to Greek Tragedy. Blackwell.
11. Hackett, Helen. (2012). A Short History of English Renaissance Drama. I.B. Tauris & Co Ltd.
12. Herington. (1986). Aeschylus. Yale.
13. Kitto, H. D. F. (2005).Greek Tragedy. London and New York: Routledge.
14. Kuriyama, Constance B. (2002). Christopher Marlowe: A Renaissance Life. Ithaca:
Cornell University Press.
15. Ley, G. (1991). A Short Introduction to the Ancient Greek Theatre. University of Chicago Press.

Course Title: Classical Poetry

Level: BS 4th
Course Code: ELL207

Course Description
This course focuses on the study of poetry from Geoffrey Chaucer to Alexander Pope. The term
‘classical’ understandably refers to the lasting appeal and artistic pleasure of the poetical works
selected for this course. Though belonging to different poetical genres, the poetry of Chaucer,
Shakespeare, Donne, Milton, and Pope have stood the tests of time and no further study in this genre
of literature is possible without studying these bench marks of English poetry. The teachers of classical
poetry need to inculcate a spirit of studying the aesthetic concerns of the times of these poetical
masterpieces along with giving a holistic understanding of different genres of poetry, namely epic,
ballad, sonnet, lyric, and elegy etc. Offering a study of the congenial humor and gentle satire of
Chaucer’s Prologue to Canterbury Tales (c. 1389), the puritanical strain of Milton’s epic Paradise
Lost (1667), the fiery quality of Love and divine poetry of the metaphysical poet John Donne, some
sonnets of William Shakespeare and famous mock epic of Alexander Pope, this course is designed to
cover the classical aspects of English poetry. By teaching the fundamentals of poetry that this course

46
 entails, the teachers may introduce a diversity of poetic expressions that will help the students further
their inquiry into this genre in the coming semesters.

Course Objectives
This course aims to:
1. Trace the generic specific historical development of classical poetry, but also to develop a keen
awareness of poetic language and tone of the period.
2. Introduce various forms and styles of the genre of poetry for creating an in-depth understanding
of this genre.

Course Contents

William Shakespeare (1564-1616)

• Shall I compare thee to a summer’s day? (Sonnet 18)
• Let me not to the marriage of true minds (Sonnet 116)

John Donne (1572-1631)

Love Poems:
● Song
● The Sun Rising
● Aire and Angels
● The Good Morrow
● Valediction: Forbidding Mourning
Holy Sonnets:
•Thou hast made me, and shall thy work decay?
•Death be not proud, though some have called thee
John Milton (1608-1674)
• Paradise Lost. Book I (1667)
• Paradise Lost Book 9 (The main contention and critical summary)
Alexander Pope (1688-1744)
●Rape of the Lock (1712)

Recommended Readings
● Abbs, P. & Richardson, J. The Forms of Poetry. Cambridge: Cambridge UP. 1995.
● Barnet, Sylvan. A Short Guide to Writing about Literature (7th Edition). New York: Harper and
Collins. 1996.
● Boulton, Marjorie. The Anatomy of Poetry. London: Routledge and Kegan Paul. 1977.
● Kamran, Rubina and Syed Farrukh Zad. Ed. A Quintessence ofClassical Poetry. National
University of Modern Languages,Islamabad.

47
● Kennedy, X. J. Gioia, D. An Introduction to Poetry: (8th Edition).New York: Harper Collins
College Publishers. 1994.

Course Title: Semantics

Level: BS 4th
Course Code: ELL208

Course Description
This course introduces students to the basic concepts of semantics and pragmatics with the aim to help
them conceptualize the relationship between words and their meanings, and to understand the factors
that govern choice of language in social interaction and the effects of these choices.

Course Objectives
The objectives of the course are to:
● Enable students to differentiate between semantic and pragmatic meaning.
● Introduce the theoretical concepts related to Semantics and Pragmatics.
● Help students internalize sense relation and Lexical relations along with types of meaning.
● Enable students to understand Deixis, Speech Act theory, Cooperative Principle and Politeness.

Course Contents
● Theories of Semantic and Pragmatics
● Types of meaning
● Semantic field
● Sense Relations and Lexical Relations (Hyponymy; Synonymy; Antonymy; Homonymy and
Polysemy)
● Syntactic Semantics (Contradiction, Ambiguity, Semantic anomaly, Entailment,
Presupposition)
● Speech act theory
● Conversational Implicature
● The Cooperative Principle
● Politeness
● Deixis

Recommended Readings
● Burton-Roberts, N. (Ed.), (2007). Pragmatics. Palgrave Macmillan.
● Cruse, A. (2011). Meaning in Language: An Introduction to Semantics and Pragmatics. (Third
edition). Oxford Textbooks in Linguistics.
● Cutting, J. (2002). Pragmatics and Discourse: a resource book forstudents. Routledge.
● Davis, S. & Gillon, S. B. (2004). Semantics: A Reader. Oxford University Press.
● Davis, S. (Ed.), (1991). Pragmatics: a reader. Oxford University Press.
● Frawley,W. (2002). LinguisticSemantics.Cambridge:Cambridge University Press.

48
● Griffiths, P. (2006). An Introduction to English Semantics and Pragmatics. Edinburgh
University Press Ltd.
● Grundy, P. (2000). Doing Pragmatics. Arnold.
● Howard, G. (2000). Semantics: Language Workbooks. Routledge.
● Hurford, R. J., Heasley, B. & Smith, B. M. (2007). Semantics: a course book. (Second edition)
Cambridge: CUP.
● Kearns, K. (2000). Semantics. Palgrave Modern Linguistics. Great Britain.
● Lyons, J (1996). Linguistic Semantics:An Introduction.Cambridge: UniversityofCambridge.
● Riemer, N. (2010). Introducing Semantics. Cambridge Introductions to Language and
Linguistics.
● Saeed, I. J. (2009). Semantics. (Third edition). Wiley-Blackwell.
● Horn. R. L., & Ward, L. G. (Eds.), (2005). The handbook of pragmatics. Wilsey-Blackwell.

Course Title: Rise of the Novel (18th to 19th century)

Level: BS 4th
Course Code: ELL209

Course Description
This course aims to introduce the students to the origin and development of relatively late-emerging
genre of novel. It has been designed with a view to developing their understanding how novel is
different from other genres of literature, poetry and drama. The students are given an indepth
understanding of the making and mechanics of a novel, the role of narrator, narrative styles and
techniques, and the art of characterization. The teacher is also expected to explain how a full-length
fictional prose narrative is different from flash fiction, short story and novella. Discussing the
emergence of novel since eighteenth century, this course brings out the significance of this genre as
discussed, for example, in great detail in Ian Watt’s seminal book, Rise of the Novel (1955). While
teaching novel, teachers are supposed to consult and have a sound understanding of some of the
ground breaking books as Rise of the Novel (1955) by Ian Watt, Aspects of the Novel (1927) by E M
Forster, and The EnglishNovel (1953) by Walter Allen. With a deeper understanding of theelements of
fiction, the teachers will be able to impart a holistic definition of this genre starting from the basic
“long fictional prose narrative” to a relatively complex definition of novel as can be extracted from,
say, Ian Watt’s book. An understanding of ingredient elements that constitute a novel will enable the
students to develop an all-round understanding of this genre and equip them to grasp the complexities
of modern fiction course in the coming semesters.

Course Objectives
This course will enable the students
1. To have a full understanding of 18th and 19th century novel which
is rich in diversity as well as creativity.
2. To closely study the English society of these centuries and its impact upon human lives, and its
complex psychological phenomena.

49
3. To develop an insight into various factors responsible for the appeal of the subject matter of
these novels which was not only enjoyed by readers of the centuries in which they were written
but by Victorian readers or even for modern readers of contemporary times.

Course Contents
● Henry Fielding Joseph Andrews (1742)
● Jane Austen Pride and Prejudice (1813)
● Charles Dickens Hard Times (1854)
● George Eliot The Mill on the Floss (1860)
● Thomas Hardy The Return of the Native (1878)
Recommended Readings

● Bloom, Harold. (1988) George Eliot's the Mill on the Floss (Bloom's
Modern Critical Interpretations). Chelsea House Pub.

● Allen, Walter The English Novel

● Ashton, Rosemary. George Eliot: A Life. London, 1996.
● Battestin, Martin C. The Moral Basis of Fielding’s Art: A study of
Joseph Andrews
● Beer, Gillian. George Eliot. Brighton, 1986.
● Butt, John Fielding
● Church, Richard The Growth of the English Novel.
● Collins, Philip, Dickens: The Critical Heritage, 1971
● Copeland, Edward and McMaster, Juliet, The Cambridge
Companion to Jane Austen, 1997
● Elliot, Albert Pettigrew. Fatalism in the Works of Thomas Hardy,
1935
● Forster, E.M. Aspects of the Novel.(Pelican Paperback)
● Gard, Roger. Jane Austen’s Novels: The Art of Clarity, 1998
● Hardy, Barbara. The Novels of George Eliot. London, 1959.
● Kettle, Arnold Introduction to the English Novel(vol. .I & II)
● Lubbock, P. The Craft of Fiction. Jonathan Cape,
● MacDonaugh, Oliver, Jane Austen: Real and Imagined Worlds.
1993
● Neill, Edward. (1999). Trial by Ordeal: Thomas Hardy and the
Critics (Literary Criticism in Perspective). Camden House.
● Neill, Edward. The Politics of Jane Austen, 1999
● Smith, Grahame, Charles Dickens: A Literary Life, 1996
● Thomas, Jane. Thomas Hardy, Femininity and Dissent, 1999
● Watt, Ian The Rise of Novel. Chatto Windus, London, (1955-7)

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 FIFTH SEMESTER

Introduction to Psychology

Course Objectives

Describe psychology with major areas in the field, and identify the parameters of this discipline.
Distinguish between the major perspectives on human thought and behavior. Appreciate the variety of
ways psychological data are gathered and evaluated. Gain insight into human behavior and into one's
own personality or personal relationships. Explore the ways that psychological theories are used to
describe, understand, predict, and control or modify behavior.

Course Contents

1. Introduction to Psychology
a. Nature and Application of Psychology with special reference toPakistan.
b. Historical Background and Schools of Psychology (A BriefSurvey)

2. MethodsofPsychology
a. Observation
b. Case History Method Experimental Method
c. Survey Method
d. Interviewing Techniques

3. Biological Basis of Behavior

a. Neuron: Structure and Functions
b. Central Nervous Systemand Peripheral Nervous System
c. EndocrineGlands

4. Sensation, Perception and Attention

a. Sensation
(I) Characteristics and Major Functions of Different Sensations
(II) Vision: Structureand functions of the Eye.
(III) Audition: Structure and functions of the Ear.

51
 b. Perception

(I) Nature of Perception

(II) Factors of Perception: Subjective, Objective and Social
(III) Kinds of Perception:
(IV) Spatial Perception (Perception of Depth and Distance)
(V) Temporal Perception; Auditory Perception.

c. Attention

(I) Factors, Subjective and Objective

(II) Span of Attention
(III) Fluctuation of Attention
(IV) Distraction of Attention (Causes and Control)

5. Motives
a. Definition and Nature
b. Classification

Primary(Biogenic) Motives: Hunger, Thirst, Defection and Urination, Fatigue, Sleep, Pain, Temperature, Regulation,
Maternal Behavior, Sex

Secondary (Sociogenic) Motives:Play and Manipulation, Exploration and Curiosity, Affiliation, Achievement and
Power, Competition, Cooperation, Social Approval and Self Actualization.

6. Emotions
a. Definition and Nature
b. Physiological changes during Emotions (Neural, Cardial, Visceral, Glandular), Galvanic Skin Response;
Pupilliometrics
c. Theories of Emotion
d. James Lange Theory; Cannon-Bard Theory
e. Schachter –Singer Theory

7. Learning
a. Definition of Learning
b. Types of Learning: Classical and Operant Conditioning Methods of Learning: Trial and Error; Learning by
Insight; Observational Learning

52
8. Memory
a. Definition and Nature
b. Memory Processes: Retention, Recall and Recognition
c. Forgetting: Nature and Causes

9. Thinking
a. Definition and Nature
b. Tools of Thinking: Imagery; Language; Concepts
c. Kinds of Thinking
d. Problem Solving; Decision Making; Reasoning

10. Individual differences

a. Definition concepts of;
b. Intelligence, personality, aptitude, achievement

RECOMMENDED BOOKS

1. Atkinson R. C., & Smith E. E. (2000). Introduction to psychology (13thed.). Harcourt Brace College Publishers.
2. Fernald,L.D.,&Fernald,P.S.(2005). Introduction to psychology. USA: WMC Brown Publishers.
3. Glassman, W. E. (2000). Approaches to psychology. Open University Press. Hayes, N. (2000). Foundation of
psychology (3rd ed.). Thomson Learning. Lahey, B. B. (2004). Psychology: An introduction (8th ed.). McGraw-
HillCompanies, Inc.
4. Leahey, T. H. (1992). A history of psychology: Main currents in psychological thought. New Jersey: Prentice-Hall
International, Inc.
5. Myers, D. G. (1992).Psychology. (3rd ed.). New York: WadsworthPublishers.
6. Ormord, J. E. (1995). Educational psychology: Developing learners. Prentice- Hall, Inc.

53
 Course Title: Introduction to Environmental Studies
Level: BS 5th
Course Code: GC302

Course Description
In the last few decades “environment” has become a buzz word. A basic understanding of this term has
become necessary in every field of life. Therefore, this course is designed for non-environmental
science students keeping in view their diverse background of science and nonscience subjects. This
course only provides a basic understanding of the environment around us which is necessary to
understand the environmental problems we face in our everyday life. This course is designed to
provide a basic understanding of the environment, its components and its processes. The course will
also provide a brief
history and background of the environmental movements.
The course is designed to demonstrate knowledge and understanding of the environmental pollution,
its causes and impact on human beings and ecosystem. Course will take a multidisciplinary approach
and will cover contemporary environmental problems. Course will be beneficial in general to all
students but particularly for students of economics, sociology, communication studies, management
sciences and law due to
wide scale application of these concepts in these fields.
The course will provide an introduction to a range of "global environmental challenges" facing
humanity. It will provide the necessary background to understanding the policies, politics, governance
and ethics, and decision-making processes that underpin the causes of, and responses to,
environmental change. It will include an appreciation of the social construction of the term global
environmental challenges and the implications of this.

Course Objectives
The course is designed to:
● provide students with a basic understanding of the environment, its components and processes.
● develop student capabilities to understand the man-environment interaction and ways human can
impact environment.
● Provide: (1) an introduction of human attitude towards environment and how it has changed
overtime, (2) overview of the pollution; its causes and impacts, (3) understanding of the role of human activities in
causing environmental pollution, (4) outline of the factors including physic-chemical, biological and socio-economic
which contribute to accelerate or de-accelerate the rate of pollution.

Course Contents
Environment; definition and concept; ecosystem, its component; material and energy flow in an
ecosystem; Terrestial and aquatic ecosystems; biomes and their distribution; Atmosphere;
composition, air pollution, causes and its impacts. Hydrosphere; water distribution on earth, water
quality and quantity problems. Lithosphere; earth structure, soil resources, pollution and problem.
Human population and resource use, Human attitude towards environment; history and background.
Environmental Pollution: Concept, history and background, Pollution sources and types: point and

54
non-point sources. Air pollution; sources, types of pollutants, sources and fate, impacts on human
health and on environment, Water pollution; water quality and quantity problems, sources, types of
pollutants, sources and fate, impacts on human health and on environment, Solid Waste, Noise
Pollution, Toxic chemicals in
environment, approaches to manage environmental pollution.Global Environmental Problems: Ozone
Depletion; history, science, world response. Climate change: a myth or reality, Conflicting Theories,
climate change scientific basis, its impacts, world response, climate change politics. Acid Rain.
Human Population and sustainability, International environmental laws.

Recommended Readings
1. Environmental Science: Earth as a Living Planet, Botkin, D.B & Keller, E.A. 9th Ed. John
Wiley & Sons, 2013.
2. Environmental Science: systems and solutions, McKinney, M.L.,Schoch, R.M. & Yonavjak, L.
5th Ed. Jones & Bartlett Publishers, 2013
3. Environmental Science: Toward a Sustainable Future, Wright, R.T. & Nebel, B.J. 10th Ed.
Pearson Educational, 2007.
4. Environmental Science: Earth as a Living Planet, Botkin, D.B & Keller, E.A. 9th Ed. John
Wiley & Sons, 2013.
5. Environmental Science: systems and solutions, McKinney, M.L.,Schoch, R.M. &Yonavjak, L.
5th Ed. Jones & Bartlett Publishers, 2013
6. Environmental Science: Toward a Sustainable Future, Wright, R.T. & Nebel, B.J. 10th Ed.
Pearson Educational, 2007.
7. Environmental Science: working with the Earth.11 thEd. Miller, G.,Tyler. Cengage Learning,
2005.
8. Environmental Science: Earth as a Living Planet, Botkin, D.B &
Keller, E.A. 9th Ed. John Wiley & Sons, 2013.
9. Environmental Science: systems and solutions, McKinney, M.L.,Schoch, R.M. &Yonavjak, L.
5th Ed. Jones & Bartlett Publishers, 2013
10. Environmental Science: Toward a Sustainable Future, Wright, R.T.&Nebel, B.J. 10th Ed.
Pearson Educational, 2007.
11. Environmental Science: working with the Earth.11 thEd. Miller, G.,Tyler. Cengage Learning,
2005.
12. Algore Documentary: “ An inconvenient Truth”

55
Course Title: Romantic & Victorian Poetry
Level: BS 6th
Course Code: ELL301

Course Description
This course analyzes representative examples of British poetry of the nineteenth century, that is, from
the French Revolution to the first stirrings of modernism in the early 1900s. It comprises the poetry of
two eras which came one after each other, namely Romantic and Victorian age. The first half of this
module extends from the mid-1770s to the 1830s, a period marked by what Wordsworth referred to as
those ‘great national events’ which were ‘almost daily taking place’: the American and French
revolutions, the Napoleonic wars, imperial expansion, industrialization, and the growth of the political
reform movement. The production and consumption of books took on a heightened political
significance in these decades and this selection includes selection from the ‘big six’ Romantics (Blake,
Wordsworth, Coleridge, Keats, P.B. Shelley, Byron). The second half of this course includes the
poetry of the poets who are called as ‘cunning terminators of Romanticism’ by some critics. This era,
marked by the coronation of Queen Victoria in 1837, known as Victorian age, spans till her death in
1901. The Victorians saw the virtues attendant upon a strong will as central to themselves and to their
culture, and Victorian poetry strove to find an aesthetic form to represent this sense of the human will.
Through close study of the metre, rhyme and rhythm of a wide range of poems - including monologue,
lyric and elegy - the technical questions of poetics are related, in the work of these poets, to issues of
psychology, ethics and social change.

Course Objectives
The aim of this module is to introduce students to the literary culture of this rich and exciting period,
which, in the first half, begins in the year of America’s declaration of independence and ends with the
British reform act of 1832 and from there onwards till the first decade of the twentieth century.

Course Content
The Longmans Anthology of British Literature vol 2A ,2B
1) William Blake :-
i) The Sick Rose
ii) London
iii) A Poison Tree iv) The Tygre
2) William Wordsworth:-
i) The World is Too Much with us
ii) Ode to Intimation of Immortality
iii) We Are Seven
iv) The Last of The Flock
3) S.T . Coleridge:-
i) Dejection: An Ode ii) Frost at Midnight
iii) Christabel
iv) Kubla Khan
4) John Keats:-

56
 i) La Belle Dame Sans Mercy ii) A Thing of Beauty iii) Ode on
Melancholy
iv) Ode to Nightingale
v) Ode on the Grecian Urn
5) Lord Byron:-
i) She Walks in Beauty ii) When We Two Parted iii) I Watched Thee
iv) So We’ll go No More A Roving
6) P.B. Shelly:-
i) Ode To The West Wind ii) Ozymandis iii) Ode To A Sky Lark iv)
The Indian Serenade v) Love’s Philosophy
7) Alfred Lord Tennyson:-
i) The Lotos Eaters ii. St Agnes Eve
iii. Tears Tears Idle Tears
8) Robert Browning : -
i) Porphyria’s Lover ii) My Last Duchess
9) Mathew Arnold :-
i) Lines Written in Kensington Garden
ii) Dover Beach
10) Dante Gabriel Rossetti
The Choices 1, 2 ,3
11) Cristina Rossetti
i) Song
ii) After Death
iii) In an Artist’s Studio
12) Algernon Charles Swinburne (1837-1909)
i) Choruses from Atlanta In Calydon
ii) From the Triumph of Time iii. (I Will Go Back to the Great Sweet
Mother)

Suggested Readings
● Aidan Day, Romanticism (1995)
● Anne Mellor, Romanticism and Gender (1993)
● Cynthia Chase, ed., Romanticism (1993)
● Harold Bloom, The Visionary Company: A Reading of EnglishRomantic
Poetry (1961)
● Iain McCalman, An Oxford Companion to the Romantic Age (1999)
● Isobel Armstrong, Victorian Poetry: Poetry, Poetics, and Politics
(1993)
● Joseph Bristow, ed., The Cambridge Companion to Victorian
Poetry (2002)
● Linda K. Hughes, The Cambridge Introduction to Victorian Poetry
(2010)

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● M. H. Abrams, The Mirror and the Lamp: Romantic theory and
theCritical Tradition (1958)
● Margaret Homans, Women Writers and Poetic Identity (1980)
● Marilyn Butler, Romantics, Rebels and Reactionaries (1982)
● Paula Feldman and Theresa Kelley, ed., Romantic Women Writers (1995)

● Richard Cronin et al, ed., A Companion to Victorian Poetry (2002)

● Stephen Copley and John Whale, eds. Beyond Romanticism:
NewApproaches to Texts and Contexts 1780-1832 (1992)
● Stuart Curran, Poetic Form and British Romanticism (1986)

Course Title: Foundations of Literary Theory & Criticism

Level: BS 5th
Course Code: ELL302

Course Description
This course introduces some of the most vital debates in the tradition of English literary criticism from
Plato and Aristotle in the Greek times to T. S. Eliot in early twentieth century. Equipped with the
ability of analyzing and appreciating this literary tradition through all these centuries, the students
would be able to grasp arguments in classical and romantic schools of literary criticism, represented by
critics like Samuel Johnson, Mathew Arnold, T. S. Eliot, and F. R. Leavis on the one hand, and Philip
Sidney, Wordsworth, and Coleridge on the other. That would help students be conversant with
‘practical criticism’ / ‘close reading’ and ideas-led’ criticism respectively. By concentrating on this
rich canonical tradition, students will be able to learn how each generation of critics has responded to
critical theorizing and creative works of not only their own times but also the ages preceding them.
What is likely to excite andengage the students is debates like Plato’s theory of imitation and his
standpoint on poets, challenged not only by his contemporary and disciple, Aristotle, but also by Philip
Sidney and others. Similarly, the import of Mathew Arnold’s view---one needs to study poetry of at
least two different cultures, the more different the better---will be transformative for students of
literature. Moreover, this course will ground the students in familiar critical concepts and thus prepare
them to grasp the complexities of literary and cultural theory in later semesters.

Course Objectives
It is an intensive course in literary criticism focusing on the following
aspects
● It would prepare the learners of literature and language to understand the historical background
to literary criticism, exploring its developmental changes from Plato till T.S Eliot
● It would focus on the poetic and dramatic forms in order to highlight some significant trends
and concepts in world literature in general and English literature in particular.
● It would also provide a brief introduction to the contemporary literary theories.

Course Contents

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 Aristotle to Modern Times
1. The Greek Critics
● Plato (427-347 BC): Selections from The Republic (c. 380
BC)
● Aristotle (394-322 BC): The Poetics (c. 335 BC)
2. Renaissance to Eighteenth Century Critics
● Sir Philip Sidney (1554-1586): An Apology for Poetry (1595)
● b) John Dryden (1631-1700): Essay on Dramatic Poesy
(1668)
● c) Samuel Johnson (1709-1784): “From Milton” (1779-81)
3. The Romantic Critics
● William Wordsworth (1770-1850): Preface to Lyrical Ballads
(1798-1802)
● S.T. Coleridge (1772-1834): Biographia Literaria (Chapters xiv, xv, xvi, xvii) (1817) 4.
The Victorian Critics
● Matthew Arnold (1822-1888):
● The Study of Poetry (1880)
● Function of Criticism at the Present Time (1865)
● Walter Pater (1839-1894): Appreciations: “On Style” (1895)
(Optional)
5. Modern Critics
● T.S. Eliot (1888-1965): “Tradition & the Individual Talent”
(1921)
6. A Brief Introduction to Contemporary Literary Theories

Recommended Readings
1. Barry, P. Beginning Theory: An Introduction to Literary and Cultural Theory. Manchester:
Manchester UP, 1995
2. Booker, Keith M. A Practical Introduction to Literary Theory and Criticism. New York:
Longman Publishers, 1996.
3. Kamran, Robina and Farrukh Zad. Ed. A Quintessence of Literary Criticism. National
University of Modern Languages, Islamabad.
4. Leitch, Vincent B. (General Editor). The Norton Anthology of Theory and Criticism. New York
& London: W. W. Norton and Company, 2001 (or later editions
5. Lodge, David. Ed. Modern Criticism and Theory: A Reader. Longman, 1988.
6. Newton, K. M. ed. Twentieth Century literary Theory: A Reader. Second Edition. New York:
St. Martin‘s, 1998 (or later editions)
7. Selected Terminology from any Contemporary Dictionary of Literary Terms.
8. Selden, R. & Widdowson P. A Reader‘s Guide to Contemporary Literary Theory (3rd Edition).
New York: Harvester, 1993.

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Course Title: Sociolinguistics
Level: BS 5th
Course Code: ELL303

Course Description
This course provides a general introduction to Sociolinguistics. It examines language use in society,
with a particular focus on the connections between language and different aspects of the society. In
particular, this course is intended to provide the students with two general topics, i.e. micro-level and
macro-level analysis of the relationship between language and society. The micro-level analysis
includes various functions of language in society, solidarity and politeness, code-switching, kinesics,
style, bilingual individuals, etc.; the macro-level analysis incorporates speech community, language
planning, social and regional variations, bilingual community, etc. In addition, this source also gives
the students information about methodological concerns in investigating sociolinguistic phenomena.

Course Objectives
The course aims at bringing about awareness of the dynamics of language and its social operations.
The course will focus on the contemporary developments in sociolinguistics and the new dimensions
of research in the area. The objectives of the course are to:
● Develop an understanding of the social, political and utilitarian dimensions of linguistics
● Explore modern trends and practices in sociolinguistics
● Link sociolinguistic theories with societal practices and ongoing global transformations

Course Contents
● Scope and ramifications of sociolinguistics
● Theories of sociolinguistics
● Language in culture and culture in language
● Societal multilingualism
● Linguistic inequality in social paradigms
● Social practices and ongoing global processes
● Language planning and societal issues
● Language conflicts and politics in south Asia
● Global language practices

Recommended Readings
● Blommaert, J. (2010). The sociolinguistics of globalization. Cambridge University Press.
● Chaika, E. (1994). Language: The social mirror (3rd Edition). Boston, MA: Heinle&Heinle
Publishers
● Chambers, J. K. (1995). Sociolinguistic theory: Linguistic variation and its social
significance. Oxford: Blackwell.
● Chambers, J.K. (1994). Sociolinguistic theory: Language variation and its social
significance. Oxford: Blackwell.
● Coulmas, F. (ed.) (1998).The Handbook of Sociolinguistics. Oxford: Blackwell.
● Coupland, N., & Jaworski, A. (2008). Sociolinguistics: a reader and course book. Palgrave.

60
● Fasold, R. (1987). The Sociolinguistics of society. Oxford: Blackwell.
● Fasold, R. (1990). The sociolinguistics of language. Oxford: Blackwell.
● Hudson, R.A. (1980). Sociolinguistics. Cambridge: CUP.
● Lantolf, J. P. (Ed.) (2000). Sociocultural theory and second language learning. Oxford
University Press.
● Trudgill, P. (1983). Sociolinguistics: An introduction to language and society.
Harmondsworth: Penguin.

Course: Popular Fiction

Level: BS 5th
Course Code: ELL304

Course Description
This course helps students understand different popular texts in the genre of fiction and the subgenres
of fiction, across the world. This course will broaden students’ vision with respect to English literature
in general and popular fiction in particular, written in different cultures with different language use.
The popular fiction texts in this course have been selected from a wide range of cultures so that
students can experience different cultures as well as writing styles in these texts. This course makes an
interesting read for the students as they will come across different writers’ interests, stories, characters,
conflicts/issues and themes etc. Responding to these diverse texts will be challenging to the students as
well making them think critically and formulate their own meanings and ideas as they come across
each text. The works selected for this course have been taken from different writers who belong to
different parts of the world and communities. This diversity is reflected in these authors’ work though
they reflect other communities as well, the ones they have not lived in. These works fulfill the needs of
the modern day reader to read a good literary piece of work that they can relate to as these works are
related to contemporary themes and elements. For example suspense, mystery, crime, love, trust
deceit, destiny, redemption, guilt, friendship, death etc. These works can also be analyzed through
different critical theories like Female Violence, Psychological Violence, Magical Realism, Feminism,
and Cultural Hybridity etc. These works can make students think critically and motivate them to do
further research and studies related to the selected works.

Course Objectives
The objectives of this course are
1. To expose the students to what is popularly read and appreciated
worldwide in the genre of fiction.
2. To familiarize students with popular fiction in English literature written by the most recognized
authors.
3. To construct the ability to think critically and promote intellectual growth of the students.
4. To nurture sensitivity towards cultural diversity through a critical study of the selected works.

Course Contents
A Reader Comprising the core text will be provided to the students.
1. And Then There Were None (1939) Agatha Christie (1890-1976)

61
2. Harry Potter and the Philosopher’s Stone (1997) J. K. Rowling(1965-)
3. The Hobbit (1937) J. R. R. Tolkien (1892-1973)

4. Shutter Island (2003) Dennis Lehane (1965-)

5. Burnt Shadows (2009) Kamila Shamsie (1973-)
6. Frankenstein (1818) Mary Shelley (1797-1851)
7. The Hitchhiker’s Guide to the Galaxy (1979) Douglas Adams (1962-2001)
8. Dr. Jekyll and Mr. Hyde (1886) Robert Louis Stevenson (1850-
1894)
9. Cinder (2012) Marissa Meyer (1984-)
10. The Diary of a Social Butterfly (2008) Moni Mohsin (1963-)

Suggested Readings

● Anatol, Giselle L. Reading Harry Potter: Critical Essays. Westport,Conn: Praeger, 2003.
● Bloom, Clive. Bestsellers: Popular Fiction Since 1900. Houndmills, Basingstoke, Hampshire:
Palgrave Macmillan, 2002.
● Christie, Agatha. Agatha Christie, an Autobiography. New York, N.Y: Harper, 2011.
● Gelder, Ken. Popular Fiction: The Logics and Practices of a Literary Field. London:
Routledge, 2004. Internet resource.
● Glover, David, and Scott McCracken. The Cambridge Companionto Popular Fiction.
Cambridge, UK: Cambridge University Press, 2012.
● Gupta, Suman. Re-reading Harry Potter. Houndmills, Basingstoke, Hapshire: Palgrave
Macmillan, 2003.
● Highfield, Roger. The Science of Harry Potter: How Magic Really Works. New York: Viking,
2002.
● Hinckley, Karen, and Barbara Hinckley. American Best Sellers: A Reader's Guide to Popular
Fiction. Bloomington: Indiana University Press, 1989.
● Hogle, Jerrold E. The Cambridge Companion to Gothic Fiction. Cambridge: Cambridge
University Press, 2002.
● Joosten, Melanie. Burnt Shadows by Kamila Shamsie: Notes. Mebourne: CAE Book
Groups, 2011.
● McCracken, Scott. Pulp: Reading Popular Fiction. Manchester: Machester University Press,
1998.
● Morgan, Janet P. Agatha Christie: A Biography. New York: Knopf, 195.
● Nash, Walter. Language in Popular Fiction. London: Routledge, 1990.
● Neimark, Anne E, and Anne E. Neimark. Mythmaker: The Life ofJ.r.r. Tolkien, Creator of the
Hobbit and the Lord of the Rings. Boston: Harcourt Children's Books, 2012.
● Shapiro, Marc. J.k. Rowling: The Wizard Behind Harry Potter. New York: St. Martin's Griffin,
2000.

62
● Shippey, T A. J.r.r. Tolkien: Author of the Century. Boston: Houghton Mifflin, 2001.

● The Poetics of Murder: Detective Fiction and Literary Theory Paperback – June, 1983 byGlenn
W. Most (Editor), William W.Stowe (Editor)
● Tolkien, J R. R, and Peter S. Beagle. The Tolkien Reader. New York: Ballantine Books, 1966.
● Watt, James. Contesting the Gothic: Fiction, Genre and Cultural Conflict, 1764-1832.
Cambridge: Cambridge University Press, 1999. Internet resource.

SIXTH SEMESTER

Course: Modern Poetry

Level: BS 6th
Course Code: ELL 305

Course Description:

This course aims at teaching critical analysis of modern poetry and, thus, developing an understanding
of the aesthetic and intellectual contexts in which it was produced. The beginning and ending of
modernist period are arbitrary, however, it is generally agreed that works written between 1890 and
1950 in North America and Western Europe follow the modernist tradition. The course will examine
the roles of poets like T.S. Eliot and Ezra Pound, who are credited with radical shifts in style and
content from their predecessors, to introduce modernist aesthetics in poetry. The students will do close
reading of poems to discern differences in poetic style and idiom of authors.

Course Objectives:

● to identify and critically examine form, style and themes in modernist poetry.
● to study historical and cultural developments in which modernist poetry evolved and later gave
way to confessional and other forms of poetry.

Course Contents/Core Texts

1. T. S. Eliot The Hollow Men
The Waste Land
The Love Song of J. Alfred Prufrock

2. Ezra Pound In a Station of the Metro

63
 A Girl
An Immortality

3.W.B. Yeats Among School Children

Second Coming
Easter 1916

4.W.H Auden Sep 1st, 1939.

As I Walked Out One Morning
The Unknown Citizen

5.Ted Hughes That Morning

Hawk Roosting
Thought Fox
Hawk’s Monologue

7.Philip Larkin Mr. Bleaney

Church Going

Course Outcomes:

Students are expected

● to demonstrate understanding of aesthetics of modernist poetry.

● to do a critical analysis of poems through close reading of the text.

Further Readings:

1. Blair, John G. The Poetic Art of W.H. Auden (n.p., n.d.).

2. Drew, Elizabeth T.S. Eliot: The Design of his Poetry.(London, 1950)
3. Gardener, Helen. The Art of T.S. Eliot. (London, 1968)
4. Jeffares, A.N. W.B. Yeats, Man and Poet.(London, 1949)
5. Leavis, F.R. New Bearings in English Poetry. (London 1961 ed)
6. Macneice, Louis The Poetry of W.B. Yeats.( London, 1967)
7. Spears, Monroe K. The Poetry of W.H. Auden. (New Jersey, 1981)
8. Unterecker, J. W.B. Yeats: A Reader’s Guide (London, 1988).
9. Ferguson, M. Salter, M. J., Stallworthy, J. (2005). The Norton Anthology of Poetry.
New York: W.W. Norton & Co.

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10. Untermeyer, L. (2011). Modern British Poetry. Whitefish, MT: Literary Licensing

Course: Modern Drama

Level: BS 6th
Course Code: ELL 306

Course Description
Modern day dramatic performances, live as well as those treated in different mediums of film and
television, owe a lot to the genre of drama of antiquity. Building upon the prior knowledge of the key
elements of the literary terms and techniques of drama learnt by students in the course of Classical
Drama, this course will present some modern plays of the late nineteenth and twentieth century which
have influenced the development of English drama. (Though the knowledge of literary terms acquired
in Classical Drama will be of great help, yet this course can be studied as an entirely independent
module). The dramas suggested for this course lend a considerable amount of variety to different
forms of tragedy and comedy. The course is designed to impart, discuss, evaluate, and above all enjoy
the spirit of modern drama. The socio-cultural aspects of society reflected in the drama of the selected
age will also be highlighted along with its significance in our modern world.

Course Objectives
1. An overview of some of the most influential dramatists of modern age and their works with
reference to their themes and dramatic techniques.
2. An emphasis on how certain dramatists are related to new ideas about the role of the theatre and its
method.
3. A number of literary texts are read together with critical and theoretical discussions.

Course Contents
1. Ibsen, Henrik A Doll’s House, (1879)
2. Shaw, G. B.Arms and the Man (1894) / Man and Superman (1905)
3. Beckett, Samuel Waiting for Godot, (1953)
4. Brecht, Bertolt Life of Galileo (1943)
5. Harold Pinter The Caretaker (1960)
6. Anton Chekov Cherry Orchard (1904)

Note: The teachers may choose any four as the core texts with takingIbsen, Shaw and Beckett as
compulsory writers and any other one writer from the list. Additionally they may assign class
assignments and class projects from any other if they so choose.
Recommended Readings
1. Billington, Michael. Harold Pinter. Faber and Faber. 1996
2. Esslin, Martin The Theater of the Absurd. New York, Doubleday Anchor Books 1961.

65
3. Evans, T. F. George Bernard Shaw. Routledge. 2013
4. Fraser, G.S. The Modern Writer and His World. Rupa and Co. Calcutta, 1961.
5. Kenner, Hugh Samuel Beckett: A Critical Study. New York, Grove Press, 1961.
6. Mayor, Laura Reis. Four Major Plays of Ibsen. Penguin Group USA. 2008
7. Rayfield Donald. Anton Chekov: A Life. Northwest University Press. 1997
8. Tornquist, Egil. Ibsen’s The Doll’s House. Cambridge University Press. 1995
9. White, John J. Bertolt Brecht’s Dramatic Theory. Camden House. 2004
10. Williams, Raymond Drama from Ibsen to Brecht. Penguin inassociation with Chatto and
Windus.

Course: Modern Novel

Level: BS 6th
Course Code: ELL 307

Course Description
With a background knowledge of the types of fictions, the diversity in the art of characterization, i.e.
round, flat, and stock characters etc. and all the associated details students have learnt in the course of
classical novel, this course focuses the novels of 20th century. Through this course on Modern fiction,
the students are able to grasp different techniques used and art/literary movements used in novel
writing. For instance, questioning modes of imperialism in the Heart of Darkness
(1902), stream-of-consciousness technique used in Woolf and Joyce’s works and, similarly, questions
about cultures and humanity at large raised in the novels of Forster and Golding respectively. The
basic questions raised against imperialism in works of Conrad will aid the students to study
postcolonial novel in the later semesters. Students will appreciate the fact novel is the leading genre of
modern literature that caters to the literary needs of modern readers. The diversity of themes explored
in the novels of this course will excite the students to think critically and make them realize the
importance of this genre of literature which, as is apparent from its nomenclature, has the capacity to
incorporate any level of ingenuity of thought in its narrative.
Course Objectives
1. This course will survey the work of novelists who represent the
artistic and cultural aspects of modern narratives.
2. The students are to examine different aspects of modern novels considering the style, point of
view, tone, structure, and culture
which contribute to the development of modern fiction.
3. Emphasis in this course is not on teaching the students a few modern novels but to enable them
for reading and analyzing a modern novel.
4. The students will be acquainted and familiarized with the changing social and literary trends of
20th century as an aftermath and effects of WWI and later World War 2.

66
 Course Contents
● Joseph Conrad The Heart of Darkness (1899-1902)
● E.M. Forster A Passage to India (1924)
● Virginia Woolf To the Light House (1927)
● James Joyce A Portrait of the Artist as a Young Man (1916)
(Optional)
● William Golding Lord of the Flies (1954)

Recommended Books
1. Allen, Walter The English Novel 1954.
2. Baker, R. S. The Dark Historical Page: Social Satire andHistoricism in
the Novels of Aldous Huxley, 1921-1939. London,
1982.
3. Bedford, Sybille. Aldous Huxley, 2 vols. London, 1973-4
4. Bowering, Peter. Aldous Huxley: A Study of the Major Novels.
London, 1969.
5. Beer, J. B. The Achievement of Forster. London, 1962.
6. Burgess, Anthony. Joysprick: An Introduction to the Language of
James Joyce (1973), Harcourt (March 1975).
7. Caramagno, Thomas C. The Flight of the Mind: Virginia Woolf's Artand
Manic-Depressive Illness. Berkeley: University of CaliforniaPress, c1992
1992. http://ark.cdlib.org/ark:/13030/ft9c600998/
8. Cavaliero, Glen. A Reading of E. M. Forster. London, 1979.
9. Church, Richard The Growth of the English Novel. 1951.
10. Das, G. K. and Beer, John (ed.) E. M. Forster: A Human
Exploration. London, 1979.
11. Ellmann, Richard. James Joyce. Oxford University Press, 1959,
revised edition 1983.

Course: Grammar & Syntax

Level: BS 6th
Course Code: ELL 308
Course Description
Syntax is concerned with sentence structure - how words are combined to form phrases, how phrases
are combined to form larger phrases, clauses and sentences, and how clauses are combined to form
complex sentences. Ability to identify constituents and agreement constraints helps students to
improve and correct their academic writing. The course is practical in focus and aims to teach students
essential skills for the linguistic description and analysis of a language. The course also includes basic
syntactic theories.

Course Objectives

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The course aims to:
● acquaint students with basics of syntax
● enable students to identify various parts of speech through
structural signals
● introduce the major syntactic structures of the English language to
students
● enable students to recognize various grammatical constructions
● familiarize students with some elementary syntactic theories

Course Contents
1. Syntax
● Some concepts and misconceptions
● What is the study of syntax about?
● Use of linguistic examples
● Why not just use examples from English?
● How to read linguistic examples
● Why do languages have syntax?
2. Structure of Phrase
● NP: Noun Phrase
● VP: Verb Phrase
● AP: Adjective Phrase
● AdvP: Adverb Phrase
● PP: Preposition Phrase
● Grammar with phrases
3. Clause
● Clause and sentence
● Main and sub-ordinate clauses ● Clause constructions
● Recognizing clauses
4. Grammatical Functions
● Introduction
● Subject
● Direct and indirect object
● Complements
● Modifiers
● Form and Function together5. Head, Complements and Modifiers
● What is a head?
● Head and its dependents
● Projections from lexical heads to modifiers
● Differences between modifiers and complements
● PS Rules, X Rules and Features
6. Constituents and Tree diagrams

68
 ● What is a constituent?
● Evidence of structure in sentences
● Some syntactic tests for constituent structure
● Introduction to constituent structure trees
● Relationships within the tree
● Developing detailed tree diagrams and tests for constituent structure
● An introduction to the bar notation
7. Phrase Structure Grammar
8. Transformational Generative Grammar
● Generative Grammar
● Properties of Generative Grammar
● Deep & Surface structures
● Transformational Grammar
● Transformational Rules
9. Basics of Systemic Functional Linguistics

Recommended Books
● Miller, Jim. (2002). An Introduction to English Syntax. Edinburg University Press.
● Prasad, Tarni. (2012). A course in Linguistics. New Delhi: PHI Publications.
● Sells, Peter & Kim, Jong-Bok. (2007). English Syntax: An Introduction.
● Tallerman, M. (2015). Understanding syntax (4thed). Routledge, London.
● Wekker, H., & Haegeman, L. M. (1985). A modern course in English syntax. Croom Helm.
● Valin, Jr., Robert. (2001). An Introduction to Syntax. Cambridge University Press.

Course Title: Discourse Studies

Level: BS 6th
Course Code: ELL 309

Course Description
Simply defined as ‘language in use’, discourse is something concerned more with ‘use behind
language’. With such political implications, discourses are important to comprehend and appreciate.
The present course is designed for a basic level introduction to ‘Discourse Analysis’ as well as
‘Critical Discourse Analysis’ for under-graduate students. It introduces the main and most widely used
approaches to discourse analysis. It aims to develop learners’ critical thinking about how discourses
are used in context and how they reflect and shape our world. The course draws upon students’ prior
understanding of basic linguistic concepts and provides learners with analytical tools and strategies to
explore features of written and spoken texts.

Course Objectives
This course aims to:

69
● introduce discourse analysis as a method of text analysis and a research enquiry in language
teaching and other contexts relevant to Applied and Socio-Linguistics
● familiarize learners with practical applications of discourse analysis techniques to real world
situations
● to acquaint students with a wide variety of discourses
● To introduce learners to practical applications of critical discourse analysis techniques to real
world discourses

Course Contents

Section 1: Beginning with Discourse Analysis

1. Introduction to Discourse
● What is Discourse?
● Features of Discourse ● Text and Discourse
● Types of Discourse: Written, Spoken, Media, Political etc.
2. Discourse Analysis
● What is Discourse Analysis?
● A Short History of Discourse Analysis
● Major Contributors
3. Grammatical Analysis of Discourse
● Cohesion & Coherence
● Cohesive Devices
● Theme & Rheme
● Thematic Progression
4. Pragmatic Analysis of Discourse
● Language in context
● Speech Act Theory
● Co-operative Principles
● Conversational Implicature
● Politeness Theory
5. Analysis of Conversation as Discourse
● Conversation as Discourse
● Structure of conversation
● Analyzing a conversation

Section 2: Proceeding with Critical Discourse Analysis

6. Discourse and Ideology: Beginning Critical Discourse Analysis

● What is ideology
● Ideology in Discourse
● What is critical Discourse Analysis
● A brief history of CDA

70
 ● Foucault & CDA
7. Systemic Functional Linguistics: A Brief overview
8. Fairclough and CDA
● Language and Society
● Relational-Dialectal Approach-Basics
9. Van Dijk and CDA
Language and Power
● Socio-Cognitive Model- Basics
10. Doing analysis

● How to conduct research

● Choosing a Discourse
● Choosing a perspective
● Choosing a suitable method
● A Tool for Analysis: choosing DA, CA or CDA

Recommended Books
● Alba-Juez, Laura. (2009). Perspectives on Discourse Analysis: Theory and Practice.
Cambridge.
● Blommaert, J. (2005). Discourse. Cambridge: Cambridge University Press.
● Bloor, M., & Bloor, T. (2007). The practice of critical discourse analysis. An introduction.
London: Hodder Arnold.
● Caldas-Coulthard, C. R., & Coulthard, M. (Eds. (). An Introduction to Critical Discourse
Analysis. London: Continuum.
● Gee, James Paul. (1999). An Introduction to Discourse Analysis:Theory and Method. Routledge.
● Locke, T. (2004). Critical Discourse Analysis. London: Continuum.
● Paltridge, Brian. (2006). Discourse Analysis. London: Continuum
● Rogers, R. (Ed.). (2011). An introduction to critical discourse analysis in education. Second
Edition. London: Routledge.
● Schiffrin, D., Tannen, D., & Hamilton, H. (Eds.). (2001). Handbookof Discourse Analysis.
Oxford: Blackwell.
● Wodak, R., & Meyer, M. (Eds.). (2009). Methods of criticaldiscourse analysis. Second revised
edition. London: Sage

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 Course Title: Creative Non-fiction
Level: BS 6th
Course Code: ELL310

Course Description
Creative non-fiction is currently undergoing rapid change and reformation. Instead of the old ‘cradle to
grave’ narratives of well-known literary or political figures, our best writers are now experimenting
with new forms and subjects. Nature writing, the personal essay, food journalism, art criticism and
memoir are all part of this exciting, emerging mix.

The course focusses on a variety of sub-genres of creative/imaginative nonfiction such as

autobiography and memoir, literary journalism, and the essay (including non-traditional forms like the
lyric or graphic essay). This course will provide students with the tools to read, analyze, think
critically, and write about creative nonfiction and to communicate their insights in oral and written
forms. The course takes an integrated approach to teaching the skills of reading, critical thinking and
writing specific to the interpretation of creative nonfiction, drawing on literary criticism and
interpretive methods specific to life narrative to explore fundamental elements of the creative
nonfiction sub-genres, including: plot and its relationship to thematic focus; the development of
narrative personae and other aspects of characterization; style; setting; authentication, “evidence” and
truth, and other issues of representation.

Course Objectives
By the end of the course, students should be able to understand/grasp:

▪ the various forms/genres of creative expression

▪ the theory or methods behind the creative expression(s)
▪ the social, cultural, and/or historical context of the creative expression(s)

Course Contents
▪The Art of the Personal Essay: An Anthology from the Classical Era to the Present, edited by Phillip
Lopate
▪The Touchstone Anthology of Contemporary Creative Nonfiction,edited by Williford & Martone
▪ The Literary Journalists, edited by Norman Sims.
▪ This Boy’s Life by Tobias Wolff

Recommended Readings/Websites

CREATIVE NONFICTION
▪ Brevity: Websitethat includes personal narrative or memoir essay82
▪ Literary Nonfiction: Resourcesfor Creative Nonfiction
▪ McSweenye's Internet Tendency: fiction, art, comics, creative nonfiction, columns, opinions, and
much more
▪ Narrative Magazine
 ▪ Sweet: A Literary Confection of Poetry and CreativeNonfiction
▪ The Poets & Writers Magazine: Magazine for poets and writers
▪ UCI Literary Journalism ExcellentLinks and Resources on

▪ The Lyrical Essay: The Seneca Review :Description and examples of the lyrical essay at
Seneca
Review CREATIVE WRITING
▪ McSweenye's Internet Tendency: fiction, art, comics, creative nonfiction, columns, opinions, and
much more
▪ Writers Net: How to publish and other advice

▪ McSweenye's Internet Tendency: fiction, art, comics, creative nonfiction, columns, opinions, and
much more
▪ Reading 100 All Time Novels: Blogger reads,summarizes, comments on Time Magazine’s list
all time novels
▪ The Path of Possibility: Get inspired to write
▪ The Urban Muse Writer: Excellent blog about different aspects of creative writing
▪ Unedit My Heart: Writing about the Arts
▪ Writing Time: Turning Your Life into Story

▪ Harper's Magazine
▪ Reader's Digest: Lifestyle and well-being
▪ The Atlantic Magazine: Covers breaking news, analysis, current events, fiction, issues in the public
eye, and more
▪ The New Yorker Magazine: Read about poetry, fiction, and nonfiction
▪ The Saturday Evening Post
▪ The UTNE Reader: Independent press
▪ The Walrus Magazine: Covers Politics, Environment, Art, Culture, Sports, Poetry, and Fiction

▪ Tell It Slant: Creating, Refining, and Publishing Creative Nonfiction,

(2nd Edition) by Brenda Miller and Suzanne Paola
▪ Writing True by Sondra Perl and Mimi Schwartz
▪ Creative Nonfiction : A Guide to Form, Content, and Style with
Readings by Eileen Pollack
▪ To Tell the Truth: Practise and Craft in Narrative Nonfiction by Connie D. Griffin
▪ You Can’t Make This Stuff: The Complete Guide to Writing
Creative nonfiction from Memoir to Literary Journalism and
Everything In Between Up by Lee Gutkind
▪ Telling True Stories: A Nonfiction Writer’ Guide, edited by MarkKramer and Wendy Call
▪ On Writing Well by William Zinsser
▪ The Elements of Style by Strunk and White

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▪ The Writer’s Personal Mentor by Priscilla Long

SEVENTH SEMESTER

Course Title: Research Methods and Term Paper Writing

Level: BS 7th
Course Code: ELL401

Course Description
The course introduces the basics of the research to the undergraduate students. It includes language of
research, ethical principles and challenges, and the elements of the research process within
quantitative, qualitative, and mixed methods approaches. It is designed to assist students understand
the difference between different forms of research writings like book, thesis and research paper.

Course Objectives
This course aims to enable students to:
● develop an understanding of research terminology
● create awareness of the ethical principles of research, ethical
challenges and approval processes
● differentiate among quantitative, qualitative and mixed methods
approaches to research
● learn the steps involved in research process
● identify the components of a literature review process
● understand the difference between research paper, thesis and
book writing
● develop knowledge about different components of a synopsis and a
research paper

Course Contents
1. Introduction to Research: The Wh-Questions of Research (What?
Why? Who, Where? How?)
2. Research process overview
3. Research methods: Qualitative, Quantitative, Mixed method research
4. Types of Qualitative and Quantitative researches
5. Thinking like a researcher: Understanding concepts, constructs, variables, and definitions
6. Problems and Hypotheses: Defining the research problem, Formulation of the research
hypotheses
7. Reviewing literature
8. Data collection
9. Data processing and analysis
10. Difference between research paper, thesis and book writing
 11. Parts of a synopsis
12. Research ethics and plagiarism
13. Research paper formatting: MLA and APA

Note: The division of marks for this subject is 40% -60%. 40 % marks forthe exams; whereas, 60%
marks are for practical work including quiz, class performance, assignments, exercises, practical
activities, final term paper/ synopsis writing, mock thesis etc. as explained in the beginning of this
document.

Recommended Readings
● Bhattacherjee, Anol. (2012). Social Science Research: Principles, Methods and Practices. University
of South Florida.
● Bryman, Alan & Bell, Emma (2011). Business Research Methods(Third Edition), Oxford University
Press.
● Chawla, Deepak & Sondhi, Neena (2011). Research methodology:
Concepts and cases, Vikas Publishing House Pvt. Ltd. Delhi.
● Creswell, J. W. (2014) .Research design: Qualitative, quantitativeand mixed methods approaches.
4th Ed.. Thousand Oaks, CA:
Sage.
● Kerlinger, F.N., & Lee, H.B. (2000). Foundations of Behavioural
Research (Fourth Edition), Harcourt Inc.
● Rubin, Allen & Babbie, Earl (2009). Essential Research Methods for Social Work, Cengage
Learning Inc., USA.
● Pawar, B.S. (2009). Theory building for hypothesis specification in organizational studies,
Response Books, New Delhi.
● Neuman, W.L. (2008). Social research methods: Qualitative and quantitative approaches, Pearson
Education.
● Walliman, Nicholas. (2001). Your Research Project. Sage Publications.

Course Title: Introduction to Applied Linguistics

Level: BS 7th
Course Code: ELL402

Course Objectives
This course is a gateway to the field of applied of applied linguistics. It will introduce students to
different methods adopted throughout thetradition of language teaching to teach language at the same
time probing into the approaches, linguistic or psychological, that backed them. The knowledge of this
will prepare the students to cope with the other subjects. This course further aims at introducing fairly
advanced ideas related to syllabus designing and implementation. It offers a review of dominant and
competing syllabuses in the 20th century focusing especially on the milieu of their rise and the cause of
their decay both. The theory will go in this course hand in hand with practice: the students will review
different syllabus for applying the concepts they learn.
Course Contents

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1. Theories of language learning
2. The nature of approaches and methods in language learning
 GTM
● The Direct Method o The Audio-lingual
Method o The Natural Approach o CLT
● The Eclectic Approach
3. Error Analysis
4. Nature and purpose
5. Causes of errors
●Inter-lingual errors
●Intra-lingual errors
● Overgeneralization
● Literal translations
6. Contrast between Behavioristic and Mentalistic attitude to errors
7. Stages of error analysis
● Definition and scope of syllabus
● Considerations common to all syllabuses
● Relationship between theory of language, language learning and language syllabuses
● Dichotomies of Syllabuses '
● Product vs. Process-oriented syllabuses
● Analytical Synthetic syllabuses
8. Product-Oriented Syllabuses
● Grammatical Syllabus o Theoretical baseso Selecting and grading contents o Criticism
● Notional Functional Syllabus
o Theoretical bases o Selecting and grading contents o
Criticism
9. Process Oritented Syllabuses

86
Suggested Readings
1. Allen, J. P. B. &Corder, S P. (eds) (1974). Techniques in appliedlinguistics. The Edinburgh
course in applied linguistics (Vol. 3).Oxford: OUP.
2. Brumfit, C. (ed.) (1986). The practice of communicative teaching. Oxford: Pergamon.
3. Chomsky, N. (1959). A review of B. F: Skinner's Verbal Behaviour. In Krashen, S. D. (1982).
Principles and practice in second language acquisition. New York: Pergamon.
4. Harmer, J. (1991). The practice of English language teaching. Harlow: Longman
5. Johnson, K. (1996). Language teaching and skills learning. London: Blackwell.
6. Larsen-Freeman, D. (1986). Techniques and principles inlanguage teaching. London: OPU.
7. Munby, J. (1978). Communicative syllabus design. Cambridge: CUP.
8. Norrish, J. (1987). Language learners and their errors. New York: Macmillan.
9. Nunan, D (1988). Syllabus design. Oxford: OUP.
10. Omaggio, A. C. (1 986). Teaching language in context. New York: HHP
11. Prabhu, N. S. (1987). Second language pedagogy: A perspective. Oxford: OUP.
12. Richards & Rodgers. (1986). Approaches and methods in language teaching: A description and
analysis. Cambridge. CUP
13. Richards, J. C (1980). Error analysis. London: Longman.
14. Steinberg, D. D. (1988). Psycholinguistics. London: Longman
15. Ur, P (1996). A course in language leaching. Cambridge: CUP.

Course Title: Introduction to Stylistics

Level: BS 7th
Course Code: ELL403

Course Description
This is an interdisciplinary course which deals with some of the ways in which texts, particularly
literary texts, can be examined from a linguistic perspective. Text is the focus of this course. It will be
seen how a text may be handled to examine the specific language that reflects the determinant
elements of the communication: the speaker/ writer; the recipient (listener/ reader), the occasion which
led to producing the text. This course aims to assist students in exploring (primarily literary) texts. The
course also covers the topics related to the ways and means writers opt for in the process of producing
the text and expressing it in the way they deem to best serve their purpose.

77
 Course Objectives
The course aims to:
● assist students understand style and stylistics
● explain what is involved in a stylistic analysis of a literary text
● describe the methods of each type of stylistics and stylistic analysis

● define the concept of foregrounding

● assist students to learn the techniques involved in stylistic analysis of
various types of texts

Course Contents
1. Introduction
● What is stylistics?
● Historical Evolution of Stylistics ● The Nature of Stylistics
● The Goals of Stylistics
2. The concept of style and stylistics: Meaning of stylistics and its approaches
● Style as choice
● Style as the Man
● Style as Deviation
● Style as Conformity
● Style as Period or Time
● Style as Situation
3. Types of Stylistics I
● Features of Linguistic Stylistics
● Lexical Repetition
● Semantico-Syntactic Level
● Semantic/Grammatical Level
● Phonological Level
● Graphological Level
4. Types of Stylistics II
● Reader-Response Stylistics
● Affective Stylistics
● Pragmatic Stylistics
● Pedagogical Stylistics
● Forensic Stylistics
5. Levels of Linguistic Analysis: The Lexico-Semantic Level
● Semantics
● Lexico-semantics ● Lexical Relations
● Types of Words
● Denotative/Connotative Meanings
● Idiomatic Meaning

78
 6. Levels of Linguistic Analysis: The Syntactic Level
● Units of Grammar
● The Group
● The Clause
● The Sentence
● The notion of Rank shifting
● Voice
7. Foregrounding
● Meaning of Foregrounding
● Types of Foregrounding
8. Stylistic analysis: Practical Application
● Sample stylistic analysis of poem
● Sample stylistic analysis of short story
● Sample stylistic analysis of novel
● Sample stylistic analysis of authentic texts:o Magazine o Newspaper o Song o Speech
oBrochure

Recommended Readings
● Chapman, R. (1973). Linguistics and Literature: An Introduction to Literary Stylistics,
Rowman and Littlefield, London.
● Short, Mick. (1996). Exploring the Language of Poems, Plays andProse. Longman
● Leech, Geoffrey & Mick Short (1981). Style in fiction: A linguisticintroduction to
English fictional prose. London/New York: Longman Group Ltd.
● Semino, Elena & Jonathan Culpeper (1995). Stylistics. In Jef Verschueren, Jan-Ola
Östman & Jan Blommaert (Eds.), Handbookof pragmatics (pp. 513-520).
Amsterdam/Philadelphia: John Benjamins Publishing Co.
● Wales, Katie (1989). A dictionary of stylistics. London/New York: Longman.
● Widdowson, H. G. (1975). Stylistics and the teaching of literature. London: Longman.

Course Title: Literary Theory and Practice

Level: BS 7th
Course Code: ELL 404

Course Description
Literary texts remain integrally woven within the socio-political substratum; therefore, literary theory
and its philosophical sub-text is used as the primary tool to decode the meanings both within texts and
without them. Since literary theory contextualizes both meanings as well as the practices of decoding
these meanings, it operates as a viable toolin enabling students to independently comprehend literary
texts. Keeping this in mind, this course has been designed to introduce the students to key literary
theories, their major concepts and basic jargon. This is so that they are initiated into the process of
understanding the usage of these elements in their assignments and discourses. It also generates critical
thinking that integrates the readers, texts and contexts in all their interactive paradigms.

Course Objectives
This course is pivoted on the following major objectives:

79
1. To introduce the students to the history and evolution of literary theory
2. To enable them to develop a deeper understanding how different theories may be blended to
create different theoretical frameworks for analyzing different texts
3. To be able to offer critiques, not only of the literary texts, but also of the theories under
discussion
4. To provide preliminary training to students so that they may be able to engage in independent
theorizations, should they pursue higher degrees in the field

Course Contents
1. Defining Literary Criticism, Theory and Literature
a. What is a text?
b. Who is a critic and what is literary criticism?
c. What is literary theory?
d. How to read and interpret texts
e. The purpose of literary theory
f. How to extract multiple, but cogent meanings, from a single text
2. Tracing the Evolution of Literary Theory and Criticism
a. Plato to Plotinus
b. Dante Alighieri to Boccaccio
c. Sidney to Henry James
d. Bakhtin and modern literary criticism
3. Russian Formalism and New Criticism
a. Russian Formalism: Development and Key terms
b. The application of Russian Formalism on a literary text
c. Differences between Russian Formalism and New Criticism
d. Major tenets and methods
e. Critiques of Russian Formalism and New Criticism
4. Reader-Oriented Criticism
a. Development
b. Major ideas and methods (The steps involved)
c. Critiques of Reader-Oriented Criticism
5. Structuralism
a. Understanding Modernity and Modernism
b. The Development of Structuralism
c. Assumptions (The structure of language, langue and parole,
Suassure’s definition of a word, narratology and its types, mythemes, binary opposition,
narrative functions as propounded by Propp, Campbell, etc)
d. Methodologies of Structuralism
e. Applications on different literary texts
f. Critiques of structuralism
6. Deconstruction
a. Movement from Structuralism to Post Structuralism
b. The development of Deconstruction

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 c. Major assumptions (Transcendental signified, logocentrism, opening up binary
oppostions, the Derridean argument of phonocentrism as propounded in Of
Grammatology,
Metaphysics of Presence, Arché Writing, Supplemtation and
Deifferánce)
d. Application of deconstructive theory on literary texts
e. Developments in Deconstructive theory: Deleuze and Guattari and the concept of the
rhizome
f. Critiques of deconstruction
7. Psychoanalysis
a. The development of psychoanalytic criticism
b. Sigmund Freud and his basic terminology, including id, ego, superego, Models of the
human psyche, neurosis, cathexes, Freudian slips, Oedipus and Electra complexes
(infantile
stage, phallic stage, castration complex, pleasure principle)
c. Northrop Frye and archetypal criticism
d. Lacan and the major concepts of the imaginary order and the mirror stage, the Ideal-I,
objet petit á, symbolic order, the real order
e. Methodologies
8. Feminism
a. Historical development
b. The First Second and Third Waves of Feminism: Virginia
Woolf, Simone de Beauvoire, Showalter, Kate Millett, Betty
Friedan. Elaine Showalter, Kate Millett, Betty Friedan, Butler)
c. French Feminism (Luce Irigaray, Julia Kristeva, Helene
Cixous)
d. Third World Feminism (Gayatri Spivak, Sara Suleri, Chandra
Talpade Mohanty, etc) and its relation with the contemporary
socio-political scenario
9. Marxism
a. Development of Marxism

b. Major Marxist theorists (Karl Marx, Friedrich Engels, George

Lukács, Antonio Gramsci, Louis Althusser, Frederic
Jameson and Terry Eagleton)
c. Key terms: dialectical materialism, base, superstructure, interpellation, false
consciousness, proletariat, relations with the market, hegemony, Ideological State
Apparatus, political
unconscious
d. Assumptions
e. Methods

10. Cultural Poetics or New Historicism

a. Differences between Old Historicism and New Historicism
b. The development of New Historicism

81
 c. Cultural Materialism
d. Major assumptions
e. Major theorists (Michel Foucault, Clifford Geertz)
f. Major terminology (discourse, poetics of culture,
interdiscursivity, irruption, etc)
11. Postcolonialism
a. Colonialism and Postcolonialism: Historical Dvelopment
b. Major assumptions
c. Major theorists (Homi Bhabha, Gayatri Spivak, Frantz Fanon, Edward Said, Aijaz
Ahmed, Sarah Ahmed, Talal Asad, and any other of the teacher’s choice)
d. Key concepts and binaries, such as hegemony, center/ periphery, Us/Other,
marginalization, double voicedness, Third Space, liminality, hybridity, assimilation,
ecological mimeticism, the minoritization of the English language
through code-switching and code-mixing etc.
e. Postcolonial theory and the diasporic experience
f. Critiques of postcolonialism

12. Ecocriticism

Suggested Readings
● Ashcroft, Bill, Gareth Griffiths & Helen Tiffin, Eds. The PostColonial Studies Reader NY:
Routledge. 1995.
● ---. Key Concepts in Postcolonial Studies. NY: Routledge, 1998.
● Beauvoir, Simone de. The Second Sex. 1949. Trans. Constance Borde & Sheila Malovany-
Chevallier. NY: Random House, 2009.
● Bloom, Harold et al. Deconstruction and Criticism. (1979) NY: The
Continuum Publishing Company, 2004.Bhabha, Homi K. TheLocation of Culture. London &
New York: Routledge, 1994. Pdf.
● Brannigan, John. New Historicism and Cultural Materialism. NY:
1998.

82
● Brooks Cleanth. Understanding Fiction. New Jersey: Pearson, 1998.
● ---. The Well Thought Urn: Studies in the Structure of Poetry. NY: Harcourt, 1956.
● Castle, Gregory. The Blackwell guide to Literary Theory. Oxford:
Blackwell Publishing, 2007
● Culler, Jonathan. Literary Theory: A Very Short Introduction. NY:
Oxford University Press, 2000.
● Derrida, Jacques. “Structure, Sign, and Play in the discourse of the
Human Sciences”. Writing and Différance. Trans. Alan Bass.
Chicago, University of Chicago Press, 1978.
● Eagleton, Mary Ed. A Concise Companion to Feminist Theory (Concise Companions to
Literature and Culture). Oxford: Blackwell
Publishing, 2003.
● Eagleton, Terry. Literary Theory: An Introduction. Minneapolis, MN:
University of Minnesota Press, 1996.
● ---. Making Meanings with Texts: Selected Essays. NY: Reed-Elsevier, 2005.
● Hamilton, Paul. Historicism. NY: Routledge, 1996.
● Rosenblatt, Louise M. Literature as Exploration. NY: Noble, 1996.
● Williams, Patrick and Laura Chrisman, eds. Colonial Discourse andPost-Colonial Theory: A
Reader. NY: Columbia University Press,1994.

Course Title: Pakistani Literature in English

Level: BS 7th
Course Code: ELL405

Course Description
The works of Anglophone Pakistani writers constitute an important part of the contemporary English
literature. The use of English language has flourished in our region as the legacy of colonial times and
today English language is used broadly all over Pakistan. Pakistani literature in English is a unique
blend of local themes and issues and projects the version of reality as perceived by Pakistanis,
expressed in the English language which establishes the academic and cultural relevance of teaching
this literature. The contribution of Pakistani authors to English literature is acknowledged
internationally in terms of the awards won by them and these works are taught in various international
universities as well. This makes the study of this literature crucial for a Pakistani scholar. This course
is carefully designed to incorporate various writings since the creation of Pakistan to the present in
order to trace the history and development of Pakistani literature in English.

Course Objectives
1. To introduce students to local themes and issues. 93
2. To enable students to compare and relate Pakistani writings in
English with English writings from other parts of the world in order
to enhance critical thinking.
3. To understand and appreciate the Pakistani variety of English through this study.
4. To provide the scholar with a wide basis for research in terms of Pakistani issues and conflicts
as this is a relatively new and unexplored area of English literature.

Course Contents1. Fiction:

● Bapsi Sidhwa: An American Brat, Ice Candy Man
● Kamila Shamsie: Burnt Shadows
● Mohsin Hamid: How To Get Filthy Rich in Rising Asia
● Mohammad Hanif: Our Lady Of Alice Bhatti
● NadeemAslam: The Blind Man’s Garden
2. Poetry:
● Zulfiqar Ghose: Disturbed Nights, Evidence of Genocide
● Salman Tarik Kureshi: Cottage, Housewarming, End of The Climb
● Adrian A. Hussain: A Rosary of Ants, Autumn Tree
● Moen Farooqi: Unfamiliar Morning, Winter Visit, The Still life of Apples.
● Taufiq Rafat: Wedding in the flood, Kitchens, Gangrene, Snake, Grave in the park,
Reflections, Time to Love, Arrival of the Monsoon
● Farida Faizullah: On being offered a Rose by a Student
3. Screen Plays
● Hanif Qureshi: My Son the Fanatic
4. Essays

● Intizaar Hussain: The Problems of Pakistani Identity

● Bapsi Sidhwa: Launching the Angels
● Rukhsana Ahamd: The Price of freedom
● Shahid Suhrwardy: The Responsibility of Writers in Pakistan
Contemporary Short Stories
● Muneeza Shamse: That Heathen Air, And the World Changed
● Aamer Hussain: The Keeper of the Shrine, A Needlewoman’s
Calender
● Kamila Shamsie: Hasan and The Sky, 9/11 Stories: Our DeadYour
Dead
● Daniyaal Muenudin: Nawab Din Electrician
● BapsiSidhwa: The Trouble-Easers
● Zaibunisa Hamidullah: Maa

Suggested Readings
● Ahmad, Aijaz. In Theory:Classes, Nations,Literatures (London, 1992)
● Ahmed, Rehana, Peter Morey, Amina Yaqin. Culture, Diaspora,and Modernity in
Muslim Writing (Routledge, 2012)
● Aroosa ,Kanwal. Rethinking Identities in Contemporary Pakistani
Fiction. Beyond 9/11. ( Plagrave Macmillan UK, 2015 )
● Chambers, Claire. British Muslim Fictions: Interviews with

84
 Contemporary Writers ( Palgrave Macmillan, 2012)
● Cilano, Cara. Contemporary Pakistani Fiction in English: Idea,
Nation, State. ( Routledge , 2013)
● Clements, Madeline. Writing Islam From a South Asian Muslim
Perspective (Springer 2015)
● Daniyal Mueenuddin: In Other Rooms Other Wonders.Bloomsbury
Publishing, 2010.
● Hashmi, Alamgir. “Ahmed Ali and the Transition to a Post-Colonial Mode in the
Pakistani Novel in English.” Journal of Modern
Literature, Vol 17. No 1 (Summer 1990) PP. 177-182
● Iftikhar Arif. Pakistani Literature. Pakistan Academy of Letters,
2002.
● Iftikhar Arif: Modern Poetry of Pakistan. Dalkey Archive Press,
2010.
● Iftikhar Arif: Modern Poetry of Pakistan. Dalkey Archive Press,
2010.
● J. Sell. Metaphor and Diaspora in Contemporary Writing ( Palgrave
Macmillan 2012)
● Jajja, Mohammad Ayub. “The Heart Divided: A Post Colonial
Perspective on Partition” Pakistan Journal of Social Sciences
(PJSS) Vol. 32, No. 2 (2012), pp. 297-307
● Nor Faridah, Abdul Manaf, and Siti Nur aishah Ahmad. “Pakistani Women’s
Writings: Voice of Progress.” International Research
Journal Of Arts and Humanities [IRJAH] [Vol 34] ISSN 1016-9342
● Ranasinghe, Ruvani. Contemporary Diasporic South Asian
Women’s Fiction: Gender, Narration and Globalisation( Palgrave
Macmillan 2016)
● Rehman, Tariq. A History of Pakistani English Literature ( Lahore,
1991)
● Shamsie, Muneeza. A Dragonfly in the Sun: An Anthology OfPakistani writing in
English (Oxford 1998)

EIGHTH SEMESTER

Course Title: Postcolonial Literature

Level: BS 8th

85
Course Code: ELL406
Course Description
This course is based on a study of some seminal and significant postcolonial literary texts (selected
poetry, drama and fiction) in order to introduce the student to the colonial project and see how the
colonial experience helped shape literature as a result of military, political, social and cultural
encounters between the colonizers and the colonized. The postcolonial literature(s) can be roughly
divided into three overlapping phases. The first type comes from the period of contact between the
colonial powers and the colonized, the second type is the response of the natives to the colonizers, and
the third is contemporary literature which comes from the parts that were earlier colonized, and also
from the diasporic authors. This study is also useful in assessing the developments which have taken
place in this field over time and relate with the material conditions of the contemporary world and,
consequently, with relevant theoretical concepts as well. An introduction to the key concepts and terms
related to Postcolonial Studies is also part of this course.

Course Objectives
1. To develop an understanding of the key concepts and terms related to the postcolonial studies.
2. To study the selected literature employing the postcolonial
concepts in order to analyze this literature.
3. To see how these readings relate with the contemporary realities, issues and debates of the
world and to understand the importance of this field of study in the developments taking place
in the world.

Course Contents

1. Poetry
1. Derek Walcott. A Far Cry from Africa (1962)
2. Louise Bennett. Selected Poems (1983)
3. Wole Soyinka. Mandela’s Earth and Other Poems (1988)
4. A.K. Ramanujan. Collected Poems (2011)

(Note: Four to five poems, out of each of these collections, may be selected by the concerned teacher.)

2. Drama
1. Wole Soyinka. A Dance of the Forests (1963)
2. Derek Walcott. Dream on Monkey Mountain (1970)
3. Jack Davis. Honey Spot (1985)
3. Fiction
1. Chinua Achebe. Things Fall Apart (1958), a novel.
2. Jean Rhys. Wide Sargasso Sea (1966), a novel.
3. Rohinton Mistry. Tales From Firozsha Baag (1987), a collection of short stories.
4. Ngugi Wa Thiong’o. Devil on the Cross (1982), a novel.

(Note: Two short stories from this collection may be selected by the concerned teacher.)

86
 Suggested Readings
● Ashcroft, B., Griffiths, G., & Tiffin, H. (1989). The Empire Writes
Back. London : Routledge.
● Ashcroft, B., Griffiths, G., & Tiffin, H. (1995). The Post-Colonial
Studies Reader. London: Routledge.
● Ashcroft, B., Griffiths, G., & Tiffin, H. (1998). Post-Colonial Studies
- The Key Concepts. London, New York: Routledge.
● Bhabha, H. K. (1994). The Location of Culture. London: Routledge.
● Fanon, F. (1963). The Wretched of the Earth. (C. Farrington,
Trans.) New York: Grove Weidenfeld.
● Innes, C. L. (2007). The Cambridge Introduction to Postcolonial
Literature in English. Cambridge, New York: Cambridge University
Press.
● Loomba, A. (1998). Colonialism/ Postcolonialism. London:
Routledge.
● Said, E. W. (1978). Orientalism. London: Routledge.
● Said, E. W. (1994). Culture and Imperialism. London: Vintage
Books.
● Spivak, G. (1988). Marxism and Interpretation of Culture: Can theSubaltern Speak? (C.
Nelson, & L. Grossberg, Eds.) Urbana andChicago: University of Illinois Press.

Course Title: American Literature

Level: BS 8th
Course Code: ELL407

Course Description
American literature has traversed and extended from pre-colonial days to contemporary times.
Historical, Political, societal and technological changes—all had telling impacts on it. This course is
designed to give an in-depth study of the American experience as portrayed in the works of major
writers of American literature. The course focuses on both historico-political literary themes.
Furthermore, it also emphasizes connecting the diverse Western movements such as Realism,
Naturalism, Romanticism, Transcendentalism, Modernism, etc. as they influence multiple trends in
American literary heritage and nationalism

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with reference to the representative writers chosen. It considers a range of texts - including, novels,
short stories, essays, and poetry - and their efforts to define the notion of American identity. There
may be several ways to access American literature---by either following simple chronology or
connecting through themes and genres. This course aims at exposing the students to various literary
trends in American literature by grouping them under different genres.

Course Contents
1. Essays and Short Stories
● Thomas Paine (1737-1809) Excerpts from Common Sense
● Thomas Jefferson (1743-1826) Excerpts from the
Declaration of Independence as Adopted by Congress (July
4, 1776)
● Ralph Waldo Emerson (1803-1882) Excerpts from Nature
Self-Reliance
● Walt Whitman (1819-1892) Excerpts from Preface to Leaves of Grass
● Nathaniel Hawthorne (1804-1864) My kinsman ,Major Molineux / Young Goodman Brown
● Herman Melville (1819-1891) Bartleby, the Scrivener
● Edgar Allan Poe (1809-1849) The Fall of the House of Usher
2. Poetry
● Emily Dickinson (1830-1886) Success is counted sweetestBecause I could not stop for
death This is my letter to the world
I heard a Fly Buzz
● Ezra pound(1885-1972) Mr. Housman's Message
Portrait D’une Femme In a Station of the Metro The River-
Merchant’s Wife: A Letter
● T.S. Eliot(1888-1965) The Love Song of J.Alfred
PrufrockExcerpts from The Waste Land
● Robert Frost(1874-1963) Mending Wall The Road notTaken
Birches Fire and Ice After Apple Picking Stopping by Woods
on a Snowy Evening
● Edward Estlin Cummings(1894-1962) O Sweet spontaneous
The Cambridge ladies who live in Furnished Souls Anyone
lived in a pretty how town
● Hart Crane(1899-1932) From The bridge (To Brooklyn
Bridge)
Chaplinesque At Melville’s Tomb Voyages
3. Novel
● Harriet Beecher Stowe(1811-1896)/ Frederick Douglass
(1817-1895) Uncle Tom’s Cabin/ excerpts from Narrative of
the Life of Frederick Douglass
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● F Scott Fitzgerald(1896-1940) The Great Gatsby
● Ernest Hemingway(1899-1961) A Farewell to Arms
● William Faulkner (1897-1962) The sound and the Fury
4. Drama
● Eugene O’ Neill(1888-1953) Long Day’s Journey into Night
● Arthur Miller (1915-2005) Death of a Salesman/TheCrucible

Course Title: Introduction to Translation Studies

Level: BS 8th
Course Code: ELL408

Course Description
Translation studies is an academic interdiscipline dealing with the systematic study of the theory,
description and application of translation, interpreting, and localization. This course examines the
theory and practice of translation from a variety of linguistic and cultural perspectives. The course
covers a wide range of issues and debates in translation studies and aims to provide students with an
overview of the history of translation studies, different translation theories and various approaches to
translation. The basic premise of this course is, if translators are adequately aware of the theoretical
and historical dimensions of the discipline they will be able to produce better translations. Besides, this
course also focuses on the application of various methods and approaches to different texts.

Course Objectives
The course aims to:
● impart knowledge of the notable translation theories to students
● prepare them to critically reflect on different translation theories
● enable students to apply the methods and strategies discussed in the
theories of translation
● acquaint them with the ideological and political nature of translation
● enable them to produce grammatically and stylistically appropriate
translations

Course Contents
1. What is translation?
2. A brief look at the history with special focus on the 20th and 21stcenturies
3. The problem of equivalence at word level and beyond
4. Kinds of translation: word-for-word, sense-for-sense
5. Translation and cultural issues
6. Translating idioms and metaphors
7. Translation, genre and register
8. Foreignization and domestication

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 9. Functional theories of translation
10. Polysystem theories of translation
11. Postcolonial theories of translation
12. Translation and neologism: Confronting the novel
13. Translation and literature
14. Translation in the era of information technology
15. Translation, ideology and politics
16. Translation and interpretation
17. Translation and globalization
18. Research issues in translation

Recommended Readings
● Baker, Mona, and Gabriela Saldanha, eds. (2009). Routledgeencyclopedia of translation studies. Routledge.
● Bassnett, Susan. (2013). Translation studies. Routledge.
● Munday, Jeremy. (2016). Introducing translation studies: Theoriesand applications. Routledge.
● Snell-Hornby, Mary. (1988). Translation studies: An integratedapproach. John Benjamins Publishing.
● Venuti, Lawrence. (2012). The translation studies reader. Routledge.

4- Research Thesis
Research thesis will be offered to deserving students as per, analytical aptitude and adequate
CGPA.

5- Course Title: Postmodern Fiction

Course Code: ELIT716

Course Description
The course aims to explore postmodern literary theories and selective fiction by taking into account
their formal, thematic and philosophical principles. The students will start by investigating how and
why postmodern literature is different from modernism. The course also acquaints the students with
the fundamental elements of the art of fiction, especially including the point of view, plot, character,
style, narrative technique, theme, imagery, symbol, and setting. The ultimate objective is to enhance
their ability to read, interpret, write about, and appreciate postmodern literary fictions.

Special emphasis will be given to postmodern themes such as issues of identity, displacement,
narrative exhaustion, temporality, relativism, nonabsolutism, consumerism, historicism, and literary
forms such as metafiction, intertextuality, parody, irony etc. The course focuses not just on the key
features and characteristics of “high” postmodernism of the 1960s and 1970s but also the critical and
creative development of postmodernism of the twenty first century. Through careful reading of the

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selection of representative texts from the past seven decades across the globe, the students will be
encouraged to identify opportunities for research within the field.

Course Objectives
Students are expected to:
● Acquire an understanding of the relationship between texts and context and what
characteristics of 20th and 21st century literature can be considered as postmodern
● Build on discussions by analysing passages, characters, plots, and themes developed in the
selected texts
● Critically analyse the theories and arguments presented by postmodern critics and theorists
such as Jean Francois Lyotard, Roland Barthes, Jean Baudrillard, John Barth etc.
● Develop analytical writing and presentation skills by engaging with the variety of postmodern
stylistic features

Course Contents
1. Joseph Heller-Catch-22(1961)
2. Jorge Luis Borges - Labyrinths (1962) (selective short stories)
3. Umberto Eco-The Name of the Rose(1980)
4. Ben Okri - Incidents at the Shrine (1986) (selective short stories)
5. Toni Morrison -Beloved(1987)
6. Arundhati Roy – The God of Small Things (1997)
7. Zadie Smith -White Teeth(2000)
8. Dimitris Lyacos-With the People from the Bridge(2014)
9. Don Delillo – White Noise
10. John Barth – Fun House

Suggested Readings
1. Appignanesi, Richard, and Garratt, Chris. 1995. Postmodernism for Beginners. Cambridge,
UK: Icon.
2. Barth, John, 1984. ‘The Literature of Exhaustion’ (1967), collected in The Friday Book:
Essays and other Nonfiction.
3. Borges, Jose Luis, Collected Ficciones of Jose Luis Borges.
Translated by Andrew Harley: Allen Lane: The Penguin Press.
4. --------. 2007. Labyrinths. New Directions.
5. Black, Shameem. 2000. Fiction across Borders: Imagining the lives of others in late
twentieth-century novels. Columbia University Press.
6. Baudrillard, Jean. 1988. Jean Baudrillard: Selected Writings. Edited by Mark Poster.
Stanford, Calif.: Stanford University Press.
7. Bertens, Hans & Douwe Fokkema. eds. 1997.International Postmodernism: Theory and
Literary Practice. Amsterdam: John Benjamins Publishing Company.
8. Connor, Steven, 2004. The Cambridge Companion to
Postmodernism. Cambridge: Cambridge University Press.

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9. Flax, Jane. 1990. Thinking Fragments: Psychoanalysis, Feminism, and Postmodernism in the
Contemporary West. Berkeley:
University of California Press.
10. Grausam, Daniel. 2011. on Endings: American Postmodern Fiction and the Cold War.The
University of Virginia Press.
11. Harvey, David. 1989. The Condition of Postmodernity: An Enquiry into the Origins of Cultural
Change. Oxford and Cambridge, Mass.: Blackwell.
12. Hutcheon, Linda. 1988. A Poetics of Postmodernism: History, Theory, Fiction. Routledge.
13. ---------. 1980. Narcissistic Narrative: The Metafictional Paradox. Wilfrid Laurier University
Press.
14. Ihab Hassan. 1982. The Dismemberment of Orpheus: Towards a Postmodern
Literature.University of Wisconsin Press.
15. Jameson, Fredric. 1991. Postmodernism, or, the Cultural Logic of Late Capitalism. Durham,
N.C.: Duke University Press.
16. Lyotard, Jean-Francois. 1984. The Postmodern Condition: A Report on Knowledge.
Translated by Geoff Bennington, and Brian Massumi. Vol. 10 of Theory and History of
Literature. Minneapolis: University of Minnesota Press.
17. Mason, Fran. 2009. The A to Z of Postmodernist Literature and Theatre. UK: The Scarecrow
Press, Inc.
18. McHale, Brian. 2015. The Cambridge Introduction to
Postmodernism. Cambridge University Press.
19. Nicol, Bran. 2009. The Cambridge Introduction to Postmodern Fiction. Cambridge:
Cambridge University Press.
20. Sarup, Madan, 1993. Introductory Guide to Structuralism and Modernism. London: Harvester
Wheatsheaf.
21. Silverman, Hugh J. ed. 1990. Postmodernism: Philosophy and the Arts. New York:
Routledge.
22. Taylor, Victor E., and Charles E. Winquist. eds. 1998. Postmodernism: Critical Concepts. 4
vols. London and New York: Routledge.
23. Tester, Keith. 1993. The Life and Times of Postmodernity. London: Routledge.
Waugh, Patricia, 2012.Feminine Fictions: Revisiting the Postmodern. Routledge

ELECTIVE SUBJECTS - BS ENGLISH (LITERATURE)

1. Course Title: African Literature (Elective) Course Code: ELL411

Course Description
The course introduces students to a range of African writers writing across Africa by highlighting the
diverse historical, postcolonial, andpolitical realities that helped shape current African literary
discourse. The people of Africa and Europe met in an unequal situation, in which Africans were

92
rendered materially inferior and subjugated through colonialism and slavery. This is the only form of
modernity Africans have known so far. This course will explore issues of slavery, colonization and
post-colony. In discussing literatures produced in various countries in Africa, it will be focusing on the
distinctive characteristics of each text and how it is different and also very similar with other literary
texts produced in Africa. This course will also focus on how various ethnicities, and the creation of
borders by ‘former imperial powers’ have created problems for countries even after the independence,
and how these conflicts are affecting and shaping the narratives by African writers, both male and
female.

Course Objectives
This course will:
● augment students’ understanding of commonalities and differences faced by individuals and
nations attempting to articulate their
complex identities in an era of postcolonial modernity.
● provide students with enough theoretical frameworks to take part in a constructive discourse on
issues related to race, identity and gender.
● create an insight into the impact of colonialism, race, class,
ethnicity and culture on the works of African writers.
● Improve key understanding of students who after the completion of the course will be in a
position to understand multiple cultural viewpoints, sensibilities, and values through careful
analysis of recommended course content.

Course Contents
● Achebe, Chinua, Anthills of the Savannah (London: Pan Books
Ltd., 1987).
● Aidoo, Ama Ata, Our Sister Killjoy (Essex: Longman Group
Limited, 1977).
● Coetzee, J.M., Waiting for the Barbarians (1983) ● Head, Bessie, A Question of Power
● Nadine Gordimer (selective short stories)● Nwapa, Flora, Efuru (1966)
● Salih, Tayeb, Season of Migration to the North (London: Penguin
Books Ltd., 2003).
● Sembène, Ousmane, Xala, trans. Clive Wake (Chicago: Lawrence
Hill Books, 1976).
● Soyinka, Wole, Death and the King’s Horsemen (1975)
● wa Thiong'o, Ngũgĩ , A Grain of Wheat (London: Heinemann Educational Books Ltd., 1967).
Suggested Reading
● Alfred, Obiora Uzokwe, Surviving in Biafra: The Story of the
Nigerian Civil War: Over Two Million Died (New York: Writers
Advantage, 2003).
● Allan, Tuzyline Jita, ed. Teaching African Literatures in a Global
Literary Economy (New York: The Feminist Press, 1997).
● Bekers, E., Helf, S., and Merolla, D., ed. Transcultural Modernities:

93
 Narrating Africa (Amsterdam: Rodopi, 2009).
● Birbalsingh, Frank, “Teaching African Literature Critically”,
Canadian Journal of African Studies. 16.3 (1962)
● Bohen, Adu Albert, African Perspectives on Colonialism
(Baltimore: The Johns Hopkins UP, 1987).
● Drayton, Arthur D., and Ajayi-Soyinka, O., ed. African Literatures at
the Millennium (Trenton, NJ: Africa World Press, 2007).
● Fanon, Frantz, A Dying Colonisation, trans. Haakon Chevalier
(NY: Grove Press, 1965).
● Finnegan, Ruth, Oral Literature in Africa (Oxford: Oxford University
Press, 1970).
● Irele, Abiola, The African Experience in Literature and Ideology
(Indiana University Press, 1990)
● Ndlovu-Gatsheni, Sabelo J, Empire, Global Coloniality and African
Subjectivity, (USA: Berghahn Books, 2013)
● Schipper, Mineke, ‘Mother Africa on a Pedestal: The Male Heritage in African Literature and
Criticism’, African Literature Today, 15
(1987), 35-54.
● Stratton, Florence, Contemporary African Literature and thePolitics of Gender (London & New
York: Routledge, 1994).

2. Course Title: Postcolonial Women’s Writing (elective) Course Code: ELL412

Course Description
This course introduces students to postcolonial women authors and their politics of gender and
identity. The main corpus of Postcolonial writing has mostly been focused on the work of male
authors; however, in order to understand the aesthetics and politics in the field of Post-colonial, it is
extremely important to take into consideration the work of female author. This course will explain that
how gender and class as separate and important categories affect the creative process of women
writers and consequently, how their work distinguishes from the work of postcolonial male authors.
This course will further elaborate that the creative work of Postcolonial women authors negotiate
between their indigenous traditions and modernity, and how this negotiation becomes an important and
integral element of their feminist discourses.

Course Objectives
This course will accomplish the following goals:
● It will enable students to construct a literary framework for the analysis of Post-colonial
women’s literature and theories in order to
understand varied female experiences.
● Students will be in a better position to engage critically with the work of Post-colonial women
writers within their distinctive socio-
cultural context.

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 ● It will encourage them to observe the diversity and uniqueness of women experiences and hence
contesting the concept of universal sisterhood.
● It will further enable them to acknowledge ‘female literary tradition’, and engage with it on both
personal and political level.

Course Contents
1. Adichie, Chimamanda Ngozi: Purple Hibiscus
2. Aboulela, Leila : The Translator
3. Emecheta, Buchi: The Joys of Motherhood
4. Abouzaid, Leila: The Year of Elephant
5. El Saadawi, Nawal: Woman at Point Zero
6. Gauhar, Feryal: No Space for Further Burials
(2010)
7. Roy, Arundhati: The God of Small Things (1997)
8. Mosteghanemi, Ahlam: Memory in the Flesh (2003)
9. Shadab Zeest Hashmi: (selected poems)
10. Kamla Das: (selected poems)
11. Aidoo, Ama Ata: Anowa (1970)
12. Gupta, Tanika: Skeleton (1997)
13. Ahmad, Rukhsana: River on the Fire (2000)

Suggested Readings
● Arndt, Susan, ‘Boundless Whiteness? Feminism and White Women in the Mirror of African Feminist
Writing’, Journal for African Culture and Society, 29-30 (2005), 157-72.
● Boehmer, Elleke, Stories of Women: Gender and Narrative in the Postcolonial Nation (Manchester: Manchester
University Press,2005).
● Gauch,Suzanne,LiberatingShahrazad:Feminism, Postcolonialism, and Islam (Minneapolis: University of
Minnesota Press, 2007).
● hooks, bell, Ain’t I a Woman: Black Women and Feminism(London: Pluto Press, 1982).
● Lewis, R., and Mills, S., ed. Feminist Postcolonial Theory: AReader (Edinburgh: Edinburgh University
press, 2003)
● Loomba, Ania, Ritty A. Lukose, ed. South-Asian Feminisms (Durham & London: Duke University Press, 2012)
● Mernissi, Fatima, Scheherazade Goes West: Different Cultures, Different Harems (New York: Washington
Square Press, 2001).

3. Course Title: Postmodern Fiction (elective) Course Code: ELL413

Course Description
Postmodern fiction has an important place in literature so the course aims at explaining concepts of
postmodernism through seminal works of renowned postmodern authors. The course will look at a
range of texts of various writers from different parts of world and see how they are closely linked and

95
identified under one concept, postmodernism. The design and content of the course reflect postmodern
philosophy that how literature serves to reveal the world's absurdities, countless paradoxes and ironies.
The instructor will direct students to use conceptions of the postmodernism to analyze fictional texts,
and to use those fictional texts to interrogate the truths of life.

Course Objectives
● To introduce the concept of postmodernism and postmodernity
● To make students aware of new narrative techniques and familiarize them with devices used in
postmodern literature
● To encourage students to think critically and find new meanings of life and societies through
postmodern fiction

Course Contents
1. Gabriel Garcia Marquez – One Hundred Years of Solitude, Love inthe Time of Cholera, No one
Writes to the Colonel, The General in his Labyrinth
2. Mohsin Hamid- Reluctant Fundamentalist, Moth Smoke
3. Toni Morrison- The Bluest Eye, Sula
4. Thomas Pynchon- Gravity’s Rainbow, Slow Learner (Short Stories Collection)
5. Samuel Beckett- Watt
6. Jorge Luis Borges- The Aleph (short story)
7. Graham Swift- Waterland
8. Margaret Atwood- The Handmaid’s Tale
9. Italo Calvino- If on a Winter’s Night a Traveller

Suggested Readings

● Arac, Jonathan, ed. Postmodernism and Politics. (google books)

● Bertens, Hans. The idea of the postmodern: A History. New York: Routledge, 1995.
● Couturier, Maurice. Representation and Performance inPostmodern Fiction. Université Paul
Valéry, 1983.
● Fokkema, Douwe Wessel. Literary History, Modernism,
Postmodernism.
● Gregson, Ian. Postmodern Literature. Bloomsbury Academic, 2004.

● Harvey, David. The Condition of Postmodernity. Wiley, 1992.

● Hogue, W. Lawrence. Postmodern American Literature and its
other.
● Hoover, Paul. Postmodern American Poetry: A Norton Anthology
● Hutcheon, Linda. Politics of Postmodernism. New York: Routledge, 2002.

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 ● Lyotard, Jean-Francois. The Postmodern Condition.
● McHale, Brain. Postmodernist Fiction. (Available on google books)
● McHale, Brian, and Len Platt, ed. The Cambridge history of
Postmodern Literature. New York: Cambridge University Press,
2016

4. Course Title: Islam and Western Literature

Course Code: ELL411

Course Description
What does it mean to be a Muslim in this world, in these deeply transformative time? Today, when the
Islam-West binary is collapsing and "the West" as a construct no longer holds the same normative
hegemony, stereotypes and prejudices, doubtless, play a certain role in every representation or vision
of the Other—Islam. Regarding Islam, such biases are, however, of a particularly long and rich
history. Only after a century since its emergence, Islam was seen as a danger to Christianity. John of
Damascus had already given in 8th century a complete, though totally ignorant, view of the Muslim
civilization. This course presents variety of approaches to the multiple and changing ways Islam has
been presented and discussed in the Western literatures. The present course takes into consideration
how Islam has been viewed and alluded to in the literary narratives of the West. A critical assessment
of the tenets of Islam embedded in the European texts is part of the course.

Course Objectives
1. To acquaint students with the discussions of and allusions to Islam in the Western literatures.
2. To enable students to appreciate the Western literary treatment of the Islamic resources.
3. To engage students in a fruitful and mutually productive dialogue between Islam and the West.
4. To appreciate the efforts of the European writers and scholars who dealt with Islam with
intellectual integrity and great literary prowess.
Course Contents
● Islam and the West: conciliation and confliction
● A legacy of stereotypes and strictures
● Coleridge and Islam
● Islamic influence of Ralph Waldo Emerson’s thought
● Romanticism and Orientalism: A relatively amicable companionship.

● Islam in an age of postcolonialism

● Islam and the West: The ideas of the renewed contemporaryMuslim
intellectuals: Tariq Ramadan, Seyyed Hossein Nasr,
Hamid Dabashi
● George Sale’s Preface to the translation of the Quran
● Robert Southey’s Thalaba the Destroyer (to be discussed
selectively)
● Lord Byron’s Turkish Tales (to be discussed selectively)

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● Stanley Lane-Poole’s Saladin and the Fall of the Kingdom ofJerusalem
(to be discussed selectively)
● Walter Savage Landor’s Gebir (to be discussed selectively)
● William Beckford’s Vathek (to be discussed selectively)

Recommended Readings
● Garcia, Humberto. Islam and the English Enlightenment, 1670–
1840. JHU Press, 2012.
● Lewis, Bernard. Islam and the West. Oxford University Press,
1994.
● Malak, Amin. Muslim narratives and the discourse of English.
SUNY Press, 2004.
● Ramadan, Tariq. Islam, the West and the Challenges of Modernity.
Kube Publishing Ltd, 2009.
● Said, Edward. Orientalism: Western Representations of the Orient.
London: Penguin.
● Salama, Mohammad. Islam, Orientalism and Intellectual History:Modernity and the Politics of
Exclusion Since Ibn Khaldun. Vol. 22.
IB Tauris, 2011.
● Turner, Bryan S. Orientalism, postmodernism and globalism. Routledge, 2002.

5. Course Title: Pakistani Folk Literature Course Code: ELL411

Course Description
Culturally, Pakistan is stunningly rich in diversity. Besides, Sindhi, Punjabi, Balochi, Pashto, Hindko,
Kashmiri, Shina, and Burshuski literatures, there are Khowar, Kalasha, Bashgali, Gawarbati,
Madaklashti, and Wakhi folktales and songs only in one district, Chitral in
KP. Based upon the availability of written sources, local colleges and
universities are encouraged to develop courses on the locally available materials, especially folk tales
and songs. This course is focused on Khowar folktales and songs found in district Chitral.

Course Objectives
The core objectives of the course are to
1. Familiarize students with the contents Khowar folktales and songs
2. Encourage students for research on local literary resources
3. Bring local literatures into the mainstream of academic study

Recommended Readings
1. The Bird’s Tale (Khowar Nursery Rhyme)
2. The Barn Owl’s Tale (do)
3. The Goat’s Tale
4. Wakhi Songs/Tales

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5. Nuristani/Bashgali Tales
6. Kalasha Songs and Tales
7. Gawar Bati Songs and Tales

Pakistan Academy of Letters has been publishing a bi-annual journal titled Pakistani literatures in
English 1992. It is a good index of literary trends in the country and covers all Pakistani languages. A
section is also specified to Pakistani English writers. Teachers are advised to consult it for selections.

Suggested Readings
● Abbasi, Muhammad Yusuf. 1992. Pakistani Culture: A
Profile. Historical studies (Pakistan) series, 7. Islamabad: National
Inst. of Historical and Cultural Research.
● Abbas, Zainab Ghulam. 1960. Folk Tales of Pakistan. Karachi:
Pakistan Publications.
● Banuazizi, Ali and Myron Weiner (eds.). 1994. The Politics of
Social Transformation in Afghanistan, Iran, and Pakistan (Contemporary Issues in the Middle
East), Syracuse UniversityPress. Hanaway, William L., and Wilma Louise Heston. 1996.
Studies in Pakistani Popular Culture. Lahore: Sang-e-Meel
Publications, Lok Virsa Pub. House.
● Kamalu, Lachman, and Susan Harmer. 1990. Folk Tales of
Pakistan. Basingstoke: Macmillan Education
● Knowles, James Hinton. 1981. Kashmiri Folk Tales. Islamabad:
National Institute of Folk Heritage.
● Korom, Frank J. 1988. Pakistani Folk Culture: A Select Annotated
Bibliography. Islamabad: Lok Virsa Research Centre.

ELECTIVE SUBJECTS -BS ENGLISH (LINGUISTICS)

1. Course Title: Emerging Trends in Sociolinguistics (elective) Course Code: ELL416

Course Description
The course aims at bringing about awareness of the dynamics of language and its social operations.
The course will focus on the contemporary developments in sociolinguistics and the new dimensions
of research in the area.

Course Contents
● Societal multilingualism

99
● Language varieties: language and culture
● Bilingualism, diglossia
● Linguistics and social inequality
● The ongoing linguistic processes, controversies, and implications of
language modernization
● Language planning
● language conflicts and politics in south Asia

Suggested Readings
● Chaika, E. (1994). Language: The social mirror (3rd Edition).Boston, MA: Heinle &
Heinle Publishers
● Chambers, J. K. (1995). Sociolinguistic theory: Linguistic variationand its social significance.
Oxford: Blackwell.
● Chambers, J.K. (1994). Sociolinguistic theory: Language variation and its social significance.
Oxford: Blackwell.
● Coulmas, F. (ed.) (1998).The Handbook of Sociolinguistics.
Oxford: Blackwell.
● Fasold, R. (1987). The Sociolinguistics of society. Oxford:
Blackwell.
● Fasold, R. (1990). The sociolinguistics of language. Oxford:
Blackwell.
● Gumperz, J. (1986). Directions in sociolinguistics. Oxford:
Blackwell.
● Hudson, R.A. (1980). Sociolinguistics. Cambridge: CUP.
● Lantolf, J. P. (Ed.) (2000). Sociocultural theory and second language learning.Oxford University
Press.
● Trudgill, P. (1983). Sociolinguistics: An introduction to languageand society. Harmondsworth:
Penguin.
● Wardhaugh, R. (1997). An introduction to sociolinguistics (3rd ed.). Oxford: Blackwell.

2. Course Title: Introduction to Computational Linguistics

Course Code: ELL417
Course Objectives
The course aims to give theoretical grounds introducing the contemporary work in computational
linguistics, human language technology and artificial intelligence to understand how human and
machine communication works in the modern word. The objectives of the
course are given as under:
● understand important concepts and issues of computational linguistics

● know applications of computational linguistics

● To introduce standard methods for processing words/ morphology
● To introduce standards for sentence processing/ parsing

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 ● To introduce concepts of natural language processing, human language
technology

Course Contents
1. Introduction
1.1Computer in linguistics
1.2Parsing and generation strategies
1.3Implementation of strategies
1.4Computational complexity
2. Computational phonetics and phonology
3. Computational Morphology
4. Computational Syntax
5. Computational Lexicology
5.1Computational Semantics
5.2Applications of computational linguistics

Recommended Readings
● Ahmad, Computers, Language Learning and Language Teaching
CUP
● Brian K Williams, Sawyer and Hutchinson (1999) Using InformationTechnology, McGraw Hill
● Lyons,J.(2002)Language and Linguistics: An Introduction, CUP
● Martin Atkinson, David Britain, Herald Clashsen , Andrew Spencer
(1999) Linguistics, CUP
● William O’Grady, et al., (1997) Contemporary Linguistics: AnIntroduction

3. Course Title: English for Specific Purposes (ESP) Course Code: ELL418

Course Objectives
● The basic aim of this course is to teach the learners how to design and implement ESP
programme for a group of students in a
particular occupational or academic setting.
● To examine classroom practices for effective ESP instruction
● Develop an understanding of the major issues of concern for ESP
practitioners
● Become aware of the methods currently practiced in the teaching of ESP
● Be able to conduct needs analysis of the students they are
designing the syllabus for
Be able to adapt or create authentic ESP material in a chosen professional or occupational area.

Course Contents
1. Introduction to ESP

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2. Historical and theoretical perspectives on ESP
3. Conducting needs analysis (setting general goals and specific objectives)Course and Materials: evaluation, design
and development
4. Assessment and Evaluation of ESP programmes
5. Issues in ESP
6. Approaches to text analysis (register, discourse, and genre analysis)

Recommended Readings:
● Barron, C. (2003). “Problem solving and ESP: Themes and Issues in a Collaborative Teaching
Venture. In English for Specific
Purposes, 22. 297-314.
● Dudley-Evans, T. & Bates, M. (1987). “The Evaluation of an ESP
Textbook.” In L. E. Sheldon. Ed. ELT Textbooks and Materials:
Problems in Evaluation and Development. ELT Documents 126.
● Dudley-Evans, T. & St. John, M. J. (1998). Developments in English for Specific Purposes.
Cambridge: CUP.
● Fanning, P. 1993. “Broadening the ESP Umbrella.” English for
Specific Purposes. 12 (2).
● Holliday, A. and T. Cooke. 1982. “An Ecological Approach to ESP.”
In Lancaster Practical Papers in English Language Education. 5
(Issues in ESP). University of Lancaster.
● Johns, A. M and T. Dudley-Evans. 1991. “English for Specific Purposes: International in Scope,
Specific in Purpose.” In TESOL
Quarterly. 25 (2).
● McDonough, J. 1984. ESP in Perspective: A Practical Guide.
London: Collins.
● Okoye, I. 1994. “Teaching Technical Communication in Large Classes.” English for Specific
Purposes. 13 (3).
● Widdowson, H.G. 1981. English for Specific Purposes: criteria for course design. In L.
Selinker, E. Tarone and V. Hamzeli (Eds.) English for Academic and Technical Purposes.
Rowley, Mass:
Newbury.
● Swales, J. (1990). Genre Analysis. Cambridge: Cambridge University Press.

4. Course Title: Introduction to Critical Pedagogy Course Code: ELL419

Course Contents
1. Critical Pedagogy: Brief History of the Discipline
● Paulo Freire, Giroux, Ira Shor, Kinchole
● Past, Present and future (with special reference to Pakistan)
2. The role of Critical Pedagogy in Education

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● In Curriculum Development ● In Character Building
3. The Need to develop Critical Pedagogy in Teacher education.
4. The role of Critical Pedagogy in Literature.
5. The role of Critical Pedagogy in Popular culture. (Film, media,
print)
6. The role of Critical Pedagogy in building international Culture.
7. The role of Critical Pedagogy in Popular culture. (Film, media, print)
8. Theoretical understanding in the following areas:
● Critical Pedagogy and Ideology.
● Critical Pedagogy and freedom of Individual thought.
● Critical Pedagogy and Contemporary issues.
● Critical Pedagogy and issues in language culture and identity.
● Critical Pedagogy and Institutionalized Power (different types of power)
● Critical Pedagogy and Popular culture
● Critical Pedagogy and construction of an critical thought
● Critical Pedagogy and issues of gender
● Critical Pedagogy and our Limitations

Suggested Readings
● Apple,M. (2003). The State and the Politics of Knowledge. New
York: Routledge/Falmer. Ch. 1 & 9. 1-24; 221-225. PDF
● Apple,M. (1979). On Analyzing Hegemony.Ideology and
Curriculum. New York, NY: Routledge & Kegan Paul. 1-25. PDF
● Bartolomé, Lilia (2004). "Critical Pedagogy and Teacher
Education: Radicalizing Prospective Teachers" (PDF). TeacherEducation Quarterly. Winter:
97–122 – via teqjournal.
● Dewey, John. (1938). Experience and Education.
● Freire, Paulo (2009). Pedagogy of the Oppressed. New York, NY: The Continuum International
Publishing Group Inc. ISBN0-8264-
1276-9
● George, Ann. "Critical Pedagogy: Dreaming of Democracy." A
Guide to Composition Pedagogies. Gary Tate, Amy Rupiper,Kurt Schick. New York, New York: Oxford University
Press, 2001.92-112. Print
● Giroux, Henry. "Beyond the Ethics of Flag Waving: Schooling andCitizenship for a Critical
Democracy." The Clearing House, Vol.
64, No. 5 (May - June., 1991): 305-308. Taylor & Francis,
Ltd. JSTOR. 22 Oct. 2012.
"Ira Shor" . English Department.Retrieved 2016 -11-22.
● Giroux, H. (October 27, 2010) "Lessons From Paulo Freire", Chronicle of Higher
Education.Retrieved 10/20/10.

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● Glass, R.D. (2011). Critical Pedagogy and Moral Education.In Devitis & Yu (Eds.). Character
and Moral Education: A Reader.
New York: Peter Lang Publishers. PDF
● Glass, R.D. (2008). Staying Hopeful.In M. Pollock (Ed.), Everyday
AntiRacism. New York: The New Press. 337-340. PDF.
● Glass, R.D (2006). On Race, Racism, and Education.
(manuscript). PDF.
● Haymes.Pedagogy of Place for Black Urban Struggle.Critical Pedagogy Reader.(1st
edition).211-237. PDF.
● Hicks, Stephen R.C. (2004) Explaining Postmodernism: Skepticism
and Socialism from Rousseau to Foucault. Tempe, AZ: Scholargy
Press, ISBN 1-59247-646-5
● Kincheloe, Joe (2008) Critical Pedagogy Primer. New York: Peter
Lan
● Kincheloe, Joe; Steinberg, Shirley (1997). Changing
Multiculturalism. Bristol, PA: Open University Press. p. 24. Critical pedagogy is the term used
to describe what emerges when critical
theory encounters education.
● Kincheloe, J. & Steinberg, S. (2008) Indigenous Knowledges in
Education: Complexities, Dangers, and Profound Benefits in Ed
Denzin, N. Handbook of Critical and Indigenous Methodologies
● Shor, I. (1980). Critical Teaching and Everyday Life. Boston,
Massachusetts: South End Press.
● Weiler, K.(1991). Freire and a Feminist Pedagogy of Difference.Harvard Educational
Review.61 (4). 449-474. PDF

5. Course Title: Pakistani English Course Code: ELL420

Course Description
This course is an attempt to present a link between the link between English as lingua Franca and
International Englishes. This course is an introductory course for the students of Linguistics to show
the historical background of the phenomenon of World Englishes. The application of linguistic
knowledge gives an equal status to all varieties of English in the modern world.The course introduces
the practical important features ofPakistani English (PE) as an emerging variety. It will highlight the
use of PE as a vehicle of formal and informal communication in Pakistan.

Course Contents
1. Introduction to the course & historical background
2. Language Variation
3. Levels of language variation
4. Language change and language contact

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 5. Ecology comes first
6. Categorizing World Englishes
7. Interrelationship of World Englishes to Sociolinguistics
8. Major Trends in World Englishes specifically in ESL situation
9. South Asian Englishes
10. Pakistani English: Introduction
11. Historical Background of Pakistani English
12. A Short survey of British colonization
13. Types of colonization
14. Motives and consequences for communicative patterns
15. Phonological variations in Pakistani English
16. Morphological variations in Pakistani English
17. Syntactic variations in Pakistani English
18. Semantic and Pragmatic variations in Pakistani English
19. Discoursal variations in Pakistani English
20. Stylistic variations in Pakistani English
21. Corpus based explorations of Pakistani English
22. Pakistani English and cultural context
23. Pedagogical impact of using Pakistani English in classroom
24. Discussion on the practicality of training in language teaching methods for
teachers and learners with special reference to
Pakistani English
25. Status of Pakistani English (Moag, Kachru, Schneider's Models)
26. Language policy and planning
27. Future prospectus
28. English as a Lingua Franca
29. International English (IE)
30. ELF- A Contact Language
31. Pakistani English (PE)
32. Pedagogical Norms in PE
33. Patterns in PE Pronunciation
34. Problems of PE Pronunciation
35. Vowel Restructuring
36. Vowel epenthesis in Pakistani English
37. Syllable Onset Clusters and Phonotactics
38. Vowel disappearance from middle syllables
39. Patterns in PE writing
40. Grammar
41. Lexis
42. Code switching
43. Borrowing
44. Code mixing

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45. Conversions
46. Obsolete Vocabulary
47. PE as an independent variety
48. Fiction in Pakistani English
49. Poetry in Pakistani English
50. Journalistic Language of Pakistani News Papers

Suggested Readings
● Baumgardner, R.J. (ed.) (1993). The English Language in Pakistan Karachi: Oxford University
Press.
● Baumgardner, Robert J. (1987). Utilizing Pakistani NewspaperEnglish to teach Grammar’.
World Englishes 6.3:241-252.
● Baumgardner, Robert J. (Eds). (1993). The English Language in
Pakistan. Oxford: Oxford University Press.
● Baumgardner, Robert J. (Eds). (1996). South Asian English:
Structure, Use and Users . Urbana and Chicago: University of
Illinois Press .Kachru,B.B. (1983).
● Constructing Meaning in World Englishes (2010) by
AhmarMahboob and EszterSzenese
● Crystal, D. (1995). The Cambridge encyclopedia of the English language. Cambridge:
Cambridge University Press.
● Crystal, D. (1997). English as a global language. Cambridge:
Cambridge University Press.
● English Around The World: An Introduction (2011) by Edgar W.
Schneider
● English as an Islamic Language: A Case Study of Pakistani
English (2009) by AhmarMahboob
● English: The Industry (2011) by AhmarMahboobPakistani English (2014) by Tariq Rahman
● Graddol, D. (1997). The future of English?: A guide to forecasting
the popularity of English in the 21st century. London: BritishCouncil.
● Kachru Braj B. (1983). The Indigenization of English : The English Language of India . Delhi:
Oxford University Press.
● Kachru Braj B. , Yamuna, & Nelson, C.(2006). (Eds). The Handbook of varieties of English
.Oxford: Blackwell.
● Mahboob, A. (2004). Pakistani English: Morphology and Syntax. In Kortmann, Bernd
/Schneider, Edgar W. (eds.). A Handbook of
Varieties of English: Volume 2: Morphology and Syntax, (pp. 1045-
1057). Berlin: Walter de Gruyter.
● Mehmood, M. A. (2009). A Corpus Based Analysis of Pakistani
English. Ph D Dissertation BZU multan

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●

Pakistani English: Phonology (2004) by Ahmar Mahboob and

Nadra Huma Ahmar
● The Form and Functions of English in Pakistan (2002) Dr Mubina
Talaat Ph D Dissertation
● The Routledge Handbook of World Englishes (2010) Edited by Andy Kirkpatrick

6. Course Title: Second Language Acquisition Course Code: ELL421

Course Description
This course focuses on second language acquisition (SLA) aiming overall to introduce students to the
major concepts and theories of SLA. It is divided into two parts. The first part outlines some general
concepts concerning the field of SLA and the second part provides an overview of some of the most
influential SLA theories.

Course Objectives
The objectives of the course are to:
● Enable the students to explore and evaluate SLA theories from the point of view
of second language learners
● Develop students’ understanding of the cognitive and social
dimensions of SLA
● Enable the students to gain an understanding of basic concepts of SLA.

Course Contents

Basic Concepts of SLA

● Key issues in second language acquisition
● Language, acquisition and learning
● First language acquisition
● Comparing and contrasting first and second language acquisition
● Factors affecting second language acquisition
● Social factors and second language acquisition
● Cognitive factors and second language acquisition
● Individual differences and second language acquisition
● Classroom second language acquisition
● Formal instruction and second language acquisition
● Classroom interaction and second language acquisition
● Input, interaction and second language acquisition
● Error analysis and second language acquisition

Theories of SLA:

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●

● The Monitor Model

● The Acquisition versus Learning Hypothesis.
The Monitor Hypothesis.
● The Natural Order Hypothesis.
● The Input Hypothesis
● The Affective Filter Hypothesis

Interlanguage Theories
● Overgeneralization
● Transfer of Training
● Strategies of Second Language Learning
● Strategies of Second Language Communication
● Language Transfer
● Stabilization and Fossilization in Interlanguage
● Language Socialization in SLA
● Acculturation/Pidginization Theory
● Sociocultural Theory
● Processability Theory
● Cognitive approaches to second language acquisition
● Cognitive Processes in Second Language Learners
● Universal grammar
● Role of Universal Grammar in First and Second Language
acquisition
● Principle and Parameter Theory
● Projection Principle
● Language learning through association
● Connectionism

Recommended Readings
● Cook, V. (1993).Linguistics and Second Language Acquisition.
London: MacMillan Cook, V. (1991).Second Language Learning
and Language Teaching. London: Edward Doughty, C. J. &.
● Ellis, R. (1985).Understanding Second Language Acquisition.
Oxford: Oxford University Press.
● Ellis, R. (1992).Second language acquisition and language pedagogy. Clevedon:
Multilingual Matters.
● Ellis, R. (1994) The Study of Second Language Acquisition.
Oxford: Oxford University Press.
● Ellis, R. (1997).Second language acquisition. Oxford: Oxford
University Press.
● Gass, S. M. & Selinker, R. (2001) Second Language Acquisition:

108
●

An Introductory Course. London: Routledge.

● Johnson, K. (2001) An Introduction to Foreign Language Learningand Teaching.
London: Longman.
● Long, M.H. (2002).The Handbook of Second Language
Acquisition. Oxford: Blackwell.
● McLaughlin, B. (1987) Theories of Second-Language Learning.
London: Edward Arnold.
Mitchell, R. & Myles, F. (1998) Second language learning theories.
London: Arnold.
● Ortega, L. (2007) Understanding Second Language Acquisition. London: Hodder
Arnold.

7. Course Title: Introduction to Syntax Course Code: ELL422

Course Objectives
The course aims at helping students understand the basic concepts of sentence analysis. Taking
examples from English, it guides students in analyzing constituents in a sentence and then sentence as
a whole. Further, it gives an idea of basic syntactic analysis of Pakistani languages.
The objectives of this course are to enable the student to:

● know internal sentence structure

● be familiar with basic concepts of syntactic analysis
● present sentence to the theory and practice of the structural grammar

● be able to do a detailed analysis of English sentences

● learn descriptive techniques, theoretical concepts, and styles of
argumentation
● to apply theoretical concepts and rules to syntactic data from Pakistani
languages

Learning Outcomes
After studying this course, the learners will be able to:
i. have command on the tools of syntactic analysis ii. have understanding of
syntactic theory iii. learn analyzing syntactic data iv. develop strong problem-
solving skills in syntax.

Content List
● Introduction to Syntax
o Word Classes (parts of speech)o Lexical
Phrases and Functional Phrases

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●

o Phrases and its types, NP, AP, PP, VP and Advp

o Basic Verb Phrase, Intransitive, Transitive, Ditransitive,
Intensive, Complex Transitiveo Clauses, Sentences Types of sentences,
Compound,Complex Sentences

● Analyzing Sentence Structure

● Basic Elements in Sentence Analysis: Constituents, Categories,
Functions

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 o Functions: Subject, Predicate, Predicator, Direct/Indirect

o Complements and Adjuncts in the Verb Phrase

o Adjunct adverbials, Conjunct and Disjunct adverbials o Relation,
Dependency- Subject, Predicate, Modifier, Head, Complement)

● Sentence Analysis through Phrase Marker/Tree Diagram

● The basic NP configuration, Determiner and Pre Determiner,
Possessive NPs as Determiner
● The Verb Group
● Sentences within Sentences- Recursion, Subordinate clause,
Complementiser, That clause, Adverbial clause
● Subordinate Wh-Interrogative Clauses- Wh-questions and interrogative
clauses.
● X-bar Syntax

Recommended Readings
1. Baker, L. C. (1995). English Syntax. The MIT Press.
2. Burton, N. (1998). Analyzing Sentences: An Introduction to English
Syntax- Longman.
3. Carnie, A. (2006) Syntax. Blackwell. Arizona
4. Moravcsik(2006). An Introduction to Syntax. Continuum. London
5. Tallerman, M. (2015). Understanding Syntax Rutledge, London.
6. Radford, A. (1997). Syntax: A Minimalist Introduction. Cambridge
University Press, London.
7. Aarts, B. (1997). English Syntax and Argumentation. Palgrave.
8. Chomsky, N. (2004). Beyond Explanatory Adequacy. Structuresand
Beyond. In Belletti Adriana (Ed.), The Cartography of Syntactic
Structure. Vol 3: Oxford University Press, Oxford.(104-131).
Philadelphia
9. Hagmann, L. (1994). An Introduction to Government Binding
Theory. Blackwell.
10. Junior. R. D. V. V., (2004). An Introduction to Syntax. Cambridge
University Press
11. Kroeger, P. R. (2005).Analyzing Grammar: An Introduction
12. Poole, G. (2002). Syntactic Theory. Palgrave. New York.
13. Radford, A. (1988). Transformational Grammar. Cambridge
University Press, London.
14. Radford, A. (1981). Transformational Syntax. Cambridge University
Press, London.

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8. Course Title: Introduction to Forensic Linguistics Course
Code: ELL423

Course Description
This course aims to present and identify the interface between linguistics and law. This course is an
introductory course for the students ofLinguistics. The application of Linguistic knowledge to help law
officials is appreciated all over the world. The Text and process of law are very complex. This
complexity is not only due to its procedures, but also due to its language. Keeping this in mind, this
course investigates the use of Forensic Linguistics from Pedagogical point of view. It will help not
only the students of language to find out new prospects of investigation other than language teaching,
but will also benefit law students by making them understand the intricacies of the English language.

Course Objectives

At the end of the course, students are expected to understand:

● The link between Language and Law
● The historical background of Forensic Linguistics
● The role of linguists in law
● The use of Forensic linguistics, some benchmark studies
● The need of Forensic Linguistics in Pakistan

Course Contents
● Applied Linguistics and its diversity, Application of linguistics in the field of law
● Introduction to Forensic Linguistics
● Definition, Description of Forensic linguistics
● Forensic Linguistics as an important branch of Applied Linguistics
● Brief History of Forensic Linguistics
● The role of Linguistics in Law, in Text Analysis as well as in Process analysis.
● The application of skills in different branches of Linguistics in Law
● The application of the knowledge of Phonetics and Phonology in
Forensic analysis.
● The application of the knowledge of Morphology and Syntax in
Forensic analysis.
● The application of the knowledge of Semantics and Discourse Analysis
● Some benchmark studies around the world
● Benchmark studies of linguists like Labov, Roger Shuy, Olsson, Mcmenamin, Tierisma,
Leonard, Chaski.
● The need of developing forensic linguistics in Pakistan

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 Suggested Readings
1. Austin, J. L. (1975). How to Do Things with Words. 2d ed. Oxford:
Oxford University Press.
2. Coulthard, M., and Johnson, A. (2007). An Introduction to Forensic
Linguistics: Language in Evidence. London: Routledge.
3. Coulthard, M., & Johnson, A. (2007). An introduction to forensic linguistics: Language in
evidence. Abingdon, UK: Routledge.
4. Coulthard, M. (2008). By Their Words Shall Ye Know Them: On Linguistic Identity. In: C. R.
Caldas-Coulthard and R. Iedema, eds.
Identity Trouble. London: Palgrave Macmillan, pp. 143–155.
5. Coulthard, M. (2005). The Linguist as Expert Witness. Linguisticsand the Human Sciences,
no. 1 (1), pp. 39–58.http://dx.doi.org/10.1558/lhs.2005.1.1.39
6. Eades, D. (2010). Sociolinguistics and the Legal Process. Bristol: Multilingual Matters.
7. Gibbons, J. P. (2003). Forensic linguistics: An introduction to language in the legal system.
Malden, MA: Blackwell.
8. Grice, H. P., 1989. Studies in the Way of Words.Cambridge: Harvard University Press
http://dx.doi.org/10.1177/14614456020040010201
9. Labov, W., and Harris, W. A. 1994. Addressing Social Issues Through Linguistic Evidence. In:
John Gibbons, ed. Language andthe Law. Harlow: Longman, pp. 265-305
10. McMenamin, G. (2002). Forensic Linguistics: Advances in Forensic
Stylistics. Boca Raton: CRC Press.
http://dx.doi.org/10.1201/9781420041170s
11. Olsson, J. (2004). Forensic linguistics: An introduction to language, crime, and the law.
London: Continuum. Staff: Dr David Deterring 12. Shuy, R. W. (1993). Language Crimes:
The Use and Abuse of Language Evidence in the Courtroom. Oxford: Blackwell.
13. Tiersma, P. M. (1999). Legal Language. Chicago: University Of Chicago Press.

9. Course Title: Clinical Linguistics Course Code: ELL424

Course Description
This course is intended for graduates in linguistics, clinical linguistics, psychology, speech and
language therapy or a related discipline with an interest in research in speech, language pathology,
biomedical (Neurosciences), communication and language impairment.

Course Objectives
The objectives of the course are given as below:
● To enable students working or wishing to work with acquired

113
communication disorders to have opportunity to further their career ● To understand acquired communication disorders,
impact of these disorders on everyday life and how interaction can assist the
person with disorders and their significant others
● To access research findings and methods and engage with
evidence based practice
● To enhance skills in the assessment teaching and management of people with the acquired
communication disorders

114
● To maintain an interaction and cross linguistic perspective

Course Contents
1. Language storage in brain
2. Children’s Learning
3. Spoken and Written Language Disorders
4. Developmental Disorders
5. Specific language impairment
6. Autistic spectrum disorders
7. Learning difficulties
8. Behavioural difficulties
9. Auditory processing difficulties
10. Dyslexia
11. Adolescence,
12. Dysarthria
13. Early years
14. Aphasia
15. Dementia
16. Pragmatic impairment
17. Acquired Language Disorders
18. Acquired Speech Disorders
● Methods in Clinical Linguistics
● Early Years
● Cleft Lip and Palate
● Developmental Communication Sciences
● Speech Difficulties – assessment and intervention

Recommended Readings
● Ball, M. J. (2005). Clinical sociolinguistics (Vol. 36). John Wiley & Sons.
● Ball, M. J., Perkins, M. R., Müller, N., & Howard, S. (Eds.). (2008). The handbook of clinical
linguistics. Oxford: Blackwell.
● Ben Maassen, & Paul Groenen (Eds.). (1999). Pathologies of speech and language:
advances in clinical phonetics and
linguistics. John Wiley & Sons.
● Crystal, D. (2013). Clinical linguistics (Vol. 3). Springer Science & Business Media.
● Crystal, David, and Rosemary Varley. Introduction to language pathology. John Wiley &
Sons, 2013.
● Cummings, L. (2008). Clinical linguistics. Edinburgh University Press.
● Cummings, L. (2009). Clinical pragmatics. Cambridge University Press.
● Cummings, L. (2013). Pragmatics: A multidisciplinary perspective. Routledge.

● Cummings, L. (2014). The Cambridge Handbook of Communication Disorders. Cambridge

University.
● Maassen, B., Kent, R., & Peters, H. (2007). Speech motor control:
In normal and disordered speech. Oxford University Press.
● Watzlawick, P., Bavelas, J. B., Jackson, D. D., & O'Hanlon, B.
 (2011). Pragmatics of human communication: A study of interactional patterns, pathologies and
paradoxes. WW Norton &Company.

10. Course Title: Language Testing & Assessment Course Code: ELL425

Course Description
Since language testing is essential to know whether students learn that they are expected to. This
course therefore, aims at educating students about authentic, valid, and reliable assessment tools. In
addition, this course focuses on providing students the basics of theoretical background and relevant
practice via available assessment tools and resources. This course will serve as a introduction to basic
concepts of language testing and assessment.

Course Objectives
The objectives of the course are:
● Familiarize students with the key concepts of language testing and assessment
● Comprehend, interpret, and develop critical approach to testing
and assessment materials
● Evaluate particular testing materials with regard to the purpose and context of assessment.

Course Contents
1. Language Assessment in context;
2. Concepts, Principles and Limitations of Measurement;
3. Scope of language assessment in education and Research;
4. Interrelationship of language abilities and Language
Assessment Instruments;
5. Characteristics of Assessment Methods affecting
Performance on Language Assessment Instruments;
6. Reliability and validity of Assessment;
7. Current Issues in Language Assessment and Language
Assessment Research.
8. Designing Tests for Assessing Language Skills.

Recommended Readings
1. Alderson, J. C. (2000). Assessing Reading. Cambridge Language Assessment. CUP.
2. Brown, J. D. (1996). Testing in language programs. New York:
Prentice-Hall Regents.
3. Brown, D. & Abeywickrama, P. (2010). Language Assessment:
Principles and Classroom Practices. (Second edition). Longman.
4. Buck, G. (2001). Assessing Listening. Cambridge Language
Assessment. CUP.
5. Chapelle, A.C. and Brindley, G. (2001). Assessment. In Schmitt. N.
(Ed.), An Introduction to Applied Linguistics. Arnold, London.
6. Heaton, B. J. (1988). Writing English Language Tests. A practical guide
for teachers of English as a second or foreign language.
(Second edition). Longman.
7. Hughes, A. (2003). Testing for language teachers. (Second
edition). Cambridge: Cambridge UP.

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 8. Luoma, S. (2004). Assessing Speaking. Cambridge Language Assessment.
CUP.
9. Madsen, S.H. (1983). Techniques in Testing. O.U.P.
10. Mcnamara, T. (2000). Language Testing. Oxford. O.U.P.
11. Purpura, E. J. (2004). Assessing Grammar. Cambridge Language
Assessment. CUP.
12. Read, J. (2000). Assessing Vocabulary. Cambridge Language
Assessment. CUP.
13. Weigle, S. C. (2002). Assessing Writing. Cambridge Language
Assessment. CUP.
14. Weir, C. J. (1993). Understanding and developing language tests.
NY: Prentice Hall.
15. Weir, C. J. (1990). Communicative Language Testing. Hemel Hempstead:
Prentice Hall.

11. Course Title: Language and Education

Course Code: ELL426

Course Objectives
The course aims to introduce students to broad issues in language and education to enable them to
make informed decisions as future researchers and policy makers. By the end of the courses the students will:
● have got an overview of the language in education policies of
Pakistan
● be able to compare language in education policies of Pakistan with other countries
● be able to give their opinion on medium of instruction controversy ● be able to develop a range
of perspectives to review the language in education situation in a country and its possible
impacts on prospective socio-economic status of students

Course Contents
● Language Policies of Pakistan: Historical Perspective
● An Overview of the Language Policies of Selected Countries
● Medium of Instruction Issue in Bilingual and Multilingual
Communities
● Role of Majority and Minority Languages
● Issue of Placement of Vernacular Languages and English in
Education
● Linguistic Rights
● Language and Literacy

Recommended Readings
1. Bisong, J. (1995). Language Choice and Cultural Imperialism: A Nigerian Perspective. ELT
Journal 49:2. 122-132.
2. Pennycook, A. (1996). English in the world/The world in English. In Tollefson, W. J (Ed.),
Power and Inequality in Language Education.(34-58). Cambridge: Cambridge University Press.
3. Phillipson, R. (1992)..Linguistic Imperialism. Oxford: Oxford University Press.
4. Platt, J., Weber, H., & Ho, M. (1984). The New Englishes. London: Routledge.
5. Ricento, T. & Hornberger, N. (1996). Unpeeling the Onion: Language Planning and Policy and
the ELT Professional. TESOL Quarterly 30:3, 401-428.
6. Schiffman, H. E. (1996). Linguistic Culture and Language Policy.

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 London: Routledge.
7. Smith, L. (Ed.), (1981). English for Cross-cultural Communication. New York: Macmillan.
8. Strevens, P. (1982). World English and the World's Englishes or, Whose Language is it
Anyway? Journal of the Royal Society ofArts. June, 418-31.

12. Course Title: Language and Gender Course Code: ELL427

Course Objectives
The course aims to develop analytical thinking about gender, language and relations between them. It
also aims to expose students to facts, theory and analytic tools to analyze issues related to gender and their relation to
language. It is likely to provide an overview of gender related linguistic, social, political and moral issues. By the end of
the course, the students will have learnt
● how members of each gender use language differently
● how culturally enshrined ideas about gender affect language and
its use
● how linguistic conventions reinforce these ideas for the expression
of gender differences
● what structure and usage patterns in language are exhibited by men and women
● how language treat the genders differently

Course Contents
● Relationship between language, gender and society
● In what ways do men and women use language differently?
● How do these differences reflect and/or maintain gender roles in
society?
● The primary linguistic approaches to gender and language
● Historical and contemporary issues and controversies in the field of
language and gender
● Different perspectives on language and gender: linguistic,
anthropological, sociological, psychological, feminist.

Recommended Readings
1. Coates, J. (1986). Women, Men and Language. Longman: London.
2. Eckert, P. & McConnell, G. S. (2003). Language and Gender. CUP.
3. Graddol, D. and J. Swann. (1989). Gender Voices. Blackwell:
Oxford, UK.
4. Johnson, S. & Ulrike, H. M. (1997). Language and Masculinity. Oxford: Blackwell. (LAM).
5. King, R. (1991). Talking Gender: A Guide to Non-SexistCommunication. Copp Clark
Pitman Ltd.: Toronto.
6. Litosseliti, L. (2006). Gender and Language: Theory and Practice.
London: Hodder Arnold.
7. Tannen, D. (1990). You Just Don’t Understand. New
York: Ballantine Books (YJDU)
8. Tannen, D. (Ed.), (1993). Gender and Conversational Interaction. New York: OUP

13. Course Title: Corpus Linguistics Course Code: ELL428

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 Course Description
This course will provide a general overview of Corpus Linguistics, focusing on contemporary
approaches. It also provides a historical overview of the discipline. The main theoretical issues in the
discipline will be discussed. The qualitative vs. quantitative; diachronic vs. synchronic; monolingual
vs. multilingual perspectives will be introduced. Examples and techniques for analysis at different
levels will be given. Students will learn how to use some of the most common techniques, tools and
software packages in corpus linguistics

Course Objectives
The main objectives of the course are
● To introduce corpus Linguistics as an emerging branch of
linguistics
● To introduce to different perspectives in the corpus-based analysis of language.
● To teach how to use some of the most common techniques, tools and software packages in corpus
linguistics.
● To get familiar with corpus tools in research

Course Contents
● Define and describe the main perspectives on the analysis of
language from the point of view of corpus linguistics.
● Describe the difference between quantitative and qualitative corpus linguistics.
● Describe the difference between diachronic and synchronic corpus-based research.
● Identify the differences in conducting corpus research on monolingual vs. multilingual corpora.
● Identify the different levels of analysis in corpus linguistics
(phonetic/phonological, morphological, lexical, syntactic/pragmatic, discourse).
● Critically evaluate different theoretical perspectives in corpus linguistics.
● Explain what it means for corpus linguistics to be a theory or a method.
● Describe the recent history of corpus linguistics.
● Compare Neo-Firthian corpus linguistics to corpus-based linguistics.
● Analyze applications of corpus linguistics (dictionary/grammar creation, education, writing,
language acquisition, language teaching).
● Evaluate the limitations on the generalizations derived from data. ● Recognize and develop strategies
and practices to deal with the issues surrounding corpus collection, storage, annotation and analysis.
● Manipulate the most commonly-used tools in corpus linguistics.
● Develop skills in corpus collection, searching, annotation and analysis.
● Apply basic statistical techniques to corpus analysis.

Recommended Readings
1. Biber, D., S. Conrad and R. Reppen. (1998). Corpus Linguistics: Investigating Language
Structure and Use. Cambridge: Cambridge
University Press

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 2. Granger, S. and Petch-Tyson, S. (2003). Extending the scope ofcorpus-based research: New
applications, new challenges.
Rodopi.
3. Hunston, S. (2002). Corpora in applied linguistics. Cambridge
University Press. *
4. McEnery, T. and Wilson, A. 2001. Corpus Linguistics. (2nd Ed.)
Edinburgh: Edinburgh University Press. *
5. McEnery, T., Xiao, R. and Tono, Y. (2006). Corpus-based language studies: An advanced
resource book. Routledge.
6. McEnery, Tony and Andrew Hardie (2012) Corpus Linguistics:
Method, Theory and Practice. Cambridge: Cambridge University
Press. ISBN: 9780521547369.
7. Sinclair, J. (1991). Corpus, concordance, collocation. Oxford:
Oxford University Press.
8. Sinclair, J. (2004). How to use corpora in language teaching. John
Benjamins.
9. Stubbs, M. (1996). Text and corpus analysis. Oxford: Blackwell.
Wynne, Martin (editor). 2005. Developing Linguistic Corpora: aGuide to Good Practice. Oxford: Oxbow Books.
Available online from http://ota.ox.ac.uk/documents/creating/dlc

ANNEXURE - A

English I (Functional English)

Objectives: Enhance language skills and develop critical thinking.
Course Contents
Basics of Grammar
Parts of speech and use of articles
Sentence structure, active and passive voice
Practice in unified sentence
Analysis of phrase, clause and sentence structure
Transitive and intransitive verbs
Punctuation and spelling
Comprehension
Answers to questions on a given text
Discussion
General topics and everyday conversation (topics for discussion to be at the discretion of the teacher
keeping in view the level of students)
Listening
To be improved by showing documentaries/films carefully selected by
subject teachers
Translation skills

Urdu to English
Paragraph writing
Topics to be chosen at the discretion of the teacher
Presentation skills
 Introduction
Note: Extensive reading is required for vocabulary building

Recommended Books 1. Functional English

a) Grammar
1. Practical English Grammar by A. J. Thomson and A. V. Martinet. Exercises 1. Third
edition. Oxford University Press.
1997. ISBN 0194313492
2. Practical English Grammar by A. J. Thomson and A. V. Martinet. Exercises 2. Third
edition. Oxford University Press.
1997. ISBN 0194313506 b) Writing
1. Writing. Intermediate by Marie-Christine Boutin, Suzanne Brinand and Francoise Grellet.
Oxford Supplementary Skills.

Fourth Impression 1993. ISBN 0 19 435405 7 Pages 20-27 and 35-41.

c) Reading/Comprehension
1. Reading. Upper Intermediate. Brain Tomlinson and Rod Ellis. Oxford Supplementary Skills.
Third Impression 1992. ISBN 0 19 453402 2. d) Speaking
English II (Communication Skills)
Objectives: Enable the students to meet their real life communication needs.
Course Contents:
Paragraph writing
Practice in writing a good, unified and coherent paragraph
Essay writing
Introduction

CV and job application

Translation skills
Urdu to English
Study skills
Skimming and scanning, intensive and extensive, and speed reading, summary and précis writing and
comprehension

Academic skills
Letter/memo writing, minutes of meetings, use of library and internet
Presentation skills
Personality development (emphasis on content, style and pronunciation)
Note: documentaries to be shown for discussion and review
Recommended Books
Communication Skills

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a) Grammar
1. Practical English Grammar by A. J. Thomson and A. V. Martinet. Exercises 2. Third edition.
Oxford University Press 1986. ISBN 0 19 431350 6. b) Writing
1. Writing. Intermediate by Marie-Christine Boutin, Suzanne Brinand and Francoise
Grellet. Oxford Supplementary Skills.
Fourth Impression 1993. ISBN 019 435405 7 Pages 45-53 (note taking).
2. Writing. Upper-Intermediate by Rob Nolasco. Oxford Supplementary Skills.
Fourth Impression 1992. ISBN 0 19
 435406 5 (particularly good for writing memos, introduction to presentations, descriptive
and argumentative writing).
c) Reading
1. Reading. Advanced. Brian Tomlinson and Rod Ellis. Oxford Supplementary Skills. Third
Impression 1991. ISBN 0 19 453403 0.
2. Reading and Study Skills by John Langan
3. Study Skills by Richard York.

English III (Technical Writing and

Presentation Skills)
Objectives: Enhance language skills and develop critical thinking
Course Contents
Presentation skills
Essay writing
Descriptive, narrative, discursive, argumentative
Academic writing
How to write a proposal for research paper/term paper
How to write a research paper/term paper (emphasis on style, content,
language, form, clarity, consistency)
Technical Report writing
Progress report writing
Note: Extensive reading is required for vocabulary building
Recommended Books
Technical Writing and Presentation Skills
a) Essay Writing and Academic Writing
1. Writing. Advanced by Ron White. Oxford Supplementary Skills.
Third Impression 1992. ISBN 0 19 435407 3
(particularly suitable for discursive, descriptive,
argumentative and report writing).
2. College Writing Skills by John Langan. McGraw-Hill Higher
Education. 2004.
3. Patterns of College Writing (4th edition) by Laurie G.
Kirszner and Stephen R. Mandell. St. Martin’s Press.

b) Presentation Skills

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c) Reading
The Mercury Reader. A Custom Publication. Compiled by Northern Illinois University. General
Editors: Janice Neuleib; Kathleen Shine Cain; Stephen Ruffus and Maurice Scharton. (A reader
which will give students exposure to the best of twentieth century literature, without taxing the
taste of engineering students).
ANNEXURE - B

Pakistan Studies (Compulsory)

Introduction/Objectives
● Develop vision of historical perspective, government, politics, contemporary Pakistan,
ideological background of Pakistan.
● Study the process of governance, national development, issues arising in the modern age and
posing challenges to Pakistan.

Course Outline

1. Historical Perspective

a. Ideological rationale with special reference to Sir Syed Ahmed Khan, Allama
Muhammad Iqbal and Quaid-e-Azam Muhammad Ali Jinnah.

b. Factors leading to Muslim separatism

c. People and Land

i. Indus Civilization
ii. Muslim advent
iii. Location and geo-physical features.

2. Government and Politics in Pakistan

Political and constitutional phases:
a. 1947-58
b. 1958-71
c. 1971-77
d. 1977-88
e. 1988-99
f. 1999 onward

3. Contemporary Pakistan
a. Economic institutions and issues

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 b. Society and social structure
c. Ethnicity
d. Foreign policy of Pakistan and challenges
e. Futuristic outlook of Pakistan

Recommended Books
1. Burki, Shahid Javed. State & Society in Pakistan, The MacMillan
Press Ltd 1980.
2. Akbar, S. Zaidi. Issue in Pakistan’s Economy. Karachi: Oxford University Press, 2000.
3. S. M. Burke and Lawrence Ziring. Pakistan’s Foreign policy: An Historical analysis. Karachi:
Oxford University Press, 1993.
4. Mehmood, Safdar. Pakistan Political Roots & Development.
Lahore, 1994.
5. Wilcox, Wayne. The Emergence of Bangladesh, Washington:
American Enterprise, Institute of Public Policy Research, 1972.
6. Mehmood, Safdar. Pakistan Kyun Toota, Lahore: Idara-e-Saqafat e-Islamia, Club Road, nd.
7. Amin, Tahir. Ethno - National Movement in Pakistan, Islamabad:
Institute of Policy Studies, Islamabad.
8. Ziring, Lawrence. Enigma of Political Development. Kent England:
Wm Dawson & sons Ltd, 1980.
9. Zahid, Ansar. History & Culture of Sindh. Karachi: Royal Book
Company, 1980.
10. Afzal, M. Rafique. Political Parties in Pakistan, Vol. I, II & III. Islamabad: National Institute of
Historical and cultural Research, 1998.
11. Sayeed, Khalid Bin. The Political System of Pakistan. Boston: Houghton Mifflin, 1967.
12. Aziz, K. K. Party, Politics in Pakistan, Islamabad: National
Commission on Historical and Cultural Research, 1976.
13. Muhammad Waseem, Pakistan Under Martial Law, Lahore: Vanguard, 1987.
14. Haq, Noor ul. Making of Pakistan: The Military Perspective.
Islamabad: National Commission on Historical and Cultural Research, 1993.

ANNEXURE - C
ISLAMIC STUDIES
(Compulsory)
Objectives
This course is aimed at:
1 To provide Basic information about Islamic Studies
2 To enhance understanding of the students regarding Islamic

125
 Civilization

3 To improve Students skill to perform prayers and other worships

4 To enhance the skill of the students for understanding of issues related to faith and religious life.
Detail of Courses

Introduction to Quranic Studies

1. Basic Concepts of Quran

2. History of Quran
3. Uloom-ul-Quran

Study of Selected Text of Holy Quran

1. Verses of Surah Al-Baqarah Related to Faith (Verse No-284-286)
2. Verses of Surah Al-Hujurat Related to Adab Al-Nabi (Verse No-1-
18)
3. Verses of Surah Al-Muminoon Related to Characteristics of faithful
(Verse No-1-11)

4. Verses of Surah Al-Furqan Related to Social Ethics (Verse No.63-

77)
5. Verses of Surah Al-Inam Related to Ihkam (Verse No-152-154)

Study of Selected Text of Holy Quran

1. Verses of Surah Al-Ahzab Related to Adab al-Nabi (Verse No.6,
21, 40, 56, 57, 58.)
2. Verses of Surah Al-Hashr (18,19,20) Related to thinking, Day of
Judgment
3. Verses of Surah Al-Saff Related to Tafakur, Tadabbur (Verse No-
1,14)

Seerat of Holy Prophet (PBUH) I

1. Life of Holy Prophet (PBUH) in Makkah
2. Important Lessons Derived from the life of Holy Prophet (PBUH) in Makkah

Seerat of Holy Prophet (PBUH) II

1. Life of Holy Prophet (PBUH) in Madina
2. Important Events of Life Holy Prophet (PBUH) in Madina
3. Important Lessons Derived from the life of Holy Prophet (PBUH) in Madina

126
 Introduction to Sunnah
1. Basic Concepts of Hadith
2. History of Hadith
3. Kinds of Hadith
4. Uloom –ul-Hadith
5. Sunnah & Hadith
6. Legal Position of Sunnah

Selected Study from Text of Hadith

Introduction to Islamic Law & Jurisprudence
1. Basic Concepts of Islamic Law & Jurisprudence
2. History & Importance of Islamic Law & Jurisprudence
3. Sources of Islamic Law & Jurisprudence
4. Nature of Differences in Islamic Law
5. Islam and Sectarianism

Islamic Culture & Civilization

1. Basic Concepts of Islamic Culture & Civilization
2. Historical Development of Islamic Culture & Civilization
3. Characteristics of Islamic Culture & Civilization
4. Islamic Culture & Civilization and Contemporary Issues

Islam & Science

1. Basic Concepts of Islam & Science
2. Contributions of Muslims in the Development of Science
3. Quran & Science
Islamic Economic System
1. Basic Concepts of Islamic Economic System
2. Means of Distribution of wealth in Islamic Economics
3. Islamic Concept of Riba
4. Islamic Ways of Trade & Commerce

Political System of Islam

1. Basic Concepts of Islamic Political System
2. Islamic Concept of Sovereignty
3. Basic Institutions of Governance in Islam

Islamic History
1. Period of Khilafat-E-Rashida
2. Period of Umayyads

127
3. Period of Abbasids Social System of Islam

1. Basic Concepts of Social System of Islam

2. Elements of Family
3. Ethical Values of Islam

Reference Books
1. Hameed ullah Muhammad, “Emergence of Islam” , IRI, Islamabad
2 Hameed ullah Muhammad, “Muslim Conduct of State”
3 Hameed ullah Muhammad, ‘Introduction to Islam
4. Maulana Muhammad Yousaf Islahi,”
5 Hussain Hamid Hassan, “An Introduction to the Study of Islamic
Law” leaf Publication Islamabad, Pakistan.
6 Ahmad Hasan, “Principles of Islamic Jurisprudence” Islamic
Research
Institute, International Islamic University, Islamabad (1993)
7 Mir Waliullah, “Muslim Jurisprudence and the Quranic Law of
Crimes”
Islamic Book Service (1982)
8 H. S. Bhatia, “Studies in Islamic Law, Religion and Society” Deep
& Deep Publications New Delhi (1989)
9 Dr. Muhammad Zia-ul-Haq, “Introduction to Al Sharia Al Islamia”
Allama Iqbal Open University, Islamabad (2001)

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 ANNEXURE - D

Note: One course will be selected from the following six courses of Mathematics.